Blended versus face-to-face: Evidence from a graduate corporate finance class

ABSTRACT

The author compared students' perceptions of prelecture videos replacing face-to-face (F2F) classes in blended and F2F graduate corporate finance classes. Using 176 anonymous survey responses from eight F2F and two blended classes during the 2014–2016 year, the author found that students in the blended classes had a greater belief that prelecture videos could replace F2F classes than did students in the F2F classes. Students in the blended classes showed a greater understanding of the flipped lecture format and performed better than students in the F2F classes. Students in the blended classes also tended to rate the instructor's teaching effectiveness lower than students in the F2F classes.

KEYWORDS:

• Blended learning
• flipped lecture
• prelecture videos
• teaching effectiveness

Acknowledgments

The author thanks the anonymous reviewer, consulting editor, and executive editor, for reviewing this manuscript.

Funding

This article received financial support from the 2015–2017 Denney Endowment Fund.