E-Business Education: A Phenomenographic Study of Online Engagement among Accounting, Finance and International Business Students
- 1
Abstract
This paper examines online engagement in the business learning context among international and local students in Australia. Online engagement among business students and lecturers has long been criticized as the key problems in adopting online materials and methods in business education. In examining factors affecting online engagement in business education, the data was collected from UNDERGRADUATE students in finance, accounting and international business undergraduate students. Moreover, learning and teaching techniques that enhance the quality of online engagement were also investigated in this study. Key factors include the nature of the course, technical aspects from the institutions and cultural BACKGROUNDS from the students. This study also finds roles of key stakeholders in business education such as lecturers, technicians and policy makers CONTRIBUTING to the level of online engagement among business students.
- N. Pimpa, “Transnational MBA Programmes in Thai- land,” International Journal of Management in Education, Vol. 2, No. 4, 2008, pp. 401-418.
- A. Ettinger, V. Holton and E. Blass, “E-Learner Experiences: A Lesson on In-House Branding,” Industrial & Commercial Training, Vol. 38, No. 1, 2006, pp. 6-33.
- P. Daly, “The Pedagogical Challenges Facing French Business Schools in the Implementation of E-LEARNINg Initiatives,” The International Journal of Learning and Teaching in Higher Education, Vol. 18, No. 2, 2006, pp. 89-96.
- N. Pimpa, “Learning Problems in Transnational Business Education and Training: The Case of the Master of Business Administration in Thailand,” International Journal of Training and Development, Vol. 13, No. 4, 2009, pp. 262-279.
- C. McLoughlin, “Crossing Boundaries: Curriculum and Teaching Implications of Culturally Inclusive,” 2001. www.aare.edu.au/01pap/mcl01720.htm
- P. Goodyear, “Educational Design and Networked Lear- ning: Patterns, Pattern Languages and Design Practice,” Australasian Journal of Educational Technology, Vol. 21, No. 1, 2005, pp. 82-101.
- P. Goodyear and C. Jones, “Implicit Theories of Learning and Change: Their Role in the Development of E-Lear- ning Environments in Higher Education,” In: S. Naidu, Eds., Learning and Teaching with Technology: Principles and Practice, Routledge Farmer, London and New York, 2003, pp. 29-41.
- J. Raelin and J. Schemerhorn, “A New Paradigm for Advanced Management Education – How Knowledge Mer- ges with Experience,” Management Learning, Vol. 25, No. 2, 1994, pp. 195-200.
- J. Lewandownski, “Les Nouvelles Facons de Former: Le e-Learning Enjeux et Outils,” Editions D’Organisation, Paris, 2003.
- M. Ledru, “Le E-Learning, Projet D’Entreprise, Une Approache Strategique du Processus Competences,” Rueil- Malmaison, Editions Liaisons, France, 2002.
- G. Conole, “E-Learning: the Hype and the Reality,” Jo- urnal of Interactive Media in Education, Vol. 12, No. 11, 2004, pp. 11-25.
- J. Hannon and B. D’Netto, “Cultural Diversity Online: Student Engagement with Learning Technologies,” Inter- national Journal of Educational Management, Vol. 21, No. 5, 2007, pp. 418-432.
- M. Wihlborg, “Student Nurses’ Conceptions of Interna- tionalism in General and as an Essential Part of Swedish Nurses’ Education,” Higher Education Research and Development, Vol. 23, No. 4, 2004, pp. 433-453.