Course Delivery Format, Global Openness, and Openness to Experience in International Business Classes

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teaching in International Business Pub Date : 2020-01-02 DOI:10.1080/08975930.2020.1729293

Jiun-Shiu Chen, Scott Mooty, Jeffery Stevens, Barron W. Brown

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引用次数: 5

Abstract

ABSTRACT This research studies the impact of taking an international business course (IB) under both online and face-to-face methods on changes in the attitudinal construct global openness. This research also examines how the personality trait of openness to experience influences the change in the degree of global openness achieved by the students. Findings show that taking IB significantly increases students’ degree of global openness in both online and face-to-face methods; however, the increase is greater with face-to-face students than online. By dividing the sample into both high versus low openness to experience and online versus face-to-face, findings show differences between the high and low openness to experience groups in both online and face-to-face courses. In face-to-face classes, the results showed that the low openness students increased their degree of global openness more than the high openness to experience students. The increase is not found to be significant with the online high openness group indicating that online IB education is less effective with high openness to experience students. The overall results suggest face-to-face teaching is more effective in making attitudinal changes than online teaching.

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课程交付形式、全球开放性和国际商务课程体验的开放性

摘要本研究研究了在线和面对面授课方式下的国际商务课程(IB)对全球开放态度结构变化的影响。本研究还探讨了开放性人格特质对学生整体开放性程度变化的影响。研究结果表明，参加IB课程显著提高了学生在线和面对面学习的全球开放程度;然而，面对面的学生比在线学生的增幅更大。通过将样本分为高开放性和低开放性以及在线和面对面课程，研究结果显示了在线和面对面课程中高开放性和低开放性体验组之间的差异。在面对面教学中，开放性低的学生比开放性高的学生对体验性的开放程度更高。在在线高度开放组中，这种增加并不显著，这表明在线IB教育在对经验学生高度开放的情况下效果较差。总体结果表明，面对面教学比在线教学更能有效地改变态度。

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来源期刊

Journal of Teaching in International Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

53.30%

发文量

期刊介绍： The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business. It is generally assumed that the teaching of international business is universal, but that the application of teaching methods, processes, and techniques in varying socioeconomic and cultural environments is unique. The journal offers insights and perspectives to international business educators and practitioners to share concerns, problems, opportunities, and solutions to the teaching and learning of international business subjects.