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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.