Online Learning Efficacy Research Database

This research aims to analyze the effectiveness of offline and online learning in universities, especially private universities in Jakarta, Indonesia, in the new normal era. The research method used is quantitative. Data collection was carried out in October 2023. The research was carried out at the Perbanas Institute, Jakarta. The total sample in this study was 200 respondents, divided into two groups, each consisting of 100 people, namely groups of students who studied offline and online. The data analyzed are the result of the Marketing Planning and Control subject, given to semester 6 students. The student's domiciles are also analyzed, to see whether it influences the learning outcomes. The data was processed using SPSS version 26. The results of the study show that there are differences in the students’ outcomes based on the lecturer's teaching methods. The offline method is proven to be more effective than the online method. However, the differences in students’ domiciles do not affect student learning outcomes, either in the offline method or in the online method. The results of this research are different from previous studies, which stated that online methods were more effective in the COVID-19 pandemic and post-pandemic era. 
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This study compared students’ expectations, perceptions, and grades in two undergraduate technology management courses at a university in the United States. One course was a technical course taught by a single instructor in an online course section and in a face-to-face section, and the second was a nontechnical course taught by a different instructor in an online and in a face-to-face section. Different concerns were evident between online and face-to-face students and between those in a technical or nontechnical section of a course. For the technical course sections, grades were higher in the online section. 
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Two sections of the Principles of Management course were examined to compare student outcomes based on course delivery method. The first section was a traditional F2F class, while the second section was parallel cohorts of students meeting in two separate locations, but linked by ITV (Interactive Television). The professor appeared once per week in each location, effectively resulting in a hybrid synchronous ITV delivery in which students were only in the same room as their professor 50% of the time. Regression analysis, t-tests and correlations were performed on both total points earned and student scores on an assessment exam. Results showed there to be no significant difference in student outcomes between the two delivery methods. 
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