Training virtual management teachers

Introduction Planning for Virtual Management Teaching stage 1 access stage 2 induction and socialisation stage 3 seeking information, finding new pathways stage 4 interaction stage 5 autonomy Participation Level and Evaluation of the Software by the Tutors at the end of their On Line Training CMC for Management Learning Summary of observations of the Tutors in Training within the On Line Programme Costs and comparisons B800 use of CMC On Line Monitoring of the Quality of the Virtual Management Teaching Phase two of the mba tutors’ training Conclusions References Download full version Abstract This paper has outlined a 5-stage model for the development of competence in on-line computer conferencing. The model was tested in an action-research setting an on-line training programme for a cohort of Open University Business School MBA tutors. Results showed that the model-based training programme was effective in enabling participants progressively to develop skills in the use of CMC. They were able to transfer the resultant skills to develop and support on-line interaction in a management education setting. The on-line training programme was found to be cost effective against face-to-face training. The research suggests that the medium offers new opportunities for the development of management education on-line, but on-line monitoring of performance subsequent to the training showed that on-line pedagogy is still in its infancy. There is thus scope for much more inquiry into and dissemination of good practice in terms of the usage of CMC as an aid to learning, discovery and creativity. The potential, however, is there for students to take control of their own learning, and the flourishing student on-line self-help groups provided some evidence for this.This paper has outlined a 5-stage model for the development of competence in on-line computer conferencing. The model was tested in an action-research setting an on-line training programme for a cohort of Open University Business School MBA tutors. Results showed that the model-based training programme was effective in enabling participants progressively to develop skills in the use of CMC. They were able to transfer the resultant skills to develop and support on-line interaction in a management education setting. The on-line training programme was found to be cost effective against face-to-face training. The research suggests that the medium offers new opportunities for the development of management education on-line, but on-line monitoring of performance subsequent to the training showed that on-line pedagogy is still in its infancy. There is thus scope for much more inquiry into and dissemination of good practice in terms of the usage of CMC as an aid to learning, discovery and creativity. The potential, however, is there for students to take control of their own learning, and the flourishing student on-line self-help groups provided some evidence for this.