{"title":"学生评价的比较分析：探索课程模式和类型对研究生商业课程的影响","authors":"Ashutosh Bhave, B. P. S. Murthi","doi":"10.1080/08832323.2024.2387849","DOIUrl":null,"url":null,"abstract":"This study compares student evaluations across face-to-face and online modalities, as well as qualitative versus quantitative courses, in a large sample of graduate-level courses from 2008 to 2023 ...","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"7 1","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Comparative analysis of student evaluations: Exploring the effects of course modality and type in graduate business courses\",\"authors\":\"Ashutosh Bhave, B. P. S. Murthi\",\"doi\":\"10.1080/08832323.2024.2387849\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study compares student evaluations across face-to-face and online modalities, as well as qualitative versus quantitative courses, in a large sample of graduate-level courses from 2008 to 2023 ...\",\"PeriodicalId\":47318,\"journal\":{\"name\":\"Journal of Education for Business\",\"volume\":\"7 1\",\"pages\":\"\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-08-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Education for Business\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08832323.2024.2387849\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education for Business","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08832323.2024.2387849","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Comparative analysis of student evaluations: Exploring the effects of course modality and type in graduate business courses
This study compares student evaluations across face-to-face and online modalities, as well as qualitative versus quantitative courses, in a large sample of graduate-level courses from 2008 to 2023 ...
期刊介绍：
The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.
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