Blended versus face-to-face: Evidence from a graduate corporate finance class

Abstract

ABSTRACTThe author compared students' perceptions of prelecture videos replacing face-to-face (F2F) classes in blended and F2F graduate corporate finance classes. Using 176 anonymous survey responses from eight F2F and two blended classes during the 2014–2016 year, the author found that students in the blended classes had a greater belief that prelecture videos could replace F2F classes than did students in the F2F classes. Students in the blended classes showed a greater understanding of the flipped lecture format and performed better than students in the F2F classes. Students in the blended classes also tended to rate the instructor's teaching effectiveness lower than students in the F2F classes.