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Student Profile and Its Effects on Online and Hybrid Courses
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Author(s): Seta Boghikian-Whitby (University of La Verne, California, USA)and Yehia Mortagy (University of La Verne, California, USA)
Copyright: 2010
Pages: 23
Source title:
Comparative Blended Learning Practices and Environments
Source Author(s)/Editor(s): Eugenia M. W. Ng (Hong Kong Institute of Education, China)
DOI: 10.4018/978-1-60566-852-9.ch005
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Abstract
This chapter is based on a longitudinal descriptive study that identifies the types of students enrolled in a Management Information Systems class offered in face-to-face and online delivery modalities over 15 semesters. The study used a total sample of 622 students where 296 students were enrolled in the faceto- face control section and 326 students were enrolled in the online experimental sections. The study profiles the demographics of students including: student type (traditional undergraduate or adult), age, gender, ethnicity, Myers Briggs personality profile, religion, citizenship, marital status, academic family generation, academic major, academic standing (freshman, sophomore, junior, senior), and grade point average (GPA). The study findings include: (1) adult students dominated the online delivery modality. (2) African American and Hispanic female adult students prefer taking online courses compared to face-to-face. (3) Forty percent of the students enrolled in online delivery modality were of extravert type. (4) The majority of the first generation students were enrolled in face-to-face delivery modality. Recommendations include short modules, use of different exercises in order to accommodate various learning styles. The chapter and the study results will assist administrators and faculty members to make better decisions by understanding the student population type.
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