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Journal of International Business Education ; 17:91-22, 2022.
Article in English | Scopus | ID: covidwho-2322613


As the prevalence of online education grows, we see a burgeoning interest by educators, researchers and policymakers in investigating the impact of delivery modes on various aspects of teaching and learning effectiveness. Our study contributes to this expanding stream of research. 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 (a mix of in-person and online asynchronous sessions), and online (asynchronous). For the objective measures, we use scores on Rote, Critical Thinking, and Engagement assessment tools in a required introductory international business course. For the subjective measures, we compare student perceptions by analyzing scores from the Student Evaluation of Instructor (SEIs) surveys administered at the completion of each course. We find differences in the Critical Thinking and Engagement components whereby students in the hybrid delivery group performed better than their traditional and online counterparts. Online students generally had lower scores across the board, especially on the Engagement dimension. In their totality, the objective data results support the value of in-person delivery for learning effectiveness. Regarding student perceptions, results show similar learning experience assessments for the traditional and hybrid modes across most dimensions. We also noted that students were more critical in assessing instructors and learning experiences in online course sections. The contribution of this study is that it champions a more refined approach in conceptualizing instrumental and affective measures of learning effectiveness by leveraging multiple dimensions of both performance and student satisfaction. We completed our research pre-COVID-19, and as such, it was not impacted by the many pedagogical and course delivery challenges faced during the pandemic. © 2022 Neilson Journals Publishing.

Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes ; : 1-15, 2020.
Article in English | Scopus | ID: covidwho-2286632
Convergence (Lond) ; 2022.
Article in English | PubMed Central | ID: covidwho-2195203
Architectural Design ; 93(1):80-87, 2023.
Article in English | Scopus | ID: covidwho-2172321
Architectural Design ; 93(1):30-37, 2023.
Article in English | Scopus | ID: covidwho-2172319
American Journal of Respiratory and Critical Care Medicine ; 205:1, 2022.
Article in English | English Web of Science | ID: covidwho-1880975
American Journal of Respiratory and Critical Care Medicine ; 205:2, 2022.
Article in English | English Web of Science | ID: covidwho-1880776
Modern Pathology ; 35(SUPPL 2):372, 2022.
Article in English | EMBASE | ID: covidwho-1856955
IOP Conference Series. Earth and Environmental Science ; 1015(1):012016, 2022.
Article in English | ProQuest Central | ID: covidwho-1830934
Journal of Allergy and Clinical Immunology ; 149(2):AB102-AB102, 2022.
Article in English | Web of Science | ID: covidwho-1798230
Journal of Medical Devices, Transactions of the ASME ; 16(1), 2022.
Article in English | Scopus | ID: covidwho-1709113