Educational Innovation in Economics and Business VIII Educational Innovation in Economics and Business Volume The titles published in this series are listed at the end of this volume Educational Innovation in Economics and Business VIII Pedagogy, Technology and Innovation Edited by Roger Ottewill Centre for Learning and Teaching, University of Southampton, U.K Liz Borredon EDHEC Business School, Lille, France Laurent Falque EDHEC Business School, Lille-Nice, France Bruce Macfarlane Educational Development Centre, City University, London, U.K and Ann Wall School of Business and Finance, Sheffield Hallam University, U.K SPRINGER-SCIENCE+BUSINESS MEDIA, B.V A C.I.P Catalogue record for this book is available from the Library of Congress ISBN 978-90-481-6505-6 ISBN 978-94-017-1386-3 (eBook) DOI 10.1007/978-94-017-1386-3 Printed on acid-free paper All Rights Reserved © 2004 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 2004 Softcover reprint of the hardcover 1st edition 2004 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work Contents Contributors ix Acknowledgements xiii Editors xv Preface xvii Part I: The Business Context How E-Learning Businesses Meet Client and End User Needs: Analysing the Collaborative Contexts DAVID RUSSELL, DAVID CALVEY & MARK BANKS Business Process, Experience and Memory: Educational Approaches and Technology Tools for a Global Workforce DANIEL M CARCHIDI & DAVID J MCCARTHY v 19 vi Contents Part II: Challenges for the Academy 41 From High Level Clarity to Ground Level Confusion: Exactly Where IT-Mediated Education Policies Fit? STEPHEN D REEVE & STEPHEN H FLOWERS 43 Moving a University Toward On-line Learning: Opportunities, Challenges, and Technologies DREW PARKER & ANDREW GEMINO 61 Linking Pedagogical Innovation and Information Technology to Enhance Business Education SERGIO VASQUEZ BRONFMAN 77 The Experience of Self-Organized Learning Through the Use of Learning Plans for Knowledge Management VIVIEN LEE LOOI CHNG & STEVEN COOMBS 93 Part III: Team and Collaborative Learning 111 Using Student Consulting Team Assignments as a Vehicle to Teach a Systems Development Course 113 SYLNOVIE MERCHANT Using Team Learning in the Classroom: Experiences and Lessons LEROY F CHRIST, MARY Y CHRIST, A STEVEN GRAHAM, MICHAEL K MCCUDDY & WENDY L PIRIE 129 Using Teams in the Classroom: Meeting the Challenge of Evaluating Students’ Work MICHAEL K MCCUDDY & WENDY L PIRIE 147 International Management: Early Experience in Multicultural Virtual Team Interaction KEN MORSE 161 Contents vii Part IV : Problem Based Learning 173 PRAXIS: A Practice-Based Instructional System in the First Year of an Industrial Engineering Program WILLEM M VAN WOERDEN & NYNKE JO SMIT 175 Using the Web for Problem-Based Learning 189 NYNKE JO SMIT, MAARTEN VAN RIEMSDIJK & JAN VAN DER VEEN Effects of Problem-Based Learning in Business Education: A Comparison Between a PBL and a Conventional Educational Approach PIET VAN DEN BOSSCHE, MIEN SEGERS, DAVID GIJBELS & FILIP DOCHY Learning about Teaching Information Systems in a Problem-Based Curriculum: An Exploratory Study of the Impact of Students’ Individual Differences on their Conception and Perception of Problem Tasks JAN NIJHUIS, MIEN SEGERS & WIM GIJSELAERS 205 229 Part V : Distance and On Line Learning 253 The Use of a Virtual Learning Environment to Support Learners on Work-Based Learning Programs LEN BIRD 255 Distance Learning: The Experience of Accounting at the University of Natal (Durban), South Africa ANTHONY B LUMBY & ADRIAN D SAVILLE 273 Creating and Improving a “Virtual Object” Through Web-Mediated Discourse GORDON WELLS 289 Testing Social Information Processing Theories in Distance Education WM BENJAMIN MARTZ, JR.& MORGAN M SHEPHERD 315 viii PART VI : Specific Applications of Learning Technology Electronic Tutorial for Moral Reasoning in Business Education: A Technological Learning Tool to Facilitate Students’ Moral Reasoning MARGARITA ALEMÁN VARGAS Contents 331 333 The Five Key Benefits of On-line Final Examinations (with Three Free Bonus Benefits) JEREMY B WILLIAMS 347 Assertion-Reason Assessment in Formative and Summative Tests: Results from Two Graduate Case Studies LUKE B CONNELLY 359 Exploring the Implications of Videoconferencing for Management Learning VIVIEN HODGSON & MIREIA ASENSIO 379 Index 393 Contributors Margarita Aleman Vargas, Faculty Member of Bilingual High School, The Monterrey Institute of Technology Campus, Guadalajara, México maleman@itesm.mx Mireia Asensio Department of Management Learning, The School of Management, Lancaster University, UK m.asensio@lancaster.ac.uk Mark Banks, Manchester Institute for Popular Culture, Manchester Metropolitan University, M15 6LL, UK m.o.banks@mmu.ac.uk Len Bird, Work-based Learning Unit, Coventry Business School, Coventry University, Priory Street, Coventry CV1 5FB, UK l.bird@coventry.ac.uk David Calvey, Centre for Employment Research, Manchester Institute for Telematics and Employment Research, Manchester Metropolitan University, M15 6LL, UK d.calvey@mmu.ac.uk Daniel Carchidi, Knowledge Systems GE Capital, Performance Technology Solutions, USA daniel.carchidi@gecapital.com Leroy Christ, College of Business Administration, Valparaiso University, Indiana, USA leroy.christ@valpo.edu ix x Contributors Mary Christ, College of Business Administration, Valparaiso University, Indiana, USA mary.christ@valpo.edu Luke Connelly, Brisbane Graduate School of Business, Queensland University of Technology, George Street, Brisbane, Q 4001, Australia l.connelly@qut.edu.au Steven Coombs, Department of Curriculum Studies & Secondary Education, School of Education, Sonoma State University, 1801 East Cotati Avenue, Rohnert Park Ca 94928-3609, USA steven.coombs@sonoma.edu Filip Dochy Educational Innovation and Information Technology (EDIT), Faculty of Law, University of Maastricht, the Netherlands Filip.dochy@edit.unimaas.nl Stephen Flowers, University of Brighton Business School, UK shf@bton.ac.uk Andrew Gemino, Faculty of Business Administration, Simon Fraser University, 8888 University Drive, Burnaby, British Columbia, V5A 1S6, Canada gemino@sfu.ca David Gijbels, Educational Innovation and Information Technology (EDIT), Faculty of Law, University of Maastricht, the Netherlands David.gijbels@edit.unimaas.nl Wim Gijselaers, Department of Educational Development and Educational Research, University of Maastricht, PO Box 616, 6200 MD, Maastricht, the Netherlands w.gijselaers@educ.unimaas.nl Steven Graham, Purdue University North Central, Indiana, USA stevenvalpo@hotmail.com Vivien Hodgson, Department of Management Learning, The School of Management, Lancaster University, UK v.hodgson@lancaster.ac.uk Vivien Lee Looi Chng, Temasek Polytechnic 21 Temasek Avenue Singapore 529 757 looichng@tp.edu.sg 388 Vivien Hodgson & Mireia Asensio critical factors for the students when articulating their experience of videoconferencing in all three of the case studies, as we discuss further below 3.1 The Significance of Presence and Interaction The students perceived, in some cases, a lack of presence and interaction and most of them believed that this was due to the technology and the lack of skills on the part of the tutor Thus technology and its pedagogic management were perceived as a barrier to what the students believed to be effective presence and interaction The students often mentioned the significance and value of physical presence In case study some students believed that students got bored, particularly at the remote campus, because they lacked the personal touch and could not interact with either the lecturer or the students during the class “No not at all in general most of them are sleeping, we caught five today we were watching them on the screen, not at the same time they’ve only got six in the class No they don’t seem to pay much attention but then they don’t get much attention paid to them either so.” (Pat, home campus student) These students’ accounts highlighted the issue around the importance of physical presence Students believed that people paid more attention if the tutor was physically present in class One student described how, when doing another videoconferencing module where the tutor had been at the other campus, he had left a class and had not felt guilty about it because “she (i.e the tutor) was not present” Interestingly, however, another student said that often the tutor did not realize what was happening because he had to keep an eye on two places at the same time (i.e both the home and remote campus) while making sure that the PowerPoint presentation was working properly Thus though the lecturer was physically present, he was perceived by the students as being distant, particularly because they felt they could not interrupt to ask questions if they needed to In case study students also felt that the experience of attending a videoconferencing tutorial without the tutor in the room could make people feel isolated and students often drop out from the course For this case study, as well as case study 3, the students often mentioned issues around the perception of the other Generally they felt sorry for the students studying on their own in the more remote centers and they talked about them as being shy, bored or as one student said when referring to them “the wee souls” Some students in case study seemed to think that to bring the students together was the tutor’s responsibility, whereas others said that working with Implications of Videoconferencing for Management Learning 389 too many study centers at the same time, inhibited people and did not allow them to build relationship and belong to a group Opportunities for continuing dialogue and lack of peer interaction made it difficult to form a group with particularly the remote students Students from case study who only had videoconferences every two weeks said that this was not enough to resolve the kinds of differences in understanding when negotiating what each one could or wanted to in their group project Equally it was mentioned that the videoconference sessions were quite short and particularly at the beginning did not allow enough time for everyone to speak and to understand each other In all cases then it seems that whilst physical presence was considered important, arguably more important was the students’ experience of social presence and interaction Garrison (1997), along with a number of other authors, has addressed the issue and significance of social presence in computer mediated communication (CMC) and collaborative learning environments (see also Spears & Lea, 1992; Yates, 1997; Hodgson, 2001) Garrison’s basic point is that collaborative learning approaches are rooted in a social constructionist paradigm and that within such a paradigm social presence and/or social identity is an integral aspect in the social construction of knowledge and thus in collaborative learning He uses the term social presence to describe the degree individuals project themselves through the medium From a social constructionist perspective it is possible to argue that all learning emerges from relational dialogue with and/or through others In which case social presence has to be considered significant whatever the learning situation or medium used 3.2 Engagement and Engagement Theory Kearsley and Shneiderman take an essentially constructivist perspective to develop a framework for technology-based teaching and learning that focuses on the concept of engagement and on the assumption that students should be “meaningfully engaged in learning activities through interaction with others and worthwhile tasks” (1999) It seemed to us that students’ reference to issues related to physical presence and interaction was apparently built on the belief that face-to-face is a more effective way of teaching and learning than videoconferencing This could, however, be less to with the characteristics of the media itself than with the way the learning events had been designed and/or managed by the academic staff It may be that beyond the significance of face-to-face presence and interaction that the nature of engagement was influential to the students’ experience as much as the constraints of the media per se In other words, it may be that the problem is the lack of attention given in the design 390 Vivien Hodgson & Mireia Asensio for learning to the issue of engagement, rather than the lack of physical presence and interaction Arguably, the quality of interaction and engagement between tutor and students, together with the processes that contribute to people feeling socially “present” in the learning context, are arguably far more important to the learning experience than physical presence Here, we are using the term “engagement” to describe a learning situation where student(s) feel engaged, in tune with the subject matter, in a way that is meaningful to his/her experience and conception of the world Kearsley and Shneiderman (1999) emphasize collaboration among peers and a community of learners and thus suggest that engagement theory can be aligned with situated learning theories They claim that technology can facilitate engagement in ways that are otherwise difficult to achieve Kearsley and Shneiderman are thus using engagement in a slightly different way to how we describe it above They emphasize learning designs that support the active participation of students during a learning event We would argue that engagement described only in this way does not recognize that people can be engaged when passive during a learning event That is the student can experience engagement vicariously without always having to be “actively” participating during the learning event In a study of learners’ experience of lectures (Hodgson, 1997) it was found that, for example, their experience of relevance of the content could be either intrinsic or extrinsic or, alternatively, it could be a vicarious experience Learners who experienced the relevance intrinsically or vicariously were more likely to be engaged with the lecture content and also ultimately more likely to well on the course Vicarious experience of relevance in this study was directly associated with the lecturer and the stories and metaphors he or she used or the energy and enthusiasm for the topic/subject that she portrayed or projected during the lecture That the tutor can be equally important for a vicarious experience of relevance/engagement during videoconferencing sessions was reflected in the comments made by students in the case studies described here It appeared that the tutor was similarly able, during videoconferencing sessions, to engage the students through the use of story telling, use of metaphor and visualization, thereby offering a sense of immediacy and connection with the world The case studies discussed would suggest that the nature of engagement during the learning event is more important than being physically present It is arguably this that makes a difference to the learning experience We would like to suggest that the notion of engagement is a critical concept when considering not only videoconferencing but also learning technologies, networked learning and e-learning more generally Understanding the nature of engagement when using learning technologies could challenge the way Implications of Videoconferencing for Management Learning 391 some of the technologies are being used and why they are being perceived negatively or as second best by students CONCLUSION We have argued that, in the light of the case studies, the perceived problems with videoconferencing have more to with the way the learning event has been designed and managed than with the shortcomings of the media itself Social presence and more specifically lack of engagement are seen as more important than physical presence and interaction per se Both feelings of social presence and engagement appeared to have an impact on the way the students experienced a learning event supported or mediated by the use of videoconferencing The use of videoconferencing might be seen as limited and arguably of reduced educational value, less because of the apparently constraining characteristics of the technology itself but more because of how the design for learning is being managed and attention given to these two important and inter-related aspects ACKNOWLEDGEMENTS This work was part-funded by a grant from the Committee on Awareness, Liaison and Training (CALT) of the Joint Information Systems Committee of the UK Higher Education Funding Councils (JISC) The views expressed here are not necessarily those of JISC or CALT Further information about the project can be obtained at http://csalt.lancs.ac.uk/jisc/ - Accessed 31/07/02 We would like to thank all those students who took part in the interviews and the lecturers and tutors that gave permission to observe the learning events REFERENCES Garrison, D.R (1997) Computer conferencing: The post-industrial age of distance education Open Learning, 12 (2), 3-11 Hodgson, V.E (1997) Learning from lectures In F Marton, N Entwistle, & D Hounsell (Eds.) 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Contexts of computermediated communication (pp 30-65) London: Harvester Wheatsheaf Yates, S (1997) Gender, identity and CMC Journal of Computer Assisted Learning, 13 (4), 281-290 Bates, A.W 278, 286, 336, 337, 344 Baxter, A 361, 372, 378 Beam, H.H 147, 159 Beatty, J.R 158, 159 Beaty, L 256, 271 Beaudin, B 263, 270 Becker, W.E 109 Bednar, A.K 341, 344 Beebe, S.A 318, 329 Benbasat, I.W 117, 118, 126 Bennett, J 275, 286 Bereiter, C 293, 294, 296, 297, 312, 313 Berkowitz, M.W 335, 345 Bernard, E 226 Biehler, R.F 335, 345 Biggs, J.B 263, 270 Bilimoria, D 316, 329 Bird, L 255 Blake, R.L 224, 227 Block, J.H 175, 176, 177, 186, 213 Blommaert, J 226 Bloom, B.S 25, 28, 40, 277, 286 Boden, D 270 Boekaerts, M 224, 225 Borghans, L 58 Bostrom, R.B 321, 329 Boud, D 226, 255, 270, 351, 358 Bourner, T 271 Boyatiz, R 147, 159 Bradshaw, D 51, 58 Briggs, R.O 319, 321, 329 Brown, G 377 Brown, J.S 6, 7, 17, 366 Brown, M 275, 286 Brown, S 277, 286 Browne, M.N 109 Browne, N 93, 94, 109 Bruner, J 78, 90 Buchholz, R.A 334, 345 Buckley, M.R 335, 345 Bull, J 366, 377 Bulte, J.A 227 Index Abbagnano, N 336, 341, 344 Ackoff, R.L 117, 126 Aiken, G 147, 159 Alavi, M 65, 76, 77, 89, 90 Albanese, M.A 206, 224, 225 Albelo, M.L 337, 342, 345 Alderfer, C.P 329 Alemán Vargas, M 333, 344 Alexander, P.A 211, 225 Alie, R.E 147, 159 Amin, A 5, 6, 10, 13, 17 Anderson, J.R 211, 225 Anderson, L 48, 58 Anderson, P 163, 171 Anghern, A 86, 90 Antepohl, W 222, 225 Aranda, E.K 321, 329 Armon, C 335, 344 Armstrong, E.G 224, 226 Aronson, E 270 Arts, A.R 227 Arts, J.A 206, 213, 225, 260 Asensio, M 379 Calvey, D Camp, M.G 151, 226 Campbell, D.T 210, 225 Carchidi, D.M 19 Carey, T.A 147, 159 Cariaga-Lo, L 226 Bandura, A 316, 329 Banks, M 3, 13, 17 Bannister, D 94, 109 Bariff, M.L 117, 126 393 394 Carr, W 257, 270 Carrier, D 347, 358 Carton, A.S 313 Chang, A 109 Chaplin, J.P 316, 329 Charum, J 287 Checkland, P 81, 90 Chidambaram, L 319, 321, 329 Chin, W 329 Choppin, B.H 368, 377 Chou, D.C 119, 126 Christ, L.F 129 Christ, M.Y 129, 135, 146, 147, 159 Christian-Carter, J 8, 17 Christie, B 330 Churchman, C.W 117, 126 Clarke, J 96, 103, 110 Claxton, G 312 Cleland, D 118, 126 Clemans, W.V 360, 361, 362, 364, 378 Cobb, P 266, 270 Cohen, A.J 96, 100, 101, 102, 104, 105, 109 Collis, B.A 204 Confessare, G 147, 159 Confessare, S 147, 159 Conill, J 341, 345 Conlon, K 321, 329 Connelly, L.B 359 Conole, G 255, 270 Coombs, S.J 93, 94, 95, 96, 105, 109 Cooper, H.M 214, 225 Coppola, N 76 Cortina, A 341, 345 Couch, P 147, 160 Crosby, P.B 345 Cunningham, D 344 Daft, R.L 191, 203, 320, 321, 329 Davidson, L.S 102, 109 Davidson, R 367, 377 Davis, G.B 117, 126 De Block, A 225 De Corte, E 211, 212, 226 De Kock, J.H 285, 286 De Volder, M.L 185, 186 Dearden, J 117, 126 Dede, C 320, 329 Deepwell, F 257, 270 Index DelBecq, A.L 329 Delhoofen, P 190, 204 Dellana, S.A 119, 126 Dellinger, S 134, 146 Dennis, J.F 330 DeSanctis, G 319, 329, 330 Dexter, A.S 118, 126 Dick, S 81, 90 Dickson, G.W 118, 126 Distlehorst, L.H 222, 225 Dochy, F 205, 206, 207, 208, 211, 212, 225, 226, 227 Donnellon, A 161, 171 Donnelly, J.H 114, 126 Doucet, M.D 222, 225 Dousma, T 213, 225 Dowden, B 345 Dreyfus, H 77, 86, 91 Drucker, P 78, 79, 87, 90 Duffy, T.M 96, 109, 344 Duguid, P 6, 7, 17 Ebbinhaus, H 329 Elden, M 147, 159 Elliot, J 257, 270 Elmslie, R.G 361, 372, 378 Engel, C.E 205, 226 Engeström, Y 289, 296, 297, 307, 312 Entwistle, N 391 Erskine, J.A 213, 226 Farrow, S 118, 126 Feiner, S 97, 109 Feldman, R.S 335, 345 Fieser, J 336, 345 Fjermestad, J 329 Flores, F 77, 86, 87, 91 Flower, L.S 96, 97, 109 Flowers, S.H 43, 45, 46, 47, 58 Fox, J.S 361, 372, 377 Francis, P 316, 329 Franke, G.R 345 Fransman, M 5, 17 Freeman, K 94, 109 Freiberg, J 149, 159 Freiberg, K 149, 159 Friedland, R 270 Fritzsche, D.J 335, 346 Fröhlich, R 352, 358 Index Gagné, E.D 208, 226 Gallupe, B 319, 329 Gautshi III, F.H 345 Gemino, A 61, 70, 76 Gensler, P.J 119, 126 George, J.F 159, 330 Gibson, J.L 114, 126 Giddens, A 13, 17 Gijbels, D 205, 206, 208, 225, 227 Gijselaers, W.H 58, 205, 206, 207, 225, 226, 229 Gill, J 81, 90 Ginzberg, M.J 117, 126 Glaser, R 212, 226 Goh 93, 109 Gommer, E.M 204 Gopal, A 320, 329 Graham, S 129 Greene, W.H 367, 368, 374, 377 Griffiths, W.E 377 Gruber, H 223, 226 Gujarati, D.N 367, 377 Gulliksen, H 316, 329 Gumesson, E 81, 90 Gumnior, E.C 102, 109 Gunnarsson, E 226 Gutiérrez Sáenz, R 345 Haas, R.W 158, 159 Hacker, K.L 77, 90 Haladyna, T.M 364, 366, 377 Hall, B 20, 40 Hall, R.E 369, 371, 374, 377 Halliday M.A 312 Halliday, M.A 289, 292, 312 Halpern, D 100, 109 Hamilton, S 117, 126, 161 Hansen, W.L 100, 101, 103, 109 Harden, M.B 119, 126 Hare, P 187 Harel, I 78, 90 Harri-Augstein, E 94, 96, 97, 105, 109 Harri-Augstein, S 94, 110 Harris, R 261, 270 Hartland, S 53, 58 Harvey, M.G 335, 345 Haythornthwaite, C 317, 320, 329 Hearn, G 316, 329 395 Heene, J 213, 225 Heijke, H 93, 109 Hertz –Lazarowitz, R 187 Herzig, S 222, 225 Heywood, J 361, 378 Hill, C.W 51, 110, 161, 171 Hill, R.C 377 Hills, H 271, 316, 329 Hiltz, S.R 319, 329 Hoag, J.H 93, 109 Hodges, P 116, 126 Hodgson, V.E 379, 389, 390, 391 Hogan, D 316, 329 Holdrinet, R.S 227 Holsti, O 257, 270 Holwell, S 81, 90 Hommes, J 109, 110 Hora, N 321, 329 Hornett, A 164, 165, 171 Horsten, A 213, 225 Hounsell, D 391 Howard, B 163, 171 Hubbard, J.P 360, 361, 362, 364, 378 Hudson, B 362, 363, 378 Hughes, B 163, 171 Hull, C 316, 329 Hulshof, M.J 204 Husen, T 392 Ivancevich, J.M 114, 126, 334, 345 Ives, B 76, 77, 90, 117, 126 Jacobs, N 161, 171 Jacques, D 184, 186 Jarvenpaa, S.L 77, 89, 90, 330 Johnson, D 147, 159 Johnson, P 81, 90, 315 Johnson, R 147, 159 Johnson, R.A 115, 126 Jonassen, D.H 96, 109, 344 Jones, C 391 Jones, T.M 345 Jones, V 204, 335 Judge, G.G 367, 377 Kaplan, D.E 275, 287 Kaplan, J.E 129, 133, 136, 146 Kasper, H 226 Kast, F.E 126 396 Kaufman, D.M 225 Kazmer, M.M 329 Kearsley, G 380, 389, 390, 392 Keen, P.G 126 Keizer, P.K 93, 109, 110, 226 Kelley, H.H 318, 325, 330 Kelly, G 94, 96, 97, 110 Kelly, J 51, 58 Kemmis, S 257, 270 Kennevan, W.J 115, 126 Killingsworth, B.L 119, 126 King, W 118, 126 King, W.A 118, 126 Kirs, P.J 119, 126 Kish, C.K 104, 110 Klein, M 275, 276, 287 Kling, R 321, 329, 330 Kling, S 378 Knight, P 277, 286 Knoll, K 77, 89, 90 Knowles, M 147, 159 Kolb, D.A 96, 110 Krathwohl, D.R 286 Krawiec, T.S 316, 329 Kwiatkowksi, R 329 Laagland, E.F 204 Lamon, M 294, 297, 313 Landof, G 317, 330 Langille, D.B 225 Langrehr, F.W 147, 159 Laurillard, D 255, 271 Lave, J 5, 17, 264, 265, 266, 270, 290, 312 Lawson, J 271 Lawton, L 163, 171 Lee Looi Chng, V 93 Lee, T-C 377 Leenders, M.R 213, 226 Leidner, D.E 65, 76, 77, 90 Lejk, M 118, 126 Lemke, J.L 290, 312 Lengel, R.H 320, 321, 329 Leont’ev, A.N 296, 297, 312 Levine, J.M 96, 110, 270 Lewin, K 318, 330 Lewis, K.E 222, 226 Lewis, R 90 Lieberman, S.A 224, 226 Index Liedner, D.E 330 Lilien, D.M 374, 377 Lindzey, G 270 Linstone, H.A 319, 330 Lipnack, J 163, 171 Littlejohn, A.H 96, 103, 110 Locker, K.U 334, 345 Lorenzi, P 345 Lovatt, A 17 Lukasiewicz, J.M 116, 127 Luke, T 56, 58 Lumby, A.B 273 Lütkepohl, H 377 Macintosh, H.G 362, 378 MacKinnon, J.G 377 Malik, S 163, 171, 172 Malinger, M 147, 159 Mandl, H 223, 226 Marina, J.A 342, 345 Marland, P 273, 274, 285, 287 Martínez, E 341, 345 Marton, F 380, 391, 392 Martz, Jr., Wm B 315, 317, 330 Masia, J.F 286 Maslow, A 318, 330 Masterson, J.T 318, 329 Matsuba, M.K 335, 345 Matteson, M.T 334, 345 Matthiessen, C.M 289, 312 Mayfield, K 52, 58 McCarthy, D.J 19 McClelland, D 318, 330 McClung, M.S 213, 226 McConnell, D 255, 263, 271 McCuddy, M.K 129, 135, 146, 147, 159, 160 McEwen, B.C 93, 94, 110 McFarlan, F 54, 58 McFarlane, M 226 McGill, I 51, 256, 271 McGilley, K 313 McKenney, J 54, 58 McKenny, J.L 118, 126 McNiff, J 257, 271 Merchant, S 113 Meyer, J-B 287 Michaelson, L 129, 146, 147, 160 Millar, V.E 62, 76 Index Miller, J.A 147, 160 Milter, R 58 Miner, J.B 318, 330 Mintzberg, H 77, 79, 86, 90 Mitchell, S 206, 224, 225 Mitroff, I.I 118, 126 Molotch, H 270 Monk, D 45, 58 Moore, G.A 52, 53, 54, 58 Moore, R.A 361, 362, 378 Morgan, D 98, 258, 271 Morocco, C.C 105, 110 Morrison, R.B 362, 378 Morse, K 161, 163, 167, 171, 172 Nabeth, T 77, 86, 90 Nanson, E.M 378 Nelson, G.E 98, 357, 358 Newble, D.L 361, 372, 378 Newby, H 43, 58 Nijhuis, J 229 Noble, D 43, 46, 58, 62, 76 Noddings, N 334, 345 Norman, G.R 223, 226 Nunamaker, Jr., J.F 321, 329, 330 O’Connor, J 17 Ober, P 226 Oeseburg, B 227 O'Hara, S 256, 271 Oliver, M 270 Oliver, R 204, 255 Osborn, A.F 319, 330 Oxley, L 378 Pagan, A 367, 378 Page, D 172 Paivio, A 70, 76 Palmer, J 275, 287 Papert, S 77, 78, 84, 90, 316, 330 Park, H.J 335, 345 Parker, D 61, 70, 76 Parker, D.C 69, 76 Paul, R.W 260, 336, 345 Pedler, M 256, 271 Peelm, J.L 226 Pendlebury, M 366, 377 Percac, S 224, 226 Perdomo, F 337, 342, 345 397 Perry, J.D 344 Perry, W 97, 98, 110 Petr, J.L 100, 101, 104, 110 Pettigrew, M 109, 110 Philp, J 226 Piaget, J 78, 90, 266 Piccoli, G 65, 76 Pindyck, R.S 367, 378 Pirie, W.L 129, 135, 146, 147, 159, 160 Platt, R 163, 172 Poikela, E 205, 226 Poikela, S 205, 226 Poole, M.S 319, 330 Porter, M.E 62, 76 Postlethwaite, T.N 392 Powell, J 3, 17 Price, M 49, 50, 58, 129, 146, 160 Prosser, M 361, 372, 378 Puig Rovira, J.M 334, 335, 345 Punnett, B.J 162, 172 Purdy, R.A 225 Race, P 274, 276, 277, 278, 285, 286, 287 Raffo, C 6, 17 Ramaekers, G 93, 109 Rami, A 76 Ramsey, J.B 368, 369, 371, 378 Ramsey, V 147, 160 Reason, P 109 Reeve, S.D 43, 45, 46, 47, 58 Renkl, A 223, 226 Resnick, L.B 96, 110, 270, 289, 312 Rich, M 90 Richards, B.F 222, 226 Ricks, D.A 162, 172 Rieber, R.W 313 Robbs, R.S 222, 225 Roberts, B 97, 109 Roberts, C.J 378 Robins, J 329 Rodríguez Lozano, V 345 Rogers, E.M 52, 53, 58 Rogoff, B 289, 312 Rosenthal, S.B 334, 345 Rosenzweig, J.E 115, 126 Rossner-Merrill, V 69, 76 Rotter, N 76 Rowan, J 109 398 Rowntree, D 277, 287 Rubinfeld, D.L 367, 378 Ruijter, C.T 185, 187 Rupp, R 226 Russell, D Russell, T 320, 330 Saaty, T.L 319, 330 Salmon, G 257, 263, 271 Saunders, P 110 Saville, A.D 273 Savin-Baden, M 263, 271 Scardamalia, M 294, 297, 298, 313 Schade-Hoogeveen, B.E 226 Scherpbier, A.J 227 Schmidt, H.G 185, 186, 223, 226 Schön, D 77, 79, 89, 90, 91, 176, 187 Schroeder, R 117, 126, 159 Sciglimpaglia, D 158, 159 Scott, D 316, 329 Scouller, K.M 361, 372, 378 Segers, M 205, 209, 211, 212, 225, 226, 229 Sexty, R.W 335, 345 Shackelford, J 99, 110 Sharan, S 176, 187 Sheehan, J.K 104, 110 Shepherd, M.M 315 Shipley, T.E 318, 330 Shneiderman, B 389, 390, 392 Short, J 320, 322, 330 Showmaker, S 329 Silvestri, G.T 116, 127 Singhapakdi, A 335, 345 Skakun, E.N 361, 363, 378 Skinner, S.J 345 Slabbekoorn, H 204 Smit, N.J 175, 185, 187, 189, 190, 192, 204 Smith, I 94, 95, 96, 109, 337 Smith, K 147, 159 Snowman, J 336, 345 Snyder, W.M 6, 17 Solomon, M.Z 105, 110 Solomon, N 255, 270 Son, B 207, 222, 225, 226 Speake, T 3, 17 Spencer, J 96, 100, 101, 102, 104, 105, 109 Index Spinosa, C 77, 86, 91 Sprague, R.H 117, 127, 329 Stamps, J 163, 171 Stanley, J.C 210, 225 Starr-Hiltz, R 70, 76 Steeples, C 391 Stefani, L.A 96, 103, 110 Stinson, J 58 Strasser, S.E 159 Strassmann, P 58 Stroup-Beham, C.A 226 Sueyoshi, G 374, 377 Swanson, E.B 118, 127 Swanson, G 4, 17 Symes, C 255, 270 Syson, A 257, 270 Tamblyn, R.M 222, 226 Tans, R.W 222, 226 Taylor, W.C 378 Teasley, S.D 96, 110, 270 Tempelaar, D 212, 213, 226, 227 Terlouw, C 186 Thoma, G.A 97, 99, 100, 110 Thomas, L.F 94, 96, 97, 105, 109, 110 Thompson, D 163, 172 Thompson, M 46, 58 Tirri, K 335, 345 Todd, M 76 Todd, R 205, 227 Treadwell, T 90 Troy J 109, 110 Tschudi, S 100, 110 Turk, J 76 Turoff, M 308, 309, 313, 319, 330 Valacich, A.R 330 Van Dam, G.T 175, 186 Van de Kamp, I.N 204 Van de Ven, A 319, 329 Van de Wiel, M 206, 227 Van den Bossche, P 205, 206, 207, 208, 222, 224, 225, 227 Van der Heijden, M.P 227 Van der Veen, J.T 189, 194, 196, 200, 204 Van der Vleuten, C.P 227 Van Hout, J.F 186 Van Riemsdijk, M 189, 192, 204 Index Van Sickle, R.L 207, 222, 225, 226 Van Staden, C 275, 286 Van Vilsteren, P.P 227 Van Woerden, W.M 175, 185, 187 Vasquez Bronfman, S 77, 90, 91 Verhoeven, B.H 222, 227 Vermetten, Y.J 206, 227 Vernon, D.T 224, 227 Veroff, J 318, 330 Verwijnen, G.M 227 Vitell, S.J 335, 345 Vogel, D.R 77, 89, 90, 330 Vos, P 184, 187 Vygotsky, L.S 78, 91, 256, 264, 266, 271, 290, 291, 292, 295, 307, 313 Walker, L.K 335, 345 Walkin, L 277, 287 Walstad, W.B 110 Walther, J.B 319, 330 Watson, D 52, 58 Watts, M 109 Webb, C.D 187 Welker, M.G 129, 133, 136, 146 Wells, G 289, 291, 293, 312, 313 Wenger, E 5, 17, 264, 265, 266, 270, 290, 312 Wenger, E.C 6, 7, 17 Wertsch, J.V 297, 312, 313 Wheeler, J.V 316, 329 Wiedersheim-Paul, F 226 Wiese, D.S 335, 345 Wignall, D 90 Willems, J.M 186, 204 Williams, E 320, 330, 377 Williams, J.B 347, 350, 351, 358 Wilson, J 334, 345 Wise, P 4, 17 Wolfe, J 335, 346 Woltjer, G 205, 206, 226 Wood, R 363, 364, 368, 378 Woolfolk, A.E 335, 346 Wyvill, M 126 Yates, S 389, 392 Yoo, Y 77, 89, 90 Zaccaro, D.J 226 Zani, W.M 117, 127 399 Zmud, R.W 118, 127 Educational Innovation in Economics and Business W.H Gijselaers, D.T Tempelaar, P.K Keizer, J.M Blommaert, E.M Bernard and H Kasper (eds.): Educational Innovation in Economics and Business Administration The Case of Problem Based Learning 1995 ISBN 0-7923-3272-5 D.T Tempelaar, F Wiedersheim-Paul and E Gunnarsson (eds.): Educational Innovation in Economics and Business II In Search of Quality 1998 ISBN 0-7923-4901-6 R.G Milter, J.E Stinson and W.H Gijselaers (eds.): Educational Innovation in Economics and Business III Innovative Practices in Business Education 1998 ISBN 0-7923-5001-4 J Hommes, P.K Keizer, M Pettigrew and J Troy (eds.): Educational Innovation in Economics and Business IV Learning in a Changing Environment 1999 ISBN 0-7923-5855-4 L Borghans, W.H Gijselaers, R.G Milter and J.E Stinson (eds.): Educational Innovation in Economics and Business V Business Education for the Changing Workplace 2000 ISBN 0-7923-6550-X T.A Johannessen, A Pedersen and K Petersen (eds): Educational Innovation in Economics and Business VI Teaching Today the Knowledge of Tomorrow 2002 ISBN 1-4020-0478-8 A Bentzen-Bilkvist, W.H Gijselaers and R.G Milter (eds.): Educational Innovation in Economics and Business VII Educating Knowledge Workers for Corporate Leadership: Learning into the Future 2002 ISBN 1-4020-1064-8 R Ottewill, L Borredon, L Falque, B Macfarlane and A Wall (eds.): Educational Innovation in Economics and Business VIII Pedagogy, Technology and Innovation 2003 ISBN 1-4020-1787-1 KLUWER ACADEMIC PUBLISHERS – DORDRECHT / BOSTON / LONDON .. .Educational Innovation in Economics and Business Volume The titles published in this series are listed at the end of this volume Educational Innovation in Economics and Business VIII Pedagogy,. .. Moving a University Toward On-line Learning: Opportunities, Challenges, and Technologies DREW PARKER & ANDREW GEMINO 61 Linking Pedagogical Innovation and Information Technology to Enhance Business. .. EDiNEB members and, indeed, all involved in business and economics education worldwide Internationalisation in the business world needs to be matched by developments in the academic world Technology