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A Case Study of Online MBA Courses: Online Facilitation, Case-Based Learning, and Virtual Team

A Case Study of Online MBA Courses: Online Facilitation, Case-Based Learning, and Virtual Team

Richard J. Magjuka, Xiaojing Liu
Copyright: © 2018 |Pages: 26
ISBN13: 9781522531531|ISBN10: 152253153X|EISBN13: 9781522531548
DOI: 10.4018/978-1-5225-3153-1.ch035
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MLA

Magjuka, Richard J., and Xiaojing Liu. "A Case Study of Online MBA Courses: Online Facilitation, Case-Based Learning, and Virtual Team." Business Education and Ethics: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 662-687. https://doi.org/10.4018/978-1-5225-3153-1.ch035

APA

Magjuka, R. J. & Liu, X. (2018). A Case Study of Online MBA Courses: Online Facilitation, Case-Based Learning, and Virtual Team. In I. Management Association (Ed.), Business Education and Ethics: Concepts, Methodologies, Tools, and Applications (pp. 662-687). IGI Global. https://doi.org/10.4018/978-1-5225-3153-1.ch035

Chicago

Magjuka, Richard J., and Xiaojing Liu. "A Case Study of Online MBA Courses: Online Facilitation, Case-Based Learning, and Virtual Team." In Business Education and Ethics: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 662-687. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3153-1.ch035

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Abstract

This chapter presents a case study that examines the perceptions of online students and instructors regarding their experiences in a reputable online MBA program. The findings indicate that both the instructors and students exhibited a high level of satisfaction with their online experiences in the program and positive attitude toward online learning in general. This study also explores the in-depth views of the online participants on several key components of online business education, including online learning facilitation and interaction, virtual teamwork, and Case-Based Learning (CBL). The issues and challenges identified in the study indicate a need for the instructors and students to receive more guidance and support, technologically and pedagogically, in order to create a more engaging and fruitful online learning environment.

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