Comparison of Didactic, Technical, Role Modeling, and Ethics Learning Acquisition in Undergraduate Online versus Face-to-Face Modalities

Abstract

Although much research has focused on the overall equivalency of face-to-face (F2F) versus online delivery methods, questions remain on whether the two modalities are equivalent for specific types of knowledge acquisition. Therefore, this study compared didactic knowledge, technical skills, and role modeling and ethics information learning between five online and F2F sections of an undergraduate business course over two semesters. Grades and questions on selected assignments and students’ selfreported perceptions were analyzed. Results suggest that knowledge, skills, and information acquisition are similar between F2F and online classes, but online students excel at certain tasks, and F2F students excel at others.