IndexProblem StatementPurpose and ObjectivesNeed StatementStatement of AssumptionsMethodologyData Collection Mode (Email)Limitations StatementTerminologyTechnology has radically transformed degree programs and courses offered in universities and in Indiana colleges. The introduction of computer technology into distance education programs promises powerful and complex transformations in the learning process, powerful because of the extraordinary capabilities offered by digital technologies and complex because of the high level of training required to use these technologies. The Web overcomes geographical barriers to access to education, but it can also create new ones (Gladieux, 1999). Distance education has become a playground, where colleges and universities compete to keep students current and recruit new ones. If the university, in its traditional or distance form, does not adapt to the possibilities of technology, competing structures will certainly arise that can and will carry out the tasks of the university (Hall, 1995). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssayProblem StatementFor distance education programs to continue to be successful, improve, and grow, student input on “access barrier issues” in response to existing and potential technology must be identified. The general categories that distance learning students have had to deal with are institutional barriers and barriers to individual student access. The problem to be investigated in this study will be the determination of these institutional and individual access barriers. Preliminary results from this survey could be used to solicit new ideas for improving distance learning experiences. Purpose and Objectives The primary purpose of this will be to identify the specific barriers to student access faced by students enrolled in the 394 Summer II Industrial Technology Training Course (online) through survey research. The purpose of this proposed research will be to obtain information and evaluate the perception of Indiana State University students enrolled in ITE department courses, regarding access. It will examine the experience of students while enrolled in Industrial Technology Education 394. This research will explore and describe problems and limitations with the aim of classifying them for the further purpose of recommending solutions.1. Determine what types of access barriers (institutional or individual students) exist with respect to students enrolled in departmental ITE programs Categorize and classify these barriers Identify potential causes of these barriers Recommend possible solutions Statement of Need The Indiana State Universities ITE Department currently (Spring 2000) has approximately 270 students enrolled part-time and full-time in three different specializations at Associate, Bachelor, Master and Ph.D. levels. It is estimated that 90% of students are attending at least one course delivered remotely. So far, there has been little to no research at the University, although the Division of Lifelong Learning has conducted brief student satisfaction surveys and obtained general demographic information on distance students. The results of this research will provide the ITE department with specific information for students enrolled in departmental courses and programs, with the goal of removing barriers and improving access. Statement of Assumptions Several threats to the validity of the.