Evaluating the effectiveness of the Master of Science in Agronomy distance program: a comprehensive investigation of learners’ perspective of quality in distance learning

Abstract

The main purpose of this research is to provide an in-depth evaluation of the effectiveness of distance learning programs by conducting a comprehensive investigation of the learners’ perspective of quality in the Masters of Science in Agronomy distance program at the Iowa State University. It is presented in a manuscript format as it includes three publishable journal articles that represent Chapters 2, 3 and 4 of a traditional thesis along with a General Introduction and Conclusion Chapters. This thesis argues that current quality standards and evaluation models applied in distance learning are insufficient in addressing the learner’s perspective of quality in distance learning and do not provide prescriptive theory-based procedures for conducting program evaluations in distance learning. Current evaluation practices primarily represent distance-learning providers’ perspective. That is, quality is a value-laden concept that has a different meaning for different groups of people (stakeholders) that are involved in distance learning, and past research is limited in terms of bringing learners’ point of view of quality to distance learning. Considering the importance of bringing learners’ point of view to the discussion of quality in distance learning, a critical review was conducted of the literature on quality standards in distance learning. Specifically, a review was performed to compile quality indicators recommended by distance learners from research in the field. Four themes emerged in the literature that indicates the learners’ perspective of quality in distance learning: (1) Course design, (2) Interaction, (3) Support and (4) Technology use and within each theme, several quality indicators were identified.