Let Them Decide: Student Performance and Self-Selection of Weights Distribution

Schee, Brian A. Vander

doi:10.1080/08832323.2010.540047

Cited by 6 publications

(2 citation statements)

References 17 publications

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“…The survey is targeted to collect students' feedback for the pedagogical tools. The questionnaire is formed using multiples scales; perceptions of engagement (Veeck and Hoger, 2014), perceptions of learning effectiveness and recommendation (Vander Schee, 2011). A seven-point scale is designed, which starts at strongly disagree and ends at strongly agree, and this is employed to assess the items.…”

Section: Experimental Activitymentioning

confidence: 99%

Blended learning in higher education: a transition to experiential classrooms

Nayar¹,

Koul

2020

IJEM

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PurposeThe purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).Design/methodology/approachThe current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.FindingsThe findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.Research limitations/implicationsLimited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.Practical implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Social implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Originality/valueThe study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.

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Section: Experimental Activitymentioning

confidence: 99%

Blended learning in higher education: a transition to experiential classrooms

Nayar¹,

Koul

2020

IJEM

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“…A third approach is to provide students with different values for each assignment at the start of the course; students are able to choose the value of each assignment at the beginning of the semester. They are required to provide to the instructor, in writing, the justification for their choices (Vander Schee, 2011). Each of these approaches gives students the opportunity to work to their strengths, and it gives them more control over their learning.…”

Section: Be Flexiblementioning

confidence: 99%

Technologies for Teaching in an Online Environment

Ellis

Lane

Hollas

et al. 2021

IISIT

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Aim/Purpose: The authors provide different technology applications useful in online instruction in addition to providing effective strategies for use in a virtual environment. Background: Last year, educators were forced to move their instruction online almost overnight. Many were not prepared to teach effectively in a virtual environment. Contribution: This paper serves as a resource to educators who are unfamiliar with teaching online as well as for those who would like to enhance their current practice. Recommendations for Practitioners: Be flexible when teaching in a virtual environment. Remain open to using new and unfamiliar technologies. Be consistent in providing feedback to students and communicate frequently with them. Impact on Society: The abrupt transition for educators, as well as for most workplaces, to an exclusively online environment in response to COVID has long-lasting effects in how business as usual will be conducted. Being proficient and comfortable in navigating a virtual environment is essential. Future Research: As we continue to work virtually, ongoing research that informs our practice is critical for remaining effective educators. Additionally, it is important to remain knowledgeable about current and new technologies available to us. Keywords online instruction, technology applications, strategies

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Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach

Rideout

2017

Assessment & Evaluation in Higher Education

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Let Them Decide: Student Performance and Self-Selection of Weights Distribution

Cited by 6 publications

References 17 publications

Blended learning in higher education: a transition to experiential classrooms

Blended learning in higher education: a transition to experiential classrooms

Technologies for Teaching in an Online Environment

Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach

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