A Communication-based Response to Distance Learning in Business Communication

Wardrope, William J.

doi:10.1177/108056990106400210

Cited by 9 publications

(9 citation statements)

References 17 publications

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“…Details related to learner characteristics (prior learning, learning styles, and incentives to learn) and a more thorough understanding of the appropriate applications of e-learning are needed to complete a more complex picture. For example, concerns such as cultural bias (Cody, Dunn, Hoppin, & Wendt, cited in Wardrope, 2001), social isolation and socially inappropriate online behaviors (Dyrud, cited in Worley, 2000) and matching learning outcomes to the appropriate tools and applications are but a few of many factors affecting the success of distance learning students. Continued careful and rigorous research that spans the complex dynamic of teaching and learning online is critical in deepening our understanding of the online environment.…”

Section: Forces Expanding and Constricting Business Use Of E-learningmentioning

confidence: 99%

E-Learning in Business

Schweizer

2004

Journal of Management Education

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e-Learning is replacing face-to-face classroom instruction in a growing number of businesses, but what is the prospect for the continued proliferation of e-learning in business? On one hand, the quality of instruction, the cost-effectiveness of new technology, a supportive e-learning educational culture, an expansion of the Internet, an increase in online courses, shorter business cycles, mergers, and increasing competition encourage business use of e-learning. On the other hand, employee reticence in using learning technologies, insufficient corporate investment, lack of business-relevant university courses, narrow bandwidth, and Internet access issues are constricting the business use of these technologies.

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Section: Forces Expanding and Constricting Business Use Of E-learningmentioning

confidence: 99%

E-Learning in Business

Schweizer

2004

Journal of Management Education

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“…THE INCREASED DEMAND for undergraduate and graduate Internet courses, especially in schools of business, has been well documented (American Association of University Professors, 1998;Arbaugh, 2000). This growth in distance learning courses has raised questions about the need for interactive business communication among students as well as teacher-student immediacy, features that online courses may lack (Wardrope, 2001). Current research, however, suggests that both interactive competencies and immediacy behaviors can indeed be present in Internet-based classes, but only in a form that is dramatically different from the traditional roles of instructor and student.…”

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confidence: 99%

Strategies for Enhancing Student Interaction and Immediacy in Online Courses

Conaway

Easton

Schmidt

2005

Business Communication Quarterly

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The increased demand for Internet courses, especially in schools of business, has raised questions about instructional interaction and teacher-student immediacy, which online courses may lack. Because current research suggests immediacy behaviors may indeed be present, we developed a strategy for measuring immediacy in an online MBA course and related the results to student grades on final team projects in the course. Learner-to-learner, noncontent-related statements showed minimal affective behavior, but that lack did not have a negative effect on grades. The study suggests that students do not automatically provide supportive feedback, compliment each other, and express appreciation or agreement unless the instructor builds a learning community and transfers interactive roles to the students themselves.

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“…As Wardrope (2001) asserted, "Neither avoiding distance learning nor relying on it exclusively seems advisable" (p. 97). It is time that we focus on identifying its best uses in the university classroom.…”

Section: Resultsmentioning

confidence: 95%

“…It is time for the debate about the disadvantages and advantages of online education to move forward and for researchers to focus their efforts on more narrowly identifying the best uses of online instruction and how best to implement these. As Wardrope (2001) asserted, "Neither avoiding distance learning nor relying on it exclusively seems advisable" (p. 97). It is time that we focus on identifying its best uses in the university classroom.…”

Section: Discussionmentioning

confidence: 99%

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A Comparison of Traditional and Technology-Assisted Instructional Methods in the Business Communication Classroom

Sauers

Walker

2004

Business Communication Quarterly

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In their study of 261 students enrolled in eight sections of a business communication course, three taught in a traditional classroom setting and the others delivered in a hybrid, half-time online format, the authors found that all students measurably improved their writing skills. On another dimension of interest, however, students in the online hybrid course demonstrated a higher rate of active learning practices in their use of Blackboard course management software. Perhaps most important, online writing instruction yielded as significant levels of measurable improvement in writing as did instruction in a traditional classroom, provided that instructional materials corresponded to the particular needs of the students. These results are encouraging in indicating that online courses may provide the best form of course delivery for certain students and certain communication practices.

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A Communication-based Response to Distance Learning in Business Communication

Cited by 9 publications

References 17 publications

E-Learning in Business

E-Learning in Business

Strategies for Enhancing Student Interaction and Immediacy in Online Courses

A Comparison of Traditional and Technology-Assisted Instructional Methods in the Business Communication Classroom

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