COVID-19’s effect on study hours for business students transitioning to online learning

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Business Pub Date : 2022-08-18 DOI:10.1080/08832323.2022.2103488

Weiwen Liao, Ronnie Abukhalaf, J. W. Powell

引用次数: 1

Abstract

Abstract Schools transitioned face-to-face (F2F) classes online in spring 2020 due to COVID-19. This paper reports on changes in study hours of business majors at a public university amid this transition. The analysis by enrollment type of quantitative data collected from 250 students shows an overall significant difference in study hours per class for all students. However, the difference is between students enrolled in online and F2F classes before the transition. F2F-only or online-only students did not significantly have a change in study hours after the transition. This report discusses these results and explores suggestions for helping students transition to online learning.

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2019冠状病毒病对转向在线学习的商科学生学习时间的影响

摘要由于新冠肺炎，学校于2020年春季将面对面（F2F）课程改为在线。本文报道了一所公立大学商科专业在这一转变中学习时间的变化。从250名学生中收集的定量数据按招生类型进行的分析显示，所有学生每节课的学习时间总体上存在显著差异。然而，在过渡之前，参加在线课程和F2F课程的学生之间存在差异。仅F2F或仅在线的学生在过渡后的学习时间没有显著变化。本报告讨论了这些结果，并探讨了帮助学生过渡到在线学习的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.