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Briquets composed of sand (0.05–2.00 mm) silt (0.002–0.05 mm), and clay (<0.002 mm) mixtures were hardest when dominantly clay and/or sand and softest or least hard when dominantly silt. Where soils had equal amounts of clay, those with highest amounts of sand, with one exception, were the hardest. Low surface area of sand requires much less clay “mortar” to cement the fewer sand grains per given volume than do the more numerous, smaller silt particles.

The purpose of this study was to compare business undergraduate online/hybrid course perceptions across three different preferred classroom learning environments (CLE): online, hybrid, or face-to-face (F2F). Six different perception-based outcomes were measured: easy to use technology, peer-perceived favorability of online/hybrid courses (peer-PFoOC); instructor-perceived favorability of online/hybrid courses (instructor-PFoOC); intent to recommend online/hybrid courses; institutional commitment; and persistence towards graduation. Undergraduates who were simultaneously taking at least one online or hybrid class and F2F course, i.e., mixed course delivery format, voluntarily completed an online survey. In the fall of 2017, a complete-data sample of n = 242 respondents was obtained and in the spring of 2018 the complete-data sample was n = 237. Consistent results across both samples were found for the outcomes. Undergraduates who preferred either online or hybrid CLE had significantly higher peer-PFoOC, instructor-PFoOC, and intent to recommend online/hybrid courses than students preferring an F2F environment. There were no differences between these three CLE preference groups in perceived easy to use technology, institutional commitment or persistence. As universities increase their online and hybrid course offerings monitoring student perceived outcomes between F2F and online/hybrid course sections will continue to be important.