Open AccessTeaching Hybrid Principles Of Finance To Undergraduate Business Students Can It Work?
Author(s) -
Denise Letterman
Publication year - 2008
Publication title -
journal of college teaching and learning/journal of college teaching and learning
Language(s) - English
Resource type - Journals
eISSN - 2157-894X
pISSN - 1544-0389
DOI - 10.19030/tlc.v5i7.1246
Subject(s) - course (navigation) , mathematics education , work (physics) , psychology , blended learning , face (sociological concept) , medical education , computer science , educational technology , engineering , sociology , mechanical engineering , social science , aerospace engineering , medicine
The purpose of this study was to examine the relationship between course design and predictor variables: motivation, satisfaction, and success for students enrolled in the hybrid Principles of Finance course. The participants for this research project were 117 undergraduate students (encompassing 6 semesters) at Robert Morris University, Pittsburgh, Pennsylvania. The results indicate that course design does influence the predictor variables. (A hybrid course combines face-to-face classroom instruction with computer-based learning. These courses move a portion of course learning online and, as a result, reduce the amount of classroom time needed.)