A phenomenological
study conducted in 2010 by Dr. Pimpa from RMIT University
in Australia helps in identifying ways to improve online education. The report argues that online education has
immense possibilities for business, management and finance education. There are
some needed adjustments that include being selection of materials, integrating
programming, using strong platforms, and resource allocation. The purpose of his
studies was to explore the issues of engagement in online education with
international students.
The study used a qualitative semi-structured
interview format with 27 undergraduate accounting, finance and international business.
The small sample has some limitations in larger generalizations but does find
potential opportunities to explore in greater depth. The study looked at
similarities and differences with students and then used those results to
discuss the findings with professionals in the field.
In general, the results found that the personal
backgrounds, experiences, and level of education varied similar to the
backgrounds of each student. International business students engaged more often
than accounting and finance students. Students related that they connected well
to theories and practice. When the examples were related to their own
experiences they connected better. Online discussion was a way for them to
engage and discuss their understandings.
The finance students wanted more content related
changes. They were taught individual financial models but felt that finance was
a collection of models. In this case online discussion helped the students
think more about the connection of models and theories. Furthermore, the
discussions afforded the opportunity for students to understand the nature and
expectations of the course.
Accounting students preferred an online and
face-to-face interactive level of instruction. They stated that their desires
were a result of the complex concepts and the necessity for greater
understanding. Yet when engage in online interaction the use of case studies
and relation of theory to practical brand examples they are familiar with
helped them engage and study.
The ability of students to feel excited about and
engaged in their courses was related to the abilities of the instructor in
using online education and technology. Students enjoyed the ability to access
their educational systems at anytime, access databases, and other instructional
tools. They felt that convenience of the educational process was a benefit when
they use WI-FI spots throughout the university.
The cultural aspects of the students seemed to have
an impact on their level of online engagement. Asian students that have a more
collectivist background liked the ability to openly discuss topics without the
fear of losing face in public for putting forward wrong answers or challenging
someone. Both Anglo and Asian cultures seemed to enjoy learning about the
products, services, and business methods of people overseas.
Comments:
Online education has some benefits that come with
the inherent ability to span time and space in a global market. As companies
move to a more multi-national platform and engage in international business it
becomes important for students to understand and relate personally to more worldwide
through the understandings of their classmates.
The use of strong online systems requires the
ability to take practical examples that are of interest to students and use
those examples to teach them about theory and practice. It provides a stronger
context for students and greater level of understanding. Furthermore, the
strength of an educational system is often based in the ability of the students
to interact with each other and the convenience of accessing information
quickly.
Pimpa, N. (2010). E-business
education: a phenomenographic study of online engagement among accounting,
finance and international business students.
I-Business, 2 (4).
