The Current Status of Outcomes Assessment in Marketing Education

Miller, Fred; Chamberlain, Don H.; Seay, Robert A.

doi:10.1177/009207039101900408

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…However, they are universally used to measure students' performance and often considered to be reliable indicators of students achievement of course objectives (Suskie, 2004). Bacon (2003) emphasized the importance of tests in student's major field referencing a study of program effectiveness by Miller, Chamberlain, and Seay (1991). Miller and colleagues (1991) found that tests in a student's major field was the most useful variable to measure the effectiveness of marketing programs.…”

Section: Student Engagement and Performance In Online Learningmentioning

confidence: 99%

Exclusively Synchronous Online (VIRI) Learning: The Impact on Student Performance and Engagement Outcomes

Francescucci

Rohani

2018

Journal of Marketing Education

138

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There are growing trends in postsecondary education that emphasize the importance of online and technology-enabled learning. This study aims to investigate whether the use of virtual, interactive, real-time, instructor-led (VIRI) online learning can deliver the same student performance and engagement outcomes as a face-to-face (F2F) course. The data consist of 698 participants taught in eight sections, over two semesters, with two different instructors. An analysis of variance was used to compare the differences for both student performance and engagement outcomes. The findings show that a synchronous course delivered using VIRI classroom technology has the same level of student performance outcomes as F2F learning. This study suggests that VIRI technology is an effective synchronous learning environment.

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Section: Student Engagement and Performance In Online Learningmentioning

confidence: 99%

Exclusively Synchronous Online (VIRI) Learning: The Impact on Student Performance and Engagement Outcomes

Francescucci

Rohani

2018

Journal of Marketing Education

138

View full text Add to dashboard Cite

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“…Typically, professional accreditation agencies such as the Association to Advance Collegiate Schools of Business (AACSB), the National Council for the Accreditation of Teacher Education (NCATE) and Accreditation Board for Engineering and Technology (ABET) require evidence of student progress towards meeting program-level learning outcomes. This evidence can be provided through various measures, including knowledge-acquisition measures (Nicholoson, Barnett & Dascher, 2005), achievement measures (Miller, Seay & Chamberlain, 1991), student perception measures (Glynn & Rajendran, 1993), and employer and alumni perceptions (Nicholson, et. al., 2005).…”

Section: Outcomes Assessmentmentioning

confidence: 99%

Using a Learning Management System to Facilitate Learning Outcomes Assessment

Tello

Motiwalla

Virtual Learning Environments

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Increased demands for accountability among state and federal policy makers require that colleges and universities improve the process of measuring student learning outcomes. Despite a growing need, there has been limited development of integrated, electronic processes and tools that facilitate assessment of student progress toward program-level learning outcomes. Collecting student course materials, classifying by program and course-level objectives and reporting the results remains a tedious and labor-intensive task. This project demonstrates how course-level assessment data from a learning management system (LMS) can be utilized for program-level outcomes assessment. A pilot system was developed to integrate data from a LMS to provide continuous reporting of program and course-level assessment with minimal additional effort from faculty and students. This chapter shares the authors’ outcomes assessment system development approach, faculty development approach, and the lessons learned from their project, including the challenges confronted during system implementation.

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The Current Status of Outcomes Assessment in Marketing Education

Cited by 2 publications

References 8 publications

Exclusively Synchronous Online (VIRI) Learning: The Impact on Student Performance and Engagement Outcomes

Exclusively Synchronous Online (VIRI) Learning: The Impact on Student Performance and Engagement Outcomes

Using a Learning Management System to Facilitate Learning Outcomes Assessment

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