This paper provides a systematic, multidisciplinary review of antecedents of the effectiveness of technology-supported management learning and highlights potential directions for future research. Passive knowledge acquisition in physical classrooms is no longer the hallmark of higher education. Instead, the introduction of new technologies allows for active knowledge construction in increasingly virtual spaces. Such changes in the learning environment affect the education of the managers of tomorrow. Nevertheless, research on technology-supported management learning and its implications for management educators is fragmented and inconsistent across research areas. This paper uses a systematic approach to structure and integrate results from the fields of educational psychology, educational technology, higher education, and management education. This allows us to derive a comprehensive overview of the antecedents of the effectiveness of technology-supported management learning from the various disciplines. Our work reveals several areas that require further investigation, including: (i) the best way to blend and flip formats for different management disciplines and content types, (ii) the selection, design, and richness of the technologies used, (iii) the instructor’s teaching style, including feedback and deliberate confusion, and (iv) learners’ affective states, such as their motivations and emotions, and the role of prior knowledge.

中文翻译：

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技术支持的管理教育：对学习效果前因的系统回顾

本文对技术支持的管理学习有效性的前因进行了系统的、多学科的回顾，并强调了未来研究的潜在方向。在实体教室中被动获取知识不再是高等教育的标志。相反，新技术的引入允许在日益虚拟的空间中进行主动的知识构建。学习环境的这种变化会影响未来管理者的教育。然而，关于技术支持的管理学习及其对管理教育者的影响的研究在各个研究领域都是支离破碎和不一致的。本文采用系统的方法来构建和整合教育心理学、教育技术、高等教育和管理教育领域的成果。这使我们能够从各个学科中全面了解技术支持的管理学习有效性的前因。我们的工作揭示了需要进一步研究的几个领域，包括：(i) 混合和翻转不同管理学科和内容类型的格式的最佳方法，(ii) 所用技术的选择、设计和丰富性，(iii)教师的教学风格，包括反馈和故意混淆，以及 (iv) 学习者的情感状态，例如他们的动机和情绪，以及先验知识的作用。