Online Classroom Models and Learning Outcomes in Professional Education: A Quantitative Study of MBA Students

Abstract

The rapid shift to online classroom models during the COVID-19 pandemic raised critical questions about their effectiveness in delivering professional education, particularly for MBA programs requiring practical skill development. This study quantitatively assesses how online classroom model components predict perceived learning outcomes among MBA students in India. Using a structured questionnaire adapted from validated scales (Basar et al., 2021; Reyes-Fournier et al., 2020; DiLoreto & Gaines, 2016), data from 560 MBA students measured five key predictors: course design & structure, technology & platform quality, instructor facilitation & support, peer interaction & learning community, and student engagement & self- regulation. Multiple regression analysis revealed that all five constructs significantly predict perceived learning outcomes (R² = 0.68, F = 285.4, p < 0.001), with instructor facilitation (β = 0.25, p < 0.001) and student engagement (β = 0.20, p < 0.001) emerging as strongest predictors. ANOVA tests confirmed significant differences across program year (F = 12.3, p < 0.01) and prior online experience (F = 8.7, p < 0.01). Findings align with Arbaugh et al. (2018) who found instructor presence critical in online MBA contexts, and Eom et al. (2006) who emphasized structural determinants of online learning outcomes. Results suggest online classroom models can effectively deliver MBA learning outcomes when optimized for instructor facilitation and student engagement, challenging assumptions about online education's inferiority for professional programs. Implications for MBA curriculum design and faculty training in hybrid learning environments are discussed.