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