[MOBTS-L] Online MBA classes
pmcafee at buffalo.edu
Tue Dec 29 02:02:44 MST 2020
Responses below. I will be teaching two online MBA classes for Daemen
College, Buffalo, NY, this spring semester. I've taught online for Daemen
College since 2014.
Paul McAfee, MBA
Ph.D. ABD, Graduate School of Education, University at Buffalo
Visiting Lecturer of Strategy, University of North Carolina Asheville
Adjunct Professor, Daemen College, Buffalo, NY
Instructor of Business, University at Buffalo, Singapore
USA Phone +1 716 830-5219
<mailto:pmcafee at buffalo.edu> pmcafee at buffalo.edu /
<mailto:pmcafee at unca.edu> pmcafee at unca.edu
Skype = paulhmcafee / LinkedIn <http://www.linkedin.com/in/paulmcafee>
<http://www.paulmcafee.com/> www.paulmcafee.com - Experiential Learning
website & blog
From: MOBTS-L <mobts-l-bounces at mobts.org> On Behalf Of Steven Edelson
Sent: Tuesday, December 22, 2020 3:15 PM
To: MOBTS-L at mobts.org
Subject: [MOBTS-L] Online MBA classes
I hope you've all wrapped up a successful term/semester going into the
I am wondering if you could answer the following questions if you teach MBA
classes online (not just org behav, any MBA):
1. Do you use pre-recorded lectures? If so, how long are they on
a. Yes. I try to keep recorded lectures under 30 minutes. On occasion,
a lecture runs to 40 minutes, but the recordings are 20-25 minutes on
2. if you don't use pre-recorded lectures, what do you do instead?
a. The classes are "flipped," meaning that the lectures support the
reading assignments and the course-long team projects, but we have live
synchronous classes during the regularly scheduled class times. During the
synchronous classes, we hold discussions related to the reading, lectures,
and projects, and we hold team breakout sessions.
3. do you use discussion boards or live discussion with students?
a. Yes to both. We use discussion boards during some weeks to get the
students to reflect on their reading and projects, and to get them engaged
with each other. As indicated in #2 above, we also hold live discussions in
plenary session and in smaller team breakout sessions.
4. Do you try to recreate your in-class exercises online or do you have
other equivalent activities to meet your learning objectives.
a. In some cases, such as a classroom roleplay, I have succeeded in
moving the activity online. The online versions seem to work better, with
the intensity of interaction higher in the online setting. We also benefit
from recording the online roleplay, so the students can return to the
recording when they are writing reflective papers.
b. Other activities don't work online, so I've had to replace some
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