| This study investigated the relationship between faculty-student communication, student time management, student expectations, and quality of instruction and the level of student success in distance courses. The population of the study consisted of undergraduate students enrolled in Independent Study courses at Mountain State University (N = 1007) during the summer and fall 2001 terms. The sample consisted of 500 students randomly selected from the population. Participants completed the Distance Education Satisfaction Survey developed by the researcher. Data analyses indicated that statistically significant differences existed within faculty-student communication, student time management, student expectations and quality of instruction based on the level of student success. Ancillary findings indicated that statistically significant differences existed within the turnaround time for grades, time management skills, ability to balance multiple roles, pacing ability, beginning course early, amount of work, self-directed nature, quality of work, course quality, and instructor support and guidance based upon the level of student success. |
