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ERIC Number: EJ1063266
Record Type: Journal
Publication Date: 2011-Jan
Pages: 24
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1540-4595
Examining the Impact of Pedagogy on Student Application of Learning: Acquiring, Sharing, and Using Knowledge for Organizational Decision Making
Stewart, Alice C.; Williams, Jacqueline; Smith-Gratto, Karen; Black, Sylvia Sloan; Kane, Betty Turner
Decision Sciences Journal of Innovative Education, v9 n1 p3-26 Jan 2011
In this pilot research we examine the impact of two leadership development training programs on the ability of students to acquire knowledge, share knowledge, and apply knowledge for organizational decision making. One program emphasized concepts and case-based application based on a technical learning paradigm. The other program used a game-based computer simulation, "Virtual Leader," grounded in an experiential or situated learning paradigm. After training, students from both programs engaged in a complex in-basket exercise to examine the quality of their leadership and managerial abilities. In this exercise, participants from each training intervention worked with their trained cohort to accomplish a day of managerial work. Participants were observed and their individual and collective actions and decisions on behalf of the organization were evaluated. Using qualitative research we compared the organizational decisions associated with each group to determine which pedagogical technique resulted in the most effective application of student learning. While technical learning pedagogy was associated with greater information acquisition, the game-based computer simulation (an experiential, social-interaction oriented pedagogy) was associated with better decision quality and more shared cognition. Evidence suggests that students taught with the game-based computer simulation collectively demonstrated a greater ability to apply what they learned.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A