The evolution of online learning and engagement in management education during disruption: A paradoxical view

IF 6 2区 管理学 Q1 BUSINESS
Jaclyn Perrmann-Graham , Daniel M. Peat , Amanda Christensen-Salem , Fred O. Walumbwa
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引用次数: 0

Abstract

In business and management education, engaging students in online courses is essential for teaching them to manage effectively in an increasingly global, virtual world. Yet, many online business courses struggle to sustain meaningful engagement, as learners often report feelings of isolation, decreased motivation, and a lack of interaction, posing challenges for instructors and students in achieving optimal outcomes. These challenges are exacerbated by a lack of studies examining the changing nature of engagement in business courses over time. This study draws on self-determination theory (SDT) to explore the evolution of student engagement in business and management programs through autonomy, competence, and relatedness in online environments before, during, and after the COVID-19 pandemic. Utilizing a sample of over 400 business students from 14 universities across four countries, we find a paradox between the desire for social connection and the need for autonomy and flexibility. Our study contributes to business and management education by providing a longitudinal understanding of how online engagement has evolved. We offer practical insights to help educators design online courses that enhance autonomy, competence, and relatedness, aligning student engagement with the evolving demands of virtual business environments.
中断时期管理教育中在线学习和参与的演变:一个矛盾的观点
在商业和管理教育中,让学生参与在线课程对于教会他们在日益全球化的虚拟世界中进行有效管理至关重要。然而,许多在线商业课程难以维持有意义的参与,因为学习者经常报告孤立感,动力下降,缺乏互动,这给教师和学生实现最佳结果带来了挑战。由于缺乏对商科课程参与性质随时间变化的研究,这些挑战更加严峻。本研究利用自我决定理论(SDT)探讨了在COVID-19大流行之前、期间和之后,通过在线环境中的自主性、能力和相关性,学生参与商业和管理课程的演变。通过对来自四个国家14所大学的400多名商科学生的抽样调查,我们发现了对社会联系的渴望与对自主性和灵活性的需求之间的矛盾。我们的研究为商业和管理教育提供了对在线参与度演变的纵向理解。我们提供实用的见解,帮助教育工作者设计在线课程,增强自主性、能力和相关性,使学生的参与与虚拟商业环境不断变化的需求保持一致。
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来源期刊
CiteScore
10.30
自引率
25.00%
发文量
136
审稿时长
64 days
期刊介绍: The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.
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