Purpose This study compares the effectiveness of online and physical learning in a management course using importance–performance analysis (IPA) to examine student perceptions of problem-based learning (PBL) and task-based learning (TBL). Design/methodology/approach A structured questionnaire was administered to 128 students across 2 cohorts (online 2022; physical 2023). Perceived importance (pre-instruction) and performance (post-instruction) were analyzed using IPA quadrant mapping. Findings Online learning effectively supported collaborative PBL elements but showed weaknesses in experiential TBL execution. Physical learning produced stronger overall gains but revealed gaps in highly valued collaborative components. Originality/value By integrating student self-assessment with IPA, this study offers a modality-sensitive framework for instructional evaluation in management education.
Kuei-Chien Chiu (Wed,) studied this question.