Group behaviour process and learning: a review and assessment of emerging online technologies in executive education

Abstract

PurposeThis paper aims to investigate the interaction of the relationships between group behaviour, group process and learning outcomes in online executive education.Design/methodology/approachA systematic review of literature in the relevant conceptual domains is performed.FindingsA framework is proposed from the systematic review and proposes a dynamic classroom environment where instructor capability interacts with group process and behaviour to generate new learning outcomes. The impact of institutional context and technology infrastructure are highlighted as drivers of both the classroom and instructor effectiveness.Research limitations/implicationsThe systematic review highlights several future research trajectories posing the questions: How disruptive innovation impacts on instructor capability development? How alternative theories explain the routines underpinning instructor capability? What is the role of external partners in the development of learning in context? What is the nature of instructor innovation capability? and How does instructor technology capability impact on learning outcomes?Practical implicationsHuman resource development practitioners are presented with insights as to their existing and potential future roles in enhancing group behaviour, process and learning outcomes in executive classrooms impacted by technological change. The subsequent potential for practitioner enabled learning innovation is highlighted.Originality/valueThis paper contributes to contemporary debates regarding the interaction of emerging technologies and the executive online classroom, specifically focusing on the area of group behaviour process and learning.