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

页码：347 / 353

页数：7

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