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Awareness and utilization of institutional support services by Internet-based learners
This study investigated the awareness and use of institutional support services by students enrolled in Internet-based classes in the fall 2001 semester at a large Mid-Atlantic state community college. It also investigated the correlation between the Internet-based students' awareness and use of the support services provided and their academic success in the classes. A survey questionnaire adapted from the Continuing Student Questionnaire of the National Center for Higher Education Management Systems and the College Board was used to collect information regarding Internet-based students' awareness and use of institutional support services. Information from this survey was correlated with student achievement levels in the classes and used to relate student success to their awareness and use of the available student support services. The results of this research show that Internet-based students were aware of most of the offered support services. They were most aware of library services and least aware of disability services. The research also found that less than 50% of the students used the offered support services. Counseling/advising support was the most used and disability support was the least used. The major finding of this study showed that there was no statistically significant relationship between Internet-based students' awareness of or use of any of the offered support services and their final course grades.
Higher education|Educational software|Academic guidance counseling
Libron-Green, Dorothy Marie, "Awareness and utilization of institutional support services by Internet-based learners" (2004). Dissertation & Theses Collection. AAI3177197.