Academic Exchange Quarterly Fall 2012 ISSN 1096-1453 Volume 16, Issue 3
To cite, use print source rather than this on-line version which
may not reflect print copy
format requirements or text lay-out and pagination.
This article should not be reprinted for
inclusion in any publication for sale without author's explicit permission.
Anyone may view, reproduce or store copy of this article for personal,
non-commercial use as allowed by the "Fair Use" limitations
(sections 107 and 108) of the U.S. Copyright law. For any other use and for
reprints, contact article's author(s) who may impose usage fee.. See also electronic version copyright
clearance CURRENT VERSION COPYRIGHT © MMXII AUTHOR
& ACADEMIC EXCHANGE QUARTERLY |
Online Opportunities for Business Courses
Mikelle Calhoun, Georgia Southern University, GA
Britton
McKay, Georgia Southern University, GA
Calhoun,
JD, PhD is an assistant professor of Management and McKay, PhD is an assistant
professor of Accounting in the College of Business Administration at Georgia
Southern University.
Abstract
As
distance education progressed from correspondence courses, to tele-courses to online courses, the Internet has
facilitated a richer educational experience. This paper provides an overview of
some key issues for teaching online and explains a few unique opportunities
inherent in the virtual learning environment when teaching, for example,
business courses. The intent of this paper is to provide information useful to
those considering teaching online or simply considering how the reality of our
Internet-connected world should expand thinking about learning and the
educational experience.
Introduction
Online
learning is a rapidly growing trend. From 2000 to 2008, the percentage of
undergraduate students taking distance courses rose from 8% to 20% (Radford &
Weko, 2011). Educators who ventured early into online
teaching were charting new territory. While new software eased the burden of
online course development, translating a face-to-face course to an online format
is still a major task. Furthermore, administrators often do not understand that
the lack of a physical presence does not lessen the work involved with the
class (Steiner & Hyman, 2010).
Some
disciplines are more successfully adapted to online delivery (Arbaugh & Rau, 2007).
For instance, the online realm is particularly appropriate for business
courses given the dynamic nature of business issues and markets, the impact of
globalization and the trend toward international sustainability. The
flexibility of online education has also made it attractive to many working business
students (Pimpa, 2010; Steiner & Hyman, 2010;
Lear, Isernhagen, LaCost
& King, 2009).
This
paper is intended to provide perspective on online teaching for those new to
this learning environment and provide suggestions of additional learning
opportunities in, for example, traditional face-to-face business courses for using
the Internet and online activities. The paper begins with an overview of
teaching online. The second section discusses the enhanced learning
opportunities available through online application examples, student
assessment/evaluation approaches and “live” experiments and simulations. The
third section of the paper contains practical considerations regarding Internet
information resources. The final section has conclusions and caveats to consider
as education continues its shift to more virtual instruction.
Overview
of Teaching Online
Online
teaching is a fairly recent phenomenon. University online initiatives have varied
significantly in both timing and scope. Several Georgia schools were quite bold
when in 2001 they formed a consortium and launched an MBA program entirely
online. Harvard Business School did not offer its first fully online course
until the fall of 2005. That same semester Hurricane Katrina created a
situation where online teaching provided a backup plan for teaching in the face
of the hurricane’s destruction and disruption. Students and teachers can overcome
restrictions of time and space online (Papachristos, Alafodimos, Arvanitis, Vassilakis, Kalogiannakis, Kikilias & Zafeiri, 2010).
Courses can be offered anywhere to anyone with Internet access.
Many
students initially choose an online class over a traditional class because of
the flexibility and media richness of those classes (Steiner & Hyman, 2010;
Daymont, Blau &
Campbell, 2011). Interestingly, Steiner and Hyman (2010) found there was very
little difference in student achievement between online and face-to-face
classes. Being offered the option of either online or face-to-face, however,
increased the student’s satisfaction with the course and, in turn, the overall
evaluation of the instructor (Steiner & Hyman, 2010). An online course,
though, is not just classes recorded and uploaded.
There
are three foundational dimensions to online learning. The first dimension is
the degree of reliance on the difficult-to-control online format versus the
face-to-face structured format (Rose, 2012). Some faculty struggle with the
loss of structure and include traditional, counter-productive concepts (Arbaugh, 2005). In 2008, Angelocci,
Lacho and Bradley (2008) documented the adjustments
and learning of Louisiana faculty suddenly forced online. Both faculty and
students brought face-to-face course expectations to the online environment
that caused frustration (Angelocci, et al., 2008).
The
next dimension concerns the learning experience or pedagogy (Means, Toyama, Murphy, Bakia, &
Jones, 2010), that involves
the self-regulation by students in the learning process and the degree of
student interaction (see also, Zhang, 2005). It is an entirely different
teaching and learning experience, with different requirements and different
means of assessment (Brower, 2003, Daymont, et al.,
2011). The 24/7 availability of material
and the “open-book” reality of online courses give students more responsibility
and more control over course material. As a result, pedagogy shifts to higher
levels within Bloom's Taxonomy of learning, such as problem solving and
independent learning. Once accepted, these changes can be very positive (Tse, Pun & Chan, 2007) and can promote a more thorough
understanding of course material.
Student
interaction within an online course presents unique challenges. Many business
schools advocate group work, which cuts against the natural tendencies of
students working online. Most students prefer individually-driven, solo online
activity (Proserpio & Gioia,
2007). A “scavenger hunt” exercise to find and comment on the relevance of current
events, specific data or other information on the Internet taps into the skills
of most of today’s Google- and app-savvy students. According to the Department
of Education (Means et al., 2010: xvi), “Studies indicate that manipulations
that trigger learner activity or learner reflection and self-monitoring of
understanding are effective when students pursue online learning as
individuals.” Individual work should perhaps be the mainstay of the online
course, but with careful planning meaningful student interaction still can be incorporated
through use of discussion boards, chat rooms and blogs (Baker, 2011).
A
third dimension of online courses is the asynchronous nature of the
instruction. Traditional courses are generally synchronous and linear. The asynchronous
online format is a significant aspect of the increased flexibility that
attracts many students (Daymont et al. 2011). However,
there are resultant scheduling complexities and pacing issues – for student
assignments and for instructor grading. Clarity of deadlines and windows for
taking tests is critical. Baker (2011) explains the asynchronous online
environment requires the instructor to assume different roles covering
pedagogical matters along with social, managerial and technical concerns.
Online
education is a model for continuous improvement. There may always be problems
with technology, or issues of cheating, plagiarism and student disengagement. The
educational paradigm, however, is shifting. The potential for instructional
improvements in online courses and through incorporation of online activities
in traditional courses is immense.
Enhanced
Learning Opportunities Afforded by Online Instruction Elements
Online
learning allows for greater variety of instruction methods, accommodates the
changing nature of students and aids in keeping course material current. In September
2010, the U.S. Department of Education published an extensive “Meta-Analysis
and Review of Online Learning Studies”. Between 1996 and 2008, over a thousand
studies were published about high school and college level online courses
(Means et al., 2010). Interestingly, hybrid courses evidenced the greatest
learning enhancement over face-to-face courses, surpassing even fully online
courses. Incorporation of online learning elements in any class increases
variety, thereby enhancing the learning environment and the students’
perceptions of classes (Arbaugh, 2005; Daymont et al. 2011).
Online
coursework is well suited to today’s students. “Growing up with the Internet,
it is argued, has transformed their approach to education, work and politics.”
(Economist, 2010). Students who have
been raised in this Internet age “now expect rich, interactive, and even
‘playful’ learning environments” (Proserpio & Gioia, 2007: 73). The lack of face-to-face classroom
interaction does not present a hurdle to many of our students. Proserpio and Gioia (2007)
explained that today’s Internet-savvy students are more accustomed to what they
describe as “lonely” Internet searches. They find that search style valuable
and desirable (Proserpio & Gioia,
2007). In our “blog-happy” world, student online commentary may be more easily
encouraged than in the face-to-face setting.
Teaching
courses online also facilitates both timeliness and relevance of course
material, allowing for placement of topics in a broader, current context. Business
courses are especially suited to the online format given the increasingly
global context where all business is international and given the very dynamic
nature of business markets. Current events covering topics from the effects of
oil price changes on domestic inflation to a new technological innovation to a
rumored merger of international firms can present opportunities for: (i) course concept application examples, (ii) “real world”
analysis with course assessment or evaluation possibilities; and (iii) “live”
simulations or experiments.
Application Examples
Providing
a course online facilitates use of the Internet to access business examples in news
and media sources as well as the websites of organizations, data services and
governmental entities. Instead of a dated example in a printed text, students
can be directed to Internet sources for breaking news or differing perspectives
on topics. Discussion boards and chat rooms can enhance analysis by promoting
commentary and interaction between students and instructors regarding of events
in “real time” as they occur (Brower, 2003, Baker, 2011). True to the Socratic
approach, students can learn from one another through postings and critiques of
postings, which are recorded and may be graded activities. The use of directed discussions with
instructor responses, especially at the beginning of an online class can impact
the level of engagement of the student throughout the semester (Lear et. al, 2009).
The
online environment allows for inclusion of many traditional teaching tools; but
removes the shackles of those “required textbooks” and mandatory lectures.
Textbooks may be relegated to the role of “recommended, but not required” given
the availability of much of the text information on the web. Lectures are
easily converted to audio slide presentations, the review of which becomes
discretionary. In true asynchronous fashion, students may listen to parts or
all of each lecture at their convenience. Shifting traditional teaching tools
to more of a status as “reference material” creates space for more work on
application exercises that may enhance understanding of course concepts.
Evaluation/Assessment
Opportunities
Evaluation
of online education has challenges. While quizzes and traditional exams have a
purpose, learning goals need to be different.
Assessing rote knowledge is impossible in the essentially “open”
environment. Instead, tests become learning tools. Consider, for example, that
an online multiple choice quiz may pull 20 questions from a large test bank.
The average student will take 30 minutes to complete the quiz. If 4 students
meet at the computer lab to take their quizzes together, those students will
spend approximately two hours discussing the course material. Not surprisingly,
the Department of Education (Means at al., 2010) found the learning value of
quizzes in the online environment was similar to that of homework. The
assessment value of quizzes is, however, limited.
When
tests become learning tools, attention can shift to assessment activities
requiring more application, evaluation and analysis. Business students can use
current events papers to show comprehension of course concepts as they are
exemplified in recent news. Annual reports may be summarized to identify and
evaluate critical market circumstances or business decisions. Research on
different financial markets can support comparisons and analysis. While every
quiz becomes “open book.” Assignments based on current events should force
independent thinking and limit the potential for cheating as each semester the relevant
information changes. Reliance on real facts will also make those evaluation and
assessment activities more meaningful to students.
“Live” Simulations and
Experiments
A
staple in some business courses has become a prepared simulation based on
fictitious information. As faculty become more comfortable with online courses
and virtual teaching environments, new possibilities develop for simulations involving
real facts, in real time. Some finance courses already have stock market
exercises. Alternatively, new marketing campaigns or investment announcements
can be analyzed, projected and followed. Finally, real facts can be considered
and evaluated for potential (though not actual) transactions Students can be
assigned the task of evaluating the purchase of one firm by another. Students
could also be assigned a research project based on a future employer (or
company with whom the student will be interviewing), allowing for benefits from
the assignment that extend beyond that one class.
Practical
Considerations Regarding Internet Information Resources
Whether
students are conducting research for papers or are directed to additional
examples of important course concepts, the Internet is a valuable resource.
However, part of the learning experience should cover appreciation of data
source reliability. Students often lack the experience to know where to look
and lack the ability to judge the legitimacy of Internet information. Proserpio and Gioia (2007: 73)
commented that students “sometimes have trouble remembering the content of
their Google searches, and recognizing trustworthy sources, to the point of
even being able to distinguish between advertising and fact” (citing Graham & Metaxas, 2003).
“Students have trouble evaluating information and do not have a critical
attitude towards information on the WWW (sic)” (Walraven,
Brand-Gruwel & Boshuizen,
2009).
Finally,
an opportunity to enlighten and perhaps please students is through providing
links to sources for information. Given the number of unacceptable Internet
data sources, finding acceptable ones can be tricky. A basic Google search of
something like GDP and a country’s name may “hit” on many links to unacceptable
sources before listing an acceptable primary source of the information. Today’s
students can navigate the Internet, but will benefit from instructor assistance
analyzing reliability and cataloguing various Internet sources.
Some
Conclusions and Caveats
A
caveat or limitation of online courses and online assignments is the matter of
expectations. Expectations can be a problem both at the start of the course and
throughout (Angelocci, et al., 2008). Student
expectations can be altered and managed. For example, a pre-course quiz in an
online course can force students to review all course material at the beginning
to insure general understanding of the online format. With online courses and
online activities, clarity and transparency aid in keeping everyone on “the
same page.” Instructor email, announcements, discussion board postings or chat
room sessions can provide responses to student questions and reinforcement of
the course format or assignment instructions.
Careful
advance planning is more important for an online course or activity (Baker,
2011). Making the course more dynamic through involvement of “real time”
Internet information does not mean a complete loss of structure or parameters. Advance
planning also should incorporate consideration of the time commitment for both
students and the instructor at each stage of the course. Advance posting of
grading rubrics, course calendars, complete assignment instructions and
Internet data source websites helps students better navigate online courses and
assignments.
Online
teaching is growing more prevalent and important. It caters to learning expectations of today’s
students and enhances the salience of the course material. Furthermore, the
Internet is not just a potential teaching tool; it is a critical element in the
fabric of today’s society that should be welcomed – flaws and all, into many
courses, especially business courses. The ideas discussed herein are
appropriate for both completely online and more traditional face-to-face
courses. With the importance of the Internet in our daily lives it only makes
sense that as educators, we should embrace its use in the classroom.
References
Angelocci, R.,
Lacho, K.J. & Bradley, III, D.B. 2008. University professors’ adaptation to teaching
on-line courses under trying personal and professional conditions in the
aftermath of hurricane Katrina. Academy
of Strategic Management Journal, 7(2): 99-109.
Arbaugh, J.B. 2005. How much does
“subject matter” matter? A study of disciplinary effects in on-line MBA
courses. Academy of Management Learning
& Education, 4(1): 57-73.
Arbaugh, J.B. & Rau, B.L. 2007. A
study of disciplinary, structural and behavior effects on course outcomes in
online MBA courses. Decision Sciences
Journal of Innovative Education, 5(1): 65-95.
Baker, D.L. 2011. Improving
Pedagogy for Online Discussions. Business
Education Innovation Journal. 3(2) 26-29.
Brower, H.H. 2003. On emulating
classroom discussion in a distance-delivered OBHR course: Creating an on-line
learning community. Academy of Management
Learning & Education, 2(1): 22-36.
Daymont, T., Blau,
G., & Campbell, D. 2011. Deciding Between Traditional and Online Formats:
Exploring the Role of Learning Advantages, Flexibility, and Compensatory
Adaptation. Journal of Behavioral and
Applied Management, 12(2),
156-175
Economist.
2010. Monitor: The net
generation unplugged. Economist.
March 4, 2010
Graham, L. & Metaxas, P. T. 2003. “Of course it’s true; I
saw it on the Internet!”: Critical thinking in the Internet era. Communications of the ACM, 46(5): 71–75.
Lear, J.L., Isernhagen, J.C., LaCost, B.A., & King, J.W. 2009. Instructor Presence
for Web-Based Classes. The Delta Pi Epsilon Journal, LI(2) 88-98.
Means, B., Toyama, Y., Murphy, R., Bakia,
M. & Jones, K. 2010. Evaluation of evidence-based practices in online
learning: A meta-analysis and review of online learning studies. U.S. Department of Education, Office of
Planning, Evaluation, and Policy Development (Revised).
Papachristos, D., Alafodimos,
N., Arvanitis, K., Vassilakis,
K., Kalogiannakis, M., Kikilias,
P. & Zafeiri, E. 2010. An Educational Model for
Asynchronous E-Learning. A cass study in Higher
Technology Education. International
Journal of Advanced Corporate Learning, 3(1):32-36.
Pimpa, N. 2010. E-Business
Education: A Phenomenographic Study of Online
Engagement among Accounting, Finance and International Business Students. iBusiness, 2:
311-316.
Proserpio, L.
& Gioia, D.A. 2007. Teaching the virtual generation. Academy of Management Learning &
Education, 6(1): 69-80.
Radford, A.W. & Weko, T. 2011. Learning at a distance: Undergraduate
enrollment in distance education courses and degree programs. Stats in Brief, U.S. Department of
Education.
Rose, R. 2012. What it takes to
teach online. T H E Journal, 39(5):
28-30.
Steiner, S.D. & Hyman, M.R.
2010. Improving the Student Experience: Allowing Students Enrolled in a
Required Course to Select Online or Face-To-Face Instruction. Marketing Education Review. 20(1):
29-33.
Tse, M.M.Y., Pun, S.P.Y. & Chan,
M.F. 2007. Pedagogy for teaching and learning cooperatively on the web: A
web-based pharmacology course. CyberPsychology &
Behavior, 10(1): 32-37.
Walraven, A., Brand-Gruwel,
S. & Boshuizen, H.P.A. 2009. How students
evaluate information and sources when searching the World Wide Web for
information. Computers & Education,
52(1): 234-246.
Zhang, D. 2005. Interactive
multimedia-based e-learning: A study of effectiveness. American Journal of Distance Education, 19(3): 149-162.