1. 1 © MCI Management Center Innsbruck, 2015 MCI MANAGEMENT CENTER INNSBRUCK 6020 Innsbruck / Austria www.mci.edu INTERNATIONALE BILDUNG & WISSENSCHAFT GMBHUniversitätsstraße 15 office@mci.edu E-LEARNING DEGREE PROGRAMS A Better Way to Balance Work and Education? Claudia Mössenlechner Regina Obexer Learning Solutions Karin Sixl-Daniell Jürgen-Matthias Seeler Business Administration Online Management Center Innsbruck, Austria

2. 2 © MCI Management Center Innsbruck, 2015 Context The Program Methodology Outcomes Implications and further research OVERVIEW

3. 3 © MCI Management Center Innsbruck, 2015 NEW REQUIREMENTS IN A CHANGING WORLD Demographic changes & lifelong learning Globalisation Skills gaps and international employability

4. 4 © MCI Management Center Innsbruck, 2015 ELEARNING AND BLENDED LEARNING eLearning is an umbrella term for technology enhanced learning and teaching that takes place online, i.e. specifically uses learning platforms and the Internet. Blended learning denotes a teaching and learning model that combines traditional classroom lectures with synchronous and asynchronous online teaching.

5. 5 © MCI Management Center Innsbruck, 2015 BLENDED LEARNING FORMATS Face-to-face teaching Lectures / Input Socialisation / Networking Group work Discussions Synchronous Learning online Webinars Chats Input / Lectures Brainstorming Asynchronous collaborative Learning online Discussion boards Social Networking Group work Wikis and Blogs Asynchronous self- paced Learning online Webseiten / Readings Webcast / Screencast Videos & Podcasts Online Tests & Quizzes

6. 6 © MCI Management Center Innsbruck, 2015 AspectDescription Academic titleBachelor of Arts in Business | B.A. | BA Duration6 semesters including thesis and final examination ApproachPractice oriented business degree designed for students already in the work force FormatBlended format offered through MCI eCampus with webinars, videos, moderated discussions, digital learning resources, and face-to-face components LanguageMostly German with some courses in English Structure1. - 3. Semester: Foundations of Business Administraiton 3. - 5. Semester: 6. Semester: option for work placement; thesis, final examination DEGREE PROFILE

7. 7 © MCI Management Center Innsbruck, 2015 STUDENT PROFILE - 1st INTAKE

8. 8 © MCI Management Center Innsbruck, 2015 LEARNING ENVIRONMENT Course overview, content, instructions etc. Introductory video, announcements etc.

9. 9 © MCI Management Center Innsbruck, 2015 SUCCESS FACTORS FOR ONLINE STUDENTS – LITERATURE REVIEW Based on Madernach et al, 2006 Motivation Time management Initiative Technology Competence

10. 10 © MCI Management Center Innsbruck, 2015 RESEARCH QUESTION For students in a blended learning program who are organizing and balancing their personal life, education and mostly full time work: What are their motivations for study? What are their expectations regarding challenges and difficulties?

11. 11 © MCI Management Center Innsbruck, 2015 METHODOLOGY Literature review Constructivist approach Qualitative content analysis (Mayring 2000) – inductive approach Analysis of student reflection papers Researcher triangulatio n

12. 12 © MCI Management Center Innsbruck, 2015 OUTCOMES MotivatorsTime- and self-management Study skills, cognitive strategies, and collaborative learning Perceived challenges Based on Madernach et al, 2006

13. 13 © MCI Management Center Innsbruck, 2015 OUTCOMES Motivators  Inherent interest in content  Relevance of content  Lifelong learning  Direct application of new knowledge to work situation  Recognition by others  Job security and career prospects  Monetary gains  Enjoyment of connecting with others Aspects relating to intrinsic and extrinsic motivational factors students see affecting their studies.

14. 14 © MCI Management Center Innsbruck, 2015 WHAT STUDENTS SAID: MOTIVATORS …because there is a strong „wanting“ rather than a „having to“ that motivates me I noticed a great development in myself, an intrinsic motivation, which was reinforced through our joint discussions. It made me feel good about my studies ahead. As an adult, you view things differently. You know exactly why you have to learn certain things. I think you only realise over time what you want to achieve in life. But it‘s never to late to catch up on educating yourself, to develop strategies for further development, and to learn.

15. 15 © MCI Management Center Innsbruck, 2015 OUTCOMES Time- and self-management. Scheduling fixed blocks of time for learning, work, family, leisure Use of digital tools for time management Realistic goal setting Prioritizing Start early Delegation Effective use of unproductive time Importance of learning environment Concepts related to student strategies to plan and use their time effectively and productively

16. 16 © MCI Management Center Innsbruck, 2015 WHAT STUDENTS SAID: TIME- AND SELF-MANAGEMENT …little but often… I noticed a great development in myself, an intrinsic motivation, which was reinforced through our joint discussions. It made me feel good about my studies ahead. I look at studying like a project and approach it with a project management methodology with milestones, deadlines, etc. My day consists of constant prioritizing, more flexible phases, prioritizing… I have found this strategy to be successful and will adapt it to my studies.

17. 17 © MCI Management Center Innsbruck, 2015 OUTCOMES Study skills, cognitive strategies, and collaborative learning Awareness of different (and own) learning styles Reflection on previous study experience Awareness of need to self-regulate Defining SMART goals Application of new knowledge Use of digital tools for learning Realization of benefits of learning with others Social and academic perspective of connecting with others Student perceptions of skills related to studying, knowing how they study, and first perceptions of collaborative learning.

18. 18 © MCI Management Center Innsbruck, 2015 WHAT STUDENTS SAID: STUDY SKILLS, COGNITIVE STRATEGIES, AND COLLABORATIVE LEARNING I value the group discussion and have found many interesting links and contributions through that. I was suprised what opportunities arise from connected learning and the exchange with other students. I have learned so much from the discussions with my peers. I never thought this would be possible. I can now see the difference between „having to study“ and „wanting to study“. People bring in so much into the discussions, post links etc.

19. 19 © MCI Management Center Innsbruck, 2015 OUTCOMES Perceived challenges Combining many different priorities Poor time management habits (last minute) Making the time to study Motivation over time False perception of “I know this already” New learning environment Student comments regarding the challenges they expect or perceive with regards to their study.

20. 20 © MCI Management Center Innsbruck, 2015 WHAT STUDENTS SAID: PERCEIVED CHALLENGES At the beginning I was unsure what to expect from an online program and the eLearning environment. I will have to work on overcoming my inhibitions when contributing to online discussions or making presentations. I am sure we will continue to discuss time management and learning styles throughout our studies together. I was worried about how I would be able to manage the professional, personal and educational requirements.

21. 21 © MCI Management Center Innsbruck, 2015 IMPLICATIONS AND FURTHER RESEARCH Implications for instructional design Importance of collaborative learning and social components of learning Implications for student support programs (e.g. time management) Further research opportunities Longitudinal with same cohort Scaling up with new cohorts in same program Expanding to other cohorts (other programs, institutions, geographies, sectors)

22. 22 © MCI Management Center Innsbruck, 2015 Thank you for your attention!