Distance learning and the faculty: an analysis of perceptions, concerns, and opportunities.

Distance learning and the faculty: an analysis of perceptions, concerns, and opportunities. ABSTRACT Higher education is experiencing a major paradigm shift A dramatic change in methodology or practice. It often refers to a major change in thinking and planning, which ultimately changes the way projects are implemented. For example, accessing applications and data from the Web instead of from local servers is a paradigm shift. See paradigm. from thetraditional lecture/face-to-face learning environment to online/distancelearning. Studies showing student, faculty, administrative, and theinstitution's adjustments, concerns and attitudes are now becomingavailable. However, this information is changing very rapidly, as theimplementation of new distance learning delivery modes and methodsbecome available. This study focuses on the difference in attitudes andconcerns of faculty determined by their age, gender, tenure, PC literacyand whether they have taught an online class previously. Resultsindicated that the greatest disparity dis��par��i��ty?n. pl. dis��par��i��ties1. The condition or fact of being unequal, as in age, rank, or degree; difference: "narrow the economic disparities among regions and industries"in faculty perceptions of onlineteaching were apparent between those with and without online teachingexperience. Other factors, such as age, gender, tenure, and computerliteracy Understanding computers and related systems. It includes a working vocabulary of computer and information system components, the fundamental principles of computer processing and a perspective for how non-technical people interact with technical people. , played little or no role in perceptual differences. INTRODUCTION Online education has grown and prospered in the ten years followingthe commercial development of the internet. Private and publicuniversities, as well as private firms, have embraced the concept inlarge numbers, as have students. Still, there are concerns about the newparadigm New ParadigmIn the investing world, a totally new way of doing things that has a huge effect on business.Notes:The word "paradigm" is defined as a pattern or model, and it has been used in science to refer to a theoretical framework. , often centered on faculty perceptions. These perceptions often include concerns about the quality ofteaching, the amount of preparation, the level of student-facultyinteraction, and technical support provided by the university (Schiffer2002; Meyer 2002; Bower 2001; Crumpacker 2001). These concerns aretypical of schools with little or no prior experience in onlinelearning, and thus may not reflect views after experience is gained. The purpose of this study is to examine full-time faculty views ondistance learning at an institution that has been delivering onlinecourses and programs for over five years, and was one of the firstmovers among public universities in its home state. LITERATURE REVIEW This study focuses on concerns and barriers to effectiveonline/distance learning from the faculty point of view."Technological change is what many have said is the only constantin our work today" (Kubala, 2000). Development of distanceeducation technologies requires that faculty adjust their teachingstyles, course design, evaluation of student work and in essence, theway they think about education and educational tools available to them.Thus, a major a paradigm shift, from lecture/face-to-face classes totechnologically advanced online/distance learning. (NEA, 2002; Quinn Quinn or O'Quinn is a surname of Irish origin. It comes from the original Irish name �� Cuinn, ie descendants of Conn. It means wisdom or chief. andCorry Corry could refer to: Corry, Pennsylvania, United States Corry, County Leitrim, Ireland See alsoCory, a common name , 2002; Oblinger, Barone You may have meant: Enrico Barone, Italian economist (1859-1924) Ray Barone, the main character in the show Everybody Loves Raymond. or Baron, a title of nobility. and Hawkins, 2001; Hassenplug and Harnish,1998). Have faculty made this paradigm shift? According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. a surveyconducted by the NEA, one in 10 higher education NEA members teaches adistance learning course and 90% of these NEA members who teachtraditional courses say that distance learning courses are offered orbeing considered at their institutions. (NEA, 2000). As stated in thissurvey, "Distance learning NEA members resemble traditional facultyin that they are full time (80%), tenured ten��ured?adj.Having tenure: tenured civil servants; tenured faculty.Adj. 1. tenured (73%), split evenly betweenfull professors (35) and lecturers and adjuncts ADJUNCTS, English law. Additional judges appointed to determine causes in the High Court of Delegates, when the former judges cannot decide in consequence of disagreement, or because one of the law judges of the court was not one of the majority. Shelf. on Lun. 310. (35%), holdmasters' degrees (48%) rather than a Ph.D. (31%)" (NEA, 2000).From the above statistics, we can dispel the notion that traditionalfaculty are being replaced by part-time distance learning faculty,allowing for the fact that many distance learning faculty, teaching onlyone or two courses, would probably not be members of the NEA (NEA 2000). If a large number of full-time and tenured faculty are teachingdistance/online learning classes, then what are their attitudes andconcerns? Only recently has literature been available to review to givefurther insight to these issues. One recurring re��cur?intr.v. re��curred, re��cur��ring, re��curs1. To happen, come up, or show up again or repeatedly.2. To return to one's attention or memory.3. To return in thought or discourse. theme in recent literature is the issue of increasedpreparation time or workload The term workload can refer to a number of different yet related entities. An amount of laborWhile a precise definition of a workload is elusive, a commonly accepted definition is the hypothetical relationship between a group or individual human operator and task demands. increase when teaching distance/onlineclasses. Several studies concluded that distance/online learningrequires a disproportionate dis��pro��por��tion��ate?adj.Out of proportion, as in size, shape, or amount.dispro��por investment of time and effort forpreparation than traditional face-to-face classes (Carnevale 2001;Schneider Schnei��der? , Vreni Born 1964.Swiss alpine skier. She won the overall World Cup in 1989, 1994, and 1995, was a four-time world champion, and earned five Olympic medals. 2000; Carr CARR CarrierCARR Customer Acceptance Readiness ReviewCARR Carrollton RailroadCARR Corrective Action Request and ReportCARR City Area Rural Rides (Texas)CARR Configuration Audit Readiness ReviewCARR Customer Acceptance Requirements Review 2000b; National Education Association 2000;American Association of University Professors 1999). Along with workloadconsiderations, distance/online learning faculty are concerned aboutappropriate compensation for the work (Meyen and Yang yang(yang) [Chinese] in Chinese philosophy, the active, positive, masculine principle that is complementary to yin; see yin, under principle. 2003; Lynch andCorry 1998). However, regardless of preparation time, workload, orcompensation issues the National Center for Education Statistics (2002)found that "... despite carrying larger teaching loads, faculty whotaught any distance classes were just as likely, and in some cases morelikely, to indicate that they were very satisfied with their workload,compared with faculty teaching only traditional classes." This wasalso found to be the case in a survey by the National EducationAssociation (2000). Some critics believe that distance/online learning is not asubstitute for students interacting spontaneously spontaneouslyMedtalk Without treatment in a face-to-faceenvironment with other students and professors (Guernsey Guernsey(gûrn`zē), island, 25 sq mi (65 sq km), in the English Channel, second largest of the Channel Islands. Guernsey bailiwick (2005 est. pop. 65,000) includes Alderney, Sark, Herm, Brechou, Jethou, and smaller islands. 1998; Sherronand Boettcher 1997; Black 1992). However, other studies show that theremay be benefits and more options available in distance/online learningthan are available in the face-to-face learning environment (Turoff1999; Sherron and Boettcher 1997). Another concern is that of tenured versus non-tenured faculty. Aretenured or non-tenured faculty more likely to make the paradigm shift todistance/online learning? The National Center for Education Statistics(2002) states that "the security of tenure might encourageexperienced faculty to try more controversial forms of instructionaldesign Instructional design is the practice of arranging media (communication technology) and content to help learners and teachers transfer knowledge most effectively. The process consists broadly of determining the current state of learner understanding, defining the end goal of ..." This seems to be contrary to the fact that tenuredfaculty have more years of experience in teaching and might be lesslikely to want to change their methods of teaching. Many studies show that distance/online teaching faculty areconcerned about the level of student /faculty interaction when usingdistance technologies. Some disagree that the kind of interaction thedistance education student experiences is comparable to the face-to-faceteaching/learning environment (Gladieux and Swail 1999; Sherron andBoettcher 1997). However, the National Center for Education Statistics(2002) stated that "faculty who participated in distance educationappeared to interact with students, or be available to them, more thantheir non distance counterparts in fall 1998. Full-time faculty teachingdistance classes held slightly more office hours office hours,n.pl See business hours. per week than theirpeers who did not teach distance education classes or non-face-to-faceclasses." Many distance educators perceive some of the greatestbarriers to teaching in a distance environment as technology issues;either not having the needed technology, or not having the technologicalsupport to successfully implement distance/online classes. In addition,distance faculty are also concerned with the content and quality oftheir classes. (Meyen and Yang 2003; Greenagel 2002; Berge 1998). Onesurvey revealed 43% of the respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. had concerns about"content" and 31% expressed concerns about "technicalissues", such as not having the necessary equipment (DDI ddIand ddC:see AZT. 2002) andanother report by Killion (2000) reported faculty concerns about contentand learning methods employed. The initial costs, hidden costs and ongoing costs ofdistance/online learning environments can also be a detriment Any loss or harm to a person or property; relinquishment of a legal right, benefit, or something of value.Detriment is most frequently applied to contract formation, since it is an essential element of consideration, which is a prerequisite of a legally enforceable contract. whendeveloping distance/online learning environments (National StaffDevelopment Council and National Institute for Community Innovations2001; Killion 2000; One study identified 22 barriers to online staffdevelopment programs that ranged from lack of technology, limited timefactors, limited budgets, not having the expertise to develop classes,lack of incentives for instructional faculty to participate and others(Meyen and Yang, 2003). Although advantages and disadvantages of distance/online learningare still being studied, educators and researchers will have a plethora plethora/pleth��o��ra/ (pleth��ah-rah)1. an excess of blood.2. by extension, a red florid complexion.pletho��ricpleth��o��ran.1. of research opportunities in the foreseeable fore��see?tr.v. fore��saw , fore��seen , fore��see��ing, fore��seesTo see or know beforehand: foresaw the rapid increase in unemployment. future as the educationalparadigm continues to shift towards distance/online learning and awayfrom the traditional face-to-face teaching modes and methods. METHODOLOGY Data were collected at a medium-sized Division II public universityin the Sun Belt. This university has been delivering online coursessince 1997, starting with one course and 25 students, to its currentlevel of over 75 courses and over 4300 course enrollments. An email announcement was sent to all 226 full-time faculty, with alink to an online survey instrument. Of these, 110 submitted the survey(48.7%). Respondents remained anonymous, and constitute a volunteersample, since all full-time faculty were invited to participate. Exploratory research Exploratory research is a type of research conducted because a problem has not been clearly defined. Exploratory research helps determine the best research design, data collection method and selection of subjects. was conducted to determine the key issuessurrounding sur��round?tr.v. sur��round��ed, sur��round��ing, sur��rounds1. To extend on all sides of simultaneously; encircle.2. To enclose or confine on all sides so as to bar escape or outside communication.n. online education deemed important by the faculty. A seriesof 14 Likert-type statements were developed and included in the survey,along with five faculty demographic variables that would be used fordetailed analysis of the data. The Likert statements included in the instrument are found in Table1 below. The five demographic variables were (1) whether the facultymember had taught online, (2) gender, (3) PC literacy, (4) age group,and, (5) tenure status. Several open-ended questions were also provided,to which faculty members could elaborate on their primary concerns. Datawere analyzed an��a��lyze?tr.v. an��a��lyzed, an��a��lyz��ing, an��a��lyz��es1. To examine methodically by separating into parts and studying their interrelations.2. Chemistry To make a chemical analysis of.3. using SPSS-PC software. The demographic variables were categorized cat��e��go��rize?tr.v. cat��e��go��rized, cat��e��go��riz��ing, cat��e��go��riz��esTo put into a category or categories; classify.cat as follows: Online experience: Yes or No Gender: Male or Female PC Literacy: High or Medium vs. Low or None Age: 40 and under vs. over-40 Tenure: Yes or No RESULTS Mean responses for each of the 14 Likert statements werecalculated, and then broken down by each of the five demographicvariables (see Tables 2-6 for results). A mean response of 3 indicatesoverall neutrality to an issue, while an average score greater than 3indicates an increasing level of disagreement, and an average score lessthan 3 indicates an increasing level of agreement. T-tests forindependent samples were performed for each of these comparisons, andthe probability of these differences occurring by chance. Table 7 summarizes which mean scores were significantly different(at p<0.05) for each of the 14 statements and 5 demographicvariables. Of the 70 possibilities, 17 analyses resulted in significantdifferences. Perhaps the most important result is that, after five years ofoffering online courses and programs, the one demographic variableproducing the most significant differences in responses is whether ornot the faculty member had ever taught online. Of the 14 Likertstatements, eight produced significantly different mean responses. Results for the other demographic variables were not as compelling.Gender produced 5 of 14 significant differences, while PC literacyproduced 3 and tenure 1. There were no significant differences for theage variable. Table 3 summarizes the data between online and offline faculty.Specifically, the online faculty disagreed more with the statement thattoo many courses were offered, suggesting they think that more could beoffered (Q#1). Online faculty also demonstrated a sizeable difference intheir disagreement with the statement that online teaching is lesseffective than traditional formats (Q#3). Other responses echoed thesefindings, revealing that the online faculty contend there is greatdemand for more online courses (Q#7), that students learn as much inonline courses as they do in other courses (Q#11), online studentsreceive value for their money (Q#12), and that faculty with onlineexperience prefer this method (Q#10). Table 4 summarizes the data between male and female respondents.Five of the 14 items resulted in significant differences, indicatingpossibly that women are more inclined to favor online courses because ofthe clear advantages such courses offer female students (especiallythose who are married and/or with children). For example, males were more likely than females to feel thatonline teaching is less effective than on-campus on-campusadjective Referring to an on-site site of a medical complex with multiple buildings. Cf 'Off campus.'. teaching (Q#3), yet menwere also more likely to prefer to teach online than were women (Q#10).Women were more likely to feel that online students get value for theirmoney (Q#12), and that student comments have been favorable fa��vor��a��ble?adj.1. Advantageous; helpful: favorable winds.2. Encouraging; propitious: a favorable diagnosis.3. (Q#4), whiledisagreeing strongly that there are too many online courses (Q#1). The other demographic variables (PC literacy, age, and tenurestatus) did not produce many significant results, leading us to concludethat these factor were not relevant pivot points for the data. This issomewhat surprising, since online teaching assumes a certain level of PCliteracy. Furthermore, age is often assumed to be a factor in PCliteracy, since younger faculty have been exposed to computertechnologies for a greater percentage of their lives than have theirmore senior colleagues. Finally, tenure was not a good source of perceptual differences.Given the pressures of attaining tenure, one might conclude thatpreviously-tenured faculty might be less favorably fa��vor��a��ble?adj.1. Advantageous; helpful: favorable winds.2. Encouraging; propitious: a favorable diagnosis.3. disposed dis��pose?v. dis��posed, dis��pos��ing, dis��pos��esv.tr.1. To place or set in a particular order; arrange.2. toward aparadigm that would require them to learn new pedagogy and computing computing - computer skills, at a point in their career when it might not be critical to doso. CONCLUSIONS The results reported above point to an interesting observation:After five years of delivering courses and programs online, the biggestfactor producing differences of opinion is simply whether the facultymember had ever taught online. Generally speaking, experienced onlinefaculty were more favorable in their assessments of this paradigm thanwere faculty with no online experience. While it is not possible todetermine from this study if these online faculty were naturallypredisposed pre��dis��pose?v. pre��dis��posed, pre��dis��pos��ing, pre��dis��pos��esv.tr.1. a. To make (someone) inclined to something in advance: to the paradigm (or the opposite for other faculty notteaching online), it may be possible to improve overall perceptions ofonline teaching by merely getting more offline faculty into the ranks ofonline faculty. No attempt was made to analyze for differences among theexperienced online faculty. It is possible that their assessmentsimprove as their number of online experiences increases. Still, it isapparent from these results that by increasing from 0 to 1 or more thenumber of online teaching experiences, a generally more favorableoutlook toward online teaching will result. REFERENCES American Association of University Professors, Special committee ondistance education and intellectual property issues. (1999). DistanceEducation and Intellectual Property. Academe, 85(3): 41-45. Black, E.J. (1992). Faculty support for university distanceeducation. CADE: Journal of Distance Education, 7(2): 5-30. Berge, Z. (1998). Barriers to online teaching in post-secondaryinstitutions: Can policy changes fix it? Retrieved February 03, 2004, from Online Journal of Distance LearningAdministration, 1(2). http://www.westga.edu/distance/berge12.html Bower, B. (2001). Distance education: Facing the faculty challenge.Retrieved February 20, 2004, from the Online Journal of DistanceLearning Administration, 4(2)http://www.westga.edu/~distance/ojdla/summer42/summer42.html Carnevale, D. (2001, February 23). As online education surges, somecolleges remain untouched. Chronicle chronicle,official record of events, set down in order of occurrence, important to the people of a nation, state, or city. Almanacs, The Congressional Record in the United States, and the Annual Register in England are chronicles. of Higher Education, 47(24):A41-A42 Carr, S. (2000b, July 7). Many professors are optimistic op��ti��mist?n.1. One who usually expects a favorable outcome.2. A believer in philosophical optimism.op ondistance learning, survey finds. Chronicle of Higher Education, 46(44):A35. Crumpacker, N. (2001). Faculty pedagogical ped��a��gog��ic? also ped��a��gog��i��caladj.1. Of, relating to, or characteristic of pedagogy.2. Characterized by pedantic formality: a haughty, pedagogic manner. approach, skill, andmotivation in today's distance education milieu mi��lieun. pl. mi��lieus or mi��lieux1. The totality of one's surroundings; an environment.2. The social setting of a mental patient.milieu[Fr.] surroundings, environment. . Retireved February20, 2004, from the Online Journal of Distance Learning Administration4(4). http://www.westga.edu/~distance/ojdla/winter44/crumpacker44.html Development Dimensions International (DDI) (2002, August 23). InPittsburgh, Aug. 23, 2002 (Business wire). Access to Global KnowledgeNetwork. Retrieved February XX, 2004 fromhttp://www.access.globalknowledge.com/article.asp?ID=4142 Gladieux, L. E. & Swail, W. S. (1999). The virtual universityand educational opportunity: Issues of equity and access for the nextgeneration. Washington, DC: The College Board. Greenagel, F. L. (2002). The illusion IllusionSee also Appearances, Deceiving.Barmecide feastimaginary feast served t0 beggar by prince. [Arab. Lit.: Arabian Nights, “The Barmecide’s Feast”]Emperor’s New Clothes of e-learning: Why we aremissing out on the promise of technology. Retrieved February 03, 2004from http://www.league.org/publication/whitepapers/0802.html Guernsey, L. (1998, March 27). Colleges debate the wisdom of havingon-campus students enroll in on-line classes. Chronicle of HigherEducation, 44(290: A29. Hassenplug, C. & Harnish, D. (1998). The nature and importanceof interaction in distance education credit classes at a technicalinstitute. Community College Journal of Research and Practice, (22),591-605. Killion, J. (2000). Log on to learn: To reap the benefits of onlinestaff development, ask the right questions. Journal of StaffDevelopment, 21(3), 48-53. Kubala, T. (2000). Teaching community college faculty members onthe internet. Community College Journal of Research and Practice, (24),331-339. Lynch, W. & Corry, M. (1998, March 10-14). Faculty recruitment,training, and compensation for distance education. Paper presented atthe Society for Information Technology and Teacher Education,Washington, DC. Meyen, E. L. & Yang, C.H. (2003). Barriers to implementinglarge-scale online staff development programs for teachers. RetrievedFebruary 18, 2004, from Online Journal of Distance LearningAdministration, 6(4).http://www.westga.edu/~distance/ojdla/winter64/meyen64.htm Meyer, K. A. (2002). Does Policy make a difference? An explorationinto policies for distance education. Retrieved February 20, 2004, fromOnline Journal of Distance Learning Administration 5(4).http://www.westga.edu/~distance/ojdla/winter54/Meyer_policy_54.htm National Center for Education Statistics. (2002). Distanceeducation instruction by postsecondary faculty and staff: Fall 1998.Retrieved February 19, 2004, fromhttp://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=200222155 National Education Association (2000). A survey of traditional anddistance learning higher education members. Washington, DC: Author. National Staff Development Council and National Institute forCommunity Innovations. (2001). E-learning for educators: Implementingthe standards for staff development. Retrieved February XX, 2004 fromhttp://www.nsdc.org/e-learning.pdf Oblinger, D.G., Barone, C.A. & Hawkins, B.L. (2001).Distributed education and its challenges: An overview. Washington, DC:American Council on Education and EDUCAUSE. O'Quinn, L. & Corry, M. (2002). Factors that deter facultyfrom participating in distance education. Retrieved February 20, 2004,from Online Journal of Distance Learning Administration, 5(4).http://www.westga.edu/~distance/ojdla/winter54/Quinn54.htm Schiffer, C. (2002). Perception differences about participating indistance education. Retrieved February 20, 2004, from Online Journal ofDistance Learning Administration 5(1).http://www.westga.edu/~distance/ojdla//spring51/schiffer51.html Schneider, C. G. (2000, April 26). The age of virtual learning?Education Week, 19(33): 64. Sherron, G.T. & Boettcher, J.V. (1997). Distance learning: Theshift to interactivity, CAUSE Professional Paper Series 17. Boulder Boulder, city, United StatesBoulder,city (1990 pop. 83,312), seat of Boulder co., N central Colo.; inc. 1871. A Rocky Mountain resort and a suburb of Denver, it is the seat of the Univ. of Colorado (1876). , CO:CAUSE. Turoff, M. (1999, November). An end to student segregation segregation:see apartheid; integration. : No moreseparation between distance learning and regular courses. Paperpresented at the Summary of Invited Plenary plenaryadj. full, complete, covering all matters, usually referring to an order, hearing or trial. PLENARY. Full, complete. 2. for Telelearning 99,Montreal, Canada. Nick Gerlich, West Texas A&M University Pamela H. Wilson, West Texas A&M UniversityTable 1: Survey InstrumentRespondents were given 14 Likert-type statements and asked to ratetheir level of agreement or disagreement with the statement. Ascore of 1 indicated "strongly agree" while a score of 5 indicated"strongly disagree." A score of 3 indicated neutrality while 2was "agree" and 4 was "disagree."Q1: The university's online program offers too many courses.Q2: The University provides its online faculty with sufficient computer and staff resources to be able to teach online effectively.Q3: Online teaching is less effective than teaching using the regular on-campus format.Q4: Most student comments about courses they have taken through the online program have been favorable.Q5: Many students believe the Online program offers too few course choices.Q6: The quality of our online course instruction has improved significantly since the online program began.Q7: There is substantial student demand for additional online courses at our university.Q8: Fewer hours of professor labor are required for an online course than for the same course taught on-campus.Q9: Instructors should be paid more for teaching online than for teaching on-campus.Q10: Given the choice I would prefer teaching on-campus to teaching online.Q11: Students learn as much in an online course as they do in the same course taught on-campus.Q12: Students get as much value for their money in an online course as they do in an on-campus course.Q13: It is easy to engage online students in class discussions via the internet.Q14: It is more difficult to meet the needs of online students than of on-campus students.Table 2: Analysis By Online Experience Online Std. Exper. N Mean Deviation t-statistic p-valueQ #1 yes 39 4.0769 .8998 2.290 0.024 no 71 3.5493 1.2738Q #2 yes 39 3.1282 1.5249 -0.433 0.666 no 71 3.2394 1.1397Q #3 yes 39 3.8718 1.3412 4.005 0.000 no 71 2.7606 1.4189Q #4 yes 39 2.4615 1.1203 -3.039 0.003 no 71 3.1127 1.0495Q #5 yes 39 2.6154 .7475 -2.172 0.032 no 71 3.0000 .9562Q #6 yes 39 2.3846 1.1382 -1.256 0.212 no 71 2.6056 .7067Q #7 yes 39 2.3590 1.1118 -2.292 0.024 no 71 2.8451 1.0371Q #8 yes 39 4.1026 .5024 0.336 0.737 no 71 4.0563 .7725Q #9 yes 39 3.0000 1.6859 -0.917 0.361 no 71 3.2817 1.4559Q #10 yes 39 3.3077 1.7038 4.922 0.000 no 71 1.9718 1.1335Q #11 yes 39 2.4615 1.3148 -4.588 0.000 no 70 3.5714 1.1493Q #12 yes 39 2.3590 1.4046 -4.137 0.000 no 71 3.4366 1.2505Q #13 yes 39 3.3846 1.5151 -0.213 0.832 no 71 3.4366 1.0383Q #14 yes 39 2.5897 1.4458 -0.229 0.819 no 71 2.6479 1.1723Table 3: Analysis by Gender Std. Gender N Mean Deviation t-statistic p-valueQ #1 male 57 3.4211 1.2385 -3.200 0.002 female 51 4.1176 .9929Q #2 male 57 3.0526 1.2736 -1.221 0.225 female 51 3.3529 1.2779Q #3 male 57 2.7368 1.5298 -3.334 0.001 female 51 3.6471 1.2779Q #4 male 57 3.0877 1.2142 2.295 0.024 female 51 2.6078 .9182Q #5 male 57 2.7193 .8609 -1.849 0.067 female 51 3.0392 .9372Q #6 male 57 2.6140 .9591 1.180 0.241 female 51 2.4118 .8044Q #7 male 57 2.6667 1.0911 -0.093 0.926 female 51 2.6863 1.1044Q #8 male 57 4.1053 .8169 0.645 0.520 female 51 4.0196 .5095Q #9 male 57 3.2807 1.5440 0.878 0.382 female 51 3.0196 1.5426Q #10 male 57 1.9825 1.3295 -3.565 0.001 female 51 2.9608 1.5226Q #11 male 57 3.3684 1.2905 1.539 0.127 female 50 2.9800 1.3169Q #12 male 57 3.3158 1.4535 2.003 0.048 female 51 2.7843 1.2855Q #13 male 57 3.5614 1.1498 1.148 0.253 female 51 3.2941 1.2696Q #14 male 57 2.4737 1.2692 -1.043 0.299 female 51 2.7255 1.2342Table 4: Analysis by PC Literacy PC Std. Literacy N Mean Deviation t-statistic p-valueQ #1 low 11 3.4545 .9342 -0.835 0.406 high 99 3.7677 1.2023Q #2 low 11 3.4545 1.3685 0.692 0.491 high 99 3.1717 1.2781Q #3 low 11 2.9091 1.6404 -0.576 0.566 high 99 3.1818 1.4733Q #4 low 11 2.9091 .9439 0.085 0.932 high 99 2.8788 1.1363Q #5 low 11 3.0909 1.0445 0.879 0.382 high 99 2.8384 .8888Q #6 low 11 2.8182 .4045 1.151 0.252 high 99 2.4949 .9189Q #7 low 11 3.2727 .9045 1.959 0.053 high 99 2.6061 1.0863Q #8 low 11 4.4545 .6876 1.969 0.052 high 99 4.0303 .6769Q #9 low 11 4.0000 1.0000 1.879 0.063 high 99 3.0909 1.5655Q #10 low 11 2.5455 1.5725 0.232 0.817 high 99 2.4343 1.4994Q #11 low 11 2.9091 1.221 -0.702 0.484 high 98 3.2041 1.3313Q #12 low 11 3.0909 1.3751 0.090 0.928 high 99 3.0505 1.4097Q #13 low 11 3.0000 1.0000 -1.199 0.233 high 99 3.4646 1.2398Q #14 low 11 3.4545 1.1282 2.323 0.022 high 99 2.5354 1.2561Table 5: Analysis by Age Std. Age N Mean Deviation t-statistic p-valueQ #1 41 up 79 3.7468 1.1262 0.148 0.883 40 under 31 3.7097 1.3215Q #2 41 up 79 3.1139 1.3106 -1.124 0.263 40 under 31 3.4194 1.2048Q #3 41 up 79 3.2152 1.5079 0.682 0.497 40 under 31 3.0000 1.4376Q #4 41 up 79 2.8608 1.1179 -0.315 0.753 40 under 31 2.9355 1.1236Q #5 41 up 79 2.8987 .9001 0.649 0.518 40 under 31 2.7742 .9205Q #6 41 up 79 2.6203 .8815 1.776 0.079 40 under 31 2.2903 .8638Q #7 41 up 79 2.7342 1.0944 0.948 0.345 40 under 31 2.5161 1.0605Q #8 41 up 79 4.0886 .6829 0.386 0.701 40 under 31 4.0323 .7063Q #9 41 up 79 3.2278 1.4759 0.499 0.619 40 under 31 3.0645 1.7114Q #10 41 up 79 2.5570 1.5587 1.248 0.215 40 under 31 2.1613 1.3190Q #11 41 up 78 3.1026 1.3444 -0.901 0.370 40 under 31 3.3548 1.2530Q #12 41 up 79 3.0000 1.3960 -0.651 0.517 40 under 31 3.1935 1.4241Q #13 41 up 79 3.3165 1.2041 -1.400 0.164 40 under 31 3.6774 1.2487Q #14 41 up 79 2.6835 1.3062 0.740 0.461 40 under 31 2.4839 1.1796Table 6: Analysis by Tenure Std. Tenure N Mean Deviation t-statistic p-valueQ #1 yes 63 3.5397 1.1334 -2.057 0.042 no 47 4.0000 1.1978Q #2 yes 63 3.2381 1.2916 0.359 0.720 no 47 3.1489 1.2850Q #3 yes 63 3.0476 1.4857 -0.873 0.384 no 47 3.2979 1.4878Q #4 yes 63 2.9524 1.1836 0.767 0.445 no 47 2.7872 1.0201Q #5 yes 63 2.8889 .9352 0.338 0.736 no 47 2.8298 .8678Q #6 yes 63 2.5556 .9466 0.386 0.700 no 47 2.4894 .8041Q #7 yes 63 2.8413 1.0657 1.910 0.059 no 47 2.4468 1.0796Q #8 yes 63 3.9841 .7294 -1.577 0.118 no 47 4.1915 .6128Q #9 yes 63 3.3810 1.4304 1.581 0.117 no 47 2.9149 1.6528Q #10 yes 63 2.3175 1.4682 -1.037 0.302 no 47 2.6170 1.5401Q #11 yes 63 3.1270 1.3379 -0.437 0.663 no 46 3.2391 1.3027Q #12 yes 63 3.0000 1.4142 -0.471 0.638 no 47 3.1277 1.3928Q #13 yes 63 3.2381 1.1875 -1.808 0.073 no 47 3.6596 1.2385Q #14 yes 63 2.6508 1.3218 0.224 0.823 no 47 2.5957 1.2097Table 7: Summary of Significant Differences of Response Means (p<0.05) Online Exp. Gender PC Literacy Age TenureQ#1 Yes Yes YesQ#2Q#3 Yes YesQ#4 Yes YesQ#5 YesQ#6Q#7 Yes YesQ#8 YesQ#9Q#10 Yes YesQ#11 YesQ#12 Yes yesQ#13Q#14 Yes