Student learning outcomes and course satisfaction scores are two key considerations when assessing the success of any degree program. This empirical study was based upon more than 3,000 end-of-semester course evaluations collected from 171 courses in the 2010-2011 academic year. The study, conducted at a Midwestern business college, considered the model of learning when examining course satisfaction scores of finance and economics courses. The finance and economics courses at the college all use active learning constructs, even in the online and blended course models. Online, blended and face-to-face courses were studied to determine whether there was a statistically significant difference between course satisfaction and any of the models of learning. Surprisingly, online and blended courses had a stronger relationship with high course satisfaction than did face-to-face courses. The average grade point average of each course was also correlated with the three learning models, seeking a relationship between learning outcomes and online, blended and face-to-face courses. There was no significant relationship found among student learning outcomes, as demonstrated by grade point average, and model of learning, indicating that students were able to achieve the same outcomes despite model of learning chosen.

<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt;"><span style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; color: black; font-size: 10pt;">The purpose of this study was to evaluate students&rsquo; perceptions of faculty credibility based on email addresses.<span style="mso-spacerun: yes;">&nbsp; </span>The survey was conducted at an upper division business school in Michigan where all students have completed at least two years of college courses.<span style="mso-spacerun: yes;">&nbsp; </span><span style="mso-spacerun: yes;">&nbsp;</span>The survey results show that a faculty member&rsquo;s selection of an email address does influence the student&rsquo;s perception of faculty credibility.<span style="mso-spacerun: yes;">&nbsp; </span>An email address that consists of a nickname reduces the student&rsquo;s perception of faculty credibility.<span style="mso-spacerun: yes;">&nbsp; </span>The reduced creditability may have a negative impact on the faculty member as well as the college.<span style="mso-spacerun: yes;">&nbsp; </span></span></p>

<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world.<span style="mso-spacerun: yes;">  </span>This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery.<span style="mso-spacerun: yes;">  </span>The process begins with the determination of the core competencies employers require of recent finance undergraduate students.<span style="mso-spacerun: yes;">  </span>Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.</span></span></p>

The purpose of this study was to evaluate faculty perceptions of student credibility based on email addresses. The survey was conducted at an upper division business school in Michigan where all students have completed at least two years of college courses. The survey results show that a students selection of an email address does influence the facultys perception of their credibility. An email address that consists of a nickname reduces the facultys perception of student credibility as well as the domain name of the email service used by the student The reduced credibility may have a negative impact on the faculty members perception of the student.

The purpose of this study was to evaluate students perceptions of their peers credibility based on email addresses. The survey was conducted at a community college in Michigan where all students were registered and actively taking at least one course. The survey results show that a students selection of an email address does influence other students perception of their credibility. An email address that consists of a nickname reduces the students perception of peer credibility.