Teaching in the Global Business Classroom

Teaching in the Global Business Classroom

Carol Dalglish and Peter Evans

Teaching in the Global Business Classroom presents an educational framework for effective teaching and learning in the global classroom. It provides practical tools for teachers through suggestions for innovative curriculum design, lecture techniques, group work and participation activities, as well as the use of case studies and assessment methods.

Chapter 11: Online Teaching: Enhancing Distance Learning by Kate Whiteley

Carol Dalglish and Peter Evans

Subjects: business and management, management education, management and universities, education, management and universities, management education, teaching and learning


M1394 - DALGLISH TEXT.qxd 15/7/08 15:23 Page 119 Gary Graham:GRAHAM'S IMAC JOBS: GRAYUMS G4 11. Online teaching: enhancing distance learning Kate Whiteley* INTRODUCTION Distance learning has a long tradition based on the dissemination of paperbased materials. Today the interactive mediums offered by new technologies are either supporting or replacing these paper-based strategies. Online teaching is now used to provide educational opportunities to those who live in remote areas, are unable to attend class, or who prefer this method of learning. In addition online teaching is being used increasingly to support classroom teaching and offers a degree of flexibility and individual tailoring not previously possible. Various words and terms are used to describe teaching to students through ‘computer mediated communication’ (Godat and Whiteley-De Graaf 2007). The terms used vary between ‘online teaching’, ‘distance learning’ and ‘distance education’ depending on the context in which it is discussed. Simonson et al. (2003) define online teaching as ‘institutionbased, formal education where the learning group is separated, and where the interactive telecommunications systems are used to connect learners, resources and instructors.’ It is acknowledged that online teaching can add to ‘teaching disadvantages’ for students who do not have English as their first language (ENFL) (Godat and Whiteley-De Graaf 2007; Miller et al. 2000; Selwyn and Gorard 2003). This is because students from ENFL countries often require more practical teacher–student support to understand the teaching instructions, the technological process that supports the course content. In addition learning time may be...

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