Using new social media and Web 2.0 technologies in business school teaching and learning

The purpose of this paper is to examine the role of social and digital media in the business school and particularly to examine how such innovative technological processes can be leveraged to enhance teaching instruction and enrich learning about practice and research. Taking a broad perspective on...

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Main Authors: THOMAS, Michael, THOMAS, Howard
Format: text
Language:English
Published: Institutional Knowledge at Singapore Management University 2012
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Online Access:https://ink.library.smu.edu.sg/lkcsb_research/3816
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Institution: Singapore Management University
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spelling sg-smu-ink.lkcsb_research-48152016-04-10T11:24:04Z Using new social media and Web 2.0 technologies in business school teaching and learning THOMAS, Michael THOMAS, Howard The purpose of this paper is to examine the role of social and digital media in the business school and particularly to examine how such innovative technological processes can be leveraged to enhance teaching instruction and enrich learning about practice and research. Taking a broad perspective on the range of social and digital media approaches, the paper discusses a series of extant models of technology-based learning and conjectures about how they can be used creatively and meaningfully in business school teaching. Despite the pioneering efforts of the Open University in modelling distance and blended learning, adoption of such models in the business school context has been quite slow. These technologies are used more frequently as support mechanisms for “face-to-face” learning in order to enrich the quality of conventional professorial instructional approaches. In many business schools “face-to-face” learning is perceived to be of much higher quality than on-line learning approaches. The paper notes the resistance to the adoption of new technology both by business school professors and deans. In the case of professors, there is inertia to change and a staunch defence of classic forms of “face-to-face” instruction. In the case of deans, few have sufficient courage or time (given the short average tenure of deans) to invest in and implement new technology strategies for teaching and learning. However, business school deans can no longer ignore the potentially disruptive innovations that will occur in teaching and learning processes. 2012-01-01T08:00:00Z text https://ink.library.smu.edu.sg/lkcsb_research/3816 info:doi/10.1108/02621711211219013 Research Collection Lee Kong Chian School Of Business eng Institutional Knowledge at Singapore Management University Business schools Teaching Learning methods Web 2.0 Social and digital media Technology enhanced teaching models Blended and distance learning Learning communities Business Communication Technology and New Media Higher Education Social Media
institution Singapore Management University
building SMU Libraries
continent Asia
country Singapore
Singapore
content_provider SMU Libraries
collection InK@SMU
language English
topic Business schools
Teaching
Learning methods
Web 2.0
Social and digital media
Technology enhanced teaching models
Blended and distance learning
Learning communities
Business
Communication Technology and New Media
Higher Education
Social Media
spellingShingle Business schools
Teaching
Learning methods
Web 2.0
Social and digital media
Technology enhanced teaching models
Blended and distance learning
Learning communities
Business
Communication Technology and New Media
Higher Education
Social Media
THOMAS, Michael
THOMAS, Howard
Using new social media and Web 2.0 technologies in business school teaching and learning
description The purpose of this paper is to examine the role of social and digital media in the business school and particularly to examine how such innovative technological processes can be leveraged to enhance teaching instruction and enrich learning about practice and research. Taking a broad perspective on the range of social and digital media approaches, the paper discusses a series of extant models of technology-based learning and conjectures about how they can be used creatively and meaningfully in business school teaching. Despite the pioneering efforts of the Open University in modelling distance and blended learning, adoption of such models in the business school context has been quite slow. These technologies are used more frequently as support mechanisms for “face-to-face” learning in order to enrich the quality of conventional professorial instructional approaches. In many business schools “face-to-face” learning is perceived to be of much higher quality than on-line learning approaches. The paper notes the resistance to the adoption of new technology both by business school professors and deans. In the case of professors, there is inertia to change and a staunch defence of classic forms of “face-to-face” instruction. In the case of deans, few have sufficient courage or time (given the short average tenure of deans) to invest in and implement new technology strategies for teaching and learning. However, business school deans can no longer ignore the potentially disruptive innovations that will occur in teaching and learning processes.
format text
author THOMAS, Michael
THOMAS, Howard
author_facet THOMAS, Michael
THOMAS, Howard
author_sort THOMAS, Michael
title Using new social media and Web 2.0 technologies in business school teaching and learning
title_short Using new social media and Web 2.0 technologies in business school teaching and learning
title_full Using new social media and Web 2.0 technologies in business school teaching and learning
title_fullStr Using new social media and Web 2.0 technologies in business school teaching and learning
title_full_unstemmed Using new social media and Web 2.0 technologies in business school teaching and learning
title_sort using new social media and web 2.0 technologies in business school teaching and learning
publisher Institutional Knowledge at Singapore Management University
publishDate 2012
url https://ink.library.smu.edu.sg/lkcsb_research/3816
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