Abstract
According to a study by Gibson (1998), over 90% of colleges and universities with enrollments of over 10,000 offer distance learning. Although distance learning is ubiquitous, important issues regarding faculty and student performance remain unresolved. The results of this study show that students in the online section of introductory finance significantly under-perform students in the traditional sections of this course. The data shows that a professor earns significantly lower student evaluations in an online introductory finance course compared to the traditional finance course. This research provides important information for students, professors and administrators as they assess online courses.
Recommended Citation
(2007)
"Professor and Student Performance in Online Versus Traditional Introductory Finance Courses,"
Journal of Economics and Finance Education: Vol. 6:
Iss.
1, Article 4.
Available at:
https://scholarship.rollins.edu/jefe/vol6/iss1/4
