Real Classes Vs Online Classes: A Comparative Study on the Chosen Course of HRM Students of Gulf University, Kingdom of Bahrain

Abstract

This study explores the preferences of HRM students at Gulf University regarding real versus online classes, particularly in light of the rapid shift to online education due to the COVID-19 pandemic. The research aims to assess the merits and demerits of both teaching modes, as comparative studies in Bahrain are limited.

Introduction

The study begins by acknowledging the technological savvy of contemporary students, who are increasingly open to adopting online learning. The research highlights the need for a thorough analysis of student preferences in Bahrain, particularly as educational institutions transitioned to online formats during the pandemic.

Methodology

Sample: A class of HRM students was selected, with the same faculty teaching both real and online classes.

Data Collection: An extensive survey was conducted, using a self-designed questionnaire divided into five sections: demographic profile, awareness of class types, aspects of real classes, aspects of online classes, and factors affecting online classes.

Analysis: Data were analyzed using SPSS, particularly focusing on Pearson Chi-Square tests to determine relationships among various demographic factors.

Key Findings

1. Comfort with Both Modes: Students reported being comfortable with both real and online classes, contingent on the instructor's ability to use effective pedagogies and digital tools.
2. Demographic Influences: Gender, age, marital status, and experience significantly affected students' preferences. For example, older students favored real classes, while younger and married female students preferred online classes for flexibility.
3. Instructor Support: The study identified "instructor support" as the most critical factor for successful online learning, indicating that effective teaching is essential regardless of the mode.

The findings reveal that awareness of digital tools is high among students, with no significant gender differences in this regard. However, age and experience correlated positively with awareness and preferences for certain class types. The study highlights the need for instructors to adapt their teaching methods to fit both environments.

Overall, the study concludes that students appreciate both real and online classes, emphasizing the importance of effective instructional strategies. It calls for further research involving a broader range of courses and instructors to better understand student preferences in different educational contexts.