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Richard Magjuka - Indiana University, Kelley School of Business. Bloomington, IN, US

Richard Magjuka Richard Magjuka

Associate Professor of Business Administration | Indiana University, Kelley School of Business

Bloomington, IN, UNITED STATES

Rich Magjuka is an expert in the fields of management and business administration.

Secondary Titles (3)

  • Faculty Chair, Executive Degree Programs
  • Program Chair, Kelley Executive Partners
  • Fred G. Steingraber Chair in Distributed Education

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Biography

Rich Magjuka is an Associate Professor of Business Administration in the department of Management and Entrepreneurship at the Kelley School of Business, Indiana University.

Industry Expertise (1)

Education/Learning

Areas of Expertise (2)

Business Administration

Management

Accomplishments (5)

FACET Award for Teaching Excellence (All-University Award)

2001

GM Teaching Excellence Award

2003

Undergraduate Excellence in Teaching Award

1999

Teaching Excellence Research Award (TERA), IUPUI

1999

Teaching Excellence Research Award (TERA), IUPUI

1998

Education (2)

University of Chicago: Ph.D. 1985

University of Notre Dame: B.A. 1978

Articles (5)

Technology use in an online MBA program: Issues, trends and opportunities Educational Technology & Society

2009 This study examines how a case-based learning approach was used and facilitated in online business education. Perceptions of students and instructors regarding the practices of case-based learning in online environments are explored in terms of instructional design, facilitation, and technology support. This study finds case-based learning to be a valuable instructional method for online business students who practice authentic problem solving by applying what they learned. The study demonstrates that case-based learning in many of the online courses analyzed in this study was implemented in a similar way to traditional classrooms (e.g., cases in text delivery format, individual case studies, or case discussions). It addresses the issues of integration of diversified technological tools for pedagogical facilitation of case-based activities and developing multimedia cases in order to enhance student involvement and engagement in understanding contexts embedded in cases toward solutions from multifaceted aspects.

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Understanding the dimensions of virtual teams International Journal on E-Learning

2006 The focus of this study was to empirically investigate how virtual teams operate in an online MBA program. Building knowledge and skills required for a successful career is a central component of higher education, especially in business schools. Importantly, virtual teaming has been considered a useful method in meeting this educational demand. Given these needs, it is important to better understand the dynamic nature of virtual teaming. In terms of this study, data from content analyses, surveys, and interviews were divided into three key categories: (a) task, (b) social, and (c) technological dimensions. The findings indicated that pedagogical transformation of teaching and learning skills as well as a shifting mindset from residential programs to online environments is critical to the success of virtual teams.

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Exploring four dimensions of online instructor roles: A program level case study Online Learning Journal,

2005 The purpose of this study was to understand the practice of online facilitation in a Midwestern university which has a highly successful traditional MBA program. This study explored the instructors’ perceptions regarding four dimensions of instructor roles using Berge’s [1] classifications: pedagogical, managerial, social, and technical. This study also examined the challenges and issues confronting online instructors when fulfilling these roles. The results suggest that instructors carried out several important roles to varying degrees. The findings reveal a stronger emphasis on the pedagogical roles (course designer, profession-inspirer, feedback-giver, and interaction-facilitator). Emphasizing those roles, the instructors promote three types of interactions: student-content, student-student, and student-teacher. A lesser emphasis on social roles represented mixed feelings regarding its importance to the instructors. While students rated the instructors very positively, the results also indicate that instructors still need to have their roles transformed pedagogically, socially, and technologically if they are to establish a more engaging and fruitful environment for online learning.

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Critical design and administration issues in online education Online Journal of Distance Learning Administration

2005 For administrators who are contemplating an online program, it is vital to know the critical design and administrative issues to consider as well as the decision-making processes one might typically encounter. This paper discusses ten issues that the administrators at Indiana University's Kelley Direct Program (KD) have found most challenging and have had far-reaching implications for the program. In discussing each issue, KD's decision and rationale for that decision are explained and the associated implications are stated. Where appropriate, KD's decisions are compared to the choices made by similar online programs at other universities. Theoretical discussions found in the literature are also incorporated.

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The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses Journal of Interactive Online Learning

2005 Though interaction is often billed as a significant component of successful online learning, empirical evidence of its importance as well as practical guidance or specific interaction techniques continue to be lacking. In response, this study utilizes both quantitative and qualitative data to investigate how instructors and students perceive the importance of online interaction and which instructional techniques enhance those interactions. Results show that instructors perceive the learner-instructor and learnerlearner interactions as key factors in high quality online programs. While online students generally perceive interaction as an effective means of learning, they vary with regard to having more interaction in online courses. Such variations seem to be associated with differences in personality or learning style. The present study also shows that instructors tend to use technologies and instructional activities that they are familiar with or have relied on in traditional classroom settings. When it comes to learning more sophisticated technologies or techniques, instructors vary significantly in their usage of new approaches.

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