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ERIC Number: EJ1113157
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0883-2323
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.
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