Marking education may be delivered through a number of different methods from face-to-face to distance education. This study analyzes MBA student perceptions and preferences with regard to face-to-face versus distance education methods for delivering a course in marketing management. The results indicate that consistent course structure can be developed across delivery formats buy that some pedagogical adjustments may be required for the distance education format, particularly in the areas of class participation and course-related activities. The findings also show that students appear to select the distance education delivery method because of convenience, not quality, since distance education was found to be the least effective and least satisfying method of delivery for the students studied. The study concludes by discussing the implication of these results.
This study looks at MBA students’ attitudes and perceptions of distance education courses compared to traditional face-to-face classes. While class structure and course design can be nearly identical for both traditional and distance courses, the authors find that some pedagogical changes need to be made in order to help distance students have meaningful experiences in discussion and classroom participation.
Ponzurick, T. G., France, K. R., & Logar, C. M. (2000). Delivering graduate marketing education: An analysis of face-to-face versus distance education. Journal of marketing education, 22(3), 180-187.
|Links to Article||https://scholar.google.com/scholar?hl=en&as_sdt=0%2C50&q=Delivering+graduate+marketing+education%3A&btnG=|
|Mode||Technology-enhanced, Blended or Hybrid|
|Publication Type||Journal Article|
|In Publication||Journal of Marketing Education|
|Type of Research||Quantitative|
|Research Design||Action research|
|Intervention/Areas of Study||Course design, Digital lecture, Engagement, Instructor-student interactions, Multimedia|
|Level of Analysis||Student-level, Instructor-level, Course-level|
|Specific Populations Examined||Graduates|
|Specific Institutional Characteristics of Interest|
|Specific Course or Program Characteristics||Professions|
|Outcome Variables of Interest||Academic achievement or performance, including assessment scores and course grades, Learning effectiveness, Satisfaction|
|Student Sample Size||100-199|