Comparative Analyses of Online and Traditional Undergraduate Business Law Classes: How Effective is E-Pedagogy?

Comparative Analyses of Online and Traditional Undergraduate Business Law Classes: How Effective is E-Pedagogy?

Daniel J. Shelley (Robert Morris University, USA)
DOI: 10.4018/978-1-60566-150-6.ch006
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E-learning and e-pedagogy continues to grow in importance in the delivery of higher education, due in part to the cost of higher education, a changing student profile, scarcity of traditional classroom space, and the recognition that distance learning has created a genuinely new paradigm of instruction. To respond to the changing student demographics, working adults, students in the military and residents of rural communities as well as of other countries, more and more universities are including online (internet-based) course offerings to their core offerings. As they do, the question arises whether online instruction is, or can be, as effective as classroom instruction. Investigating the question has been the focus of several studies. Our studies compared students enrolled in both online and traditional classroom versions of one business law course where all elements were the same except for the instruction format. The first study found no significant difference between the two formats with regard to student satisfaction and student learning, supporting earlier comparisons of online and traditional instruction modes. However, the second study did find statistically significant differences between the online and the traditional course formats with regard to student satisfaction with the instructor, and student satisfaction with the course structure.
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Robert Morris University (RMU) in Pittsburgh, Pennsylvania, has continued to develop and offer an increasing number of online course offerings to meet the needs of its traditional student base, working adults, as well as those of a growing number of international and off-campus students. Since its first online offerings in 1999, RMU has added 246 new online and partially online courses. In academic year 2006-07, there were 145 totally online courses university–wide. Of these, fourteen were offered in the School of Business. In that year, there were an additional 136 courses partially online, forty-three of which were in the School of Business. As the University expands its offerings and more and more instructors and students become involved in online education, ensuring instructional quality and learning effectiveness assumes a central role in course planning.

RMU is a private university with an enrollment of approximately 5000 students. Founded in 1921, the university has experienced rapid growth in the last two decades. It supports six schools with the School of Business being the largest. A large number of undergraduate and graduate course offerings in this school have had online course development as a focus for several years. A number of the courses are available to the students in both the traditional and the online formats. For the past three years, Legal Environment of Business (BLAW 1050) has been a popular course in both formats.

The course is designed to enable students to develop an understanding of the American legal system and to attain a working knowledge of ethics, contract law and consumer protection to a degree sufficient to be useful in business and consumer transactions. The course also helps students to better comprehend the rules of conduct they can reasonably expect others to follow, as well as the conduct others may expect from them in various business situations. In this course, students acquire an awareness of their legal rights and responsibilities and gain the ability to apply legal principles to help solve business and consumer problems.

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Table of Contents
Chapter 1
Mara H. Washburn
Many Western nations face a critical shortage of skilled professionals in science, technology, engineering, and mathematics (STEM). However, despite... Sample PDF
Media and Women in Technology
Chapter 2
David Gefen, Nitza Geri, Narasimha Paravastu
Threaded discussions are one of the central tools of online education. These tools enhance student learning and compensate for the lack of social... Sample PDF
The Gender Communication Gap in Online Threaded Discussions
Chapter 3
Princely Ifinedo
In this study, we investigate the influence of two external influences i.e., Ease of finding and Computer anxiety on the technology acceptance model... Sample PDF
The Technology Acceptance Model (TAM) and the Continuance Intention
Chapter 4
Thanakorn Wangpipatwong
In this article, the study of how a constructivist e-learning system affects students’ learning outcomes was explored and a two-phase study was... Sample PDF
The Influence of Constructivist E-Learning System on Student Learning Outcomes
Chapter 5
Andreas Wiesner-Steiner, Heike Wiesner, Heidi Schelhowe, Petra Luck
This article presents substantial results from two projects that deal with teaching and learning with digital media in basic and higher education... Sample PDF
The Didactical Agency of Information Communication Technologies for Enhanced Education and Learning
Chapter 6
Daniel J. Shelley
E-learning and e-pedagogy continues to grow in importance in the delivery of higher education, due in part to the cost of higher education, a... Sample PDF
Comparative Analyses of Online and Traditional Undergraduate Business Law Classes: How Effective is E-Pedagogy?
Chapter 7
Ido Millet
Data Flow Diagrams and Use Cases are two popular methodologies in teaching as well as in practice. For the last 4 years, we have been using both... Sample PDF
Student Perceptions of Data Flow Diagrams vs. Use Cases
Chapter 8
Hong Lin
Agent-oriented design has become one of the most active areas in the field of software engineering. The agent concept provides a focal point for... Sample PDF
Promoting Undergraduate Education with Agent Based Laboratory
Chapter 9
Tony Jewels, Rozz Albon
For optimum workplace effectiveness in knowledge-intensive industries in which principles of knowledge management need to be applied, it is... Sample PDF
Supporting Arguments for Including the Teaching of Team Competency Principles in Higher Education
Chapter 10
Lawrence Tomei
This article helps classroom teachers create an “Interactive Lesson,” a self-paced, student-controlled, individualized learning opportunity embedded... Sample PDF
Creating an Interactive PowerPoint Lesson for the Lesson
Chapter 11
Chris Thompson, Zane L. Berge
This chapter briefly profiles three virtual schools, each at a different stage of development, yet each dependent upon a successful and sustained... Sample PDF
Planning Staff Training for Virtual High Schools
Chapter 12
MarySue Cicciarelli
Research shows that training prospective online instructors in an online learning environment is advantageous. One effective training topic is on... Sample PDF
Training Prospective Online Instructors: Theories Utilized by Current Online Instructors
Chapter 13
Michael Fedisson, Silvia Braidic
Seventh grade students were tested on their knowledge of sentences and nouns in a language arts classroom. This study was conducted over a two-year... Sample PDF
The Impact of PowerPoint Presentations on Student Achievement and Student Attitudes
Chapter 14
Henry H. Emurian
Information systems students in a graduate section and an undergraduate section of an introductory Java graphical user interface course completed... Sample PDF
Teaching Java™: Managing Instructional Tactics to Optimize Student Learning
Chapter 15
John DiMarco
This research project investigated the existence of web portfolios on academic websites in New York State. It cites disappointing results when... Sample PDF
Toward an Increase in Student Web Portfolios in New York Colleges and Universities
Chapter 16
Marianne Döös, Eva R Fåhræus, Karin Alvemark, Lena Wihelmson
Conducting a dialogue on the Web is a matter of linking thoughts in digital conversations. Dialogue differs from discussion by not being aimed at... Sample PDF
Competent Web Dialogues: Text-Based Linking of Thoughts
Chapter 17
Jeffrey Hsu
A number of new communications technologies have emerged in recent years which were originally used primarily for personal and recreational... Sample PDF
Employing Interactive Technologies for Education and Learning: Learning-Oriented
Chapter 18
Matthew Shaul
As a socially constructive learning tool, discussion forums remain central to online education. They have continued to evolve in functionality... Sample PDF
Assessing Online Discussion Forum Participation
Chapter 19
Solomon Negash, Michelle Emerson, John Vandegrieft
An empirical analysis was conducted to compare synchronous hybrid e-Learning environment with traditional classrooms. Empirical study with 165... Sample PDF
Synchronous Hybrid E-Learning: Empirical Comparison with Asynchronous and Traditional Classrooms
Chapter 20
Diane Hui, Donna L. Russell
Effectiveness of professional development is affected by the quality of social interaction. This study examines how online collaborative dialogues... Sample PDF
Understanding the Effectiveness of Collaborative Activity in Online Professional Development with Innovative Educators through Intersubjectivity
Chapter 21
Silvia Braidic
Teaching is a complex activity that involves careful preparation, delivery and reflection. As an educator, it is essential to create a sense of... Sample PDF
Effective Questioning to Facilitate Dynamic Online Learning
Chapter 22
Cindy S. York
This article briefly reviews two important goals in online education: interaction and presence. These are important goals in online education... Sample PDF
Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class
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