Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Management Education
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
1052562908324141v1
33/2/196    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Ivancevich, J. M.
Right arrow Articles by Konopaske, R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Studying and Facilitating Dialogue in Select Online Management Courses

John M. Ivancevich

University of Houston, jivance{at}uh.edu

Jacqueline A. Gilbert

Middle Tennessee State University

Robert Konopaske

Texas State University

Dialogue is arguably one of the most significant elements of learning in higher education. The premise of this article is that online instructors can creatively facilitate dialogue for effectively teaching online management courses. This article presents a dialogue-focused framework for addressing significant behavioral, structural, and technological elements that involve the development and delivery of knowledge and application use (KAU) online management course content. Specifically, the proposed framework and propositions suggest how various antecedents and moderators influence the use of dialogue resources, technology, and student engagement in KAU-type management courses.

Key Words: active learning • dialogue • learning outcomes • listening • knowledge application use (KAU)

This version was published on April 1, 2009

Journal of Management Education, Vol. 33, No. 2, 196-218 (2009)
DOI: 10.1177/1052562908324141
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?