Online MBA Programs: Students Name Their 5 Biggest Surprises

Sometimes you’re separated by hundreds of miles. Sometimes, your classmates are an ocean away. Despite the distance and differences, you somehow connect. Maybe it’s because you’re all back to being beginners: plodding through the same material, pursuing the same goals, making the same sacrifices. When graduates look back on their Online MBA program, many are still struck by the community they formed, despite the detachment of a computer screen.

“Even though we weren’t physically in the same classroom, the online format brought together a diverse group of people from all different areas,” explains Fatimah H. Alzauri, a 2024 graduate of the Jack Welch Management Institute. “We could bounce ideas off each other and learn from the challenges faced by other parts of the healthcare system. It was a real eye-opener for me, helping me think more broadly.”

Samantha Choy, Indiana University (Kelley)

At Indiana University’s Kelley School, Samantha Choy experienced a similar dynamic. ”Between the group chats, team assignments and surprise visits from everyone’s kids on our team meetings, I felt like I really got to know my classmates on a deeper level than I had expected. It was a surreal moment when we all finally got to meet each other in person at Kelley On Campus, Kelley on Location and during the Global Immersion. It was like meeting old friends.”

This spring, Poets&Quants surveyed MBA graduates from top online programs to learn what were the biggest surprises – the happy accidents – that made their business school experience so special. Here are five of the most popular responses.

1) Testing Is Different: “There will be midterms, finals, and quizzes. Of course, you would expect a class to have a test. However, the way this is done is very interesting, as you will be recording yourself while you take the test. This means you need to have a space and a time where you will be in clear sight and not be interrupted. It’s nice that the tests are set to a window of time typically Friday through Sunday to allow flexibility.  Normally I would say a final would be a set date and a set location (at school or a test center), but the UofA Eller Online MBA program allows you to take the tests in your own working space at a flexible time.”
Austin F. Garrido, University of Arizona (Eller)

2) Lectures Are Better: “The lectures! They were always lively and engaging, and live sessions were always packed with attendees who asked thought-provoking questions and shared their valuable insights. Seeing such enthusiasm and dedication among professionals in an online program was refreshing. It truly made the learning experience all the more enriching.”
Rachel Grusin, Boston University (Questrom)

Parag Murlidhar Shirnamé, Boston University (Questrom)

3) Professors Are Accessible: “I was surprised by the level of camaraderie and connection I developed with classmates despite the physical distance. Perhaps shared online discussions, group projects, or even virtual social events fostered a stronger bond than I had anticipated. In traditional programs, professors can be intimidating or difficult to reach outside of class hours. I have been surprised by the approachability and responsiveness of our OMBA instructors. They held virtual office hours, provided detailed online feedback, or fostered active live video discussions every week, where I could easily engage with them.”
Parag Murlidhar Shirnamé, Boston University (Questrom)

4) Cohorts Are Diverse: “I was surprised that I met so many students with a diverse background in multiple different parts of the world. My various groups had people from California, Oregon, Colorado, Kansas, North Carolina, and many more. During my different classes, I heard experiences from people in pharmaceuticals, non-profit, engineering, the military and so much more.”
Megan O’Brien, University of Nebraska-Lincoln

5) Technology Brings People Together: “The most surprising aspect of the online learning environment was the level of interaction and engagement that could be achieved despite not being physically present in a classroom setting. Through video conferences, discussion boards, and virtual group activities, I was able to establish meaningful connections with both classmates and professors, fostering a sense of community and camaraderie that I hadn’t anticipated.”
Teja Cherukuri, Santa Clara University (Leavey)

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