Replacement Model Implementation Jesus Bravo, Ph.D. Roger W. Hutt, Ph.D. Morrison School of Management and Agribusiness Arizona State University

MGT 300 Organizational Management and Leadership Description: Analyzes strategic, behavioral, and human resource management perspectives, including principles of strategic management and leadership of human resources. A significant amount of student learning has been moved online thus reducing the amount of in-class time Combines elements of traditional face-to-face instruction with elements of distance learning Not entirely online, therefore not traditional distance education courses Online time replaces some classroom time, therefore not simply traditional classes with a Web site

Replacement Model Requirements Extensive course redesign and not just transferring information to the Web Students interested in this type of class delivery Detailed syllabus with specific instructions relating to: *assignment formatting and submission *assignment due dates and times *technical assistance *grading rubric *online discussion protocol *etc. Review syllabus thoroughly --- takes one class period The more you spell it out, the better!! A textbook with good WEB resources (e.g., assignments, videos)

Time Out of Class Students work individually and in teams on discussions, projects, and activities online (asynchronous) All homework assignments were submitted online Students were responsible for reviewing and discussing chapter slides and reading chapter prior to class meeting Time In-Class Less time spent on lecturing and more time reviewing and discussing practical applications with students Current events relating to class topics were solicited and discussed Videos relating to class topics were presented Students completed group exercises, group quizzes, group presentations and individual exams in-class

Benefits For students --- more interaction and discussion Students report feeling more engaged Answer students questions versus just lecturing Students enjoy discussing current events relating to topics Positive in-class experience, good attendance For students --- learning centered Less passive listening and more active learning Students appreciate the flexibility Students enjoyed presenting chapter slides in-class For faculty --- collaboration Continuous interaction among those teaching the course Easier to insert current, timely topics

Challenges Much prep time is needed to convert a traditionally delivered class to a hybrid format Too much information on the syllabus is better than not enough Initially, students require a bit of hand holding until they are familiar with the format Be prepared to respond to many s early on in the semester (questions, questions, questions) Not all classes lend themselves to this type of delivery Getting students to understand the importance of meeting deadlines that impact group activities Not every student likes this format

Results Traditional section of MGT 300 Enrollment = 99 Performance on post-assessment = 67.4% Retention = 94% Redesigned section of MGT 300 Enrollment = 173 Performance on post-assessment = 76% Retention = 90.2%

Results Before After Sections 3 2 Section size Cost/student $373 $154 Savings 59% Near future: 125, with increases in GTAs and UGAs, no increase in faculty