The early change came in the form of online delivery of MBA courses, allowing global students to be part of an intereactive virtual classroom. More recently, web 2.0 applications such as electronic portfolios, podcasts, wikis, and other collaborative tools allows teachers more options for both online delivery, and for traditional classroom delivery. Further, learning management systems such as Blackboard,WebCT, and moodle have enabled more efficient and effective methods of teaching and learning. Aditionally, technology tools such as clickers have dramatically changed the dynamics of teaching in the MBA classroom.
With increasing computing power in the hands of teachers and students, powerful learning simulations compete today with the traditional pedagogies such as case analysis. These simulations immerse students in complex business environments where they are focused to make challenging decisions and equally important, see the impact of their decisions. A s such, simulations can mimic the cause and effect nature of real world decision making.
All theses technology based changes are building towards a more profound tranformation in MBA education: the notion of flipped classroom. The flipped classroom is based on the recognition that traditional teaching methods such as lectures lead to passive learning and are not as effective as active learning methods that are based on interactive and collaborative work. In the flipped classroom, MBA teachers are moving lectures outside the classroom using screencasts with voice over to be listened to as homework and moving active components of learning into the classroom to be supervised for more effective learning.
With increasing computing power in the hands of teachers and students, powerful learning simulations compete today with the traditional pedagogies such as case analysis. These simulations immerse students in complex business environments where they are focused to make challenging decisions and equally important, see the impact of their decisions. A s such, simulations can mimic the cause and effect nature of real world decision making.
All theses technology based changes are building towards a more profound tranformation in MBA education: the notion of flipped classroom. The flipped classroom is based on the recognition that traditional teaching methods such as lectures lead to passive learning and are not as effective as active learning methods that are based on interactive and collaborative work. In the flipped classroom, MBA teachers are moving lectures outside the classroom using screencasts with voice over to be listened to as homework and moving active components of learning into the classroom to be supervised for more effective learning.
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