Assessing the Efficacy of Online Learning in Disparate Business Subjects: Lessons from Distributed Practice and Social Learning Theory

Autor/inn/en	Reed, Richard S.; Van Wagoner, Hunter Phoenix; Cropanzano, Russell; Jennings, Tracy M.
Titel	Assessing the Efficacy of Online Learning in Disparate Business Subjects: Lessons from Distributed Practice and Social Learning Theory
Quelle	In: Journal of Management Education, 47 (2023) 5, S.505-547 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reed, Richard S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/10525629231178916
Schlagwörter	Business Education; Electronic Learning; In Person Learning; Comparative Analysis; Interaction; Learner Engagement; Intervention; Social Theories; Socialization; Teacher Student Relationship; College Students; Academic Achievement; Colorado (Boulder) + Suchen Sie Ihr Suchwort? Wirtschaftserziehung; Wirtschaftspädagogik; Interaktion; Gesellschaftstheorie; Socialisation; Sozialisation; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Schulleistung
Abstract	For many reasons, higher education is shifting toward more online instruction. As this shift occurs, educators and administrators should be aware that the efficacy of online courses may be influenced by course content. Specifically, student learning may suffer as courses utilizing significant quantitative content, such as accounting and finance, transition from in-person instruction to online. We investigate this possibility in three quasi-experiments, which compare online and face-to-face instruction in four disparate business minor courses. In our first study we obtain the predicted interaction, such that online students performed worse than traditional students, and more so in quantitatively heavy classes. In order to encourage better performance, we design an intervention based on distributed practice theory, encouraging students to engage with material more frequently. However, this intervention fails, replicating the interaction in Study 2. For Study 3, we design a more extensive intervention based on social learning theory, asking teachers to employ a variety of tactics to boost their feedback and interpersonal contact with students. This new intervention is successful, with online students performing equally well regardless of the volume of quantitative content in the course. Findings are discussed in terms of their teaching implications and the need for more theory-based research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01