From Lecture Hall to Learning Hub: A Case Study of Online Course Redesign in Management Principles
DOI:
https://doi.org/10.57125/FED.2025.09.25.04Keywords:
Virtual-hybrid course design, experiential management education, simulation-based pedagogy, asynchronous-synchronous integration, innovative instructional design, undergraduate engagement strategies, online learning case study.Abstract
Abstract: The COVID-19 pandemic triggered a shift in higher education towards virtual and hybrid learning environments, leading to a significant pedagogical redesign of a junior-level Management Principles course at a Canadian engineering technology university. Originally delivered face-to-face, the course was transformed into a virtual-hybrid format emphasizing asynchronous learning through curated instructional videos, LinkedIn Learning tutorials, and Harvard Business School simulations, supplemented by biweekly synchronous small-group student meetings. This case study outlines the course's design principles, implementation strategies, and learning artifacts while evaluating student engagement and learning outcomes via a mixed-methods analysis of surveys and university-administered course evaluation results. Findings indicate increased student satisfaction, enhanced understanding of management concepts, and improved performance outcomes compared to previous in-person cohorts. The study also addresses challenges related to instructor workload, simulation management, and time constraints in course development. For higher education practitioners, this case study offers valuable insights into designing high-impact, student-centred online learning experiences in resource-limited settings, especially for early-career undergraduate learners. The unique virtual-hybrid approach, integrating curated multimedia content, experiential simulations, and small-group synchronous engagement, provides a scalable and adaptable model for reimagining course delivery beyond the pandemic.
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