Faculty Scholarship 1994 - Present

Technology and Management Education: Is Half a Loaf Worse than None?

The general consensus among researchers is that student peformance does not differ significantly across instructional media, but that on-line education generates less favorable student evaluations. The present study examines student performance and satisfaction in four sections of an MBA course in Organizational Behavior. Two sections were taught face-to-face, one was entirely online, and the fourth secion was half face-to-face and half online. The chief advantage of this research design over previous studies is that students had no control over their choice of instructional format. Between-section differences in student performance were insignificant, although the in-class sections had a slightly lower mean final exam score than the other two sections. Between-section differences in student satisfaction, on the other hand, were significant. Unexpectedly, the entirely on-line section garnered much higher student evaluations than the half in-class hal on-line section.