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ERIC Number: EJ1158300
Record Type: Journal
Publication Date: 2017-Oct
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1540-4595
Do Technological and Course-Related Variables Impact Undergraduates' Perceived Favorability and Willingness to Recommend Online/Hybrid Business Courses?
Blau, Gary; Drennan, Rob B., Jr.; Karnik, Satyajit; Kapanjie, Darin
Decision Sciences Journal of Innovative Education, v15 n4 p349-369 Oct 2017
Lower teaching evaluations can affect students' willingness to recommend an online course. To maintain online course quality, it is important to keep the "integrity" of a course, that is, offer to the extent possible, the same content and learning outcomes in an online course as the face-to-face (F2F) equivalent. This study explored the impact of background, technological, and course-related variables on perceived favorability of online (versus F2F) courses and willingness to recommend courses using two independent "mixed course format" samples of business undergraduates, that is, simultaneously taking online/hybrid and F2F courses. Participants were recruited based on their enrollment in at least one online or hybrid course. A complete data sample of 259 students filled out an online survey in the Fall 2015 semester, followed by a second independent sample of 269 students in the Spring 2016 semester. Hierarchical regression results showed that after controlling for background variables, one course-related variable (instructor effectiveness) and one technological-related (perceived ease of use) consistently explained perceived favorability of online (versus F2F) courses across both samples. For the willingness to recommend courses, after controlling for background variables, both course-related variables (instructor effectiveness and student motivation) and the perceived favorability of the online course were each significant across both samples.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A