Comparative Study of Online vs. In-Person MBA Teaching Effectiveness Across Regions

Thesis Abstract

This study addresses the persistent quality gap in MBA pedagogy by comparing online and in-person teaching effectiveness across three diverse regions, with a focus on how modality interacts with regional educational ecosystems to influence learning outcomes, student satisfaction, and perceived skill development. The aim is to determine whether online MBA delivery can match or surpass traditional classroom instruction in terms of knowledge acquisition, practical competencies, and career-relevant outcomes, while identifying regional moderating factors such as cultural expectations, institutional resources, and digital infrastructure. Specific objectives include (1) evaluating differences in learning outcomes measured by standardized capstone project scores and business simulation performance, (2) comparing student satisfaction and perceived learning gains using validated survey scales, (3) examining the development of critical thinking and collaborative skills through performance assessments, and (4) exploring the moderating effects of regional context on modality effectiveness via hierarchical regression. The methodology employs a cross-sectional comparative design framed by the Expectancy-Value Theory and the Community of Inquiry framework to capture motivational, cognitive, social, and contextual dimensions of learning. The population comprises MBA cohorts from eleven accredited programs offering both online and in-person tracks across North America, Europe, and Asia-Pacific. A stratified random sampling approach yields a total sample of 1,100 students (approximately 350 online and 350 on-campus per region, with proportional representation across core and elective courses). Data collection integrates three instruments (i) a standardized course-embedded assessment consisting of a capstone project and business simulation, (ii) a 36-item Likert-scale survey for satisfaction and perceived learning gains with established reliability (Cronbach’s alpha ? .85) and validity, and (iii) a performance rubric for critical thinking and teamwork evaluated by blinded faculty raters. Instrument validity is enhanced through expert review, pilot testing with 120 participants, and inter-rater reliability checks (ICC ? .80). Data analysis combines descriptive statistics, multivariate analysis of variance (MANOVA) to compare modality effects within regions, and hierarchical multiple regression to test regional moderation and interaction effects. A multilevel modeling approach (two-level) accounts for nested data at the course and program levels, while structural equation modeling (SEM) tests the mediating role of perceived learning gains on final outcomes. Sensitivity analyses address potential nonresponse and missing data using multiple imputation. Expected findings anticipate that online MBA courses will exhibit non-inferior overall learning outcomes compared with in-person courses within economically advanced regions possessing robust digital infrastructure, yet may show differential strengths online delivery may outperform in the development of self-regulated learning and certain analytical competencies, while face-to-face instruction may demonstrate advantages in teamwork-based tasks and the application of soft skills requiring rich interpersonal interaction. Regional analyses are expected to reveal significant moderation by cultural norms, access to technology, and institutional support structures, with stronger parity between modalities in regions with mature e-learning ecosystems and higher faculty experience in online pedagogy. The study also anticipates that perceived learning gains will partially mediate the relationship between modality and objective outcomes, varying in strength by region. Contributions to knowledge include an empirical, cross-regional benchmarking of MBA teaching modalities, a nuanced understanding of how regional contexts shape modality effectiveness, and a validated analytical framework integrating Expectancy-Value Theory and the Community of Inquiry for evaluating business education delivery. The findings will inform policy and practice by providing evidence-based guidance for program design, resource allocation, and targeted faculty development to optimize MBA outcomes across modalities. The main conclusion is that both online and in-person MBAs can achieve comparable learning outcomes in regions with strong digital infrastructure and pedagogical readiness, while tailored strategies are required in regions with gaps in technology access or instructional capacity. Recommendations include investment in online instructional design training for faculty, robust student support services, region-specific curricula alignment, and continuous program evaluation using standardized cross-regional metrics.