This document discusses strategies for enhancing the effectiveness of online MBA courses. It begins with an introduction that provides context on the growth of online MBA programs and need to ensure quality. A literature review then examines research on online learning, technology tools that support learning, and similarities/differences between online and in-person formats. The document presents results of a study that examined the relationship between online discussions, feedback from faculty, and student satisfaction. Key findings include that students found 4 posts per week effective, valued timely and personalized feedback from faculty, and were most satisfied with flexibility but expected rigor and engagement from faculty. The conclusion emphasizes the importance of student-centric experiences and engaged faculty for differentiating high-quality online MBA programs.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
It's Time for Learning to Go Back to School: Next-Generation Approaches Enric...Cognizant
Major structural shifts in offline and online learning delivery will lead to integrated systems that enable adaptive and holistic higher-education learning environments. Digital footprints will pave way for schools and, eventually, employers to discover learners' competencies and interests and match it to their own offerings and talent needs.
In this study, we are going to discuss the operations management of an online education provider. Internet Education Institute (iEdu) is as an online education provider which provides online courses and certificates in cooperation with universities all over the world.
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
It's Time for Learning to Go Back to School: Next-Generation Approaches Enric...Cognizant
Major structural shifts in offline and online learning delivery will lead to integrated systems that enable adaptive and holistic higher-education learning environments. Digital footprints will pave way for schools and, eventually, employers to discover learners' competencies and interests and match it to their own offerings and talent needs.
In this study, we are going to discuss the operations management of an online education provider. Internet Education Institute (iEdu) is as an online education provider which provides online courses and certificates in cooperation with universities all over the world.
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Julie O’Neil, Texas Christian University
Jacqueline Lambiase, Texas Christian University
Abstract
Working professionals may need post-baccalaureate education, but finding time and resources to do so may be difficult. An analysis of 75 university masterís programs in public relations found 22 related programs offering communication certificates. A web audit of these programs, plus a survey and in-depth interviews, indicated professionals are interested in earning certificates, particularly in social and digital media strategy and measurement. Professionals want to attend certificate programs that combine online and face-to-face instruction.
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution.
THE ROLES OF INFORMAL INTERNET TOOLS IN SUPPORTING FORMAL LEARNING IN SAUDI A...caijjournal
The study explores the applications of informal Internet tools on improving the learning outcomes, academic achievements and career advancement of the Saudi Arabian university students. A systematic review of studies conducted on various institutions of higher learning across Saudi Arabia enabled the researcher to evaluate the trends in the use of informal digital learning tools. The paper pools evidences from multiple studies of similar design to examine the strengths, weaknesses and gaps in the applications of digital technology in improving the learning outcomes, skills and knowledge acquisition among the university students.The internet tools present the best platform for reflective practice, exhaustive knowledge sharing, skills upgrade and accessing unlimited support services. The students capitalize on the autonomy resulting from the informal environment to source multiple data from as many stakeholders as possible thereby gaining holistic perspective of their areas of interest, career and other value adding co curricular activities.The informal internet technologies have not only grown to become essential tools for reinforcing the formal learning activities but also critical requirements for developing social competence, interpersonal skills, and creativity.
MOOCs have gone from being hailed as the future of higher education - a revolutionary tool that would make traditional institutions obsolete - to being written off as an unsustainable fad with enormous drop-out rates. In this short presentation, I share a few thoughts on how AI can support MOOCs in reaching their full potential as a tool for democratising education.
Authors:
Juan Meng, University of Georgia
Introduction
Organizations are operating in environments characterized by rapid change and increasing communication complexity. Thus, the development and education of communication leaders who are able to navigate and respond effectively and strategically in such dynamic environments has become equally critical for organizations. As a consequence, the implications for integrating leadership education, training, and development into public relations curriculum are profound. If we, as educators, can enhance both communication skills and leadership development for public relations majors, our graduates will be able to develop a sustainable competitive advantage and provide long-term value to organizations. Although the profession has advocated for leveraging the roles of public relations to a managerial and strategic level, the actual effort in building up the pipeline of future leaders in the profession is delayed. In higher education, there is a remarkable scarcity in designing, integrating, and delivering leadership in public relations teaching and education.
Analytics & Optimisation for University sitesPhil Pearce
Looking at the growing importance of Analytics, and Pitfalls to avoid, Quick wins, CMS specific issues, Internal issues (skills shortage or lack of inhouse buy-in), responsive web design an importance of Paid search in the awareness process.
Public relations, writing, instructors, management theory, faculty classification
Douglas F. Cannon, Virginia Polytechnic Institute and State University
Damion Waymer, University of Cincinnati
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
COLLABORATIVE EDUCATION: NEW FRONTIER FOR FUTURE EDUCATIONFaisalWali
Business Education & Accreditation (BEA) is distributed in print and through EBSCOHost, ProQuest ABI/Inform and SSRN.
The Journal is listed in Cabell’s publishing opportunity directories and Cabell's online. The Journal is also indexed Ulrich’s Periodicals Directory.
The Journal is ranked in The Australian Business Deans Council Ranking.
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advances the field of public relations education. JPRE invites submissions in the following three categories. All submissions should follow the guidelines of the Publication Manual of the American Psychological Association (APA).
Research Articles
Hootsuite University: Equipping academics and future PR professionals for social media success
Authors:
Emily S. Kinsky, West Texas A&M University
Karen Freberg, University of Louisville
Carolyn Kim, Biola University
Matt Kushin, Shepherd University
William Ward, Syracuse University
“The best of both worlds”: Student perspectives on student-run advertising and public relations agencies
Authors:
Joyce Haley, Abilene Christian University
Margaret Ritsch, Texas Christian University
Jessica Smith, Abilene Christian University
Considering certification?: An analysis of universities’ communication certificates and feedback from public relations professionals
Authors:
Julie O’Neil, Texas Christian University
Jacqueline Lambiase, Texas Christian University
Teaching Briefs
Who wants to be a manager?: Applying the attraction-selection attrition framework to public relations education
Author:
Christopher Wilson, Brigham Young University
Find out more at: http://aejmc.us/jpre
Social media, social media pedagogy, public relations education
Carolyn Kim, Biola University
Karen Freberg, University of Louisville
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Emily S. Kinsky, West Texas A&M University
Karen Freberg, University of Louisville
Carolyn Kim, Biola University
Matt Kushin, Shepherd University
William Ward, Syracuse University
Abstract
Public relations educators are challenged with developing practical approaches to teaching social media. This study explores the use of Hootsuite University, a social media education and certification program that has reached more than 20,000 students. The impact of the training is examined through three angles.
Distance learning in Brazil, access and equity demanding new skills and innov...Luciano Sathler
Distance learning in Brazil, access and equity demanding new skills and innovation. The Commonwealth of Learning Media Centre for Asia, September 2015.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Julie O’Neil, Texas Christian University
Jacqueline Lambiase, Texas Christian University
Abstract
Working professionals may need post-baccalaureate education, but finding time and resources to do so may be difficult. An analysis of 75 university masterís programs in public relations found 22 related programs offering communication certificates. A web audit of these programs, plus a survey and in-depth interviews, indicated professionals are interested in earning certificates, particularly in social and digital media strategy and measurement. Professionals want to attend certificate programs that combine online and face-to-face instruction.
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution.
THE ROLES OF INFORMAL INTERNET TOOLS IN SUPPORTING FORMAL LEARNING IN SAUDI A...caijjournal
The study explores the applications of informal Internet tools on improving the learning outcomes, academic achievements and career advancement of the Saudi Arabian university students. A systematic review of studies conducted on various institutions of higher learning across Saudi Arabia enabled the researcher to evaluate the trends in the use of informal digital learning tools. The paper pools evidences from multiple studies of similar design to examine the strengths, weaknesses and gaps in the applications of digital technology in improving the learning outcomes, skills and knowledge acquisition among the university students.The internet tools present the best platform for reflective practice, exhaustive knowledge sharing, skills upgrade and accessing unlimited support services. The students capitalize on the autonomy resulting from the informal environment to source multiple data from as many stakeholders as possible thereby gaining holistic perspective of their areas of interest, career and other value adding co curricular activities.The informal internet technologies have not only grown to become essential tools for reinforcing the formal learning activities but also critical requirements for developing social competence, interpersonal skills, and creativity.
MOOCs have gone from being hailed as the future of higher education - a revolutionary tool that would make traditional institutions obsolete - to being written off as an unsustainable fad with enormous drop-out rates. In this short presentation, I share a few thoughts on how AI can support MOOCs in reaching their full potential as a tool for democratising education.
Authors:
Juan Meng, University of Georgia
Introduction
Organizations are operating in environments characterized by rapid change and increasing communication complexity. Thus, the development and education of communication leaders who are able to navigate and respond effectively and strategically in such dynamic environments has become equally critical for organizations. As a consequence, the implications for integrating leadership education, training, and development into public relations curriculum are profound. If we, as educators, can enhance both communication skills and leadership development for public relations majors, our graduates will be able to develop a sustainable competitive advantage and provide long-term value to organizations. Although the profession has advocated for leveraging the roles of public relations to a managerial and strategic level, the actual effort in building up the pipeline of future leaders in the profession is delayed. In higher education, there is a remarkable scarcity in designing, integrating, and delivering leadership in public relations teaching and education.
Analytics & Optimisation for University sitesPhil Pearce
Looking at the growing importance of Analytics, and Pitfalls to avoid, Quick wins, CMS specific issues, Internal issues (skills shortage or lack of inhouse buy-in), responsive web design an importance of Paid search in the awareness process.
Public relations, writing, instructors, management theory, faculty classification
Douglas F. Cannon, Virginia Polytechnic Institute and State University
Damion Waymer, University of Cincinnati
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
COLLABORATIVE EDUCATION: NEW FRONTIER FOR FUTURE EDUCATIONFaisalWali
Business Education & Accreditation (BEA) is distributed in print and through EBSCOHost, ProQuest ABI/Inform and SSRN.
The Journal is listed in Cabell’s publishing opportunity directories and Cabell's online. The Journal is also indexed Ulrich’s Periodicals Directory.
The Journal is ranked in The Australian Business Deans Council Ranking.
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advances the field of public relations education. JPRE invites submissions in the following three categories. All submissions should follow the guidelines of the Publication Manual of the American Psychological Association (APA).
Research Articles
Hootsuite University: Equipping academics and future PR professionals for social media success
Authors:
Emily S. Kinsky, West Texas A&M University
Karen Freberg, University of Louisville
Carolyn Kim, Biola University
Matt Kushin, Shepherd University
William Ward, Syracuse University
“The best of both worlds”: Student perspectives on student-run advertising and public relations agencies
Authors:
Joyce Haley, Abilene Christian University
Margaret Ritsch, Texas Christian University
Jessica Smith, Abilene Christian University
Considering certification?: An analysis of universities’ communication certificates and feedback from public relations professionals
Authors:
Julie O’Neil, Texas Christian University
Jacqueline Lambiase, Texas Christian University
Teaching Briefs
Who wants to be a manager?: Applying the attraction-selection attrition framework to public relations education
Author:
Christopher Wilson, Brigham Young University
Find out more at: http://aejmc.us/jpre
Social media, social media pedagogy, public relations education
Carolyn Kim, Biola University
Karen Freberg, University of Louisville
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Emily S. Kinsky, West Texas A&M University
Karen Freberg, University of Louisville
Carolyn Kim, Biola University
Matt Kushin, Shepherd University
William Ward, Syracuse University
Abstract
Public relations educators are challenged with developing practical approaches to teaching social media. This study explores the use of Hootsuite University, a social media education and certification program that has reached more than 20,000 students. The impact of the training is examined through three angles.
Distance learning in Brazil, access and equity demanding new skills and innov...Luciano Sathler
Distance learning in Brazil, access and equity demanding new skills and innovation. The Commonwealth of Learning Media Centre for Asia, September 2015.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
e-Promotion: A Revolution In Technical Education EvolutionPrashant Mahajan
In the era of globalization internet plays a vital role in all spheres of life and industries. Whether you sell products online or not, e-Promotion is essential for virtually every business. Internet users in India growing very fast in India, as per the latest report of Internet and Mobile Association of India, India will overtake the US (as the second largest base). As per the research by US based research firm e-Marketer (2014), India will overtake the US as the second largest market for Smartphone in the world by 2016. With the help of Internet on mobile phones (Smartphone), online news or information can be read anytime and anywhere. This is the biggest opportunities for the Institutes offering TechnicalEducation in India. Creating an e-presence is much more than creating a small website with contact details. An e-presence is the image of an institute that will be created in the eyes of every visitor whenever they access website or come across with any social networking links on the Internet while browsing. These foot prints play a very important role in the virtual brand image creation, attracting students and developing relationship with the community.
Masters vs Job: Factors which Help Students to Decide between the TwoDr. Amarjeet Singh
The main idea of the study is to find out the factors that affect the key decision which results in choosing of one option between pursuing a master’s degree after college or going for placement after graduation. Researcher has collected data from 120 college going students and graduates. The data was accumulated using Google forms, it was analysed using Google’s analytical instruments. It was found out that students do not follow any trend to pursue their next goal but they decide upon factors which are directly or indirectly related to their personal lives and circumstances. Although most common answer recorded during the survey was that how some students do not want a break amidst their studies and on other hand some of them want to learn and gain practical experience.
Campus Recruitment is the process done by the corporate sectors to selecting eligible students pursuing graduate in educational Institute. Nowadays E- Campus Recruitment has become an emerging trend in the recruitment process. Some of the companies follow this Recruitment process for the purpose of mass recruitment by reducing their cost, time and receiving proper response. The present study makes an attempt in understanding E-campus recruitment process and the factors influencing the students to select the campus recruitment.
Learning Management System LMS Challenges During Pandemic A Case Study of Goo...ijtsrd
The recent transitions of online learning during crisis have changed the entire perception of e learning. Learning Management System LMS has occupied a major role in providing resources on learning due to the advancement in technology. There should a qualitative approach towards learning through online in these services with the aim of sustainable education. This research paper is trying to critically analyse two major platforms for online learning Google classroom and Talent LMS by stressing the areas like the content management, compliance management, evaluation system, participatory platform, customised learning. The study also brings out the significance of various models and theories including TAM, diffusion of innovation, blended learning in connection to online learning. The researcher has done a case study on the relationship between two major LMS and their role on better education for future generation. There is an area in the study which gave special reference and suggestions for better usability and utilisation of these online platforms. Dr. Saranya Thaloor "Learning Management System (LMS) Challenges During Pandemic: A Case Study of Google Class Room versus Talent LMS" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31228.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/journalism/31228/learning-management-system-lms-challenges-during-pandemic-a-case-study-of-google-class-room-versus-talent-lms/dr-saranya-thaloor
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Developing and teaching online mba courses strategies for enhancing course effectiveness
1. http://mos.sciedupress.com Management and Organizational Studies Vol. 5, No. 1; 2018
Published by Sciedu Press 23 ISSN 2330-5495 E-ISSN 2330-5509
Developing and Teaching Online MBA Courses: Strategies for
Enhancing Course Effectiveness
Sunil Ramlall1,*
& Dhanmati Padma Ramlall2
1
Management Consultant and Associate Faculty, USA
2
Accounting Faculty, Century College, Minnesota State, USA
*Correspondence: Management Consultant and Associate Faculty, USA. Tel: 1-651-210-2761. E-mail:
sramlall001@gmail.com
Received: December 29, 2017 Accepted: January 15, 2018 Online Published: January 13, 2018
doi:10.5430/mos.v5n1p23 URL: https://doi.org/10.5430/mos.v5n1p23
Abstract
Reflecting similar global business patterns, employees are continuously pursuing means to set themselves apart from
their colleagues, including through education. With the advances in technology, availability of online business
programs, marketing of university degrees, and the convenience offered through online education, there has been an
explosive growth recently in online education, particularly for business degrees, both at the undergraduate and MBA
levels. Overall enrollment in U.S. MBA programs has actually decreased in the past five years but enrollment in the
online degrees continues to increase.
Given the growth and emphasis in online MBA programs, there has to be measures of quality assurances and
ensuring student success through learning outcomes and ability of students to develop the requisite competencies
necessary to excel in organizations. Furthermore, Universities have to be using the relevant technologies, students
have to demonstrate behaviors that would enable them to succeed in online programs, and faculties have to adapt
teaching strategies. So, what actually fosters success and student satisfaction about MBA programs? This paper
examines how online class interactions and quality of instructor online feedback can lead to successfully completing
an online MBA course and subsequently the MBA program.
Keywords: online learning; mba program effectiveness; sunil ramlall; student satisfaction; mba trends
1. Introduction
The demand for Master of Business Administration (MBA) education has increased tremendously over recent years
(Ramlall & Ramlall, 2016). Having an MBA is viewed as a means to prepare and subsequently succeed in a
managerial role (Whitaker, New, & Ireland, 2016).
Even with the high demand, there are students and graduates who leave MBA programs without jobs, or claim
programs have not enhanced their learning (Leiber, 2016). Furthermore, Universities are facing lower overall
enrollment and even forcing some MBA programs to re-invent themselves (Ramlall & Ramlall, 2016). Enrollment in
U.S. MBA programs is down 11 percent overall since 2009, according to a survey of 265 B-schools by AACSB
International, an accrediting group (Leiber, 2016). Nevertheless, online and flexible MBA programs report
year-on-year application volume growth (Marketwired, 2015).
As learners seek to pursue their MBAs online and Universities generate revenue through online MBAs, there is a
greater need to understand how online discussions between faculty and student can enhance student learning as
exemplified through student grades and student satisfaction with learning experience with a course and MBA
program. This paper examines how online class interactions and quality of instructor online feedback can lead to
successfully completing an online MBA course and subsequently the MBA program.
Online MBA student satisfaction is multifaceted. Endres, Chowdhury, Frye, & Hurtubis (2009) explained that online
MBA students’ satisfaction with their faculty, courses, and university is not straightforward. Difficulties are
continuing to arise with the proliferation of online MBA courses while lacking proper course management and a lack
of attention to the special needs of online students (Bocchi, Eastman, & Swift, 2004; Mangan). More specifically,
2. http://mos.sciedupress.com Management and Organizational Studies Vol. 5, No. 1; 2018
Published by Sciedu Press 24 ISSN 2330-5495 E-ISSN 2330-5509
research on students’ satisfaction with regard to MBA course delivery is limited, despite a recent increase in
publications on the topic (Arbaugh, 2002, & Ramlall, 2016). Without a clear understanding of how online
discussions enable effective learning and student satisfaction, MBA programs will not be able to fully provide a
highest quality learning experience for online students, hence the value of this research.
2. Literature Review
Online education is defined as a form of distance education that uses computers and the Internet as the delivery
mechanism, with at least 80% of the course content delivered online (Allen & Seaman, 2008; Shelton & Saltsman,
2005). The use of computers to educate arose in the corporate arena during the 1980s as companies used
computer-based programs to train new employees (Rudestam & Schoenholtz-Read, 2002).
Universities and colleges began experimenting in online courses in the early to mid-1990s. However, the rapid
growth of online education in traditional nonprofit institutions did not start until 1998 (Arenson, 1998). Online
education has not only changed the landscape for distance education, but has greatly impacted higher education as a
whole across the globe. We have seen the proliferation of for-profit institutions of higher education, the
commercialization of education by traditional non-profit institutions, and a continued increase in the demand for
online education (Allen & Seaman, 2011).
Innovations in Web-based communication technologies, corporate virtual teams, and knowledge management
systems continue to revolutionize the workplace (Hochberg, 2006). Similarly, MBA programs across the United
States (U.S.) have developed online MBA programs as a means of reaching students who would not otherwise enroll
for face to face courses or find it more convenient and efficient to pursue their MBA online. Hochberg (2006) further
noted today’s working professionals are gravitating in greater numbers towards a blended/hybrid online and onsite
distance education delivery model to pursue degrees.
Globalization has created meaningful changes to how business is done. The use of technology, demands from
consumers, and the nature of competition have forced organization to create different sources of competitive
advantage (Hochberg, 2006). Similarly, “the major driver for the growth of distance education has been the
opportunity to teach and learn without the restrictions of time and space. This mirrors the trends in global
business—with greater distributed workforces—as globalization allows companies to work virtually and collaborate
with employees around the globe” (Hochberg, 2006).
Research on student learning in online education falls into three broad categories: (1) ways in which technology tools
can address student learning, (2) similarities and differences in learning outcomes between in-class, online, and
blended course formats, and (3) appropriateness of online education for various student types (Whitaker et al., 2016).
The research on teaching strategies for online effectiveness falls under all three of these categories.
Technology tools support problem solving by exposing students to alternative perspectives and feedback from other
students, which gives students an expanded knowledge base and enables them to evaluate and modify their mental
models in a more timely and effective manner (Alavi, 1994). Cooperation and teamwork support learning by
extending cognitive triggers beyond the individual student and providing social support and encouragement for
individual efforts Technology tools support cooperation and teamwork by facilitating information sharing and
support for group processes (Alavi, 1994).
This research addresses the following propositions:
1. Online business students have a perceived optimum level of participation necessary to maximize their
engagement?
2. Prevalent practices used by faculty to provide feedback to MBA students create an effective learning
environment.
3. Satisfaction level of MBA students is determined, in part, with the nature of feedback received from faculty.
Based on the literature review the following propositions have been determined:
Proposition 1: Online MBA students can effectively synthesize and reflect on weekly activities through
three to five substantive posts.
Proposition 2: MBA students who view their faculty as being positive will generally be participate more
effectively and ultimately be more satisfied with the course and MBA program.
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Data were be obtained from current MBA students enrolled in at least 10 MBA programs across the U.S. and
graduates from these institutions. A stratified sampling method was used to ensure that participants are representing
both genders and as many industries, different MBA concentrations, and age groups. MBA Program Director and/or
Deans assisted in sharing an electronic survey to their MBA students and alumni.
The Program Directors/Deans forwarded the link with the electronic survey to their respective MBA students and
alumni. Participation was completely voluntary.
To ensure some level of stratification, the surveys were distributed to students in different functional areas, such as
accounting, finance, marketing, operations, and human resource management. This was achieved by ensuring the
respective functional capstone areas are included in the survey. Given that almost all of the students in the respective
evening MBA program worked full-time, they served as ideal participants, given their diverse backgrounds, working
at different industries, a good balance of males and females, a wide range of ages, and varying lengths of time
worked at their respective organizations.
3. Measures
An important component of classroom learning is the social and communicative interactions between student and
teacher, and student and student (Ni, 2015). A student’s ability to ask a question, to share an opinion, or to disagree
with a point of view are fundamental learning activities.
Number of Weekly Online Posts. This social presence in online learning is accommodated by the discussion area
(Nicholas, 2014). Discussions improve perceived learning, according to a study of 116 students by Wu and Hiltz
(2004), in which 57% thought it increased learning quality. Additionally, the discussions were perceived as
motivational as over 78% thought it was a great opportunity “to share opinions between peers and instructors” (p.
144).
Satisfaction with Feedback from Faculty. The satisfaction with feedback from faculty can be of significance
especially if faculty are to challenge students to think more critically and to positively reinforce the types of
participation necessary to excel in a course and an MBA program.
The meaning of quality is personal, strongly grounded in the previous experiences and future hopes of each
individual student (Rapert, Smith, Velliquette, & Garretson, 2004). For some, the search for a quality graduate
program entails evaluating how challenging the academic environment is. Others place a strong emphasis on
team-oriented activities (Ulinski & O’Callaghan, 2002). Some equate quality with breadth of knowledge, and others
seek depth in particular areas of the feedback.
Satisfaction of MBA Students. Delivering a high level of service quality is critically important as a means of
generating and maintaining loyal customers. That is, exceptional levels of service quality lead to satisfied customers
that may lead to recommendation to other potential customers (Carter, 2009).
4. Results and Discussion
Using a population size of 423 of which 387 responded, the following results were tabulated. Given the historical
participation rates for such studies, this was a relatively high participation rate.
Number of Weekly Online Posts. Using a Likert scale of 1-5, participants were asked to identify the number of
posts they view as adequate to have an effective weekly discussion. The mean score was 4.2 rounded to 4 posts per
week. Among the reasons MBA students highlighted were the ability to share a main post and then have adequate
discussions providing reflections on the readings, sharing personal examples, identifying best practices, asking
questions of other students, and clarifying initial post. Ensuring the posts were substantive was viewed as critical.
Substantive discussions meant the information advanced the discussion and provided depth to the discussion.
Discussions improve perceived learning, according to a study of 116 students by Wu and Hiltz (2004), in which 57%
thought it increased learning quality. Additionally, the discussions were perceived as motivational as over 78%
thought it was a great opportunity “to share opinions between peers and instructors” (p. 144). The results from this
study support some of the existing literature identifying effective and adequate participation in the discussions to
ensure there was adequate engagement from students and feedback from faculty.
Satisfaction with Feedback from Faculty. The satisfaction with feedback from faculty can be of significance
especially if faculty are to challenge students to think more critically and to positively reinforce the types of
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participation necessary to excel in a course and an MBA program. Using a Likert scale of 1 – 5, participants were
asked to identify their satisfaction with their faculty and to identify factors that impacted their satisfaction with their
faculty.
MBA students highlighted they expected:
1. Faculty to be visible in the discussions and respond to each student at least once.
2. Feedback on assignments should be done within 3 – 4 days after assignment was due.
3. Faculty to challenge students thinking and comments in the discussions.
4. Provide individual feedback and not generic comments.
5. Provide qualitative and quantitative feedback.
6. Share personal experiences and examples.
7. Reflect on the literature or at least share a relevant citation from which students can gain deeper
insights.
8. Provide weekly announcements on what will be covered for the respective week and highlighting the
transition from previous week.
Given the expectations, the participants rated their overall satisfaction with their MBA faculty at 3.8. The range was
from 2.6 to 5.0 with 5 being highly satisfied with their MBA faculty.
Satisfaction of MBA Students. Delivering a high level of service quality is critically important as a means of
generating and maintaining loyal customers. That is, exceptional levels of service quality lead to satisfied customers
that may lead to recommendation to other potential customers (Carter, 2009).
The researchers inquired about the participants (current MBA students and alumni of MBA programs) overall
satisfaction with their online courses and what factors they were most satisfied with and areas of dissatisfaction. The
highlights of the responses are as follows:
1. Students valued the flexibility of the online option.
2. The ability to have asynchronous courses were of value but identified having a weekly synchronous discussion
provided a more personal experience and can ask specific questions and even see their faculty and classmates.
3. Students expected to be challenged and not given an easy A. They wanted to work hard and learn from the
experience.
4. Students valued when colleagues shared best practices and the faculty promoted and facilitated such
discussions.
5. The learning platform should be easy to navigate and access the pertinent information.
6. Support services such as library, career services, and networking opportunities should be priorities.
7. Faculty should be accessible through e-mail, video-conferencing, and telephone as needed. There should be
regular office hours.
5. Conclusion
The proliferation of online MBA programs continues. Employers have expressed concerns during this research about
the rigor of some online MBA programs. Students have also expressed some reservation about instructional quality.
The researchers also spoke with accreditation organizations including AACSB and ACBSP for which both stated
their continued priority of ensuring highest quality of these online MBA programs.
While there are many choices for students, the differentiation in online MBA programs center around the ability to
have a student-centric experience from the university and engaged faculty members. Relevance of curriculum, rigor,
and networking opportunities also determine students’ satisfaction. While most universities highlight these factors,
the differentiation is the extent to which these become implemented strategies and priorities. In future research,
comparing online MBA graduates on the job performance to graduates from traditional MBA programs would be of
tremendous value.
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