Management education in pandemic times: Insights, challenges, and opportunities for the future

References

• Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. doi:10.1080/10494820.2020.1813180
   Web of Science ®Google Scholar
• Adnan, M. & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Online Submission, 2(1), 45–51.
   Google Scholar
• Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1–10.
   Google Scholar
• Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2), 3–6. doi:10.19173/irrodl.v4i2.149
   Google Scholar
• Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabandhan: Indian Journal of Management, 13(4), 43–56. doi:10.17010/pijom/2020/v13i4/151825
   Google Scholar
• Arranz, N., Ubierna, F., Arroyabe, M. F., Perez, C., & Fdez. de Arroyabe, J. C. (2017). The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences. Studies in Higher Education, 42(11), 1979–2008. doi:10.1080/03075079.2015.1130030
   Web of Science ®Google Scholar
• Azevedo, J. P., Hasan, A., Goldemberg, D., Geven, K., & Iqbal, S. A. (2021). Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes: A set of global estimates. The World Bank Research Observer, 36(1), 1–40.
   Web of Science ®Google Scholar
• Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., … Reyes, J. C. B. (2021). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical Science Educator, 31(2), 615–626.
   PubMedGoogle Scholar
• Bhaumik, R., & Priyadarshini, A. (2020). E-readiness of senior secondary school learners to online learning transition amid COVID-19 lockdown. Asian Journal of Distance Education, 15(1), 244–256.
   Google Scholar
• Bignoux, S., & Sund, K. J. (2018). Tutoring executives online: What drives perceived quality? Behaviour & Information Technology, 37(7), 703–713.
   Google Scholar
• Blocher, J. M., De Montes, L. S., Willis, E. M., & Tucker, G. (2002). Online learning: Examining the successful student profile. Journal of Interactive Online Learning, 1(2), 1–12.
   Google Scholar
• Bolatov, A. K., Seisembekov, T. Z., Askarova, A. Z., Baikanova, R. K., Smailova, D. S., & Fabbro, E. (2021). Online-learning due to COVID-19 improved mental health among medical students. Medical Science Educator, 31(1), 183–192. doi:10.1007/s40670-020-01165-y
   PubMedGoogle Scholar
• Brammer, S., & Clark, T. (2020). COVID‐19 and management education: Reflections on challenges, opportunities, and potential futures. British Journal of Management, 31(3), 453–456. doi:10.1111/1467-8551.12425
   Web of Science ®Google Scholar
• Burgess, R. G. (Ed.) (2003). The unstructured interview as a conversation. In Field research (pp. 177–182). London:Routledge.
   Google Scholar
• Castellani, B. (2014). Focus: Complexity and the failure of quantitative social science. Discover Society, 14, 11–12.
   Google Scholar
• Chen, K.-C., & Jang, S.-J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752. doi:10.1016/j.chb.2010.01.011
   Web of Science ®Google Scholar
• Crabtree, B. F., & Miller, W. L. (1992). Doing qualitative research. Annual North American Primary Care Research Group Meeting, 19 May 1989, Quebec, PQ, Canada.
   Google Scholar
• Daymont, T., Blau, G., & Campbell, D. (2011). Deciding between traditional and online formats: Exploring the role of learning advantages, flexibility, and compensatory adaptation. Journal of Behavioral and Applied Management, 12(2), 156.
   Google Scholar
• Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. doi:10.1177/0047239520934018
   Google Scholar
• Doyumğaç, İ., Tanhan, A., & Kiymaz, M. S. (2020). Understanding the most important facilitators and barriers for online education during COVID-19 through online photovoice methodology. International Journal of Higher Education, 10(1), 166–190. doi:10.5430/ijhe.v10n1p166
   Google Scholar
• Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465. doi:10.1007/s12528-018-9179-z
   Web of Science ®Google Scholar
• Garrett, H. E., & Woodworth, R. S. (1969). Statistics in psychology and education. Mumbai, India: Vakils, Feffer and Simons Pvt. Ltd.
   Google Scholar
• Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. doi:10.1016/S1096-7516(00)00016-6
   Google Scholar
• Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1–2), 31–36. doi:10.1016/j.iheduc.2009.10.002
   Web of Science ®Google Scholar
• Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review.
   Google Scholar
• Huang, R. H., Liu, D. J., Guo, J., Yang, J. F., Zhao, J. H., Wei, X. F., … Looi, C. K. (2020). Guidance on flexible learning during campus closures: Ensuring course quality of higher education in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
   Google Scholar
• Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4–29. doi:10.1177/0047239516661713
   Google Scholar
• Keller, H., & Karau, S. J. (2013). The importance of personality in students’ perceptions of the online learning experience. Computers in Human Behavior, 29(6), 2494–2500. doi:10.1016/j.chb.2013.06.007
   Web of Science ®Google Scholar
• Lai, C.-H., Lin, H.-W., Lin, R.-M., & Tho, P. D. (2019). Effect of peer interaction among online learning community on learning engagement and achievement. International Journal of Distance Education Technologies (IJDET), 17(1), 66–77.
   Web of Science ®Google Scholar
• Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. The Internet and Higher Education, 14(3), 158–163. doi:10.1016/j.iheduc.2011.04.001
   Web of Science ®Google Scholar
• McKerlich, R., Riis, M., Anderson, T., & Eastman, B. (2011). Student perceptions of teaching presence, social presence, and cognitive presence in a virtual world. Athabasca University Library & Scholarly Resources.
   Google Scholar
• Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.
   PubMedGoogle Scholar
• Moore, M. (1989). Three types of interaction. The American Journal of Distance Education 32(7): 1–7. doi:10.1080/08923648909526659
   Google Scholar
• Nagel, L., & Kotzé, T. G. (2010). Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class. The Internet and Higher Education, 13(1–2), 45–51. doi:10.1016/j.iheduc.2009.12.001
   Web of Science ®Google Scholar
• Nambiar, D. (2020). The impact of online learning during COVID-19: Students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783–793.
   Google Scholar
• Nazar, H., Obara, I., Paterson, A., Nazar, Z., Portlock, J., & Husband, A. (2017). A consensus approach to investigate undergraduate pharmacy students’ experience of interprofessional education. American Journal of Pharmaceutical Education, 81(2), 26. doi:10.5688/ajpe81226
   PubMed Web of Science ®Google Scholar
• Ng, T. K. (2020). New interpretation of extracurricular activities via social networking sites: A case study of artificial intelligence learning at a secondary school in Hong Kong. Journal of Education and Training Studies, 9(1), 49–60. doi:10.11114/jets.v9i1.5105
   Google Scholar
• Octaberlina, L. R., & Muslimin, A. I. (2020). EFL students perspective towards online learning barriers and alternatives using Moodle/Google classroom during COVID-19 pandemic. International Journal of Higher Education, 9(6), 1–9. doi:10.5430/ijhe.v9n6p1
   Google Scholar
• Ribeiro, R. (2020). How university faculty embraced the remote learning shift. EdTech Magazine.
   Google Scholar
• Rodriguez, M. C., Ooms, A., & Montañez, M. (2008). Students’ perceptions of online-learning quality given comfort, motivation, satisfaction, and experience. Journal of Interactive Online Learning, 7(2), 105–125.
   Google Scholar
• Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4). doi:10.7759/cureus.7541
   Web of Science ®Google Scholar
• Seow, P.-S., & Pan, G. (2014). A literature review of the impact of extracurricular activities participation on students’ academic performance. Journal of Education for Business, 89(7), 361–366. doi:10.1080/08832323.2014.912195
   Google Scholar
• Tan, K. H., Chan, P. P., & Mohd Said, N.-E. (2021). Higher education students’ online instruction perceptions: A quality virtual learning environment. Sustainability, 13(19), 10840. doi:10.3390/su131910840
   Web of Science ®Google Scholar
• Tastle, W. J., & Wierman, M. J. (2007). Consensus and dissention: A measure of ordinal dispersion. International Journal of Approximate Reasoning, 45(3), 531–545. doi:10.1016/j.ijar.2006.06.024
   Web of Science ®Google Scholar
• Tucker, S., Layson-Wolf, C., Coop, A., Lebovitz, L., & Anagnostou, G. (2021). Combating ‘Zoom-fatigue’: A comprehensive approach to academic program adaptation and supporting digital wellness during COVID-19. EdMedia + Innovate Learning, 1, 727–731.
   Google Scholar
• Yuliansyah, A., & Ayu, M. (2021). The implementation of project-based assignment in online learning during Covid-19. Journal of English Language Teaching and Learning, 2(1), 32–38.
   Google Scholar