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Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W.
Michael Reed, New York University
|
| formerly Journal of Research on Computing in
Education |
JRCE,Volume 33, Number
3, Spring 2001
Receptivity to
Distance Learning: The Effect of Technology,
Reputation,
Constraints, and Learning Preferences
Edward W. Christensen
Monmouth University
Uzoamaka P. Anakwe and Eric H. Kessler
Pace University
Abstract
Recent growth in distance learning (DL)
represents a significant
change to management education. Notwithstanding
its importance,
research on DL is at an early stage of
development, particularly
in understanding the effect of technology
perceptions on
students’ receptivity toward DL. This study
of 399
students at two universities investigates the role
of perceived
technology usefulness, technological familiarity
and accessibility,
reputation, constraints, learning preferences, and
demographic
factors on prospective receptivity toward DL. The
results
reveal significant relationships between many of
these variables
and DL receptivity, suggesting new challenges and
opportunities
for educators. They also indicate that some
traditionally
held assumptions, for example those regarding
accessibility,
reputation, and constraints, may not be valid in
the new
high-tech DL environment. Implications of the
findings are
discussed.
Web Resources
Distance Education at a Glance. Guide #10
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B. Gellman-Danley & M. J. Fetzner. (1998).
Asking the
really tough questions: Policy issues for distance
learning.
Online Journal of Distance Learning
Administration
[Online serial], 1(1). Available: www.westga.edu/~distance/danley11.html.
T. L. Russell. (1999). The "No
Significant Difference"
phenomenon. Raleigh: North Carolina
University. Available:
http://nova.teleeducation.nb.ca/nosignificantdifference/.
M. Turoff. (1998). Alternative futures for
distance
learning: The force and the darkside [Online
document].
Available: www.westga.edu/~distance/turoff11.html.
Contributors
Edward W. Christensen (PhD, Rutgers University)
is an assistant
professor of management at the School of Business
Administration,
Monmouth University, West Long Branch, New Jersey.
His current
research interests lie in the uses and effects of
information
technologies on business processes, especially the
Internet.
Uzoamaka P. Anakwe (PhD, Drexel University) is an
assistant
professor of management at the Lubin School of
Business,
Pace University. Her current research interests
encompass
information technology implementation, conflict
management,
distance learning, institutionalized career
development
practices, and knowledge management within a
multicultural
context.
Eric H. Kessler (PhD, Rutgers University) is an
assistant
professor of management at the Lubin School of
Business,
Pace University. His research interests lie in the
area
of decision making in organizations, particularly
as applied
to managing innovation and technology.
Address: Edward W. Christensen, Department of
Management/Marketing,
School of Business Administration, Monmouth
University,
West Long Branch, NJ, 07764; echriste@monmouth.edu.
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Copyright © 2001, ISTE (International Society for Technology
in Education).
All rights reserved.
| distance learning,
intention, survey, technology |
|
