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fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Languages: English
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ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
This short paper discusses the possible detrimental effects of low attendance on the achievement of important learning outcomes, in terms of "soft" employability-enhancing skills among undergraduate students in Business Schools, and explores how the use of learning technologies may contribute to high or low class attendance levels. The paper describes the exploratory results of a survey carried out among final year bachelor students attending a strategic management course, the findings of which suggest that a significant number of students view virtual learning environments as a substitute for lectures. Only very limited evidence is found that such students actually attend classes less than other students. It is found that reasons for non-attendance are similar to those reported in existing literature.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Allred, B. B., Snow, C. C., & Miles, R. E. (1996). Characteristics of Managerial Careers in the 21st century. Academy of Management Executive, 10(4), 17-27.
    • Chen, J., & Lin, T. F. (2008). Class attendance and exam performance: A randomized experiment. Journal of Economic Education, 39(3), 213-227.
    • Chia, R., & Holt, R. (2008). The Nature of Knowledge in Business Schools. Academy of Management Learning & Education, 7(4), 471-486.
    • Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387-399.
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    • Dolnicar, S. (2005). Should we still lecture or just post examination questions on the web? The nature of the shift towards pragmatism in undergraduate lecture attendance. Quality in Higher Education, 11(2), 103-115.
    • Fernandez, V., Simo, P., & Sallan, J. M. (2009). Podcasting: A new technological tool to facilitate good practice in higher education. Computers and Education, 53(2), 385-392.
    • Green, W., Hammer, S., & Star, C. (2009). Facing up to the challenge: why is it so hard to develop graduate attributes? Higher Education Research & Development, 28(1), 17-29.
    • Hilton, M. (2008). Skills for Work in the 21st Century: What Does the Research Tell Us? Academy of Management Perspectives(November), 63-78.
    • Horstmanshof, L., & Zimitat, C. (2007). Future time orientation predicts academic engagement among first-year university students. British Journal of Educational Psychology, 77, 703-718.
    • Hove, M. C., & Corcoran, K. J. (2008). If you post it, will they come? Lecture availability in introductory psychology. Teaching of Psychology, 35(2), 91-95.
    • Kirby, A., & McElroy, B. (2003). The Effect of Attendance on Grade for First Year Economics Students in University College Cork. The Economic and Social Review, 34(3), 311-326.
    • Lin, T. F., & Chen, J. (2006). Cumulative class attendance and exam performance. Applied Economics Letters, 13(14), 937-942.
    • Marburger, D. R. (2006). Does Mandatory Attendance Improve Student Performance? JOURNAL OF ECONOMIC EDUCATION(Spring), 145-158.
    • Pike, G. R., & Kuh, G. D. (2005). A Typology of Student Engagement for American Colleges and Universities. Research in Higher Education, 46(2), 185-209.
    • Riffell, S. K., & Sibley, D. F. (2004). Can Hybrid Course Formats Increase Attendance in Undergraduate Environmental Science Courses? Journal of Natural Resources and Life Sciences Education, 33(1), 1-5.
    • Romer, D. (1993). Do Students Go to Class?Should They? Journal of Economic Perspectives, 7(3), 167-174.
    • Rubin, R. S., & Dierdorff, E. C. (2009). How Relevant Is the MBA? Assessing the Alignment of Required Curricula and Required Managerial Competencies. Academy of Management Learning & Education, 8(2), 208-224.
    • Savage, S. J. (2009). The Effect of Information Technology on Economic Education. Journal of Economic Education, 40(4), 337-353.
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