Panic-gogy in the COVID-19 pandemic: developing online teaching self-efficacy by management faculty

Sharma, Daneshwar; Pankaj, Prabhat

doi:10.1504/ijmie.2022.126585

Cited by 2 publications

(1 citation statement)

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“…The course was of 30 teaching hours divided into 20 sessions of 90 minutes each. Although the PGDM program was an on-campus, offline program, because of COVID-19-related lockdowns and restrictions, all the trimester I courses were offered in online mode using the ZOOM platform (Bao, 2020; Sharma, 2021b; Sharma & Meena, 2022; Sharma & Pankaj, 2022). The students attended the online sessions from their homes.…”

Section: The Empirical Studymentioning

confidence: 99%

Memes as Instructional Tools for Experiential Information Processing in Public Speaking Courses

Sharma

2023

Business and Professional Communication Quarterly

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Students process information in two modes: cognitive and experiential. Case studies and stories are generally used as tools for experiential information processing. This article uses memes as an instructional tool to deliver information for experiential information processing in a public speaking course. The effectiveness of memes as an instructional tool is assessed through a questionnaire in terms of their overall effectiveness and its memorability, concreteness, and course orientation. The findings suggest that memes can be used effectively as instructional tools like stories to make the students understand, discuss, and engage with course content.

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Section: The Empirical Studymentioning

confidence: 99%

Memes as Instructional Tools for Experiential Information Processing in Public Speaking Courses

Sharma

2023

Business and Professional Communication Quarterly

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Pedagogical Impact of Text-Generative AI and ChatGPT on Business Communication

Sharma,

Pandey

2024

Business and Professional Communication Quarterly

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The article discusses the impact of text-generative AI in business communication pedagogy. The onset of open AI, such as ChatGPT, has the potential to transform the way faculty and students approach oral and written professional business communication. Through focus group discussions and netnography, the study employs content analysis to evaluate the strengths, weaknesses, opportunities, and threats (SWOT) of integrating AI in the teaching-learning process of business communication in a postgraduate management program. The article strives to reimagine the pedagogical tools and techniques regarding pre-reading assistance, classroom materials, assignments, evaluation, and other learning aids of business communication courses in response to the developments in text-generative AI.

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Panic-gogy in the COVID-19 pandemic: developing online teaching self-efficacy by management faculty

Cited by 2 publications

References 0 publications

Memes as Instructional Tools for Experiential Information Processing in Public Speaking Courses

Memes as Instructional Tools for Experiential Information Processing in Public Speaking Courses

Pedagogical Impact of Text-Generative AI and ChatGPT on Business Communication

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