Online learning in schools of business: what influences faculty to teach online?

College students today are much more diverse in their needs than in the past (e.g., they may live off campus, work full or part time, and seek ways to lessen college-related debt). Institutions of higher education are seeking ways to more effectively reach this diverse student population, often thro...

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Bibliographic Details
Published in:Open learning 2022-04, Vol.37 (2), p.178-192
Main Authors: Andrade, Maureen Snow, Miller, Ronald Mellado, Kunz, Michelle B., Ratliff, Janet M.
Format: Article
Language:English
Subjects:
Academic Standards
Accreditation (Institutions)
Business Schools
College Faculty
College Students
Distance Education
Distance learning
Electronic Learning
Foreign Countries
Higher education
Influences
Institutional Characteristics
Multiple Regression Analysis
Online Courses
Online instruction
Online teaching
Predictor Variables
schools of business
strategies and practices
Student Diversity
Teaching Methods
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Summary:College students today are much more diverse in their needs than in the past (e.g., they may live off campus, work full or part time, and seek ways to lessen college-related debt). Institutions of higher education are seeking ways to more effectively reach this diverse student population, often through online education. Institutions also realise that faculty are a primary contributing factor to whether or not such programs will be successful. This is because faculty selected to develop and teach online are responsible for both content and delivery; thus, they largely control the quality of the courses offered. Since business is one of the most highly sought-after areas of study online, schools of business must find ways to develop and implement online programs, while ensuring quality and meeting accreditation standards. Deans of AACSB-accredited business schools were surveyed in this study to determine their approaches related to faculty participation in online learning initiatives. Specifically, this study examines variables that are associated with faculty participation in online teaching. Through multiple regression analyses, the study examines which elements of practice are significant in this effort.
ISSN:0268-0513
1469-9958
DOI:10.1080/02680513.2020.1755643