How Reflective Thinking Emerges in Virtual MBA Courses

Based on research by Blake Frank, PhD and Robert Walsh, PhD

This study used Bloom’s Taxonomy, which is a model for examining the learning process, to evaluate students’ higher-level and lower-level thinking in virtual MBA courses. In the higher education community, there is an underlying assumption that students who learn in a primarily online format do not engage in higher-level thinking. In response, this study used Bloom’s Taxonomy as a gauge for students’ higher-level thinking. By asking students to write free-response answers to the following question for extra credit, this study gleaned valuable information about their retention of class concepts:

“Explain one way in which you will be able to use what you have learned this semester in this course in your current job position, your next job position or your personal life?”

The responses to this question revealed that students who were considered higher-achieving (those with higher class grades) provided wording and concepts associated with higher-level thinking. Higher-achieving students also demonstrated stronger lower-level thinking when compared with lower-achieving students. The sample represented students from several classes, including accounting, marketing, and leadership.

Key Points

• Online MBA students provided free-response answers to a question about the applicability of the knowledge they gained from the class to their personal or professional life.

• Responses by students with higher grades demonstrated stronger higher-level and lower-level thinking compared with their lower-grade-earning peers.

• Online MBA programs provide students with the opportunity to engage in both higher-level and lower-level thinking.

• Virtual learning formats for MBA courses should not be devalued by institutions of higher education or the general public.

Why This Matters

The words and phrases provided by higher-achieving students indicated that they not only retained key concepts from online classes, but could coherently discuss and apply those concepts to personal and professional endeavors.

Contrary to popular belief, MBA students do gain valuable knowledge and develop useful skills in an online format. Since several different types of business classes were sampled, it is likely online classes are valuable regardless of the subject being taught. This research provides evidence to support the sustainability of launching, maintaining, and expanding online MBA education opportunities. If MBA students actively participate in their online programs, they are likely to excel academically, personally, and professionally.

Based upon the following peer-reviewed manuscript: Blake Frank & Robert Walsh (2023). Bloom’s Taxonomy: Can Higher Level Thinking Be Identified in an Online MBA Course? Business Education & Accreditation 15(1), 69-76.
https://bbd501.p3cdn1.secureserver.net/wp-content/uploads/2024/01/BEA-V15N1-2023-5.pdfe from Meeting-or-Beating Earnings Expectations. Journal of International Accounting Research 1 March 2023; 22 (1): 1–28.