▼ This research study explored students’ perspectives about the quality of online courses using the Quality Matters Standards (Nath & Ralston-Berg, 2008) to apply the quality standards for online course design. The study examined if there was a difference in perceptions of quality between students who have had experience with an online course with students who have not had an online course. The participants were undergraduate students at a Midwestern Urban University located in the northeastern region of Ohio. The study took place in the Fall 2010. There were 135 participants. Of those 135, 128 had a valid response yielding a response rate of 94.8%. Seven did not respond. The study utilized a questionnaire developed by the researcher with 27 Likert questions, 7 demographic questions, and two questions being open-ended. The findings indicated that there is a significant difference in the perceptions of the quality pertaining to online courses between students who have had an online course with those students who have not had an online course. Students who have taken an online course had lower perceptions (mean scores) than students who have never had an online course. This was consistent among all variables examined: gender, age, ethnicity, working over 30 hours a week, credit hours enrolled, and GPA. Advisors/Committee Members: Olson, Dr. Susan.

▼ This qualitative/quantitative combination study was designed to ascertain from students what aspect(s) of student services offered at their institution made it an effective or non-effective tool. Student services are known to contribute to persistence and student success for 2-year college students. Obtaining information from students on what they find to be most effective in any given student service is the key to creating or refining student services to best fulfill the goal of student academic success. Although many quantitative studies have been conducted to verify the effectiveness of student services, few studies interview students for a qualitative input. This study was conducted at a small, mid-western, for-profit 2-year college. A background questionnaire was conducted along with a focus group session with selected students. The result of the questionnaire found students perceive student services as vital to their success, yet the majority did not utilize the services. The most utilized service was Educational Funding. The focus group was unanimous in consideration of teachers as the most valuable student service. Advisors/Committee Members: Olson, Susan.