A Challenge-Feedback Learning Approach to Teaching International Business

Autor/in	Sternad, Dietmar
Titel	A Challenge-Feedback Learning Approach to Teaching International Business
Quelle	In: Journal of Teaching in International Business, 26 (2015) 4, S.241-257 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2015.1124355
Schlagwörter	Teaching Methods; Feedback (Response); International Trade; Business Administration Education; Problem Solving; Metacognition; Teamwork; Skill Development; Intercultural Communication; Goal Orientation; Active Learning; Cooperative Learning; Higher Education; Foreign Countries; Austria + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Trade; International relations; Handel; Internationale Beziehungen; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenzentwicklung; Qualifikationsentwicklung; Interkulturelle Kommunikation; Zielorientierung; Zielvorstellung; Aktives Lernen; Kooperatives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Österreich
Abstract	This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four steps ("Challenge-Act-Feedback-Reflect"). Upon completion of one cycle, a new, more complex challenge is introduced in which students have the chance to go beyond their current skills level. The article also presents an example for an implementation of the CFL approach in an international business (IB) curriculum. The CFL approach is particularly useful for acquiring the problem-solving, adaptation, communication, metacognition, and intercultural teamwork skills needed in IB practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01