How mode of delivery affects comprehension of an operations management

simulation: Online vs face-to-face classrooms

Abstract

This study aims to understand how mode of delivery, online versus face-to-face, affects
comprehension when teaching operations management concepts via a simulation.
Conceptually, the aim is to identify factors that influence the students’ ability to learn and
retain new concepts.

Leveraging Littlefield Technologies’ simulation, the study investigates how team interaction,
team leadership, instructor’s guidance, simulation’s ease of use and previous software
experience affects comprehension for both online and face-to-face teaching environments.
Survey data were gathered from 514 undergraduate students. The data were then analyzed
using structural equation modeling.

For the face-to-face population, this study found that team interaction, previous software
experience, instructor’s guidance and simulation’s ease of use affected student comprehension.
This differed from the online population who were only affected by the simulation’s ease of use
and instructor’s guidance.

Understanding how the mode of delivery affects comprehension is important as educators

develop new online teaching techniques and experiment with innovative technologies like
simulation. As demand for online education grows, many instructors find they need to refine
their methods to ensure students comprehend the concepts being taught regardless of
modality.

CITATION:

Riley, J.M., Ellegood, W.A., Solomon, S. and Baker, J. (2017), "How mode of delivery affects
comprehension of an operations management simulation: Online vs face-to-face classrooms",
Journal of International Education in Business, Vol. 10 No. 2, pp. 183-200.
 The effect of online learning on communication between instructors and
students during Covid-19 pandemic

Abstract

This study aims to explore whether online learning has an effect on communication between
instructors and students in a negative way, whether online learning affects students'
productivity levels and to evaluate and suggest ways of improving effective online
communication between instructors and students.

This study used is a quantitative research study which was conducted through a semi-
structured online survey through a random sample technique.

Results revealed that the vast majority agree with the questions of the study. Students still
prefer classroom classes over online classes due to many problems they face when taking
online classes, such as lack of motivation, understanding of the material, decrease in
communication levels between the students and their instructors and their feeling of isolation
caused by online classes.

This research studied the impact from students' perspective only as the sample was selected
only from students.

This research reached the students’ point of view in a broader way which will help
understanding the issues and provide effective solutions. This research suggested that
instructors must communicate with their students and vice versa in more informal channels
(instant messages online chat groups, audio calls, private video calls …) in parallel with the
formal channels (online platforms, email …). Finally, instructors should encourage students to
participate and study more by providing different kind of incentives.

CITATION:

Alawamleh, M., Al-Twait, L.M. and Al-Saht, G.R. (2022), "The effect of online learning on
communication between instructors and students during Covid-19 pandemic", Asian
Education and Development Studies, Vol. 11 No. 2, pp. 380-400.
 Web-based and face-to-face classes: are there unintended outcomes?

Abstract

Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-
face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-
based or face-to-face) on student learning, competency development, and student engagement.

Exam grades and a survey were collected from 180 undergraduate business students at a public
university in the Southern USA. All students were enrolled in the same course, taught by three
instructors.

One-way analysis of variance of the mean showed that declarative and procedural knowledge attained
was not statistically significantly different for web-based or face-to-face instruction. However, students
in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social
intelligence competencies, overall student engagement, emotional engagement, cognitive engagement
in class, and cognitive engagement out of class although these outcomes were not specifically targeted
as learning outcomes.

Research participants all came from one course, at one university.

There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based
learning courses may require a redesigned approach that addresses these benefits by adding course
elements and tasks that increase student engagement and creates opportunities for development of
cognitive and social intelligence competencies.
NAME: PIA ALMIROL DELOS SANTOS
Little research has been conducted on unintended learning outcomes such as competency development
and student engagement. Therefore, this study demonstrates that educators should consider factors
beyond learning assessment when comparing web-based to face-to-face courses.

CITATION:

Burch, G., Heller, J.A., Burch, J.J. and Heller, N.A. (2016), "Web-based and face-to-face classes: are
there unintended outcomes?", Journal of Management Development, Vol. 35 No. 8, pp. 1031-1044.