What Might Online Delivery Teach Us About Blended Management Education? Prior Perspectives and Future Directions

Although the term has roots in the training and development literature, blended learning has only recently begun to be studied in management education. This article examines the literatures of blended and fully online management education to determine whether there are factors that may influence ins...

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Bibliographic Details
Published in:Journal of Management Education 2014-12, Vol.38 (6), p.784-817
Main Author: Arbaugh, J. B.
Format: Article
Language:English
Subjects:
Age Differences
Blended Learning
Business Administration Education
Business education
Collaboration
College Faculty
College Instruction
College Students
Comparative Analysis
Computer Attitudes
Education
Educational leadership
Effectiveness studies
Electronic Learning
Flipped classroom
Higher Education
Instructional Design
Integrated Learning Systems
Intellectual Disciplines
Interpersonal Relationship
Literature Reviews
Online instruction
Pedagogy
Student Attitudes
Student Characteristics
Student Participation
Teacher Role
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Summary:Although the term has roots in the training and development literature, blended learning has only recently begun to be studied in management education. This article examines the literatures of blended and fully online management education to determine whether there are factors that may influence instructional effectiveness that are unique to blended learning. The review provides tentative support for the premise that opportunities for enhanced learner control of the learning process and group cohesiveness and collaboration may be distinguishing advantages of blended learning in management education. The article concludes by discussing pressing research issues, including discovering optimal blends, differentiating from or integrating blending with the concept of “flipped classrooms,” distinguishing the effects of blending from other potential confounds, determining the effects of subject matter and program level, and seeking increased thought leadership on blended perspectives from classroom-based management education scholars.
ISSN:1052-5629
1552-6658
DOI:10.1177/1052562914534244