Web-based and face-to-face classes: are there unintended outcomes?. Issue 8 (12th September 2016)

• Record Type: Journal Article
• Authors: Burch, Gerald; Heller, Jacob A.; Burch, Jana J.; Heller, Nathan A.
• Is Part Of: Journal of management development. Volume 35:Issue 8(2016)
• Page Start: 1031
• Page End: 1044
• Publication Date: 2016-09-12
• Subjects: Curriculum -- Curriculum development -- Management education -- Competencies; Executives -- Training of -- Periodicals; Middle managers -- Training of -- Periodicals; Management -- Study and teaching -- Periodicals; 658.407124
• DOI: 10.1108/JMD-06-2015-0088
• Languages: English
• ISSNs: 0262-1711

Abstract

Abstract : Purpose: Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-based or face-to-face) on student learning, competency development, and student engagement. Design/methodology/approach: Exam grades and a survey were collected from 180 undergraduate business students at a public university in the Southern USA. All students were enrolled in the same course, taught by three instructors. Findings: One-way analysis of variance of the mean showed that declarative and procedural knowledge attained was not statistically significantly different for web-based or face-to-face instruction. However, students in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social intelligence competencies, overall student engagement, emotional engagement, cognitive engagement in class, and cognitive engagement out of class although these outcomes were not specifically targeted as learning outcomes. Research limitations/implications: Research participants all came from one course, at one university. Practical implications: There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based learning courses may require a redesigned approach that addresses these benefits by adding course elements and tasks that increase student engagement and creates opportunities for development of cognitive and social intelligence competencies. Originality/value: Little research has been conducted on unintended learning outcomes such as competency development and student engagement. Therefore, this study demonstrates that educators should consider factors beyond learning assessment when comparing web-based to face-to-face courses.