Managerial Control in an Online Constructivist Learning Environment: A Teacher’s Perspective
Abstract
:1. Introduction
2. Literature Review
“A prominent feature of organizational-level studies is the lack of explicit attempts to theorize the psychological processes through which management accounting practices are expected to influence individual behavior and, in turn, how individual behavior is expected to combine to influence organizational-level outcomes such as organizational performance”.
2.1. Psychological Factors in Managerial Control Systems and Constructivist Learning
2.2. Socio-Cognitive Conflicts
3. Methodology: Creating a Learning Environment
3.1. MPP Our Virtual Company
3.2. Research Design
3.3. Main Assumptions—Case Study Alpha
3.4. Main Assumptions—Case Study Beta
3.5. Procedure
3.5.1. Case Study Alpha
3.5.2. Case Study Beta
4. Results
4.1. Case Study Alpha
4.2. Case Study Beta
5. Discussion and Lessons Learned
5.1. Discussion
5.2. Lessons Learned and Insight for Teachers
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Factors | Research Constructs |
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Epistemic Beliefs (rounds 1/2/3) |
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Perception of Effectiveness of Learning Activities (rounds 1/2/3) |
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Learning Culture (rounds 2/3) |
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Level of Literacy towards Course Instructions (round 3 only) |
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Adaptation to the constructivist learning environment (round 3 only) |
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Social Behavior |
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Le Corre, J.-Y.; Burger-Helmchen, T. Managerial Control in an Online Constructivist Learning Environment: A Teacher’s Perspective. Knowledge 2022, 2, 572-586. https://doi.org/10.3390/knowledge2040034
Le Corre J-Y, Burger-Helmchen T. Managerial Control in an Online Constructivist Learning Environment: A Teacher’s Perspective. Knowledge. 2022; 2(4):572-586. https://doi.org/10.3390/knowledge2040034
Chicago/Turabian StyleLe Corre, Jean-Yves, and Thierry Burger-Helmchen. 2022. "Managerial Control in an Online Constructivist Learning Environment: A Teacher’s Perspective" Knowledge 2, no. 4: 572-586. https://doi.org/10.3390/knowledge2040034