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The future of management studies is invariably steering towards online and hybrid modes of course delivery. Therefore, assessing the effectiveness of online course delivery is exceptionally crucial. This study attempts to evaluate the effectiveness of online course delivery in management education involving the instructor, participant and technological component. This study contributes to the body of knowledge in three ways. First, the study proposes an approach to assess the effectiveness of online courses in management education. The study demonstrates this by taking a case study of a business school (B-school) in southern India. Second, the study identifies the shortcomings and areas that need improvement to enhance the overall effectiveness further. Third, the study outlines suggestive measures to improve the effectiveness of online course delivery by addressing technical, infrastructural, instructor and student behavioral components.

To accomplish the objectives, a case study approach has been adopted and fuzzy logic has been used as a methodology to assess the effectiveness of online course delivery in management education.

The findings suggest that instructors' use of cases and animation during online sessions, use of whiteboards, digital pens and other tools, attempts to draw participant's interest and the users' sense of belongingness in the online cohort, self-discipline and motivation from students' side, easy to use Learning Management System (LMS), audio-visual platforms, active electronic communication and training on the technical aspect of the online platform need to be improved to enhance the effectiveness of online course delivery further. The current effectiveness of online course delivery in the case of B-school was found to be “Fair,” which is average in relation to the effectiveness labels.

This study doesn't investigate the factors that moderate the effectiveness of online course delivery and how the factors influence each other. Future research endeavors can be extended in this direction to enrich the body of knowledge with new insights. Apart from this, the results outlined in this study are about the status quo of the case B-school and can't be generalized. However, the methodology and approach can be adopted by other B-schools or higher educational institutes to measure the schools' and institutes' current level of effectiveness in online teaching.

So far, only a few studies have paid attention to the empirical assessment of the effectiveness of online course delivery consisting of engagement from the technical, instructor and participants' dimensions. This study proposes a novel approach to measure the level of effectiveness and identifies the shortfalls that impede good effectiveness in online course delivery.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this study is to explore the adoption of course management software (CMS) among faculty in a nursing program in order to better understand the consequences that result from adoption decisions.

A case study approach was taken using a component of diffusion of innovations theory as a framework for exploring the research questions.

Diffusion of innovations theory suggests there are three dimensions of consequences that should be analyzed: desirable versus undesirable consequences; direct versus indirect consequences; and anticipated versus unanticipated consequences. Consistent with Roger's theory, direct and anticipated consequences of adoption of a CMS by faculty went together. In addition, the research findings were consistent with Roger's theory in that it was difficult to separate desirable from undesirable consequences resulting from the innovation of course management system adoption.

The results of this research support Roger's theory while raising a number of new questions. A problem was identified with the classification of desirable versus undesirable consequences. Further research is recommended to clarify these consequences categories, while taking into account the perspectives of people who have different roles during the change process. This study only included faculty using the course management system. Additional research should focus upon the consequences of CMS use for students.

The purpose of this paper is to understand the lived experiences from the voice of the authors (a science professor, an instructional designer, a distance learning doctoral intern, and a distance learning director) in the process of transitioning a face-to-face science course to online modality at a large, research university.

The method of this qualitative inquiry involves a personal narrative approach in which the authors reflect on their experiences of this process and analyze it through writing.

The findings examine the challenges of moving a traditional course online and reiterate the value of a team approach to ensure its quality. The narrative offers clarity to the different phases of such a project and can enhance decision making among those involved in course design and delivery, as well as administrators incentivizing the conversion of traditional courses to the online modality.

Online education has emerged as a viable solution. The challenges and rewards of transitioning face-to-face courses to distance learning modalities are well documented, even for a senior science educator.

Universities face several modern day challenges, including reductions in state appropriations, lack of available space for classes, challenges of engaging a technologically savvy generation, and preparing students for a global marketplace.

To support faculty members’ transition to online education, universities offer instructional design support, where ideas are exchanged with faculty members to ensure pedagogically sound and engaging distance learning. The authors conclude with recommendations for both practice and future research in the area of practice and process improvement for diffusion of online courses at traditional universities, one course at a time. This is important to those beginning to transition course offerings online.

This paper aims to be a response to the “Call for Papers” on challenges for the practice of, and new modes of questioning and delivery in, business education. The authors seek to do this through an investigation of the disadvantages and benefits associated with the move towards using online technologies in an on‐campus undergraduate first year management subject.

The authors conducted a survey of 362 first year students undertaking a blended learning course in management.

Students prefer interactive tutorials over lectures or online material they can access themselves as needed. They also mainly access the online material they believe will be most useful in achieving higher grades, and prefer online material that is related to assessment outcomes, rather than that designed for greater understanding.

The findings suggest that the community of inquiry framework, although designed to evaluate online learning, can also be used to frame the comparative utility of online and other teaching strategies. The paper also explores issues related to the Technology Acceptance Model's prediction that ease of use of online learning resources is important, and finds that many students are restricted by the cost of downloading and printing online learning material in university libraries and laboratories.

The research focuses upon first year management students, and transition implications of the findings are discussed.

The aim of this paper is to describe the rapid development and effectiveness of online education in an urban college, emphasizing the use of distance education by local students, their academic performance and perspectives for future growth.

The paper provides a description of the phases of distance education development. It analyzes of survey data on student response to online learning and analysis of grades indicating academic performance online in relation to overall undergraduate performance.

The paper finds that early unplanned development has brought increased administrative support: plans are being made for programs, major concentrations, and advanced degrees on the undergraduate and graduate level. Student academic success reflects the special demands of online education and indicates the need for special screening processes and support services.

The academic success of students reflects the special demands of distance learning and qualifies the popularity of distance education as seen in rapid increases in online enrollment.

The promise of distance education for a local student population (to speed progress to degree completion by increasing the number of courses per semester) should be tested in terms of student academic success.

This account of how distance learning can develop in an urban, commuter college and the possibilities for improving service to existing students while increasing enrollment, suggests strategies for effective integration of online courses into the existing undergraduate and graduate curriculum.

Despite the popularity of existing course management systems, they do not consider the management of course material changes, particularly courses that require more than one instructor. The main purpose of this study is to instantly communicate course material changes to all instructors teaching the same course and to communicate approved changes to students registered on the course.

The fundamental hypothesis tested was whether the developed system effectively communicates changes in a timely manner. The level of students' acceptance to this new system was also tested. A dynamic course material change‐management system was developed using visual basic programming language and an Access database. The system was applied to a hypothetical case study and to a currently running undergraduate civil engineering course.

Results indicated that changes made to a course material were instantly communicated to all instructors teaching the same course. It also indicated that approved changes were instantly communicated to affected students. As a result, students were satisfied with the instant notifications they receive whenever a change takes place.

The proposed system does not include a methodology for online tests, course grades, and course assessment. The system needs to be integrated with these important features. Developments pertaining to integrating the system with these features will be considered for future investigation.

The novel aspect of the developed system is the effective management of challenges made to course material and communicating these changes to instructors and students in a timely manner. The system can benefit any institution at different educational levels.

The purpose of this paper is to present an intentional model for moving into online learning; to show how the decision was part of the strategic planning process; and to explain the decision behind utilizing the consortium approach. The paper aims to discuss the pros and cons of the consortium model.

This paper describes the process Charter Oak State College, a non‐traditional public college, undertook to move from being an aggregator of credits to being the state's leader in providing undergraduate online learning to adult students. It also discusses how the college took a leadership role in forming a state‐wide online learning consortium that then became its online learning infrastructure.

The paper emphasizes the importance of the strategic planning process and the Board's buy‐in to making an online learning venture successful and candidly discusses the advantages and disadvantages of being in a consortium. The college found that the consortium approach was highly advantageous for start‐up, but has found that the consortium can hamper growth. The college also found that in certain areas, it needs to develop its own services independent from the consortium.

Research could be carried out on consortium models to determine best practices and/or to categorize strengths and weaknesses.

By sharing what worked and what did not work, other colleges can learn from the study's experiences.

This paper describes one college's experience of moving into the online course delivery arena using the consortium approach. It provides those who are contemplating developing or joining a consortium for the purpose of offering online courses with a case study to examine and discuss.

The purpose of this paper is to discuss how technological tools, such as Web 2.0 and online learning management systems, can be utilized to improve Millennials' educational performance.

An exploratory survey of Millennial business students was conducted to measure their self‐reported use and perceived effectiveness of a variety of hardware, traditional, and Web 2.0 tools.

An exploratory study of business students finds that course websites and online assessments are the technological tools they report using most often. The technology tools that business students perceive as most effective include personal computers, laptop computers, course websites, discussion groups, message boards, and online assessments.

This exploratory study looked only at business students' self‐report use and perceived effectiveness of technology tools. Future research is needed to examine other college students beyond business, to measure actual use and effectiveness, and to incorporate input from faculty on the use and effectiveness of technology tools.

In this paper, the authors discuss how technological tools, such as Web 2.0 and online learning management systems, can be utilized to improve Millennials' educational performance. These tools can meet Millennials' need for affiliation, low ambiguity, immediate feedback and a personalized learning experience.

The Millennial generation is very different from the Generation X or Baby Boomer professor who is trying to effectively teach them. With a better understanding of students' perceptions, business faculties can better utilize technology to improve their Millennial students' performance while providing them with an active, engaging educational experience.

The focus of this paper addresses how to better utilize the technological aptitude of Millennial business students to enhance the students' educational performance and improve business faculty effectiveness.

The purpose of this study is to reveal both the adaptations of information computer technology (ICT) teachers teaching the information technologies and software (ITS) course online during the pandemic and the factors that affect this adaptation process. Teachers’ endeavours to conduct their courses online, the support they take during their endeavours, and their relationships with such basic components as the environment, content and students during this adaptation process will be revealed within the framework of unified theory of acceptance and use of technology (UTAUT).

In this study, a sequential transformative mixed model was used in which firstly quantitative and then qualitative data were collected and analysed. The sample of this study consists of 307 ICT teachers employed and serving at public and private school in 2020–21. A proper sampling technique is used in the study. In this study, a sequential transformative mixed model was used in which firstly quantitative and then qualitative data were collected and analysed ( Creswell, 2009). The sample of this study consists of 307 ICT teachers employed and serving at public and private school in 2020–21. A proper sampling technique is used in the study.

The ICT teachers’ adaptations to the online courses have developed positively over the sub-dimensions of UTAUT, which are performance expectancy (PE), effort expectancy (EE), social influence (SE), facilitating conditions (FC) and behavioural intention (BI). The ICT teachers’ adaptations to the online instruction process have a significant effect on PE, FC and BI on the basis of gender, and on PE and EE on the basis of course content quality. In the process whereby the ICT teachers carry out the ITS course online, the sub-dimensions of PE, SE and FC are significantly predictive of the BI.

UTAUT has been taken as a guiding framework in explaining and discussing the adaptations. Similarly, in other studies focussing on adaptation, this model could be employed in planning the research process. In addition, this study has followed a method in which qualitative data are mostly used to explain the quantitative data. Further studies may adopt a process whereby qualitative data are largely used to describe the way ITS course is conducted in online environments and this process may be used to develop a model.

Examining the students’ BIs in online courses overlaps with the sub-dimension of PE in this study, which stresses that PE, EE and motivation are significantly and directly effective on the students’ intentions of using the online courses, while there is a difference between these two studies in terms of the dimension of EE. The factors such learning outcome, curriculum, attendance to the course, use of materials and tools, interaction and technological substructure appear to be affected by this dimension, so they could be taken as important in that they reveal the importance of the study.

This study may provide clues for the online instruction practices that it reveals teachers’ adaptations to online learning environments at secondary schools. On the other hand, software, hardware, coding and robotics take place in the subjects like product designing, developing and programming that are within the content of ITS course for secondary schools. Even though there is a curriculum prepared for these subjects, a lot of different instruction techniques can be used for the teaching of these subjects. This can allow some inferences about the environments and methods suitable for the online instruction of the related subjects.