Abstract
The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems course to determine if there existed a difference in student success among the delivery modes. The research compares student exam and final grade results in this class that was taught by the same instructor using face-to-face, blended and online delivery modes. An Analysis of Variance test was used on the exam and final grade data to determine if a significant difference existed. Additionally, a discussion of this class in relation to student satisfaction, learning effectiveness and faculty satisfaction is presented. This research demonstrates that there is no significant difference among delivery modes. Additionally, blended and online modes for this class do very well when measuring student satisfaction, learning effectiveness and faculty satisfaction.
Highlights
The purpose of this research was to determine if there is a significant difference in student success in an introductory Management Information Systems class delivered in three different modes; face-to-face, blended, and online
Based on the research performed over the last several years, it has become a foregone conclusion that there is no significant difference in student learning outcomes between face-to-face versus online delivery modes [1, 2, 3]
While the interaction most often is not face-to-face, it occurs more frequently via private discussion areas and email. It is the author’s preference to teach using the online and blended delivery methods. It appears from this research it can be concluded there is no significant difference in student performance, for this class, whether it is taught using the face-to-face, online or blended mode of delivery
Summary
The purpose of this research was to determine if there is a significant difference in student success in an introductory Management Information Systems class delivered in three different modes; face-to-face, blended, and online. This paper presents a three way comparison of student success using these modes of delivery. A search of the literature has not, to this point, discovered research that does a three way comparison of these delivery modes. Based on the research performed over the last several years, it has become a foregone conclusion that there is no significant difference in student learning outcomes between face-to-face versus online delivery modes [1, 2, 3]. The website http://www.nosignificantdifference.org contains hundreds of articles showing that there is no significant difference between face-to-face and online delivery modes. Another delivery method, blended, is emerging as a new mode of delivery and must past this same test. Given the research on online delivery, we can use both or either face-to-
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