Factors That Affect Students’ Capacity to Fulfill the Role of Online Learner

Abstract

Because most undergraduate students are digital natives, it is widely believed that they will succeed in online courses. But factors other than technology also affect students' ability to fulfill the role of online learner. Self-reported data from a sample of more than 200 undergraduates across multiple online courses indicate that students generally view themselves as having attributes that equip them for online learning. Additionally, courselevel factors affect students' online learning experiences. Specifically, students in qualitative (vs. quantitative) courses and in introductory (vs. advanced) classes reported more positive perceptions of their online learning and various aspects of their coursework.

Exploring the relationship of background, technology and motivation variables to business school transfer intent for two mixed course format business undergraduate samples

“…To the authors' knowledge, this is the first study empirically testing correlates of intent to transfer business schools using mixed-course format business undergraduates (i.e., those taking a mix of online and F2F classes). Online courses at business schools continue to grow in popularity (Comer et al, 2015). Beyond full-time online BBA programs, many business undergraduates are increasingly taking online courses to supplement their more traditional F2F-course-delivered education.…”

“…& Campbell, 2011), and convenience (Cochran, Baker, Benson, & Rhea, 2016), as well as motivation-related factors, such as intrinsic motivation (Eom & Ashill, 2016) and self-discipline (Comer et al, 2015). Students who take both F2F and online classes in a semester represent a "mixed course delivery format" sample (Blau, Drennan, Hochner, & Kapanjie, 2016;Blau, Pred, Drennan, & Kapanjie, 2016).…”

Proposing an Expanded Measure for Comparing Online/Hybrid to Face-to-face Courses

“…Studying undergraduates taking both online/hybrid and F2F courses simultaneously allows for a more direct comparison of PFoOC because this mixed course delivery format student has recent, salient experiences with both course-delivery modalities. This is a study strength compared to prior research, which has typically used only online students (Beqiri, Chase, & Bishka 2010;Eom et al, 2006;Eom & Ashill, 2016;Comer, et al, 2015;Sun et al, 2008). In addition, prior empirical studies have generally not compared specific features of online/hybrid versus F2F courses, for example, items comparing video lectures (online) versus F2F class lectures, written discussion board (online) versus F2F classroom participation, or synchronous discussion (online) versus F2F classroom discussion in a comprehensive manner.…”

“…In addition to full-time online Bachelor of Business Administration (BBA) programs, undergraduate business students are increasingly taking online courses to complement their more traditional face-to-face (F2F) course-delivered education. Reasons for taking online courses include: flexible scheduling (Daymont, Blau, & Campbell, 2011), and convenience (Cochran, Baker, Benson, & Rhea, 2016), as well as motivation-related factors such as challenging course material (Eom & Ashill, 2016), and self-discipline (Comer et al, 2015). Students who take both F2F and online/hybrid classes simultaneously in a semester represent a "mixed course delivery format" sample Blau, Pred, Drennan, & Kapanjie, 2016;Blau & Drennan, 2017).…”

Exploring Correlates of Business Undergraduates’ Closed Versus Open Grading Assessment Learning Perceptions

“…There are generally different grading assessment items typically detailed in a course syllabus, often including: quizzes, examinations, individual papers, group papers, presentations, participation, and attendance (Holmes & Smith, 2003;Smith & Razzouk, 1993). Across all types of class delivery modes (e.g., face-to-face, hybrid or blended, online), graded assignments can take a variety of forms (e.g., in-class or take-home, individual or group), as well as involve discussion boards or blogs (Comer, Lenaghan, & Sengupta, 2015).…”