Synchronous Online Discussion Board as a Primary Mode of Delivering Marketing Education: Responding to the COVID-19 Pandemic and Beyond

Autor/inn/en	Ackerman, David S.; Gross, Barbara L.
Titel	Synchronous Online Discussion Board as a Primary Mode of Delivering Marketing Education: Responding to the COVID-19 Pandemic and Beyond
Quelle	In: Marketing Education Review, 31 (2021) 4, S.284-293 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-8008
DOI	10.1080/10528008.2021.1893752
Schlagwörter	Discussion (Teaching Technique); Synchronous Communication; Business Administration Education; COVID-19; Pandemics; Electronic Learning; College Instruction; Undergraduate Students; Student Attitudes; Videoconferencing + Suchen Sie Ihr Suchwort? Hochschullehre; Schülerverhalten
Abstract	The research reported in this paper examined the use of synchronous online discussion board as the primary mode of teaching by one instructor teaching two sections of a senior-level undergraduate Marketing Strategy course during the COVID-19 pandemic. Decisions were made to use a synchronous online discussion board as the primary online meeting space and mode of instruction for the remainder of the spring 2020 semester and continuing into the fall 2020 semester. Both before and after the transition to online instruction, the primary activities of the class were analysis of marketing cases and participation in a marketing strategy simulation game, which were accomplished both individually and as student teams. Results from this research suggest that synchronous written discussion boards have a place in instruction. Student-perceived benefits included better access to and retention of material from the course as well as the ability to learn more during class time. Students scored higher on an examination on material delivered by written discussion board than by Zoom. Negatives revolved around frustration with the online interface. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01