RE-EXAMINING &amp; REPOSITIONING HIGHER EDUCATION: TWENTY ECONOMIC AND DEMOGRAPHIC FACTORS DRIVING ONLINE AND BLENDED PROGRAM ENROLLMENTS

Betts, Kristen; Hartman, Kenneth E.; Oxholm, Carl

doi:10.24059/olj.v13i4.1645

Cited by 11 publications

(5 citation statements)

References 1 publication

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“…On-line education has become a viable option for non-traditional students who are working fulltime, unemployed and seeking employment, displaced or dislocated, have family responsibilities, or are unable to afford additional costs related to enrollment in traditional residential campuses (Betts et al, 2009). Karber (2003) suggested many opportunities for non-traditional education are accessible and available through the Internet and World Wide Web.…”

Section: Learning Styles Traditional and Online 131mentioning

confidence: 99%

Differences in learning styles and satisfaction between traditional face-to-face and online web-based sport management studies students

West

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Each student has a unique learning style or individual way of perceiving, interacting, and responding to a learning environment. The purpose of this study was to identify and compare the prevalence of learning styles among undergraduate Sport Management Studies (SMS) students at California University of Pennsylvania (Cal U). Learning style prevalence was determined for traditional face-to-face students and online web-based students and differences in learning style prevalence between these two groups were explored. Finally, differences in student satisfaction between program delivery methods were examined by using an online questionnaire designed by the researcher. The population for this study included 247 Cal U undergraduate SMS students enrolled in the fall 2009 semester. Through an online survey 101 face-to-face students and 146 on-line students were identified into one of four learning style groups (Accommodators, Divergers, Assimilators, and Convergers) utilizing Kolb"s Learning Style Inventory 3.1 (2005). The data from the study were analyzed and yielded a trend toward significance for learning style preference by delivery method. The comparison of the four learning styles for the face-to-face participants indicated a statistically significant difference. The comparison of the four learning styles for the on-line participants indicated a statistically significant difference. The follow-up analysis consisted of comparison of each of the four learning styles separately by delivery method (face-to-face and on-line) yielded no statistical significant difference. Four satisfaction questions were found to have statistical significance in ratings between face-to-face and on-line students. On-line respondents were significantly more satisfied with the challenge and demand of Sport Management Studies courses, significantly more satisfied with the Sport Management Studies major setting high expectations for student performance, significantly more satisfied with the program finding connections between what students are learning in the classroom, relating it to their past experiences, and applying it to their daily lives, and significantly more satisfied with the quality of their academic experience within the program when compared to the face-to-face respondents. The results of this study can help educators and academic administrators better understand the needs of their students and better develop or structure teaching methods in both on-campus and web-based instruction. Colleges and universities will need to implement changes to meet the advancement of the technological revolution at hand. As educators (virtual and live) are faced with an increasingly diverse population of learners with a wide range of expectations, there is a need to continually seek to understand what factors constitute excellent delivery to promote effective learning. By recognizing different learning styles, educators may better engage students, work in conjunction with their universities to meet demands of the growing distance education and on...

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Section: Learning Styles Traditional and Online 131mentioning

confidence: 99%

Differences in learning styles and satisfaction between traditional face-to-face and online web-based sport management studies students

West

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“…Therefore, PHEIs can meet students' specific needs through flexibility, customization, and assurance that the degree has value in the workforce. Additionally, the employment marketplace also demands higher levels of skills than ever before, leading to a continuous learning environment for today's workers (Betts et al, 2009;Chapman, 1986). PHEIs have new opportunities to consider with changing student, market, and economic demands.…”

Section: Students As Customersmentioning

confidence: 99%

Evaluating Demand for Full-Time Enrollment in Public Higher Education

Rush¹

2023

IJBMS

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There is distinct competition for full-time student enrollment in higher education. With the wide availability of online degrees and course offerings, students can consider multiple options as consumers of higher education. With increased competition in higher education, reaching prospective undergraduate students highlights the importance of market segmentation as a vital step toward increasing full-time enrollment. A critical step to attracting potential undergraduate students requires a deeper understanding of student segment populations. The purpose of this study is to investigate how distinct student segments and demand factors influence higher education enrollment within public higher education institutions. The study examined three types of undergraduate student segments: traditional, non-traditional, and transfer students to evaluate how online course modalities as well as major fields of study influence student demand for full-time enrollment. Historical and publicly available secondary data were examined for the academic years 2014-2015 through 2018-2019 to describe relationships between total full-time enrollment (dependent) with online course enrollment and major fields of study (independent) variables. Administrators in public higher education institutions will be able to use the findings from this study for the development of an enrollment framework focusing on student segmentation strategies.

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“…Studies have shown that the future of HEIs is in mixing the two modes (Betts et al, 2009;. To achieve this, administrators of institutions implementing BL should routinize the assessment and evaluation of BL evaluation to measure achievements against targets and to provide feedback and feedforward to inform reviews in a meaningful and timely manner.…”

Section: F Assessment and Evaluationmentioning

confidence: 99%

Strategies for Institutionalizing Blended Learning in Higher Education Institutions: A Case Study of a Ghanaian Public University

Antwi-Boampong

2023

EJEDU

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This paper presents strategies adopted by a higher education institution towards the implementation of its BL policy framework. It does so by reviewing the BL implementation process of a public university in Ghana, noting that there are barriers that have impeded the uptake of blended learning, for which reasons it examines the strategies that can be implemented to overcome these barriers. The insights are drawn from a case study involving qualitative approaches, utilizing interviews with stakeholders in the public university. The paper examines the question: How do educational institutions employ Blended Learning (BL) strategies that contribute to the transformation of the university? Using an inductive approach, the researcher interviewed twenty-two management staff and used Strauss and Corbin’s constant comparative method as the analytical technique to analyze the data. This paper develops an institutional strategy framework that can be used by managers in higher education to facilitate change processes, overcome faculty resistance, and embed blended learning in institutions. The seven constructs of this strategic framework consist of institutional vision and approach, promotion and planning, integrated infrastructure, motivation and encouragement, training, assessment and evaluation and sanctions.

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RE-EXAMINING & REPOSITIONING HIGHER EDUCATION: TWENTY ECONOMIC AND DEMOGRAPHIC FACTORS DRIVING ONLINE AND BLENDED PROGRAM ENROLLMENTS

Cited by 11 publications

References 1 publication

Differences in learning styles and satisfaction between traditional face-to-face and online web-based sport management studies students

Differences in learning styles and satisfaction between traditional face-to-face and online web-based sport management studies students

Evaluating Demand for Full-Time Enrollment in Public Higher Education

Strategies for Institutionalizing Blended Learning in Higher Education Institutions: A Case Study of a Ghanaian Public University

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