Comparative Analyses of Online and Traditional Undergraduate Business Law Classes

2011 ◽  
pp. 76-93
Author(s):  
Daniel J. Shelley
Keyword(s):  
Higher Education ◽  
Rural Communities ◽  
Student Satisfaction ◽  
Traditional Classroom ◽  
Business Law ◽  
New Paradigm ◽  
Course Structure ◽  
Traditional Course ◽  
Student Profile ◽  
The Cost

E-learning and e-pedagogy continues to grow in importance in the delivery of higher education, due in part to the cost of higher education, a changing student profile, scarcity of traditional classroom space, and the recognition that distance learning has created a genuinely new paradigm of instruction. To respond to the changing student demographics, working adults, students in the military and residents of rural communities as well as of other countries, more and more universities are including online (internet-based) course offerings to their core offerings. As they do, the question arises whether online instruction is, or can be, as effective as classroom instruction. Investigating the question has been the focus of several studies. Our studies compared students enrolled in both online and traditional classroom versions of one business law course where all elements were the same except for the instruction format. The first study found no significant difference between the two formats with regard to student satisfaction and student learning, supporting earlier comparisons of online and traditional instruction modes. However, the second study did find statistically significant differences between the online and the traditional course formats with regard to student satisfaction with the instructor, and student satisfaction with the course structure.

A Comparative Analysis of Online and Traditional Undergraduate Business Law Classes

2008 ◽  
pp. 3391-3404
Author(s):  
Daniel J. Shelley ◽  
Louis B. Swartz ◽  
Michele T. Cole
Keyword(s):  
Rural Communities ◽  
Student Satisfaction ◽  
Online Courses ◽  
Traditional Classroom ◽  
Business Law ◽  
New Paradigm ◽  
Working Adults ◽  
Student Profile ◽  
Institutions Of Higher Learning ◽  
The Cost

The trend in academia to online learning has gained momentum in the past decade, due in part to the cost of higher education, a changing student profile, lack of traditional classroom space and the recognition that distance learning has created a new paradigm of instruction. Universities wishing to maintain or expand enrollments need to be able to respond effectively to the educational needs of working adults, students in the military and residents of rural communities as well as of other countries. Online (Internet-based) course offerings constitute a creative and increasingly popular response to these challenges. As more and more institutions of higher learning offer online courses, the question arises whether they are, or can be, as effective as courses offered in the traditional classroom format. Answering the question has been the focus of several studies. Our study compared students enrolled in both online and traditional classroom versions of one business law course where all elements were the same except for the instruction format. The study found no significant difference between the two formats with regard to student satisfaction and student learning. The findings support earlier comparisons of online and traditional instruction modes

Measuring Effectiveness in Online Instruction

2010 ◽  
pp. 1399-1403
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Instruction ◽  
Online Courses ◽  
Educational Programs ◽  
Traditional Classroom ◽  
Educational Institutions ◽  
Future Trends ◽  
Access To Education ◽  
Online Classes

To remain competitive, expand access to education, and meet the needs of students, institutions of higher education are offering larger numbers of online courses. As online instruction increases, educational institutions, students and society need to make sure that online courses and programs are as effective as traditional classroom courses and educational programs. To address this need, this paper focuses on the question, “Are online courses and programs as effective as those taught in the classroom?” Numerous authors have addressed the question of the effectiveness of online classes (Keegan, D., 1996; Russell, T., 1999; Schulman, A.H. and Sims, R.L., 1999; Harasim, L. 2000; Ryan, R.C. 2000; Rivera, J.C. and Rice, M.L., 2002; Bernard, R.M., et al, 2004; Frantz, P.L. and Wilson, A.H., 2004; Suanpang, P., Petocz, P. and Kalceff, W., 2004; Fjermestad, Hiltz, S. and Zhang, Y. 2005; Weaver-Kaulis, A. and Crutsinger, C., 2006). Most studies center on student satisfaction and/or student learning. The studies have produced mixed results. This paper provides a summary of a number of important studies on the effectiveness of online courses and educational programs. It synthesizes the results from the studies and presents possible reasons for the differences in findings. It concludes with a discussion of future trends and suggestions for areas of further study.

Learning Business Law Online vs. Onland

2010 ◽  
pp. 82-95
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Initial Study ◽  
Central Research ◽  
Business Law ◽  
Course Structure ◽  
Significant Difference ◽  
E Learning ◽  
Research Questions ◽  
And Performance

This article reports on two follow-up studies to “A Comparative Analysis of Online and Traditional Undergraduate Business Law Classes” (Shelley, Swartz and Cole, 2007) designed to further examine two critical areas of e-learning, that is, student satisfaction with, and student learning in, an online environment as compared with an onland, or traditional classroom environment. While the initial study found no significant difference between the two, the second study did find statistically significant differences between the online and the onland course formats with regard to two elements of student satisfaction: (1) student satisfaction with the instructor, and (2) student satisfaction with the course structure. The second study went further to look at the effects, if any, of gender, age and nationality on student satisfaction. There was no significant difference found with age or nationality. There was a significant difference between males and females with regard to two of the research questions. The third study focused on student satisfaction and performance in two onland courses. In both areas, results indicated lower overall means for each of the four central research questions.

scholarly journals Explaining Loyalty in Higher Education: A Model and Comparative Analysis from the Policy of Gratuity, a Case Applied to Chile

2021 ◽  
Vol 13 (19) ◽  
pp. 10781
Author(s):  
Maritza Katherine Galindo-Illanes ◽  
Juan Alejandro Gallegos-Mardones ◽  
Arturo Z. Vasquez-Parraga
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Student Satisfaction ◽  
Family Income ◽  
Marketing Strategies ◽  
Financial Responsibility ◽  
Student Loyalty ◽  
Cost Of Education ◽  
The Cost

Since the 1980s, numerous transformations in higher education were experienced in Latin America, and especially in Chile, a country that allowed private entities to enter the education systems and develop a market. The opportunity triggered an increase of coverage and competition to capture and retain students, followed by marketing strategies delivering student satisfaction and pursuing student loyalty. Moreover, since 2012, higher education institutions in Chile have been allowed to adopt a policy of gratuity, giving families the co-responsibility of dealing with the cost of education. So, some institutions adopted gratuity and continued receiving funds from the state, but others did not, relying instead on family income. The split in the financial responsibility of higher education seems to have generated varied reactions from the students and their families, including their satisfaction with and loyalty to the institution. Despite the abundant literature on higher education, however, a few studies attempt to explain and compare student satisfaction and loyalty across types of institutions, such as those that opted for gratuity versus those that did not. This study examines a set of relevant attributes for understanding that phenomenon; attributes such as quality of service, satisfaction, trust, commitment, and loyalty. The results reveal a prevalence of trust and familiarity among the students attending an institution with gratuity. In contrast, the results demonstrate a preponderance of commitment and satisfaction among the students attending a non-gratuity institution that relies on family, private, and personal funds to support their education.

scholarly journals DAMPAK KUALITAS PELAYANAN DAN BIAYA KULIAH TERHADAP KEPUASAN MAHASISWA UNIVERSITAS X BANDUNG

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Suharyanto Suharyanto
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Descriptive Analysis ◽  
Research Result ◽  
Competitive Strategies ◽  
Student Body ◽  
Quality Cost ◽  
The Cost ◽  
Students Satisfaction

Abstract: The providing of higher education especially in engineering higher education is rising significantly. The management of the institution needs more accurate competitive strategies to defence and to increase student body through many methods, such as giving more services quality and competitive cost of study which satisfy students. This article discuss the research result of the effects of service quality and cost of study to students satisfaction using descriptive analysis and qualitative approach. The independent variables are service quality (including dimensions of reliability, responsiveness, assurance, empathy and physical evidence)  and cost of study. The dependent variable is student satisfaction. The data collected from questionnaires method source from 59 respondents which collected simple randomly. The analyses among research variables provided  using multiple linier regression model. The results shows that generally the service quality and the cost of study effects to students  satisfaction. The linier equation constructed is Y=0,102X1+0,376X2+2,475 or   SAT= 0,102SQ +0,376SC+2,475; where SAT: student satisfaction, SQ: service quality SC: study cost. It means that service quality and cost of study effects to students satisfaction.  Keywords: service quality, cost of study, students satisfaction, multiple linier regression Abstrak: Penyelenggaraan pendidikan tinggi khususnya pendidikan tinggi teknik meningkat secara signifikan. Pihak manajemen institusi perlu strategi bersaing ketat untuk bertahan dan meraih jumlah mahasiswa yang diinginkan menggunakan berbagai metode, seperti memberikan kualitas pelayanan yang lebih baik dan biaya kuliah yang kompetitif yang bisa memuaskan mahasiswa.    Artikel  ini mendiskusikan  hasil penelitian pengaruh kualitas pelayanan dan  biaya kuliah terhadap kepuasan mahasiswa dengan analisis deskriptif dan pendekatan kualitatif. Variabel bebas berupa kualitas pelayanan (termasuk dimensi kehandalan, kepekaan, jaminan, empati dan bukti fisik) serta biaya kuliah. Variabel terikatnya adalah kepuasan mahasiswa. Data diperoleh melalui penyebaran kuesioner sebanyak 59 responden  secara sampling acak sederhana. Hubungan antar variabel penelitian dimodelkan menggunakan analisis regresi linier ganda. Hasil penelitian ini menunjukkan bahwa, secara umum kualitas dan biaya kuliah berpengaruh terhadap kepuasan  mahasiswa. persamaan regresi linier yang terbentuk adalah Y=0,102X1+0,376X2+2,475 atau   KM=0,102KP+0,376BK +2,475; dimana KM= kepuasan mahasiswa, KP= kualitas pelayanan, BK=biaya kuliah. Hal ini berarti bahwa  kualitas pelayanan dan biaya kuliah  mempengaruhi kepuasan mahasiswa. Kata kunci: kualitas pelayanan, biaya kuliah, kepuasan mahasiswa, regresi linier ganda

Measuring Effectiveness in Online Instruction

2010 ◽  
pp. 222-227
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Learning ◽  
Online Courses ◽  
Educational Programs ◽  
Traditional Classroom ◽  
Educational Institutions ◽  
Future Trends ◽  
Access To Education ◽  
Online Classes

To remain competitive, expand access to education, and meet the needs of students, institutions of higher education are offering larger numbers of online courses. Asonline instruction increases, educational institutions, students and society need to make sure that onlinecourses and programs are as effective as traditional classroom courses and educational programs. To address this need, this paper focuses on the question, “Are onlinecourses and programs as effective as those taught in the classroom?” Numerous authors have addressed the question of the effectiveness of online classes (Keegan, D., 1996; Russell, T., 1999; Schulman, A.H. and Sims, R.L., 1999; Harasim, L. 2000; Ryan, R.C. 2000; Rivera, J.C. and Rice, M.L., 2002; Bernard, R.M., et al, 2004; Frantz, P.L. and Wilson, A.H., 2004; Suanpang, P., Petocz, P. and Kalceff, W., 2004; Fjermestad, Hiltz, S. and Zhang, Y. 2005; Weaver-Kaulis, A. and Crutsinger, C., 2006). Most studies center on student satisfaction and/or student learning. The studies have produced mixed results. This paper provides a summary of a number of important studies on theeffectiveness of online courses and educational programs. It synthesizes the results from the studies and presents possible reasons for the differences in findings. It concludes with a discussion of future trends and suggestions for areas of further study.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

A comparison of the cost of research in South Africa's public research and higher education institutions

2008 ◽  
Vol 104 (11/12) ◽  
Author(s):  
D.R. Walwyn
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public Research ◽  
Pricing Policy ◽  
The Public ◽  
Annual Salary ◽  
Research Sector ◽  
Salary Survey ◽  
The Cost ◽  
Comparative Information

Despite the importance of labour and overhead costs to both funders and performers of research in South Africa, there is little published information on the remuneration structures for researchers, technician and research support staff. Moreover, there are widely different pricing practices and perceptions within the public research and higher education institutions, which in some cases do not reflect the underlying costs to the institution or the inherent value of the research. In this article, data from the 2004/5 Research and Development Survey have been used to generate comparative information on the cost of research in various performance sectors. It is shown that this cost is lowest in the higher education institutions, and highest in the business sector, although the differences in direct labour and overheads are not as large as may have been expected. The calculated cost of research is then compared with the gazetted rates for engineers, scientists and auditors performing work on behalf of the public sector, which in all cases are higher than the research sector. This analysis emphasizes the need within the public research and higher education institutions for the development of a common pricing policy and for an annual salary survey, in order to dispel some of the myths around the relative costs of research, the relative levels of overhead ratios and the apparent disparity in remuneration levels.

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