Is Online Education Inferior to Traditional In-Person Learning? Evidence from an International Business Class

ABSTRACT This study uses first-hand data collected from an international business course offered between 2015 and 2024 to evaluate the effectiveness of online learning. It compares student performance and self-reported learning across identical courses delivered in different modalities and finds that students in online sections generally underperform their in-person counterparts. Online students tend to rely more on textbook readings, while synchronous activities have proven more effective than asynchronous ones in supporting engagement and strengthening learning outcomes. Collaboration poses greater challenges in online environments; however, student performance improves after initial group work, underscoring the importance of incorporating multiple group projects to cultivate a sense of belonging, trust, and online community. Although advances in instructional technology, instructor training, and professionally designed course delivery have improved certain aspects of online learning, fostering effective collaboration is still a significant obstacle. This research enriches the literature by highlighting enduring challenges and offering evidence-based strategies to enhance the effectiveness of online education.