In search of better, more cost effective ways to deliver instruction and training, universities and
corporations have expanded their use of e-learning. Although several studies suggest that online
education and blended instruction (a “blend” of online and traditional approaches) can be as effective
as traditional classroom models, few studies have focused on learner satisfaction with
online instruction, particularly in the transition to online learning from traditional approaches.
This study examines students’ perceptions of integrating online components in two undergraduate
business courses where students completed online learning modules prior to class discussion. The
results indicate that participants in an elective course rated the online modules significantly better
than those in a required course. Overall, participants in the elective course rated the online modules
marginally positive while those in the required course rated them marginally negative.
These outcomes suggest that instructors should be selective in the way they integrate online units
into traditional, classroom-delivered courses. This integration should be carefully planned based
on learner characteristics, course content, and the learning context. For most participants of the
study (83 percent), this was their first experience completing an online learning activity or module.
In addition, the largest dissatisfaction factor reported among the participants was the time
required to complete the online modules. Future research is encouraged to explore: (1) how previous
experience with technology and online learning affects students’ attitudes towards and success
with e-learning; and (2) the effects of interspersing online units that are considerably shorter
in length into the traditional classroom model. This additional research can provide greater insight
into which factors promote e-learning success.
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Students’ Perceptions of Online Learning: A Comparative Study
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