Authors:
Maureen Snow Andrade
;
Ronald Mellado Miller
and
Shaylana Davis
Affiliation:
Utah Valley University, 800 W. University Parkway, Orem and U.S.A.
Keyword(s):
Online Learning, Distance Education, Schools of Business, Higher Education, Resistance.
Related
Ontology
Subjects/Areas/Topics:
Assessment and Accreditation of Courses and Institutions
;
Computer-Supported Education
;
Course Design and e-Learning Curriculae
;
Distance Education
;
e-Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Social Context and Learning Environments
;
Ubiquitous Learning
Abstract:
The demand for higher education is increasing, thereby widening access and creating a more diverse student body. Institutions are implementing flexible learning strategies, such as online courses, to accommodate students’ responsibilities and time demands. This enables them to have choices in how, what, when, and where they learn, and extends opportunities to gain knowledge beyond a privileged few. Business schools in particular are embracing online degrees to meet demand as the programs they offer attract more students than any other course of study in many contexts. However, institutions face challenges when implementing organizational change, and particularly those that disrupt traditional practice. Deans of business schools must find ways to encourage faculty to redesign their courses for online delivery and teach online; they must also to take steps to ensure quality. The purpose of this study was to explore the current practices of business schools for online learning, particul
arly how deans are addressing faculty issues, and to determine the impact of these practices. Findings indicate that demand is outpacing offerings. Resistance, workload, and compensation are continuing issues. Quality assurance and training predicted the number of faculty teaching online but the former did not increase faculty confidence.
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