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A Multi-Dimensional Hybrid Learning Environment for Business Education: A Knowledge Dynamics Perspective

first_page settings Open AccessArticle A Multi-Dimensional Hybrid Learning Environment for Business Education: A Knowledge Dynamics Perspective by Ioanna Pavlidou 1 [ORCID] , Nikolina Dragicevic 1, * and Eric Tsui 2 1 Department of Industrial and Systems Engineering, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong, China 2 Educational Development Centre, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong, China * Author to whom correspondence should be addressed. Academic Editors: Grigorios L. Kyriakopoulos and Constantin Bratianu Sustainability 2021, 13(7), 3889 ; https://doi.org/10.3390/su13073889 Received: 31 January 2021 / Revised: 18 February 2021 / Accepted: 23 February 2021 / Published: 1 April 2021 (This article belongs to the Collection Knowledge Management and Business Education) Download PDF Browse Figures Citation Export Abstract The main promise of new, digitally enabled and hybrid learning environments is to enable future-ready knowledge workers by equipping them with business and digital competences. However, business education (BE) research often focuses on the problems of instructional design and individual disciplines, rather than on the challenges of developing a holistic knowledge and competences required to ensure students’ long-term employability. This paper, to address this gap, approaches BE as a knowledge dynamics field that consists of rational, emotional and spiritual knowledge and proposes a related framework to serve as a guide for developing and analyzing a hybrid learning environment (HLE) that would support BE. Then, it uses the developed framework in an interview-based study to understand the students’ perceptions of how the implementation of an HLE in postgraduate course stimulated knowledge dynamics for BE. The results show that the HLE stimulated different aspects of knowledge due to the diversity of modes of learning-Face-to-Face (F2F) and online, the diversification of learning sources and the internationalization of the course-level curriculum. These results pave the direction for teachers to use the knowledge framework as a compass for future implementations and evaluations of similar methods.

hybrid learning environment ; hybrid learning ; blended learning ; business education ; knowledge dynamics ; higher education ; learning objectives

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