ABSTRACT
The Internet has created a new opportunity for communications between professor and student. By placing all course information on an Internet homepage, professors can eliminate printed handouts. While this is convenient to professors, it may not be perceived favorably by students. The lack of the printed handouts, the requirement to use the Internet, and lack of convenient Internet access may affect student acceptance of the new communications medium. This research investigates student satisfaction with the Internet as the primary source of course information. Both undergraduate and graduate students were included in the research. The research found that a majority of students, both undergraduate and graduate, are satisfied with the Internet as the primary source of course information. However, students without convenient Internet access expressed lower levels of satisfaction than students with convenient access.
INTRODUCTION
The Internet has created a new communications medium between professor and student in the modern university environment. It is now possible for a professor to make course information, such as syllabi, course assignments, examples, sample examinations, and other course reference materials available to students on an Internet homepage. Students can then reference the materials at any time, from any location, at their convenience. Students who misplace referenced materials can quickly and easily access the materials for replacements. There is no doubt that, as a method of providing student access to course information, the Internet is without peer.
With this access comes a major shift in one of the professor-student communications paradigms. Students have traditionally relied upon "handouts" from professors. Course syllabi, assignments, and other materials were either provided by the professors, or made available for students to copy through the university library or other copy source. This paper based communications process can now be replaced by electronic communications.
Questions arise concerning student acceptance of the Internet as the only source of course materials. How do students perceive materials in electronic form instead of paper form. True, the materials can be easily printed, but the basic action of receiving paper from professors has changed. Is the new communications method acceptable to students? Do they favor receiving materials from the Internet, or do they find value in receiving materials directly from professors?
This communications paradigm shift, for all its promise of convenience, is not without some potential for problems. Chief among them is the lack of access to the Internet. While Internet access is becoming more widely available and inexpensive, it is by no means universally available. Hoffman, Kalsbeek, and Novak [2] estimated in 1996 that 36.8 million Americans (approximately 15%) have Internet access in some form. Most universities now provide student access to the Internet. Still, having course materials exclusively on the Internet could cause problems for students without convenient access.
The lack of universal Internet access raises questions about student attitudes. Do students have a favorable attitude toward Internet access to course materials? Is there a difference in the acceptance rate between graduate and undergraduate students? Do students with convenient Internet access differ in their acceptance from students who must use university resources?
This research provides some insights into the student acceptance of course materials when they are available primarily on the Internet. It examines characteristics of acceptance rates between undergraduate and graduate students, between students with home and/or business Internet access and students who must rely upon university resources, and the overall students' acceptance of a "paperless" course.
UTILIZATION OF TECHNOLOGY IN EDUCATION
McClintock [5] describes a computer based education system as, "having all intellectual contents and pedagogical resources available to all students and teachers at all times, and those materials will be much more extensive and complex than they currently are. Together these two changes will shatter the implementation constraints of the print-based system. As these constraints disappear, the span of pedagogical possibility will change. What people will be able to learn, what they will need to learn, and how they learn will shift significantly."
What McClintock is suggesting is that availability of resources will have a significant positive effect on the learning process. Availability of resources when and where students they want them will enhance learning. He states, "Three concepts will be key in the discussion: asynchronous space and time, responsive environments, and virtual reconstruction. By asynchronous space and time, we mean the ability of people to communicate easily with each other. By responsive environment, we mean the ability to endow spaces and periods with an electronic responsiveness to the particular people in them. By virtual reconstruction, we mean the ability to use interactive multimedia components to redesign and reconfigure the human experience of existing physical spaces without having to make physical, structural changes in buildings."
The Internet has the capability to transform the pedagogical experience. It has the ability to alter asynchronous space through quick and easy worldwide communications. It provides a responsive environment. Information can be retrieved from anywhere in a matter of seconds or minutes. It is literally a virtual reconstruction of the library concept because it provides access to information traditionally housed in libraries from the convenience of a computer. There is no doubt that the Internet can, as McClintock suggests, "change the way schools work."
Means [4] focused research on the context of learning while utilizing technology rather than on specific models of delivery. He examined how the technology, when combined with other aspects of classroom teaching, enhanced the learning process. The research showed positive relationships between the use of a combination of teaching media and student achievement. Another important factor was the degree to which students, when utilizing structured activities that utilize technology, were able to undertake responsibilities for their own learning. The use of technology enhanced the student learning process.
Berge's [1] research supports these findings. He states, "In essence, learning involves two types of interaction: interaction with content and interpersonal interaction (i.e., interaction with other people). Both are critical in many types of learning." Berge suggests that different interactions enhance the student learning process. Having computer-based access to course materials is one way to improve learning. Berge further states that the interpersonal interaction isn't necessarily "face to face." The professor-student interaction can be independent of time and place. When the interaction is not personal, professors should be aware of the nature of the materials that the students access. The higher the content density, the more responsibility the student assumes for self-motivation and self-pacing. High-density content may be better delivered via a web site, which may be referenced repeatedly at the students' convenience. This suggests that students will find complex course material easier to access and understand. The ability to revisit the web site further facilitates student learning because the material is never "lost." Any misplaced materials can be easily reproduced, providing a high level of convenience for students.
Research into how students utilize technology to enhance the learning process suggests that the use of an Internet homepage as a source of course information will yield positive results. This study examines the results of the utilization of an Internet homepage as the primary source of course information. Both graduate and undergraduate students are included in the research.
THE RESEARCH HYPOTHESES
If McClintock, Berge, and Means research are correct, then students should positively embrace the new communications paradigm. The responses should be positive with respect to utilizing the Internet homepage as the primary source of course information. Students should exhibit high levels of satisfaction.
Since access to the Internet is required in order to retrieve the course information, those students who do not have home and/or business access must utilize the College of Business computer laboratories, located in the College of Business building. The laboratories at the University of South Alabama are open every day for a total of about 90 hours per week. Students must come to the laboratories when open to access the Internet. Because of this "inconvenience" as compared to home/business access, students who have to use the laboratories will not be as satisfied as students with home/business access.
THE INTERNET HOMEPAGE
The Internet homepage used is the author's academic homepage. The page is designed to provide student access to general information, such as office number and office hours, as well as information about courses being taught each academic quarter. Each course being taught has an entry in the list of options. Each course entry has three types of information: course syllabus, quarter assignments and information to supplement the course texts, and sample examinations. The homepage is updated each quarter for courses being taught that quarter, as well as the assignments, supplemental material, and sample exams for that quarter. Any changes, additions, or deletions during the quarter were announced during class and the students are encouraged to retrieve the updated materials. The author's homepage address is: http://bms.usouthal.edu/wbeatty/index.html
DATA COLLECTION
The University of South Alabama College of Business conducts faculty evaluations each quarter, usually one or two weeks before the end of each quarter. In addition to the evaluation forms provided by the College of Business, the author distributed a questionnaire designed to ascertain the opinions of the students regarding the use of the Internet homepage as the primary source of course information. The questionnaire is provided in the appendix.
The questionnaire focuses upon three categories of information: course syllabus, sample examinations and solutions, and supplemental course materials. Students were asked to rate their levels of satisfaction with the availability of these course materials on the Internet homepage as compared to the more traditional paper handouts. Students were also asked about their sources of Internet access. The questionnaires were distributed at the same time as the College of Business questionnaires, but they were collected separately by the author and stored for compilation at the end of the quarter. The questionnaire about the Internet did not attempt to measure student satisfaction with the course, its topical contents, or the professor.
The questionnaire has been administered for the past five quarters (Fall, 1996, Winter, Spring, Summer, Fall, 1997) to both undergraduate and graduate classes. There were a total of seven graduate courses and three undergraduate courses. Participation was voluntary, and the responses were anonymous. A total of 205 usable questionnaires were returned, 156 from the graduate classes and 49 from the undergraduate classes.
RESEARCH RESULTS
The results of the student questionnaires are illustrated in the series of Chi-Square contingency tables developed using Microsoft Excel. Each table addresses one research hypothesis. The spreadsheet is available from the author.
The first contingency table examines the overall levels of satisfaction with the Internet homepage as the primary source of course information.
| Very Dissatisfied | Dissatisfied | Equal | Satisfied | Very Satisfied |
| 21 | 33 | 12 | 89 | 50 |
If we assume that the students' satisfaction levels are uniformly distributed, we would expect a total of 41 observations in each category (205/5). The calculated Chi-square value for the distribution of satisfaction levels in the table above is 90.0. The probability of this value, assuming a uniform satisfaction distribution, is 1.31E-18. Therefore we can conclude that the observed satisfaction levels are not uniformly distributed. Examination of the satisfaction levels indicates that 67.8% of the students are either "Satisfied" or "Very Satisfied," while only 26.3% were either "Dissatisfied" or "Very Dissatisfied." These percentages indicate that students are satisfied with the Internet homepage as the primary source for course materials. The first research Hypothesis is supported.
The second contingency table examines the levels of satisfaction by course classification. Undergraduate and graduate students' satisfaction levels are compared.
| Classification | Very Dissatisfied | Dissatisfied | Equal | Satisfied | Very Satisfied |
| Undergraduate | 7 | 9 | 5 | 21 | 7 |
| Graduate | 14 | 24 | 7 | 68 | 43 |
If we assume that the course classification has no effect on the levels of satisfaction between the undergraduate and graduate students, we would expect the percentage of the observations for each level of satisfaction to be relatively equal. The calculated Chi-square value for the contingency table is 6.01, and the probability is .198. We can conclude that there is no difference in levels of satisfaction between the undergraduate and graduate students. Both groups of students are equally satisfied. The second research hypothesis is supported.
The third contingency table examines the levels of satisfaction by the source of Internet access. A majority of the students (76.6%) have Internet access either at home or at their place of business. Students without home/business access must utilize the computer laboratories located in the College of Business.
| Access Location | Very Dissatisfied | Dissatisfied | Equal | Satisfied | Very Satisfied |
| Home/Business | 9 | 5 | 3 | 77 | 44 |
| College Laboratory | 6 | 12 | 8 | 11 | 5 |
We would expect that students without home and/or business Internet access to express higher percentages of dissatisfaction than students with home and/or business Internet access. The calculated Chi-square value for this contingency table is 49.04. The probability of this value, assuming no difference in satisfaction percentages, is 5.71E-10. The observed satisfaction levels are not uniformly distributed. Examination of the satisfaction levels indicates that 38.1% of the students without home/business access were either very satisfied or satisfied. However, 87.7% of the students with home/business access were either satisfied or very satisfied. We can see from the percentage differences that the students with home/business access were significantly more satisfied than students without home/business access.
CONCLUSIONS
Students responded favorably to the Internet as the primary source of course materials. Almost 68% of the students responded as being either satisfied or very satisfied with the source of the materials. This high satisfaction level indicates that students welcome the accessibility and convenience of the Internet and will continue to utilize it in the future.
The uniform levels of satisfaction between undergraduate and graduate students indicate that the use of the Internet is appropriate for both levels of courses. The Internet homepage is appropriate as a primary source of information for all levels of courses. Both undergraduate and graduate students will find the Internet homepage a useful and satisfactory source of information.
The research indicates a significant relationship between student satisfaction and ease of access. This is to be expected since students without home and/or business access must make a specific effort to go to a computer laboratory in order to retrieve the information. While it is an unfortunate fact of life that all students cannot afford home/business access, Internet access is becoming less expensive and more widely available. Current trends suggest that future university students will have more and easier Internet access, indicating that while the Internet is not now universally accepted, it will become more so in the future. Research results indicate that an Internet homepage as a communications tool is definitely going to be an effective tool in the future.
RECOMMENDATIONS
This research indicates that the use of an Internet homepage as a primary source of course information is viable. Students accept the source with a high level of satisfaction. This acceptance suggests that professors, particularly those who have office computers with Internet access, begin to utilize the Internet as a source of course information. The availability of the materials and the technological interaction can enhance the student's learning experience and increase his or her satisfaction with courses through convenient access to information.
Two personal recommendations are offered. First, start slowly. Make your homepage relatively simple and easy to maintain. It is amazing how quickly they become complex and voluminous. Student demands for more and more information tend to drive the content. The homepage can become unmanageable in a short time. Second, in an effort to provide convenient access to all students, try to schedule some class time in a computer laboratory. This provides easy access for students without home/business access and probably increases the satisfaction levels.
One final recommendation is in order. Anyone considering the development and use of a homepage should read Blake Ives'[3] "The Internet, the Web, and the Academic: How Some Move and Why Some Do Not," which can be found at http://www.cox.smu.edu/mis/talks/ecis96.html. Dr. Ives succinctly explains the responsibilities of homepage developers who use them as a source of information. The efforts to keep them current can and does become significant. While the Internet homepage is an excellent communications tool, it is also a lot of work and a significant responsibility. Don't think that you can simply place information on the homepage at the beginning of each quarter and forget it. They are truly living entities that require constant attention.
REFERENCES
[1] Berge, Zane L., "The Role of the Online Instructor/Facilitator," http://star.ucc.nau.edu/~mauri/moderate/teach_online.html
[2] Hoffman, Donna L., Kalsbeek, William D., and Novak, Thomas P., "Internet and Web Use in the United States: Baselines for Commercial Development," http://www2000.ogsm.vanderbilt.edu
[3] Ives, Blake, "The Internet, the Web, and the Academic: How Some Move and Why Some Do Not," http://www.cox.smu.edu/mis/talks/ecis96.html
[4] Means, B., "Using Technology to Support Education Reform," Washington, D.C.: Office of Educational Research and Improvement, 1993.
[5] McClintock, Robbie, "Power and Pedagogy: Transforming Education Through Information Technology," http://www.ilt.columbia.edu/academic/texts/mcclintock/pp/title.html
[6] Nadel, J.L., "A Study of the Relationship Between Learner Preference and Student Achievement and Attitudes in an Instructional Television Course," ERIC Document Reproduction Service ED 301 10, 1988.
[7] Stoner, Greg, "Implementing Learning Technology: A Conceptual Framework for the Integration of Learning Technology," Learning Technology Dissemination Initiative, http//www.icbl.hw.ac.uk/ltdi/implementing-it/frame.htm
APPENDIX
Questionnaire used to ascertain student attitudes toward use of the Internet as a primary source of course information.
Please circle your responses
Course ________________________
1. How satisfied are you with having the course syllabus, supplemental information, and example examinations available on the Internet homepage as opposed to traditional printed handouts? (circle one)
2. Your primary source of Internet access is through: (circle one)