東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A case study exploring online MBA pr...

Welzant, J. Heather.

Linked to FindBook

Google Book

Amazon

博客來

A case study exploring online MBA problem-based learning courses' impact on learner experience.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A case study exploring online MBA problem-based learning courses' impact on learner experience./
Author:	Welzant, J. Heather.
Description:	209 p.
Notes:	Adviser: Karen Minchella.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Business Administration, Accounting. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3268609
ISBN:	9780549074649

A case study exploring online MBA problem-based learning courses' impact on learner experience.
Welzant, J. Heather.

A case study exploring online MBA problem-based learning courses' impact on learner experience. - 209 p.

Adviser: Karen Minchella.

Thesis (Ph.D.)--Capella University, 2007.

The purpose of this qualitative exploratory case study is to investigate how the integration of a PBL curriculum in an online MBA program impacts the learner experience. The learner experience includes three stances as created by Savin-Baden (2000). The stances are personal, pedagogical and interactional. The overarching theme was to examine the experiences of eight learners all in different BPL courses and at different stages in an online MBA program (the beginning, the middle and at the end of the program). The primary research question was: How does problem-based learning (PBL) in online MBA courses impact the learner experience? Purposeful sampling, specifically multiple variation sampling was chosen. The data was collected in accordance with Yin's (2003) five key components derived from documentation, archival records and interviews. The variety of data collection methods served to triangulate sources corroborating findings and offsetting the pitfalls of any one given method. Data analysis consisted of the constant comparison method using NVivo7 as the primary data management tool. Key findings correlated with the Savin-Baden (2000) study revealing how the stances were interdependent upon one another depending on the individual learner.

ISBN: 9780549074649Subjects--Topical Terms:

1020666
Business Administration, Accounting.

A case study exploring online MBA problem-based learning courses' impact on learner experience.
LDR:02317nam 2200337 a 45 001 942507
005 20110519
008 110519s2007 eng d
020 $a 9780549074649
035 $a (UMI)AAI3268609
035 $a AAI3268609
040 $a UMI $c UMI
100 1 $a Welzant, J. Heather. $3 1266608
245 1 2 $a A case study exploring online MBA problem-based learning courses' impact on learner experience.
300 $a 209 p.
500 $a Adviser: Karen Minchella.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1774.
502 $a Thesis (Ph.D.)--Capella University, 2007.
520 $a The purpose of this qualitative exploratory case study is to investigate how the integration of a PBL curriculum in an online MBA program impacts the learner experience. The learner experience includes three stances as created by Savin-Baden (2000). The stances are personal, pedagogical and interactional. The overarching theme was to examine the experiences of eight learners all in different BPL courses and at different stages in an online MBA program (the beginning, the middle and at the end of the program). The primary research question was: How does problem-based learning (PBL) in online MBA courses impact the learner experience? Purposeful sampling, specifically multiple variation sampling was chosen. The data was collected in accordance with Yin's (2003) five key components derived from documentation, archival records and interviews. The variety of data collection methods served to triangulate sources corroborating findings and offsetting the pitfalls of any one given method. Data analysis consisted of the constant comparison method using NVivo7 as the primary data management tool. Key findings correlated with the Savin-Baden (2000) study revealing how the stances were interdependent upon one another depending on the individual learner.
590 $a School code: 1351.
650 4 $a Business Administration, Accounting. $3 1020666
650 4 $a Business Administration, Management. $3 626628
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Business. $3 1017515
650 4 $a Education, Technology. $3 1017498
690 $a 0272
690 $a 0454
690 $a 0516
690 $a 0688
690 $a 0710
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 68-05A.
790 $a 1351
790 1 0 $a Bartelme, Lois $e committee member
790 1 0 $a Lathan, Calvin $e committee member
790 1 0 $a Minchella, Karen, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3268609