Student Perceptions of Online Learning: Regression Analysis

Abstract

This study gathered data on student perceptions of online coursework. Specifically, students were asked to indicate their perceptions of how easy Blackboard was to use (Ease), how useful they found Blackboard (Useful), and how much they actually used Blackboard (Usage). Students also provided general demographic variables and variables related to their length of time using Blackboard, how many hours per week they used Blackboard, and their student classification. A survey instrument was administered electronically to all students enrolled in at least one web course during the Spring 2009 semester at a Midwest, regional, comprehensive university. The survey instrument elicited responses on a series of Likert- type questions, and also asked respondents to provide basic demographic information. A hierarchical regression analysis and a series of regression analyses were run to answer four major research questions. Analyses of the regression equations revealed that the variables for Ease, Usage, and Useful could be used in a predictive model with moderate accuracy. More interesting, though, were the results as they related to student demographic variables. The results of the regression equations showed that students used various functions of Blackboard based on their individual student classification (Freshman, Sophomore, Junior, Senior, Graduate Student). The results of the study provide useful information for course designers and faculty members with respect to the various features of Blackboard. Conclusions include suggestions for further research.