The Pedagogical and Institutional Impact of Disruptive Innovations in Distance Business Education

Autor/in	Estelami, Hooman
Titel	The Pedagogical and Institutional Impact of Disruptive Innovations in Distance Business Education
Quelle	In: American Journal of Business Education, 10 (2017) 3, S.97-108 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2504
Schlagwörter	Distance Education; Business Administration Education; Innovation; Technological Advancement; Influence of Technology; Educational Change; Instructional Innovation; Instructional Material Evaluation; Educational Technology; Educational History; Profiles; Technology Uses in Education; Teaching Methods; Computer Simulation + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Technological development; Technologische Entwicklung; Bildungsreform; Educational Innovation; Bildungsinnovation; Unterrichtsmedien; History of education; Bildungsgeschichte; Charakterisierung; Profilanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation
Abstract	The use of distance learning methods by universities has experienced significant growth over the past two decades. While this growth has been witnessed nearly equally across the various academic disciplines, it represents unique opportunities in business education. In this article we will profile how technological innovations in distance learning have historically caused disruptive changes in business education. The article then profiles three specific distance learning technologies that are emerging as revolutionary forces in changing business education. The impact of these technologies will be examined from both a pedagogical perspective and an institutional perspective. The influence of these educational technologies in addressing the unique needs of business students will also be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01