In line with these four dimensions the following is a summary of the current

In line with these four dimensions the following is a

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supported from the providing institution remotely from the student. In line with these four dimensions, the following is a summary of the current approaches adopted by this University in delivery of its MBA programme to its overseas students: Materials-based learning refers to the learning materials made available by the University to its students studying at a distance, including paper-based, audio/visual, and web-based materials, and other computer-based resources. Materials distributed this way form the main basis of study for the students on this MBA course. Programme components delivered by visiting lecturers. This dimension refers to the teaching staff of the University travelling on a periodic basis to the location of the distance learners to deliver parts of the programme. In this MBA, this delivery is concentrated into a period of intensive classroom-based study for a group of students. The functions carried out by the travelling lecturers include initial orientation, intensive teaching of sections of the programme, tutorial support, and gathering of feedback. The operations of these lecturers are strongly supported by staff from the collaborating institutions. 54 ©Academic Conferences Ltd
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Yongmei Bentley et al. Learning supported locally. This MBA programme has close collaborations with each of the local institutions which provide counterpart lecturers to undertake the defined functions and to provide necessary support to the local students. Learning supported from the providing institution remotely from the student . This dimension refers to the provision of different forms of communication to support individual learners or groups of learners by a tutor from the providing institution. The forms of communication between the tutor and the students on this MBA programme have primarily been e-mails and by means of the discussion board via BREO and other computer-based conferencing (Voice Café and WIMBA Live Classroom discussions), but there has also been postal correspondence and communications by telephone. 4. Research method As mentioned above, this research investigated the impact of distance learning support systems on the learning experience of the MBA students at a number of the University’s global sites. The primary research method used was by two questionnaire surveys. The first survey covered the period between April and July 2008, and had both online and off-line components. The second covered the period between January and March 2009, and was conducted online. The topics covered in the surveys included learning and teaching strategies, the quality of online learning delivery, the means of assessment, and the support mechanisms that were already in place. Comments were also invited where appropriate in order to seek for new solutions. There were 26 questions in the questionnaire which covered seven areas: registration, induction, Business School days (face-to-face teaching), other teaching support (including textbooks, CD-ROMs, blackboard - BREO, website links, Voice Café, module queries and responses), assessment design, social networking, and overall learning experience. In principle, both surveys had the same type of
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  • Spring '10
  • Roth
  • E-learning, Virtual learning environment, MBA Programme

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