The following are links/references to research and other material focused on using technology in business and applicable to many fields of study. This is a wiki page — feel free to add/correct material as you see fit. To edit, click on the Edit button above (log in to see the buttons), then enter content in the editing window that appears. You can add links using the chain icon.
Be sure to check the bottom of this page for additional links your colleagues have created.
Title: Wiki's, Blogs, and More, Oh My!
Personal Author: Matt Villano
Journal Name: Campus Technology (Blog)
Publication Year: 2008
Abstract: Examples of course use - including using a wiki for exam questions.
Title: Technology at Work
Personal Author: Schlenker, Lee
Journal Name: BizEd
Source: BizEd v. 7 no. 1 (January/February 2008) p. 22-4, 26
Publication Year: 2008
Abstract: Business schools must use authentic technologies throughout the curriculum to provide a richer educational experience for students. Work-place pedagogy bases learning objectives on authentic, on-the-job skills, tasks, or projects that are collaborative and cross-disciplinary; designs activities to help learners understand specific industries, markets, and organizations in terms of space, time, and culture; develops course content that enables learners to acquire skills and knowledge applicable to future tasks; and ensures learning outputs are of intrinsic value to each student's work environment. Schools should make use of technology to make the classroom more corporate and employ content that offers theoretical frameworks that can be adapted for real work situations.
Subject(s): Computers/Educational use/Business schools; Business education/Teaching methods; Business education/Computer aids
Title: Teaching Business In a Web 2.0 World
Personal Author: Bisoux, Tricia
Journal Name: BizEd
Source: BizEd v. 7 no. 1 (January/February 2008) p. 28-30, 32, 34-5
Publication Year: 2008
Abstract: At the Eller's McGuire Center for Entrepreneurship at the University of Arizona, student teams receive a comprehensive introduction to the latest Web 2.0 technologies. Faculty have found that wikis allow students to accomplish more in less time and work better in groups than they could using such traditional technologies as e-mail and course management systems. According to Randy Accetta, business communications director for the entrepreneurship program, wikis help students in three areas of real importance when starting a business: internal project management, operational efficiency, and Web site design.
Subject(s): Internet/Social aspects; Entrepreneurs/Education; Internet/Educational use/Business schools
Title: Is the Paperless Classroom Possible?
Personal Author: Kupetz, Allen H.
Journal Name: BizEd
Source: BizEd v. 7 no. 1 (January/February 2008) p. 36-8, 40
Publication Year: 2008
Abstract: Business educators should consider taking advantage of the options afforded by new technologies to reduce or eliminate much of the paper they use. Going paperless encourages students to think about the advantages of digital communications and the cost savings companies with paperless practices might enjoy; means students and faculty use fewer resources because they depend less on printing, mailing, shipping, buying, and storing paper; and allows professors greater flexibility in terms of cutting the cost of cases, eliminating the need for printed textbooks, and allowing a la carte course planning. A review of the Web sites students are already using that will prove valuable in the classroom and increasingly common in the business world is provided.
Subject(s): Blackboard (Web site); Business education/Computer aids; Internet/Educational use/Business schools
Zhao et al. (2009). Faculty and Student Use of Technologies, User Productivity, and User Preference in Distance Education. Journal of Education for Business.
The authors surveyed faculty and students in Association to Advance Collegiate Schools of Business-accredited U.S. business colleges on their use of information technologies in distance education and their perceptions of the technologies' effect on productivity and technology preference. The authors collected data from 140 professors across the nation and 300 students from 4 states. The findings indicated that faculty and students used Internet-based tools heavily and perceived them as productivity enhancers. However, significant differences existed between faculty and students (e.g., although significantly more instructors preferred using TV-based live video and audio, significantly more students preferred using Internet live video and audio). [ABSTRACT FROM AUTHOR]
Jackson & Helms (2008). Student Perceptions of Hybrid Courses: Measuring and Interpreting Quality. Journal of Education for Business.
One popular teaching approach is a hybrid format balancing traditional face-to-face classroom instruction with online components. The authors used strengths, weaknesses, opportunities, and threats methodology to examine if hybrid formats meet student expectations and the M. T. Miller and D. E. Husmann (1996) classification system to identify elements affecting the perception of quality. Results indicated that hybrid classes continued to exhibit the same weaknesses of the online format, and the addition of face-to-face interaction did not minimize weaknesses. The authors present a rationale for the variability of student responses, the same element as a strength and weakness. The authors discuss (a) opportunities for and threats to academic institutions and (b) areas for future research. [ABSTRACT FROM AUTHOR]
Title: Teaching the Virtual Generation
Authors: Proserpio, Luigi and Gioia, Dennis A.
Source: Academy of Management Learning & Education; Mar2007, Vol. 6 Issue 1, p69-80, 12p, 2 charts, 1 diagram
Abstract:
Using Gioia and Brass' 1986 article, "Teaching the TV Generation," as a point of departure for considering our current instructional environment, we focus on a relatively recent development that once again has implications for our teaching pedagogies: that we are, in fact, no longer teaching a verbal, nor even just a visual, but now a virtual generation of students. Technological and social changes in the wider environment can have major implications for teaching and learning pedagogies-i.e., optimal teaching and learning occur when teaching styles align with learning styles. For that reason, we consider some key learning principles in light of the learning styles of our current generation of students, who are quite facile with virtual technologies. We argue that the effective use of some electronic learning tools can provide useful and engaging means for their education by addressing this generation's preferences for virtual media while also enabling student-directed interactivity (via online searches, games, simulations, etc.). We first articulate the conceptual grounds for arguing that there has been another shift in the teaching and learning environment we now face-which implies some necessary adaptation of traditional learning principles. We then discuss: (a) some technologies and applications (mainly Internet-based tools and videogames) that can facilitate the convergence between virtual generation (V-Gen) preferences and classroom interactions; (b) some guidelines for using these technologies to fulfil these learning principles and; (c) some pitfalls that can occur and how to avoid them.
Comments: Please leave some comments
Title: Assessing a Hybrid Format
Authors: Katz, Susan M.
Source: Journal of Business & Technical Communication; Jan2008, Vol. 22 Issue 1, p92-110, 19p, 5 charts
Abstract:
As college instructors endeavor to integrate technology into their classrooms, the crucial question is, "How does this integration affect learning?" This article reports an assessment of a series of online modules the author designed and piloted for a business communication course that she presented in a hybrid format (a combination of computer classroom sessions and independent online work). The modules allowed the author to use classroom time for observation of and individualized attention to the composing process. Although anecdotal evidence suggested that this system was highly effective, other assessment tools provided varying results. An anonymous survey of the students who took this course confirmed that the modules were effective in teaching important concepts; however, a blind review of student work produced mixed results.
Comments: Please leave some comments
Title: Continuous Improvement Through Teaching Innovations: A Requirement for Today's Learners
Authors: Matulich, Erika1 Papp, Raymond Haytko, Diana
Source: Marketing Education Review; Spring2008, Vol. 18 Issue 1, p1-7, 7p, 3 charts, 1 diagram
Abstract:
Teaching methods that have been considered "tried and true" are no longer working with today's active learners. Instructors of marketing, or indeed any field, must heed the call for continuous improvement and constant innovations in order to engage today's students. This paper examines the learning needs of the "digital millennial" or "NetGen" learner and reviews possible teaching innovations that can best address those needs.
Comments: Please leave some comments
Title: New Technology Meets an Old Teaching Challenge: Using Digital Video Recordings, Annotation Software, and Deliberate Practice Techniques to Improve Student Negotiation Skills
Authors: Williams, Gerald R.; Farmer, Larry C.; Manwaring, Melissa
Source: Negotiation Journal; Jan2008, Vol. 24 Issue 1, p71-87, 17p
Abstract:
There is a world of difference between teaching negotiation theory, which pertains to conceptual understanding, and teaching negotiation skills, which pertain to actual behavior in real-world situations. The principle of reflective practice is widely used for theoretical instruction. Deliberate practice, however, is a more powerful model for skills training. Cognitive scientists have discovered that subjects will learn skills best when they perform well-defined tasks at appropriate levels of difficulty, and when they are given immediate feedback, an opportunity to correct their errors, and an opportunity to practice until the tasks become routine. To satisfy the deliberate practice conditions for large graduate-level negotiation courses (some as large as seventy students), students were assigned to use webcams with their laptop computers to video record their negotiation exercises. Before each exercise, students were assigned to prepare for and to concentrate on performing two or three well-defined tasks. Students reviewed these recordings and commented on their performances in a journal before uploading the videos and journals to an assigned network folder. The instructor and teaching assistants then reviewed the journals and specified portions of the videos and provided individual written feedback to the students. The instructors found that student negotiating skills have improved significantly using this new system. In comparison with earlier semesters, students also felt they were involved in a more intense and personal learning experience. A majority of students reported they intend to apply the principles of deliberate practice in their professional lives after graduation. The authors have found this method continues to challenge their ability to identify and describe the skills used by expert negotiators. As an addition to this new methodology, two of the authors have spearheaded the development of video annotation software, known as “MediaNotes...
Comments: Please leave some comments
Title: Using Mobile Phone Messaging as a Response Medium in Classroom Experiments
Authors: Cheung, Stephen L.
Source: Journal of Economic Education; Winter2008, Vol. 39 Issue 1, p51-67, 17p, 1 diagram, 6 graphs
Abstract:
A major challenge in conducting classroom experiments for larger classes is the complexity of assembling responses and reporting feedback to students. The author demonstrates how mobile phone text messaging can be used to overcome the limitations of pencil-and-paper experiments without incurring the costs of full computerization. Students submit responses as text messages, which are down-loaded into a spreadsheet for automated analysis and by return messaging. The author presents examples of experiments that have been conducted successfully using text messaging as the response medium. These can be run in any room from which the instructor can access the internet and are designed to economize on both class time and effort of the instructor.
Title: The Role of Information Technology in Technology-Mediated Learning: A Review of the Past for the Future
Author: Zeying Wan; Yulin Fang; Derrick J. Neufeld
Source: Journal of Information Systems Education 18 no2 183-92 Summ 2007
Abstract:
Technology-mediated learning refers to an environment in which the learner's interactions with learning materials, peers, and/or instructors are mediated through information technologies (Alavi and Leidner, 2001). The objective of this paper is to review current research on technology-mediated learning using a theoretical framework derived from the existing literature. The framework presents three dimensions (primary participant, instructional design, and information technology) that influence students' psychological learning processes, and eventually lead to different learning outcomes. The literature review reveals that certain relationships identified by this framework have received significant attention (e.g., the influence of a technology feature on learning outcomes), while others have been ignored (e.g., the influence of IT on psychological processes). Research questions that can help advance our understanding of technology-mediated learning are discussed. Reprinted by permission of the publisher.
Title: Technology Integration into the Teaching-Learning Process by Business Education Teachers
Author: Redmann, Donna H.; Kotrlik, Joe W.
Source: Delta Pi Epsilon Journal v. 46 no. 2 (Spring/Summer 2004) p. 76-91
Abstract:
This study addressed the factors that explain the integration of technology into the teaching-learning process in Louisiana's secondary business education programs. Four variables explain some of the variance in teachers' integration of technology in instruction. These variables are perceived teaching effectiveness, perceived barriers to integrating technology, students having e-mail accounts, and the availability of selected technology. Business teachers are experiencing a moderate level of technology anxiety and have adopted technology in their instruction, but have not integrated technology at the highest level. Reprinted by permission of the publisher.
The Becta Review presents findings from recent large-scale surveys and research studies with the aim of assessing the progress of ICT in education at a national level. It identifies key challenges to address in making further progress.