Assistant professor in the Instructional Design and Technology program at the University of Iowa. She was also the Director of the university's faculty development program in technology for two years. Her research interests are distance learning, human performance technology, and cognitive assessment.
Distance Learning: Relationships among Class Size, Instructor Location, Student Perceptions, and Performance
Article first published online: 22 OCT 2008
© 1999 Learning Systems Institute
Performance Improvement Quarterly
Volume 12, Issue 3, pages 44–57, September 1999
How to Cite
Sugrue, B., Rietz, T. and Hansen, S. (1999), Distance Learning: Relationships among Class Size, Instructor Location, Student Perceptions, and Performance. Perf. Improvement Qrtly, 12: 44–57. doi: 10.1111/j.1937-8327.1999.tb00137.x
- Issue published online: 22 OCT 2008
- Article first published online: 22 OCT 2008
This study investigated differences in student perceptions and performance among three distance learning sites taking the same off-campus M.B.A. course with the same instructor, The sites varied in class size and instructor location. Two classes (one large and one small) were linked using a two-way video system with rotating origination. The third class was small and was taught in person each week. Data were collected over an entire semester. Class size influenced performance more than location of instructor. Performance in the two smaller classes was better than performance in the large class. Student characteristics and site variables accounted for over 50% of variance in performance. One interaction effect was found. Students with initial low perceived value did best when the instructor was physically present each week. For students with high initial perceived value, location of instructor did not matter.