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Reducing the distance: financial services education in web-extended learning environments

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Abstract

It is estimated that financial services comprise around 15% of the global economy. From the supply side, one key to meeting this demand is being able to educate and certify the people who provide these services. With the advent of the internet and related technologies, the ability to deliver financial services education synchronously to both online and on-campus attendees has become a viable alternative to pure face-to-face or pure online asynchronous education. Nonetheless, one question remains: can virtual technology deliver comparable quality of financial services educational experience as face-to-face teaching? It is this question our paper addresses using the theory of transactional distance. The theory of transactional distance postulates that for optimal learning, the cognitive gap between instructor(s) and learner(s) needs to be minimized. We explore how transactional distance in financial services education varies by attendance modality (in-class, online and mixed) in a synchronous, web-extended classroom. The implications for managers and researchers are explored.

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Authors and Affiliations

  1. McCallum School of Business, Bentley University, Waltham, MA, 02452, USA

    Tamara Rabinovich, Pierre Berthon & Ivan Fedorenko

Authors
  1. Tamara Rabinovich
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  2. Pierre Berthon
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  3. Ivan Fedorenko
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Correspondence to Tamara Rabinovich.

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Rabinovich, T., Berthon, P. & Fedorenko, I. Reducing the distance: financial services education in web-extended learning environments. J Financ Serv Mark 22, 126–131 (2017). https://doi.org/10.1057/s41264-017-0030-9

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  • DOI: https://doi.org/10.1057/s41264-017-0030-9

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