Creating Thoughtful Salespeople: Experiential Learning to Improve Critical Thinking Skills in Traditional and Online Sales Education

Alvarez, Cecilia M. O.; Taylor, Kimberly A.; Rauseo, Nancy A.

doi:10.1080/10528008.2015.1044859

Cited by 34 publications

(30 citation statements)

References 23 publications

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“…, 2007a ), it has been used to assess critical thinking in a wide variety of STEM and non-STEM disciplines (e.g., Bielefeldt et al. , 2010 ; Shannon and Bennett, 2012 ; Gasper and Gardner, 2013 ; Alvarez et al. , 2015 ; Ransdell, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills

Styers

Zandt

Hayden

2018

LSE

114

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Although development of critical thinking skills has emerged as an important issue in undergraduate education, implementation of pedagogies targeting these skills across different science, technology, engineering, and mathematics disciplines has proved challenging. Our goal was to assess the impact of targeted interventions in 1) an introductory cell and molecular biology course, 2) an intermediate-level evolutionary ecology course, and 3) an upper-level biochemistry course. Each instructor used Web-based videos to flip some aspect of the course in order to implement active-learning exercises during class meetings. Activities included process-oriented guided-inquiry learning, model building, case studies, clicker-based think–pair–share strategies, and targeted critical thinking exercises. The proportion of time spent in active-learning activities relative to lecture varied among the courses, with increased active learning in intermediate/upper-level courses. Critical thinking was assessed via a pre/posttest design using the Critical Thinking Assessment Test. Students also assessed their own learning through a self-reported survey. Students in flipped courses exhibited gains in critical thinking, with the largest objective gains in intermediate and upper-level courses. Results from this study suggest that implementing active-learning strategies in the flipped classroom may benefit critical thinking and provide initial evidence suggesting that underrepresented and first-year students may experience a greater benefit.

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Section: Introductionmentioning

confidence: 99%

Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills

Styers

Zandt

Hayden

2018

LSE

114

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“…(Haynes et al 2015, p. 40) Unfortunately, (Stein, Haynes, Redding, Ennis, and Cecil 2007) contains no such evidence of the CAT's content validity. Most results in (Alvarez et al 2015) are not statistically significant, and no effect sizes are provided. And no results are given in (Gasper et al 2012).…”

Section: Evaluating Informationmentioning

confidence: 94%

“…[O]bservations of the sensitivity of the [CAT] to the effects of high impact practices in education designed to impact these [critical-thinking] skills have been used to support the validity of the instrument (Stein et al, 2007). The test has been sensitive to the effects of high impact educational practices in both formal and informal settings that span a semester or less (Alvarez, Taylor and Rauseo, 2015;Carson, 2015;Gasper, Minchella, Weaver, Csonka, and Gardner, 2012;Gottesman and Hoskin, 2013;Rowe et al, 2015). (Haynes et al 2015, p. 40) Unfortunately, (Stein, Haynes, Redding, Ennis, and Cecil 2007) contains no such evidence of the CAT's content validity.…”

Section: Evaluating Informationmentioning

confidence: 99%

CAT Scan: A Critical Review of the Critical-Thinking Assessment Test

Possin¹

2020

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The CAT is entirely dedicated to assessing the critical-thinking skills involved in scientific reasoning and practical problem solving. While the test is found to have reasonable content validity, various issues with its prompts are discussed, along with significant issues with its scoring. The CAT’s recommended use as a “model” for curricular changes, called CAT Apps, is criticized as “teaching to the test.”

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“…These recent articles' primary focus is understanding higher-level learning processes within sales. Examples include work that shows sales classes with experiential components can raise critical thinking skills in both online and in-person formats (Alvarez et al, 2015). Koponen and Julkunen (2015) apply situated learning theory and drama education techniques to sales training, showing the combination can be utilized to improve communication skills.…”

Section: Higher Level Thinkingmentioning

confidence: 99%

A Critical Review of the Literature for Sales Educators 2.0

Cummins

Nielson

Peltier

et al. 2020

Journal of Marketing Education

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In this article, we review the recent expansion within the sales education literature from five primary journals and the business literature at large. The five primary journals are the Journal of Marketing Education, Marketing Education Review, Journal for the Advancement of Marketing Education, Journal of Education for Business, and the Journal of Personal Selling & Sales Management. Of the 119 identified articles published in the past 15 years, experiential learning, career development, and assessment were the three most prominent topics. Of these, 69% were published after the Cummins et al. review article “A Critical Review of the Literature for Sales Educator,” which was published in Journal of Marketing Education as a means of expanding sales education research. Future research opportunities in sales education are offered with suggested hypotheses for investigation. A reference table of classroom innovations is provided as an easy guide to instructors seeking vetted pedagogical enhancements.

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Creating Thoughtful Salespeople: Experiential Learning to Improve Critical Thinking Skills in Traditional and Online Sales Education

Cited by 34 publications

References 23 publications

Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills

Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills

CAT Scan: A Critical Review of the Critical-Thinking Assessment Test

A Critical Review of the Literature for Sales Educators 2.0

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