CMC in Business Courses: Are Students Today Digital Natives or Text Driven?
Caroline Akhras, Notre Dame University, Lebanon
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Business students are digitally-driven yet the business courses in the Faculty of Business Administration and Economics are text-driven. Proactive educational institutions are taking major steps in terms of building the technology infrastructure to integrate its students, especially bright technology-versatile students. It is held that Course Management Communication (CMC), a learning software, integrates educational tools online. The web-mediated technology practices bridge time, location, and distance. However, introducing Web 2.0 practices as learning activities may be challenging. The purpose of this study is to prove that through the teacher’s appropriate knowledge management on the CMC, it is easier to facilitate graduate and undergraduate business student’s performance success. Two critical components were addressed: CMC course assignment and student-teacher CMC interaction Case assessment was conducted. Implications and recommendations were made.
Akhras, C. (2011). CMC in Business Courses: Are Students Today Digital Natives or Text Driven?. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1746-1751). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).