3-5 crucial/key differences between on-ground, blended, and fully online learning

Results from the comparison studies suggest generally that online courses are at least comparable to classroom-based courses in achieving desired learning outcomes, while there is divergence in findings of comparisons of other course aspects. The most common research streams across disciplines were outcome comparison studies with classroom-based learning and studies examining potential predictors of course outcomes. Furthermore, scholars of online and blended business education predominantly publish in learning and education journals of the business disciplines rather than also publishing in journals that focus on technology-mediated learning, thereby missing an opportunity to inform scholars in other disciplines about their work. IS, Management, and multi-disciplinary studies have the highest volumes of research activity, with markedly less activity in Finance and Economics. However, the rate of progress is somewhat uneven across disciplines.

We found the volume and quality of research in online and blended business education has increased dramatically during the past decade.

We review research from business disciplines such as Accounting, Economics, Finance, Information Systems (IS), Management, Marketing, and Operations/Supply Chain Management. In this literature review, we examine and assess the state of research of online and blended learning in the business disciplines with the intent of assessing the state of the field and identifying opportunities for meaningful future research.

3-5 crucial/key differences between on-ground, blended, and fully online learning