CONSUMER BEHAVIOR IN ONLINE EDUCATION

Marketing Research 377-101

May 5, 2014
Dr. Ramana Madupalli
Nathan Klein, Adam Skau, Ryan McClure, Brooke Harlan, Jordyn Finke





































EXECUTIVE SUMMARY
In response to an interest in the perception of online education, we have conducted a
thorough study to gain insight into the issue. The deliverables from our study will be
turned over to SIUE administrators so that they can better refine the online education
programs at the university.
Through the use of initial exploratory interviews, we developed research objectives to
guide our analysis. The research objectives included: determine the importance of the
social aspects (making friends, forming study groups, etc.) in choosing online education,
determine how to make online education practical for hands on/auditory learners, find
out how to motivate students to actually participate and engage in online classes,
identify what level classes students prefer to take online or in (general/core classes),
and identify what other key related concerns are for taking online classes.

Using the research objectives, we established survey questions that were administered
to a pool of respondents. Our sampling frame consisted of people over the age of 18,
and within 50 miles who have taken or are thinking about taking an online class. Our
sample size included 354 respondents that were predominantly students (59.9%), but
also included parents (18.9%) and employers (21.2%). The feedback from respondents
led us to several important findings and recommendations regarding online education.
Several of the most important findings and recommendations are highlighted below.
We stressed the importance of social aspects being integrated into online education
since 100% (212/212) of students disagreed that online education provides a better
college experience and 100% (75/75) of employers agreed that interaction with other
students was important. Furthermore, online education courses should primarily be
offered for general education classes since 100% (212/212) of students agreed that
online classes are better for general education courses. In order to cater to auditory and
visual learners, online courses should offer a variety of media (video tutorials, virtual
lectures, diagrams) to help explain difficult material clearly. Finally, administrators
should choose teachers for online courses carefully since 56.13% (119/212) of students
agreed that the quality of online professors was worse than traditional classes.









TABLE OF CONTENTS

Executive Summary 2

Introduction 4

Marketing Management Issues and Research Objectives
Management Issues 5
Problem Definitions 5
Research Objectives 5, 6
Hypotheses 6, 7

Methodology
Exploratory Research 7
Descriptive Research 7
Population of Interest 8
Sample Frame 8
Sample Size 8
Sampling Plan and Data Collection 8
Questionnaire 8, 9

Demographics 9

Research Objectives, Analysis, Findings, Hypotheses and Results 9-15

Recommendations 15, 16

Regression 16

Conclusion 16

References 17




INTRODUCTION

The purpose of this project was to seek and to understand the complexities of online
education. The deliverables were turned over to SIUE administrators so that they can
refine the online education programs at the university.

With so many advances in technology, online education will likely grow whether the
population wants it to or not. Different people learn through different teaching methods
such as face-to-face, online, or case studies. In addition, there is more to online
education that simply liking it or not. If the quality of education online varies from that
of the classroom, people could be deterred from using online education as a learning
style. There is also a stigma surrounding online education that it is not as rigorous as an
in class degree. If a potential employer does not think online education has value, then
that may result in frustration in the workforce for people with an online education
degree. All of these aspects are important to understand and consider before moving
forward with online education.

Online education is increasing in popularity because students are more constrained with
their daily schedules. Instead of finding time during their day to have face-to-face
lectures, online courses allow them to do their work on their own schedules. In a study
done in 2013 by the Sloan Consortium, Over 6.7 million students were taking at least
one online course in the 2011 term, an increase of 570,000 students over the previous
term. Furthermore, working parents now have the chance to earn an excellent
education inside the home without taking time away from their families or work
schedules.

In addition to more convenient schedules, online education is becoming popular
because better technology is emerging. Students have a wide variety of technology tools
at their disposal, which allows them to video chat with a professor, or watch recorded
lectures (Trends). Textbooks are also becoming digital, which allows students to access
texts and learning materials online through a variety of mobile devices.












MARKETING MANAGEMENT ISSUES AND RESEARCH OBJECTIVES

Management Issues:
SIUE needs to investigate the intricacies of online education and student perceptions
before making online classes widely available.

Problem Definition:
Determine student perceptions and experiences with online education.

Research Objectives:
1. Determine the importance of the social aspects (making friends, forming study
groups, etc.) in choosing online education.
The objective will identify how important the social aspects in a traditional
classroom setting are to students. Interviews revealed that some respondents
value traditional classroom social aspects enough to choose an in class option
over an online class option. One respondent mentioned I like in class options
because it allows me to make friends, form study groups, and have a sense of
camaraderie with other students in the classroom. (Aguayo)
2. How to make online education practical for hands on/auditory learners.
Interviews showed that online education is the most practical for students who
are self-learners. Most of the respondents indicated that they are more visual
and auditory learners, and learn best in the classroom having the professor
explain the material directly. To make online education more appealing to
students who are visual and auditory learners, the professor must make the
course more interactive for all types of learning styles. Professors can do this by
making the material being discussed more relevant, letting the student explore
the material being discussed and report back their findings in an online
discussion board, and having the student pull content from the information
provided to show they understand the material. (How to Create Interactive E-
Learning)
3. How to motivate students to actually participate and engage in online classes.
Interviews revealed that students are generally elated when the professor
informs the class that the upcoming test will be online. This means the test can
be supplemented with any resource material the student can their hands on. The
motivation for students to take the test is obvious: there is a direct link from
online performance to the grade earned, but what about being attentive during
online lectures? Just like in a normal classroom setting, students should be
encouraged to physically be present and ask questions. Some methods to
incorporate active listening and participation with an online class can include
mandatory student comments throughout the online session, or a short
summary of what was learned at the end on class. In addition to the student
motivation, the professor on the other end must be capable of receiving and
replying to student responses. Lack of acknowledgment by the professor could
lead to lower student activity.

4. Identify what level classes students prefer to take online or in class. (General
Education/core classes).
The objective will determine if students prefer to take their general education
classes or core (major) classes online. Interviews revealed that students think
core classes are harder than general education classes. The classification of
difficult vs. easy influenced some interviewees in their choice between which
classes to take online and which to take in person. Interviews showed that
students would be more willing to take their easier classes (general education)
online than their harder (core/major related) classes. Interviews also revealed
that students are apprehensive about taking their core classes online because
these classes are critical to their degree. One interviewee mentioned I take my
general education classes online because ultimately I do not think they matter as
much as my core classes. My degree in business is not based on my knowledge
of U.S. History, or Biology. Its based on economics, accounting, management,
etc. That is why I am more prone to take general education classes online.
(Geiger)
5. Identify what other key related concerns are for taking online classes.
The objective will determine other issues that respondents mentioned with
online education. Online courses favor highly motivated students, therefore less
motivated students tend to fall even further behind when enrolled in an online
course. One respondent said I would not take an online course simply because
Im not a motivated person. (Waldrop) Interviewees also mentioned that there
are many distractions outside a classroom that would disrupt the learning
process. Things like television, cell phones, and laptops have limited use for in
class options, but have no restrictions in online classes. The unrestricted use of
these devices can create distractions for online students. Another key issue
mentioned by respondents was time management. Respondents mentioned that
in class options allowed them to practice better time management. Online
classes do not have a professor keeping students up to date, so some students
tend to fall behind. A final key issue mentioned by respondents was instant
feedback/keeping in contact with professors. Online classes force students to
rely on email from professors or discussion forums to get answers. When e-mail
is the only medium to contact instructors, it can create frustration because e-
mail takes longer to receive and may not provide as clear of an answer as a face-
to-face conversation.

Hypotheses:
Based on interviews with respondents, the following hypotheses have been developed:
1. Students will take online classes more frequently for general education
classes rather than core (major) classes.
2. Students and female respondents will disfavor online classes because of the
lack of social aspects.
3. Auditory/hands on learners will be less likely to take an online class than a
self-learner.
4. Students who take online classes are more likely to be frustrated by the
lower quality of professors.
5. Male and female students will disagree that online education promotes class
participation and interaction

METHODOLOGY

Our research design was a combination of exploratory and descriptive research. The
initial interviews consisted of reaching out to those within our sample frame and asking
open-ended questions. We used a non-probability convenience sampling process for the
initial interview. This process aided in understanding the underlying issues that exist
within the world of online education.

After the answers from these interviews were collected, we used them to develop five
research objectives. Based upon these objectives, we then created a formal survey
(descriptive research) to further investigate the issue.

In order to find respondents for the initial exploratory interview, we used simple
random sampling. Respondents that were willing to donate their time and give their
informed consent answered our interview questions.

Exploratory Research
Our initial interview process demonstrated the use of exploratory research. Exploratory
research is an unstructured, relatively informal, and the most basic type of research. It
was predominately used for identifying what the underlying issues are from the point of
view of the interested population. Exploratory research was used in the interview
process to gain a better understanding of the problem, and establish research
objectives. The interview process consisted of each group member asking three people
over the age of 18 general questions about online classes. The respondents answers
provided in the interviews were used to develop research objectives.

Descriptive Research
Descriptive research is structured and designed to gain additional, more in-depth
information. Using the information gathered from the exploratory research, we
developed research objectives. The research objectives led to the development of
survey questions that gave a better understanding of students perception of online
education.

We used a cross-sectional research design during our descriptive research study. This
implies that all participants will be surveyed only once instead of multiple occasions
over time. Each survey was exactly the same and they were self-administered.

Population of Interest
The population of interest was anyone over the age of 18 who is able to take an online
class.

Sampling Frame
The sample frame consisted of people over the age of 18, and within 50 miles who had
taken or are thinking about taking an online class.

Sample Size
The sample size for our population was 354 people who are over 18 years old, within 50
miles, and had taken or were thinking about taking an online class.

Sampling Plan and Data Collection
We used probability and non-probability methods to distribute our surveys and collect
data. Probability methods included simple random sampling, while non-probability
methods included quota, convenience, and referral sampling. Our team picked people at
random from our sample frame and asked them to take part in our survey, which
incorporated simple random sampling. Quota sampling was used because respondents
had to be at least 18 years old and considered taking an online class, or taken an online
class before. We used convenience sampling because it was an easy and effective
method to distribute surveys. Convenience sampling was utilized by asking potential
respondents near us to take part in the survey. In addition to convenience sampling,
referral sampling also allowed us to get a large amount of respondents. Asking
respondents to get their friends to take the survey qualified as referral sampling.

Questionnaire
We used the information gathered from exploratory interviews to develop these survey
questions. The survey questions provided us with data that we analyzed and
subsequently made recommendations from.

1. I like going to class because____
a. My teacher is present to help
b. My friends are in class
c. It helps me stay focused
2. Are you a parent?
a. Yes/No
b. If yes then how likely would you be to take an online class?
i. 1- not likely, 5-very likely
3. Do you work 40 or more hours a week?
a. Yes/No
b. If yes how much does this play into your decision to take an online
vs. in person class?
i. Not at all
ii. Very much
iii. Some what
4. Would you be more likely to take an online class for _____
a. A general education class
b. A core (major related) class
c. Neither
5. Which best describes your learning style?
a. Visual
b. Hands on
c. Self-learner
d. Auditory
6. How important are the social aspects (making friends, forming study groups,
etc.) in your choice of online vs. in person classes?
a. 1-not important, 5-very important
7. Have you taken an online class before?
a. Yes/No

DEMOGRAPHICS

Our investigation into the world of online education focused chiefly on those who
identified as students (59.9%). The remaining sample was composed of parents (18.9%)
and employers (21.2%) The average age was 34.6 years with a standard deviation of
15.4 (range of 20 to 66). The ratio of women to men was 52:48. The sample size was 354
participants.

Research Objective One: Determine the importance of social aspects in online
education

Analysis: Correlation, Cross tabs, and Chi-Square analysis

Results:
Finding 1: Using correlation, we determined that there is a positive relationship (.001)
between the variables age and interaction with other students is important, but that
the relationship is extremely weak (.176). Using more analysis tools, we found that
100% (224/224) of young people (35 years old or younger) agreed that interaction with
other students is important. Additionally, 71.54% (93/130) of older respondents (over
35 years old) agreed that interaction with other students was important.

Finding 2: Using cross tabs and the chi square test, we determined that 100% (184/184)
of females thought that interaction with other students was neither important nor
unimportant. In addition, 100% (170/170) of males agreed that interaction with other
students was important.

Finding 3: By using cross tabs and the chi square test, we found that 100% (212/212) of
students agreed that interaction with other students was important. Furthermore, 100%
(75/75) of employers agreed that interaction with other students was important.

Finding 4: In using correlation analysis, we determined that the variables age and
online education provides a better college experience are moderately (.78) related.
There is a positive direction to the relationship; meaning that as age increases
respondents will increasingly believe that online education provides a better college
experience.

Finding 5: Cross tabs and the chi square test analysis revealed that 44.02% (81/184) of
females disagreed that online education provides a better college experience.
Furthermore, 32.94% (56/170) of males disagreed that online education provides a
better college experience.

Finding 6: Using cross tabs and the chi square test, we determined that 100% (212/212)
of students disagreed that online education provides a better college experience. In
addition, 100% (75/75) employers neither disagreed nor agreed that online education
provides a better college experience.

Hypothesis and Results: Our hypothesis for this research objective was that students
and female respondents would disfavor online classes because of the lack of social
aspects. Our results in finding 2 found that 100% of males (170/170) are, in fact, more
concerned about social aspects than females. In addition, finding 3 found that all
students (100%) did in fact believe that interaction with other students was important.

Research Objective Two: How to make online education practical for hands
on/auditory learners.

Analysis: Exploratory research designs, secondary research, and correlation and cross
tabulation methods.

Results:
Finding 1: Using exploratory research, we preformed 15 different interviews and found
that most respondents preferred to take classes face to face with a professor rather
than online. These respondents gave a few insights on how they would like an online
class to become more practical for their learning style. Respondent 1 said, I am more of
a visual learner and would prefer to sit in a classroom but I would take an online class if
there were online video tutorials showing exactly how to perform each step. This type
of lecture would cater to my learning style. Respondent 2 said, As a nursing student, I
have practicals that require me to have hands on experience in the classroom.
Therefore, for me to take an online course, I would need a hybrid course where lectures
are videos put online and labs were in the classroom.

Finding 2: After conducting secondary research, we found that professors can provide
diagrams and sketches, videos, and tutorials on difficult material in online classes to
help students who are more visual and hands on learners understand material. (Felder,
Soloman)

Finding 3: Using correlation, we found that the variables age and online courses are
better for methodology courses are not related (.24).

Finding 4: Using the cross tabs and chi square test, 72.28% (133/184) of females
disagreed that online courses are better for methodology courses. Also, 47.06% of
males disagreed that online courses are better for methodology courses.

Finding 5: Using the cross tabs and chi square test, 100% (212/212) of students disagree
that online courses are better for methodology courses.

Hypothesis and Results: Our hypothesis for this objective was that auditory and hands
on learners will be less likely to take an online class than a self-learner. Our analysis
proved the hypothesis true. The results in finding three found that there was not a
relationship between age and taking a methodology course online. In addition, the
results from finding five found that 100% (212/212) of students, both male and female,
disagreed that online courses are better for methodology courses.

Research Objective 3: How to motivate students to participate and engage in online
classes.

Analysis: Correlation, cross tabulations, and chi-square

Results:
Finding 1: Using correlation, we determined that there is a relationship (.000) between
the variables age and online course effectiveness in class participation. This is a
moderate (.61) positive correlation. This would indicate that was age increases,
respondents will increasingly believe that online courses are effective in class
participation.

Finding 2: Using cross tabs and the chi square test, we discovered that 22.35% (38/170)
of males and 52.17% (96/184) of females disagreed that online courses were effective in
class participation.

Finding 3: Cross tabs and chi square tests revealed that 88.68% (188/212) of students
disagreed that online classes are effective in class participation.

Finding 4: Using correlation, we found that there is a weak negative relationship (-.23)
between the variables age and online education reduces the interaction ability of
students. This would indicate that as age increases, respondents will decreasingly
believe that online education reduces the interaction ability of students.

Finding 5: Using cross tabs and chi square testing, we determined that 57.07% (105/184)
females agreed and 35.88% (61/170) of male respondents agreed that online education
reduces the interaction ability of students.

Finding 6: Using cross tabs and chi square testing, we found that 84.91% (180/212) of
students and 76.12% (51/67) of parents agreed that online education reduces the
interaction ability of students.

Hypothesis: Our hypothesis for this objective was that both male and female students
will disagree that online education promotes class participation and interaction. Our
finding established that this hypothesis is somewhat false. Only 22.25% of males and
52.17% of females disagreed that online classes were effective in class participation,
meaning that 77.75% of males and 47.83% of females agree that online courses are
effective in class participation. 88.68% of students, however, did indicate that online
classes are not effective in class participation.

Research Objective Four: Identify what level classes (core, general education)
students prefer to take online or in-class

Analysis: Correlation, cross tabs, and the chi square testing.

Results:
Finding 1: Using Correlation, we found that there is a weak (.491) relationship between
the variables age and online courses are better for elective courses. The direction of
the correlation was positive, which means that as age increases respondents will
increasingly believe that online courses are better for elective courses.

Finding 2: Using Cross Tabs and Chi Square, we found that 47.16% (71/170) of males
agree that online education is better for elective classes. Furthermore, 77.72%
(143/184) of females disagreed that online education is better for elective classes.

Finding 3: Using Cross Tabs and Chi Square test, we discovered that 90.09% (191/212) of
students disagreed that online education is better for elective classes. In addition,
57.33% (43/75) of employers agreed that online education is better for elective classes.

Finding 4: Using Correlation, we found that there is a positive and moderate relationship
(.61) between the variables age and online education is better for core classes. This
means that as age increases, the belief that online education is better for core classes
should also increase.

Finding 5: Using Cross Tabs and Chi Square test, 72.35% (123/170) of males and 74.46%
(137/184) of females disagree that online course are better for core course.

Finding 6: Using Cross Tabs and Chi Square Test, we found that 92.45% (196/212) of
students disagree that online courses are better for core classes. Additionally, 57.33%
(43/75) of employers agreed that online courses were better for core classes.

Finding 7: Using Correlation, for the variables age and general education classes, we
determined that there was no presence and therefore no relationship (.828) between
the two variables.

Finding 8: Using Cross Tabs and Chi Square test, we found 72.35% (123/170) of males
disagreed that online courses are better for general education. Furthermore, 74.46%
(137/184) of females disagreed that online classes are better for general education.

Finding 9: Using Cross Tabs and Chi Square test, we found that 100% (212/212) of
students agree that online courses are better for general education classes.

Hypothesis and Results: Our hypothesis for the research objective was that students
will take online classes more frequently in general education classes than core (major)
classes. From our findings, we discovered that this hypothesis is true. 100% (212/212) of
students agree that online courses are better for general education classes.

Research objective 5: Identify what other key related concerns are for taking online
classes.

Analysis: Correlation, cross tabs, and chi-square.

Results:
Finding 1: Using correlation, we identified a positive, but very weak relationship (.38)
between age and the quality of professors teaching online classes is better than
traditional teachers. Using more analysis tools, we found that 53.13% (119/224) of
young respondents (35 years or younger) disagreed that professors quality of online
classes is better than traditional teachers.

Finding 2: Using Cross tabs and Chi square testing, we identified that 58.70% (83/184) of
females disagreed that online professors quality is better than traditional teachers
while 37.06% (63/170) of males agreed that online professors quality is better than
traditional teachers quality.

Finding 3: Using cross tabs and chi square tests, we discovered that 56.13% (119/212) of
students disagreed that the professors quality of online classes is better than traditional
teachers. However, 67.16% (45/67) of parents agreed that the quality of online classes is
superior.

Finding 4: Using correlation, we identified a positive, weak relationship (.46) between
the variables age and professors are better involved in online classes rather than
traditional classes. This indicates that as age increases, the respondents belief that
professors are better involved in online classes would also increase.

Finding 5: Using cross tabs and chi square, we established that 51.63% (95/184) of
females disagreed that professors are better involved in online classes rather than
traditional classes, whereas 18.24% (31/170) of males agreed.

Finding 6: Through cross tabs and chi square, we found that 32.08% (68/212) of
students disagreed that professors are better involved in online education classes,
whereas 67.16% (45/76) of parents agreed.

Findings 7: Using correlation, we identified a negative, very weak (-.29) relationship
between the variables age and online classes being perceived as easy relative to
traditional classes. Using more analysis tools, we found that 80.36% (180/224) of young
respondents (35 years or younger) agreed that relative to traditional classes, online
classes are easy.

Finding 8: Using cross tabs and chi-square, we discovered that 40.59% (69/170) of males
and 57.07% (105/184) of females agreed that online classes are easier relative to
traditional classes.

Finding 9: Through cross tabs and chi square testing, we found that 84.91% (180/212) of
students agree that online classes are easier compared to traditional classes.

Findings 10: Using correlation, we identified a negative, very weak relationship (-.23)
between the variables age and online classes providing a better balance of life
relative to traditional classes. Using more analysis tools, we found that 80.36%
(180/224) of young respondents (35 years or younger) agreed that relative to traditional
classes, online classes provide better balance of life.

Finding 11: Using cross tabs and chi square testing 35.88% (61/170) of males and
57.07% (105/184) of females agree that online classes provide a better balance of life.

Finding 12: Using cross tabs and chi square we found that 84.91% (180/212) of students
agreed that online classes provide a better balance of life relative to traditional classes.

Hypothesis and Results: Our hypothesis for the research objective was that students
who take online classes are more likely to be frustrated by the lower quality of
professors. From our findings, we discovered that this hypothesis is true. 56.13%
(119/212) of students said that the quality of professors in online classes is much worse
than traditional classes and 32.08% (68/212) stated that online professors are less
involved than traditional professors.

RECOMMENDATIONS:

Our recommendation for research objective one is that given that 100% (224/224) of
young people (35 years or younger) agreed or agreed that interaction with other
students was important, we recommend that online courses offer some sort of social
interaction to meet young peoples social need. Furthermore, social aspects should be
made available in online courses because 100% (75/75) of employers agreed that
interaction with other students was important to them. Social aspects should also be
made available in online classes because 100% (212/212) of students disagreed that
online education provides for a better college experience.

Based on the results of our findings for research objective two, our first
recommendation is to improve online courses for the more auditory and hands on
learner by including online video tutorials, virtual lectures, diagrams and charts to better
explain difficult material. Also, given that 100% (212/212) of students disagreed that
online courses re better for methodology courses, we recommend providing online
education for non-methodology courses if possible.

From our results in research objective three, we recommend that administrators find a
way to engage students to participate in their online classes. Although only 22.25% of
males and 52.17% of females disagreed that online courses were effective in class
participation, 88.68% (188/212) of students disagreed that online classes are effective in
class participation. Since students are the group that will predominantly take part in any
online education programs offered, we recommend catering to their needs first and
foremost.

We found that 92.45% (196/212) of students disagree that online courses are better for
core classes, therefore our recommendation for research objective four is online classes
should not be offered for core classes. Also, we would recommend that since 57.33%
(43/75) of employers agreed that online education is better for elective classes that
offering elective classes online would benefit that student. Finally, since 100% (212/212)
of students agreed that online courses are better for general education classes, online
general education classes should predominantly be offered.

Lastly, for research objective five we recommend that professors become more involved
in their online classes and establish a system to respond to students questions
promptly. The lack of instant feedback from professors could have prompted 56.13%
(119/212) of students to state that the quality of professors in online classes is much
worse than traditional classes. We would also suggest that professors be more involved
in their lesson plans to make the online classes more demanding so students will take
the classes more seriously. 84.91% (180/212) of students agreed that online classes are
easier; a main factor could be the lack of care by the professor.

OTHER FINDINGS: Regression

Our regression analysis involved the variables how old are you and I would take
online classes again. How old are you was our independent variable while I would
take online classes again acted as our dependent variable. Based on our regression
output, the r-squared value was .027 or 2.7%. This would indicate that the variable I
would take online classes again explains 2.7% of the variation in the variable how old
are you. Our analysis also concluded that how old are you explains a statistically
significant amount of variation in I am satisfied with online classes based on the .000
sigma.

CONCLUSION

With all of our efforts, a great step has been taken to help better understand the
perceptions and reality surrounding online education. Through cross tabs, chi square
testing, correlation, and regression analysis of answers from our 354 respondents, we
have identified many valuable findings and have subsequently provided
recommendations based on the findings.

Several important of the most important findings and recommendations are as follows.
Student respondents have made it quite clear that they value social aspects in their
college experiences (100% disagreed that online education provides a better college
experience), therefore social aspects should be integrated into online education.
Student respondents also overwhelmingly agreed (100%) that online education classes
are better for general education courses versus core courses, so online classes should
predominantly be offered for general education courses. Because many people have
different learning styles, online education should use a variety of media including video
tutorials, virtual lectures, and diagrams to explain information in a way that different
learning styles will understand. Finally, only capable and experienced teachers should be
chosen to teach online education courses since 56.16% of students agreed that the
quality of teachers in online courses was worse than traditional classes.

As mentioned in our introduction, technology is always expanding and thus online
education will also become increasingly utilized throughout universities around the
country. The analysis and recommendations provided in this study will give SIUE
administrators accurate information to help tailor online classes to the needs of its
student body. We believe that SIUE will be able to provide a more pleasant and
comprehensive online education program at the university by using the findings and
recommendations provided.

References

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Felder, Richard, and Barbara Soloman. "Learning Styles and Strategies." Learning Styles
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<www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm>

"How to Create Interactive E-Learning - The Rapid ELearning Blog." The Rapid ELearning
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"Trends in Online Education: From the 90s to Now." Online Learning Mag RSS. N.p., n.d.
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Waldrop, Nathan. Personal Interview. 31 March 2014