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Megan B. Shreffler, Adam R. Cocco and Jacob R. Shreffler

The number of students enrolled in online courses continues to increase as the landscape of higher education evolves to meet the needs of the student population. With the growing number of online education students, and the necessity of programs to demonstrate learning effectiveness, it is essential for higher education institutions to compare the success of online students with their traditional classroom counterparts in terms of course outcomes (final project and course grades). This study used a quasi-experimental design to examine the relationship between the instructional delivery method (online vs. traditional classroom) and the course outcomes and satisfaction of students in selected sport management courses. Differences between instructional delivery method were found in motivational factors, satisfaction, and content knowledge. However, no significant differences were found with respect to final project and course grades. The findings from this study can assist sport management programs beginning to offer online education courses or looking to expand their online course offerings. The results demonstrate that instructional delivery method does not affect a student’s course outcomes in sport management courses, leaving them the ability to choose the educational delivery method best suited for their lifestyle and motivations.

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Megan B. Shreffler, Adam R. Cocco, Regina G. Presley and Chelsea C. Police

Increasing student persistence rates is imperative in higher education, as less than 60% of those who initially enroll in college full-time finish with a certificate or degree. Educators must ensure students are engaged with many facets of their educational experiences. Two strategies through which educators can engage students in the classroom, approaches to learning and learning styles, were examined. Researchers then assessed the relationships between these strategies and student success in the course (quiz scores and overall course grade). Findings suggest that the self-reported learning styles of students enrolled in sport management courses have little impact on student success. Thus, support was not found for the learning styles hypothesis. However, approaches to learning warrant attention, as students who employ strategic study skills are likely to achieve significantly higher course outcomes compared with those who utilize deep or surface study skills in the sport management discipline.