Evolution of Blended Learning and its Prospects in Management Education

  1. Serafim-Silva, Sheila 1
  2. Spers, Renata Giovinazzo 2
  3. Vázquez-Suárez, Luiz 3
  4. Peña Ramírez, Camilo 4
  1. 1 University of Sao Paulo (FEA-USP), Sao Paulo and University of Salamanca
  2. 2 University of Sao Paulo, Sao Paulo
  3. 3 University of Salamanca, Salamanca, Spain.
  4. 4 Central University of Chile, Santiago
Mostrar afiliaciones +
Revista:
International Journal of Professional Business Review: Int. J. Prof.Bus. Rev.

ISSN: 2525-3654,  2525-3654

Año de publicación: 2022

Volumen: 7

Número: 1

Tipo: Artículo

DOI: 10.26668/BUSINESSREVIEW/2022.V7I1.291 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: International Journal of Professional Business Review: Int. J. Prof.Bus. Rev.

Resumen

Objetivo: El objetivo de este estudio fue identificar el perfil de la investigación académica sobre blended learning en el mundo y proponer una agenda de investigación sobre el tema.  Método: Analizamos el perfil de las publicaciones internacionales sobre blended learning en gestión y negocios desde 2001 hasta 2021. Identificamos cuándo, quién, dónde y qué se publicó sobre el tema, destacando los autores y las revistas de mayor impacto. basado en el índice h y CiteScore (Scopus), además de explorar la cooperación entre países.  Originalidad / Relevancia: La literatura reciente ha reportado buenos resultados tanto en el rendimiento como en la satisfacción de los estudiantes en el aprendizaje mixto (Dziuban et al., 2004). Sin embargo, todavía queda mucho por investigar y aprender sobre BL, ya que es un desarrollo reciente.  Resultados: El volumen de investigación ha ido en aumento en los últimos veinte años, aunque son pocos los autores, instituciones y revistas importantes que contribuyen a la consolidación del tema y los países que más investigaciones conjuntas en redes de coautoría concentran el mayor volumen de publicaciones, autores y revistas de impacto.  Contribuciones teóricas / metodológicas: Los resultados indican que el número de publicaciones está creciendo, y el área de gestión y negocios es la que más aporta, siendo los países que producen en coautoría también los que más publicaciones aportan.  Contribuciones sociales / gerenciales: Sugerimos una futura agenda de investigación y destacamos las contribuciones realizadas a la educación ejecutiva y de gestión.

Referencias bibliográficas

  • Arbaugh, J. B. (2010). Do undergraduates and MBAs differ online?: Initial conclusions from the literature. Journal of Leadership & Organizational Studies, 17(2) 129-142. https://doi.org/10.1177/1548051810364989
  • Arbaugh, J. B. (2016). Where are the dedicated scholars of management learning and education? Management Learning, 47(2), 230-240. https://doi.org/10.1177/1350507615595773
  • Arbaugh, J. B., & Garrison, D. R. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10, 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001
  • Arbaugh, J. B., & Hwang, A. (2015). What are the 100 most cited articles in business and management education research, and what do they tell us? Organization Management Journal, 12(3), 154-175. https://doi.org/10.1080/15416518.2015.1073135
  • Arbaugh, J. B., Asarta, J. C., Hwang, A., Fornaciari, C. F., Bento, R. F., & Dean, K. L. (2017). Key authors in business and management education research: Productivity, topics, and future directions. Journal of Innovative Education, 15(3), 269-302. https://doi.org/10.1111/dsji.12131
  • Arbaugh, J. B., Desai, A., Rau, B., & Sridhar, B. S. (2010). A review of research on online and blended learning in the management disciplines: 1994-2009. Organization Management Journal, 7, 39-55. https://doi.org/10.1057/omj.2010.5
  • Arbaugh, J. B., Fornaciari, C. J., & Hwang, A. (2016). Identifying research topic development in business and management education research using legitimation code theory. Journal of Management Education, 40(6), 654-691. https://doi.org/10.1177/1052562916631109
  • Bal, M. (2019). Use of Digital Games in Writing Education: An Action Research on Gamification. Contemporary Educational Technology, 10(3), 246-271. https://doi.org/10.30935/cet.590005
  • Beenen, G., & Arbaugh, J. B. (2019). Flipping class: Why student expectations and person-situation fit matter. The International Journal of Management Education, 17(3), 1-10. https://doi.org/10.1016/j.ijme.2019.100311
  • Bentley, Y., Selassie, H., & Parkin, E. (2012). Evaluation of a global blended learning MBA programme. The International Journal of Management Education, 10, 75-87. https://doi.org/10.1016/j.ijme.2012.03.001
  • Borgatti, S. P. (2002). NetDraw Software for Network Visualization. Analytic Technologies: Lexington, KY.
  • Caner, M. (2012). The definition of blended learning in higher education. In P. Anastasiades (Ed.), Blended Learning Environments for Adults: Evaluations and Frameworks, 19-34. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-0939-6.ch002
  • Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies. https://doi.org/10.1007/s10639-019-09886-3
  • Chan, C. H., Wan, C. L. J., & Ko, S. (2019). Interactivity, active collaborative learning, and learning performance: The moderating role of perceived fun by using personal response systems. The International Journal of Management Education, 17(1), 94-102. https://doi.org/10.1016/j.ijme.2018.12.004
  • Cheng, B., Wang, M., Mørch, A. I., Chen, N. S., & Spector, J. M. (2014). Research on e-learning in the workplace 2000-2012: a bibliometric analysis of the literature. Educational Research Review, 11, 56-72. https://doi.org/10.1016/j.edurev.2014.01.001
  • Colledge, L., Moya-Anegón, F., Guerrero-Bote, V. P., Lópes-Illescas, C., Aisati, M. E., & Moed, H. F. (2010). SJR and SNIP: two new journal metrics in Elsevier's Scopus. Serials, 23(3), 215-221. https://doi.org/10.1629/23215
  • Daspit, J. J., & D'Souza, D. E. (2012). Using the community of inquiry framework to introduce wiki environments in blended-learning pedagogies: evidence from a business capstone course. Academy of Management Learning & Education, 11(4), 666-683. https://doi.org/10.5465/amle.2010.0154
  • Dziuban, C., Hartman, J., Moskal, P. D., & Sorg, S. (2004). Three ALN modalities: An institutional perspective. Elements of Quality Online Education: Into the Mainstream. 127-148.
  • Elsevier. (2018). What do Scopus Source parameters measure? Retrieved from: https://service.elsevier.com/app/answers/detail/a_id/11216/supporthub/scopus/#anchor
  • Fadol, Y., Aldamen, H., & Saadullah, S. (2018). A comparative analysis of flipped, online and traditional teaching: A case of female Middle Eastern management students. The International Journal of Management Education, 16, 266-280. https://doi.org/10.1016/j.ijme.2018.04.003
  • Fortin, A., Deslandes, M., Viger, C., & Callimaci, A. (2019): Accounting students' choice of blended learning format and its impact on performance and satisfaction. Journal of Accounting Education, 28(4), 353-383. https://doi.org/10.1080/09639284.2019.1586553
  • Francescucci, A., & Rohani, L. (2019). Exclusively Synchronous Online (VIRI) Learning: The Impact on Student Performance and Engagement Outcomes. Journal of Marketing Education, 41(1), 60-69. https://doi.org/10.1177/0273475318818864
  • Ghosh, R., & Githens, R. P. (2011). Online Contract Training: Applying Organization Theory to Reconcile Competing Missions Within Community Colleges. Human Resource Development Review, 10(2), 180-197. https://doi.org/10.1177/1534484311400022
  • Guz, A. N., & Rushchitsky, J. J. (2009). Scopus: A system for the evaluation of scientific journals. International Applied Mechanics, 45(4), 351-362. https://doi.org/10.1007/s10778-009-0189-4
  • Han, X., Zhou, Q., & Yang, J. (2011). A technical mode for sharing and utilizing open educational resources in Chinese universities. Knowledge Management & E-Learning: An International Journal, 3(3), 356-374. https://doi.org/10.34105/j.kmel.2011.03.026
  • Hassan, S., Haddawy, P., & Zhu, J. (2014). A bibliometric study of the world's research activity in sustainable development and its sub-areas using scientific literature. Scientometrics, 99, 549-579. https://doi.org/10.1007/s11192-013-1193-3
  • Hewett, S., Becker, K., & Bish, A. (2019). Blended workplace learning: the value of human interaction. Education + Training, 61(1), 2-16. https://doi.org/10.1108/ET-01-2017-0004
  • Hirsch, J. E. (2005). An index to quantify an individual's scientific research output. Proceedings of the National Academy of Sciences, 102(46), 16569-16572. https://doi.org/10.1073/pnas.0507655102
  • Hwang, A. (2018). Online and hybrid learning. Journal of Management Education, 42(4), 557-563. https://doi.org/10.1177/1052562918777550
  • Hwang, A., Arbaugh, J. B., Bento, R. F., Asarta, C. J., & Fornaciari, C. J. (2019). What causes a business and management education article to be cited: Article, author, or journal? The International Journal of Management Education, 17, 139-150. https://doi.org/10.1016/j.ijme.2019.01.005
  • Karakas, F., Manisaligil, A., & Sarigollu, E. (2015). Management learning at the speed of life: Designing reflective, creative, and collaborative spaces for millenials. The International Journal of Management Education, 13, 237-248. https://doi.org/10.1016/j.ijme.2015.07.001
  • Kavitha, R. K., & Jaisingh, W. (2019). A Study on the Student Experiences in Blended Learning Environments. International Journal of Recent Technology and Engineering (IJRTE), 7(4), 183-186.
  • Kumar, P., Kumar, A., Palvia, S., & Verma, S. (2019). Online business education research: Systematic analysis and a conceptual model. The International Journal of Management Education, 17(1), 26-35. https://doi.org/10.1016/j.ijme.2018.11.002
  • Lwoga, E. T., & Komba, M. (2015). Antecedents of continued usage intentions of web-based learning management systems in Tanzania. Education and Training, 57(7), 738-756. https://doi.org/10.1108/ET-02-2014-0014
  • Mongeon, F., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: a comparative analysis. Scientometrics, 106, 213-228. https://doi.org/10.1007/s11192-015-1765-5
  • Nasir, S. A. M., Yaacob, W. F. W., & Ismail, N. (2019). The nature of online students' feedback in higher education. International Journal of Innovation and Learning, 25(4), 377-392. https://doi.org/10.1504/IJIL.2019.099982
  • Owens, J. D., & Price, L. (2010). Is e-learning replacing the traditional lecture? Education and Training, 52(2), 128-139. https://doi.org/10.1108/00400911011027725
  • Prensky, M. (2001). Digital natives, digital immigrants. Part 1, On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
  • Previtali, P., & Scarozza, D. (2019). Blended Learning Adoption: a case study of one of the oldest universities in Europe. International Journal of Educational Management 33(4), 990-998. https://doi.org/10.1108/IJEM-07-2018-0197
  • Roig-Tierno, N., Gonzalez-Cruz, T. F., & Llopis-Martinez, J. (2017). An overview of qualitative comparative analysis: A bibliometric analysis. Journal of Innovation & Knowledge, 2(1), 15-23. https://doi.org/10.1016/j.jik.2016.12.002
  • Rosa, C., & Johnson, J. (2019). Webinar-based approaches to maximize learning and transfer good practices: case studies from the humanitarian sector. International Journal of Training and Development, 23(4), 339-348. https://doi.org/10.1111/ijtd.12166
  • Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distance Learning, 5(2), 1-13. https://doi.org/10.19173/irrodl.v5i2.192
  • Scafuto, I., Serra, F., Mangini, E., Macari, E. A., & Ruas, R. (2017). The impact of flipped classroom in MBA's evaluation. Education and Training, 59(9), 914-928. https://doi.org/10.1108/ET-06-2016-0097
  • Silva, A. O., Séllos-Knoerr, V. C. de, Janes, D. dos S., & Martins, J. A. M. (2020). Preparing Structured Abstract as an Instrument in Scientific Dissemination: Guidelines. International Journal of Professional Business Review, 5(2), IV-XII. https://doi.org/10.26668/businessreview/2020.v5i2.215
  • Sousa, M. J., Carmo, M., Gonçalves, A. C., & Martins, J. M. (2019). Creating knowledge and entrepreneurial capacity for HE students with digital education methodologies: Differences in the perceptions of students and entrepreneurs. Journal of Business Research, 94, 227-240. https://doi.org/10.1016/j.jbusres.2018.02.005
  • Vanti, N. A. P. (2002). Da bibliometria à webometria: uma exploração conceitual dos mecanismos utilizados para medir o registro da informação e a difusão do conhecimento. Ciência da Informação, 31(2), 152-162. https://doi.org/10.1590/S0100-19652002000200016
  • Voci, E., & Young, K. (2001). Blended learning working in a leadership development programme. Industrial and Commercial Training, 33(5), 157-160. https://doi.org/10.1108/00197850110398927
  • Wong, B. T. M., Li, K. C., Wong, B. Y. Y., & Yau, J. S. W. (2019). Evolution and effectiveness of e-learning in accounting education: The case of Hong Kong. International Journal of Innovation and Learning, 25(2), 185-196. https://doi.org/10.1504/IJIL.2019.097659
  • Yao, C. (2019). An investigation of adult learners' viewpoints to a blended learning environment in promoting sustainable development in China. Journal of Cleaner Production, 220(20), 134-143. https://doi.org/10.1016/j.jclepro.2019.01.290
Fuente de los datos: Dialnet