Delivery Mode and Strategic Management Simulation Outcomes: On-Ground versus Distance Learning

Autor/inn/en	Alstete, Jeffrey W.; Beutell, Nicholas J.
Titel	Delivery Mode and Strategic Management Simulation Outcomes: On-Ground versus Distance Learning
Quelle	In: Journal of International Education in Business, 14 (2021) 1, S.77-92 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-469X
DOI	10.1108/JIEB-08-2019-0041
Schlagwörter	Distance Education; Management Development; Business Administration Education; Capstone Experiences; Experiential Learning; Learning Theories; Undergraduate Students; Masters Programs; Private Colleges; Simulation; Competition; Gender Differences; Grades (Scholastic); Scores; Majors (Students); Outcomes of Education; Correlation; Teaching Methods + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Magister course; Magisterstudiengang; Privathochschule; Simulation program; Simulationsprogramm; Wettkampf; Geschlechterkonflikt; Notenspiegel; Lernleistung; Schulerfolg; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Purpose: The purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance learning (DL) compared to traditional classroom (on-ground [OG]) delivery modes using experiential learning theory. Design/methodology/approach: A sample of 595 undergraduate capstone business students from 21 course sections taught over a four-year period in a medium-sized private master's level college is investigated. Variables included learning assurance measures from a competitive online simulation (GLO-BUS), gender, business degree major, capstone course grades and cumulative grade point averages. The analytic strategy included correlations, linear regressions, multiple regressions and multivariate analyses of variance. Findings: Results reveal that there are significant differences in learning assurance report (LAR) scores, gender differences and differences between academic majors based on delivery mode (OG versus DL). Simulation performance was higher for DL students, although the relationship between simulation performance and final course grades was not significantly different for OG and DL cohorts. Research limitations/implications: To the best of the authors' knowledge, implications for courses, programs, curricula and learning assessment are considered. The strengths (actual performance measures) and potential limitations (e.g. possible deficiency of measures) of LAR scores are discussed. Originality/value: This research compares OG and DL modes for strategic management course outcomes using direct assessments, including simulation learning assurance measures, student characteristics, capstone course grades and student grade point averages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01