Elements of Quality Online Education cation

A Case Study in Blended Learning: Leveraging Technology in Entrepreneurship Education5. Achievement of ObjectivesStudents were asked to indicate whether they felt that specific primary objectives of the course wereachieved and to add comments or recommendations. Table 4 shows for each objective the number ofstudents who indicated that the objective was achieved, partially achieved, or not achieved. Fifteenstudents believed that the objective to stimulate entrepreneurial behavior in students was achieved orpartially achieved. They commented that the case studies and the selection of guest speakers sparked theirinterest and that the Capstone game provided valuable experience. Some students thought that, althoughthey learned a lot about business and entrepreneurship, they were not interested in being or ready to beentrepreneurs. One student indicated that not much was learned about actually starting a business. Fifteenstudents thought that the business literacy of engineering students was achieved or partially achieved,indicating that the course was very effective in teaching and demonstrating the main components ofbusiness management and the “language of business.” The Capstone game especially helped inunderstanding the business spreadsheets that were introduced in the course. Students indicated that thetools used throughout the course for this objective were appropriate and relevant. Fifteen studentsindicated at least partial achievement of the objective to develop a holistic model in which students aremotivated to learn the course concepts. They felt that the course concepts, the case studies, and the gametied together well and that the competition in the game especially added incentive and motivation. Sixteenbelieved that the technology was used successfully to leverage the intellectual assets of the threeuniversities. They indicated that the synergy of the combined teaching resources was immenselybeneficial to the course. The same sixteen students also thought that networking of faculty and studentswas enhanced to some extent by offering the course in this blended format across campuses. They had theopportunity to work with people from a variety of backgrounds and learning environments that theyotherwise never would have known.ObjectiveFrequency of ResponsesPartially NotAchieved Achieved AchievedTo stimulate entrepreneurial behavior of students 6 9 2To enhance business literacy of engineering students 12 3 2To develop a holistic model where students are highly8 7 2motivated to learn course conceptsTo use technology to leverage intellectual assets of12 4 1participating universitiesTo enhance networking of faculty and students 9 7 1Table 4. Student Opinions on Achievement of Course ObjectivesD. The Bearpit SessionTo give participants the opportunity to reflect and offer feedback on their experiences and to identify themost important positive and negative elements of the program, students and instructors were asked tocome to the last online session having given thought to the following three questions:• When this program is offered again, what elements should remain essentially the same becausethey worked so well?• What elements should be dropped or altered?• What elements should be added?51