Choose-Your-Own Adventure in Marketing Education: Empowering Students to Increase Engagement and Rigor through Mass Customization

Autor/inn/en	Gilbert, Jonathan Ross; Gonzalez-Fuentes, Mario
Titel	Choose-Your-Own Adventure in Marketing Education: Empowering Students to Increase Engagement and Rigor through Mass Customization
Quelle	In: Marketing Education Review, 33 (2023) 2, S.163-169 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilbert, Jonathan Ross) ORCID (Gonzalez-Fuentes, Mario)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-8008
DOI	10.1080/10528008.2022.2159440
Schlagwörter	Individualized Instruction; Marketing; Business Administration Education; Student Empowerment; Learner Engagement; Difficulty Level; Locus of Control; Teaching Methods; College Students + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Studienberechtigung; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent
Abstract	The landscape of student tolerance for ambiguity and engagement, both in and out of the classroom, has changed markedly in recently years. Technology is simultaneously redefining the boundaries of learning and eroding tried and true pedagogical structures. Signs of change were present prior to recent global upheaval. However, against the backdrop of the pandemic, students connected with others online and consumed media in new and different ways that have arguably emboldened a do-it-yourself attitude toward learning. The authors argue that this learning breakdown, exacerbated by loosened course structures (if not standards), is rooted in psychological ownership. Empowerment theory is employed to conceptualize, and subsequently deploy, a choose-your-own-adventure marketing course format to guide students toward achieving a sense of control. Quantitative and qualitative feedback suggest that this approach may substantively enhance both perceived quality of instruction and rigor, while shifting a greater number of attributions for poor performance onto the student. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01