Abstract
Business students are increasingly taking online courses to supplement their more traditional face-to-face (F2F) course-delivered education. This study explored the relationship of background, course or technology, and motivation variables to business school transfer intent for a mixed course delivery sample of undergraduate business students taking online classes. Two separate samples of students taking both online and F2F courses i.e., mixed course delivery format, filled out an online survey in the fall 2016 and spring 2017 semesters. Intent to transfer business schools was lower for both samples. Results showed that being male, perceived favorability of online courses, and lower institutional commitment were significant correlates of intent to transfer across both samples. This outcome variable, intent to transfer, should be added to the research agenda for ongoing efforts across all universities and colleges when testing the impact of online education.
Highlights
Business students are increasingly taking online courses to supplement their more traditional faceto-face (F2F) course-delivered education
Exploring the Relationship of Background, Technology and Motivation Variables to Business School Transfer Intent for Two Mixed Course Format Business Undergraduate Samples & 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). Given such positive features of online classes, would taking online classes affect the likelihood of a business undergraduate wanting to transfer to another business school? The goal of this study was to explore the relationship of demographic, curricula, and motivation variables to transfer intent for a mixed course sample of undergraduate business students taking online classes
Looking at intercorrelations between independent variables, the strongest fall 2016 sample correlation was between willingness to recommend online courses and institutional commitment, r(374) = .50, p < .01; while the strongest spring 2017 sample correlation was between perceived favorability of online courses and willingness to recommend online courses, r(435) = .44, p
Summary
Business students are increasingly taking online courses to supplement their more traditional faceto-face (F2F) course-delivered education. This study explored the relationship of demographic, curricula, and motivation variables on business school transfer intent for a mixed course delivery sample of undergraduate business students taking online classes. & 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). The goal of this study was to explore the relationship of demographic, curricula, and motivation variables to transfer intent for a mixed course sample of undergraduate business students taking online classes. Reinforcing the importance of higher academic preparation in high school, Horn, Kojaku, and Carroll (2001) found that more rigorous high school curricula (including precalculus or higher and at least one advanced placement course or test) enhanced successful student transfer to a four-year institution
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
