What Might Online Delivery Teach Us about Blended Management Education? Prior Perspectives and Future Directions

Autor/in	Arbaugh, J. B.
Titel	What Might Online Delivery Teach Us about Blended Management Education? Prior Perspectives and Future Directions
Quelle	In: Journal of Management Education, 38 (2014) 6, S.784-817 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562914534244
Schlagwörter	Business Administration Education; Blended Learning; Electronic Learning; Instructional Design; Higher Education; Literature Reviews; Comparative Analysis; College Students; Student Attitudes; Computer Attitudes; Integrated Learning Systems; Student Participation; Interpersonal Relationship; Teacher Role; College Instruction; College Faculty; Intellectual Disciplines; Age Differences; Student Characteristics + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerrolle; Hochschullehre; Fakultät; Geisteswissenschaften; Age; Difference; Age difference; Altersunterschied
Abstract	Although the term has roots in the training and development literature, "blended learning" has only recently begun to be studied in management education. This article examines the literatures of blended and fully online management education to determine whether there are factors that may influence instructional effectiveness that are unique to blended learning. The review provides tentative support for the premise that opportunities for enhanced learner control of the learning process and group cohesiveness and collaboration may be distinguishing advantages of blended learning in management education. The article concludes by discussing pressing research issues, including discovering optimal blends, differentiating from or integrating blending with the concept of "flipped classrooms," distinguishing the effects of blending from other potential confounds, determining the effects of subject matter and program level, and seeking increased thought leadership on blended perspectives from classroom-based management education scholars. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10