A Preliminary Investigation into the Adaptive Learning Styles of Business Students

Sandman, Thomas E.

doi:10.1111/dsji.12020

Cited by 11 publications

(6 citation statements)

References 27 publications

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“…In pursuit of an answer to this question, Kellogg and Smith () studied the “blending” of online and student‐to‐student interactions, finding that in many cases the effects of in‐person student‐to‐student interactions can actually be negative. This result may be viewed in conjunction with the findings of Sandman () that suggested that students have adaptive learning styles which can change based on the subject of the course. Scholars have also examined how changing demographics and behavioral patterns of newer generations of students impact the way in which they learn, finding that millennial generation students require the instructor to motivate them more so than in previous generations (Nargundkar & Shrikhande, ).…”

Section: Online Education Assessment and CIsupporting

confidence: 71%

Using Continuous Improvement in Online Program Design: DMAIC as a Tool for Assurance of Learning Assessments

Carnovale

Allen

Pullman

et al. 2016

Decision Sci J Innov Edu

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The integration of technology into education has forced radical innovations to traditional instructional delivery models. Given its prevalence, a thorough understanding of pedagogical best practices associated with the design and implementation of such programs is critical. Furthermore, the need for an institutional commitment to assessment and a framework to objectively measure student performance against a program's learning goals and objectives is also necessary. The impetus behind this study is to suggest that applying the principles of continuous improvement (CI) to pedagogical assessments can foster institutional commitment and enhance the process by which universities assess student performance. This study applies CI to an Assurance of Learning assessment of two courses in an entirely online supply chain management program by implementing DMAIC as a tool to improve program-level outcomes. The results show how the course content and program can be continuously improved to enhance student learning and the related outcome measures.

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Section: Online Education Assessment and CIsupporting

confidence: 71%

Using Continuous Improvement in Online Program Design: DMAIC as a Tool for Assurance of Learning Assessments

Carnovale

Allen

Pullman

et al. 2016

Decision Sci J Innov Edu

View full text Add to dashboard Cite

show abstract

“…The impetus behind this study was to suggest that applying the principles of CI to pedagogical assessments can foster institutional commitment and enhance the process by which universities assess student performance. Sandman (2014) studied the learning styles of 1,100 business students and found that preferred learning styles may depend more on the course than the major, indicating that students have adaptive learning styles.…”

Section: A Brief Review Of Business Educationmentioning

confidence: 99%

Innovation and Improvement of Curricula for OM and IT Majors in Colleges of Business through Industry Engagement

Sirisomboonsuk

Burns

2023

OSCM: An Int. Journal

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We propose innovations and improvements of curricula for majors in Operations Management (OM) and Information Technology (IT). New methodologies for optimizing curricula for OM and IT consider the latest needs of employee markets served by these two majors. A holistic, learning-centric approach seeks to increase the capacity of OM and IT students to achieve the future they want. Overlooked subject areas for these curricula often include soft skills, change management, systems thinking, and testing, among others. We use the paradigm of the supply chain to suggest how industry engagement can influence OM and IT curricula. Such content could then be expanded over more than just four collegiate years by including OM and IT course content in high school curricula. We suggest a methodology for employer-driven valuation/grading of every potential and actual course in the OM and IT curricula. We take a holistic, systemic view that will help stimulate and pilot new ideas for OM and IT curricula.

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“…In the study of Novin, Arjomand & Jourdan (2003), business students were predominantly Assimilators or Convergers who have higher assessment performance that Diverger and Accommodators which is the same with the study of Cekiso, Arends & Mkabile (2015) in South Africa where accounting students were mostly Convergers and in Mei Tan & Laswad (2015) assessment of the business students in introductory accounting that students with 'assimilating' learning style perform better in their assessments than 'diverging' or 'accommodating'. Meanwhile, the Thai business students have adaptive learning styles (Sandman, 2014).…”

Section: Learning Approachmentioning

confidence: 99%

Student-related factors of academic performance: A case of non-accounting students in accounting module

Velasco¹

2021

None

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This paper evaluated the student-related factors associated with the academic performance of the non-accounting Omani students in their first undergraduate accounting module. Qualitative research method was employed through a self-made survey tool. The tabular data were integrated with percentages to supplement the analysis. The students' academic performance can be attributed to learning approach and study habits not prior learning. Students prefer surface learning approaches which do not fit the demands of the accounting module while the positive study habits mainly focus on passing the assessments rather than building knowledge and skills. There is a strong need for a student-centered classroom which are focused on knowledge acquisition than assessments. A pre-requisite module to basic accounting can be considered as a bridging program. The teachers are also expected to employ methodologies such as formative assessments to enhance the students' learning and entice effective habits. This study has various statistical and scope limitations. For this, other student-related factors such as demographic profile, performance in other modules and commitment to learning should also be considered in the future studies. Moreover, the actual module performance of the students can be statistically correlated to their prior knowledge, study habits and learning approach.

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A Preliminary Investigation into the Adaptive Learning Styles of Business Students

Cited by 11 publications

References 27 publications

Using Continuous Improvement in Online Program Design: DMAIC as a Tool for Assurance of Learning Assessments

Using Continuous Improvement in Online Program Design: DMAIC as a Tool for Assurance of Learning Assessments

Innovation and Improvement of Curricula for OM and IT Majors in Colleges of Business through Industry Engagement

Student-related factors of academic performance: A case of non-accounting students in accounting module

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