Abstract:
Educational programme deliverables in technology-based learning
platforms create distinct challenges to Master of Business
Administration (MBA) study programmes in terms of achieving
effectiveness. The question remains whether it is effective in terms of
teaching components and learning assessments in the context of
adaptive teaching demands versus blended learning options. The
author conducted an action research to evaluate the applications of
learning in a virtual platform through the fundamentals of the Bloom's
taxonomy and the SAMR framework (Substitution / Augmentation /
Modification / Redefinition). The study carried out in association with
two specially designed study programmes to investigate whether
technology integration and instructional factors play an important role
in learning when using online or blended learning modes. On the basis
of a review of the above two study programmes from a group of MBA
students at a well-executed postgraduate management educational
institution of the country, the author determined that carefully
structured assessments and adaptive learning would give participants
an enriching learning experience, which is a results-driven outcome at
the individual as well as the institutional level in the learning process.
Further, it was observed that it can be further strengthened to work at a higher level of learning applications without having drastic changes
in a given subject learning/teaching context through blended learning.
