On the Line (eBook)

Anshuman Khare is Professor in Operations Management at Athabasca University, Canada. He joined Athabasca University in January 2000. He is an Alexander von Humboldt Fellow and has completed two post-doctoral terms at Johannes Gutenberg Universität in Mainz, Germany. He is also a former Monbusho Scholar, having completed a postdoctoral assignment at Ryukoku University in Kyoto, Japan. He has published a number of books and research papers on a wide range of topics. His research focuses on environmental regulation impacts on industry, just-in-time manufacturing, supply chain management, sustainability, cities and climate change, online business education, etc. He is passionate about online business education. In 2003, Anshuman was awarded the Craig Cunningham Memorial Award for teaching excellence by Athabasca University as a testament to his commitment to exceptional online education and in 2015, he was awarded Athabasca University Graduate Students’ Association (AUGSA) Outstanding Distinction Award (2015) which acknowledges and honors faculty members who display exemplary leadership, support, and engagement with graduate students. Anshuman serves as the Editor of IAFOR Journal of Business and Management, Associate Editor of "International Journal of Sustainability in Higher Education" published by Emerald and is on the Editorial Board of International Journal of Applied Management and Technology. Deborah Hurst is Dean, Faculty of Business and Associate Professor Organization Studies, Athabasca University, Canada.  She joined Athabasca University in 1995 as an academic coach in the world’s first online MBA. She later joined AU full time as an Associate Professor in January 2001 and since that time she has held various roles including Associate Dean, New Business Development and MBA Program Director. Deborah obtained her BA from the University of Toronto, and her MA and PhD from the University of Alberta. Prior to obtaining her graduate education, Deborah worked for General Motors of Canada Limited. Her time over a ten-year period included experience within the departments of material control, parts distribution, export operations, and traffic. During her MA studies, she worked for a summer at the non-profit, Edmonton Social Planning Council as a research assistant and later during her PhD for the Alberta Public Service as a human resources consultant and manager over a four-year period. All of these private, non-profit and public sector work experiences continue to inform Deborah’s research, teaching and administrative duties. Deborah’s guiding career vision and goals have always been focused on improving the human experience of workplaces through a better understanding of the cultural aspects of organization life. She is interested in how to best design online learning to develop excellence in graduate knowledge and professional skill as leaders and in business disciplines to directly support and mirror current workplace requirements. In her role as Dean, Deborah draws from her background in organization behavior/theory, work & organizational sociology, leadership development, and management education to lead the creation and provision of highly relevant, transformative and accessible online management education.

Preface 5
Objective and Background 5
Audience for This Book 6
Book Structure 6
Review Process 8
Acknowledgments 9
Contents 10
About the Editors 13
About the Editorial Board 15
About the Authors 19
Part I: “Why?”: The Business Case 27
Online Business Education: An Economic Perspective 28
1 The Origin and Purpose of Business Schools 29
2 The Development of Online Business Education 29
3 Supply of Online Business Education 30
3.1 The Institutional Context 30
3.2 The Real Cost of Higher Education 31
3.2.1 The Determination of Costs 31
3.2.2 Trends in Higher Education Cost 32
4 Demand for Online Business Education 33
4.1 Profile of Online Business Students 33
4.2 Employer’s Perceptions 34
4.3 Income Affects 35
4.4 Price Affects 36
4.5 The Effectiveness of Online Education 37
5 The Future 38
5.1 Technology Development 38
5.2 Adoption 39
5.3 Brand and Market Share 40
5.4 Market Segmentation 41
5.5 Niche Schools 41
5.6 Aggregated Qualifications 42
6 Conclusion 42
References 43
A Service-Dominant Logic and Value Co-creation Approach for Online Business Education 46
1 Introduction 46
2 Service-Dominant Logic 48
3 Service-Dominant Logic in the Educational Context 49
3.1 Axiom 1: Service Is the Fundamental Basis of Exchange 49
3.2 Axiom 2: Value Is Co-created by Multiple Actors, Always Including the Beneficiary 50
3.3 Axiom 3: All Social and Economic Actors Are Resource Integrators 51
3.4 Axiom 4: Value Is Always Uniquely and Phenomenologically Determined by the Beneficiary 51
3.5 Axiom 5: Value Co-creation Is Coordinated Through Actor-Generated Institutions and Institutional Arrangements 52
3.6 Concluding Remarks About Service-Dominant Logic in Online Education 52
4 Co-creation of Value in Education 52
4.1 Development of Antecedent Conditions 53
4.2 Development of Motivations 54
4.3 Cost-Benefits 55
4.4 Activation 56
4.5 Evaluation 57
4.6 Discussion 57
5 Conclusion 58
References 58
Educational Data Mining (EDM): Researching Impact on Online Business Education 61
1 Introduction to EDM 61
1.1 Outline of This Chapter 63
2 Review of Some Basic Data Mining Algorithms Used in Education and the New State of Arts That Are Coming Up 63
2.1 Classification 64
2.2 Cluster Analysis 65
2.3 Discovery with Models: Knowledge Tracing 65
2.4 Association Rule Mining 66
3 Goals for Educational Data Mining 67
4 Educational Data Mining in Online Business Education Setting 68
4.1 Feedback for Instructors 69
4.2 Recommendations for Students 70
4.3 Predicting Student Performance 70
4.4 Detecting Undesirable Student Behaviors 71
4.5 Grouping Students 71
4.6 Constructing Courseware 71
4.7 Planning and Scheduling 72
4.8 Enhancing Student Recruitment and Admission 72
4.9 Improving Student Support Services 72
4.10 Connecting with Alumni 73
5 What Are Some More Challenging Applications of EDM in the Educational Field 73
6 Other Directions and Conclusion 73
References 74
Emergent Versus Planned Assessment and Tuition Strategies for Online Postgraduate Teaching of Technology and Innovation Management at the Open University, UK 78
1 Introduction 78
2 PG TIM at the OU 79
3 Evolution of the Assessment and Tuition Strategy (ATS) 80
3.1 Objectives of the ATS 81
3.2 Evaluation of the ATS 85
3.2.1 Summative Assessment 86
3.2.2 Formative Assessment 86
Relevance and Application of Learning 87
Integrated Skills Development and Lifelong Learning 88
Feedback 89
3.2.3 Quality Assurance and Enhancement 90
3.2.4 Research Outputs 90
3.2.5 Tuition 90
4 Conclusions and Implications 93
References 94
An Online MBA: Effort, Investment, and ROI 97
1 Risks 98
2 Rewards 99
3 The ROI 100
A Student’s Perspective of Online Business Education: Self-Directed and Peer Learning in a Flexible Format Designed to Meet the Needs of Today’s Busy Professional 101
1 Introduction 102
2 The Increasing Attractiveness of Online Education 102
3 The Role of Social Interaction in Learning 103
4 Learning in an Online, Asynchronous Business Program 103
4.1 Online Discussion Boards 104
4.2 Group Assignments 104
4.3 Cohort Structure and Residential Requirement 104
5 Conclusion 105
References 105
Perspective: Work-Study-Life Balance 107
1 Introduction 108
2 Why Online? 108
3 Flexibility Has a Price 109
4 Conclusion 110
Perspective: But It’s Online 111
1 The Perception 112
2 The Value of Accreditation 112
3 Education Quality 113
4 How to Choose? 114
5 Concluding Remarks 115
References 115
Part II: “How?”: Building Knowledge and Skills 117
Online Student Engagement and Success in Graduate Studies 118
1 Introduction 118
2 Background 119
2.1 Student Engagement Defined 119
2.2 Student Engagement Practices 120
2.2.1 Academic Challenge 120
2.2.2 Learning with Peers 123
2.2.3 Experiences with Faculty 125
2.2.4 Campus Environment 127
3 Conclusion 128
References 129
Enhancing Digital Intelligence Through Communities of Learning 131
1 Introduction 131
2 Digitally Networked Business Environments 132
3 Digital Learners and Digital Intelligence 133
4 Communities of Learning 134
4.1 The Community of Inquiry Framework 135
4.2 The Community of Practice Framework 136
5 Designing Courses for Tacit Knowledge Transfer 137
5.1 Learning Outcomes 138
5.2 Instructional Design 138
5.3 Learning Activities 140
5.4 Teacher and Student Roles 141
5.5 Technological Considerations 141
5.6 Assessment 141
6 Concluding Comments on Inculcating Digital Intelligence Skills 142
References 143
Development of Personal Learning and Social Networks: Strategies for Knowledge Creation and Sharing in Online Learning Environments 146
1 Introduction 147
2 Social Capital and Development of Networks 147
3 Different Network Types and Their Role in Knowledge Creation 149
4 Effective Knowledge Sharing Network 151
5 Online Learners 153
6 Conclusions and Recommendations 155
References 156
New Approaches to the Assessment of Learning: New Possibilities for Business Education 159
1 Introduction 159
2 Understanding Assessment 161
2.1 Designing an Assessment for Capabilities 161
2.2 Continuing Professional Education 162
3 New Developments in Assessment 163
3.1 Adaptive Assessment 163
3.2 Learner Progress Analytics 164
3.3 The End of Average and the Bell Curve: Criterion-­Referenced Grading 164
3.4 Competency and Capability Assessment and the Growth of Micro-Credit Programs 165
3.5 Peer-to-Peer Assessment for and of Learning 166
3.6 Valid8 as a Competency-Driven Portfolio 167
3.7 Replacing Faculty as Writers and Markers of Assessment Items with Machine and Artificial Intelligence 167
3.8 National Standards-Based Assessment 168
3.9 Innovation in Prior Learning Assessment and Recognition (PLAR) 169
3.10 Learner Mobility, Assessment and Transnational Qualification Frameworks 169
4 Unbundling and the Future of Online Business Education 170
5 Conclusion 172
References 172
Implementation of a Next-Generation Course Architecture for Blended Learning 174
1 Introduction 175
2 Learning Management Systems 176
3 Pedagogical Strategies 178
4 Putting It All Together: Architecture and Workflow 179
5 Application Examples from Agribusiness Teaching 185
6 Conclusion 188
References 189
On the Relevance of Digital Learning Cultures Within Online Business Education 191
1 Introduction 192
2 Learning Cultures 193
2.1 Teachers in Digital Learning Cultures 195
2.2 Learners in Digital Learning Cultures 196
2.3 Media in Digital Learning Cultures 197
2.4 Corporate Structures in Digital Learning Cultures 198
3 Method for the Survey to Examine the Existing Learning Culture in a Company 198
3.1 Concept Tool 201
4 Conclusion 202
References 203
The Use of Explainer Videos as a Learning Tool: An Internal and External View 205
1 Growing Demand for Online Courses and Explainer Videos 206
2 Market Potential for Online Courses and Usage of Explainer Videos (External View) 207
2.1 Research Approach: Focus on B2C and B2B Segments 207
2.2 Research Findings: Market Study for B2C and B2B Segments 209
2.2.1 Digital Learning Applications 209
2.2.2 Degree of Customer Satisfaction with Online Courses 210
2.2.3 Evaluation of Innovative Online Course Formats 210
3 Effectiveness and Efficiency of Explainer Videos as a Learning Tool (Internal View) 211
3.1 Research Approach: Experimental Online Design 211
3.2 Research Findings: Usage and Efficiency of Explainer Videos 212
3.2.1 Digital Learning Applications 213
3.2.2 Importance and Usage of Explainer Videos 213
3.2.3 Pre- and Post-knowledge Test 213
3.2.4 Input/Output Ratios 214
4 Discussion 215
5 Closing Remarks and Outlook 216
References 217
Social Media Usage in Higher Education in Online Business Programs 219
1 The Emergence of Web 2.0 and Social Networking 219
1.1 Web 2.0 Tools and Processes 220
1.1.1 Blogs 220
1.1.2 Wikis 221
1.1.3 Social Networking 221
1.1.4 Tagging and Social Bookmarking 222
1.1.5 RSS and Syndication 222
1.1.6 Podcasting 223
1.1.7 Multimedia Sharing 223
1.1.8 Photo Sharing 223
1.2 Four Social Networking Sites 224
1.2.1 Facebook 224
1.2.2 Twitter 224
1.2.3 Google+ 225
1.2.4 YouTube 225
2 Social Media and Students: An Academic Snapshot 225
2.1 Social Media and Collaboration Tools for Student Engagement 226
2.2 Social Media and Enhancing Quality in Online Education 227
2.3 Online Platforms and Social Media to Improve Interaction 227
3 Current Approach 228
4 Key Findings 228
References 232
A Practitioner Perspective: Pushing the Limits of Online Learning 235
1 Introduction and Background 235
2 Offline Versus Online Productivity 237
2.1 Learning Aspects Suitable for the Online Platform 239
2.2 Practical Learning Enhanced by the Online Platform: The Hybrid Learning Approach 242
2.3 Learning Aspects Not Suitable for the Online Platform 245
3 Natural Selection Online 246
4 Conclusion: The Hybrid Approach 247
Part III: “So What?”: Outcomes and Impacts 249
Exploring the Factors Affecting Student Academic Performance in Online Programs: A Literature Review 250
1 Introduction 250
2 Methodology 251
3 Student Performance Online Compared to Traditional On-Campus Delivery 252
4 A Review on the Factors Affecting Student Performance 258
5 Student Satisfaction and Performance 259
5.1 What Is Driving Student Satisfaction in Online Courses? 259
5.2 Linking Student Performance with Student Satisfaction 260
6 Summary and Conclusions 261
References 262
A Renaissance in Skills: The Future Place of Online Learning for Skills for Business 266
1 Introduction 266
2 The Skills Gaps 267
2.1 Gap 1: The Basic Gap – The Gap Between What Employers Are Seeking and What They Can Find 267
2.2 Gap 2: The Expectations Gap 268
2.3 Gap 3: The Productivity Gap – The Skills We Need to Develop to Significantly Improve Productivity 268
2.4 Gap 4: The Leverage Gap – The Underutilization of Skills in the Workforce 268
2.5 Gap 5: The Futures’ Gap – The Gap Between Current Skill Sets and the Skills We Need to Become Competitive in the Fourth Industrial Revolution 269
2.6 Gap 6: The Skills We Need to Build a More Innovative and Sustainable Economy 269
3 New Approaches to Skills Development and Assessment 270
3.1 The Modularization of Learning 270
3.2 A Shift to Competency Not Content or Time in Class 270
3.3 E-Portfolios and Blockchain Technologies 271
3.4 Micro-credit and Skills-Based Badges 272
3.5 New Approaches to Assessment 273
3.5.1 Adaptive Assessment 274
3.5.2 Learner Progress Analytics 275
3.5.3 The End of Average and the Bell Curve 275
3.5.4 Competency and Capability Assessment 275
3.5.5 Valid8 as a Competency Driven Portfolio 276
4 Implications for Skills Training and Business Education 276
References 277
Building Adaptive Capacity in Online Graduate Management Education 279
1 Introduction 280
2 Background to Issue 281
3 Online Professional Skills Development 283
4 Adaptive Capacity 284
5 Adaptive Capacity: Construct Elaboration 286
6 How AUFB Builds Adaptive Capacity 286
6.1 Reactive Dimension and Knowledge Contextualization 286
6.2 Proactive Dimension: Creativity and Interpersonal Growth 289
6.3 Tolerance Dimension: Actively Linking Theory/Knowledge to Practice 290
7 Conclusion 291
References 292
Professional Accreditation: An Investigation into the Case of Online 295
1 Introduction 296
2 Literature Review 297
2.1 The Need to Go Online 297
2.2 Designing an E-Learning Environment 297
2.3 The Online Discussion 298
3 Methodology 301
4 Case Study 302
4.1 Case Study 1: Association to Advance Collegiate Schools of Business 303
4.2 Case Study 2: Chartered Institute of Purchasing and Supply (CIPS) 306
4.2.1 Overview of Supply Chain Market 306
4.2.2 Programme Accreditation: MSc Operations and Supply Chain Management 307
5 Findings 312
6 Conclusion 313
References 314
Online Program Unlocks Opportunities Which Are Not Possible In Traditional Work Models 317
1 Introduction 318
2 Discussion 318
3 Conclusion 320
References 320
Online Supply Chain Education in a Digital World 322
1 Introduction 322
2 Reasons 323
3 Goals 323
4 Improvement Opportunities 324
5 Outcome 325
References 326
Perspective: Online Business Education (The Enabler of Opportunity) 327
1 Introduction 328
2 The Student 328
3 The Institution 329
4 The Market 330
5 Conclusion 331
References 332
The Capstone Project: An Opportunity for the Company? 333
1 Why an Online Business Program? 334
2 The Capstone Project: Aligning with Company Needs 334
3 Focus Area for Capstone Project 335
4 Personal Development and Company Requirements 336
5 Getting More from Capstone Projects 336
Perspective: The Unexpected 51-Hour Conversation (An Emphasis on the Importance of In-Person Encounters) 338
1 My Journey as a Professional 338
2 The Role of a Business Online Degree 339
3 Unexpected Benefits 339
4 Challenges and Missed Opportunities 340
5 The Role of Travel in a Changing Business Environment 341
6 Professional Impact 341
Index 342