Evaluation of a Blended Learning Approach for Cross-Cultural Entrepreneurial Education

Autor/inn/en	Stefanic, Ivan; Campbell, Ronald K.; Russ, John S.; Stefanic, Edita
Titel	Evaluation of a Blended Learning Approach for Cross-Cultural Entrepreneurial Education
Quelle	In: Innovations in Education and Teaching International, 57 (2020) 2, S.242-254 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stefanic, Ivan) ORCID (Stefanic, Edita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2019.1568901
Schlagwörter	Blended Learning; Entrepreneurship; International Cooperation; Educational Cooperation; Course Descriptions; Teaching Methods; Socioeconomic Status; Active Learning; Teacher Role; Student Role; Expectation; Student Attitudes; Instructional Design; Cultural Awareness; Course Evaluation; Foreign Countries; Universities; Cultural Influences; Croatia; North Carolina + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Socio-economic status; Sozioökonomischer Status; Aktives Lernen; Lehrerrolle; Expectancy; Erwartung; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Cultural identity; Kulturelle Identität; Ausland; University; Universität; Cultural influence; Kultureinfluss; Kroatien
Abstract	This paper explores students' perceptions of an experimental, cross-cultural entrepreneurial blended learning course. This course, developed jointly by North Carolina State University and Josip Juraj Strossmayer University, Croatia, employed a variety of face-to-face and technology-based approaches to facilitate cross-cultural teaching. The impact of socioeconomic status on participants' satisfaction with the course is also investigated. This study also clarifies that active learning and new roles for teachers and students in a cross-cultural perspective setting are possible between a western setting and east European countries. The study found that teachers need to focus not only on the technical aspects of course delivery, but must also seek to understand students' expectations and perceptions as well as support student learning across the whole course. Instructors, interaction with peers, and overall course design and organization play an important role in student satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01