How Mode of Delivery Affects Comprehension of an Operations Management Simulation: Online vs Face-to-Face Classrooms

Autor/inn/en	Riley, Jason M.; Ellegood, William A.; Solomon, Stanislaus; Baker, Jerrine
Titel	How Mode of Delivery Affects Comprehension of an Operations Management Simulation: Online vs Face-to-Face Classrooms
Quelle	In: Journal of International Education in Business, 10 (2017) 2, S.183-200 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-469X
DOI	10.1108/JIEB-09-2016-0025
Schlagwörter	Teaching Methods; Delivery Systems; Comprehension; Online Courses; Conventional Instruction; Educational Technology; Technology Uses in Education; Simulation; Teamwork; Interaction; Leadership; Teacher Role; Computer Software; Experience; Student Surveys; Undergraduate Students; Usability; Business Administration Education; Structural Equation Models; Organizational Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Auslieferung; Verstehen; Verständnis; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Simulation program; Simulationsprogramm; Interaktion; Führung; Führungsposition; Lehrerrolle; Erfahrung; Schülerbefragung; Unternehmenserfolg
Abstract	Purpose: This study aims to understand how mode of delivery, online versus face-to-face, affects comprehension when teaching operations management concepts via a simulation. Conceptually, the aim is to identify factors that influence the students' ability to learn and retain new concepts. Design/methodology/approach: Leveraging Littlefield Technologies' simulation, the study investigates how team interaction, team leadership, instructor's guidance, simulation's ease of use and previous software experience affects comprehension for both online and face-to-face teaching environments. Survey data were gathered from 514 undergraduate students. The data were then analyzed using structural equation modeling. Findings: For the face-to-face population, this study found that team interaction, previous software experience, instructor's guidance and simulation's ease of use affected student comprehension. This differed from the online population who were only affected by the simulation's ease of use and instructor's guidance. Originality/value: Understanding how the mode of delivery affects comprehension is important as educators develop new online teaching techniques and experiment with innovative technologies like simulation. As demand for online education grows, many instructors find they need to refine their methods to ensure students comprehend the concepts being taught regardless of modality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01