管理学研究生混合学习的成本、质量和可扩展性

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
M. Soncin, T. Agasisti, F. Frattini, Andrea S. Patrucco, M. Pero
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引用次数: 0

摘要

混合式学习将在线和面对面的互动相结合,越来越多地应用于研究生教育中。迄今为止,关于这一主题的大多数实证研究都集中在在线学习与面对面学习的设计和相对有效性上。与此同时,对其交付成本的任何探索往往被忽视。在本研究中,我们提出了一个框架来评估混合研究生课程替代设计的成本和成本效益,然后将其实证应用于一个创新的混合工商管理硕士(MBA)课程,将其与同一机构教授的类似MBA课程进行比较,差异在于其在线内容的比例和使用强度。我们应用探究社区框架来表明,在学生认知增益方面,最密集地使用在线学习的课程也是最有效的。然而,与其他网络密集程度较低的选择相比,它并不是最具成本效益的。我们还发现,这一结果取决于程序设计所施加的可伸缩性约束。然后讨论了可伸缩性与混合教育的质量和成本之间的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Costs, Quality, and Scalability of Blended Learning in Postgraduate Management Education
With its combination of online and face-to-face interaction, blended learning is increasingly being employed in postgraduate education. To date, most empirical research on the topic has focused on the design and relative effectiveness of online versus in-person learning. Meanwhile, any exploration of the costs of its delivery has often been neglected. In this study, we propose a framework to assess the costs and cost-effectiveness of alternative designs of blended postgraduate programs, and then empirically apply it to an innovative blended Master of Business Administration (MBA) course as compared with similar MBAs taught at the same institution, with the differences lying in their proportions of online content and the intensity of their use. We applied the Community of Inquiry framework to show that the program with the most intensive use of online learning is also the most effective in terms of student cognitive gain. However, it is not the most cost-effective when compared to other, less online-intensive alternatives. We also found that this result depends on the scalability constraints imposed by the design of the programs. The implications of the scalability versus the quality versus the costs of blended education are then discussed.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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