Designing the Virtual Classroom for Management Teaching

2010 ◽  
pp. 418-434
Author(s):  
Parissa Haghirian ◽  
Bernd Simon
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Learning Environments ◽  
Teaching Effectiveness ◽  
Management Education ◽  
Business Environment ◽  
Virtual Classroom ◽  
Diverse Learning ◽  
Modern Business

With the modern business environment becoming increasingly dependent on technology, managementteaching in higher education faces the challenging task of effectively leveraging technology in diverse learning environments. This chapter discusses the use of virtualclassrooms, namely collaborative, information technology-mediated teaching endeavours in management education at universities. The overall aim of this chapter is to provide insights for those who are responsible for the development of management curricula and to give specific guidelines tomanagement educators interested in integrating IT-basedteaching to increase teaching effectiveness when designingvirtual classrooms.

Designing the Virtual Classroom for Management Teaching

2010 ◽  
pp. 241-256
Author(s):  
Parissa Haghirian ◽  
Bernd Simon
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching Effectiveness ◽  
Management Education ◽  
Business Environment ◽  
Virtual Classroom ◽  
Virtual Classrooms ◽  
Diverse Learning ◽  
Modern Business ◽  
Teaching In Higher Education

With the modern business environment becoming increasingly dependent on technology, management teaching in higher education faces the challenging task of effectively leveraging technology in diverse learning environments. This chapter discusses the use of virtual classrooms, namely collaborative, information technology-mediated teaching endeavours in management education at universities. The overall aim of this chapter is to provide insights for those who are responsible for the development of management curricula and to give specific guidelines to management educators interested in integrating IT-based teaching to increase teaching effectiveness when designing virtual classrooms.

Implementation of Course Model Driven Virtual Classroom in Higher Education

2006 ◽  
Vol 10 (4) ◽  
pp. 504-509 ◽  
Author(s):  
József Gáti ◽  
◽  
Gyula Kártyás
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Distance Learning ◽  
Global Education ◽  
Virtual Classroom ◽  
Virtual Education ◽  
Virtual Classrooms ◽  
Model Driven ◽  
Model Based ◽  
Virtual Teaching

Advances in information technology stimulate development of applications to enhance Internet-based higher education. Reviewing a virtual classroom model, we studied the possibilities and problems of introducing model-based distance learning in everyday higher education. We survey important issues and methodological elements of virtual classrooms in relation to demands of teaching procedures, programs, and materials. Our main objective is to determine specific circumstances enabling objects to be defined for this special modeling. We begin by introducing application of features in models for virtual teaching, then discuss issues in local and global education, focusing on the advantages of virtual education. We detail application-related features of the cited course model and discuss the implementation of virtual classrooms in higher education.

scholarly journals Practice firms and networked learning: matches and mismatches

2008 ◽  
Vol 6 (spe) ◽  
pp. 01-09 ◽  
Author(s):  
Jorge Alberto dos Santos
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Learning Environment ◽  
Management Education ◽  
Networked Learning ◽  
Private Institution ◽  
Network Learning ◽  
Object Of Study ◽  
Education In Brazil

This paper is concerned with how students describe their experiences of the Practice Firms Network learning environment (PFN) within a management course in a private institution of higher education in Brazil (Faculty Pitágoras-Mg). The work is derived from a broader study where I investigated the PFN concept as it is used in the Brazilian context. The students' description of their relationship with the PFN model is made the object of study in a phenomenographic perspective (Marton, 1986; Marton and Booth, 1997). The paper discusses the data and results of the research and concludes that the model is potentially effective to link participants in management education but that it has yet to learn how to use more effectively the power of information technology. From students' descriptions, flaws in the model derive from the following features: a) The model itself does not stress networked learning; b) The infrastructure does not support the design; and c) The teachers' approach to the model is not congruent.

Virtual Learning Communities in Higher Education

2010 ◽  
pp. 285-299
Author(s):  
Alexandra Ludewig ◽  
Karin Vogt
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Learning Environments ◽  
Success Factors ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Mediated Communication ◽  
Face To Face Learning

This chapter will examine the virtual classroom as a social constructivist educational space and identify whether and how a virtual ‘learning community’ emerges in different telecollaborative environments. A qualitative analysis of e-mails, field notes of in-class discussions, as well as a subsequent survey with open-ended questions have shown that virtual learning communities do materialize when certain preconditions are met, such as embedding virtual elements into face-to-face learning environments, sufficient monitoring by staff and the design of suitable learning environments that bring about multiple perspectives with the help of stimulating prompts and adequate tasks. For intercultural virtual learning communities, an important feature of foreign language instruction at higher education level, several success factors were identified, including a genuine interest in and commitment to the task and collaborators at hand, the willingness to engage in a discourse structure that resembles a real conversation and encourages the exchange of views, and most importantly, the full integration of mediated communication in local classrooms.

Universities' Point of View to Introduce Mobile Devices in their Classrooms

2016 ◽  
pp. 297-317
Author(s):  
Victoria M. Cardullo ◽  
LeNessa L. Clark
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Exploratory Study ◽  
Point Of View ◽  
Integration Process ◽  
Teacher Instruction ◽  
Diverse Learning ◽  
Incoming Freshmen ◽  
Enhance Student Learning

This qualitative study examined the implementation and integration of a common mobile platform in multiple diverse learning environments in higher education. This exploratory study sought to understand how the use of iPads supported student learning and teacher instruction. In addition, the researchers identified the necessity of a strong infrastructure and professional development both, which are crucial in the implementation and integration process. The population consisted of incoming freshmen who range between 17-21 years of age in a southern region in Alabama. A constant comparative and taxonomy analysis was employed in efforts to provide themes and codes to organize and analyze the data derived from focus groups, interviews, surveys, and observations. The data revealed that students believed the iPad provided support to enhance student learning. Participants' perceived the iPad device as portable, convenient and easy to use.

Students’ Perceptions, Interaction and Satisfaction in the Interactive Blended Courses

2011 ◽  
pp. 375-391 ◽  
Author(s):  
Bünyamin Atici ◽  
Yalin Kiliç Türel
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Content Management ◽  
Virtual Classroom ◽  
Delivery Methods ◽  
Blended Courses ◽  
New Learning Environments ◽  
New Learning ◽  
Content Management Systems

Blended courses that offer several possibilities to students and teachers such as becoming more interactive and more active have become increasingly widespread for both K12 and higher education settings. With the rising of the cutting edge technologies, institutions and instructors have embarked on creating new learning environments with a variety of new delivery methods. At the same time, designing visually impressive and attractive blended settings for students has been easier with extensive learning and content management systems (LMS, CMS, LCMS) such as Blackboard, WebCT, Moodle and virtual classroom environments (VLE) such as Adobe Connect, Dimdim, and WiZiQ. In this study, the authors aimed to investigate students’ perspectives and satisfactions towards designed interactive blended learning settings and to find out the students’ views on both synchronous and asynchronous interactive blended learning environment (IBLE).

Universities' Point of View to Introduce Mobile Devices in their Classrooms

2020 ◽  
pp. 277-297
Author(s):  
Victoria M. Cardullo ◽  
LeNessa L. Clark
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Exploratory Study ◽  
Point Of View ◽  
Integration Process ◽  
Teacher Instruction ◽  
Diverse Learning ◽  
Incoming Freshmen ◽  
Enhance Student Learning

This qualitative study examined the implementation and integration of a common mobile platform in multiple diverse learning environments in higher education. This exploratory study sought to understand how the use of iPads supported student learning and teacher instruction. In addition, the researchers identified the necessity of a strong infrastructure and professional development both, which are crucial in the implementation and integration process. The population consisted of incoming freshmen who range between 17-21 years of age in a southern region in Alabama. A constant comparative and taxonomy analysis was employed in efforts to provide themes and codes to organize and analyze the data derived from focus groups, interviews, surveys, and observations. The data revealed that students believed the iPad provided support to enhance student learning. Participants' perceived the iPad device as portable, convenient and easy to use.

scholarly journals HIGHER EDUCATION INSTITUTIONS AND MODERN BUSINESS ENVIRONMENT: CASE STUDY OF THE FACULTY OF ECONOMICS (UNIVERSITY OF BELGRADE)

2019 ◽  
Author(s):  
Dušan Mojić
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Business Environment ◽  
Southeast Europe ◽  
Modern Business ◽  
The Impact

Higher education institutions in Southeast Europe have undergone radical transformations in the lastdecades, mainly because of the impact of turbulent changes in their environment. This has particularlyreferred to economic and business faculties, which increasingly aim their activities toward businessenvironment. Designing practice-oriented curricula and promoting immediate cooperation withcompanies have represented the main forms of these actions. Main goal of the analysis in the paperhave been the transformations in this direction carried out at the Faculty of Economics (University ofBelgrade), one of the leading higher education institutions in the region in the field of economics.

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