Course Delivery Format, Global Openness, and Openness to Experience in International Business Classes

Chen, Jiun-Shiu; Mooty, Scott; Stevens, Jeffery; Brown, B H

doi:10.1080/08975930.2020.1729293

Cited by 5 publications

(2 citation statements)

References 56 publications

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“…Some authors have emphasised the effectiveness of face-to-face education teaching, Chen et al. (2020a, b) states that face-to-face teaching is more effective in making attitudinal changes than online teaching because it favours face-to-face communication between teachers and students. Ju and Mei (2018) argued that “face-to-face teaching is more effective, because students only interact with their instructors in class time, if they need any assistance from the instructors regarding to their language learning rather than interact online” (p. 174).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…For instance, under the context of COVID-19, Chen et al. (2020a, b) studied the user experience of massive online education platforms associated with different topics in China; they used a survey and a web tracker to gather data on users' online experience and developed an index and a back propagation (BP) neural network model to predict user satisfaction. Their results show that the availability of the online platform is the condition most affecting student satisfaction.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

Barrera-Verdugo

Romaní²,

Cadena-Echeverría³

et al. 2022

HESWBL

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PurposeThis study aims to investigate how the disruptive change from a face-to-face to an online teaching/learning modality due to COVID-19 has been perceived by students and lecturers of entrepreneurship courses in universities in six Latin American countries by evaluating the conditions that affect their satisfaction.Design/methodology/approachTwo online surveys were distributed to lecturers and students of entrepreneurship courses. A total of 559 responses were received from students and 270 lecturers from six Latin American countries. The information was analysed through principal component analysis (PCA), correlations and the Mann–Whitney–Wilcoxon test.FindingsThis research provides new information about the factors that are relevant to student and lecturer satisfaction when moving from mandatory face-to-face to online classes. The results show that overall satisfaction is lower among students than among teachers. Besides, that student communication with the lecturer and technology-supported access to lectures are two important aspects that affect student satisfaction. Regarding lecturers' satisfaction, the participation and attitude of their students in online classes are important conditions that affect their intention to teach online courses in the future.Practical implicationsThis study has allowed us to reflect on online education and teaching methodologies in Latin-American universities after the COVID-19 pandemic, as well as to recognise opportunities for improvement to increase student and lecturer satisfaction in this new reality.Originality/valueThis study provides new evidence by comparing the satisfaction between lecturers and students in entrepreneurship courses and factors that affect their satisfaction in several Latin American countries, after change to an online modality due to COVID-19.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%