Forging into the Wired Wilderness: A Case Study of a Technology-Mediated Distributed Discussion-Based Class

This case study describes the design and implementation of a course that uses technology-mediated distributed small group discussions between two universities, one in the United States and the other in Hungary, as the primary teaching method in a graduate-level management course. Furthermore, it des...

Full description

Saved in:
Bibliographic Details
Published in:Journal of management education 2002-04, Vol.26 (2), p.139-163
Main Authors: Yoo, Youngjin, Kanawattanachai, Prasert, Citurs, Alex
Format: Article
Language:English
Subjects:
Automatic teaching
Behavioral Objectives
Business Administration Education
Business education
Case studies
Classrooms
Collaboration
College students
Communication
Computer Mediated Communication
Discussion (Teaching Technique)
Distance learning
Educational Cooperation
Educational Environment
Educational objectives
Educational sciences
Educational technology
Experiential Learning
Faculty Development
Foreign Countries
Graduate studies
Higher Education
Hungary
Information technology
International Cooperation
Internet
Learning
Learning activities
Learning environment
Learning outcomes
Learning Processes
MBA programs & graduates
Online instruction
Persuasive Discourse
School environment
Schools
Students
Teaching aids
Teaching methods
United States
Video teleconferencing
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This case study describes the design and implementation of a course that uses technology-mediated distributed small group discussions between two universities, one in the United States and the other in Hungary, as the primary teaching method in a graduate-level management course. Furthermore, it describes how students’learning outcomes in the learning environment were measured using an integrative complexity measure. To create a learner-centered active learning environment, various Internetbased communication tools were used to connect students in the two locations. The authors found that despite various hindrances due to technical breakdowns and geographic separations, students were able to produce complex and comprehensive arguments after three sessions. Several implications for future distance learning and the use of information technology in classrooms are discussed.
ISSN:1052-5629
1552-6658
DOI:10.1177/105256290202600203