Comparative Analysis of Online vs. In-Person Business Education Outcomes

Thesis Abstract

This study investigates the comparative effectiveness of online and in-person business education in terms of student learning outcomes, engagement, and employment preparedness, addressing the persistent concern that modality shapes educational value in professional programs. The aim is to determine whether online delivery yields equivalent, superior, or inferior outcomes relative to traditional face-to-face instruction, and to identify contextual factors that mediate this relationship. Specific objectives include (1) to compare academic performance across modalities using course-embedded assessments and standardized capstone projects; (2) to assess student engagement, satisfaction, and perceived learning using validated instruments; (3) to evaluate employability readiness through internship placement rates, recruiter assessments, and early career trajectories; (4) to examine the moderating effects of program type (MBA, specialized master’s), instructional design quality, and student demographics; and (5) to develop an evidence-based framework linking instructional modality to learning outcomes in business education. A mixed-methods design is employed, integrating quantitative and qualitative data to provide a comprehensive analysis. The population comprises graduate business students enrolled in accredited programs within a major metropolitan university system across two academic years (n ? 1,200). A stratified random sample of 600 students is drawn, with equal representation from online-only and on-campus cohorts, matched on program type, prior academic achievement (GPA), and work experience. Data collection instruments include course-grade records, standardized assessments aligned with program learning outcomes, the Utrecht Work Engagement Scale, the Distance Education Learning Engagement Scale, employer feedback surveys completed by 150 recruiters, and semi-structured interviews with 40 students and 20 faculty members. Validity and reliability are ensured through pilot testing, Cronbach’s alpha checks (? > 0.80 for scales), and triangulation across instruments. Quantitative analyses employ multivariate regression to estimate the effect of modality on academic performance and employability metrics, controlling for covariates; analysis of covariance (ANCOVA) to compare mean differences in engagement and satisfaction; and propensity score matching to mitigate selection bias. For qualitative data, thematic analysis is conducted on interview transcripts using a reflexive coding approach, with triangulation against survey results to identify convergent and divergent themes. The study also tests a theoretical framework grounded in Constructivist Learning Theory and the Technology Acceptance Model to interpret how instructional design quality, perceived usefulness, and ease of use influence outcomes across modalities. Expected findings anticipate that online and in-person modalities will yield comparable performance on integrative capstone projects when rigorous instructional design and robust assessment practices are in place, but differences may emerge in short-term engagement measures and early employment perceptions, with online formats potentially benefiting non-traditional students due to flexibility while requiring targeted strategies to foster deep learning. The study contributes to knowledge by delivering an empirically grounded comparison across modalities within business education, identifying the key mediators such as instructional design quality, interaction patterns, and technology comfort, and offering a validated framework for decision-makers when selecting delivery modes. Implications include actionable guidelines for curriculum designers to optimize online platforms through active-learning units, synchronous-offline integration, and enhanced career services; for administrators to allocate resources toward teacher training and digital infrastructure; and for researchers to explore longitudinal effects of modality on career progression. The main conclusion is that with high-quality instructional design, explicit alignment of assessments, and deliberate community-building practices, online and in-person business education can achieve equivalent learning outcomes, though modality-specific supports are essential to maximize engagement and employability readiness. Recommendations include developing standardized design standards for online MBA courses, investing in faculty development focused on facilitation and assessment in virtual environments, expanding employer partnerships for asynchronous internship experiences, and conducting follow-up longitudinal studies to assess long-term career impacts.