Abstract
We use objective and subjective measures of learning outcomes to compare learning effectiveness and student perceptions across three different delivery modes, traditional (face-to-face), hybrid, and online. For the objective measures, we use scores on rote, critical thinking and engagement assessment tools in the introductory international business course. For the subjective measures, we compare student perceptions by analyzing scores from the Student Evaluation of Instructors (SEIs) surveys that are administered at the completion of each course section. We find differences in the critical-thinking and engagement components whereby students in the hybrid delivery group performed better than their counterparts in the traditional and online groups. Online students had in general lower scores across the board, especially on the engagement dimension. In their totality, the objective data results support the value of the in-person factor for learning effectiveness. On the student perceptions side, results show similar assessment of learning experiences in the traditional and hybrid modes across most dimensions. Students were more critical in assessing instructors and learning experiences in online course sections.
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