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Exploring Differences in Business Undergraduate Perceptions by Preferred Classroom Delivery Mode


Online Learning Volume 21, Number 3, ISSN 2472-5749


The purpose of this study was to compare business undergraduate online/hybrid course perceptions across three different preferred classroom environment delivery modes: online, hybrid, or face-toface (F2F). Four different perceptions were measured: perceived favorability of online/hybrid courses (PFoOC); intent to recommend online/hybrid courses; perceived learning; and timely graduation. Undergraduates who were taking at least one online or hybrid class voluntarily completed an online survey. In the fall 2015 a complete-data sample (n = 264) of respondents was obtained and in the spring 2016 the complete-data sample (n = 272). Consistent results across both samples were found for three of four outcomes. Undergraduates who preferred either online or hybrid classroom delivery had significantly higher PFoOC and intent to recommend online/hybrid courses than students preferring F2F. There were no differences in perceived timely graduation across the three classroom delivery mode groups, and inconsistent results were found for perceived learning. The fall sample showed no differences on perceived learning but for the spring sample, undergraduates preferring either an online or hybrid delivery mode perceived higher learning than F2F preferred-mode students. A new, short four-item measure of PFoOC was found to be reliable. As universities increase their online and hybrid course offerings keeping course integrity or equivalence between F2F and online/hybrid course sections will be important. Study implications for studying future online student perceptions are suggested. Ways to increase the PFoOC for undergraduates who prefer F2F are suggested. Increased PFoOC should lead to higher intent to recommend online/hybrid courses.


Blau, G. & Drennan, R. (2017). Exploring Differences in Business Undergraduate Perceptions by Preferred Classroom Delivery Mode. Online Learning, 21(3), 222-234. Retrieved September 17, 2019 from .

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