To Study Online or In-Class: Decided by Risk-Tolerance?
Abstract
The study has focused on a risk-tolerance based explanation for students' choice between online and in-class settings. We hypothesize that students with lower risk aversion prefer the online while students with higher risk aversion prefer the in-class setting because of familiarity during their pre-college education. Based on our sample of 250 online and 250 in-class students in the core mandatory finance class, we wish to answer two questions. First, is the student's attitude to risk different between these settings? Second, is the attitude predictable based on observable variables as their gender, GPA, major, age, and learning styles? Attendees will respond to a brief questionnaire to assess attitude to risk and be asked to join a brainstorming exercise to suggest what determines an undergraduate millennial student's attitude to risk. The results of this brainstorming session will then be compared with our preliminary findings in the sample of 500 students.
Location
Room 1908
Recommended Citation
Shrikhande, Milind; Fendler, Richard; and Ruff, Craig, "To Study Online or In-Class: Decided by Risk-Tolerance? " (2011). SoTL Commons Conference. 62.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2011/62
To Study Online or In-Class: Decided by Risk-Tolerance?
Room 1908
The study has focused on a risk-tolerance based explanation for students' choice between online and in-class settings. We hypothesize that students with lower risk aversion prefer the online while students with higher risk aversion prefer the in-class setting because of familiarity during their pre-college education. Based on our sample of 250 online and 250 in-class students in the core mandatory finance class, we wish to answer two questions. First, is the student's attitude to risk different between these settings? Second, is the attitude predictable based on observable variables as their gender, GPA, major, age, and learning styles? Attendees will respond to a brief questionnaire to assess attitude to risk and be asked to join a brainstorming exercise to suggest what determines an undergraduate millennial student's attitude to risk. The results of this brainstorming session will then be compared with our preliminary findings in the sample of 500 students.
