Comparing instructor and student perspectives of online versus face-to-face education for program factors during the pandemic

Abstract

Abstract Instructor and business students’ perspectives regarding online and face-to-face education during the pandemic were simultaneously surveyed. The study took place at an AACSB-accredited, Jesuit Catholic University with a strong focus on face-to-face teaching. Instructors and students who have experienced online education significantly differ on their perspectives of online education with respect to difficulty. No significant differences in their perspectives existed on student-to-student interaction, student-to-instructor interaction or cheating as both groups favored the face-to-face environment. This research offers insight into the differences in perspectives of the educational environment, which may affect student learning.