Peer reviewed
Direct linkERIC Number: EJ1113157
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0883-2323
EISSN: N/A
Perceived Learning and Timely Graduation for Business Undergraduates Taking an Online or Hybrid Course
Blau, Gary; Drennan, Rob B.; Hochner, Arthur; Kapanjie, Darin
Journal of Education for Business, v91 n6 p347-353 2016
An online survey tested the impact of background, technological, and course-related variables on perceived learning and timely graduation for a complete data sample of 263 business undergraduates taking at least one online or hybrid course in the fall of 2015. Hierarchical regression results showed that course-related variables (instructor effectiveness, student motivation) were the most effective in explaining perceived learning, while perceived learning accounted for additional significant variance in explaining timely graduation.
Descriptors: Undergraduate Students, Business Administration Education, Online Courses, Blended Learning, Online Surveys, Predictor Variables, Time to Degree, Correlation, Student Motivation, Teacher Effectiveness, Influence of Technology, Usability, Academic Achievement, Student Characteristics, Hypothesis Testing, Student Attitudes, Regression (Statistics), Likert Scales, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
