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A triangulated appraisal of how hybrid activities develop students’ negotiating self-confidence

Faculty Advisor

Date

2016

Keywords

Abstract (summary)

Higher Education Institutions (HEI) today are facing a multitude of challenges such as capacity constraints, intensified international competition through MOOCs, and a student cohort that is more mobile than ever before. In response to these challenges, many HEIs have implemented either fully online courses or hybrid courses having both synchronous and asynchronous elements. With this study, we make a first attempt at gauging the respective impact of Online (OL) learning assignments and Face-to-Face (F2F) learning assignments on the development of students’ self perceived negotiating confidence, as acquired in an undergraduate business course. By doing this, we also continue the validation of the Self-Confidence Indicator scale, as presented in Benson and Enström (2013).

Publication Information

Enstroem, R. & Benson, L. (2016). A triangulated appraisal of how hybrid activities develop students’ negotiating self-confidence. In P. Daly, K. Reid, P. Buckley, & E. Doyle (Eds.), Advances in Business Education and Training Series: Vol. 7. Innovative Business Education Design for 21st Century Learning (pp.41–54). New York, NY: Springer.

DOI

Notes

Item Type

Book Chapter

Language

English

Rights

All Rights Reserved