s needed to determine the effects of distance education on degree acquisition for this group since 1999.
Woolls, Dowlin, and Loertscher (2002) discussed the changing formats in distance education. Three levels of distance learning are noted: first level learning with correspondence courses, second level learning with multi-media resources, and third level learning with newer technologies such as Web-based or Web-assisted instruction and interactive television transmission. Each levels brings new types of opportunities. The first level provides course outlines and assignments for students and responses are corrected and assessed. Mail delivery can slow completion time. The use of audiovisual resources allows for increased ability to provide materials to students. Audio lectures provide materials to be listened to. Students can see the instructor in videotapes of lectures. The use of interactive television transmission and computer interface with the Internet provides greater communication between student and instructor. Barriers of time and space are overcome.
Laughlin (1997) pointed out that students value distance education since it prevents them from having to commute or move to a school location, it allows students to work full time, it provides wider access to post-baccalaureate studies with cost effectiveness, it expands access with experienced faculty, and it provides experiences and role models for the delivery systems that will need to be learned for professional positions. In a survey study of distance education students, 99% were women respondents, 77% were married, and 80% had children. The respondents reported that distance education was ef
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