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The purpose of this study was to compare business undergraduate online/hybrid course perceptions across three different preferred classroom environment delivery modes: online, hybrid or face-to-face (F2F). Four different perceptions were measured: perceived favorability of online/hybrid courses (PFoOc); intent to recommend online/hybrid courses; perceived learning; and timely graduation. Undergraduates who were taking at least one online or hybrid class voluntarily completed an online survey. In the fall 2015 a complete-data sample n of 264 respondents was obtained and in the spring 2016 the complete-data sample n was 272. Consistent results across both samples were found for three of four outcomes. Undergraduates who preferred either online or hybrid classroom delivery had significantly higher PFoOC and intent to recommend online/hybrid courses than students preferring F2F. There were no differences in perceived timely graduation across the three classroom delivery mode groups, and inconsistent results were found for perceived learning. The fall sample showed no differences on perceived learning but for the spring sample, undergraduates preferring either an online or hybrid delivery mode perceived higher learning than F2F preferred-mode students. A new, short four-item measure of PFoOC was found to reliable. As universities increase their online and hybrid course offerings keeping course integrity or equivalence between F2F and online/hybrid course sections will be important. Ways to increase the PFoOC for undergraduates who prefer F2F are suggested. Increased PFoOC should lead to higher intent to recommend online/hybrid courses.

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Social connectedness is an important antecedent of life satisfaction for undergraduates. Brief counseling can increase transition students' social connectedness and life satisfaction.

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.