Thank You for Being a Friend: A Peer-Learning Approach to Marketing Education

Autor/inn/en	Lastner, Matthew M.; Delpechitre, Duleep; Goad, Emily A.; Andzulis, James
Titel	Thank You for Being a Friend: A Peer-Learning Approach to Marketing Education
Quelle	In: Journal of Marketing Education, 43 (2021) 2, S.216-232 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Delpechitre, Duleep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-4753
DOI	10.1177/0273475320979632
Schlagwörter	Peer Teaching; Marketing; Sales Occupations; Higher Education; Undergraduate Students; Advanced Students; Novices; Role Playing; Teaching Methods; Experiential Learning; Instructional Effectiveness; Student Attitudes; Learner Engagement; Mentors; Skill Development + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fortgeschrittener; Rollenspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtserfolg; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Peer learning, a pedagogical approach whereby students are partnered together to have one student actively help another student learn predetermined content or skills, has long been utilized as an effective complement to more traditional instructional methods across a wide range of educational disciplines. This approach has been found to reduce the stress of learning, increase student engagement, and yield benefits to both the tutor and the tutee to a roughly equal degree. Yet, pedagogical research to this point has mostly failed to explore the usefulness of this approach to marketing and sales education. In the present research, we examine the effectiveness of peer-learning applications in a sales context and discuss marketing educators' implications. More specifically, we assess college sales students' perceptions of peer-learning role-play exercise and further examine whether peer-learning exercises can improve students' abilities. The results indicate that peer-learning exercises are not only enjoyed by students but are capable of producing objective performance improvement for both introductory and advanced students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01