Distance learner expectations for quality, technology-enabled, support services

Distance learning has become a widely accepted option for delivering higher education. Quality in distance education includes, among other things, appropriately designed and delivered student support services. The purpose of this study was to investigate learner expectations for quality, technology-enabled support s ervices in graduate-level programs at a distance-based university. An evaluative case study method was used as the research design. Survey, interview, and examination of historical d ocuments were u sed as the d ata collection techniques. The s urvey followed the SERVQUAL model, a survey instrument employed in the commercial sector to test consumer expectations against s ervice p erformance. Interviews were co nducted with former students and other stakeholders in the service processes. Student evaluations from graduate-level courses were examined. The study revealed that expectations for quality, technology-enabled student support services were very high. Perceptions of service performance ranged from low to high. PROBLEM STATEMENT When distance learner expectations for quality, technology-enabled support services are not met, student dissatisfaction increases, which may lead to attrition. In order to fully understand the nature and magnitude of this problem, it is necessary to determine what distance learners expect from support service providers and evaluate to what extent the service performance of the institution matches those expectations. A study that assesses the gaps between distance learner expectations and perceptions could provide a greater understanding of the influence of expectations for support on perceptions about service performance. PURPOSE OF STUDY The purpose of this study was to investigate learner expectations for quality, technologyenabled support services in graduate-level degree-granting programs at a distance-based university. This was done in order to characterize the nature and magnitude of the problem at that school. This study was also intended to determine if students perceive gaps between expectation for service and actual service performance as a way to explain to what degree service quality exceeds, meets, or fails to meet student expectations. Age, gender, educational level, program affiliation, and time in program were explored in order to determine whether or not expectations for quality, technologyenabled support services differ based on any of those factors.