Assessing the Efficacy of Online Learning in Disparate Business Subjects: Lessons from Distributed Practice and Social Learning Theory

• Published in: Journal of management education Vol. 47; no. 5; pp. 505 - 547
• Main Authors: Reed, Richard S., Van Wagoner, Hunter Phoenix, Cropanzano, Russell, Jennings, Tracy M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.10.2023; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Business Education; Classroom communication; College Students; Comparative Analysis; Course Content; Distance learning; Electronic Learning; Feedback; Higher education; In Person Learning; Interaction; Intervention; Learner Engagement; Learning theories; Online Courses; Online instruction; Social Theories; Socialization; Students; Teacher Student Relationship; Teaching; Colorado (Boulder); program development; experimental design method; undergraduate education; assessing online learning; social learning theory; distance learning
• ISSN: 1052-5629; 1552-6658
• DOI: 10.1177/10525629231178916

For many reasons, higher education is shifting toward more online instruction. As this shift occurs, educators and administrators should be aware that the efficacy of online courses may be influenced by course content. Specifically, student learning may suffer as courses utilizing significant quantitative content, such as accounting and finance, transition from in-person instruction to online. We investigate this possibility in three quasi-experiments, which compare online and face-to-face instruction in four disparate business minor courses. In our first study we obtain the predicted interaction, such that online students performed worse than traditional students, and more so in quantitatively heavy classes. In order to encourage better performance, we design an intervention based on distributed practice theory, encouraging students to engage with material more frequently. However, this intervention fails, replicating the interaction in Study 2. For Study 3, we design a more extensive intervention based on social learning theory, asking teachers to employ a variety of tactics to boost their feedback and interpersonal contact with students. This new intervention is successful, with online students performing equally well regardless of the volume of quantitative content in the course. Findings are discussed in terms of their teaching implications and the need for more theory-based research.