FUTURE RESEARCH AND LIMITATIONS

The focus of this study was on differences among student performance on scaffolded and open-ended questions. This is a somewhat narrow focus. Potential future research in this area includes:

 Investigating potential interactions among the various treatments, exam questions and exam timing (midterm vs. final)

 Replicating the study with each instructor assuming a different treatment (e.g. in this study, Instructor #1 = ‘Suggested’; in the next, Instructor #1 = ‘Required’)

 Replicating the study within each instructor (e.g. Instructor #1 performing each of the different treatments over three sections/semesters)

 Studying the differences in the student samples

Limitations to this study include the sample size. The ‘Suggested’ treatment had 29 students, while the ‘Required’ and ‘Traditional’ treatments had 32 students each. However this represented the semester’s population. As mentioned above, the results were not controlled for student academic differences as students self-selected

treatments. While the degree of difficulty for the midterm and final exams as well as the open-ended and scaffolded questions was intended to be equivalent, it was not. Additionally, instructor differences may exist despite the fact that each of the instructors has been awarded teaching awards (multiple times in two of the three cases).

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Dr. Michael J. Braunscheidel is an Associate Professor of Management in the Richard J. Wehle School of Business at Canisius College in Buffalo, NY. He received his Ph.D. from the School of Management at the State University of New York at Buffalo. Prior to his academic career he spent 24 years in industry in a variety of engineering and management positions. His research interests include supply chain management, operations management, quality management and organizational behavior.

Lynn A. Fish, Ph.D., is a professor of management at Canisius College, Buffalo, NY. Her research interests include innovative education, supply chain management, new product development, RFID, project management, quality management and sustainability.

Girish Shambu, Ph.D., is Associate Professor of Management at Canisius College in Buffalo, NY. His current research interests lie at the intersection of sustainability, supply chain management, and pedagogical methods.

Up-dating the O.B. Classroom to the New Business Paradigm

Ellen J. Frank, Ph.D. Southern Connecticut State University, New Haven, CT U.S.A.

Courses that have group interactive, experiential exercise components, like organizational behavior, do not initially appear good candidates for on-line offerings. These exercises are designed to illustrate interpersonal dynamics, group problem-solving techniques, and a sharing of ideas among students sitting together in a breakout room. Treating these activities as virtual office assignments provides a more real-life setting for the way students will interact in the future. A virtual office depends upon technology to support communication: people working together who may never meet face-to-face. Companies that permit working from home, or have global operations are already using virtual teams extensively. Results show that students face extra challenges and need to develop new skills, especially important time management skills, when asked to do their group work on-line. Conclusion recommends the consideration of hybrid pedagogies to gain greater learning impact from these usual classroom activities.

Keywords: virtual office, experiential exercises, organizational behavior