Examining different learning modes: A longitudinal study of business administration students’ performance

• Published in: The international journal of management education 2024-03, Vol.22 (1), p.100927, Article 100927
• Main Authors: Salem, Islam Elbayoumi, AL-Alawi, Alamir, Moosa, Sanyo, El-Maghraby, Lujain, Alkathiri, Nasser Alhamr, Elbaz, Ahmed Mohamed
• Format: Article
• Language: English
• Subjects: Blended learning; Hybrid learning; Learning satisfaction; Motivation; Online education and face-to-face education; Perceived ease of use; Perceived usefulness; Student performance
• ISSN: 1472-8117
• DOI: 10.1016/j.ijme.2023.100927

This study examines how different learning modes (blended learning, online learning, and face-to-face) affect business administration student performance. Four dimensions are examined: perceived usefulness, perceived ease of use, learning motivation, and students' satisfaction. The current study used longitudinal data from three survey copies that were distributed to the same student to compare face-to-face, online, and blended modes over three different time periods (2019, 2020, and 2021). Participants included 160 business students at local universities. The results indicated that students' motivation to use face-to-face learning had a great impact on their satisfaction, but this had only a marginal effect on their academic performance. On the other hand, students' motivation to use online learning significantly influences their learning satisfaction and, in turn, has a strong impact on their academic performance. As for the blended learning model, students’ motivation to use this mode of learning positively impacted their learning satisfaction. However, students of this mode had relatively lower academic performance compared to other modes of learning. •This study examines how different learning modes (blended learning, online learning, and face-to-face) affect business administration student performance.•The current study used longitudinal data from three survey copies that were distributed to the same student to compare face-to-face, online, and blended modes over three different time periods (2019, 2020, and 2021).•The results indicated that students' motivation to use face-to-face learning had a great impact on their satisfaction, but this had only a marginal effect on their academic performance.•Students' motivation to use online learning significantly influences their learning satisfaction and, in turn, has a strong impact on their academic performance.•As for the blended learning model, students' motivation to use this mode of learning positively impacted their learning satisfaction.