Teaching Negotiations in the New Millennium: Evidence-based Recommendations for Online Course Delivery

Negotiation Journal, 30(1), 93-113, January 2014

21 Pages Posted: 17 Mar 2014

See all articles by Jennifer Parlamis

Jennifer Parlamis

University of San Francisco

Lorianne Mitchell

East Tennessee State University - College of Business and Technology

Date Written: 2014

Abstract

Traditional methods for teaching negotiation have required both instructor and student to be physically present in the same location. With the advent of the Internet and associated technological advances, however, instructors may now transcend geographical barriers and effectively deliver the same content virtually. In this article, we present an exploratory study comparing two masters-level negotiation courses:one taught using a traditional in-person method and the other taught online. Results showed no significant difference in knowledge acquisition as quantified by objective measures, including mean grades. In addition, self-report data indicate that, although students’ skill and mastery of negotiation improved in both courses, online students reported that they experienced less interaction and social engagement with their classmates and instructor. Several course development strategies and best practices are discussed.

Keywords: teaching negotiation, online education, online vs. traditional

Suggested Citation

Parlamis, Jennifer and Mitchell, Lorianne, Teaching Negotiations in the New Millennium: Evidence-based Recommendations for Online Course Delivery (2014). Negotiation Journal, 30(1), 93-113, January 2014. Available at SSRN: https://ssrn.com/abstract=2409953

Jennifer Parlamis (Contact Author)

University of San Francisco ( email )

2130 Fulton Street
San Francisco, CA 94117
United States

Lorianne Mitchell

East Tennessee State University - College of Business and Technology ( email )

United States

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