Examining Business School Teaching Faculty Readiness to Teach Online: A Mixed Methods Research

Yuen Sin Chan, A. Tse
{"title":"Examining Business School Teaching Faculty Readiness to Teach Online: A Mixed Methods Research","authors":"Yuen Sin Chan, A. Tse","doi":"10.1145/3578837.3578856","DOIUrl":null,"url":null,"abstract":"The number of fully online business programs offered by AACSB accredited schools had tripled from 724 to 2117 programs within five years [1]. Quality online education may be the way to help the business school to stand out from the keen competition. However, 56% of chief academic officers perceived the lack of faculty's acceptance of online teaching as a barrier to transit online [2]. This mixed methods research aims to 1) examine the business school teaching faculty's readiness to teach online in terms of attitude and ability, and 2) identify the difficulties they encountered in online teaching. This would help the business school better prepare for the online transition to meet the needs of society. Teaching faculty from seven AACSB accredited business schools in Hong Kong were invited for an online survey (n = 48) and interview (n = 12). Results found teaching faculty perceived more confidence in Course Communication and less confidence in Technical Competence. The results may help the business school to provide appropriate training for teaching faculty in specific areas and improve the infrastructure needed for online teaching.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the 2022 6th International Conference on Education and E-Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/3578837.3578856","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

The number of fully online business programs offered by AACSB accredited schools had tripled from 724 to 2117 programs within five years [1]. Quality online education may be the way to help the business school to stand out from the keen competition. However, 56% of chief academic officers perceived the lack of faculty's acceptance of online teaching as a barrier to transit online [2]. This mixed methods research aims to 1) examine the business school teaching faculty's readiness to teach online in terms of attitude and ability, and 2) identify the difficulties they encountered in online teaching. This would help the business school better prepare for the online transition to meet the needs of society. Teaching faculty from seven AACSB accredited business schools in Hong Kong were invited for an online survey (n = 48) and interview (n = 12). Results found teaching faculty perceived more confidence in Course Communication and less confidence in Technical Competence. The results may help the business school to provide appropriate training for teaching faculty in specific areas and improve the infrastructure needed for online teaching.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
检验商学院教师在线教学准备:一项混合方法研究
AACSB认证学校提供的完全在线商业课程的数量在五年内从724个增加到2117个[1]。高质量的在线教育可能是帮助商学院在激烈竞争中脱颖而出的途径。然而,56%的首席学术官认为教师对在线教学的不接受是在线教学的障碍[2]。这项混合方法研究的目的是:1)从态度和能力方面考察商学院教师对在线教学的准备情况;2)确定他们在在线教学中遇到的困难。这将有助于商学院更好地为在线转型做好准备,以满足社会需求。来自香港7所AACSB认证商学院的教师被邀请进行在线调查(n = 48)和访谈(n = 12)。结果发现,教师对课程沟通的信心增加,对技术能力的信心减少。研究结果可能有助于商学院在特定领域为教师提供适当的培训,并改善在线教学所需的基础设施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
自引率
0.00%
发文量
0
期刊最新文献
Factors Affecting Grade Eight Students' Learning Motivation in Chinese Reading when Learning with Flipped Classroom Approach Investigating Zoom Continuance Use by Ghanaian University Students in Blended Learning Arrangements in the Post-Covid Era A Study on the Interaction Effect between Teachers and Students in Junior Middle School Chinese Classroom Teaching under Wisdom Class The Effect of Logical Argument Recomposition using Triangular Logic Model on Critical Thinking Compared to Conventional Method Low Threshold Introduction to the Inverted Classroom Teaching Method: A practical guide for lecturers first implementing the inverted classroom method
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1