A review of research on online and blended learning in the management disciplines: 1994–2009

Arbaugh, J. B.; Desai, Ashay; Rau, Barbara L.; Sridhar, B. S.

doi:10.1057/omj.2010.5

Cited by 106 publications

(103 citation statements)

References 110 publications

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“…Arbaugh et al (2010) señalaban que la experiencia internacional previa en lo que se refiere al uso de los nuevos enfoques docentes en el ámbito de la Dirección de Operaciones no es tan amplia como en otras disciplinas del área de Management.…”

Section: Executive Summaryunclassified

“…Bhattacharya & Sharma (2007) y Khan (2001Khan ( , 2005, entre otros, coinciden al destacar que la rapidez y el éxito de la divulgación de las TICS posibilita nuevas formas de producir, distribuir y recibir la educación universitaria, de tal modo que se puede reforzar el aprendizaje proporcionando contenidos docentes a los alumnos que éstos pueden consultar fuera del espacio físico-temporal del aula docente convencional. Arbaugh et al (2010) señalaban que la experiencia internacional previa en lo que se refiere al uso de los nuevos enfoques docentes en el ámbito de la Dirección de Operaciones no es tan amplia como en otras disciplinas del área de Management.…”

Section: Objetivosunclassified

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A first approximation to the SPOCs-FC in the context of the Supply Chain Management

Gil

Montes-Sancho

Tachizawa

2017

Work. pap. oper. manag.

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This study provides a first overview of how to combine some of the elements of the blended teaching models, such as SPOCs, with new teaching approaches, like the Flipped Classroom, in the domains of the Supply Chain Management education. Its main goal is to raise the learning rate in a heterogeneous students' group. The proposal takes into account both classic curricular concerns on the teaching of Supply Chain Management, as in Visich and Khumawala (2006), and its pedagogical new trends, like in Wisner (2017). Executive SummaryRichter & McPherson (2012) (Staker & Horn, 2012). In that direction, Halili, Razak, and Zainuddin (2014) Estelles-Miguel, et al. (2015) and Argente et al. Una primera aproximación a los SPOCs-FC en el contexto de la Gestión de la Cadena (FC). Más concretamente, se toma como punto de partida una orientación pedagógica de las que Hernández (1997) define como expositivas, que es rediseñada para convertirla en interactiva, flexible y atractiva para un perfil de alumnado muy concreto: estudiantes de último curso de los estudios universitarios de grado en su último cuatrimestre.Bhattacharya & Sharma (2007) y Khan (2001, 2005), entre otros, coinciden al destacar que la rapidez y el éxito de la divulgación de las TICS posibilita nuevas formas de producir, distribuir y recibir la educación universitaria, de tal modo que se puede reforzar el aprendizaje proporcionando contenidos docentes a los alumnos que éstos pueden consultar fuera del espacio físico-temporal del aula docente convencional. Arbaugh et al. (2010) señalaban que la experiencia internacional previa en lo que se refiere al uso de los nuevos enfoques docentes en el ámbito de la Dirección de Operaciones no es tan amplia como en otras disciplinas del área de Management.Entendemos que nuestra propuesta pretende ser innovadora en cuanto que parte de una detenida revisión de cerca de dos décadas de experiencias anteriores, como, por ejemplo, las de Lage et al. (2000) Con nuestra apuesta de innovación docente esperamos alcanzar dos objetivos: por un lado, atraer a más estudiantes propios, dado que estas nuevas generaciones de alumnos son altos consumidores de información digital, y por otro lado buscamos facilitar la adquisición de los contenidos de la asignatura entre estudiantes que muestran un alto interés por la asignatura, si bien su lengua materna no es el castellano.Una primera aproximación a los SPOCs-FC en el contexto de la Gestión de la Cadena Muy someramente puede afirmarse que se trata de una versión "especializada", "a medida" o "local" de un curso MOOC 1 . Los MOOCS, Massive Online Open Courses, o cursos online masivos y abiertos, son cursos que se imparten a distancia, accesibles por internet, a los que se puede apuntar cualquier persona, sin que en la práctica exista un límite al número de participantes. Y son gratuitos. Los SPOCS son cursos de formación a distancia que se basan igualmente en el acceso al conocimiento de forma on-line y con una metodología participativa y colaborativa, destinados a grupos reducid...

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Section: Executive Summaryunclassified

Section: Objetivosunclassified

A first approximation to the SPOCs-FC in the context of the Supply Chain Management

Gil

Montes-Sancho

Tachizawa

2017

Work. pap. oper. manag.

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“…Online education does not only change class culture, but also creates differences in working environment and cultures of institutions [2]. This change may result with both positive and negative outcomes.…”

Section: How To Design Blended Learning Environment?mentioning

confidence: 99%

“…This change may result with both positive and negative outcomes. Long-term exposure to computer may cause faculty personnel to experience physical disorders and work-load imposed on personnel due to online education changes may result with physical fatigue and psychological stress [2]. Therefore, relevant institution managers should improve strategic plans [8] and identify necessary measures against said impacts in these plans.…”

Section: How To Design Blended Learning Environment?mentioning

confidence: 99%

Problems While Preparing E-Materials for Blended Learning Environments: A Case Study

Ozler¹

2015

Advances in Social Science, Education and Humanities Research

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-In this study, lecturers from various universities who utilize the blended learning environments in their courses and prepare distance education materials for this aim are interviewed and the problems they experience while preparing such materials are analyzed. Higher education institutions are evaluated not only with the content, quality and richness of the education they provide but also with different education experiences they offer for students. There are insufficient number of studies regarding how to design, implement and evaluate the blended learning environments in order to improve the effectiveness of education and quality of learning in spite of the increasing interest towards the blended learning environments which are rising to become the shining star of the way of presentation of education. There are a number of factors that must be taken into account to obtain maximum educational benefit from the online education as the main factor of the blended education and one of these factors is to minimize the problems experienced at the stage of preparing the materials. This study aims to draw attention to the problems experienced by the educators while preparing e-learning materials (e-materials) to be utilized in the blended learning environments. It is considered that determination of the view-points of lecturers in preparation of the blended learning environment will provide significant contributions in the process making the prepared materials more qualified and effective.

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“…In a hard discipline like engineering, the degree of definition and consensus in the field leaves less room for student construction of knowledge and requires more direct instruction. In the field of education, principles and practices have wide reaching application and are open to debate (Arbaugh, Desai, Rau, & Sridhar, 2010) 22 . This creates two challenges.…”

Section: Discussionmentioning

confidence: 99%

Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning

Cleveland-Innes

Stenbom

Hrastinski

2015 ASEE Annual Conference and Exposition Proceedings

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are in the areas of leadership in open and distance higher education, blended and online teaching and learning and the effects of emotion in virtual learning spaces. Mr. Stefan Stenbom, KTH Royal Institute of TechnologyStefan Stenbom is lecturer in online learning at the Department of Learning, KTH Royal Institute of Technology. Research interests are in analyzing teaching and learning in an online environment, especially in one-to-one settings. Stenbom teach courses in online and blended learning for teachers in K-12 and higher education. Dr. Stefan Hrastinski, KTH Royal Institute of TechnologyStefan Hrastinski is Associate Professor at the The School of Education and Communication in Engineering Science, KTH Royal Institute of Technology, and Visiting Professor with specialization in e-Learning, Mid Sweden University. His research focuses on online learning and collaboration in educational and organizational settings. Stefan has conducted research and development projects across various contexts, including higher education, school settings, companies, municipalities and the public sector. He teaches courses in e-learning, and supervise theses on bachelor, master and Ph.D. level. AbstractThis paper reports results from a case study of teaching development in engineering education at KTH Royal Institute of Technology in Stockholm, Sweden, in answer to the research question "what impact, if any, does participation in a blended course about teaching in blended face-toface and online formats have on faculty views about teaching in engineering education?" Early results indicate that 1) faculty can assess the value of online and blended learning through this experience, 2) faculty engaged actively in online and face-to-face discussions of pedagogy, 3) disciplinary differences in the application of online and blended learning are a concern to STEM faculty, and 4) the evaluation and implementation, if any, of online and blended learning in engineering education has to include discussions beyond the use of applicable technologies.

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A review of research on online and blended learning in the management disciplines: 1994–2009

Cited by 106 publications

References 110 publications

A first approximation to the SPOCs-FC in the context of the Supply Chain Management

A first approximation to the SPOCs-FC in the context of the Supply Chain Management

Problems While Preparing E-Materials for Blended Learning Environments: A Case Study

Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning

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