Value Co-Creation through Learning Styles Segmentation and Integrated Course Design

Autor/inn/en	Young, Mark; Collins, Marianne K.
Titel	Value Co-Creation through Learning Styles Segmentation and Integrated Course Design
Quelle	In: Journal of Instructional Pedagogies, 13 (2014), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3394
Schlagwörter	Cognitive Style; Integrated Curriculum; Curriculum Design; Marketing; Business Administration Education; Educational Principles; Learning Experience; Teaching Styles; Experiential Learning; Questionnaires; Instructional Effectiveness; Delivery Systems; Lecture Method; Computer Assisted Testing; Homework; Educational Innovation; College Programs; Participant Satisfaction; Cooperative Planning; Teacher Collaboration; Teacher Student Relationship; Learning Style Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Lehrplangestaltung; Bildungsprinzip; Lernerfahrung; Lehrstil; Unterrichtsstil; Experiental learning; Erfahrungsorientiertes Lernen; Fragebogen; Unterrichtserfolg; Auslieferung; Hausaufgabe; Instructional innovation; Bildungsinnovation; Studienprogramm; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper describes an innovative Principles of Marketing course design and delivery which matches learning and teaching styles, while reducing multi-section variation. Value co-creation is encouraged by instructors and students collaborating in the creation of customized learning experiences which facilitates both teaching style and learning style preferences. Kolb's (1984) experiential learning theory guided the learning styles segmentation, and pedagogy effectiveness was assessed based on Biggs, Kember and Leung's (2001) Study Process Questionnaire. Student comments and instructor assessment supplemented the survey data. Congruent with motivation theory our empirical results indicate that increased autonomy and value co-creation in learning enhances student motivation and attitudes which lead to the use of more meaningful study strategies and greater perceived learning. Learning styles segmentation allow educators to better understand their students and help meet the heterogeneous learning and teaching style preferences by deploying course designs that allow value co-creation by both instructors and students. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01