# Professor and Student Performance in Online Versus Traditional Introductory Finance Courses

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4 JOURNAL OF ECONOMICS AND FINANCE EDUCATION Volume 6 Number 1 Summer Table 1 Descriptive Statistics Panel A: Traditional Course (N = 103) Mean Standard Deviation Minimum Maximum Score on Final Exam (Score) Cumulative GPA (Ability) Age (Age) Panel B: Online course (N=33) Score on Final Exam (Score) Cumulative GPA (Ability) Age (Age) Participation Grade (Effort) The first issue examined is student performance in online versus traditional sections of introductory finance. Table 2 provides the results from the ordinary least squares estimation of equation (1). The Net variable is significant at the 1% level and has a coefficient of This variable indicates that the average student enrolled in the online introductory finance course received a lower score on the final exam than a student enrolled in the traditional section of the same course. The Ability variable was significant at the 1% level. The coefficient indicates that a 1-point change in Ability results in a l6-point higher final exam grade. The r-squared for the model is 50.54% and the F-value is significant at the 1% level. Table 2 Empirical Results Variable Coefficients (p-values) Intercept (.0744) Net (.0001) Ability (.0001) Age (.2332) Effort (.5708) R-squared F-value 50.54% (.0001)

5 JOURNAL OF ECONOMICS AND FINANCE EDUCATION Volume 6 Number 1 Summer Table 3 Faculty Performance Question Topic Traditional Course Mean Online Course Mean Wilcoxon Statistic (p-value) Workload (.05) Hours worked (week) (.19) Expectation (.25) Presentation (.03) Learning Stimulating U8 Organization (.07) Assignments (.12) (.21) Relevance of Assignments Feedback Concern for Students (.20) Accessibility (.03) Fairness (.06) Knowledge Enthusiasm (.02) Overall Rating for Course Overall Rating for Instructor (.04) The next issue examined is faculty performance in the online versus traditional section of the introductory finance course. Table 3 contains the mean responses and the Wilcoxon statistic for the traditional and online course. This information is provided for each of the 17 relevant questions from the spots, the complete questions are listed in the appendix. The first three questions provide information about the workload in the course. On average students believe the workload is significantly higher in the online course. The last fourteen questions examine issues directly related to faculty performance. In general students perceive the instructor as being superior in the traditional course compared to the online course. In regards to: presentation, learning, stimulating, feedback, accessibility fairness, instructor knowledge, instructor enthusiasm, overall rating of course and overall rating of the instructor students in the traditional course rated the professor significantly higher than their online counterparts. The last question addressing the

7 JOURNAL OF ECONOMICS AND FINANCE EDUCATION Volume 6 Number 1 Summer Publishing. Hedberg, John and Shawn Alexander, 1994, Implementation and Evaluation: The Forgotten End of Interactive Multimedia Development. Paper presented at APITITE Conference, Brisbane, Australia. Johnson, Judith L. and David L. Silvernail, 1990, "Report of Faculty Perceptions of Community College of Maine Instructional Television System." University of Southern Maine, (Fall). Johnson, Judith L. and David L. Silvernail, 1991, "The Impact of Interactive Televised Instruction on College Student Achievement and Attitudes: A Controlled Experiment." International Journal of Instructional Media, Vol. 17, 1-8. Lezberg, A., 1998, "Quality Control in Distance Education: The Role of Regional Accreditation." American Journal of Distance Education, Vol. 12, No.2, Mandernach, Jean., Add a little Mentoring for More Effective Instructor Evaluation. Distance Education Report, Vol. 10, 11, 5-5. Okula, Susan, 1999, "Going the Distance: A New Avenue for Learning." Business Education Forum, Vol. 53 No.3, Popovich, Charles J., and Richard E. Neel, 2005, Characteristics of Distance Education Programs at Accredited Business Schools. The American Journal of Distance Education, Vol. 19, (4), Pirrong, G., and W. Lathen, 1990, "The Use of Interactive Television in Business Education." Education Technology, (May), Seay, R., and M. Milkman, 1994, "Interactive Television Instruction: An Assessment of Student Performance and Attitudes in an Upper Division Accounting Course." Issues in Accounting Education, 9, (February), Shum, Connie and Kam C. Chan, 2000, "The Effectiveness of Interactive Television Distance Learning in Principles of Finance." Financial Practice and Education, Vol. 9, Spring/Summer, Terry, Neil, James Owens, and Anne Macy, 2001, "Student Performance in Virtual versus Traditional Classroom." Journal of the Academy of Business Education, Vol. 2, No.1, 1-4. Wilson, Paul N., 1998, "To Be or Not To Be? Selected Economic Questions Surrounding Distance Education: Discussion." American Agricultural Economics Association, Vol. 80, No.5, Young, J., 2002, The 24-hour Professor. Chronicle of Higher Education, Vol. 48, No. 38. A31 A32. Appendix The following is a summary of the survey that was used to gather information regarding Professor performance. At the end of each semester students answer the following questions. Students can select from the following likert scale for each question: (Question number 3 has a different scale) Poor, Below Average, Average, Above average, Excellent Cannot Rate

8 JOURNAL OF ECONOMICS AND FINANCE EDUCATION Volume 6 Number 1 Summer ) Workload. Work required for the course was: 2) Expectation (re: level of performance). Instructor's expectations for this course were: 3) Workload: How many hours per week did you devote to this course outside of class? or more 4) Presentation. Presentation of material was: 5) Learning. Course as a learning experience was: 6) Stimulating. Instructor's ability to stimulate interest in the subject was: 7) Organization. The organization of the course was: 8) Assignments. Instructor's explanations of assignments were: 9) Relevance of assignments. Relevance of assignments to course was: 10) Feedback. Feedback on assignments from the instructor was: 11) Concern for students. Instructor's concern for students was: 12) Accessibility. Accessibility of the instructor was: 13) Fairness. Fairness of grading policies was: 14) Knowledge. Instructor s knowledge was: 15) Enthusiasm. Instructor s enthusiasm for the subject was: 16) Overall rating of the course. Rate this course compared to all of your other University courses: 17) Overall rating of instructor. Rate this instructor compared to all your University instructors:

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