Perceived learning and timely graduation for business undergraduates taking an online or hybrid course

被引：8
|
作者：
Blau, Gary [1 ]
Drennan, Rob B., Jr. [1 ]
Hochner, Arthur [1 ]
Kapanjie, Darin [1 ]
机构：
[1] Temple Univ, Philadelphia, PA 19122 USA
来源：
JOURNAL OF EDUCATION FOR BUSINESS | 2016年 / 91卷 / 06期
关键词：
Mixed course business undergraduates; online courses; perceived learning; timely graduation;
D O I：
10.1080/08832323.2016.1218319
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：347 / 353
页数：7
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