MTR & JME Articles to Help You Take Your Course Online
(March 20th Update: These articles have been temporarily ungated for public use. We hope you find these resources useful!)
MTR Articles
| Article | Level/Class/Topic |
Description |
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These articles cover tools that can be used in the online environment |
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| Gibson, L. A., Ward, D., Comer, D. R., & Rossi, K. (2018). When Harry resigns unexpectedly: An asynchronous discussion role-play for the online management classroom. 3(2), 181-187. | Outlines how to convert an experiential exercise from face-to-face to online using a role-play context. | This article shows the logic and step-by-step conversion of an existing face-to-face exercise to a completely online version based on the principles in Kolb’s learning cycler theory. It thus provides a good general framework on how to go online.
Teaching notes and instructions for conducting the exercise are outlined. All materials necessary for successfully conducting the exercise are provided as are student reactions to the experience. |
| Larson, B., Leung, O., & Mullane, K. (2017). Tools for teaching virtual teams: A comparative resource review. 2(4), 333-347. | Outlines tools that virtual project teams can use | This article is comparative review of the features and trade-offs inherent in some of the asynchronous and synchronous communication technology tools commonly used to run virtual team projects. |
| Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. 2(2), 151-158. | An online game/quiz tool suitable for
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Kahoot! is a popular eLearning tool that can easily be used to add vitality, student engagement, and meta-cognitive supports to higher education classrooms with limited instructor or student training required.
It’s free and has over 30 million users worldwide. It provides real-time feedback on surveys and quizzes and can be used anonymously.
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| Kölbel, J., & Jentges, E. (2018). The six-sentence argument: Training critical thinking skills using peer review. 3(2), 118-128. | A structured process suitable for
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The six-sentence argument (6SA) is an exercise to train critical thinking skills. Faced with a decision situation, students argue for their preferred course of action using a logical structure of exactly six sentences. Through a guided peer review, students engage critically with other students’ arguments and receive detailed feedback on their own arguments. |
| Mischel, L. J. (2019). Watch and learn? Using EDpuzzle to enhance the use of online videos. 4(3), 283-289. | An online tool suitable for
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As the use of videos for learning increases, the need to better use the viewing experience also increases. EDpuzzle is a video-sharing program that offers instructors a way to enhance the use of online videos for learning. It allows instructors to ensure that students have viewed the lesson in its entirety and determine whether they understood its content. |
| Schmidt, G. B. (2016). Using Pinterest in the management classroom. 1(2), 79-84. | An online tool suitable for
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This article discusses Pinterest, a social bookmarking tool. It describes its use in a hybrid class that author teaches where a class Pinterest board acts as a place for students to share class-relevant links to videos and online content based on assigned topics. The article also contains other potential uses for Pinterest as well as explaining the necessary logistics. |
| Chauhan, R. S. (2019). Occupation Exploration: Using O* NET in the Management Classroom. 4(1), 79-88. | An online resource set suitable for
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This article discusses the potential uses of the free, publicly available Department of Labor–sponsored Occupational Information Network (O*NET) in the classroom. It contains assignments that utilize O*NET in the online environment using discussion boards. |
| Makarius, E. E. (2017). Edutainment: Using Technology to enhance the management learner experience. 2(1), 17-25. | Online tools suitable for
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This article provides an overview of two “edutainment” (education and entertainment) technologies – Powtoon and GoAnimate – that can be used to create animated presentations. The general features of the products are described as well as how they can be applied in management courses. |
| Teckchandani, A., & Obstfeld, D. (2017). Storytelling at its best: Using the StartUp podcast in the classroom. 2(1), 26-34. | Online resource(s) suitable for
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This article discusses the virtues of using podcasts in the classroom by focusing on the pedagogical merits of one podcast series called StartUp. While this podcast series can be used to help students learn entrepreneurial, OB and HR concepts, podcasts in general are a good resource for online teaching, e.g. Ted Talks. The article presents specific ways in which the podcast can be used. |
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These articles contain exercises/assignments with details of how to use them in an online environment |
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| Robinson, M. J., & Bilimoria, D. (2018). Busting the gender binary: Activities for teaching transgender issues in management education. 2379298118819258. | Cases suitable for
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The article has an initial face-to-face only exercise followed by 5 mini case studies that can be used online. Discussion questions and teaching notes for the cases are provided. Supplemental slides are available. |
| Lovelace, K. J., & Dyck, L. R. (2018). Experiencing organizational change through the change management simulation: Power and influence. 2379298118806678. | Simulation suitable for
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This resource review describes the web-based Change Management Simulation: Power and Influence by Harvard Business Publishing and discusses its application in both undergraduate and graduate courses. The simulation focuses on personal and organizational change factors that influence the adoption of a sustainability initiative within a manufacturing firm. |
| Taylor, V. F., Stickney, L. T., DeMarr, B. J., & Fender, C. M. (2020). Improving academic literacy in the management classroom: Are your students lost in translation? 2379298119900156. | An experiential exercise suitable for
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This is an experiential exercise where students work first independently and then collaboratively to extract information from a journal article and translate findings into understandable, evidence-based practice that can be applied in organizations. Resources for instructors who wish to use this method online are provided. |
| Dunn, M. B. (2019). Using social network analysis in the classroom: An experiential activity and tool to enhance a sense of community. 4(3), 204-218. | An experiential exercise suitable for
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This article presents an experiential exercise where students learn the basics of social network analysis, relate social networks to social capital, and analyze their own networks in the classroom. It involves interaction, which can increase the sense of community among the students. It contains specific instructions for online use. |
| Luck, S. L., & Swartz, S. (2019). The Textbook Didn’t Mention That: An Intercultural Experiential Exercise in Business Communication. 2379298119841302. | An experiential project suitable for
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This article describes a project where students from two universities in different countries with a vague deliverable of producing policies and presentations. The real intent was for the students to learn intercultural communication firsthand.
Note that this use of this project requires contacts and intercultural cooperation among the faculty involved. |
| Reilly, A. H. (2018). Using reflective practice to support management student learning: Three brief assignments. 3(2), 129-147. | A set of assignments suitable for
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This article presents three short reflective assignments that help students develop their reflection abilities. The assignments involve reflecting on the following: (1) writing an organizational story, (2) a reflection about learning from adversity, and (3) a goal-oriented personal change. These assignments are sufficiently detailed that they may be used as templates. |
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These articles contain exercises/assignments/processes that should be easily adaptable for online classes |
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| Fukami, C. V., & Mayer, D. (2019). Current connections: Controversy, civility, and relevance in the executive business classroom. 4(4), 344-354. | An experiential process suitable for
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The experiential process in this article involves creating an online space for students to bring up relevant workplace experiences or to post links to current events relevant to the week’s course topics and materials. These are then discussed with a focus on civility even when the contents are controversial.
Appendix A contains brief instructions for use in a partially synchronous online class. |
| Quijada, M. A. (2017). Ideas for teaching vision and visioning. 2(4), 269-280. | A series of exercises suitable for
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This article describes a series of exercises that rely on videos to illustrate different aspects of vision and visioning, both in the positive and in the negative. It includes the videos and supporting materials that build these exercises. The exercises can be easily used in an online class. |
| Wertheim, E., Glick, L., & Larson, B. Z. (2019). Teaching the Basics of Negotiation in One Class. 4(2), 95-118. | An experiential exercise suitable for
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This article describes an interactive negotiation exercise intended to be delivered face-to-face in one to two class periods. It is a deceptively simple two-party negotiation (described in less than a page) with multiple decision points. It teaches the basics of negotiation experientially. The authors state that it can be adapted to the online environment. |
| Miller, L. E. (2018). Teaching feedback skills through letters to “Dear Obby”. 3(4), 295-308. | An experiential exercise suitable for
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The exercise in this article presents a series of letters to a fictitious advice columnist, “Dear Obby” (pronounced “OB”). The letters, describing situations that call for corrective feedback.
Teaching tips are included to help instructors use the scenarios to generate discussion about the goals and principles of effective feedback and to give students opportunities to practice feedback skills in role-plays. Although there are no specific instructions about using the exercise online, it seems easy to adapt. |
| Baker, D. F. (2019). Organizing Matters: The Case of Medical Rehabilitation. 4(3), 191-203. | An experiential exercise suitable for
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In the exercise described in this article, students are given a list of jobs from a medical rehabilitation center and asked to create an organizational chart (SmartArt in Word is helpful). Students evaluate the charts to determine how well each structure supports coordination, collaboration, customer responsiveness and job satisfaction. Supplemental materials are available online. |
| Robinson, M. A., & Fiset, J. (2019). Using Implicit Followership Theories to Illustrate Cognitive Schemas: An Experiential Exercise. 2379298119843016. | An experiential exercise suitable for
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The article describes an experiential exercise to teach students about cognitive schemas using the context of followership. The article presents the specific steps of the exercise, detailed instructor notes, and supplementary materials (i.e., sample content for class slides). It suggests that tools such as Realtime could be used in a fully online version. |
| Duncan, K. B. (2018). Invisible Social Identity Exercise. 2379298118815249. | An experiential exercise suitable for
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This article presents five role-plays that address invisible, potentially stigmatized social identities (e.g. sexual orientation, mental illness) to help students learn theory and heighten sensitivity and understanding in relevant workplace situations. |
JME Articles to Help You Take Your Course Online
Comer, D. R., & Lenaghan, J. A. (2013). Enhancing discussions in the asynchronous online classroom: The lack of face-to-face interaction does not lessen the lesson. Journal of Management Education, 37(2), 261-294. doi:10.1177/1052562912442384
Hwang, A. (2018). Online and hybrid learning. Journal of Management Education, 42(4), 557-563. doi:10.1177/1052562918777550
Rollag, K. (2010). Teaching business cases online through discussion boards: Strategies and best practices. Journal of Management Education, 34(4), 499-526. doi:10.1177/1052562910368940
Ross, D. N., & Rosenbloom, A. (2011). Reflections on building and teaching an undergraduate strategic management course in a blended format. Journal of Management Education, 35(3), 351-376. doi:10.1177/1052562911398979
Watson, S., & Sutton, J. M. (2012). An examination of the effectiveness of case method teaching online: Does the technology matter? Journal of Management Education, 36(6), 802-821. doi:10.1177/1052562912445281
Soft Skills Supporting Online Learning
Spataro, S. E., & Bloch, J. (2018). “Can you repeat that?” teaching active listening in management education. Journal of Management Education, 42(2), 168-198. doi:10.1177/1052562917748696