Online vs. on-campus higher education: Exploring innovation in students' self-reports and students' learning products

Abstract

Innovation is an essential competency in the 21st century workplace, and hence, a required skill for higher education students. Studies on innovation in higher education examined the way students perceive themselves as innovators, while others examined the level of innovation in learning products. Research has yet to address the association between innovation as expressed in students' self-reports and in students' learning products. Moreover, since due to the COVID-19 outbreak, many faculties rely primarily on online platforms to deliver courses, there is a growing need to identify students’ innovation in online learning environments. This study aimed to examine higher education students' innovation as expressed in their self-reports and in their learning products, while comparing two formats of the same engineering course: an on-campus synchronous face-to-face (F2F) course, and a fully online asynchronous course. The participants were divided into two groups: F2F students (n = 103), and online students (n = 108). Applying the quasi-experimental design, data were collected via a pre- and post-questionnaire, and students' mean scores on the innovation level of their learning products. Findings indicated that both F2F and online students self-reported similar levels of innovative behavioral tendencies. Yet, the F2F students received higher mean scores on innovation, compared with the online students, in both individual assignments and team projects. We conclude by suggesting guidelines to better promote students’ innovation in higher education courses delivered online.