Abstract

This paper reports on a study to determine if existing technology is adequate for the delivery of quality distance education. The survey sample was 392 respondents from a non‑traditional graduate level. The study included 15 descriptive questions on course assessment and satisfaction. The three hypotheses used Chi‑square to find relationships between interactivity and three other variables: progress, communication mode, and the desire to take another course. Responses showed that taking a distance education course was worthwhile. Findings, recommendations and conclusion are included.