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Journal of Teaching in International Business Volume 31 Issue 1, Apr 2020 https://www.tandfonline.com/toc/wtib20/current <https://www.tandfonline.com/toc/wtib20/current> Introduction Online Teaching in International Business Raj Aggarwal & Yinglu Wu https://doi.org/10.1080/08975930.2020.1738755 <https://doi.org/10.1080/08975930.2020.1738755> Research Articles Course Delivery Format, Global Openness, and Openness to Experience in International Business Classes Jiun-Shiu Chen, Scott Mooty, Jeffery Stevens & Barron Brown https://doi.org/10.1080/08975930.2020.1729293 <https://doi.org/10.1080/08975930.2020.1729293> This research studies the impact of taking an international business course (IB) under both online and face-to-face methods on changes in the attitudinal construct global openness. This research also examines how the personality trait of openness to experience influences the change in the degree of global openness achieved by the students. Findings show that taking IB significantly increases students’ degree of global openness in both online and face-to-face methods; however, the increase is greater with face-to-face students than online. By dividing the sample into both high versus low openness to experience and online versus face-to-face, findings show differences between the high and low openness to experience groups in both online and face-to-face courses. In face-to-face classes, the results showed that the low openness students increased their degree of global openness more than the high openness to experience students. The increase is not found to be significant with the online high openness group indicating that online IB education is less effective with high openness to experience students. The overall results suggest face-to-face teaching is more effective in making attitudinal changes than online teaching. Effectiveness of a Negotiation Simulation Game in IB Learning Haiyan Yin https://doi.org/10.1080/08975930.2020.1729291 <https://doi.org/10.1080/08975930.2020.1729291> This study describes a foreign investment negotiation simulation game and evaluates its effectiveness on the teaching and learning of international business. The game involves the application of the major topics of an introductory international business course to a setting that is close to the real world, thus allows students to explore the association between theory and practice. By quantitative and qualitative analysis on the primary data collected from both face-to-face and online classes at the same time, the study finds strong evidence that the negotiation simulation game significantly improves students learning in both class settings, and the poor performers benefit the most from the simulation game. Evidence also shows that the simulation game is more effective in enhancing students learning in the traditional face-to-face class than the online class, indicating class settings matter. The findings suggest higher-level learning requires deep engagement of students, and student-centered active learning strategies like the negotiation simulation game can effectively engage all students, including those who are difficult to engage with other traditional pedagogical methods. Therefore, the simulation game can be an important addition to the teaching portfolio to accommodate students with different learning styles. Moreover, the game offers an experiential learning opportunity that improves both the cognitive and affective experiences of students learning, and provides hands-on experience of business negotiations. Professors, especially those who are searching for an active learning tool for teaching international business online could benefit from this study. Increasing Classroom Engagement in International Business Courses via Digital Technology Ilke Kardes https://doi.org/10.1080/08975930.2020.1729292 <https://doi.org/10.1080/08975930.2020.1729292> Digital technology is an integral part of the new generation international business students in higher education. The new realities of a tech-savvy student profile require some upgrades in classroom settings within IB education. This study discusses the current challenges of instructors facing in the classroom. We propose some digital tools that can help to reduce learning barriers related to the syllabus, attention, real-life examples, and test anxiety in international business courses. The conceptualization of the paper is based on student engagement and active learning environment. We argue that traditional teaching methods have to be supported with digital technologies to increase teaching effectiveness. We conduct a combination of primary and secondary data research. In-depth interviews and teaching insights shared on the Internet help us to collect information on the challenges in teaching and possible digital solutions to overcome those obstacles. We propose 22 digital tools that educators can integrate into the IB classroom to improve the learning experience of students. Class-attendance and Online-tests Results: Reflections for Continuous Assessment Ana Zorio-Grima & Paloma Merello https://doi.org/10.1080/08975930.2019.1698394 <https://doi.org/10.1080/08975930.2019.1698394> Sometimes class-attendance is a component (or requirement) to benefit from the continuous assessment. The objective of this study is to evidence that some students seem to be getting unfairly penalized for nonattendance. To address this issue, we provide alternative assessment solutions taking into account the different profiles of the students. This study is based on the performance in online tests undertaken in a subject of Financial Accounting taught in English in two groups at Valencia University (from Spain). This subject is especially important for International Business (IB) as managers make decisions based on financial information. In this course, students learn about the legal accounting framework, from a national and IB perspective (i.e., national standards and International Financial Reporting Standards). Difficulty of course contents, students’ study time, students’ university access mark, age, and class-attendance are determining factors of the mark obtained in online tests if we take into account all the students. However, for the students whose marks are the best and second best grades, only the difficulty of course contents, study time, age and parents’ studies are significant factors. Evidence is found that attendance improves online test performance significantly for the whole group of students, yet this factor is not significant considering only the best performing students. Our findings justify that the continuous assessment system should only require a specific level of attendance if the online test performance drops below a certain grade (for instance the second best grade). That way, these students would have an extra motivation to attend classes but better performing students who are keeping best and second grades in their online tests will not get penalized if classes are missed as long as they keep performing well. Yinglu(Elle) Wu Associate Professor of Marketing Managing Editor, Journal of Teaching in International Business (JTIB) Boler College of Business John Carroll University 1 John Carroll Blvd University Heights, OH 44118 ____ AIB-L is brought to you by the Academy of International Business. 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