Engagement in Online Learning: A Case Study on MBA Students Undertaking Professional Internships

Authors

  • Hanna Yakavenka University of Greenwich, Business School
  • Riccardo De Vita University of Greenwich, Business School

DOI:

https://doi.org/10.21100/compass.v3i6.153

Abstract

This study is a critical evaluation of the online interactions of learners registered on a professional development course which will contribute to the general academic debate and assist in the design of a specific course. From a theoretical point of view, existing studies reported that one of the major obstacles to successful online learning is the isolation of learners (McDonald et al., 2005). A detailed visualization  and analysis of online engagement and communication is discussed through the use of appropriate methodologies. The course under investigation was recently reviewed and stronger emphasis was puton online activities to leverage the properties of Moodle. An analysis of students’ engagement and performance is deemed extremely relevant for the course and the improvement of the overall learning experience of its participants.

Author Biographies

Hanna Yakavenka, University of Greenwich, Business School

Dr Hanna Yakavenka is a principal lecturer and MBA/MA International Business programme director  at the University of Greenwich Business School. Her recent research has been in the field of learning and professional development, where she has particularly focusing on peer learning and its effects on academic  performance.

Riccardo De Vita, University of Greenwich, Business School

Dr Riccardo De Vita is a senior lecturer and BA Hons International Business programme leader at the University of Greenwich Business School. His recent research has focused on the application of Social Network Analysis to online communities.

Downloads

Published

08/01/2014

Issue

Vol. 3 No. 6 (2012): Compass: The Journal of Learning and Teaching

Section

Case Studies

License

Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.

 

Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]

 

Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.

 

Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time. 

 

If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.