Techniques in increasing students engagement in online international business and finance courses

Online component for learning and teaching in business education has been one of the key issues in student's learning effectiveness. Although it has been rated by students as one of the quality factors in business education, a number of higher education institutions experience negative effects of the mismanagement of online aspect in the core business curriculum. This paper investigates students experiences regarding the effectiveness of online learning activities in international business and finance course at the undergraduate level. Phenomenography technique was applied in this study to probe students experiences as one of the key stakeholders in the classroom. The findings of this study indicate three aspects of techniques in increasing students engagement in the online domain: communication, learning activities and learning assessment. The study also encapsulates the concept of online engagement and cultural diversity in the classroom