Technology-supported management education: a systematic review of antecedents of learning effectiveness

Abstract

This paper provides a systematic, multidisciplinary review of antecedents of the effectiveness of technology-supported management learning and highlights potential directions for future research. Passive knowledge acquisition in physical classrooms is no longer the hallmark of higher education. Instead, the introduction of new technologies allows for active knowledge construction in increasingly virtual spaces. Such changes in the learning environment affect the education of the managers of tomorrow. Nevertheless, research on technology-supported management learning and its implications for management educators is fragmented and inconsistent across research areas. This paper uses a systematic approach to structure and integrate results from the fields of educational psychology, educational technology, higher education, and management education. This allows us to derive a comprehensive overview of the antecedents of the effectiveness of technologysupported management learning from the various disciplines. Our work reveals several areas that require further investigation, including: (i) the best way to blend and flip formats for different management disciplines and content types, (ii) the selection, design, and richness of the technologies used, (iii) the instructor's teaching style, including feedback and deliberate confusion, and (iv) learners' affective states, such as their motivations and emotions, and the role of prior knowledge.

A Systematic Review and Quantitative Analysis of Interteaching

“…Furthermore, the data suggest that removing the discussion component of interteaching is likely to limit the effectiveness of the approach substantially (e.g., Garcia et al, 2016 ). This notion is in line with recent studies on the effectiveness of active learning components across in-person and online settings (Gayman et al, 2018 ; Müller & Wulf, 2020 ; Pollock et al, 2011 ). Overall, discussions seem to improve academic performance via enabling comparison and knowledge exchange between students, revision of previous content, and promoting critical thinking and higher-order learning (Gayman et al, 2018 ; Müller & Wulf, 2020 ; Pollock et al, 2011 ).…”

Reimagining the role of technology in higher education: the new normal and learners’ likes

“…The COVID-19 pandemic has accelerated the development and adoption of new technologies in HE. In light of this trend, it is important to understand the role of technology and how it can be effectively utilised in the classroom (Müller and Wulf, 2020). Given learners' increased daily exposure to technology, we think it essential to examine how they perceive the now ubiquitous presence of technology-based practice in the classroom.…”

Use of E-consumer Services by Adult and Community Education Learners in Nairobi County, Kenya

“…Many studies of the effectiveness of technologies in education have shown minimal and sometimes null results. This is not surprising as technology does not of itself produce learning; it simply amplifies and extends instructional strategies (Müller, & Wulf, 2020). Too often, studies of technology effectiveness have paid inadequate attention to the content of the instruction and assumed that any technological strategy to amplify it would be effective.…”