Business Statistics and Management Science Online: Teaching Strategies and Assessment of Student Learning

Autor/inn/en	Sebastianelli, Rose; Tamimi, Nabil
Titel	Business Statistics and Management Science Online: Teaching Strategies and Assessment of Student Learning
Quelle	In: Journal of Education for Business, 86 (2011) 6, S.317-325 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2010.525545
Schlagwörter	Online Courses; Interaction; Statistics; Teaching Methods; Educational Strategies; Student Evaluation; Educational Quality; Delivery Systems; Business Administration Education; Aptitude Treatment Interaction; Instructional Effectiveness; Evaluation Methods; Educational Practices; Mail Surveys; Course Evaluation; Academic Achievement; Likert Scales; Participant Satisfaction; Student Attitudes + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Interaktion; Statistik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Schulnote; Studentische Bewertung; Quality of education; Bildungsqualität; Auslieferung; Unterrichtserfolg; Bildungspraxis; Erhebungsinstrument; Schulleistung; Likert-Skala; Schülerverhalten
Abstract	Given the expected rise in the number of online business degrees, issues regarding quality and assessment in online courses will become increasingly important. The authors focus on the suitability of online delivery for quantitative business courses, specifically business statistics and management science. They use multiple approaches to assess student learning. Their findings suggest that features involving professor-student interaction are the most useful, features promoting student-student interaction are the least useful, and discussion forums are of limited value in learning quantitative content. The authors also illustrate how questions embedded in an online final exam can be used to measure desired student learning outcomes. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10