Evaluating the Impact of Distance Learning Support Systems on the Learning Experience of MBA Students in a Global Context pp51-62
This paper reports the findings from an investigation into the distance learning support systems of a UK University's overseas MBA programme. This programme is provided to several countries around the world in alliance with the overseas' local higher educational institutions (HEIs), and is delivered primarily via online courses, but also with periods of face‑to‑face teaching by both UK and local staff. The aim of the research was to evaluate the learning support mechanisms that are used to deliver this programme overseas, and to determine their impact on the learning experience of the MBA students. The primary research method was questionnaire surveys which were conducted over two periods: April â€” July 2008, and January â€” March 2009. The first survey showed a high level of satisfaction with the MBA programme as delivered, but also indicated areas that could see further improvement. The impacts of programme changes were examined in the second survey which revealed students' improved satisfaction with the programme after the implementation of the changes in the programme support systems. The outcomes of this research have not only helped improve the learning support systems and enhanced the quality of this particular programme, but could also help provide guidelines for other HEIs that offer, or intend to offer, blended learning courses globally.
This paper reports on the design and evaluation of a UK Universitys global eLearning MBA programme. The aims of the research were to investigate the learning experiences of the students on the course and to evaluate the effectiveness of the support syste m so as to improve the programme. The primary research method was a longitudinal semi‑structured questionnaire survey, and data were collected from students taking the course during the years 2008 ‑ 2010. Three rounds of survey were conducted, resulting i n 149 valid responses. The first round showed a fairly high level of student satisfaction with the programme, but also indicated areas that needed further improvement. The impacts of subsequent changes in the programme and the learning support system were investigated in the second and third rounds of the survey. Feedback from these has helped develop additional changes in the learning content and delivery approach of the programme. Overall, the findings helped improve the courses delivery approach, enri ched the courses content, enhanced its quality, and improved the satisfaction level of the students. It is hoped that these findings can provide useful insights to course managers and eLearning developers of other courses offered in a global context.