How mode of delivery affects comprehension of an operations management simulation: Online vs face-to-face classrooms

Abstract

Purpose

This study aims to understand how mode of delivery, online versus face-to-face, affects comprehension when teaching operations management concepts via a simulation. Conceptually, the aim is to identify factors that influence the students’ ability to learn and retain new concepts.

Design/methodology/approach

Leveraging Littlefield Technologies’ simulation, the study investigates how team interaction, team leadership, instructor’s guidance, simulation’s ease of use and previous software experience affects comprehension for both online and face-to-face teaching environments. Survey data were gathered from 514 undergraduate students. The data were then analyzed using structural equation modeling.

Findings

For the face-to-face population, this study found that team interaction, previous software experience, instructor’s guidance and simulation’s ease of use affected student comprehension. This differed from the online population who were only affected by the simulation’s ease of use and instructor’s guidance.

Originality/value

Understanding how the mode of delivery affects comprehension is important as educators develop new online teaching techniques and experiment with innovative technologies like simulation. As demand for online education grows, many instructors find they need to refine their methods to ensure students comprehend the concepts being taught regardless of modality.

Citation

Riley, J.M., Ellegood, W.A., Solomon, S. and Baker, J. (2017), "How mode of delivery affects comprehension of an operations management simulation: Online vs face-to-face classrooms", Journal of International Education in Business, Vol. 10 No. 2, pp. 183-200. https://doi.org/10.1108/JIEB-09-2016-0025