Higher Education Students' Attitudes Towards Experiential Learning in International Business

Using qualitative and quantitative analysis this paper presents a teaching model based on experiential learning in a large ‘International Business’ unit. Preliminary analysis of 92 student evaluations determined the effectiveness of experiential learning to allow students to explore the association between theory and practice. The analysis of the student responses identify that the students were able to complete all four stages of Kolb's Learning Styles Inventory (KLSI), the components of experience, critical reflection, abstract conceptualization, active experimentation, through the participation in experiential activities in this unit.The cognitive and affective experiences of students learning were measured using a battery of 15 Likert scale items. The scores for all the 15 items were found to be significantly above the scale midpoint of 3 validating a positive learning experience. The respondents were strongly of the opinion that the experiential learning activities helped them learn (Cognitive) and they liked participating in the activity (Affective). The attitudinal scores of Asian students were compared to the other students and a significant difference was found in only one of the 15 attitudinal items of the likert scale administered to the students. The Asian students found experiential activities material too complex as opposed to the other students.     

浅谈高校学生干部的综合表达能力

随着教育的发展,学生人数的增多,学生干部队伍的建设成为学校学生工作的重要内容.笔者通过6个月的团校学习,并结合自身学生干部经历,斗胆就如何成为一名优秀的学生干部提出如下建议,以供大家飨用.     

Facilitate active learning: The role of perceived benefits of using technology

The authors examine factors influencing student active learning and the ensuing class learning experience in the context of applying technologies in the classroom. The results suggest that the psychological benefit directly and indirectly influences class learning experience. In addition, the functional benefit only indirectly influences class learning experience through the mediator active learning. The results of multiple group analysis further suggest that the impacts of both psychological and functional benefits on active learning are stronger when the level of faculty-student interaction is low. The authors conclude with managerial implications and directions for future research.     

LearnSmart,adaptive teaching,and student learning effectiveness: An empirical investigation

Facing the growing number of digital natives entering the classroom, business professors look for innovative ways to enhance the student learning experience. The authors focus on the online interactive learning tool LearnSmart (McGraw-Hill, New York, NY), and examine its impact on student learning effectiveness by testing the direct and indirect relationships among perceived competence, perceived challenge, instructors, perceived value, and satisfaction with LearnSmart. Constructionism served as the theoretical foundation for this study. About 215 students at a public university in the United States took the survey and 197 valid responses were received. Regression analysis results showed that the use of LearnSmart improved students' perceived competency, thus increasing their perceived value of using LearnSmart, as well as their satisfaction with LearnSmart. Perceived value was also found to mediate the impact of perceived competency on satisfaction with LearnSmart, and the instructor played a significant role in facilitating and improving student learning. Perceived challenge impacted student's perceived value of using LearnSmart, but it did not influence satisfaction with LearnSmart.     

Asynchronous Computer-mediated Communication versus Face-to-face Collaboration: Results on Student Learning, Quality and Satisfaction

Although there has been more than a decade of literature on computer-mediated communication in education, the research has been unclear as to whether it is an effective replacement for face-to-face (FtF) collaboration. This study sought to add to this body of research by exploring the effects of two modes of collaboration on student groups. Following a repeated-measures experimental design, each student group collaborated on two case studies, one using face-to-face collaboration and the other using asynchronous computer conferencing technology as a means of collaboration. Empirical findings indicate that asynchronous collaboration is as effective as face-to-face collaboration in terms of learning, quality of solution, solution content, and satisfaction with the solution quality. However, students were significantly less satisfied with the asynchronous learning experience, both in terms of the group interaction process and the quality of group discussions.     

Comparative effectiveness and student choice for online and face-to-face classwork

The authors examined learning and task choices made by students when the same interactive course design was used online and face-to-face. A survey was administered in an operations management course covering both conceptual and quantitative topics. Course grades were compared and correlations were measured to determine relevant relationships. Results showed that online students performed equally as well as face-to-face students. The most important task choice for face-to-face success was regular class attendance, whereas for online students it was completion of interactive worksheets. Passive textbook reading was neither chosen as often, nor significant to student success. Minimal uncertainty was important to success, with self-discipline, clarity of instructions, and virtual presence of an instructor most important.     

Using current consumer issues to involve students in research

The value of involving students in research has been well documented. By including students in research, active and independent learning opportunities are provided, the importance of inquiry and investigation is emphasized, and connections between course material and the discipline become evident. Relevant opportunities for involving students in research projects can sometimes be elusive. Faculty time constraints limit the number of projects that can be undertaken and the number of students involved. Furthermore, many students become intimidated when told that they are required to carry out a research project. The purpose of this study was to use current consumer issues to involve undergraduate students in a relevant research project. The research project was implemented in class settings with teams of students. Faculty selected contemporary consumer issues based upon perceived student interest and experiences as consumers. By using issues of high relevance and familiarity to students and using the team approach within a course that faculty members were already assigned to teach, the issues of time constraint for the faculty members and increased levels of comfort for students were addressed. Prior to undertaking the project, students were instructed in appropriate research methods. Research methods utilized included student development of survey instruments, collection and recording of data, interpretation of data and presentation of results. Students became familiar with various research practices. By working as team members, the students’ comfort level for being involved in research increased; however, other common group challenges arose. Relevant, contemporary consumer issues carry high relevance and interest for student groups, helping generate enthusiasm for the research process. The focus on involving students in research continues to be emphasized. By using research topics related to student's experiences as consumers, students are more readily engaged in undertaking research projects. Through these relevant research projects, students’ consumer decision making is positively impacted.     

International-Domestic Student Differences in Learning: Use of Classroom Response Systems in China Versus in Canada

ABSTRACT

This study compares the impact of audience response systems (clickers) on the learning experience and classroom behavior of Chinese and Canadian students. Based on differences in student learning styles, which are rooted in the differences in national cultures, we predict that clicker technology will result in a more positive learning experience, and have more impact on classroom behavior in Chinese students than in Canadian students. Our survey results show that, consistent with the findings of prior studies, both groups of students report a positive experience and improved classroom behavior with the use of clickers. Chinese students report a more positive learning experience, but no difference in classroom behavior changes than Canadian students. This study extends the research on clickers by considering the impact of cultural background and shows classroom technology such as clickers can potentially help mitigate the cultural barriers in international business education.     

理工科学生管理学课程模块化学习探讨

大多数理工科学生未来职业生涯发展规划不会只局限于技术工人岗位,而是希望通过晋升通道逐步发展到中高层管理岗位参与企业的管理工作。但在校所学知识限制了其通往管理岗位的发展需求,因此学习一门重要的管理学势在必行。管理五大职能的学习是工科学生从事管理工作的基本理论与实践基础,对其职业发展起到举足轻重的作用。     

Thinking critically about critical thinking: Assessing critical thinking of business students using multiple measures

Critical thinking is a skill that potential employers expect all graduates to possess. Hence, most business management programs consider critical thinking as an important student learning goal. Unfortunately, there is ambiguity about how to best assess critical thinking, both as a skill and a learning outcome. The authors empirically demonstrate how they measure the critical thinking ability of their students in different settings, and how their critical thinking ability improves as they progress through the business program.     

Teaching the Concept of Risk: Blended Learning Using a Custom-Built Prediction Market

There has been much research into the role of technology in promoting student engagement and learning activity in third-level education. This article documents an innovative application of technology in a large, undergraduate business class in risk management. The students' learning outcomes are reinforced by activity in a custom-designed prediction market. The content of lectures are closely aligned to the student objectives within the prediction market, thus allowing the application of risk management practice while building knowledge through traditional delivery methods.     

‘Tweet dreams are made of this,who are we to disagree?’ Adventures in a #Brave New World of #tweets, #Twitter, #student engagement and #excitement with #learning

ABSTRACT

The paper contributes to the current debate for the need to develop creative assessment strategies designed to enhance greater collaboration and levels of engagement amongst diverse student groups lending itself to deeper learning in postgraduate marketing courses. Through an innovative use of social media (Twitter), students are encouraged to engage and comment on communication and advertising in their lived world. The paper provides a qualitative analysis of student reflections on a Twitter-based assessment activity. Reflective accounts are analysed on the basis of the Technology Acceptance Model by addressing students’ perceived ease of use and perceived usefulness of Twitter as an effective tool in creating learning and engagement opportunities as well as debate and discussion within formal and informal learning environments.     

How to move away from the silos of business management education?

Business management education is criticized for being too theoretical and fractional. Despite the numerous efforts to build integrated and experiential business curricula, learning is still organized in disciplinary silos. The curriculum integration efforts are carried out in separate sections of the curriculum rather than the core. There are theoretical, holistic models, but a lack of concrete examples of holistic business curriculum implementations. The authors bring the separate sections together by developing a holistic core curriculum model with three perspectives: a structure to bring intellectual coherence, people organized in learning communities, and an enterprise resource planning–supported learning environment to bring the practical training ground. The authors present a concrete implementation in a case study with first-year undergraduate business students and present their lessons learned.     

Linking Community and Classroom in Higher Education: Service-Learning and Student Empowerment

ABSTRACT

In this article, service learning is viewed as a means to better prepare students for the realities of work life. Service learning is a way in which abstract concepts can be applied in a real world setting to improve student learning.     

浅谈大数据时代下的会计专业学生的自主学习

大数据时代的到来为会计学习提供了丰富的数据资源,也给传统的会计学习模式带来了挑战。在大数据时代背景下,面对快速发展的网络科技,会计院校的学生缺乏自主学习意识和对新知识的认知感,对数据的收集、分析处理的敏感度弱。在大数据背景下增强会计专业学生的自主学习能力,需要教师创新教学方式和内容,充分利用网络会计资源和学生数据,开展多角度、全方位的教学实践,培养学生自主学习意识和能力;学生应借助大数据,更好地了解自己的学习状况,有针对性开展自主学习。     

Big data on a smaller scale: A social media analytics assignment

It is truly important for students to understand how to monitor online marketing buzz. This assignment, social media analytics, utilizes the content analysis research method to build student's in-depth understanding on how to evaluate and interpret user-generated content (UGC) to create social media campaigns. The authors adapted Resnik and Stern's (1977) coding scheme for UGC. Through experiential learning, students immerse themselves in data and analyze UGC. The assignment scored high in knowledge acquisition as a pedagogical tool. Finally, the authors provide an updated social media analytics coding scheme, guidelines for instructors, student rubric information, and student learning outcomes.     

Classroom Response Systems and Student Performance Improvement: Local Versus International Students

The clicker is one of the most popular mobile classroom response systems. A number of studies reported that clickers could effectively encourage students to participate in class. However, most of them are not talking about Chinese students and their finding seldom reported the difference in perception between Chinese and international students on using the mobile classroom response system in learning. They seldom examine the issue of cultural differences on the application of these learning management systems. The study can fill in the gap to collect their perception on using clickers in Hong Kong. The result shows that both Chinese and international students are keen on using clickers in class. The clicker is found to be able to advance learning efficacy and raise student participation in class.     

Does a Student’s Personality Influence Global Attentiveness and Internationalism in an International Business Course?

Learning outcomes for international business (IB) courses are designed to do more than simply impart IB knowledge. However, past studies have had mixed results on the impact of learning in IB courses. This study examines whether a student’s personality may affect learning outcomes. The results suggest that after completing an IB course, students become more interested in keeping up with important international issues (i.e., global attentiveness) and also benefit from a stronger global outlook (i.e., internationalism). The Big Five personality trait, openness to experience, partially affected these learning outcomes. Students in our study with a high degree of openness to experience were the most global attentive before and after taking the IB course. However, openness to experience levels did not significantly influence levels of internationalism. Implications of this study and suggestions for future research are also discussed.     

Completion deadlines,adaptive learning assignments,and student performance

The authors examine effects on student performance, from applying different deadline strategies to online assignments in face-to-face principles of macroeconomics courses. Students in one section were required to complete weekly adaptive learning assignments. Students in the second section were required to complete the adaptive assignments only before each of the three exams administered in the course, thereby giving students more control over when to complete them. The findings show that the presence of rigid deadlines detracted from student participation with the adaptive learning assignments. However, the assignments contributed positively to performance in the traditional assessment categories of homework and exams.