| Purpose. The purpose of this study was to examine the overall satisfaction and attitudes of learners who had experienced college-level instruction in an on-line virtual classroom compared to learning in a traditional classroom.; Method. A qualitative pilot study that targeted an on-line San Bernardino Valley College (SBVC) class had been conducted in spring 1997, which provided the basis for this investigation. The 228 students who enrolled in selected on-line courses using FirstClass software were mailed surveys. The quantitative study's findings were enhanced by rich description gathered during subsequent in-person interviews with 8 learners, conducted during business hours at SBVC; the qualitative results served to support and enrich the quantitative data compiled from the completed questionnaires.; Findings. Participants expressed a wide range of reasons for reporting satisfaction with on-line education, including the amount of individual interaction possible with the instructor and other students. "Convenience" and "flexibility" were the most frequent reasons given for learners' enthusiasm for this delivery mode. Reasons for needing convenience and flexibility included challenges common to adult learners: work schedules, child care and family responsibilities, travel obligations, and the opportunity to learn when it fit into their time constraints.; Stimulating and accessible instruction that incorporated varying degrees of interaction and personalized attention from the instructor resulted in the virtual classroom being rated successful by the majority of learners. Approximately 97% stated that they supported on-line instruction and would enroll again! Even some that were less satisfied recognized that their own situations prevented their participation in traditional classes and acknowledged that the on-line courses allowed them to remain in college. No participant reported dissatisfaction, regardless of whether the student had completed the course or had withdrawn.; Recommendations. Further studies should be undertaken to determine the outcomes of other on-line classes: (a) in other disciplines; (b) based on other software; and, (c) conducted with differing instructional designs. A number of variables could contribute to this study's results. It is important to discover whether similar findings emerge from studies of other Internet-delivered courses. |
