Identifying the impact of active learning strategies on student satisfaction in physical and online environments

Abstract

This study investigates the comparative efficacy of physical and online learning modalities in management education, focusing on student satisfaction and learning outcomes. It examines how improvements in Management Basics (MB), Management Organisation (MO), Management Techniques (MT), Problem-Based Learning (PBL), and Task-Based Learning (TBL) affect satisfaction across both environments. A quantitative research design involved 128 first-year management students in Taiwan across two semesters. Data from online and physical learning contexts were analysed using correlation and multiple regression to assess relationships between learning improvements and satisfaction. Regression analysis indicates that PBL exerts the strongest influence on satisfaction in both modalities, followed by TBL in physical learning. In online learning, MB and MO are key predictors, while MT and TBL show limited impact. The findings suggest that educators should prioritise PBL across both environments to enhance student satisfaction. This study contributes to management education literature by integrating course-unit and pedagogical dimensions into a unified framework for evaluating satisfaction across modalities. It highlights the differential impact of PBL and TBL in online versus physical settings.