Marketing research: Innovation, experiential learning, and student engagement

2021 ◽  
pp. 1-8
Author(s):  
Anna Talafuse
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Marketing Research

scholarly journals Experiential Learning: A Definitive Edge In The Job Market

2010 ◽  
Vol 3 (2) ◽  
pp. 115-118 ◽  
Author(s):  
James Clark ◽  
Gayle Webb White
Keyword(s):  
Experiential Learning ◽  
Business Strategy ◽  
Real Life ◽  
Marketing Research ◽  
Free Enterprise ◽  
Business Majors ◽  
Learning Program ◽  
Corporate Leaders ◽  
Learning Programs ◽  
Complete Detail

The value of experiential learning is explored as it has now become a given among educators and corporate leaders that a university must provide experiential learning programs such as internships; real-life cases in marketing research, advertising, etc.; and voluntary student participation in income tax preparation for the needy and elderly; and many additional types of programs to promote the application of learning and involvement with the world of work.  The paper presents one unique experiential learning program in complete detail—Student in Free Enterprise’s Walgreens Wrangle.  This is a twelve-university business strategy competition sponsored by the Students in Free Enterprise team at Southern Arkansas University that has the three-day involvement of managers of four major corporations.  This period of time to interact both professionally and socially with a corporate group has proven to be invaluable to business majors and provided them with many experiential learning experiences.

Impact of an Optional Experiential Learning Opportunity on Student Engagement and Performance in Undergraduate Nutrition Courses

2016 ◽  
Vol 77 (2) ◽  
pp. 84-88 ◽  
Author(s):  
Anne Szeto ◽  
Jess Haines ◽  
Andrea C. Buchholz
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Learning Activity ◽  
Satisfaction Survey ◽  
Personal Health ◽  
Body Composition Assessment ◽  
Percentile Rank ◽  
Final Exams ◽  
And Performance ◽  
The Impact

We examined the impact of an optional experiential learning activity (ELA) on student engagement and performance in 2 undergraduate nutrition courses. The ELA involved completion of a 3-day food record, research lab tour, body composition assessment, and reflective take-home assignment. Of the 808 students in the 2 courses (1 first-year and 1 second-year course), 172 (21%) participated. Engagement was assessed by the Classroom Survey of Student Engagement (CLASSE), and performance was assessed by percentile rank on midterm and final exams. Students’ perceived learning was assessed using a satisfaction survey. Paired-samples t tests examined change in CLASSE scores and percentile rank from baseline to follow-up. Frequencies and thematic analysis were used to examine responses to Likert scale and open-ended questions on the satisfaction survey, respectively. There was an 11%–22% increase (P < 0.05) in the 3 dimensions of student engagement and a greater increase in percentile rank between the midterm and final exams among participants (7.63 ± 21.9) versus nonparticipants (−1.80 ± 22.4, P < 0.001). The majority of participants indicated the ELA enhanced their interest and learning in both their personal health and the course. Findings suggest ELAs related to personal health may improve interest, engagement, and performance among undergraduate students.

Why Take Notes?

2020 ◽  
Vol 43 (3) ◽  
pp. 281-302
Author(s):  
Julie Loveland Swanstrom ◽  
Keyword(s):  
Critical Thinking ◽  
Cognitive Function ◽  
Student Engagement ◽  
Experiential Learning ◽  
Thinking Skills ◽  
Student Understanding ◽  
Critical Thinking Skills ◽  
Note Taking ◽  
Learning Practices ◽  
Integrate Research

For disciplines depending upon precise definitions and distinctions, students’ notes provide an avenue for student engagement with skill and content. Activities enliven the classroom, and those discussed here can also help students develop and exercise critical thinking skills through note-taking. Lecturing and experiential learning happen hand-in-hand when the instructor uses teaching about notes and note-taking as a method for critical engagement with class content. In this paper, I integrate research on the cognitive function of student note-taking with research on student engagement—particularly, motivating student learning, engaging students with texts, lecture, or discussion, and promoting metacognition about learning practices—by arguing that the instructor who teaches and emphasizes student note-taking elevates note-taking to a method of student engagement and daily critical thinking practice; I discuss particular methods for supporting teaching note-taking, methods that promote active learning, student engagement, and student understanding (and could be utilized in a variety of classes).

scholarly journals Fostering Interdisciplinary Research through Experiential Learning

2013 ◽  
Vol 5 ◽  
Author(s):  
Susan Hirsch ◽  
Agnieszka Paczynska ◽  
Philip Gamaghelyan
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Student Learning ◽  
Interdisciplinary Research ◽  
Real Life ◽  
Learning Activities ◽  
Research Skills ◽  
Capstone Course ◽  
Faculty Team

For a number of years, a student/faculty team at the School for Conflict Analysisand Resolution has been developing experiential learning activities (ELAs) toincrease student learning, student engagement, and students' critical thinkingabilities. The team developed several new activities focused on improving studentlearning of research skills and conventions in the interdisciplinary conflict analysisand resolution field. During this session, presenters will discuss activities andmaterials developed for the program's capstone course, CONF 490, wheretheoretical readings and class activities that helped students prepare their finalresearch product were supplemented by examples of real-life research. 

scholarly journals From criminology to gerontology: case studies of experiential authenticity in higher education

2020 ◽  
Vol 8 (1) ◽  
pp. 127-134
Author(s):  
Suzanne Young ◽  
Ellen Tullo
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Experiential Learning ◽  
Communities Of Practice ◽  
Common Features ◽  
The Core ◽  
Learning Journey ◽  
Teaching Interventions ◽  
The University ◽  
Diverse Groups

This article discusses two examples of higher education teaching interventions with evidence of high levels of student engagement resulting from experiential authenticity – the Prison: Learning Together module and an intergenerational module about ageing (NUAGE). The article outlines the aims and objectives of the two programmes and discusses the core findings from the module evaluations. The findings demonstrate that creating communities of practice using experiential authenticity enhances the learning journey for students, resulting in greater participation. Experiential authenticity has been identified as distinct from other forms of experiential learning with common features thought to result in sustained student engagement included collaboration with peers, an authentic experience of working with learners from outside the university, and reciprocal respect between members of diverse groups. We make suggestions as to how these engagement themes could be applied to other higher education settings whilst acknowledging the challenges involved.

scholarly journals Teaching through Experiential Learning Cycle to Enhance Student Engagement in Principles of Accounting

2020 ◽  
Vol 19 (10) ◽  
pp. 323-337
Author(s):  
Rohaila Yusof ◽  
Khoo Yin Yin ◽  
Norlia Mat Norwani ◽  
Zuriadah Ismail ◽  
Anis Suriati Ahmad ◽  
...  
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Learning Strategy ◽  
Learning Model ◽  
Learning Cycle ◽  
Measurement Instruments ◽  
Learning Cycles ◽  
Post Test ◽  
Principles Of Accounting ◽  
Experimental Group

This paper aims to investigate structuring classroom activities in experiential learning cycles to facilitate first-year Business and Accounting students’ engagement in principles of accounting course. The levels of student engagement and achievement in understanding accounting concepts are measured at the end of the course. The content of fundamental accounting is structured into experiential learning cycles to provide a practical model for learning accounting concepts. Two models of students learning are tested in this study are the Kolb Experiential Learning Model and Burch Engagement Model. A quasi - experimental study is implemented to test the effectiveness of an experiential learning model in improving student engagement. Lessons on Business Accounting is structured into an experiential learning cycle and delivered to an experimental group to measure the improvement in students’ engagement. Burch Engagement Model which measures students’ cognitive, emotional, and physical engagement is applied in measuring their engagement level. A pre and post-test design are employed to measure the difference in their engagement level between the control and the experimental group. The respondents of this study are a total of 112 students in Principles of Accounting course. Questionnaires and test sets are the measurement instruments used for data collection. After an eight-week exposure to experiential learning strategy, the post -test score for students’ engagement show an increase in means of the four dimensions of student engagement, with the highest mean in the cognitive in-class engagement, followed by cognitive out-of class, physical and emotional engagement. Improvement in the cognitive score is concluded to be significant across the cognitive levels of Bloom Taxonomy mainly in understanding, application, and analysis. The implications of this study involve improvement of the support system to materialize the experiential learning strategy.

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