Group Behaviour Process and Learning: A Review and Assessment of Emerging Online Technologies in Executive Education

Autor/inn/en	Kearney, Arthur; Harrington, Denis; Rajwani, Tazeeb
Titel	Group Behaviour Process and Learning: A Review and Assessment of Emerging Online Technologies in Executive Education
Quelle	In: European Journal of Training and Development, 46 (2022) 9, S.974-995 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-9012
DOI	10.1108/EJTD-03-2021-0044
Schlagwörter	Group Behavior; Online Courses; Administrator Education; Business Administration Education; Labor Force Development; Graduate Study; Educational Technology; Technology Uses in Education; Teacher Competencies; College Faculty; College Environment; Masters Programs; Graduate Students + Suchen Sie Ihr Suchwort? Gruppenverhalten; Online course; Online-Kurs; Arbeitskräftebestand; Aufbaustudium; Graduiertenstudium; Hauptstudium; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrkunst; Fakultät; Hochschulumwelt; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Studentin
Abstract	Purpose: This paper aims to investigate the interaction of the relationships between group behaviour, group process and learning outcomes in online executive education. Design/methodology/approach: A systematic review of literature in the relevant conceptual domains is performed. Findings: A framework is proposed from the systematic review and proposes a dynamic classroom environment where instructor capability interacts with group process and behaviour to generate new learning outcomes. The impact of institutional context and technology infrastructure are highlighted as drivers of both the classroom and instructor effectiveness. Research limitations/implications: The systematic review highlights several future research trajectories posing the questions--How disruptive innovation impacts on instructor capability development? How alternative theories explain the routines underpinning instructor capability? What is the role of external partners in the development of learning in context? What is the nature of instructor innovation capability? and How does instructor technology capability impact on learning outcomes? Practical implications: Human resource development practitioners are presented with insights as to their existing and potential future roles in enhancing group behaviour, process and learning outcomes in executive classrooms impacted by technological change. The subsequent potential for practitioner enabled learning innovation is highlighted. Originality/value: This paper contributes to contemporary debates regarding the interaction of emerging technologies and the executive online classroom, specifically focusing on the area of group behaviour process and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01