Student perceptions of the affective experiences encountered in distance learning courses

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Abstract
The purpose of this study was to compare the affective perceptions of remote‐site distance learning students, host‐site distance learning students, and traditional classroom students toward the experiences they encounter while taking courses from the College of Education at Valdosta State University. The study used a survey instrument containing twenty‐one Likert‐scale statements grouped into four clusters (student‐teacher interaction, overall course enjoyment/satisfaction, course structure, and the physical learning environment). The instrument was mailed to a sample of 495 students. Results of the study indicated no significant differences between the three groups in regard to student/teacher interaction or course structure. However, the remote‐ and host‐site groups responded significantly less positively to questions dealing with the physical learning environment than did students in the traditional group, and the host‐site group responded significantly less positively to questions dealing with overall course enjoyment/satisfaction than did students in the traditional group.