scholarly journals The Value Of A Simulation-Based Approach For Teaching Both Survey And Capstone Courses In Business

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Jane LeMaster
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Retention Rates ◽  
Business Simulation ◽  
Capstone Course ◽  
Entry Level ◽  
Capstone Courses ◽  
Simulation Based ◽  
Business Survey ◽  
Functional Areas

A concern in business education is the ability of students to integrate knowledge of the functional areas of business into a meaningful, unified whole.  This paper examines the use of a business simulation for teaching the entry-level business survey course and describes the use of the same simulation in the graduate level (MBA) capstone course.  An analysis of the value of simulation as an appropriate teaching approach is made for both the survey course and the capstone course.  The paper presents the literature on learning styles and preferences, a description of the simulation used, how the study was organized, and the results of student learning and attitudes towards a simulation-based learning style for both courses.  The results showed an increase in retention rates and grades for the entry-level survey course and anecdotal evidence for improved leadership skills, communication skills, and understanding of the functional areas of business.

Why Students Should Be Taught Differently: Learner Characteristics, Learning Styles and Simulation Performance

2021 ◽  
pp. 104687812110658
Author(s):  
Bindu Kulkarni ◽  
Ranjan Banerjee ◽  
Rajasekaran Raghunathan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Reflective Learning ◽  
Outcome Variable ◽  
Full Time ◽  
Business Simulation ◽  
Older Students ◽  
Learner Characteristics ◽  
Simulation Performance ◽  
Business Simulations

Background Business simulation as an instructional tool helps in developing integrative thinking and decision making skills. It is being taught to audiences who differ considerably in age, work experience (learner characteristics) and learning styles. The use of simulations is likely to grow further with advancements in internet technology and the fact that simulations are very amenable to remote modes of instruction. Aim This study aims to assess how learner characteristics and learning styles impact business simulation performance. It further assesses the combined effect of learner characteristics and learning styles on performance in business simulations, we specifically consider the manner in which learning styles moderate the impact of learner characteristics (age) on simulation performance. Method The study was conducted with 605 students of full time MBA and executive MBA programs with age group varying from 21 years to 53 years. They were taught using the same business simulation by CAPSIM. The learning styles were measured using Felder-Solomon’s instrument ‘Index of learning style’. Regression analysis was conducted with predictor variables of learner characteristics and learning styles and outcome variable of simulation performance. The moderating effect of specific learning styles on learner characteristics was identified. Results The findings indicate that age is a significant predictor of simulation performance (younger, tech savvy students do better). Also, the use of reflective learning style enables better performance in business simulations. Older students are able to draw on experience and benefit more from reflective learning, for business simulations which involve integration across functions. Conclusion The study enhances our conceptual understanding of the factors enabling performance in business simulations and provides specific direction on how instructors must adapt facilitation approaches for different age groups of participants. Reflection is important for learning with business simulations; hence, the reflective learning style should be encouraged particularly among older students.

scholarly journals Book Review: Learning Style Perspectives: Impact in the Classroom

2015 ◽  
Vol 12 (1) ◽  
pp. 120-122
Author(s):  
Kathryn Harden-Thew ◽  
◽  
Romy Lawson ◽  
Keyword(s):  
Learning Styles ◽  
Postsecondary Education ◽  
Learning Style ◽  
Learning Preferences ◽  
Course Content ◽  
Entry Level ◽  
The Third ◽  
Careful Thought ◽  
Practical Nature

Following the first two editions of her book, which she wrote solo, Celli has joined forces with colleague N D Young for the third edition. Celli and Young have prepared this book with the goal of giving instructors in postsecondary education “a primer on learning styles” (p.11). In a review of the second edition, Kovac (1999) highlighted the importance for educators of understanding the learning styles of their students to better present course content. Fifteen years later this statement remains true. With Kovac’s own teaching background in chemistry, he noted that it was challenging to address the differing learning preferences of all students in his classes. He pointed to the practical nature of Celli’s book in addressing these needs and offering pedagogic solutions. This third edition appears to have altered little, with an entry-level overview of learning-style theory, followed by an explanation of Celli and Young’s own learning-style theory. Celli and Young set out to address the struggle of every educator who seeks to improve pedagogic practice in the classroom through careful thought, planning and innovative implementation.

scholarly journals The Role of Management Games in Mapping Learning Styles to Elements of Business Know-How Acquisition: A Case Study

10.28945/3355 ◽  
2009 ◽  
Author(s):  
Magdy Kabeil
Keyword(s):  
Learning Styles ◽  
Human Resources ◽  
Learning Style ◽  
Marketing Research ◽  
Management Game ◽  
Know How ◽  
Management Games ◽  
Functional Areas

The main purpose of this paper is to assess the role of management games in mapping students’ preferable learning styles to elements of business know-how acquisition in a specific environment. A management game is developed to cover five functional areas of a manufacturing company: marketing, research and development, human resources, production and inventory, and finance. Elements that advance the acquisition of business know-how are identified, embedded in the game, and evaluated by students with different preferences of learning style. The investigation confirms the existence of a significant role of the game in mapping student’s preferable learning styles to elements for acquisition of business know-how. The most impact of the game is on the Dynamics and Intensity elements of business know-how acquisition for most students. The vast majority of students who have participated in the game are active (79%), sensing (76%), and visual (81%) learners who believe that the game enhanced their capability of business knowhow acquisition. Students who are global learners and support the use of the game are only 45% of the sample; however, they still represent a valuable portion that may include the most inventive thinkers among the student population.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Rista Damesari Saragih ◽  
Lince Sihombing ◽  
Eddi Setia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Interaction ◽  
Visual Learning ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Instructional Approaches ◽  
Vocational High School ◽  
Instructional Approach ◽  
Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar.   Keywords: Grammar; Instructional Approach; Learning Styles

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills

10.28945/3602 ◽  
2016 ◽  
Vol 15 ◽  
pp. 593-609
Author(s):  
Hsun-Ming Lee ◽  
Ju Long ◽  
Lucian Visinescu
Keyword(s):  
Active Learning ◽  
Business Intelligence ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Business Simulation ◽  
Robust Learning ◽  
Perceived Difficulty ◽  
Simulation Based ◽  
Based Instruction ◽  
Constructivist Practices

Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.

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