Photoessays in the Teaching of Marketing

Ng, Irene C. L.

doi:10.1177/0273475306291468

Cited by 14 publications

(13 citation statements)

References 58 publications

(90 reference statements)

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“…In recent years, college professors have been paying more and more attention to active learning. Various active learning techniques have been used to improve learning effectiveness in marketing education, such as in-class and online discussion (Sautter, 2007), case analysis (Klebba & Hamilton, 2007), field trips (Castleberry, 2007), computerized exercises (Pearson, Barnes, & Onken, 2006), photo essays (Ng, 2006), debates (Roy & Macchiette, 2005), students documenting their own participation (Peterson, 2001), and many others (Karns, 2006).…”

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confidence: 99%

Effect of Type of Curriculum on Educational Outcomes and Motivation Among Marketing Students With Different Learning Styles

Ackerman

2011

Journal of Marketing Education

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Using an active learning approach to motivate students to learn has been advocated by many educators. It has been an ongoing discussion on whether marketing educators should customize their teaching activities based on the learning styles found in their classes recently. This study uses a scale of learning styles that includes a measure of the degree of student autonomy from the instructor. Results from an experiment of marketing students indicate that courses using an active learning approach consistently receive significant higher ratings on learning outcomes and motivation measures than those using a passive learning approach for autonomous learners, but that there are few benefits for students who are low in autonomy. This suggests that though active learning assignments are very effective, they will not necessarily lead to positive outcomes for all types of learners.

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confidence: 99%

Effect of Type of Curriculum on Educational Outcomes and Motivation Among Marketing Students With Different Learning Styles

Ackerman

2011

Journal of Marketing Education

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“…Images are often used to illustrate course concepts. For example, Ng (2006) used photoessays to demonstrate service scripts in her lectures to an MBA class, while Swanson and Wald (2013) required students to create a collage about their perception of marketing before beginning a principles course. Other marketing educators have required students to engage in participatory photography, whereby the student generates the photographs.…”

Section: The Power Of Imagesmentioning

confidence: 99%

Incorporating Photovoice in the Marketing Curriculum to Increase Cultural Competence

Pierce

Longo

2019

Journal of Marketing Education

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Images are powerful. They help make the abstract concrete and allow the viewer to share the perspective of the photographer, giving the photographer a platform to communicate what may be difficult to express with words. Educators, institutions, accreditors, and students are seeking diverse and inclusive university environments, yet we often lack the critical dialogue necessary for achieving such outcomes. In response to student and employer imperatives, we propose the inclusion of photovoice to complement existing learning outcomes in the marketing curriculum. We discuss the implementation and evaluation of including photovoice into a semester-long client-based marketing research project. Experiential learning with photovoice increased interactions with diverse others and increased metacognitive cultural intelligence in comparison with a section taught with the standard approach.

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“…There are four recent studies in the marketing education literature that embrace social networks as an instructional tool. These include the use of online photo essays (Ng, 2006); Pinterest (Cronin, 2013); Wikis for Twitter, Linkedin, Facebook and YouTube (Laird-Magee, 2013); and Google + (Wetsch, 2012). Each details the instructional goals sought by the course instructor(s) and highlights best practices for future implementation.…”

Section: Literature Reviewmentioning

confidence: 99%

Moving Participation beyond the Classroom: Who Benefits from Online Social Communities?

Clayton

Hettche

Kim

2014

Journal of Advertising Education

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The proliferation of social media, especially among traditional higher education students, leads many advertising educators to Facebook and other social media platforms to engage their students. This study examines student participation in a traditional face-to-face classroom setting and compares it with a concurrent online social media community of the same students. It considers whether social media can enhance student engagement in subject matter discussions. Results indicate that students who were the most active in a traditional classroom setting were also the most active in the accompanying digital community. While personality traits like extraversion may influence participation in both settings similarly, the authors conclude that student interest in subject matter may also play a critical role.

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Photoessays in the Teaching of Marketing

Cited by 14 publications

References 58 publications

Effect of Type of Curriculum on Educational Outcomes and Motivation Among Marketing Students With Different Learning Styles

Effect of Type of Curriculum on Educational Outcomes and Motivation Among Marketing Students With Different Learning Styles

Incorporating Photovoice in the Marketing Curriculum to Increase Cultural Competence

Moving Participation beyond the Classroom: Who Benefits from Online Social Communities?

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