An online learning development and improvement cycle for an undergraduate business computer literacy course

This study describes the continuous improvement process for an undergraduate computer literacy curriculum which transforms from a teacher-pushed classroom learning to a student-pulled online learning. The four phases of the online course development and improvement cycle (analysis, development, implementation and assessment) are presented. The difference of the learning effectiveness between the teacher-pushed classroom learning and the student-pulled online learning is compared. The results indicate that the student-pulled online learning is as effective as or better than the teacher-pushed classroom learning. The experienced benefits and disadvantages of the student-pulled online learning are reported.