International Journal of Entrepreneurship (Print ISSN: 1099-9264; Online ISSN: 1939-4675)


Value recognition by students on co-taught virtual entrepreneurship courses

Author(s): Khan Rahatullah Muhammad

Concrete and widely available evidence for effectiveness of virtual co-taught classrooms from most important stakeholder i.e. the student is lacking. It is the student who receives the education the way policy makers’ desire. However, this paper provides an insight into student stand point on such courses. This paper provides student perception on the effectiveness of virtual co-taught courses from pedagogical and diverse angles to help faculty and policy makers. The study is based on quantitative survey carried on and the analysis using the SPSS and MSexcel of 55 participating students in a co-taught course delivered over one semester at two institutions in USA and Saudi Arabia. The students were asked the questions related to existing pedagogy, role of technology in education, co-teaching over internet and others. It was designed to understand the benefits, challenges and future role of such courses from student perspective. Results show virtual classrooms co-taught by instructors from diverse cultural backgrounds, locations, expertise and approaches is indeed a success. Virtual classrooms will stay and define our future teaching pedagogy and learning.

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