Abstract
Management education has rapidly adapted to recent technological advances with initiatives ranging from Web-based degrees conferred by online schools to hybrid courses offered on traditional campuses. Despite the substantial growth in these programs, however, the field’s understanding of the effects of these initiatives is rela- tively limited as only a few management education researchers have empirically investigated the actual use of in- structional technologies. The present study adds to the developing empirical literature by examining Web log server data generated by undergraduate students enrolled in a Management Information Systems course where an online Learning Management System (LMS) was used to complement a traditional classroom environment. We adopt a comprehensive model of student learning to guide the pursuit of two research questions: 1) How do students use online instructional technologies? and 2) What effect does such usage have on student learning? Our findings indi- cate that distinct usage patterns are reflected in how students actually use instructional technologies and that there are gender differences in these patterns. These findings illustrate the potential role of online learning styles in the consideration of the effects of instructional technologies on student learning.
Recommended Citation
Ballenger, Robert M. and Garvis, Dennis M.
(2009)
"Instructional Technology in Business Education: An Examination of Online Learning Styles,"
Journal of the North American Management Society: Vol. 4:
No.
1, Article 7.
Available at:
https://thekeep.eiu.edu/jnams/vol4/iss1/7