Abstract

This study aims to compare learning outcomes and technology readiness in online versus offline learning and to find suggestions from the viewpoint of learners. Besides, this study also compares differences in students’ perceptions among learning styles. The associations between several factors such as experience and gender, and learning preferences are also explored. A questionnaire was developed to gather data from students who enrolled in an MIS course during the middle of the COVID-19 pandemic. Around half of the students were assigned to study the topic ‘using MS Excel basics’ in offline sessions, whereas the rest were assigned to learn through recorded videos online. Responses from 44 students, together with their comments and suggestions, were used for data analysis. This study found that both online and offline delivery methods can improve students’ cognitive processes according to the Revised Bloom’s Taxonomy and their topic interest significantly. On-campus classes could significantly enhance students’ class attendance intention, but online classes could not. The cognitive process of RBT in terms of evaluating MS Excel content and class attendance intention of online students were significantly lower than offline students. Students also felt that place, equipment, and software on-campus were more ready than online environments. This work provides guidelines for both lecturers and universities in choosing teaching methods for using basic tools after the COVID-19 situation pass, selecting proper course types, designing course activities, and providing sufficient supports for better online learning outcomes. Research gaps suggested by past studies are filled up in this study.

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