Factors Affecting Student Adoption of Online Education

By Singh, Parbudyal; Pan, William | Academic Exchange Quarterly, Spring 2004 | Go to article overview

Factors Affecting Student Adoption of Online Education


Singh, Parbudyal, Pan, William, Academic Exchange Quarterly


Abstract

North American colleges and universities are increasing their use of online education. While there is a large volume of literature on the reasons for administrators' offering online education, there is less written on why students take such courses. In this paper, using a sample of 101 graduate business school students, we examine the factors associated with the adoption of online education by students. Implications for administrators are discussed.

Introduction

Online education is creating excitement among educators in colleges and universities in the United States and further afield. For some it offers a way to reach a wider audience, including those not targeted by traditional higher-education institutions. For others, it offers a new pedagogical tool that has the potential to transform the learning process. And for others, as exhibited through the University of Phoenix Online Education model, it is perceived as an inexpensive way to grow their student population and revenues (Economist, 2002; Olsen, 2002). While the reasons for implementing online courses and programs vary, a few common themes emerge from an examination of the literature: expanding access to under-served populations; alleviating classroom capacity constraints; capitalizing on emerging market opportunities--such as working adults--and, serving as a catalyst for institutional transformation (Aron, 1999; Berger, 1999; Eastman & Swift, 2001; Fornaciari, Forte, & Matthews, 1999; Oliver, 1999; Volery & Lord, 2000; Webster & Hackley, 1997).

The use of online education has grown significantly as a result of its real and perceived benefits (McGinn, 2000). Urdan and Weggen (2000) state that revenues from Web-based training for online education are forecasted to climb from $550 million in 1998 to $11.4 billion in 2003. John Chambers, CEO of Cisco, states that "education over the Internet is so big, it is going to make e-mail look like a rounding error" (Chambers, 1999). The number of colleges and universities offering online education has also increased dramatically--from 93 in 1993 to 762 in 1997 (Hankin, 1999), including many established universities such as Duke, University of Baltimore, Colorado State University, University of Florida, New York University, University of Maryland, Massachusetts Institute of Technology, Ohio University, Pennsylvania State University, Stanford University, the University of Wisconsin, and the University of Tennessee (Eastman and Swift, 2001). In 2000, U.S. universities offered over 54,000 courses online with an enrollment of over 1.6 million students (Driver, 2002). A more recent estimate suggests that 2.2 million students enrolled in online courses in 2002 (Sausner, 2003).

Despite such rapid growth of online education on campuses, there is a paucity of related research in the business and management literature. As Arbaugh (2000: 213) notes, "because Internet-based instruction is a relatively new means of communicating knowledge, research on this type of instruction is still in its infancy." Furthermore, there is a general lack of research on the reasons associated with the adoption of online courses by students not only in business studies but in other disciplines as well. Rather, the focus has been on the reasons for implementation by administrators. Thus, our main objective in this empirical study is to examine the factors associated with the use of online education by students within a School of Business. This paper presents the results of our investigation.

Literature Review

A review of the extant research reveals that while there is a relatively large body of literature on the growth and use of online education by educators, there is less research on the factors associated with the adoption of online education by students. Demographic variables, such as student and work status (full or part-time), seem to be among the most pertinent in explaining the use of online education by students. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Factors Affecting Student Adoption of Online Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.