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ERIC Number: EJ853265
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0040-0912
Integrating Blended Teaching and Learning to Enhance Graduate Attributes
Hermens, Antoine; Clarke, Elizabeth
Education & Training, v51 n5-6 p476-490 2009
Purpose: The purpose of this paper is to explore the role of computer based business simulations in higher education as innovative tools of teaching and learning to enhance students' practical understanding of real business problems. Whether the integration of business simulation technologies will enable significant innovation in teaching and learning and will significantly enhance the quality and efficiency of traditional management teaching and learning methods is to be examined. Design/methodology/approach: Previous research has established that simulations can be an effective integrative learning mechanism for the student participant seeking to understand management concepts, techniques and practices. A number of prominent training institutions have adopted simulations in order to increase business acumen, financial literacy and build competency. Findings: The research carried out seems to confirm that simulations can be powerful, engaging, dynamic and effective teaching and learning tools. The immersive worlds of simulations can be designed to replicate actual economic, market and business events where students experiment in real time with alignment and commitment surrounding complex corporate strategies, business models and initiatives. Originality/value: To achieve the required convergence of the business curriculum, the paper suggests that a broad-based integrative approach needs to be adopted to overcome the silo effect of supply driven disciplinary models, which have traditionally prevailed in business education. (Contains 2 tables and 5 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A