Challenges of Online Learning in Management Education: An Empirical Study

Cater, John James; Michel, Norbert; Varela, Otmar E.

doi:10.5465/ambpp.2012.12133abstract

Cited by 7 publications

(10 citation statements)

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“…A growing body of research has reported that teaching academics in higher education are responding to the challenges of integrating technology-enhanced learning into teaching and learning spaces to create, support, promote, and sustain active learning (Cater, Michel, & Varela, 2012;Henrie, Bodily, & Manwaring, 2015;Kim & Bonk, 2006). No longer considered a trend, as initially presented in the literature (Cottrell & Robinson, 2003;Young, 2002), blended learning is now firmly embedded in the twenty-first century university experience (Bonk, Kim, & Zeng, 2004).…”

Section: The Postgraduate Experience With Blended Learningmentioning

confidence: 99%

Learning about Blended Learning through Students' Experiences

Carter

Pagliano

Knight

et al. 2016

Mobile and Blended Learning Innovations for Improved Learning Outcomes

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The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.

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Section: The Postgraduate Experience With Blended Learningmentioning

confidence: 99%

Learning about Blended Learning through Students' Experiences

Carter

Pagliano

Knight

et al. 2016

Mobile and Blended Learning Innovations for Improved Learning Outcomes

View full text Add to dashboard Cite

show abstract

“…There may also be self-selection biases because, until recently, students could select a capstone section based entirely on case studies with no business simulation. Perhaps students with higher levels of technology skills select DL sections based on their perceived proficiency in competing in an online format although previous studies have not reported such proficiency differences (Cater et al, 2012).…”

Section: Limitationsmentioning

confidence: 97%

“…This is not to say that attitudinal or perceptual outcomes are unimportant. And, studies that have used outcomes rely on assessments such as multiple-choice tests (Cater et al, 2012). It is unlikely that a test of this sort would fully capture the experiential and learning assurance outcomes derived from simulation engagement.…”

Section: Research Contributionsmentioning

confidence: 99%

Delivery mode and strategic management simulation outcomes

Alstete

Beutell

2020

JIEB

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Purpose The purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance learning (DL) compared to traditional classroom (on-ground [OG]) delivery modes using experiential learning theory. Design/methodology/approach A sample of 595 undergraduate capstone business students from 21 course sections taught over a four-year period in a medium-sized private master’s level college is investigated. Variables included learning assurance measures from a competitive online simulation (GLO-BUS), gender, business degree major, capstone course grades and cumulative grade point averages. The analytic strategy included correlations, linear regressions, multiple regressions and multivariate analyses of variance. Findings Results reveal that there are significant differences in learning assurance report (LAR) scores, gender differences and differences between academic majors based on delivery mode (OG versus DL). Simulation performance was higher for DL students, although the relationship between simulation performance and final course grades was not significantly different for OG and DL cohorts. Research limitations/implications To the best of the authors’ knowledge, implications for courses, programs, curricula and learning assessment are considered. The strengths (actual performance measures) and potential limitations (e.g. possible deficiency of measures) of LAR scores are discussed. Originality/value This research compares OG and DL modes for strategic management course outcomes using direct assessments, including simulation learning assurance measures, student characteristics, capstone course grades and student grade point averages.

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“…The last two decades the e-learning domain is rapidly growing in higher education, since the internet was made widely available to the public and industry in the 1990s (see amongst others Kim and Bonk, 2006;McKee, 2010;Abrami et al, 2011;Chau, 2010). Nowadays, learning activities such as knowledge transfer, training exercises and communication may be enabled via the inter-and intranet of a business school (Arbaugh, 2000;Arbaugh et al, 2010Arbaugh et al, , 2009Chapman and Henderson, 2010;Grandzol, 2004;Cater and Michel, 2012). More often the teacher is replaced by or supports the use of electronic means like audio, CD ROMS, video, TV, iPhone or iPad.…”

Section: Introductionmentioning

confidence: 99%

Serving culturally diverse e‐learners in business schools

Bunt‐Kokhuis

Weir

2013

Multicultural Education &Amp; Technology Journal

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Purpose -The purpose of this paper is to highlight how future teaching in business schools will probably take place in an online (here called 24/7) classroom, where culturally diverse e-learners around the globe meet. Technologies such as iPhone, iPad and a variety of social media, to mention but a few, give management learners of any age easy 24/7 access to information. Depending on the quality of the materials and the competences and cross-cultural sensibilities of the teachers and trainers, this information may support the progress of e-learning in business schools. At the same time, easy online access to knowledge and educational structures is not, in practice, equally available yet across cultures, and this will be documented with comparative cases from the Arab world and African learning communities. Design/methodology/approach -This article contributes to multicultural education by identifying various barriers in the online management classroom. It combines theories from educational and cross-cultural leadership studies, as well as e-learning studies. Findings -The outcomes of this analysis show how technical, language and cross-cultural barriers still hinder particular adult learners to benefit from the "24/7 business school". It is concluded that by understanding and serving a wide range of culturally diverse e-learners in business schools, the stewardship role of the business school teacher is key. Originality/value -The interplay between technical, language and cultural barriers in the online business school is rarely reflected upon. It is the intention of the authors to trigger a broad discussion process by focusing on culturally diverse management learners and by connecting with innovative educational insights across histories and cultures.

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Challenges of Online Learning in Management Education: An Empirical Study

Cited by 7 publications

References 0 publications

Learning about Blended Learning through Students' Experiences

Learning about Blended Learning through Students' Experiences

Delivery mode and strategic management simulation outcomes

Serving culturally diverse e‐learners in business schools

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