mktg 3222 final

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Michelle Hallowell Rachelle Frechette David Guffey Christopher Rizo Online & Hybrid Classes

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Page 1: MKTG 3222 Final

Michelle Hallowell Rachelle FrechetteDavid Guffey Christopher Rizo

Online & Hybrid Classes

Page 2: MKTG 3222 Final

Secondary Research

Page 3: MKTG 3222 Final

Online Class Registration Trend

National UNCC UNCC (Hybrid)0%

2%

4%

6%

8%

10%

12%

10.98%9.68%

6.23%

2012 Sample Results

Series 1

2012 20160.00%

5.00%

10.00%

15.00%

20.00%

25.00%

2012-2016 Growth

UNCC UNCC (Hybrid)

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15

25

35

22

94.57%

1.89% 3.54%2012

In-Class Hybrid Online

92.67%

2.72% 4.61%2016

In-Class Hybrid Online

Online Class Registration Trend

Page 5: MKTG 3222 Final

Primary Research

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Focus Group Findings Freshman/Sophomores

Juniors / Seniors

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When asked “Have you ever taken any online classes,” respondents answered:

92.3% of all respondents stated that they’ve taken at least one or more online classes.

85.7% of Junior/Senior respondents claimed to have taken at least one online class, and 14.3% said they’ve never taken an online class in their life. Whereas, 100% of Freshman/Sophomore respondents said they’ve taken one or more online course.

38.5% of all respondents stated they’ve taken 3 or more online courses.

How Many Have Taken Online Classes

Junior/Senior Freshman/Sophomore0

1

2

3

4

5

6

7

6 6

1

Yes No

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The Importance of Meeting the TeacherYes No

60% of respondents said that meeting the professor was not of importance to them.

“… as long as their expectations come across clearly in the syllabus.”

“If a teacher a teacher sends and responds to emails consistently, I don’t think it’s very important.”

“No… If you take the initiative to learn the material and truly understand the course content…”

40% of respondents said that it was important that they meet their professor.

“… as a business student you can build connections…”

“… I think the student to teacher interface is very important to the development of the student…”

“… in online courses professors are just a face on a screen…”

Page 9: MKTG 3222 Final

Face-to-Face Benefits

“… open dialogue… allows me to hear different perspectives…”

“…professors have a lot of personality and it is easier to show that in-person…”

“… you can raise your hand, ask a question, and get [a response] instantly…”

“… I feel like I can find someone I can work with and study with which helps me learn.”

Page 10: MKTG 3222 Final

Online Class Benefits

“… it would make my schedule a lot more manageable… between work and school…”

“They offer flexibility…I can work at my own pace and better accommodate my work schedule.”

“… Discussion forums supplement the [classroom] discussion portion for online classes…”

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Complaints About Online ClassesLack of Social Interaction

Lack of Tutoring

Lack of Clarity

Technology Dependent

Impersonal

“Hard to hear different perspectives and ask questions.”

“No off-campus tutoring available to commuters.”

“Potential for professors to not be clear on instructions…”

“I don’t like being too reliant on technology…”

“Won’t have the same connection with people, even with face-time.”

Page 12: MKTG 3222 Final

Online Course Hesitation

69.23%

30.77%

Math Courses Other Courses

“Math because of the nature of the class – formulas, mathematical theory that you apply to an assignment/test.”

“math… I feel like I need that sort of teacher and student help to get me through the course… I think I would be lost if it was all online.”

“From my personal experience, I need a professor for math in order to ask a question and get an answer immediately.”

“…I need more visual aids on how to solve equations/problems.”

Page 13: MKTG 3222 Final

Concepts/Ideas Alleviating Hesitations

“…offering up videos provided by the instructor as a teaching aid…”

“…capability for a virtual classroom, will be helpful.”

“… allow students to meet up with other students, kind of like group assignments.”

“Designated tutors affiliated with the material.”

“Better usability with Moodle!”42% of all respondents stated that videos

would help alleviate the hesitations toward online courses.

Page 14: MKTG 3222 Final

Online Classes - Heavier Workload?

58.33%25.00%

16.67%

Yes No Equal

“…They require students to be more organized/proactive…to learn/understand the material on their own…”

“Online classes do have a heavier workload if you do things last minute.”

“… if you add the fact that I’m cutting into my commuter travel, getting ready for class… it doesn’t seem so bad.”

“…teaching yourself can seem like a heavier workload…”

Page 15: MKTG 3222 Final

Students In Favor Of Hybrid Courses

Yes Probably No0

1

2

3

4

5

6

3

5

2

Freshman/Sophomore Junior/Senior

80% of all respondents stated that they would be in favor of a hybrid course.

Page 16: MKTG 3222 Final

Does UNCC Offer Enough Online Courses

7.69%

53.85%

38.46%

Yes No Unaware

“Despite some of my gripes with it , no, they do not offer enough. I would maybe feel

different about online classes if there were more offered for my major.”

Page 17: MKTG 3222 Final

Works Cited

"Fast Facts." Fast Facts. N.p., n.d. Web. 2 Mar. 2016.

"Banner Self Service @ UNC Charlotte." Banner Self Service. UNC Charlotte, n.d. Web. 2 Mar. 2016.

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Quantitative Research

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Research Objectives

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Hypothesis ExpansionOriginal Hypothesis: Students are more comfortable with hybrid classes compared to strictly online. Students would rather take General Education courses over classes pertaining to their major.

Revised Hypothesis: Students attitudes toward technology effect behaviors toward likeliness to register for online

courses. Students behaviors in the classroom effect attitudes toward online courses.

Page 21: MKTG 3222 Final

Research Design

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Survey ComponentsBehavioral/Attitudinal Ordinal/Nominal/Interval

ORDINAL: Rank these in order from most likely to least

likely to register for (i.e. most is 1, least is 3)

NOMINAL: Have you taken any hybrid courses (online

and in class combined)?

INTERVAL: How likely are you to actively participate in

class discussions?

BEHAVIORAL: How often do you access courses from your

Laptop/Computer?

ATTITUDINAL: How comfortable are you with

computers/tablets?

Page 23: MKTG 3222 Final

Sample Demographics

48.9%

51.1%

Females Males 18-20 21-23 24-26 27-29 30+0%

10%

20%

30%

40%

50%

60%

70%

60.2%

29.5%

2.8% 3.4% 4.0%

Age of Respondents

Page 24: MKTG 3222 Final

Sample Demographics

0-5 6-10 11-15 16-20 20+0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

83.5%

17.5% 5.2% 6.2% 8.2%

Residence: MilesFrom Campus

Other

Marketing

Accounting

Management

Finance

MIS

Economics

Operations

0% 5% 10% 15% 20% 25% 30%

26%

22%

17%

17%

9%

4%

4%

2%Declared Majors

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Hypothesis TestingResults

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Comfort with Technology 

TECH COMFORTTotalComfortable Neither Uncomfortable

FREQUENCY Heavy Users 147 4 6 157Light Users 13 4 1 18Never 1 0 0 1

Total 161 8 7 176

Chi-Square Tests

  Value dfAsymptotic

Significance (2-sided)Pearson Chi-Square 14.777a 4 .005Likelihood Ratio 9.127 4 .058Linear-by-Linear Association 3.268 1 .071

N of Valid Cases 176    a. 5 cells (55.6%) have expected count less than 5. The minimum expected count is .04.

There is a strong association with the respondents comfort level with technology and how often they access course work through their mobile devices.

The more comfortable the student is with technology, the more often they use their phone to check Moodle.

Page 27: MKTG 3222 Final

Comfort with Technology

There is an association with the respondents comfort level with technology and how likely they are to register for online courses.

Those who are more comfortable with technology are more likely to take online courses.

 Likeliness

TotalLikely Neither UnlikelyHow comfortable are you accessing

course material/information from your phone?

Always 29 7 2 38Most of the time 25 1 5 31About half the time 20 3 1 24Sometimes 16 1 7 24Never 4 0 0 4

Total 94 12 15 121

Chi-Square Tests

  Value df

Asymptotic Significance (2-

sided)Pearson Chi-Square 15.463a 8 .051Likelihood Ratio 15.849 8 .045Linear-by-Linear Association .764 1 .382N of Valid Cases 121    a. 11 cells (73.3%) have expected count less than 5. The minimum expected count is .40.

Page 28: MKTG 3222 Final

Behaviors in Classroom 

How likely are you to actively participate in class discussions?

TotalExtremely

likelySomewhat

likelyNeither likely nor unlikely

Somewhat unlikely

Extremely unlikely

Peer Contributio

n

Yes 22 55 12 8 1 98Somewhat 11 34 17 10 1 73Not at all 1 1 0 1 2 5

Total 34 90 29 19 4 176

Students who are more likely to actively participate in the class discussions feel that peer contribution contributes to their success in the course.

Page 29: MKTG 3222 Final

Behaviors Towards Courses

In-class Online Hybrid0%

10%

20%

30%

40%

50%

60%

70%

62%

18% 21%20%31%

49%

18%

51%

31%

Most Likely Somwhat Likely Least Likely

When we asked students what type of class they were more likely to register for in the future, the bulk of respondents stated they would be more likely to register for a in-class course versus online or hybrid.

Page 30: MKTG 3222 Final

Attitudes Towards Courses

Finance Accounting Math50%

52%

54%

56%

55.0%

53.0%

52.3%

When we asked students their comfort level between various courses, those dealing heavily with math seemed to be rated as the courses with which they were the least comfortable with.

Lowest Comfort Levels

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Limitations

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Location Biasing

1-5 6-10 11-15 16-20 20+0%

10%

20%

30%

40%

50%

60%

70%

58.7%

14.5%8.1% 7.0%

11.6%

We wanted to see if there was any association with the likelihood to register for online courses with the distance the student lives from campus

Our sample size shows a bias, in that over 58% of the respondents live within 5 miles of campus

Therefore, we cannot make any associations with residence locations

Page 33: MKTG 3222 Final

Employment Biasing

86.36%

13.64%

Part-time Full-time

We wanted to see if there was any association with the likelihood to register for online courses with the amount of hours the respondent worked

Our sample size shows a bias, in that over 86% of the respondents work enough hours a week to qualify as Part-time

Therefore, we cannot make any associations with residence locations

Page 34: MKTG 3222 Final

Major Biasing

73.53%

26.47%

Business Other

Over 73% of our respondents had declared majors in business.

We feel that the particular courses offered in business could effect the attitudinal and behavioral responses towards online and hybrid courses

Page 35: MKTG 3222 Final

Classification Biasing12.50%

52.27%

28.98%

6.25%

Freshman SophomoreJunior Senior

Over 50% of the respondents were classified as Sophomores

We feel that this may limit their class experience to Gen Ed courses.

This limitation can have an effect on their attitudinal and behavioral responses about online courses

Page 36: MKTG 3222 Final

Conclusion

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Based on the results of our survey, we believe that there is a market for online and hybrid courses at UNC Charlotte.

There is a difference in the comfort level between students and the different courses they can choose to take either online or in a hybrid model.

Some students feel that peer contribution is vital to their success within the course.

Page 38: MKTG 3222 Final

Recommendations

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To help the student succeed, we recommend upon meeting their advisor, they take an attitudinal/behavioral test to determine what their learning style is and what type of classes would meet that profile.

Online courses can be cost-effective for both the school and the students. To increase enrollment in courses with online components, UNC Charlotte can launch a campaign, advertising the appeals and benefits of such courses, such as the flexibility that they offer.

UNC Charlotte should consider embracing the growing trend of courses with online components. They can do this by offering more online courses for Gen Ed courses that students are less comfortable with, such as math courses. They can offer those course with hybrid components to allow a face-to-face interaction with peers and the professor.