Perceived learning and timely graduation for business undergraduates taking an online or hybrid course. Issue 6 (17th August 2016)

• Record Type: Journal Article
• Authors: Blau, Gary; Drennan, Rob B.; Hochner, Arthur; Kapanjie, Darin
• Is Part Of: Journal of education for business. Volume 91:Issue 6(2016)
• Page Start: 347
• Page End: 353
• Publication Date: 2016-08-17
• Subjects: Mixed course business undergraduates -- online courses -- perceived learning -- timely graduation; Business education -- Periodicals; 658.0071
• DOI: 10.1080/08832323.2016.1218319
• Languages: English
• ISSNs: 0883-2323

Abstract

ABSTRACT: An online survey tested the impact of background, technological, and course-related variables on perceived learning and timely graduation for a complete data sample of 263 business undergraduates taking at least one online or hybrid course in the fall of 2015. Hierarchical regression results showed that course-related variables (instructor effectiveness, student motivation) were the most effective in explaining perceived learning, while perceived learning accounted for additional significant variance in explaining timely graduation.