What resources do students need in a competency-based online business communication program? A Westminster College case study

Abstract

The authors argue in this paper that self-directed learning is a primary competency for hybrid and online business communication students in competency-based programs. The results of a small case study of students in two professional, project-based and competency-based online graduate programs reveal an incongruent profile: While students tended toward high enthusiasm and aptitude for self-directed learning, they chose learning resources that did not promote high levels of self-direction. Student resistance to self-direction suggests faculty in competency-based programs must re-think pedagogical approaches as well as the kinds of resources business and professional communication faculty provide for students and encourage them to use.