Online business education research: Systematic analysis and a conceptual model

Kumar, Pravin; Kumar, Anil; Palvia, Shailendra; Verma, Sanjay

doi:10.1016/j.ijme.2018.11.002

Cited by 80 publications

(80 citation statements)

References 20 publications

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“…The characteristics of studio-based teaching in art, architecture and design, have been identified as supporting interaction, active learning, as well as social engagement (Crowther, 2013;STP, 2009). Studio teaching places a high premium on face-to-face interactions which guide individual student learning through interactions and dialogue (Blair, 2006;Kuhn, 2001;Lee, 2006). Part of this dialogue revolves around the studio critique.…”

Section: Introductionmentioning

confidence: 99%

“…It is these socially interactive characteristics of teaching and learning design that colours many design educators' opinions that it is difficult or even impossible to teach design online (Bender, 2005;Fleischmann, 2015;Park, 2011;Wood, 2018). Comparatively few fully online design courses exist while other academic disciplines are experiencing rapid growth in offering fully online subjects (Kumar, Kumar, Palvia, & Verma, 2019).…”

Section: Introductionmentioning

confidence: 99%

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From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

Fleischmann

2019

CJLT / RCAT

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Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.La technologie numérique transforme la façon dont sont enseignées les disciplines de l’éducation postsecondaire, y compris le design. Différentes branches du design se servent de l’enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L’enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l’apprentissage par l’entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu’il est difficile, voire impossible, d’enseigner le design en ligne à cause des interactions en studio. Le design est-il l’une de ces disciplines que l’on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l’efficacité de sujets qui étudient le design à l’aide d’une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l’instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d’eux qu’ils interagissent avec leurs camarades et avec l’instructeur par l’entremise d’un système de gestion de l'apprentissage. Les avantages et les défis dont les étudiants et les instructeurs ont fait l’expérience sont présentés, et des pistes sont proposées pour des études futures.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

Fleischmann

2019

CJLT / RCAT

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“…There are features of the organization of the educational process in the electronic environment when obtaining economic and business education, which inevitably arise when using digital technologies, since it is important to disclose the issues of the economic practice of enterprises, which are very diverse . Digital technologies have greatly changed the approach to learning and the very models of education delivery as information and communication technologies have improved (Kumar P. et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Some Aspects of the Transformation Educational Services Into a Digital Environment

Zvereva¹,

Belyakova²

2020

Proceedings of ADVED 2020- 6th International Conference on Advances in Education

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This article analyzes important trends that are currently formed in the activities of educational institutions of the Russian Federation related to the provision of educational services, taking into account the widespread introduction of digital technologies. Interaction with students by combining real and virtual processes is one of the global world trends. Increasingly, in addition to traditional forms of educational activity, distance technologies and remote communication methods are used.

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“…Ocorre, também, que a educação online tornou-se global, impulsionada pelas novas tecnologias e adoção generalizada da internet (Kumar et al, 2019). Diante disso, as empresas e as escolas de negócios estão se reinventando em processos criativos que impactem positivamente sua performance e para adequar as suas necessidades ao mundo online (Barter & Douglas, 2013).…”

Section: Problema De Pesquisaunclassified

“…A educação online é um fenômeno global impulsionado por novas tecnologias e pela ampla adoção generalizada da Internet (Kumar et al, 2019). Na BME, que é o foco deste estudo, o aprendizado online tornou-se comum (Beenen & Arbaugh, 2019).…”

Section: As Possibilidades Do Blended Learning: Uma Tendência Na Educunclassified

Blended learning com jogos de empresas para desenvolver soft skills na educação executiva e gerencial: um quase-experimento

Silva¹

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Agradeço a Deus, aos meus pais e minha família, por absolutamente tudo. Agradeço à Professora Dra. Renata Giovinazzo Spers, por quem tenho grande carinho e admiração, que sempre me recebeu com muita prontidão, me deu oportunidades, me encorajou e me apoiou em tudo nesses quatro anos. Ao Professor Dr. Luis Vázquez Suárez que me recebeu atenciosamente em Salamanca, contribuiu grandemente para essa pesquisa e me deu a oportunidade de realizar o duplo diploma. Agradeço ao Prof. Dr. Nelson Yoshida, grande exemplo de pessoa e de profissional, por longas conversas no grupo de pesquisa as quais se transformaram em ajuda valorosa. Ao Prof. Dr. James Wright (in memoriam), que abriu as portas da FIA e abraçou minha pesquisa, quando ela ainda era apenas um projeto. Ao Prof. Dr. Murilo Alvarenga, pelo auxílio basilar neste estudo e, principalmente, por seu papel na minha formação. Ao Prof. Dr. Roberto Sbragia, que, gentilmente, contribuiu para esta pesquisa, juntamente com meus colegas de doutorado na FEA-USP. Aos professores Dr. Paulo Roberto Feldmann e Dr. Marco Antônio Silva os quais compuseram a banca de avaliação e registraram importantes contribuições para este estudo. Aos professores Dra. Liliana Vasconcellos e Dr. Luis Fernando Mello Barreto que, gentilmente, aceitaram o convite para compor meu tribunal de defesa de tese. Agradeço à Universidade de São Paulo, especialmente, a FEA, por ter me dado toda a estrutura necessária. À Profa. Dra. Kavita Hamza na coordenação das relações internacionais da FEA e ao Prof. Dr. Eduardo Kayo na coordenação do Programa de Pós-Graduação, por terem me apoiado em tudo que foi necessário e por terem permitido minha experiência internacional. A Adriana Molina, Ana Paula e equipe de secretaria da Pós-Graduação da FEA, que sempre me recebeu com muita gentileza e atenção.

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Online business education research: Systematic analysis and a conceptual model

Cited by 80 publications

References 20 publications

From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

Some Aspects of the Transformation Educational Services Into a Digital Environment

Blended learning com jogos de empresas para desenvolver soft skills na educação executiva e gerencial: um quase-experimento

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