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Thesis i‘or the magma at" Ph. D;
MECHJGAN SKATE UNSVERSHY
Frederick S. Bai‘éey
1965

LIBRARY

Michigan State
University

   
     
   

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This is to certitg that the
thesis entitled

A FOLLCM-UP STUDY OF OPINIONS HELD BY STUDENTS,
FACULTY AND ADMINISTRATORS ABOUT OFF-CAMPUS
UNIVERSITY CREDIT COURSES f. .

presented by

Frederick S. Bailey

5

has been accepted towarde fulfillment-
of the requirement§ for‘

M degree in _E dim-8 t i 0:1

MajBL Erokssor

 

Date May 20, 1965

 

0-169

 

 

 

 

 

A FOLLOW-UP STUDY OF OPINIONS HELD BY STUDENTS,
FACULTY AND ADMINISTRATORS ABOUT OFF-CAMPUS
UNIVERSITY CREDIT COURSES

BY

.y“?
Frederick Si Bailey

AN ABSTRACT OF A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1965

A FOLLOW-UP STUDY OF OPINIONS HELD BY STUDENTS,
FACULTY AND ADMINISTRATORS ABOUT OFF—CAMPUS
UNIVERSITY CREDIT COURSES

By Frederick S. Bailey

This investigation was an updating of a former study
conducted in 1952. The same population was surveyed using
the same methods and survey instruments as were utilized
in the previous study.

All of the students enrolled in the off-campus courses
of four Michigan universities, their faculty and the Inter-
nmdiate School District Superintendents in Michigan were
surveyed.

The study determined the Opinion of these three groups
toward the off-campus credit course programs as well as the
modifications teachers make in their teaching techniques
after the courses are completed.

Conclusions are that the students, faculty and super-
intendents feel the off-campus programs should be expanded
to Provide more courses and improved library services. At-
tention should be given to establishment of off-campus cen-
ters with adequate library and audio-visual resources.

Teachers modify their teaching practices after having
been enrolled in off-campus credit courses by being more
democratic and by a110W1ng their pupils to participate in

Classroom planning. All three populations felt that off-

°amPu8 credit courses are of greater value than correspon-

dence courses.

A FOLLOW-UP STUDY OF OPINIONS HELD BY STUDENTS,
FACULTY AND ADMINISTRATORS ABOUT OFF-CAMPUS
UNIVERSITY CREDIT COURSES

BY

NB

Frederick S. Bailey

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1965

A CKNOWLEDGMEN TS

Appreciation is extended to the members of the writer's
Doctoral Guidance Committee: Dr. Harold J. Dillon, Chairman;
Dr. Clyde M. Campbell; Dr. Max S. Smith and Dr. Orden C.
Smucker.

The writer is grateful to Dr. J. D. Marcus, Director of
Extension and Field Services, Central Michigan University,
and to the Directors of Extension of Eastern Michigan Univer-
sity, Northern Michigan University and Western Michigan Uni-
versity for their very valuable assistance and advice while
this study was being conducted.

The writer would also like to express his sincere apprec-
iation to his wife, Marilyn, without whose understanding and
support this study would not have been possible.

A note of thanks is also extended to all the individuals

who participated in the study for their kind cOOperation and

interest.

-fifi-

TABLE OF CONTENTS

AMOWLEDGMEN TS O O O O O 0 O O O O C O 0 0 O O O O O i 1

LIST OF TABLES o o o o o o o o o o o o o o o e o o o Vii

CTAPTER
I.

II.

III.

THE PRO Blind O O O O I O O O O O O O O O O

1
Statement of the Problem . . . . . . . . 1
Need for the Study and Review of the

Literature . . . . . . . . . . . . . . . 1
scope or the Study. 0 O 0 0 O O O O O O O O 3
Definition of Terms . . . . . . . . . . . . h
Limitations of the Study . . . . . . . . . h
Plan of the Study . . . . . . . . . . . . . 5
summary. 0 o o O o o o o o o e o o o o o o 6
7
7
7
ll

PROCEDURES AND TECHNIQUES OF THE STUDY . .

Introduction . . . . . . . . . . . . . . .
Selection Procedures . . . . . . . . . . .
Survey Procedures . . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . . . 13

THE OFF-CAMPUS STUDENT. . . . . . . . . . . 11;

Introduction . . . . . . . . . . . . . . . 1h
Age . . . .. . . .. . . .... . .. 14
Marital Status. . . . . . . . . . . . . . . 15
Sex . . . . . . . . . . . . . . . . . . . . 16
Years of Teaching Experience . . . . . . . . 16
Amount of University Credit Earned . . . . 16
Amount of Credit Earned on Campus , . . . . 18
Amount of Credit Earned in.0ff-Campus
Courses . . . . . . . . . . . . . . .
Amount of Correspondence Credit . . . . . . 20
Type of Teaching Certificate Now Held . . . 21
Summary. . . . . . . . . . . . . . . . . . . 23

OPINIONS or STUDENTS. . . . . . . . . . . . an

Introduction . . .7. . . . . . . . . . . . . 2h

Extent to Which Instructors Help Students

Meet and Solve Teaching Prohlems- - . ~ . 25

- iii -

-1v-

TABLE OF CONTENTS (Continuedl

Page
CHAPTER
Changes in Feelings and Opinions About
the Values of Off- -Campus Classes
Since Taking These Classes . . . . . 26
How Students Think Instructors Mark Stu-
dents in Off- -Campus Classes Compared
to the Way They Mark Students On
. 27

Campus 0 O O O O O O O O O O 0 O O O 0
Use Made of Community Resources in Teach-

ing as a Result of Having Been Enrolled

in Off- -Campus Classes . . . . . . . . 30
Changes in Pupil Participation in School

Planning as a Result of Having Been

Enrolled in Off-Campus Courses . . . . . 31
Value of Off-Campus Classes Compared to

Correspondence Courses . . . . . . . . . 32
Maximum number of Semester Hours for

Which a Student Should be Able to

Enroll Each Semester . . . . . . . . . 3h
Criticisms of Off- -Campus Credit Courses . . 36
Defects Observed in Off Campus Credit

Courses . . . . . . . . . . . . . . . . 37
Positive Values or Strong Points in Fa-

vor of Off-Campus Credit Courses . . . . 38
Improvements Which Should be Made to

Make Off-Campus Courses More Effective. . 39
Expansions or Alterations Which Would

Make the Off- -Campus Course Programs

More Effective . . . . . . . . . hO
Changes in Teaching Techniques and Methods

as a Result of Off-Campus Classes . . . . hl
Changes in Methods of Evaluation Pupil

Progress as a Result of Off-Campus

Classes. . . . . . . . . . . . . . . . . he
New and Different Teaching Materials

Which are Used in Teaching as a Re-

sult of Off—Campus Courses . . . . . . . hh
Reactions Toward the Study and a Report

or the Study. 0 o o o o o o o o o o o o o 14.;
Summary . . . . . . . . . . . . . . . . . . hS

V0 OPINIONS OF FACULTY o o o o o o o o o o o o “.8

Introduction. . . . . . .
Changes in Feelings and Opinions About the

Values of Off- -Campus Classes Since Hav-
ing Taught These Classes . . . . . . . . M9

CHAPTER

VI.

-v-

TABLE OF CONTENTS jContinuefl

Page

How Teachers Think Instructors Mark

Students in Off-Campus Classes as

Compared with the'Way They Mark

Students on the Campus. . . . . . . 51
How Teachers Think the "Difficulty"

of‘Work inOOff- -Campus Classes Com-

pares with Similar Work on Campus. . . . 52
Value of Off-Campus Classes Compared

with Correspondence Courses . . . . . . . 5h
Maximum Number of Semester Hours for

‘Which a Student Should be Able to

Enroll Each Semester . . . . . . . . . . 56
Alteration in Content and Approach to

Content in Order to Meet the Needs

of the Students When College Courses

Are Taught Off-Campus . . . . . . . . . . 58
Defects Observed in Off-Campus Credit

Courses . . . . . . . . . . . . . . . 59
Changes or Improvements'Which Should

Be Made to Make Off- -Campus Courses

More Effective . . . . . . . . 59
Positive Values or Strong Points Ob-

served in Off- -Campus Credit Courses. . . 60
How or In What Ways Should the Off-

Campus Credit Course Programs Be

Expanded to Become More Effective . . . . 62
How Instructors Feel About the Adequacy

of Testing in Off-Campus Credit

Courses . . . . . . . . . . . . . . . . 62
How Methods of Teaching and Materials

are Modified for Off- -Campus Credit

Courses . . . . . . 6h
Additional Comments Regarding the .Off-

Campus Credit Course Program . . . . . 64
Reactions Toward the Study and a Report

of the Study. . . . . . . . . . . . . . . 66
Summary . . . . . . . . . . . . . . . . . . 67

OPINIONS OF INTERMEDIATE SUPERINTENDENTS. . 70

Introduction . . . . . . . . . . . . . . . 70
Changes in Opinions and Feelings About

the Values of Off- -Campus Credit

Classes Since Having Had These Classes. . 71

-vi-

TABLE OF CONTENTS (Continuegl
Page

CHAPTER

How Intermediate Superintendents Think
Instructors Mark Students in Off-
Campus Classes as Compared with the
‘Way They Mark Students on the Campus . . .72

How Superintendents Think the "Difficulty"
of Work in Off- -Campus Courses Compares
with Similar Work on Campus. . . . . 74

Value of Off- -Campus Classes Compared with

Corr68pondence Courses. . . . . . . . 75
Maximum Number of Semester Hours for Which

a Student Should Be Able to Enroll Each

Semester. . . . . . . . . . . . . . . . . 76
How Off- -Campus Courses Are Meeting the

Needs of Teachers . . . . . . . . . . 78
Defects or Weaknesses Observed in Off-

Campus Credit Courses . . . . . . . 79
Changes or Improvements Which Should Be

Made to Make Off- -Campus Courses More

Effective . . . . . . . . . . . . . . . . 79
Positive Values or Strong Points Observed

80

in Off- -Campus Credit Courses . . . . .
Ways the Off- -Campus Credit Course PrOgram
Should Be Expanded to Become More

EffeCtiveo o o o o o o o o o o o g o 81
Real Problems That May Be Alleviated by
Off- ~Campus Credit Courses . . . . . 81
Additional Comments Regarding the Off- 8
2

Campus Credit Course Program . . . . .
Reactions Toward the Study and a Report

of the Study. . . . . . . . . . . . . . 82
Summary. . . . . . . . . . . . . . . . . . .82

VII. FINDINGS, CONCLUSIONS, AND IMPLICATIONS
FOR FURTHER STUDY 0 0 O O o o o O o o o 85

Find ings o o o o o o o o a o o o o o s o o 85
92

Conclusions . . . . . . . . . . . . . . . .
Implications for Further Research . . . . . 97

BIBLIOGRAPHY o o o o o o o o o o o o o o o o o o c o
APPENDH I. O o o o o o o o o o o o o o o o o o o 0
II. o o a o o o o o o o o o o o o o o o o o 116

III, 0 o o o o 0
IV. 0 o o o o o o o o o o o o o o o o o o o 1214.

TABLE

I.

II.

III.

V.

VI.

VII.

VIII.

LIST OF TABLES

 

Page

SUMMARY OF ENROLLMENTS, NUMBER OF LOCA-

TIONS REPRESENTED, RESPONDENTS, AND

NUMBER OF RESPONDENTS' QUESTIONNAIRES
SELECTED FOR ANALYSIS . . . . . . . . . . . 9

SUMMARY OF RETURNS FROM FACULTY QUES-

V TIONNA IRES O O I O O O O O O O O O O O O O O 10

AGES OF OFF-CAMPUS CREDIT COURSE STU-
DENTS IN THE FOUR MICHIGAN UNIVERSITIES,
FALL SEMESTER, 196L745. . . . . . . . . . . 15
MARITAL STATUS OF OFF-CAMPUS CREDIT

COURSE STUDENTS IN THE FOUR MICHIGAN

UNIVERSITIES, FALL SEMESTER, men-es. . . 15

YEARS OF TEACHING EXPERIENCE OF OFF-
CAMPUS CREDIT COURSE STUDENTS IN THE
FOUR MICHIGAN UNIVERSITIES, FALL SE-
}{ESTER’ 196U‘65 o o o o o o o o o o o o o o 17
AMOUNT OF UNIVERSITY CREDIT EARNED BY
OFF-CAMPUS CREDIT COURSE STUDENTS IN

THE FOUR MICHIGAN UNIVERSITIES, FALL
SEMESTER,196b,-OS.............18

AMOUNT OF CREDIT EARNED ON UNIVERSITY

CAMPUS BY OFF-CAMPUS CREDIT COURSE STU~

DENTS IN THE FOUR MICHIGAN UNIVERSITIES,

FALL SET/LESTER, 196143-65 o o o o o o o o o o 19

AMOUNT OF UNIVERSITY CREDIT EARNED IN
OFF-CAMPUS COURSES BY OFF-CAMPUS UNI-

VERSITY CREDIT COURSE STUDENTS IN THE

FOUR MICHIGAN UNIVERSITIES, FALL SE-

PIESTER, 1965“650 o o o o o o o o o o o o o 20

AMOUNT OF UNIVERSITY CORRESPONDENCE

CREDIT EARNED BY OFF-CAMPUS CREDIT

COURSE STUDENTS IN THE FOUR MICHIGAN
UNIVERSITIES, FALL SEMESTER, 19617-65. . . . 21

- vii -

TABLE

XI.

XII.

XIII.

XIV.

XVI.

XVII.

XVIII.

XIX.

LIST OF TABLES fContinuedl

Page
TYPES OF TEACHING CERTIFICATES Now
HELD BY OFF-CAMPUS CREDIT COURSE
STUDENTS IN THE FOUR MICHIGAN UNI-
VERSITIES, FALL SEMESTER, 19bA-OS . . . - - 22
EXTENT TO WHICH INSTRUCTORS HELP STU-
DENTS MEET AND SOLVE TEACHING PROBLEMS. . . 26

CHANGES IN FEELINGS AND OPINIONS ABOUT
THE VALUES OF OFF-CAMPUS CLASSES SINCE
TAKING THESE CLASSES. . . . . . . . . . . 2?

How STUDENTS THINK INSTRUCTORS MARK

STUDENTS IN OFF-CAMPUS COURSES AS COM-

PARED TO THE WAY THEY MARK STUDENTS
ONTHECAMPU3............... 28

HOW STUDENTS THINK THE "DIFFICULTY" OF
WORK IN OFF-CAMPUS CLASSES COMPARES TO
SIMIIARWORK ON CAMPUS. . . . . . . . . . 29

USE MADE OF COMMUNITY RESOURCES IN
TEACHING AS A RESULT OF HAVING BEEN
ENROLLED IN OFF-CAMPUS COURSES . . . . . . 3].

CHANGES IN PUPIL PARTICIPATION IN
SCHOOL PLANNING AS A RESULT OF HAVING
BEEN ENROLLED IN OFF-CAMPUS COURSES. . . . 32

VALUE OF OFF-CAMPUS COURSES COMPARED

TO CORRESPONDENCE COURSES . . . . . . , , , 33
MAXIMUM NUMBER OF SEMESTER HOURS FOR
WHICH A STUDENT SHOULD BE ABLE TO EN-
ROLLEACHSEMESTER. . . . . . . . . . . . 3S

CHANGES IN FEELINGS AND OPINIONS ABOUT
THE VALUES OF OFF-CAMPUS CLASSES AFTER
HAVING TAUGHT THESE CLASSES . . . . . . . . 50

HOW TEACHERS THINK INSTRUCTORS MARK STU-
DENTS IN OFF-CAMPUS CLASSES AS COMPARED

TO THE WAY THEY MARK ON THE CAMPUS . . . . S].

- viii -

TABLE
XXI .

XXII.

XXIII.

XXIV.

XXV .

XXVI.

XXVII.

XXVIII.

LIST OF TABLES (Continued)

HOW TEACHERS THINK THE "DIFFICULTY" OF
WORK IN OFF-CAMPUS CLASSES COMPARES TO
SIMILARWORKON CAMPUS .......... 53

VALUE OF OFF-CAMPUS CLASSES COMPARED
TO CORRESPONDENCE COURSES. . . . . . . . . 55

MAXIMUM NUMBER OF SEMESTER HOUR FOR
WHICH A STUDENT SHOULD BE ABLE TO EN-
ROLL EACH SEMESTER 0 o o o o o o o o o o o 57

CHANGES IN FEELINGS AND OPINIONS ABOUT
THE VALUES OF OFF-CAMPUS CLASSES SINCE
HAva’ HAD TESE CLASSES O O C O O C O O O O 72

HOW INTERMEDIATE SCHOOL DISTRICT SUPER-
INTENDENTS THINK INSTRUCTORS MARK STU-

DENTS IN OFF-CAMPUS COURSES AS COMPARED

TO THE WAY THEY MARK STUDENTS ON THE
CAMPUS...................73

HOW INTERMEDIATE DISTRICT SUPERINTEN-

DENTS THINK THE "DIFFICULTY" OF WORK IN
OFF-CAMPUS CLASSES COMPARES TO SIMILAR
WORKONCAMPUS...............7L[.

VALUE OF OFF-CAMPUS CLASSES COMPARED
TO CORRESPONDENCE COURSES. . . . . . . . . 76

MAXIMUM NUMBER OF SEMESTER HOURS FOR

WHICH A STUDENT SHOULD BE ABLE TO EN-
ROLLEACHSEMESTER. . . . . . . . . . . . . 77

j IX-

'0-

 

 

CHAPTER I

 

THE PROBLEM

 

Statement of the Problem. The purpose of this study

 

is to bring up to date a previous investigation made by J.
IL Marcus1 in 1952. The purpose of Marcus' investigation
was to make a study of the values accruing from off-campus
credit courses for teachers in service who are working to-
ward the completion of the requirements necessary for var-
ious Michigan teaching certificates and/or degrees. This
study of values is concerned with obtaining Opinions of
these individuals and other persons connected with the pro-
gram toward these off-campus courses with reSpect to results
and outcomes and, to some extent, determining whether these
course experiences are modifying their teaching practices.
Need for the Study and Review of Literature. The pro-
vision of educational services to adults in their reSpective
communities by Michigan institutions of higher learning is
by now very well established and accepted by the citizenry
of the State. Hundreds of credit courses are offered off
campus each semester for persons from business and industry,
education, armed forces, voluntary organizations, agencies,

and individuals.

1. Marcus. J. D. A Study of Opinions Toward Cff-Campus

00119 6 Credit Courses. UnpuElished Ed.D. Thesis. Michigafi"
SEaEe University, [$53.

- 1 -

-2...

This study will be concerned with one aSpect of the off-
campus credit programs of Central Michigan'University, Eastern
Michigan'University, Northern Michigan'University and Western
Pfichigan University. The focus of this study will be upon
the off-campus credit course programs for in-service teachers.

The Michigan Council of State College Presidents states
that it is the aim of extension programs to increase the pro-
fessional competencies of teachers, to assist them in attain-
ing higher certification, to make it possible for them to
nmet and exceed legal requirements, and to deveIOp among them
more favorable attitudes toward their chosen work.2

It was indicated in the previous study that up to that
time there were no evaluations of off-campus credit courses
for in-service teachers. After an extensive review of the
literature the writer was able to identify only one compar-
ative study of off-campus credit course programs with those
on campus.

McCormick3 conducted a comparative study of the way in-
structors mark engineering students both on and off campus.

He found that the average grade earned in off—campus courses

was slightly higher than the average grade earned in similar

a. Michigan Council of State College Presidents. "Field
and Extension Services in the Years Ahead, " Field and Exten-
sion Services of the State Supported Institutions of Higher
Learning in Michigan, J. W. Eedwards, Puinsher, Inc., Ann“
Arbor, Micfiigan, 1e56, p. 8.

3° iicCcrmick, Fred C. "A Comprehensive Study of En3in-
Bering Extension and Resident Programs," Adult Education, XI,
i0 2, (Winter, 1951). pp. 106-109.

- 3 -
courses on campus. McCormick limited his study to thirty-
four students both on and off campus.

Scope of the Problem. This study is an analysis of

 

the Opinions which are held by those individuals who are in-
volved in the off-campus credit programs conducted by four
Michigan universities.

Three groups are involved in the study. The largest
group, in terms of numbers, includes those who are enrolled
as students in the off-campus credit courses. The distribu-
tion of students enrolled in the four institutions, classi-

fied accordin to the locations of the off-campus credit

3
course centers, is shown in Appendix I, Section A.

The next largest group, in terms of numbers, is the fac-
ulties of the four universities who are or have been engaged
in teaching off-campus credit courses. The distribution of
faculty members who participated in this study, classified
according to the departments within the universities with
which these instructors are usually associated, is shown in
Appendix I, Section B.

The third group includes the superintendents of Michi-
gan's Intermediate School Districts. Each of these, indi-
vidually and in groups, is involved in the off-campus credit
course programs of one or more of the four institutions. No
distribution or classification of this group is included in
the study because it would be merely a listing of the seventy~

s
l

three Intermediate offices in Michigan.

-4-
Definition of Terms. OFF-CAMPUS CREDIT COURSES. It

 

is not unusual for universities to conduct programs away
from campus. A large portion of this off-campus activity is
to conduct credit courses in local communities. This means
that a member of the faculty travels to a location away from
the campus and conducts a class. The enrollees may register
for credit at the university. Such credit is granted upon
satisfactory completion of the work.

STUDENTS. Most of the students in off-campus credit
courses are teaching at the same time that they are enrolled
in the courses. ‘Whenever the term "student" or "students"
is used in this study the reference is to these people.

FACULTY. Persons duly appointed to the teaching staffs
of the four universities and authorized to teach by the Mich-
igan State Board of Education and the respective Board of
Trustees at each institution. They are used by the Divisions
of Extension and Field Services as the teaching faculty in
the off-campus credit course program.

INSTRUCTOR. Those faculty members who are teaching in
the off-campus credit program are usually referred to in
this study as "instructors."

Limitations of the Study; This study was limited to
the degree that the methods and procedures had to conform
to an earlier study which was conducted in 1952. In order
that the former study would be up-dated as accurately as p03.

Bible by this investigation, the same questionnaires were

 

q
5
‘L
A

p

-5-
used. .Also, the same three populations were surveyed in ex-
actly the same way. An analysis of the data was made in the
same manner and this report follows the general arrangement
of the Marcus study. The writer met frequently with the
author of the first study. This study follows the procedures
which were used in the first study in order that this attempt
to up—date the earlier investigation would be as true as pos-
sible.

All limitations of the first study are applicable to
this investigation. The limitations of the questionnaire
include the difficulty of validating the reSponses, the dif-
ficulty of tabulating unstructured reSponses and the diffi-
culty of obtaining complete COOperation in all instances.

Limitations of the reSpondents included their biases,
their vested interests, the degree to which they were qual-
ified to give the requested information, their interest in
the study and the accuracy of their replies.

A further limitation is to be found in the highly se-
lected criteria used in choosing the faculty group of re-
Spondents. Cnly those members of the faculty who have had
experience in teaching off—campus credit courses were 33.
lected for the study. No attempt was made to survey fac-
ulty members who had never participated in teaching credit
courses away from the campus.

Plan of the Study;» This thesis is divided into seven

Chapters: Chapter I includes a statement of the problem,

.
i.-

-6-
the need for the study and review of the literature, scOpe
of the problem, definition of terms, limitations of the
study, plan of the study, summary and other related infor-
mation necessary to an understanding of the study. Chapter
II consists of a detailed review of the methodology used in
constructing, validating, distributing, and tabulating the
results of the questionnaire forms used in the study.

Chapters III through VI are concerned with the analy-
ses of various aspects of the results of the survey. Chap-
ter VII includes the findings, conclusions, and implications
for further research.

Summary. This investigation is an updating of an ear-
lier study which was concerned with identifying Opinions held
by three groups of persons regarding off-campus credit courses
and the values accruing from these courses. The study was
confined to the off-campus programs of four universities in
Michigan. Limitations of following the same procedures of
the earlier study were present in this study. Still, as the
off-campus programs continue to grow and the in—service train—
ing of teachers continues to be vital to our progress in edu-
cation, it appears that a critical analysis from time to time
is necessary and beneficial to those who are charged with the

reSponsibility for off-campus credit courses.

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CHAPTER II
PROCEDURES AND TECHNIQUES OF THE STUDY

Introduction. The planning phase of this study was
begun with a review of the previous study and consultations
with the Directors of Extension and Field Services of the
four universities since it was their suggestion that this
investigation would be useful to their offices.

The second step included a review of the literature to
determine what studies were conducted between 1952 and 196).;
to compare credit course programs both on and off campus.
Much information was found in the area of evening course
programs, both on and off campus. However, most of this ma-
terial is concerned with the motivational aspect of adult
education and the criteria used to establish and administer
off-campus courses.

The third step, therefore, was to obtain the question-
naire forms used in the first study and, in cooperation with
the Central Michigan University Press, a sufficient quantity
of the three questionnaires was made for this study.

Selectign Procedures. This study is a planned survey
of the off-campus credit course programs of four universi-
ties in Michigan. It was made with the complete cOOperation
and encouragement of the four Directors of Extension and

Field Services of the universities.

_ 8 -

During the fall semester of the 1964-65 school year,
lh7u3 students were enrolled for credit in the off-campus
credit courses of the four universities. Tables I, II, III,
and IV in Appendix I, Section A, show the distribution of
students classified by locations. Table I shows a summary
of the information presented in detail in.Appendix I, Sec-
tion A.

The percentage of respondents to enrollments is highly
uniform among the four universities. Responses were received
from about 70 per cent of the students enrolled in the off-
campus credit courses of Central Michigan University, Eastern
Michigan‘University and Western Michigan‘University. North-
ern Michigan'University responses made up 80 per cent of the
students enrolled. All of the students enrolled were sur-
veyed because each of the four universities desired to have
as close to 100 per cent response as possible for their own
individual studies which are to be made after the completion
of this state-wide study. A ten per cent sample was taken
from this group using a table of random numbers. Garrett's1
Table 29 "For Use In Determining the Reliability of Statis-
tics" shown in the degrees of freedom for selecting the num-
ber of samples that the probability of divergence of a sam-

ple mean from the true population mean differs very little

 

1- Garrett, Henry E. Statistics in Pa cholo and Ed-
ucation, New Ybrk: Longmans, Green and Co., [557, p. H65. '

 

 

 

 

 

 

 

 

 

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as the number of cases increases from 200 to 300 or even 1000.
At the five per cent level for 200 cases he has the ”t" value
equaling 1.97, and for 300 cases it is 1.97. For too cases
it is 1.96, and for 1000 cases it is 1.96. Thus a minimum
sample of 300 cases was deemed adequate for the study.

The 337 cases selected by the use of a random number
table were originally tabulated in four groups for use by
the four universities. A comparison of the results of the
responses of the four sub groups revealed no significant dif-
ference in results which indicates a high degree of relia-
bility in the sampling technique used.

An attempt was made to include in the study all the fac-
ulty members of the departments usually engaged in teaching
off-campus credit courses. The number of returns classified
by departments, and the number of semesters taught off-cam-
pus by each faculty member reporting, are shown in detail in
Tables V, VI, VII, and VIII, Appendix I, Section B. Table
II shows a summary of the information presented in detail in
Appendix I, Section B.

 

TABLE II. SUMMARY OF RETURNS FROM FACULTY QUESTIONNAIRES
===a===="============='===================7§§fi§iffifif========
I University Responses

Central Michigan University 67

Eastern Michigan University 81

Northern Michigan University 17

Western Michigan University 70

 

Total 295

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It was also considered advisable to obtain the view-
points of the administrators of the teachers who are enrolled
as students in the off-campus credit courses. By action of
the Michigan State Legislature, the administrative leadership
in.each county in Michigan is centered in the Intermediate
Superintendent of Schools.

The state of Michigan is divided into four areas and as-
signed to the four universities. This division is by action
of the Michigan State Board of Education.* All of the Inter-
mediate Superintendents of Schools were included in this
study. Through recent consolidations of Intermediate offices,
this.figure is reduced from the eighty-three referred to in
the previous study to seventy-three.

Survey Procedures. Copies of the three questionnaires
were distributed to the four offices of the Divisions of Ex-
tension and Field Services to adequately cover their entire

off-campus course enrollments during the fall semester, 1961i

65, the members of their faculty who had had experiences
teaching off-campus and the Intermediate Superintendents of
Schools in their area. The questionnaires for the students
were placed in large envelopes, one for each of the off-
campus credit course centers. Each envelope was marked with
the name of the location, the number of students enrolled in

that center, and a blank space for the number returned. A

m

* See Appendix III.‘for. asap showing thedivisions and

counties assigned to each university.

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- 12 -
note of directions to the instructors of the class was at-
tached to each enveIOpe.** The Directors of Extension and
Fueld Services distributed the envelOpes to the instructors
of the classes, and the envelopes with.the completed student
questionnaires were returned to the individual Directors.

The heads of the departments usually engaged in teach-
ing off-campus credit courses were given enough copies of
the questionnaire to survey the members of their departments
who had had experiences teaching these classes. These ques-
tionnaires were returned to the local offices of Extension
and Field Services.

Each office of Extension and Field Service of the four
universities mailed the questionnaire forms for Intermediate
Superintendents to those in their individual areas, and
these instruments were returned to the local offices.

Desired information from the completed surveys was com-
piled, tabulated, and analyzed. Assistance was received for
completing the tabulations and analyses of the data. A fac-
ulty member from Muskegon County Community College and three
members of the Muskegon County Intermediate School Office
staff volunteered their time and assisted the writer with
these activities. These five men met regularly for about

four weeks. Every comment on the questionnaires was read,

** See Appendix IV for a copy of the note.

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discussed and Judgment passed on the remarks to determine the
classification it should receive. All comments to the scales
and responses to the open-end questions were treated in this
manner and the results were used in reporting the findings.

The material became a survey of Opinions concerning the
values of off-campus credit courses throughout the state of
Michigan. .Analyses of these data revealed the opinions from
the three groups surveyed. The information further revealed,
to some extent, the effect these courses had in modifying
teaching practices and contained suggestions regarding the
nmfification of the off-campus credit course programs of the
four universities in Michigan.

Summary. The same methods were used in conducting this
survey as were used in the earlier investigation. Question-
naires, identical with the first study, were distributed and
collected in the same manner. Results were analyzed and re-
ported in the same way by a group of five men.

The survey instruments were of the normative type and
were designed to reveal information about the Opinions of
the persons involved concerning the values of these courses.
To some extent, inquiries were made as to how these activi-
ties modified the teaching practices of the students enrolled.
Suggestions were requested as to how the off-campus credit
course programs of the four universities should be modified.
Unifonm survey procedures for collecting the data were fol-

lowed by the four universities.

CHAPTER; III
THE OFF-CAMPUS STUDENT

Introduction. This chapter is an analysis of the re-
sponses in the personal information section of the student
questionnaire form. All the students enrolled in the off-
campus credit courses conducted by the four Michigan uni-
versities during the fall semester, l96h-6S received the
questionnaires. The questions were concerned with: (1)
age; (2) marital status; (3) sex; (it) years of teaching ex-
perience; (5) amount of college training; (6) credit earned
on the campus; (7) amount of credit earned in off-campus
courses; (8) amount of correspondence credit taken; and (9)
type of teaching certificate now held.

Ten per cent of the total responses were selected for
analysis by using a table of random numbers. This provided
a sample of 337 respondents. Table 1, page 9, shows a sum-
mary of the distribution of students, number of locations
represented, respondents and number of questionnaires se-
lected for analysis. Tables in detail are found in Appen-
dix I, Section A.

55$ A six-point scale was used with a range from
"under 21 years" to "65 years or more." The results are
Shown in Table III. Nearly half of the students are be-
tween the ages of twenty-five and forty-four. Twelve per

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-15-
cent are below the age of twenty-four and thirty-nine per
cent are over fifty-nine years of age. Five per cent of the
students are sixty years and older. Sixty-one per cent are

less than forty-four years of age.

 

 

 

TIBLE III. AGES OF OFF-CAMPUS CREDIT COURSE STUDENTS IN
THE FOUR MICHIGAN UNIVERSITIES, FALL SEMESTER,
196h-65.

Age Number Per Cent

Under 21 years h l

21-2h years 38 ll

25-4h years 167 A9

H5-59 years 113 3h

60-6h years 12 h

6§_ygars or more 3 1

Total 327 100

 

Marital Status. Four classifications were made on a

 

four-point scale on the question of marital status. All stu-

dents answered this question as is shown in the following

 

 

 

table:
TABLE IV. MARITAL STATUS OF OFF-CAMPUS CREDIT COURSE
STUDENTS IN THE FOUR.MICHIGAN'UNIVERSITIES,
Marital Status __r Number Per Cent
Married 259 77

Single ho 12

- 16 -

 

 

 

TABLE IV . ( Continued)

Marital Status Number Per Cent
Divorced or Separated 12 3
Widowed g_ 26 8

Total 337 100

 

 

Over three-fourths of the off-campus credit course stu-
dents are married, while eleven per cent are divorced, sep-
arated, or widowed. Twelve per cent are single. This in-
dicates most of the students, in addition to their teaching
and course load, have home and family responsibilities.

Sag; .All students answered the question pertaining to
sex. Sixty-nine, or twenty per cent are male; and 268, or
eighty per cent are female.

ZQars of Teaching Egperience. These responses were
classified in six groups on a scale ranging from “less than
one year” to "30 years or more." Twelve students did not
respond. The results are shown.in Table V.

The data show that thirty-four per cent of the off-cam-
pus credit course students represented in this study'have
taught less than four years. Fifty-seven per cent have
taught between five and twenty-four years and nine per cent
have taught over twenty-five years. Seventy-six per cent
have taught less than fourteen years.

Amount of‘University Credit Earned. The respondents

were given a seven-point scale ranging from."none" to “Master‘s

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- 17 -

TABLE V. ‘IEARS 0F TEACHING EXPERIENCE OF OFF-CAMPUS
CREDIT COURSE STUDENTS IN THE FOUR.MICHI-
GAN UNIVERSITIES, FALL SEMESTER, 196h-65

 

 

 

 

Teaching.E§perience Number Per Cent
Less than one year 2h 7
1-h years 90 27
S-lh years 1M3 h2
lS-2h years M9 15
25-29 years 11 3
30 years or more 8 2
_Np response 12 h
Total 337 100

 

 

Degree or more." All classifications on the scale between
these two were divided into semester hours. The four Mich-
igan universities Operate on the semester-hour plan.

Expressed in terms of classes, four per cent of the off-
campus credit course students are in the Freshman class; four
per cent are in the SOphomore class; eleven per cent are in
the Junior class; and twenty-four per cent are in the Senior
class. ‘Nearly half of the off-campus credit course students
held a Bachelor's Degree and five per cent have completed a
Master's Degree-or more.

The Michigan Teacher's Certification Code, which requires
helders of a provisional certificate to complete ten additional
hours of credit within a five-year period, could account for

most of the forty-nine per cent with Bachelor's Degrees.

- 18 -

TABLE VI. AMOUNT OF UNIVERSITY CREDIT EARNED BY OFF-
CAMPUS CREDIT COURSE STUDENTS IN THE FOUR
MICHIGAN UNIVERSITIES, FALL SEMESTER, l96h-65

 

 

 

 

Semester Hours Number Per Cent
None I 3 1
Less than 30 semester hours 11 3
30-59 semester hours 1h h
60-89 semester hours 36 11
90-119 semester hours 81 2h
Bachelor's Degree 165 R9
Master'sDegree or more 18 5
No Responsg_fi 9 text

Total 331, 100

 

 

Improved salary schedules in many districts might account for
others at the Bachelor's Degree level and those who have Mas-
ter's degrees or more.g

Amount of Credit Earned On-Campus. It was felt it was
important to this study to determine the amount of credit the
off-campus students have completed on the campus. The seven-
point scale was divided into seven classifications ranging
from "none" to "Master's Degree or more." Two students failed
to respond to the questionnaire. Table VII lists the amount
of credit earned on campus by the off-campus students.

Sixteen per cent of the off-campus credit course stu-
dents have completed less than one year's work on the campus.

Thelve per cent have earned between one and two years' work

- 19 -

TABLE VII. AMOUNT OF CREDIT EARNED ON UNIVERSITY CAMPUS
BY OFF-CAMPUS CREDIT COURSE STUDENTS IN THE
FOUR MICHIGAN UNIVERSITIES, FALL SEMESTER,

 

 

 

 

196lL-65
Semester Hours Number Per Cent
None 16 5
Less than 30 hours 37 11
30-59 hours ‘ hl 12
60-89 hours 68 20
90-119 hours hS 13
Bachelor's Degree 111 33
Master‘s Degree or more 13 N
No Response 6 2 fl
Total 337 , 100

 

 

on campus, twenty per cent have earned between two and three
years"work on campus, and thirteen per cent have earned be-
tween three and four years' work on campus. Thirty-three
per cent of the off-campus credit course students have com-
pleted a Bachelor's degree on the campus and four per cent
have completed a Master's degree or more on campus.

Amount of Credit Earned in Off—Campus Courses. This
question attempted to determine the amount of credit earned
in Off-campus courses by credit course students in the four
Michigan universities. The results are tabulated in Table
VIII.

Twenty-seven students, or eight per cent of those se-

lected, are enrolled in Off-campus credit courses for the

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-20-

TABLE VIII. AMOUNT OF UNIVERSITY CREDIT EARNED IN OFF-
CAMPUS COURSES BY OFF-CAMPUS UNIVERSITY
CREDIT COURSE STUDENTS IN THE FOUR MICHIGAN
'UNIVERSITIES, FALL SEMESTER, 196h-65

 

 

 

 

Semester Hours Number Per Cent
None 27 8
Less than 30 hours th h3
30-59 hours 95 28
60-89 hours to 12
90-119 hours 10 3
Bachelor's Degree 6 2
Master's Degree or more 2 1
No Response 12 _;L_

Total _p_ 33]_ 100

 

 

first time. Just under half, or forty-three per cent, have
earned less than one year's work off-campus. Twenty-eight
per cent have earned between one and two years' work, twelve
per cent have earned between two and three years' work, two
per cent have earned a Bachelor's degree, and one per cent a
Master's degree or more in off-campus credit courses.

Agount of Correspondence Credit. Each of the four uni-
versities represented in this study have quite extensive cor-
respondence course programs. For this reason it was desir-
able to determine the amount of credit earned by off-campus
credit course students. Regulations of the four universities
allow a student to complete up to fifteen semester hours to-

ward the Baccalaureate degree by taking correspondence courses.

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Correspondence credit may not be applied at the graduate level
at any of the four universities. Fifty per cent of the re-
spondents selected in this study had never taken a correspond-
ence course. Thirty-one per cent had earned less than seven
hours credit by correspondence, fourteen per cent had earned
tmtween eight and fifteen hours, one per cent had earned be-
tween sixteen and twenty-two hours and one per cent between
twenty-three and thirty hours. Three per cent made no re-
sponse. The results are listed in Table IX.
TABLE IX. AMOUNT OF UNIVERSITY CORRESPONDENCE CREDIT
EARNED BY OFF-CAMPUS CREDIT COURSE STUDENTS

IN THE FOUR MICHIGAN UNIVERSITIES, FALL
SEMESTER, l96h-65

 

 

 

 

Semester Hours Number Per Cent
None 168 50
1-7 semester hours 10h 31
8-15 semester hours S7 IS
16-22 semester hours A 1
23-30 semester hours 5 1
NO Response 9 3

Total fig] 100

 

 

Type of Teaching Certificate Now Held. There is Often
a relationship between the type of teaching certificate held
and the amount Of credit earned. For this reason it was im-
portant to determine the types Of teaching certificates held
by the Off-campus credit course students. Twenty students

- 22 -

did not respond to this question. The results are shown in

 

 

 

 

Table X.
TABLE X. TYPES OF TEACHING CERTIFICATES NOW HELD BY
OFF-CAMPUS CREDIT COURSE STUDENTS IN THE
FOUR MICHIGAN UNIVERSITIES, FALL SEMESTER,
196u-65
___gzpe of Certificate Number< Per Cent
County Normal 7 2
Special 9h 28
State Limited 26 8
TWO4Y68P Life 13 h
ThreeJYear Life 6 2
Provisional 110 32
Permanent 55 16
Others 6 2
No Response 20 6
Total 337 100

 

 

Of the six respondents shown in the "others" classifi-
cation above, four held Substitute and two Special Education
types of certification. It is important to note that two
per cent held County Normal Certificates, twenty-eight per
cent held Special Certificates, eight per cent held State
Limited Certificates, and thirty-two per cent held Provis-
ional Certificates. Thus, seventy per cent of the respond~
ents selected are required by the Michigan Teachers' Cer-

tification Code to earn additional hours ofccredit each year.

..23 -

Summa . A statistical portrait of an off-campus credit
course student would be described on the basis of the infor-
mation obtained from the student responses to nine questions
asked on the student questionnaire as possessing the follow-
ing: The individual is between 25 to 59 years of age, mar-
ried and'has between one and 1h years of teaching experience.
Completed credit consists of from 90 semester hours through
completion of the Bachelor's degree. Sixty semester hours
and the Bachelor's degree were completed on the campus and
less than 59 semester hours were earned in off-campus credit
courses. Less than seven hours credit were earned by cor-
stpondence. The teaching certificate held is either a Pro-

visional or a Permanent Certificate.

CHAPTER IV
OPINIONS OF STUDENTS

Introduction. This chapter is an analysis of the opin-
ions of off-campus students regarding the values of off-cam-
pus credit courses and, to some extent, the effect these
classes have had in modifying their teaching practices. The
data are presented in two sections in this chapter. Eight
questions were constructed on five-point scales.1 Six of the
questions provided for responses concerning values and two of
the questions provided for reSponses concerning modifications
in teaching practices. A quantitative analysis to these ques-
tions is made in Section I.

The responses to these questions are shown in tables with
the number of responses classified according to the sections
in each question plus the number failing to indicate a re-
sponse. The results are analyzed in two ways.

One column shows the percentages of responses based on
the total number of cases. Another column shows the percent-
age of responses based on the total number of responses. This
technique was used because the wording of certain questions
did not call for reactions from all who were surveyed.

Five open-end questions asked for responses concerning

values and four similarly constructed questions provided

1' See Appendix II for a copy of the questionnaire.

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Opportunities for responses concerning modifications in teach-
ing practices. These nine unstructured questions are treated
in.Section II of this chapter.

The last question on the student questionnaire form asked
for reactions. Respondents indicated whether they were inter-
ested in a report of this study. Table I, page 9, shows a
summary of the distribution of students, number of locations
rmpresented, respondents and number of questionnaires selected
for analysis. Tables in detail are found in Appendix I, Sec-
tion A.

Section I

Extent to'Which InstructOrs Help Students Meet and Solve
ibaching Problems. The question, "To what extent do the in-
structors of off-campus classes help you meet and solve your
teaching problems," offered respondents a range from "no help
in solving problems“ to "great help in solving problems.”
Thirty-two students did not respond. The results are shown
in Table XI.

Two hundred and fifty-five students, or eighty-four per
cent, indicated that they received help from instructors in
solving teaching problems. Thirty-two, or nine per cent,
made no response. Fifteen, or sixteen per cent, indicated
they received little or no help in solving teaching problems.

One hundred and thirty-five students made comments in
answer to this question, Typically, the students said in-

structors were ”willing to take time,“ or "instructors help

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- 25 -

as much as possible“ or "it depends on the course and the
instructor." One respondent commented, "The personal re-
lationship in discussing my teaching problems with exten-

sion instructors has been very helpful to me." .Another‘wrote,
"They could be more practical. ‘Most.are helpful, but the 3233
helpful are the instructors who actually know children and how

they react."

 

 

TABLE XI. EXTENT TO WHICH INSTRUCTORS HELP STUDENTS MEET
AND SOLVE TEACHING PROBLEMS
er en er en
Student Responses Number of total of Regppnses

No help in solving problems 12 u h
Little help in solving problems 38 ll 12
Help in solving problems 67 20 22
Some help in solving problems 115 3h 38
Great help in solving problems 73 22 2h
_Np response 32 9 --
Total 327 100 100

 

 

 

m

Changes in Feelings and Opinions About the Values of Off-
gggpgs Classes Since Taking‘These Classes. This question was
important to the study since it was desirable to determine
what changes in feelings and opinions toward off-campus courses
had occured as a result of taking these courses for credit.
Ninety-seven students failed to respond. The results are in-
dicated in Table XII.

Forty-five per cent of the respondents indicated their

feelings and Opinions about the values of off-campus courses

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- 27 -
since taking them remained the same. Fifty-one per cent either
found them to be I'more favorable," or "much more favorable."
Four per cent found them.to be "less favorable.”
TABLE III. CHANGES IN FEELINGS AND OPINIONS ABOUT THE

VALUES 0F OFF-CAMPUS CLASSES SINCE TAKING
THESE CLASSES

 

 

 

 

 

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Changes in Opinions Number of Total Responses

MMoh less favorable l 0 0

Less favorable lO 3 h
Remained the same 108 32 ME

More favorable 88 26 37

Much more favorable 33 10 1h

NO response 97 29 --
=__ Total 337 filoo J 100

 

 

Eighty-two students, representing thirty-four per cent
of those responding, made some comment about their feelings
and Opinions toward the values of off-campus courses. Sev-
eral agreed that the classes are, “practical and useful.“ A
few Observed that there was “less busy work involved.“ One
said, "At first I took them to fulfill a local school board
requirement. ‘Now I take them to increase my effectiveness
as a teacher." Other typical responses were, “A chance is
given to meet others with common problems and teaching expar-
iences," or "allows me to continue my education."

How Students Think Instructors'Mark Students in.0ff-

Coupus Classes Compared to the‘Hay TheI‘Mark Students on
Campus. This was the first of two questions regarding

 

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values of off-campus courses as compared with.those on the
campus. The first question called for an Opinion about the
differences, if any, between the marks instructors give in
courses on and Off the campus. There were six classifica-
tions which ranged from ”much lower than on campus" to "much
higher than on campus." The results are given in Table XIII.
TAEE XIII. HOW STUDENTS THINK INSTRUCTORS MARK STUDENTS

IN OFF-CAMPUS COURSES COMPARED TO THE WAY
THEY MARK STUDENTS ON THE CAMPUS.

 

Student's Opinions Number of Total Responses

 

 

 

Much lower than on campus 1 O 0
Somewhat lower than on

campus 23 7 8
Same as on campus 223 66 7?

Somewhat higher than on
campus 1+3 13 15
Much higher than on campus 1 O O
_No response R6 144 '-
Tgtal 337 100 100

 

Twenty-three students thought instructors marked lower
in off-campus courses than they did on the campus. Forty-
four students felt instructors marked higher in off-campus
courses. Two hundred and twenty-three, or sixty-six per
cent, felt instructors marked the same whether on or off cam-
pus. Forty-six students made no response to this question.
Comments were made by eighty-nine students. Typical of

these responses were, "it depends on the course or the

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instructor," or "instructors off-campus are sympathetic to
working teachers." A few said that they have ”no idea how

they mark."
How Students Think the PDifficulty" of Work in Off-

Campus Classes Compares to Similar‘Work on Campus. This sec-

 

ond question calling for a comparison of on-campus and off-
campus classes sought to determine how students think the
"difficulty" of work in off-campus courses compares to sim-
ilar work on the campus. There were five classifications
which ranged from "off-campus classes much easier" to "off-
campus classes much harder." The results are contained in
Table XIV. HOW STUDENTS THINK THE "DIFFICULTY" OF WORK

IN OFF-CAMPUS CLASSES COMPARES TO SIMILAR
WORK ON CAMPUS.

 

 

er an or en 0
Students' Opinions Number of Total Responses
Off-campus classes much
easier h l 1
Off-campus classes some-
what easier h8 1h 16
Same 182 5h 60
Off-campus classes some-
what harder 6O 18 20
Off-campus classes much
harder 8 3 3
_NQ response 35 10 " l_
Total 337 100 100

 

 

 

-—-¥

These responses were grouped similarly to the previous

question. One hundred and eighty-two, or fifty-four per cent,

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- 3o -
were Of the Opinion that the "difficulty" of work was the same
whether on campus or off. Sixty-eight respondents, or twenty-
one per cent, felt it was harder in the off-campus courses.
Ffiftyetwo students, or fifteen per cent, felt the "difficulty"
of work in Off-campus courses was easier. Thirty-five stu-
dents made no response to this question.

Seventy-two students made comments in answer to this
question. Several indicated, “the work load depends on the
instructor," or "it depends on the course." There were those
who said off-campus courses were harder because, "there is
less time to study,” and others who feel they are easier since
they, "take one course at a time." Comments which were typ-
ical of those who feel off-campus course work is harder were,
"I have more to do," or "since I'm teaching during the day,
these courses are more difficult."

Use Made of Community Resources in Teaching as A Result
g§_Having Been Enrolled in Off-Campus Courses. The next two
questions attempt to determine what modifications are made on
teaching practices as a result of having taken off-campus
credit courses. The first question determines the use made
of community resources in teaching. There were five classi-
fications which ranged from "much less use" to “much more use."
Results are tabulated in Table XV.

Thirty-seven per cent of the respondents indicated that
there was no change in the use made of community resources

as a result of having been enrolled in Off-campus courses.

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Fifty-five per cent stated that they were making more use of
community resources. Twenty-seven students did not respond
to the question.
TABLE XV. ‘USE MADE OF COMMUNITY RESOURCES IN TEACHING

AS A RESULT OF HAVING BEEN ENROLLED IN OFF-
CAMPUS COURSES

Per Cent Per Cent of

 

Degree of Use Number_ of Total Responses
Much less use 0 O 0
Less use 0 O O
No change 125 37 no
More use lhh #3 A6
Much more use , Al 12 1h
NO response 27 8 ___ --

 

Total 3;? 100 100

Changes in Pupil Participation in School Planning as A
Result of Having_Been.Enrolled in Off-Campus Courses. The
second question attempted to determine modifications on teach-
ing practices as a result of having had Off-campus courses.
An.attempt is made to determine the amount of pupil partici-
pation in school planning which has come about as a result
of teachers having enrolled in off-campus credit courses.
There were five classifications which ranged from "much less
Participation," to '.much more participation." (See Table
XVI.)

According to the respondents, forty-three per cent felt
that no change had occured in pupil participation in school

an:

the

H

(I)

('3

- 32 -
planning as a result of having been enrolled in Off-campus
courses. Fifty-seven per cent indicated that there was more
participation. Fortyzsix.students did not respond to this
quéstion.

TABLE XVI. CHANGES IN PUPIL PARTICIPATION IN SCHOOL PLAN-
NING AS A RESULT OF HAVING BEEN ENROLLED IN

OFF-CAMPUS COURSES
Per Cent Per Cent OI

pDegree of Pupil Participation Number Of Total Regponses

 

 

 

Much less participation 0 O 0
Less participation 1 0 O
No change 125 37 A3
More participation lhh A3 50
Much more participation 21 6 7
NO response go 1h --

T tel 331_ 100 100

 

 

 

 

 

 

Since only one respondent indicated the use of less pu-
pil participation as a result of having had Off-campus courses,
it would appear that these courses have a positive value from
the standpoint of increasing pupil participation.

Values Of Off-Campus Courses As Compared to Correspond:
Qgpce Courses. This question was included because students
who are enrolled at the four universities are allowed to take
a.limited amount of correspondence credit toward their Bach-
elor's degree. In some instances this credit is used for
certification renewal. Correspondence courses at each of the

universities is administered through the Divisions of Extension

- 33 -
and Field Services. A comparison Of their value was felt to
be desirable and pertinent to this investigation. An attempt
was made in this question to compare off-campus credit courses
with courses taken by correspondence. Classifications were
made on a five-point scale with ranges from "less valuable"
to "much more valuable.” Comparative tabulations are shown
in Table XVII.

TABLE XVII. VALUES OF OFF- CAMPUS COURSES AS COMPARED TO
GO RRESPONDEN CE COURSES

 

Per ent Per Cent O

 

 

Value Com arisons Number of Total Responses

Off-campus classes much

less valuable 2 1 1
Off-campus classes less

valuable 5 1 3
Same value 12 u 7
Off-campus classes more

valuable 67 20 NO
Off-campus classes much

more valuable 82 2h #9
No response 169 50' --

 

Total 337 100 100

The unusually large number of students who did not ans
swer this question can be accounted for by the fact that they
were asked not to answer unless they had taken correspondence
courses. This is very similar with the tabulation in Chapter
III showing the amount of credit earned through correspond-
ence courses. One hundred and sixty-eight indicated they

have taken no courses by correspondence and 169 made no response.

7m-
‘NO

If

Cow —

. 1

- 3h -

Four per cent of the respondents feel off-campus classes are
less valuable than correspondence courses. Seven per cent
feel the value is the same in both cases. Eighty-nine per
cent agree that Off-campus courses are more valuable.

Comments were made by forty-one respondents to this
question. Those who criticized correspondence courses said,
I'theywere Just 'busy work',‘I or "they're a waste of time and
money," or "they Offer no personal contact with students and
instructors." Several complained about "difficulty" of cor-
respondence courses due to the "amount of writing which is
required." One student said that "the personal touch can't
be replaced." Another commented that correspondence courses
should be taken, ”only in an emergency."

Typical of those few favoring correspondence courses
over the off-campus classes was the comment, "I had to work
harder, therefore I learned more."

Maximum.Number of Semester Hours for Which a Student
Should Be Able to Enroll Each Semester. The administrators
of the Divisions of Extension and Field Services of the four
universities feel a response to this question would be help-
ful to them. This tOpic is also of interest to the students
who enroll in off-campus credit courses, the faculty who
serve as instructors in these courses and the school adminis-
trators of Michigan's Intermediate School District's. A five-
point scale was used. Classifications ranged from "3 hours"

to "other." Tabulations are shown in Table XVIII.

- 35 -

TABLE XVIII. MAXIMUM NUMBER OF SEMESTER HOURS FOR WHICH A
STUDENT SHOULD BE ABLE TO ENROLL EACH SEMESTER

 

Number of Hours Number of Total Responses

 

3 hours 35 10 12
h.hours 81 2h 27
5 hours 33 10 ll
6 hours 129 38 A3
Other 22 7 7
NO resppnse 37 11 --

Total 337 100 100

 

 

It is perhaps significant that more respondents feel a
student should be allowed to enroll for four semester hours
than three. A large number of courses at the graduate level
at the four universities Offer two hours' credit and this may
account for this feeling. Twenty-seven per cent of the re-
spondents felt four hours of credit should be the maximum
number for which a student should be able to enroll each se-
mester. This same factor may very well apply at the six hour
classification where forty-three per cent felt this maximum
Should apply. Those who marked the "other" classification
commented the hours should vary from eight to fifteen. One
student called for "no limit."

Section II

This section is an analysis and report on the nine Open-

end questions on the student questionnaire. No attempt is

made to treat the responses quantitatively except to indicate

- 36 -

the number of responses and to show the areas Of concentra-

tion classified in rather broad, general terms. Items men-

tioned only once or by a few people are reported only when

they are pertinent to the study. In many cases, direct quo-

tations will be used to illustrate the Opinions of students.
Criticisms Of Off-Campus Credit Courses. The question,

 

"What criticisms do you have of the Off-campus college credit
courses you have taken?" did not try to identify the types

of criticisms sought as being either favorable or unfavor-
able. The total number of responses was 256, or seventy-
six.per cent of the sample. Of these, seventy-seven.were
favorable and 179 were unfavorable. It is possible that the
question implied that a negative response was sought.

Favorable comments can be grouped into four general
areas. Forty-six said they were "pleased with the quality
of instruction in off-campus courses," twelve mentioned that
they "appreciated the convenience of having courses available
near home," eight commented on the "dedication of instruc-
tors" and eleven spoke of the help they received "in keeping
Up with newer methods and techniques."

The unfavorable comments fell into five general areas.
Sixty-four students mentioned the "lack of adequate library
materials for off-campus courses," forty-eight said that the
courses weren't "meeting needs in a practical way," thirty-
four offered their opinion that the instructors in Off-cam-

Pufl courses "aren't well prepared and often unsympathetic

- 37 -
with the problems of teachers," eighteen criticized the fre-
quent use of the lecture method and fifteen made such com-
ments as ”too much.pressure on exams," or "too much memoriza-
tion," or "we need a larger selection of courses in our area."

Incorporated into many comments was the element of fa-
tigue at the end of a working day. "It is hard to concen-
trate,” or "it is hard to study," were typical of these re-
sponses. General dissatisfaction.was expressed with respect
tO ndisorganized, unsympathetic instructors."

Defects Observed in Off-Campus Credit Courses. The
question, Wlhat defects have you observed in the Off-campus
college credit courses you have taken?" called for unfavor-
able criticisms. The total number of responses was 127, or
thirty-eight per cent. Those responses which applied to the
instructors of off-campus courses fell into three areas.
Sixteen said instructors "spent too much time lecturing and
didn't allow enough Opportunities for class discussion,"
nineteen felt the instructors were "too theoretical" and fif-
teen mentioned the "small amount of preparation which instruc-
tors give to off-campus courses."

Those criticisms which dealt directly with the mechanics
of off-campus courses fell into four areas. Fifty-two men-
tioned the "lack of adequate reference materials, classroom
materials and visual-aid equipment," eight felt the enroll-
ments in off-campus courses was frequently too large and "a
wider selection would be desirable," six said that education

courses "tended to repeat themselves" and eleven mentioned

- 38 -

the amount of time a student must spend in preparation for
these courses. Two felt the class sessions were too long
and one thought off-campus courses were too OXpensive.

Positive Values or StronggPoints in Favor of Off-Campus
Credit Courses. The question asked the students to "Illus-
trate from your experiences with off-campus college credit
courses some of the positive values or strong points in fa-
vor of such courses.” The total number of responses was
29h, or eighty-seven per cent. Of these, 285 were favorable
and nine were unfavorable.

One hundred and thirty-eight favored the off-campus
courses because they were "convenient to take." Sixty-nine
said that these courses are "useful in solving teaching prob-
lems because they give practical assistance to teachers."
Thirty-two appreciated contacts with fellow teachers. They
mentioned these contacts gave them an Opportunity to exchange
ideas and "keep abreast of modern developments."

Sixteen students mentioned the "more informal atmosphere
of extension classes" and nineteen said these courses helped
00mPlete degree and certification requirements. Twenty men-
tioned the competency of off-campus instructors as a valu-
able point in favor of these courses, sixteen commented fa-
vorably on the "individual participation found in smaller
classes," seventeen spoke of the positive value found in
"student-teacher relationships." Other typically favorable
comments were "saves time and money," or "I like the weekly

sessions.”

ie.

EV

- 39 -

The nine unfavorable responses were spread over four
points. Two felt there ”should be closer association with
the locality," one thought the classes were "watered-down
versions of on-campus classes," one complained of overcrowd-
ing and five mentioned the "lack of library facilities."

Generally, the positive aspects of the comments made in
response to the question are convenience, economy and the
possibility of putting theories learned into immediate prac-
tice. There was a vote of confidence for extension courses,
despite varied criticisms.

Improvements Which Should Be Made to Make Off-Campus
Courses.More Effective. This question sought specific sug-
gestions from the students enrolled in the off-campus pro-
grams of the four universities on improvements which should
be made to make these course offerings more effective. The
total number of responses was 173, or fifty-one per cent, of
the sample .

These responses fell into four general areas. Forty-
seven students felt the courses should be more practical.
Typical comments were, "Teach more things which can be used
in the classroom," or "relate more closely with our needs,"
or "make the courses more practical."

Fifty-five respondents criticized the variety of courses
offered as being too few. They asked that there be ”more
courses offered" or ”more summer workshops."

Thirty-one students indicated that they were not com-
Pletely satisfied with the teaching techniques of off-campus

- no -
instructors. Comments such as, "send us instructors who know
their.field," or "we need instructors who can relate to teach-
ere," were common. One asked for "less listening."

Twenty-three said better library and instructional ma-
terials should be made available for the instructors and stu-
dents in off-campus classes. They generally agreed that “we
need more audio-visual and illustrative materials for instruc—
tors" or "there is a need to expand the library materials
Off-campus" or "more resource people should be used in these
classes."

In other comments five felt class enrollments should be
restricted to fewer enrollees, five wanted "more surveys to
determine course requests,“ three called for more counseling
in the field, three said there was a need for "better pub-
licity announcing these courses“ and one wanted "less home-
work."

Expansions or Alterations‘Which/Would Make the_0ff-Cam:
pus Course Prggrams More Effective. This question was in-
cluded at the request of the administrators of off-campus
credit course programs at the four universities. The total
number of responses was 169, or fifty per cent. Eighty-five
indicated a desire for a wider variety of course Offerings,
twenty-nine asked that courses be "less theoretical and more
Practical," twenty-three expressed a desire for more gradu-
ate courses, thirteen wanted more off-campus credit ”allowed
for graduation," twelve suggested an attempt he made to "imp

Prove upon the method of determining course requests" and

I Hi

 

-171-

eight asked for more library and other resource materials for
off-campus courses.

Twenty-seven respondents mentioned a need for "more Sat-
urday classes," or "better instruction," or ”more centers."
One asked for “team.teaching." Another simply said "we will
supply the students if you'll give us the instructors." Gen-
erally, the respondents were dissatisfied with the number of
courses offered and with the lack of variety in these offer-
ings.

Changes in Teaching Techniques and Methods as A Result
of Off-Campus Classes. A desirable outcome as a result of
enrolling in off-campus classes is a change which may occur
in teaching practices. Four Open-end questions were included
in this section of the student questionnaire form for the pur-
pose of determining what changes if any are effected in the
teaching practices of the students enrolled as a result of
the off-campus credit courses taken. These four questions
each covered a specific teaching practice. It was not ex-
pected that all would respond to each question. The ques-
tions were so worded to obtain a response only when a change
had taken place. The first question asked about changes in
teaching techniques and methods as a result of having taken
these courses.

The total number of responses was 211, or sixty-two per
cent of the sample. One hundred and eighty-nine indicated
they changed their teaching techniques and methods as a result

 

-ug-

of taking off-campus courses. Twenty-two respondents said

they made no changes as a result of having taken these
courses.

Of those who made changes, eighty-three said they were
"using modern methods,“ forty-three commented that they were
"paying greater attention to the needs of the individual stu-
dent," forty-one made greater use of audio-visual materials
and "resources to complement instruction," thirty-five said
they were "more democratic," thirty-one were "doing more to
provide enrichment in the classroom," twenty-nine allowed for
"greater pupil participation in classroom planning," twelve
were "using guidance since taking off-campus courses," twelve
others spoke of doing more "to develop the child's curiosity
to learn," and two said they were "keeping more accurate

records."
In general, the respondents indicated there is greater

emphasis on student freedom, more attention is paid to in-
dividual differences and there is more concern for student-

teacher rapport as a result of off-campus classes.

Changes in Methods of Evaluating Pupil Prpgress as A

Result offiOff-Campus_plasses. Thirty-six per cent of the

students enrolled in off-campus courses changed their methods

of evaluation as a result of these courses. The total num-

ber of responses was 175) or fifty-one per cent.

One hundred and twenty-one respondents indicated they

changed their method of evaluating pupil progress as a result

-15..

of taking off-campus courses. Fifty-four stated they made

no changes in evaluation.after their Off-campus course ex-

periences.
Those who said a change had taken place fell into four

general areas. Sixty-two stated that they were "paying more

attention to individuals," thirty-seven.were "more liberal,
tolerant, fairer, or flexible" in their relations with stu-
dents, fifteen mentioned wider use of "tests, charts, and

community resources in evaluating pupil progress," and seven

were "using the conference method with parents and pupils"

in making evaluations.
Respondents also mentioned that they were "more patient

and kinder." Two said they felt "better able to evaluate

the exceptional child." One said "I evaluate a child against

his own achievement rather than in comparison with others."

Changes in Methods of Repprting to Parents as A Result

2f0ff-Campus Courses. The total number of responses was

203, or sixty per cent, of the pOpulation. Ninety-five stu-

dents commented that they changed their method of reporting

to parents by "using parent-teacher conferences." One said

"1 put in the parent-teacher conference following research

on it in a course." Another said "we've replaced report

cards with conferences."
Twenty spoke of newsletters and notes to parents as a

method of reporting. Several said "We use a monthly news-

letter," or "we have a new report sheet to parents." Seven-

h;

oil.
pm

W!
In" :0

- up -
teen‘were using "a more communicative report card" or "more
home visitations." One respondent said, "I now make regular
.personal visits to the home." Three were using special pro-
Ject booklets in reporting to parents.

Sixty-one stated that they had not changed their method
of reporting to parents as a result of having had off-campus
courses. Several gave as their reason for not changing the
restrictions placed upon them by "school policy." They also
indicated there had been no change "because the method of re-
porting is set up by our school system."

New and Different Teaching,Materials;!hich.Are Used in
Teaching as A Result of Off-Campus Courses. Students were
instructed to answer this question only if a change had taken
place. They were asked to list whatever specific changes
were made "if new and different teaching materials were used
in your teaching as a result of off-campus classes." The to-
tal number of responses was 138, or forty-one per cent, of
the sample. ,Eighty~three indicated they were using new ma-
terials described as "charts, graphs, flannel boards, films,
abaci, portable laboratories, and maps." Several were mak-
ing more extensive use of "overhead projectors and others in-
structional materials."

Seventy-seven said they had changed to new books for
their classrooms. These changes were in the areas of art,
mathematics, music, science and the social studies. Six
said they were using educational television as a result Of

having taken Off-campus courses. Others commented that they

-15..
I'now know where to look for materials" and had "gained some
insight into the use of disposable and inexpensive equip-
ment."

Ten respondents indicated they were making no use of new
materials as a result of Off-campus courses. Typical com-
ments in this group were, "they suggest materials which are
tOO expensive" or "the instructors make impractical sugges-
tions."

Reactions Toward the Study and A Rgport of the Study.
The final question on the student questionnaire was, "Would
you like a report of the results of this study?" Two hun-
dred and twenty-eight students, or sixty-four per cent, were
interested in obtaining the results of the study. Forty-four,
or thirteen per cent, of the respondents did not desire a re-
port. Sixty-five indicated no preference.

Forty-eight students wrote in the space provided for
comments at the end of the questionnaire. These comments
were either rephrasing what had been said on previous ques-
tions or requests for results of the study in order to "find
out what other feel about the off-campus programs."

Several took this Opportunity to make requests for spe-
cific courses such as "modern math," "special education," or
"more summer workshOps."

Summary. In respect to the values of Off-campus credit
courses, students who are enrolled in these classes are of

the opinion that:

10.

11.

-ug-
Instructors are of help in solving teaching prob-
lems.
Students favor off-campus classes more since hav-
ing participated in them.
Instructors mark students the same in off-campus
classes as in on-campus classes.
The "difficulty" of work in off-campus courses is
similar to on-campus work.
Students make more use of community resources in
their teaching as a result of having been enrolled
in off-campus classes.
There is more pupil participation in school plan-
ning as,a result of teachers being enrolled in
these courses.
Off-campus courses are said to be more desirable
than correspondence courses.
The maximum number of semester hours for which a
student should be allowed to enroll each semester
is six.
The shortage of resource materials and particularly
library materials for the off-campus classes needs
to be corrected.
There is a need for more courses and a wider variety
from which to select.
Modifications are made in teaching practices as a

result of having been enrolled in off-campus credit

 

- M7 _
courses. This is especially true in reporting to
parents as well as pupil participation in class-

room planning.

CHAPTER'V
OPIN IONS OF FACULTY

Introduction. The opinions of instructors who teach
off-campus credit courses are analyzed in two sections in
this chapter. The faculty questionnaire contained a section
with five questions, each with five classifications on a
scale similar to the student questionnaire form.* The re-
sponses to these questions are quantitatively presented in
Section I.

The responses to the five questions are given in tables
with the number of responses classified according to the
five-point scale together with the number who made no re-
sponse. One column shows the percentage of responses based
on the total number of cases. Another shows the percentages
Of responses based on the total number of reSponses. In-
structors were also asked to make comments on each of these
five questions. These comments will be reported in conjunc-
tion*with each table.

Nine Open-end questions asked instructors for their
oPinions regarding the values Of off-campus courses and mod-
ifications which they might make in course content or teach-
ing methods for these courses. These unstructured questions

are treated in Section II of this chapter.

* See Appendix II for a copy of the questionnaire.

-ua-

¢f

- no -

The final question on the faculty questionnaire asked
instructors to indicate whether they would like to receive
a.report of the investigation. One hundred and ninety-five
said they would like such a report. Eighteen did not wish
to receive a report and twenty-two did not respond to the
question. Only faculty members of the four universities who
taught an Off-campus credit course were surveyed in this in-
vestigation. The distribution of faculty returns is shown
in Table II, page 10, and Appendix I, Section B.

Section I

Changes in Feelings and Opinions About the Values of
Off-Campus Classes Since Having Taught These Classes. Since
changes in feelings and Opinions resulting from experiences
in teaching off-campus classes might tend to reflect certain
values or lack of values, teachers were asked to indicate
changes in their attitudes. A five-point scale ranging from
"much less favorable" to "much more favorable" was constructed
on which they could indicate their responses.

Forty-three per cent of the instructors of off-campus
credit courses indicated their feelings and opinions about
the values of these classes hadn't changed after having taught
them. Thirty-eight per cent indicated their feelings and Opin-
ions were more favorable and nineteen per cent that they were
less favorable.

Written comments on this question were made by sixty-

three instructors. Typical of the comments which were partial

V
8"
and

3"."

3‘

ll

(‘0'

(‘3

_ 50 ..
to off-campus courses were, "they are extremely valuable,"
"many students couldn't continue without these courses,"
"they are important to the student," "students work hard,"
and "they are a worthewhile service."

TAEE XIX. CHANGES IN FEELINGS AND OPINIONS ABOUT THE

VALUES 0F OFF-CAMPUS CLASSES SINCE HAVING
TAUGHT THESE CLASSES

 

 

er Cen er en 0

Changes in Opinions Number of Total Responses
Much less favorable S 2 2
Less favorable 37 16 17
Remained the same 95 Al A3
Mere favorable 69 29 31
Much more favorable 1h 6 7
No response 15 6 --
Total 235 100 100

 

 

Those instructors who were critical of off-campus courses
were more adammant. Typical comments were, "We need better
undergraduate preparation of students and fewer teacher re-
treads," "I increasingly feel we are giving these students
an inferior education," "The extra traveling and teaching is
quite an effort," and "students Just put in time in these
classes." Instructors also criticized the lack of adequate
library facilities.

Those who felt their feelings and Opinions remained the
same after having taught off-campus classes said, "it depends

on the course and the instructor," "I enjoyed these courses

- 51 _
when I sat in them as a student and I still feel the same way
now."

HOw Teachers Think Instructors Mark Students in Off-Cam-
pus Classes as Cgmppred with the'Way They Mark Students on the
Campus. In order to obtain some opinions for comparisons of
on and off-campus credit courses, instructors were asked to
indicate how they felt marks were determined both on and off
the campus. This question also allowed for some comparison
between the feelings and Opinions of students and instructors.
The five-point scale ranged from "much lower than on campus"
to "much higher than on campus." The results are shown in
Table XX.

TABLE.XX. HOW TEACHERS THINK INSTRUCTORS MARK STUDENTS

IN OFF-CAMPUS CLASSES AS COMPARED TO THE WAY
THEY MARK ON THE CAMPUS

    

 

 

Students' Opinions Number of Total Responses
Much lower than on campus 3 l 1
Somewhat lower than on

campus 15 6 7
Same 82 35 38
Somewhat higher than

on campus 10? A6 50
Much higher than on

campus 9 h A
No response 19 8 --

Total 235 100 100

 

 

 

 

 

 

Fifty-four per cent of the responses indicated that there

was a tendency to give higher marks in Off~campus courses.

-52-

Thirty-eight per cent Of the responses suggested marks were
weighted the same for on and off-campus courses. Eight per
cent said marks were lower in off-campus courses.

Ninety instructors made written comments in answer to
this question. Some of these reflected some bitterness to-
ward Off-campus courses. Typical comments of these people
were, "I have passed students off-campus who would have failed
on the campus," "If they were graded on the same scale off-
campus, classes would have a failure rate Of about fifty per
cent," "Instructors tend to regard Off-campus students as
social workers regard charity patients in a hospital -- these
are pepple to be helped," "Instructors are more reluctant to
give low grades off-campus," and "Instructors usually want to
give off-campus students the benefit of the doubt."

Reapondents also made the point that the question wasn't
valid because "the basis for comparison is different." One
said, "I grade the same, but many of my colleagues admit that
they grade more leniently Off the campus." A frequent com-
ment‘was, "we realize that most of these pOOple work 8 hours
a day teaching school besides attending class." Nineteen in-
structors did not respond to the question.

How Teachers Think the "Difficulty" of Work in Off-Cam-
238 Classes Compares with Similar Work on the Campus. The
Second question for the comparison of Opinions toward off-
campus classes with on-campus classes was on the subject Of

"difficulty" of work. Eleven instructors failed to respond.

- 53 -
Tabulations are shown in Table XXI. The range on the five-
point scale was from "off-campus classes much easier" to
"off-cimpus classes much harder."
TABLE XXI. HOW TEACHERS THINK THE "DIF'FICULTY" OF WORK

IN OFF-CAMPUS CLASSES COMPARES TO SIMILAR
‘WORK.ON THE CAMPUS

 

 

 

er on or on 0
Students' Opinions Number of Total Responses
Off-campus classes much
easier 11 A 5
Off-campus classes some-
what easier 87 37 39
Same 98 A2 AA
Off-campus classes some-
what harder 21 9 9
Off-campus classes much
harder 7 3 3
NO response 11 5 --
Total 235 100 l_go fl

 

 

The tabulations show that forty-four per cent of the re-
8Ponses were of the Opinion that off-campus courses were eas-
ier. Another forty-four per cent felt there was no difference
between the "difficulty" of work between courses on or off the
campus. Twelve per cent indicated an Opinion that courses
were harder off-campus. Sixty-two made written comments.

Typical comments made in written response to the quea-
tion for those who thought courses were easier Off the cam-
pus were, "Certain items have to be omitted," "Requirements

are eased due to lack of resources such as an adequate library,"

-94-
"We know they can't do as much," and "Work load is less be-
cause time is shorter." One respondent commented, "Usually
the environment is unfavorable. The students are overworked
and library facilities are non-existent."

Those who felt off-campus courses were harder Often men-
tioned the element of fatigue. One noted that Off-campus
courses are more difficult, "in terms Of real adult applica-
tions to realistic projects expected of employed teachers."

Value of Off-Campus Classes as Compgred with Correspond-

ence Courses. Many of the instructors of off-campus credit

 

 

courses for the four universities also instruct in correspond-
ence courses offered to students through the Divisions of Ex-
tension and Field Services. The instructors are often the
same because the two types of instruction provide courses
which apply to the curriculum needs of students who are work-
ing toward advanced certification or Bachelor's degrees.
Graduate work is net offered by correspondence at any of the
four universities. The question attempted to determine
whether instructors thought off-campus classes have more or
less value to the student than correspondence courses. Two
hundred and twenty instructors responded to the question.

The results are tabulated in Table XXII.

There were three instructors who thought that correspond—
ence courses were more valuable than off-campus credit courses.
Sixteen thought they had the same value. Ninety-two per cent
of the instructors responding to this question felt that off-

-55-
campus credit courses were more valuable than correspondence
courses. Eighty-seven instructors made written comments.

IMPLE XXII. VALUE OF OFF-CAMPUS CLASSES AS COMPARED TO
CORRESPONDENCE COURSES

 

Per Cent Per Cent of

 

 

Value Comparisons __Number of Total Responses
Off-campus classes much
less valuable 1 O 0
Off-campus classes less
valuable 2 l 1
Same value 16 7 7
Off-campus classes more
valuable 89 38 Al
Off-campus classes much
more valuable 112 A8 51
No response 15 6 --
Total 235_, 100 100

 

————
1

l

 

Typical criticisms of correspondence courses were, "they
are unrealistic and can't be compared," "there is more evi-
dence of student prOgress in Off-campus courses," "Methodol-
ogy cannot be taught by correspondence," "classroom inter-
action is very important," "verbalization is important to
300d learning," "correspondence courses lack the personal
touch," and "I'm against all correspondence courses."

Written cOmments which tended to favor correspondence
courses were, "they have some value, if the student takes
apprOpriate courses," "It depends on the student and the

course," and "The correspondence student doesn't have the

-56..
disadvantage of having to go out to an evening class after a
tiring day of teaching."

Maximum.Number of Semester Hour for Which a Student
Should Be Able to.Enroll Each Semester. This tOpic is of
considerable interest to the administrators of these Off-cam-e
pus programs. Faculty committees have discussed it and the
universities have made rulings on the subject. Teachers tak-
ing work at the graduate level, for example, are not allowed
to carry more than four semester hours of course work when
they are fully employed. ‘Undergraduates teaching full-time
are limited to six semester hours each semester at the four
universities. The five-point scale ranged from not more than
three to not more than six hours. The last space on the scale
permitted respondents to specify the maximum which they thought
should be allowed. Thirty-six instructors made no response
to this question. (See Table XXIII.)

Instructors who marked the "other" classification on the
five-point scale indicated they favored more than Six hours.
One favored nine, one said fifteen, one chose sixteen, while
others favored no limit at all.

One hundred and ninety-nine, or eighty-five percent, of
the instructors responded to this question by marking their
Preference on the five-point scale. Eighty-four respondents
made some written comment on this question. Several gener-
ally agreed that "it's an individual matter." Others men-
tioned a teacher's "motivation, responsibilities, and ability."

-57-
Many comments supported the number of hours with the comment,
"limit to one class a semester for working teachers," and
"more than A hours will encourage slip-shod work somewhere
along the line." One instructor said, "as long as a person
is learning, what difference does it make?" Another com-
mented, "limit to 3 hours would tend to build the summer pro-
gram. This, I feel, is of more importance than field courses
taught at the end of a busy day."

TABLE XXIII. MAXIMUM NUMBER OF SEMESTER HOURS FOR WHICH A
STUDENT SHOULD BE ABLE TO ENROLL EACH SEMESTER

Per Cent Per Cent of

 

 

Number of Hours __Number of Total Responses

3 hours 76 32 38
A hours 63 27 32
5 hours 1A 6 7
6 hours 39 17 20
Other 7 3 3
_Np reaponse _36 15. '-

Total 23 100 100

Section II

In this section of the chapter an analysis and report
18 made on the eight Open-end questions and one space for ad-
ditional comments on the faculty questionnaire. No attempt
is made to treat the responses quantitatively except to in-
dicate the number of responses and to show the areas of con-

centration classified in rather broad, general terms. Items

le'

51‘

c.
..

E—‘E'

-58-
mentioned only once or by a relatively few number of peOple
are reported if they seem to be pertinent to this study.

Alteration in Content and Approach to Content in Order

to Meet the Needs of the Students'When College Courses are

Taught Off-Campus. Two hundred and thirty, or ninety-eight

per cent, of the instructors who responded to the study re-

turned questionnaires with comments on this question. One

hundred and fifty indicated some alteration was desirable and

eighty felt alteration.was not desirable.

Of those.who favored some alteration, fifty-eight felt

an effort should be made to meet the needs of students. Sev-

eral of these respondents said courses should be "altered ac-

cording to the experiences of students." Nineteen felt it

was desirable to alter approach but not content, eighteen gen-
erally felt that "students are mature adults and content can
be geared to their concern without weakening the academic
quality."
Fourteen respondents said some alteration would be de-
sirable "when library or laboratory facilities aren't ade-
quate," thirteen said that in cases involving in-service pro-

grams for teachers, "some adjustments should be made to make

the course practical." Others mentioned adjusting to the lo-

cal needs and the time factor of long sessions on a weekly

basis.
Those who opposed any alteration took several positions.

Twentybfive indicated they felt "the course should be taught

-59-
exactly as it is on the campus, and standards should be main-
tained." There were ten respondents who flatly stated that

if a course were needed off-campus for a specific purpose,

credit should be denied. Others felt exceptions were unjus-

tified. One said, "The content of the course as described
in the catalOgue should determine what is taught." Some in-

sisted that any alteration would make off-campus courses

"watered-down equivalents of on-campus courses."

Defects Observed in Off-Campus Credit Courses. The to-
tal responses were 226, or ninety-six per cent, of the sample.
Ninety-five indicated the defects or weaknesses are to be
found in the lack of adequate library and audio-visual re-
sources, thirty-six mentioned the fatigue of instructors and
students in the evening classes, twenty-three said "the time
lapse of one week between sessions hindered the continuity of

these courses," fourteen generally agreed that "When students
are working full time, scholarship tends to slip."

Eleven respondents said that students were "buying cred-
its," ten mentioned the "varied and insufficient backgrounds

of students."
Other comments covered such areas as lack of meeting pre-

requisites and the general inertia on the part of the stu-

dents "on their home grounds." Nineteen respondents said they

had observed no defects or weaknesses.

Changes or rovements Whigh Should Be Made to Make Off-

.Qggpps Courses Mere Effective. One hundred and forty—eight

_ so -
returned questionnaires, or sixty-three per cent, had some

written comment about improving effectiveness.

These respondents made 172 suggestions for changes or

improvements to make off-campus courses more effective. The

change mentioned most frequently was to "improve the library

and audio-visual facilities off-campus." Students should be

"aware that prerequisites would be enforced," and that "the

same standards as exist on the campus would be maintained in

the Off-campus courses." There were frequent suggestions

for "a screening process in the selection of instructors to

teach off-campus."
Several instructors suggested that "off-campus centers
be consolidated and supplied with resources needed such as

library materials." Others felt "the class load should be

limited to one course" and there should be "two meetings a

week with shorter class sessions." A few said it would be

useful to provide "more practical courses to meet the needs
of students."

Other suggestions of a practical nature were, "place
book lists for these courses in the county library before
the course begins," "make course outlines available to stu-
dents in advance," "limit the number of credit hours one can
earn off-campus," "identify off-campus courses in students'

records," and "stOp offering these courses."
Agositive values or Strong Points Observed in Off-Campus

.QZadit Courses. The total number of responses to this ques-

 

 

-61-
tion‘was 192, or eighty-two per cent. Forty-eight commented
on the practical application of off-campus courses. "Many
students can apply theoryto practical experiences," and
"What is learned is applied at once" were typical comments
of these instructors.

Ninety-five mentioned the maturity, conscientiousmess
and enthusiasm of students enrolled in off-campus classes.
"Students are more mature and their attitude toward learn-
ing is more favorable" and "students draw from varied back-
grounds and experiences to enrich Our courses" illustrate
the feelings of these instructors toward the students in off-
campus credit courses.

Twenty-three said that "instructors are appreciated and
respected" and that "most are sincere and truly grateful for
having a course brought to their area." There were several
respondents who mentioned that they thought "students appre-
ciate an instructor's interest in them."

Twenty identified a positive value or strong point as
one of opportunity. Typical comments were, "It is often
their only opportunity to go to college" and "It allows teach-
ers to meet certification requirements."

Thirteen instructors felt it was a broadening experience
to teach in off-campus courses. One said that "more zest for
teaching is derived from association with these students who

have varied backgrounds and experiences." Others generally

IZ‘Z’

'zJ

- 62 -
agreed that "These courses are broadening and challenging"
and "It gives me a better appreciation of the problems of
elementary and secondary education."

How or in What Ways Should the Off-Campus Credit Course
Program Be Expandedpto Become More Effective. The total re-
sponses were 1A7, or sixty-two per cent. The respondents men-
tioned fourteen areas for expansion which ranged from an im-
proved survey to determine courses to a need for the estab-
lishment of Off-campus centers with full-time extension fac-
ulty.

Twenty-two reapondents indicated that "It would be help-
ful to offer a wider variety of courses" and "give more work-
shops in the summer." Twenty-one called for an expansion of
graduate work "to meet the rising requirements for teachers."

Other respondents felt the problems would be diminished
if the faculty were paid more, field counseling increased,
more centers established and more courses Offered which were
Of a practical nature. Twenty-one instructors felt the pro-
gram should not be expanded. Their comments ranged from "no
expansion" to "rather than be expanded, they should be con-
tracted."

ng Instructors Feel About the Adequacy_of Giving the
qurses in Their Department Off-Campus. This question gen-
erated a considerable amount of interest on the part of in-
Structors as evidenced by the fact that 208, or eighty-eight

per cent, of the returned questionnaires had written comments.

CI

r
i

-53-

One hundred and nine instructors said it was possible
for departmental offerings to be given Off-campus as ade-
quately as on the campus. However, twenty-six said this
would be true only "if there are adequate library facilities
available" or "ample time." A few of these respondents qual-
ified their comments further by adding, "but not for labora-
tory courses from our department."

Sixty-seven indicated it was not possible to offer courses
as adequately off-campus. While most of these instructors gave
a flat "no" in answer to the question, twenty-five explained
that they took this position "because library and laboratory
facilities are inadequate" or "because Of student fatigue."

Twenty-eight agreed that "it depends on the individual
course" or "we have some courses in our department which are
not suited to off-campus work."

Thirteen instructors of off-campus courses said they
couldn't arrive at a conclusion to the question. Several of
these people said, "I haven't taught long enough" or "I don't
know enough about it."

How Teachers Feel About the Adequapy of Testing in Off-
QEMPus Credit Courses. Two hundred and fifteen, or ninety-
one per cent, of the questionnaires returned contained an an-
swer to this question. One hundred and fifty-three instruc-
tors felt that testing in off-campus credit courses was as
adequate as tests given in comparable courses on the campus.
TYPical comments for this group were, "I see no difference,"
"the difference is not significant," "the same, exactly" and

"Why not?"

flu

-6u..

Fifty-two felt it was not possible to test and evaluate
adequately off-campus. Nine said that time was a factor "be-
cause we'haven't enough sessions" or "we haven't enough time
to get to know students." Seven said "there are too many
pressures to soften requirements in off-campus courses."
Others simply said "no." Two felt evaluations off-campus
were better and eight couldn't decide because they hadn't
taught long enough or found the question "difficult to answer."

HOw Methods of Teaching and Materials are Modified for
Off-Campus Credit Courses. The total returned questionnaires
with completed answers to this question was 213, or ninety-one
per cent. One hundred and forty-five indicated they made some
modifications. There was a sincere expression by these people
Of a desire to gear their teaching to meet the needs of the
individual student. Ninety-two said they "tried to meet the
needs of students." Some said that they "lectured more" and
"decreased the amount of material to be covered" or "made
more use of review and illustrations."

Sixty-eight said that they made no modifications in their
methods and materials when teaching an off-campus credit course.
Typical responses were simply "no" or "I do not." One person
said, "the only 2321 modification takes place in the realm of
outside reading because of inadequacies of many 'center' li-
braries."

Additional Comments Regarding the Off-Campus Credit Coursg
Program. One hundred and twenty-eight, or fifty-four per cent,

-65-
of the questionnaires contained some answer to the question,
"Please add any additional comments you may wish to make re-
garding the off-campus credit course program." Seventy re-
spondents took this Opportunity to mention points about the
Off-campus program to which they object. Fifty-eight made
favorable comments. However, in either case most of these
comments were merely repeating answers given elsewhere in the
questionnaire.

Those who raised objections about off-campus programs
fell into three groups. The largest group took this oppor-
tunity to comment on the matter of pay for off-campus in-
struction. "Pay for instructors is disgracefully low for
the time and energy required" was a typical response for these
people.

Another group of objectors discussed the quality of in-
struction. Typical comments were, "Too many faculty abuse
Field Services by reducing standards such as frequent early
dismissal," "There should be a check on the time and quality
of teaching," "What instrument of evaluation does the Field
Services office have and use for determining the degree of
success or excellence of instructors in the field?" and "Field
Services should be more particular who teaches these courses."
One person said, "With.the lavish dispensing of A's and B's
in.off-campus courses we are leading many indifferent students
to think they are scholars and many bright students to think

courses are excessively easy."

unw-

-66-

The smaller numbers of criticisms were levelled at the
Extension and Field Services administration of off-campus
centers. One said, "The develOpment of extension programs
near campus is cheap-skate education." Another instructor
made the point that "real service to the field means better
administration of centers 23: in competition.with the campus."
One asked the question, "For the effort and budget what do
you have to show as evidence of results except enrollment rec-
ords?"

The fifty-eight instructors who made written comments
which were generally favorable agreed with the statement,
"Keep it going!" "It fulfills a need and provides a vital
public service," "Off-campus courses are a service to the
citizens of Michigan," "The off-campus program is vital to
the on-campus program," "Good teachers will teach as well off
the campus as they will on campus," "It is a pleasure to work
with mature students who make valuable contributions to our
courses," "Off-campus work is an exciting challenging part of
my teaching," "This is a real service," and "I enjoy teaching
off-campus."

One respondent said, "We need to do more to relate theory
to Practice." Another made the suggestion, "If a course can-
not be equal to the same course on campus, give it a different
name and reduce the credit."

Rgactions Toward the Study agd_a Report of the Study:

The final question on the faculty questionnaire was, "WOuld

p1

 

-67-
you like a report on the results of this study?" Twenty-two
instructors failed to respond to this question. One hundred
and ninety-five indicated they would like a report of the
study, and eighteen.were not interested in receiving a re-
port.

Fifteen wrote comments at this point on the question-
naire, although comments were not asked for on this question.
A few gave their names and addresses and one or two criti-
cized the questionnaire. "The questions were loaded" and
"why didn't you ask if we wanted more pay?" were typical.

One said, "I'll bet Field Services doesn't have the courage
to report this."

Summaryp, Instructors of off-campus credit course pro-
grams for the four universities are of the Opinion that:

1. Since having taught off-campus courses, their Opin-
ions and feelings about their value are somewhat
~more favorable.

2. Instructors mark students in off-campus classes
somewhat higher compared to the way they grade on
campus.

3. The "difficulty" of work in off-campus courses is
the same or somewhat easier compared with similar
work on campus.

A. Off-campus classes are much more valuable than cor-

respondence courses.

 

 

10.

11.

- 68 -
The maximum number of semester hours for which a
teacher, as a student in off-campus classes, should
be able to enroll each semester is three or four.
Alterations should be made in content and approach
to content in order to meet the needs of the stu-
dents when courses are taught off-campus.
The greatest defects or weaknesses observed in the
off-campus courses they have taught are the lack of
adequate library materials and audio-visual re-
sources.
The greatest change or improvement which should be
made to make off-campus courses more effective
would be to improve the library and audio-visual
facilities off-campus.
The most positive value or strongest point observed
in the off-campus courses they have taught is the
practical application of the course content by the
students in their teaching situations.
The off-campus credit course program should be ex-
panded by the establishment of an improved method
of surveying to determine course requests and the
establishment of more off-campus centers with ade-
quate resources. There should be a wider variety
of courses and more work at the graduate level.
Instructors of Off-campus courses generally feel

courses from their departments can be Offered off-

12.

13.

-69-
campus as well as on-campus, particularly if ade-
quate library facilities are made available.
From their standpoint, testing, or evaluation of
achievement, is as adequate as for on-campus
courses.
They are interested and would like a report of this

study.

E1

 

CHAPTER VI

OPINIONS OF INTERMEDIATE
R PE ENT

Introduction. The superintendents of Michigan's Inter-

 

mediate School Districts have Opinions concerning the off-
campus credit course programs. These Opinions have been de-
velOped over a period of several years in which there has
been close working relationships with the four universities
and the Intermediate offices. The four Divisions of Exten-
sion and Field Services schedule off-campus programs primar-
ily through these offices. For these reasons the opinions

of the superintendents were felt to be important to this
study.

Analyses of the Opinions of Intermediate District Super-
intendents regarding the values of off-campus credit courses
are presented in two sections in this chapter. Five questions
were constructed on five-point scales and correspond with the
five scales on the faculty questionnaire and five of the scales
on the student questionnaire form." Analyses of the responses
to these questions can be presented by means of quantitative
treatment and are therefore grouped in Section I.

The responses to these questions are shown in tables with
the number of responses classified according to the sections
in each question plus the number failing to indicate a response.

* See Appendix II for a copy of the questionnaire.

_ 7o -

 

1
8‘

$$

 

 

 

- 71 -

The results are analyzed in two ways. One column shows the
percentages of responses based on the total number of cases.
Another column shows the percentages of responses based on
the total number of responses. Intermediate superintendents
were given an Opportunity to comment on each of these ques-
tions and these comments are reported in the following tables.

Seven Open-end questions asked for responses from the
superintendents concerning their Opinions regarding the val-
ues of these classes to them and to their educational programs
and modifications which they might suggest in order to increase
the effectiveness of the off-campus courses. These seven un-
structured questions are treated in Section II of this chap-
ter.

The last question on the superintendent's questionnaire
form asked for reactions regarding a report of this investi-
gation.

Section I

Changes in Opinion and Feeling_About the Values of Off-
ggmpus Credi§_Classes Since Having Had Thgse Classes. The
question asked, "Since off-campus credit courses have been
taught in your area, how has your opinion and feeling changed
about their value?" The five~point scale provided for reac-
tions from "much less favorable" to "much more favorable."
Forty-eight of the fifty-six superintendents who returned
questionnaires expressed opinions as shown in Table XXIV.

One superintendent had a much less favorable opinion or

feeling about the value Of Off-campus credit courses since

1f"
1‘.

re.
A

7|

‘CJ

- 72 -

having had them taught in his area. Of the forty-eight re-
turns, twenty-eight, or fifty per cent, indicated their Opin-
ions were more favorable or much more favorable about these
classes.

The one superintendent whose Opinions were much less fa-
vorable said, "Universities do not send the best instructors
to teach off-campus." Others said, "I have always been a pro-
ponent of bringing the classroom as near home as possible,"

"I continue to grow more favorable toward off-campus classes,"
"Strongly favor off-campus courses," and "They have become a
real part of our program.

TABLE XXIV. CHANGES IN FEELINGS AND OPINIONS ABOUT THE

VALUES OF OFF-CAMPUS CLASSES SINCE HAVING
HAD THESE CLASSES

 

 

‘_—_—_

 

—_
——-—

 

 

 

 

 

fltfi‘ Per'CehFJ Per Cenftafg—
Changes in Opipions Number of Total Responses

Much less favorable 1 2 2
Less favorable O O O
Remained the same 19 3A AO
More favorable 23 Al A8
Much more favorable 5 9 10
_No response 8 14 '-
Total 6 100 100

 

How Intermediate Superintendents Think Instructors Mapk
§§udents in Off-Campus Classes as Compared with the Way They
Mark Students on the Campus; Two questions were asked the
Superintendents regarding comparisons between on-campus and

off-campus courses. The first question asked their opinion

- 73 _

about the way instructors mark the students. The scale pro-
vided a range of from "much lower than on campus" to "much
higher than on campus." Eleven superintendents made no re-

sponse to the question. Table XXV shows the forty-five re-

 

 

sponses.
TABLE XXV. HOW INTERMEDIATE SCHOOL DISTRICT SUPERINTEN-
DENTS THINK INSTRUCTORS MARK STUDENTS IN OFF-
CAMPUS COURSES AS COMPARED TO THE WAY THEY
MARK STUDENTS ON THE CAMPUS
- Per Cent Per Cent 0
Degree of Opinion Number of Total Responses
Much lower than on campus 0 O 0
Somewhat lower than on
campus 3 5 7
Same 23 Al 51
Somewhat higher than on
campus 18 32 AO
Much higher than on campus 1 2 2
_No response 11 20 --
Total 56 100 100

 

T
j

 

 

 

No superintendent felt instructors marked students lower
in off-campus courses than they mark in courses on campus.
Three felt they marked somewhat lower, twenty-three were of
the Opinion they marked the same, and one thought instructors
marked higher in courses off-campus.

Several respondents made written comments in the space
provided. These comments were generally, "It depends on the
instructor," "grading is usually fair," and "no complaints."

One said, "Instructors need to recognize off-campus students

- 74 -

are usually fully employed." {Another comment was, "The in-
structor has a select group to start with in off-campus courses."

How Superintendents Think the "Difficulty" of Work in.Off-
Campus Courses Compares with Similar Work on Campus. This
second question asked the superintendents to make some compar-
ison between on-campus and off-campus courses. It was re-
lated to the "difficulty" of work. Eleven of the returned
questionnaires did not contain a response to this question.

The five-point scale ranged from "off-campus classes
much easier" to "off-campus classes much harder." The results
are indicated in Table XXVI.
TABLE XXVI. HOW INTERMEDIATE DISTRICT SUPERINTENDENTS

THINK THE "DIFFICULTY" OF WORK IN OFF-CAMPUS
CLASSES COMPARES TO SIMILAR WORK ON CAMPUS

 

 

 

 

Opinionsof’ Per Cent Per Cent of
Superintendents___ Number of Total Responses
Off-campus classes much
easier 1 2 2
Off~campus classes some-
what easier 16 28 36
Same 17 30 38
Off-campus classes some-
what harder 10 18 22
Off-campus classes much
harder 1 2 2
_E9 resPonse 11 20 --
Total 56 100 100

W
“W

One superintendent felt off-campus courses were much

easier than those given on campus. However, he qualified

or.

sf

C"

 

_ 75 -
this to write, "Indications are that this varies with courses
and instructors." Sixteen respondents felt the off-campus
classes were somewhat easier.

Seventeen checked the mid-point of the scale indicating
they felt the "difficulty" of work in off-campus classes was
the same as on-campus requirements. There were no written
comments.

Eleven superintendents indicated that they were of the
Opinion the "difficulty" of work in off-campus courses was
somewhat harder or much harder than comparable courses on
the campus. The written comments were, "lack of library fa-
cilities makes it more difficult," "harder for conscientious
students," and "more difficult because of lack of materials."

Value of Off-Campus Courses Compared with Correspondence
Courses. The Intermediate School District Superintendents
of Schools were asked to give their Opinion regarding the value
Of Off-campus classes compared with correSpondence courses
because many of the students in correspondence courses teach
in schools under the Jurisdiction Of these superintendents.
Some of the superintendents have also been enrolled as stu-
dents in both Off-campus credit courses and correspondence
courses.

Five superintendents did not respond to this question.
The five-point scale ranged from."off-campus classes much
less valuable" to "Off-campus classes much more valuable."

Complete tabulations are listed in Table XXVII.

 

-76-

TABLE XIVII. VALUE OF OFF-CAMPUS CLASSES COMPARED TO COR-
RES PONDEN CE COURSES

_’ Per Cent Per Cent OT

 

 

 

 

 

 

 

Value Comparisons Number of Total Responses
Off-campus classes much
less valuable O O O
Off-campus classes less
valuable O O 0
Same 3 5 6
Off-campus classes more
valuable 13 23 25
Off-campus classes much
more valuable 35 63 69
No response 2 9 --
Total 6 100 100

 

Several superintendents made written comments in answer-
ing this question. These included, "Contact with instructors
is invaluable," "Correspondence courses are too time consum-
ing," and "Cancel the correspondence courses except in cases
of necessity."

Maximum.Number Of Semester Hours for Which a Student
Should Be Able to Enroll Each Semester. The superintendents
are concerned with this question. It has been discussed in
meetings with the administrators Of the Divisions of Exten-
sion and Field Services. The administrators of the off-cam-
pus programs of the four universities felt this question was
pertinent to the study.

The five-point scale ranged from not more than three

hours to not more than six hours. The last space on the

- 77 -
scale was constructed in a way to permit the respondents to
specify the number of hours they thought should be the max-
imum. Table XXVIII shows the results of the tabulations.

TABLE XXVIII. "MAXIMUM NUMBER OF SEMESTER HOURS FOR WHICH A
STUDENT SHOULD BE ABLE TO ENROLL EACH SEMESTER

Per Cent Per Cent of

 

 

 

 

Number of Hours Number of Total Responses

3 hours 6 lO 13
h hours 16 29 3h
5 hours 1 2 2
6 hours 20 36 A3
0 ther h 7 8
NO response 9 16 --

Total 6 100 100

 

 

The majority of those who made written comments said,
"It depends on the individual." One respondent said, "In-
stitutions encourage too many credits." Another said,"We
neglect teaching if we take too many courses."

Those superintendents who took the opportunity provided
on the scale to specify the maximum which they felt was best
made four separate comments: "Three hours if teaching. ‘Un-
limited if unemployed," "I would prefer to hold to three,
but I hate to see teachers tied down forever," "Teachers
Should not take more than one course," and "If more than one
course is taken, teaching will suffer." The majority Of the

respondents felt teachers should carry fewer than six hours.

- 78 -
Section II

In this section an analysis and report is made on the
six Open-end questions and one space for additional comments
on the superintendents' questionnaire. NO attempt is made
to treat the responses quantitatively except to indicate the
number of re8ponses and to show the areas of concentration
classified in rather broad, general terms. Items mentioned
only once or by relatively few peOple are reported if they
seem to be pertinent to this study.

How Off-Campus Courses are Meeting the Needs of Teachers.
Fifty-one reapondents, representing ninety-one per cent of the
return, made some comment on this question. Five superinten-
dents did not respond to the question.

Twenty-five agreed that, "The Off-campus courses are
meeting the needs of our teachers." However, several qual-
ified this by adding they sometimes found it rather diffi-
cult to Obtain certain courses such as "new math" and "new
science." One superintendent said, "We realize that this is
a matter of personnel shortage that is common to all insti-
tutions of higher learning." Two mentioned the assistance
teachers receive "to earn credits for renewal of limited cer-
tificates and to earn permanent certification." One super-
intendent said, "I am fairly certain that these courses have
kept us in business. 'Without them our teacher shortage would
have been much more serious."

Four superintendents agreed that "When the instructors

are enthusiastic and competent, the courses are worthwhile.

 

- 79 -
When they aren't particularly interested in off—campus as-
signments, the results are less than satisfactory." One
said, "I feel they are not satisfactory. I am also certain
the university feels the same and is always trying to improve
the program." One superintendent commented that "Courses
which are offered don't appear to fit into any sequence."

Defects or Weaknesses Observed in Off-Campus Credit

 

Courses. Forty-six superintendents, representing eighty-
two per cent of the respondents, answered the question, "What
defects or weaknesses have you Observed in the Off-campus
credit courses which have been taught in your area?" Ten did
not answer this question.

The answers fell into four general areas. The area of
greatest concern was the lack of library facilities in the
off-campus centers. The next area of concern centered around
the quality of instruction in off-campus courses. Typical
responses were that "Faculty aren't aware of the needs of the
area," and "TOO much emphasis is placed on the lecture method."

Several superintendents felt the courses weren't practi-
cal enough. "Too much theory and not enough practical exper-
ience" and "Too little correlation between needs Of profes-
sion and course content" were typical reSpOhses.

The fourth area of concern dealt with the matter of credit
transfer. These peOple felt something should be done to allow
greater flexibility in transfer of credits.

Eganges or Improvements Which Should_Be Made to Make Off-

Qfimpus Courses Mere Effective. There were thirty-six responses,

x,»

.L‘ol
1

EC

tn

- 80 -
or sixty-eight per cent Of the returned questionnaires which
carried comments in answer to the question, "What changes or
improvements should be made to make Off-campus credit courses
more effective?" Eighteen superintendents made no response
to the question.

The answers were spread over six areas. Ten indicated
there was a need to make courses "more applicable to the
area," seven wanted a "better method of determining needed
courses," four felt more courses in the area of special ed-
ucation ought to be Offered off-campus, four felt more should
be done to bolster Off-campus library and "audio-visual" re-
sources, and eleven wanted something done to solve the "res-
ident credit problem."

Epsitive Values or Strong Points Observed in Off-Campus
Credit Courses. There were forty-four responses to this
question on the returned questionnaires which represented
seventy-eight per cent of the superintendents who partici-
pated in the study. Twelve made no response to the ques-
tion, "What positive zalues or strong points have you ob-
served in the off-campus credit courses which have been of-
fered in your area?" Most respondents felt the "carry-over"
Value from the off-campus courses into the classroom of their
teachers represented the strongest point and highest value
to be derived from the off-campus course program. Typical
responses were: "Helps teachers to improve professionally,"

"0f practical value to our teachers as they work with child-

ren."

- 81 -

Nine superintendents spoke Of the convenience. One said,
"A teacher can live at home, raise a family and still keep up
with her academic work and teach." "It helps teachers keep
abreast of curricular changes, such as 'modern math'," repre-
sented the feelings of several. Others mentioned the conven-
ience of completing certification and degree requirements and
one said, "It helps reduce the teacher shortage."

Ways the Off-Campus Credit Course Program Should Be Ex-
panded to Become More Effective. Thirty-seven questionnaires
contained reSponses, representing sixty-six per cent of the
superintendents. Nineteen did not reply. The replies were
very evenly divided over several areas. Seven suggested a
"wider variety of courses would be helpful," five thought
more graduate courses should be offered, and five others said
more special education courses should be made available.
Others asked that the courses be made "more practical." Nine
superintendents said they felt the assignment Of a "full-time
representative" would benefit the program and help with "long-
range planning and surveying for course requests."

Real Problems That May Be Alleviated by_Off-Campus Credit
Courses. Thirty-five respondents, which accounted for sixty-
two per cent of the returned questionnaires, answered the
question, "What are some Of the real problems that you face
that may be alleviated by Off-campus credit courses?" Twenty-
one superintendents did not reply. I

A majority of the respondents felt the problem Of certi-

fication of teachers, especially in the area of special edu-

-52-
cation, could be alleviated by off-campus credit courses.
Others mentioned help from the standpoint of "refresher courses,"
and "new methods and techniques for our teachers." Two said
that there was a "greater need for flexibility in scheduling"
and one mentioned a need for "Off-campus directed teaching."

Additional Comments Rpgarding the Off-Campus Credit

Course Prpgram. Fifty per cent, or twenty-eight of the super-

 

intendents, wrote additional comments in the space provided
regarding the Off-campus credit course program. Ten agreed
that, "Field Services is doing a good job." One said, "We
feel that Field Services has done a good Job since they Op-
erate through the county Office. We are not so fortunate
with all colleges that offer courses." Four respondents said
they had been satisfied with the quality of instruction in
Off-campus courses.

One said, "The trend is in the area of graduate work.
With stiffer demands for special certificates and the ful-
fillment of school reorganization, the demand for Off-campus
undergraduate courses will probably diminish."

Reactions Toward the_Study and A Report of the Study.
The last question on the superintendents' questionnaire form
asked whether they would like a report on the results of this
study. Fifty-two indicated they would like such a report.
Two did not respond and two others indicated that they were
not interested in receiving a report.

Summary. Intermediate superintendents of schools are
of the Opinion that:

 

10.

-83-
Since having had these classes taught in their areas
their feeling is more favorable or much more favor-
able about their value.
Instructors mark students the same in off-campus
classes as they mark students on the campus.
The "difficulty" of work is the same or somewhat
easier compared with similar work on campus.
Off-campus classes are much more valuable than cor-
reSpondence courses.
Teachers should be required to carry fewer than six
hours of course work each semester.
Off-campus courses are meeting the needs of teach-
ers except in certain areas such as "new math" and
"new science."
The defects or weaknesses they have observed in the
off-campus credit courses which have been taught in
their areas are a lack of library facilities and
poor instruction in the classes.
The change or improvement which should be made to
make off-campus credit courses more effective would
be to make them more applicable to local situations.
The positive value or strong point they have ob-
served in the off-campus credit courses which they
have been taught in their areas is the "carry-over"
value from the courses to the classrooms.
The way the off-campus credit course program should

be expanded to become more effective is to offer

 

ll.

12.
13.

-84-
more courses and assign a full-time representative
to work in the area.
The real problem that may be alleviated by off-cam-
pus credit courses is the problem Of certification,
especially in the area of special education.
Field Services is generally doing a good job.
They would like a report of this study.

r:-

 

CHAPTER VII
FINDINGS CONCLUSIONS AND
IM A R Y

This study was concerned with determining Opinions of
students, teachers, and superintendents of Michigan's Inter-
mediate School Districts regarding certain values Of the
off-campus credit course campus which are conducted in Mich-
igan by four universities. To some extent, an attempt was
made to determine what effect, if any, these Off-campus credit
courses have in modifying certain teaching practices of the
students who are enrolled in these classes.

The cOOperation of the four directors of the Divisions
of Extension and Field Services of the four universities
was sought in gathering the necessary data for making the
Study. The report Of the analyses of the results of the ques-
tionnaire survey became not only a tabulated compilation of
the Opinions held concerning the values of the off-campus
credit course programs but also revealed certain strong points
and weaknesses which exist in these activities. Persons con-
tributing information to the study were the students who were
enrolled in the off-campus credit classes during the fall se-
mester, l96h, members of the faculties of the four universi-
ties and the Intermediate Superintendents of Schools in
Michigan;

Findings; The following points of information concern-
ing the off-campus credit course students were revealed by

-85-

 

-86..

the results of this study:

1.
2.

Eighty per cent of the students are female.
Seventy-seven per cent of the students are married,
twelve per cent are single, eight per cent are wid-
owed, and three per cent are divorced or separated.
Forty-nine per cent of the students are between the
ages of twenty-five and forty-four, thirty-four per
cent are between the ages of forty-five and fifty-
nine, twelve per cent are less than twenty-four
years of age and five per cent are sixty years of
age or more.

Forty-two per cent of the students have taught
school between five and fourteen years, twenty-
seven per cent have taught between one and four
years, fifteen per cent have taught between fifteen
and twenty-four years, five per cent have taught
twenty-five years or more, and seven per cent have
taught less than one year.

Forty-nine per cent of the students have earned a
Bachelor's degree and five per cent have earned a
Master's degree or more. Twenty-four per cent of
the students have earned between ninety and 119 se~
mester hours, eleven per cent have earned between
sixty and eighty-nine semester hours, four per cent
have earned between thirty and fifty-nine semester

hours and four per cent have earned less than thirty

semester hours of credit.

 

-87—

Thirty-three per cent of the students have earned
a Bachelor's degree on campus and four per cent
have earned a Master's degree or more on campus.
Twenty per cent of the students have completed be-
tween sixty and eighty-nine semester hours credit
on campus, thirteen per cent have completed between
ninety and 119 semester hours credit on campus,
twelve per cent have completed between thirty and
fifty-nine semester hours work on campus and six-
teen per cent have earned less than thirty semes-
ter hours work on campus.

Forty-three per cent of the students have earned
less than thirty semester hours credit in off-cam-
pus courses, twenty-eight per cent have earned be-
tween thirty and fifty-nine semester hours credit
off-campus, twelve per cent have earned between
sixty and eighty-nine hours credit off-campus and
three per cent have earned between ninety and 119
semester hours credit off-campus, two per cent have
earned a Bachelor's degree Off-campus, one per cent
have earned a Master's degree or more off-campus
and eight per cent have earned no credit in Off-
campus courses.

Fifty per cent of the students in Off-campus courses
have earned no credit by corre8pondence courses,

thirty-one per cent have earned between one and

 

_ 88 -
seven semester hours work by correspondence, four-
teen per cent have earned between eight and fifteen
semester hours work by correspondence and two per-
cent have earned sixteen or more semester hours
credit by correSpondence.
Thirty-two per cent of the students in Off-campus
courses are teaching with a Provisional certifi-
cate, twenty-eight per cent are teaching with a
Special certificate, eight per cent are teaching
with a State Limited certificate, four per cent are
teaching with a Two-Year Life certificate, two per
cent are teaching with a Three-Year Life certifi-
cate and two per cent are teaching with a County
Normal certificate. Sixteen per cent are teaching

with a Permanent certificate.

By the use of five-point scales the results of this study

further revealed the following Opinions held by students, fac-

ulty, and superintendents of Intermediate Districts regarding

certain values of the Off-campus credit course prOgram.

1.

Since having had experiences with Off-campus credit
courses, the Opinions of students and faculty are
more favorable and the opinions of superintendents
are more favorable or much more favorable.

Students indicated instructors mark the same, fac-
ulty members think instructors mark somewhat higher,

and superintendents think instructors mark the same

 

-89-

or somewhat higher compared with the way instruc-
tors grade their students on the campus.

Students, instructors and superintendents indicated
the difficulty Of work is the same in Off-campus
courses when compared with similar work on the cam-
pus.

Students, instructors and superintendents think
that off-campus courses are more valuable or much
more valuable than correspondence courses.

Students stated the maximum number of hours should
be six, instructors said the maximum number should
be no more than four, and superintendents believe
that the maximum number of hours for which a teacher

should be able to enroll each semester ought to be

no more than four.

Five-point scales also revealed that students felt the

instructors of off-campus classes are Of some help or of great

help in aiding them to meet and solve their teaching problems.

Students revealed by five-point scales the following mod-

ifications in their teaching practices as a result of having

been enrolled in Off-campus classes.

1.

They make much use or much more use of community

resources .

They have encouraged more participation of their

students in school planning.

 

- 90 -

Analyses of responses to Open-end questions revealed the

following Opinions held by students, faculty, and superinten-

dents of Intermediate School Districts regarding certain val-

ues Of the Off-campus credit course programs. Reactions fur-

ther revealed certain opinions expressing criticisms of the

off-campus credit course programs with suggestions for alter-

ing specified phases of these programs and modifications

which are made in identified teaching practices as a result

of these Off~campus classes.

1.

The most frequently mentioned criticism by students
was to the effect that library facilities are in-
adequate for Off-campus courses.

The defect in off-campus credit courses Observed
by students, instructors and superintendents was
the lack of adequate library and audio-visual re-
sources.

Students of Off-campus credit courses are of the
opinion that the most positive value of these
courses is their convenience. Instructors felt

the most positive value was the Opportunity for
teachers to make practical application from theory.
Superintendents stated the most positive value was
the "carry-over" from the Off-campus course into
the classroom.

The change or improvement which students felt should
be made to make Off-campus courses more effective is

to make them more practical.

 

- 91 -

Students said the expansion or alteration which
would make the off-campus courses more effective

is an increase in the number of courses to be of-
fered. Both instructors and superintendents agreed

with the students on this point.

Students reported the following modifications in their

teaching practices as a result of the off-campus credit

COUJ'S 68 o

l.

7.

The students have improved their teaching tech—
niques by using modern methods and paying more at-
tention to the needs of the individual student.
They are making greater use of audio-visual and
other resources to aid in instruction.

They are more democratic.

They are doing more to provide enrichment in the
classroom.

They are allowing greater pupil participation in
classroom planning.

They are applying guidance principles and tech-
niques with children in their classrooms.

They are doing more to develOp the curiosity to

learn on the part of their students.

The following Opinions were expressed by teachers of the

off-campus credit courses.

1.

They are in favor of and do alter their method of
teaching to meet the needs of the individual stu-

dent in the off-campus courses.

 

- 92 _

2. They felt that the testing, or evaluation Of achieve-
ment of, off-campus courses is as adequate as for
on-campus courses.

3. They said that the courses in their departments
could be given Off-campus as adequately as on the
campus.

A. They are in favor of and do alter the content and
the approach to content of their off-campus classes
to be practical and meet the needs Of the students
enrolled.

The following Opinions were expressed by the Intermed-

iate School District Superintendents Of Schools.

1. The off-campus credit courses which are Offered has
helped to alleviate the problem of certification.

2. The Divisions of Extension and Field Services should
continue to Offer courses to prepare teachers.

All three groups of people who contributed to the data

provided for this study would like a report on the results.
Conclusions. The following conclusions may be drawn
from the results of the findings of this study. These con-
clusions are concerned with the off-campus credit course pro-
grams of Central Michigan University, Eastern Michigan Uni-
versity, Northern Michigan'University, and Western Michigan
University.

1. The off-campus credit course student is typically

a sub-certificated teacher who is required by the

 

- 93 -
Teachers' Certification Code of Michigan to con-
tinue her college training.
Experiences with off-campus credit courses as a
student, teacher, of Intermediate superintendent
generally result in more favorable attitudes to-
ward these Off-campus credit course programs.
On the basis of the findings which indicate that
the respondents generally agree that a student
should not be able to enroll for more than six se-
mester hours or perhaps three semester hours Of
credit each semester, it can be concluded that it
is desirable that a limit be set. The present reg-
ulations specify that a teacher taking courses at
the undergraduate level may carry no more than six
semester hours credit in a semester. A teacher at
the graduate level may carry no more than four se-
mester hours each semester. According to the find-
ings of this investigation these regulations are
justified.
The four universities should expand their academic
counseling services in the field.
Those courses which offer graduate credit should
be expanded in the off-campus programs.
The corrOSpondence credit course program should be
re-examined because of the number of people who
expressed less favorable attitudes toward corres-

pondence courses.

10.

ll.

- 94 -
There is a slight difference in the way instructors
mark students in off-campus courses as compared with
the way in which these instructors grade their stu-
dents on the campus. In those cases where the marks
tend to be higher Off-campus, it is often the result
of more and better work and the greater maturity of
the off-campus students.
There is a slight difference in the difficulty of
work Off-campus as compared with similar work on
campus. The work off-campus is somewhat easier be~
cause the instructors are more sympathetic and certain
facilities are lacking.
Many on-campus classes may be Offered off-campus as
adequately as on campus and instructors are in fa-
vor of and do modify the course content to meet the
needs of the students.
Testing, or evaluation Of achievement, is about as
adequate in off-campus classes as it is for on-cam-
pus classes.
Since marks in Off-campus classes are the same or
only somewhat higher for the same instructors on
campus, the difficulty of work in Off-campus classes
is the same or only somewhat easier than for similar
work on campus. Courses may be offered Off-campus
as adequately as on campus and since testing in off-

campus classes is as adequate as for on campus

12.

13.

1h.

15.

16.

17.

- 95 _
perhaps an examination should be made regarding the
different kinds of credit offered both on and Off
the campus.

The requirements for graduation for teachers in-ser-
vice should be re-examined. Some of the required
courses do not help the students in their teaching
situations and some students are prohibited from
earning credit which will apply toward an advanced
teaching certificate because of certain restrictions.
Instructors in off-campus credit courses are quite
effective in helping students meet and solve their
teaching problems.

Sometimes the instruction in off-campus courses is
poor or unsatisfactory. Attempts should be made to
improve upon this.

Off-campus credit classes should be designed to be
practical and to meet the curriculum and teaching
needs of students. A wider selection of courses in
the off-campus programs is desirable.

Many off-campus credit courses are practical and
meeting the needs Of students.

A real effort should be made by the four univer-
sities to make certain types of resources avail-
able to the students and instructors in Off-campus

courses. It is highly desirable that more library

- 96 -
and audio-visual resources be made available at es-

tablished centers away from the campus.

The writer would like to take this ppportunity to state

that the results of this investigation did not vary exten-

sively from a similar study made by Dr. J. D. Marcus, Director

of Field Services at Central Michigan University. Although

the purpose of this study was to up-date Dr. Marcus' research,

and not to draw comparisons since this would be another study

in itself, certain important distinctions appear to be called

for at this time.

1.

There appears to have been no attempt made on the
part of the Divisions of Extension and Field Ser-
vices Of the four universities to meet the criti-
cisms levelled at correSpondence courses over the
past twelve years. The criticisms which existed
in 1952 continue to exist in 196h.

There appears to have been no attempt made to in-
sure against poor quality instruction in off-cam-
pus credit course programs. The criticisms which
began to be identified in the earlier study appear
to be more pronounced in l96h.

It appears that no effort of significance has been

made in the last twelve years to offer more courses
of a practical nature with less attention to theory.

Although many courses are practical, the criticisms

of 1952 still stand in 1964. A wider variety of

- 97 _
practical courses is felt to be desirable by stu-
dents, teachers and superintendents.
Despite the fact that the faculty agreed twelve
years ago that most of the courses in their de-
partments could be offered off-campus as well as
on-campus, a sizable number of complaints were made
about the inadequate number of courses which were
available in the off-campus programs.
Dr. Marcus' study began to identify the need for
adequate library facilities, audio-visual resources
and graduate courses Off—campus. At the time of
his study there were no graduate courses Offered
away from the campus. The four universities were
in the process of develOping graduate programs but

they were not extensive.

This investigation revealed a great need for library and

audio-visual materials in the Off-campus programs and an ex-
pansion of graduate offerings at centers with resident person-

nel whenever possible.

Implications for Further Research. The following ap-

1.

proaches to problems of off-campus credit course programs
faced by authorities at the four universities would seem to
suggest the following areas in which further research could

be carried out profitably:

The results of this study showed that in the opin-

ions of students, instructors and superintendents

- 98 -
the value of correspondence courses is consider-
ably less than off-campus credit courses. This
is especially true in the matter of in-service
training for teachers. Further research to justify
continuation of correspondence courses appears to
be necessary.
Another area Of research would be an investigation
of training programs for the preparation and in-
service training of faculty members for teaching
off-campus credit courses.
An intensive investigation into the practical ap-
plication of off-campus courses by teachers in their
own classrooms would appear worthy of consideration.
An intensive study of the service area for each
university with the Object of identifying the best
location for off-campus centers seems justified on
the basis of the Opinions of students, instructors
and superintendents toward the matter Of increased
course offerings.
An attempt to identify the library materials most
called for by the types of courses Offered in the
field, together with a way to provide such resources
effectively would be highly desirable. This would
also apply to the instructional materials which
faculty teaching in off-campus courses feel are

necessary for minimal effectiveness of instruction.

- 99 -
Research into the development of more sequential
course offerings away from the campus appears to
be justified.

A study of the salary schedule for instructors in
off-campus credit courses suggests itself in view
of the number of criticisms about the levels of
pay which were identified in this investigation.
The writer recommends consideration be given to
repeating this study in five or six years to de-
termine whether changes and improvements have been

made within this period of time.

 

 

B IBL IO GRA PHY

AND

APPENDICES

 

 

 

BIBLIOGRAPHY

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to Policies for Off-Campus Instruction and Services in
Teacher Education," The New Campus, XIII, No. 1, (Spring,

1960), pp. 23-2h.

Bradford, Leland P. "The Teacher-Learning Transaction," Adult
Education, VIII, No. 3, (Spring, 1958), pp. 135-1h5.

 

Brunner, Edmund de S. "Adult Interests and Education," A2
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AssociationIOT'thePUnIteJIStatgs of America, Chicago,
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Boone, Edgar J. and Duncan, James. "Needed Research in Ex-
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Callaway, Rolland and Gleason, Gladys. "Teaching," Review of
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Clark, Burton R. The Marginality of Adglt Education, Center
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Coombs, Philip H. "The University and Its External Environ-
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Diekhoff, John S. "Residential Education: No Place Like
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Dyer, John P. "A Role for the Evening College," Ivory Towers
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Gibb, Jack R. "Learning in the Adult Group," Review of Edu-
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Godbey, Gordon C. "The Climate of Learning for Adult Part-
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Havighurst, Robert J. and Orr, Betty. Adult Educatiop_and
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Haygood, Kenneth. The'Universit and Community Education
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Kreitlow, Burton W. "Research in Adult Education," Handbook
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McCormick, Fred C. "A Comparative Study of Engineering Ex-
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McDonald, Frederick J. "Learning and Attitudinal Processes,"
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Michigan Council of State College Presidents, Field and Exten-
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Olsen, Hans C. "Consultative Services for In-Served Programs,"
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Verner, Coolie. "Instructional Methods in Adult Education,"
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Vesta, Francis J. "Meaningful Learning: Motivational Per-
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- 102 -

Whipple, James B. Especiall for Adults, Chicago, Illinois:
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APPENDIX I
SECTION A

TABLE I. OFF-CAMPUS CREDIT COURSE ENROLLMENTS, FALL,
196M -- NUMBER OF QUESTIONNAIRES RETURNED

AND NUMBER OF SAMPLES. (Central Michigan

 

 

University)
EnrolI- NumEer NumEer of
Centers ments Returned Samples

Alpena 28 10 1
36 31 3

Bad Axe 23 15 2
31 23 2

13 10 1

Baldwin 1? 8 1
Bay City 33 9 1
25 7 1

18 9 1

12 7 1

Big Rapids 18 18 2
Cadillac 19 18 2
14 12 1

211 17 2

15 111 1

211 13 1

18 7 1

Caro 15 9 1
Carson City 38 28 3
Cheboygan l6 9 1
23 1L1 1

Ithaca 16 13 l
Kalkaska - Mancelona 22 17 2
Kingston 23 17 2

 

-103-

-1014-

 

 

 

TABLE I. (Continued)
Enroll- Number Number of
Centers ments Returned Samples

Midland (Regular) 22 20 2
Owosso 16 1h 1
10 5 1
Saginaw 17 a 16 2
18 10 l
27 11 1
13 12 1
l3 13 l
33 12 1
36 25 3
17 13 l
51 25 3
#2 31 3
Scottville 19 16 2
St. Johns 12 5 1
Vassar 32 11 1
50 80 A
West Branch 16 16 2
6 6 l
Whittemore - Prescott 12 8 1
7 S 1
976 650 69

MM

-105-

TABLE II. OFF-CAMPUS CREDIT COURSE ENROLLMENTS, FALL,
1961.). -- NUMBER OF QUESTIONNAIRES RETURNED
AND NUMBER OF SAMPLES (Eastern Michigan

 

 

University)
EnroIl- Numger NumBer of
Center ments Returned Samples
Adrian 15 5 1
10 6 1
1h 10 1
10 10 1
Belleville 18 1h 1
Brighton 15 5 1
18 17 2
211 12 1
ll 10 1
Centerline 8 5 1
3 5 15 2
16 7 1
us 38 u
19 9 1
Cherry Hill 37 11'. 1
28 11 1
31 9 1
A1 22 2
2 21 2
3 32 3
ll 10 l
26 9 1
35 35 h
11 6 l
Dearborn 18 8 1
Flint 31 8 1
m 37 u
25 15 2
10 6 1
17 S 1
19 12 1
Jackson 18 6 1
22 19 i
37 111
13 5 1
2o 9 1
12 12 1

 

- 106 -
TABLE II. (Continued)

 

Enroll- Number Number of;

 

Center ments Returned Sapples
Lapeer 16 15 2
18 15 2
26 25 3
Marine City 1h 13 1
29 25 3
Monroe 71 26 3
15 8 l
21 19 2
22 11 l
15 7 1
8 6 1
20 12 1
11 7 1
l6 7 1
21 18 2
29 17 2
13 7 1
Mt. Clemens 10 8 1
3O 20 2
19 It 1
23 7 1
1h 8 1
31 18 2
29 7 1
11 7 1
P1 mouth 25 21 2
y 32 7 1
19 13 1
Pontiac 19 7 1
Port Huron 19 8 1
Sandusky i3 22 i
18 6 1
26 15 2
Selfridge 28 9 1
11 7 1
Southgate 13 13 1

 

- 107 -
TABLE II. (Continued)

 

Enroll- Number Number of

 

 

Center ments Returned Samples
Flint 20 19 2
13 7 l
33 11 1
25 5 l
15 11 1
21 12 1
27 15 2
MI 17 2
20 10 1
36 10 1
Fowlerville 76 70 7
Haslett 21 20 2
Taylor 8 5 l
36 16 2
19 19 2
Trenton 15 9 1
25 15 2
Wayne 13 9 1-
27 19 2
18 1% 1
10 l
110 8 1
17 16 2
32 30 3
23 9 1
Totals 21125 1; 3_27_____._11_____1 9

 

 

 

—_ M

 

- 108 -

TABLE III. OFF-CAMPUS CREDIT COURSE ENROLLMENTS, FALL,
196M -- NUMBER OF QUESTIONNAIRES RETURNED
AND NUMBER OF SAMPLES (Northern Michigan

 

 

 

 

 

 

University)
Enroll- NHEber NumberZOP_-
Center ments Returned Samples

Escanaba 16 16 2
2h 2h 2

6 6 1

Gwinn 16 15 2
15 5 1

Houghton 17 16 2
9 9 1

Iron Mountain 1h 14 1
Iron Mountain - Kingsford 15 11 1
12 6 1

8 8 1

15 5 1

6 6 1

10 10 1

Iron River 10 10 1
Ironwood 13 7 1
Menominee 1h 1h 1
Negaunee 16 1h 1
Newberry 27 22 2

 

Totals 26 3 2_1_a_____2g_____

M—
M

- 109 -

TABLE IV. OFF-CAMPUS CREDIT COURSE ENROLLMENTS, FALL,
1968 -- NUMBER OF QUESTIONNAIRES RETURNED
AND NUMBER OF SAMPLES (Western Michigan
University)

EnroIl- Number NumEer OP

 

Center ments Returned Samples

Allegan 9 9 1
110 15 2

111+ 13 1

Battle Creek 26 2h 2
Benton Harbor 19 16 2
A7 33 3

Bridgeman 33 22 2
Cassopolis 29 27 3
Centreville 3O 22 2
Goldwater 18 9 1
Comstock Park 18 7 1
Fennv11le 16 15 2
Grand Rapids 82 if t
29 15 2

36 17 2

Grandville 1h 1h 1
Hart 21 16 2
Hartford 16 15 2
Hastings fig 2% f
Hudsonville 15 12 1
Ionia 21 17 2
2

Jackson — 24 17

 

- 110 -

 

 

 

TABLE IV. (Continued)
'Enroll- NufiBer Number Of__
Center ments Returned Samples

Marshall 21 7 1
2h 16 2
Muskegon 26 23 2
zu 22 2
AS 21 2
33 21 2
lh 5 1
3h 30 3
18 7 1
27 7 1
89 27 3
17 11 1
19 1h 1
58 36 h
Newaygo 31 9 1
Niles 18 16 2
2h 19 2
Paw Paw 1h 11 1
Portland 15 11 1
St. Joseph 31 15 2
Saranac 27 10 1
23 21 2
South Haven 25 12 1
Sparta 22 21 2
Stur is 21 17 2
g 38 33 3
Three Rivers 15 1% 1
10 1
17 8 1
Zeeland 20 17 2
Totals 1,379 908 95

 

 

- 111-
APPENDIX I

 

SECTION B

 

TABLE V. RETURNS OF FACULTY QUESTIONNAIRES (Central
Michigan'University)

 

 

 

 

Number of Semesters Taught7=
Department Returns Off-Campus
Art 5 26-20-20-6-1
Biology 7 22-15-10-9-5-3-1
Education 16 50-30-30-20-19-
15-15-1h-11-7-6-
s-u-u-l
English h 25-6—2-1
History A 32-1h-12-h
Home Economics 1 3
Industrial Arts 2 11-2
Journalism 1 7
Language 2 3-2
Library 2 4-1
Mathematics 7 6-h-3-3-1-l-l
Military Science 1 2
Personnel 3 11-10-3
Physical Education 7 8-7-6-u-2-X-X
Speech 3 10-8-6
Sociology 2 12-1
No Response
__, Total 67

 

 

X Number of semesters not reported in the returned ques-
tionnaire.

- 112 -

 

 

 

N0 Response

81

TABLE VI. RETURNS OF FACULTY QUESTIONNAIRES (Eastern
Michigan‘University)
Number of SEmesters Taught
Department Returns Off-Campus

Art 1 1

Biology 5 ih-io-s-h-2

Business 2 3-1

Education 38 3h-2h-2o-18-18-16-
15- 15- 12- 10- 10- 10-
8-8-8-6-1-1—1-3-3-
3-2-2-1-1-1-1-1-1-
1-1-1-1-1-X

English h 35-20-12—h

Geography 6 11-10-h-h'3-2

History 5 12-7-2-1-1

Home Economics 2 3-1

Industrial Arts 5 8'4'1-1'1

Mathematics 1 5

Physical Education 3 2-1-1

Physics 2 5-5

Psychology 2 2-1

Science 1 5

Sociology 3 15-5-2

Speech 1 19

Total

X Number of semesters not reported in the returned ques-

tionnaire.

- 113 -

 

 

 

 

TABLE VII. RETURNS OF FACULTY QUESTIONNAIRES (Northern
Michigan University)
Number of’ Semesters Taught
Department Returns Off-Campus

Art 1 20

Education 3 30-6-6

English 1 L1

Geography 2 15-9

History 1 3

Industrial Arts 3 6-8-8

Language 1 12

Mathematics 1 11

Physical Education 1 6

Psychology 1 A

Speech 2 19'12

NO Response

Total 17

 

 

-114-

TABLE VIII. RETURNS OF FACULTY QUESTIONNAIRES (Western
Michigan‘University)

 

 

 

 

Numbeh—Of

Semehfers Taught

 

Department Returns Off-Campus
Art A 20-18-16-6
Accounting 1 1
Audio-Visual 1 2h
Biology 5 17-15-5-2-1
Business 1 2
Education 15 22-20-18-14-18-13-

12-12-9-6-5-5-5-3-
3
English 5 11-10-5—5-5
GeOgraphy 6 32-6-h-h-h-3
History 6 30-10-8-5-5-3
Humanities 1 1
Industrial Arts 2 2-2
Librarianship 3 3-1-1
Language 1 5
Management 2 8-1
Marketing 1 10
Mathematics 2 20-6
Political Science 3 35-12"2
Psychology 3 24-19-1
Science 1 6
Sociology 5 36-20-9-3-1

 

-]_15-

TABLE VIII. (Continued)

 

 

Numher of Semesters‘Taughf
Department Returns Off-Campus
Speech 2 38-8

NO ReSponse

Total 70

 

APPENDIX II

Dear Student:

The Divi 8 ion 3 of Extension and Field Services of four
Michigan universities are cooperating in a study to improve their
off-campus university credit course programs. In order to help
increase their effectiveness, will you please give us your opinions
on the following items ? It is h0ped that you will tell how you feel
about these off-campus classes on the basis of your total
experience with such courses so that the evaluation will be a 3
complete as possible.

This questionnaire is being given to all the students who are
enrolled in off-campus university credit courses conducted by the
four universities.

Please feel free to comment about any or all phases of the
off-campus university credit course program. Your feelings and
reactions are important to the program and the study.

You may returnthis form to the instructors of your classes.
They will'then return them to the Offices of Extension and Field
Services on their campuses. Your prompt reply will be
sincerely appreciated. It is not necessary to sign your name.

Thank you.
The Divisions of Extension and Field Services
Central Michigan University
Eastern Michigan University

Northern Michigan University
We stern Michigan University

-116-

4.
‘ vi!"

12;...v n

.-—-»-"yl

- r
‘...‘.u\.

.1 |
. :53. l

 

R

-117-

Student Questionnaire

PERSONAL INFORMATION

Off-campus center ....................... _- ...................... County ............................

DIRECTIONS: Place a check mark (J) on the line in the space which indicates the information about yourself.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4
EXAMPLE: Enrolled in off-campus class no Y“
1. Age: I l I
under 21 F 21-24 2544 45-59 I 60-64 65 years
years years years years years or more
I x
2. Marital status: i
married I single divorced or widowed
separated
3. Sex:
male female
4. Years at l
teaching less than 1-4 5—14 1524 25-29 30 years
experience: one year years years years years or more
5. Amount of _'
mum none i less than 30-59 I 60-89 90119 Bachelors Masters
: t 30 semester semester , semester semester Degree Decree
l hours hours I hours hours or more
’ I
6 Amount at .' g.
colleqo none less than 30—59 ; 60-89 90-119 Bachelors Masters
credit 30 semester semester . semester semester Degree Degree
earned on hours hours l hours hours or more
a college
carnpus:
7. Amount of ’ I L I L J
€011.90 none i less than 30-59 60-89 90—119 Bachelors Masters
aid“ t 30 semester semester semester semester Degree Degree
w m ‘ hours hours hours hours or more
camou-
causes:
8. Amount o! L l I I
none 1-7 8-15 I 16-22 23-30
m'POndonco semester semester semester semester
3 hours hours l hours hours
3&2: x“(founty [ Special ' I‘iStated I 2-Iyicfaar I 3-Lyiear Pirovii Perma- Other
0 ll 8
now held: ormal I m e e s ona nent (Specify)
OPINIONS

Each of the following questions asks for your opinion regarding some phase of off-campus college credit courses, or
{gffifipmion regarding the influence of these courses on mo difying your teaching practices. Please answer these questions
Y as you can.

A space for comments is provided after each question. If this space is not sufficient, use the back of this opinionnaire
01' other sheets of paper, and number your comments to agree with the question.

DIRECTIONS: Place a check mark (J) on the line in the space which most nearly expresses your opinion regarding the
following questions.

10- To what extent do the instructors of off-campus classes help you meet and solve your teaching problems?

I l J L

 

no help in little help help in some help great help
solflnq solving solving in solving solving
problems problems problems problems problems

Comment:

 

11. Since taking oft-campus classes, how has your opinion and feeling changed about their values? i

much less less I remained I more much more 55.?
iavorable iavorable I the same favorable favorable

 

 

 

 

a

12. How do you think instructors mark (grade) students in oft-campus classes, compared to the way they grade their student:

 

on campus?
t ,1 l t
{such h sorlnevhat I sane somewhat mud: '
OW w W W
than on I than on than on than on
campus campus cums m

 

13. How does the “difficulty” of work in off-campus classes compare to similar work on campus!

 

 

 

 

oil-campus oft-campus same oil-campus ell-ems
classes classes classes classes
much easier somewhat somewhat much
easier r harder

 

Comment:

14. How much more do you use community resources in your teaching as a result of having been enrolled in oft-camps
classes?
I

much less F less r no change I more I much nae
“ID “I. “I. ‘3.

Comment:

15. As a result of oft-campus classes, have you encouraged greater participation or your students in school planning?

much less I less I no chance moss much more
participation participation W

 

 

 

Comment:

___4

__._——

M

16. Do you think that off-campus classes have more or less value to you than correspondence courses? ( only if YO“
have taken correspondence courses) Answer

—
—
—
I;

 

 

oil-campus oil-campus same oft-campus oil-campus
megs?” I clan: I value I classes I classes
u 0 mm m
valuable valuable valuable m
Comment: J
J

 

17. What do you think should be the maximum number of semester hours for which a teacher should be able to enroll each
semester?
I

l l I
not more not more not
than 3 than 4 mail”? “3;? not more
(

3906“?)

 

~118-

Please answer each of the following questions as completely and as directly as possible. You may itemize if you desire:

18. What criticisms do you have of the off-campus college credit courses you have taken?

 

 

 

 

 

19. What defects have you observed in the off-campus college credit courses you have taken?

 

 

 

 

 

20. Illustrate from your experiences with off-campus college credit courses some of the positive values or strong points in
favor of such courses.

 

 

 

 

 

21. What improvements should he made to make off-campus courses more effective?

 

 

 

 

 

22. How should the off-campus course program be expanded or altered to be more effective?

 

23. If you have changed your teaching techniques and methods as a result of off-campus classes, what changes have you

made?

 

 

 

 

 

24. If you have changed your method of evaluating pupil progress as a result of off-campus clam what changes have you

25.

26.

27.

made?

 

 

 

 

If you have changed your method of reportin to the arent f
changes have you made? g P S 0 Your students as a result of off-campus classes, what

#

 

 

 

 

 

Would you like a report on the results of this study?

no I yes

 

Comment:

 

 

 

 

 

 

\\\\\

-119-

Dear Faculty Member:

T he D ivi s i on s of Extension and Field Services of four
Michigan universities are cooperating in a study to improve their
off-campus university credit course programs. In order to help
increase their effectiveness, will you please give us your opinions
on the following items ? It is hoped that you will tell how you feel
about these off-campus classes on the basis of your tot a1
experience with such courses so that the evaluation will be a 3
complete as possible.

This questionnaire is being sent to all the faculty members
of the de pa rt me nt 3 usually e n ga ge d in teaching off-campus
university credit courses. If you have never taught a class off-
campus, we would still like to receive your report.

Please feel free to comment about any or all phases of the
off-campus university credit course prOgram. Your feelings and
reactions are important to the program and the study.

You may return this form by campus mail to the Division of
Extension and Field Services office. Your prompt reply will be
sincerely appreciated. It is not necessary to sign your name.

Thank you.
The Divisions of Extension and Field Services
Central Michigan University
Eastern Michigan University

Northern Michigan University
Western Michigan University

Faculty Questionnaire

Department ....................................... Approximate number of semesters you have
taught off-campus college credit courses - ...............

1. When college courses are taught off-campus, should the off-campus college credit courses be altered in content and
approach to content in order to meet the needs of the students involved? Explain.

 

 

 

 

 

2. What defects or weaknesses have you observed in the off-campus college credit courses you have taught?

 

 

 

 

 

3. What changes or improvements should be made to make off-campus college credit courses more effective?

 

 

 

 

_———-——-—“

4. What positive values or strong points have you observed in the off-campus college credit courses you have taught?

 

 

 

 

 

 

 

M

 

.——-———-——~ M

 

5. Indicate how or in what ways the off-campus college credit course program should be expanded to become more eff?“
tive.

 

 

 

 

 

 

’J/
/
W M...—
M”— J
__+ W ,___,____ J
M..—
._ _ M _—fiw——. M

 

 

 

LU \

L.

 

\‘3

c:
ff:
7 l

\\\

 

- 120

6. For camthefgrpsesam in your department, do you feel that these offerings may be given off-campus as adequately as on
campus

 

 

 

 

 

7. From your standpoint, do you feel that testing, or evaluation of achievement, of off-campus courses is as adequate as
for on campus courses?

 

 

 

 

 

8. How do you modify methods of teaching and materials for off-campus college credit courses?

 

 

 

 

9. Please add any additional comments you may wish to make regarding the off-campus college credit course program.

 

 

Directions: Place a check mark (I) on the line in the space which most nearly expresses your opinion regarding the
following questions.

10. Since you have taught off—campus classes, how has your opinion and feeling changed about theirvalues?

l_ l I 1

much less less remained more much mas
favorable favorable the same favorable favorable

 

 

11. How do you think instructors generally mark (grade) students in off-campus classes, compared to the way they grade
students on campus?

 

 

much somewhat same somewhat muCh
lower lower higher higher
than on than on than on than on
campus campus campus campus

Comment:

 

 

12. How does the “difficulty” of work in off-campus classes compare to similar work on campus?

I

 

off-campus off-campus same off-campus off-campus
classes classes classes classes
much easier somewhat somewhat much harder
easier harder

 

Comment:

13. Do you think that off-campus classes have more or less value to the student than correspondence courses?

 

off-campus off-campus same value oft-campus oft-campus
classes classes classes classes

much less less more much more
valuable valuable valuable valuable

 

 

 

Comment: __

14. What do you think should be the maximum number of semester hours for which a teacher, as a student in off.campus
classes, should be able to enroll each semester?

I l l i

not more not more not more t are not me
than 3 I than 4 I than 5 I ntoha: 6 m
than ......
(My

)

Canment: ______/

 

 

15 Would you like a report on the results of this study?

1

no l yes

 

 

 

*

\

 

\

_\

\

\

\

-121-

TO ALL SUPERINTENDENTS OF NIICHIGAN'S
INTERMEDIATE SCHOOL DISTRICTS

Dear Superintendent:

T he Divi s i o n s o f Extension and Field Services of four
Michigan universities are cooperating in a study to improve their
off-campus university credit course programs. In order to help
increase their effectiveness, will you please give us your Opinions
on the following items ? It is hoped that you will tell how you feel
about these off-campus classes on the basis of your to tal
experience with such courses so that the evaluation will be a 3
complete as possible.

This questionnaire is being sent to all of the superintendents
of the intermediate school districts in the state.

Please feel free to comment about any or all phases of the
off-campus university credit course program. Your feelings and
reactions are important to the program and the study.

You may return this form to the Division of Extension and
Field 8 e rvic es office. Your prompt reply will be sincerely
appreciated. It is not necessary to sign your name.

Thank you.
The Divisions of Extension and Field Services
Central Michigan University
Eastern Michigan University

Northern Michigan University
Western Michigan University

Intermediate Superintendents Questionnaire

1. How are the off-campus college credit courses which are offered meeting the needs of teachers in your area?

 

 

 

 

 

2. Wha; defects or weaknesses have you observed in the off-campus college credit courses which have been taught in your
area

 

 

 

3. What changes or improvements should be made to make off-campus college credit courses more effective?

4. What podtive values or strong points have you observed in the off-campus college credit courses which have be?“
taught in your area?

 

J

 

 

 

 

i 'md
tire

~122-

e I 5. Indicate how or in what ways the oft-campus college credit course program should be expanded to become more effec-
tive.

 

L‘ 13'

 

 

 

 

 

6. What are some of the real problems that you face that may be alleviated by off-campus college credit courses?

 

 

 

 

\

 

 

\

\

7. Please add any additional comments you may wish to make regarding the off-campus college credit course program.

 

 

 

 

 

\\\\

 

\_

. <
-—_—-—_—..—————a

7t

2
{3r
‘2?

\\\

\ w

Directions: Place a check mark (J) on the line in the space which most nearly espresses your opinion regarding“
following questions.

8. Since off-campus college credit courses have been taught in your area, how has your opinion and feeling changed about

their value?
I L A I

much less fil less r remained ’ more [ much more
favorable favorable the same favorable {avocable

Comment:

 

9. How do you think instructors generally mark (grade) students in off-campus classes, compared to the way they grade
students on campus?

 

 

 

 

 

much somewhat same somewhat much
lover lower hlqher Maine!
than on than on than on than on
campus campus . campus campus

Comment:

 

 

10. How does the “difficulty” of work in off-campus classes compare to similar work on campus?

I

 

oft-campus off-campus same oft-campus oft-campus
classes classes classes classes
much somewhat somewhat much
easier easier harder harder

 

 

off-campus off-campus same I off-campus off-campus
classes classes value classes classes
much less less more 3 much more
valuable valuable valuable I valuable
Cement: m...—

 

12 What do you think should be the maximum number of semester hours for which a teacher, as a student in off-camp”
' clams, should be able to enroll each semester?

J I J l

ROI” Mm notme not“. om
than8 thanl. l mans i n‘

.—.———

13 Would you like a report on the results of this study?

1
noj yes

 

Ill

\

 

 

.\ \__._.

Figure 1.

At’krNDIX III

        

 

.I .
. 'Luse :;_'m

i'-~'..- q

Counties Assigned to the Four Universities

123 -

 

 

 

 

APPENDIX IV

TO THE FACULTY OF OFF-CAMPUS CLASSES:

Enclosed in this enve10pe is one information sheet and
one questionnaire form for each of the students in your off-
campus class. Will you please pass these out at the next
meeting; have them either complete the form during the ses-
sion or some time before the next meeting; and then return
them to the Extension and Field Services Office.

Your assistance will be greatly appreciated.

Thank you.

The Offices of Extension and Field
Services:

CENTRAL MICHIGAN UNIVERSITY
EASTERN MICHIGAN UNIVERSITY
NORTHERN MICHIGAN UNIVERSITY
WESTERN MICHIGAN UNIVERSITY

(COpy of directions sent to the instructors of off-campus
courses)

- 12h -

"lllllllilliltill“