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ERIC Number: EJ859118
Record Type: Journal
Publication Date: 2009
Pages: 28
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0896-5811
Going for the Intrinsic Gold: A Collaborative Quizbowl Quest to Motivate Students and to Showcase Business Law Courses
Benson, Sandra S.
Journal of Legal Studies Education, v26 n2 p457-484 Sum-Fall 2009
Corporate trainers and business leaders recognize the importance of competition and the importance of motivating employees to connect with the company's mission. Instructors in many business disciplines have included games, simulations, and contests in their courses. The QuizBowl Quest is designed to apply established motivation and active learning principles with contest events that (1) motivate students to increase study time devoted to a law course; (2) gain appreciation for the role of law; and (3) provide a forum for connections with and recognition by alumni, faculty, and prospective employers. The Quizbowl Quest is also designed to avoid the pitfalls of competitions in which students are graded relative to the performance of other students by using objective grading criteria. The QuizBowl Quest strives to meet these goals with active learning strategies throughout the semester and final contest events that give students the opportunity to synthesize their knowledge and skills. The purpose of this article is to describe the elements of the QuizBowl Quest. Because motivational theory is an underlying premise, Part I briefly reviews motivational theory and practices. Part II discusses why the QuizBowl Quest was developed and the overall flexible design that enables the project to work for multiple sections of the same course or within a single classroom. Part III describes the final contest events. Finally, Part IV discusses the results and practical lessons learned. The results indicate that the true gold is in the excitement generated for the students about the subject of business law. (Contains 99 footnotes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A