As institutions of higher education continue to integrate online education into their curricula, the research on student perceptions of the value of online vs. face-to-face courses has produced mixed results. This project identified a number of dimensions used to assess the value of online versus face-to-face courses and measured this in a population of undergraduate and graduate business students. Our results, while also mixed, indicate some important differences in the perceived value of various education formats. These results have implications for both administrators and instructors.

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As higher education institutions continue incorporating online education into their curricula, different cultural perspectives regarding online versus face-to-face education will impact upon its sustained proliferation.

As higher education institutions continue to integrate online education into their curricula, different cultural perspectives on the value of online versus face-to-face education will undoubtedly impact continued proliferation. Currently, some cultures are more accepting of online (Zhu et al., 2009;Lin et al., 2010), while others believe online education is inferior to traditional education (Asunka, 2008). Research on this topic has accelerated in the last