Managerial implications of computer‐based online/face‐to‐face business education: a case study

Abstract

Online business education is becoming increasingly common in tertiary education in response to the growing needs of a changing student population. E‐learning and teaching online business have unique challenges when compared to their more traditional classroom counterparts, which promotes the concepts of a nimble organisation from the managers’ perspective. A recent survey of 35 students at a major private university in Pittsburgh, Pennsylvania, who were chosen based on recent successful participation within the past calendar year in an online computer‐based college‐credit business course, were asked to respond to a number of questions concerning their personal experience with online business education. The results of this study essentially designed a profile of the typical online business education student. As increases in technology require careful consideration of its effects in the classroom for both students and practitioners, the major purpose of this research is to gauge the popularity and convenience of online education as a viable choice among students. The majority of respondents considered themselves to be either intermediate or advanced computer users; 80 percent of the respondents work either full or part‐time; 68 percent of the respondents were 25 years of age or older and all were participating in their first online business education class.

College Students' Choice Modeling of Taking On-Line International Business Courses

“…Unless someone deliberately reveals personal information, participants have no idea about the age, gender, ethnic background, or physical characteristics of others online. Similar conclusions regarding the reduction of discrimination and prejudice about on-line learning is also given by Smith and Rupp (2004). The discussions that ensue are about as free of socio-cultural bias as possible.…”

“…The descriptive summary of the respondents is listed in Table 1. One thing worth mentioning is that our sample's overall descriptive profile is similar to the profile of a sample that was used for on-line learning study and reported by eCollege.com and Smith and Rupp (2004).…”

“…But critics of distance education must also keep in mind that many non-traditional students will undeniably benefit from its expansion (Trinkle 1999). This is especially true for business programs where online business-related educational courses are providing institutions with numerous opportunities to increase access and meet the demands of a growing and demographically changing student population (Smith and Rupp 2004). Considering these arguments, we will consider a student's demographic background such as age, race, and gender and its effects on his/her choice of taking on-line courses.…”

“…Enrollment status (Zhao 2003, Fabianic 2002, Arbaugh 2001 which includes several items: first, whether a student is enrolled as a graduate or undergraduate student, second, whether a student is matriculated in a program, and third, whether a student is a full-time or part-time student; 2. Personal demographic profile (Smith and Rupp 2004, Lorenzo and Moore 2002, Trinkle 1999 A survey questionnaire covering seventeen questions, as shown in the Appendix, was distributed to students in business management programs from three different colleges. All of the three participating colleges offer business courses both on line and on campus.…”

Web interface consistency in e‐learning

“…It is less expensive and faster to deliver, promotes independent learning, provides good accessibility from anywhere and any time, and gives students more control over their learning processes (Cantoni et al, 2004;Dewhurst and Williams, 1998;Smith and Rupp, 2004). According to the 2004 "Teachers Talk Tech" survey conducted by CDW Government, Inc., a leading provider of technology to governments and educators in the USA, 81 percent of teachers reported that information technology in education increases students' academic performance.…”