Computer
Support of Collaborative Case Based Learning by MBA
Students
Many UK MBA programmes adopt a collaborative approach to
the Harvard style of experiential case based learning.
Within such programmes there is widespread use of computers
but it is not clear how this improves student learning.
Research on computer support of collaborative learning in
other disciplines is of limited applicability because of
the dual role of student as learner and as expert. In
management education such research has mainly focused on
technology.
Within this context this exploratory research seeks to
establish how the actual use of computers in the
collaborative study of cases within MBA programmes affects
the efficiency and effectiveness of the learning process.
Three core courses from well-respected MBA programmes are
studied in detail. Student attitudes are investigated using
an established instrument and an open-ended questionnaire.
In each course student behaviour is observed by studying
one aspect of the course in which computers are being used.
Data is collected through videos, participant observation
and the capture of online conferences.
The three MBA programmes have comparable core curricula and
computer rich environments. Delivery modes are full-time,
part-time and distance so they cover a wide spectrum of the
MBA student population in the UK.
Six propositions arise from the investigations of which
four are established by this research. These show that UK
MBA students are enthusiastic about computers and believe
in their ability to use them competently. Most students do
use computers extensively at all stages of collaborative
case based learning. However there is a marked dissonance
between their attitude and actual use. If this dissonance
is addressed students can improve both the efficiency and
effectiveness of their learning through using computers.
Thesis awarded the degree of Doctor of Philosophy in
Educational Technology, September 1998