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Showing 1 to 15 of 92 results Save | Export
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Hahn, William – Journal of Education for Business, 2019
This study is the first to explore how business core course review sessions impact standardized test results. A statistically significant improvement in students' overall scores of 16.5% was identified when core course reviews were conducted between Comprehensive Business Exam pre- and posttest dates. As a result, institutional results moved from…
Descriptors: Business Administration Education, Instructional Effectiveness, Scores, Comparative Analysis
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McNamara, Sue; McNamara, Anne – Journal of Education for Business, 2019
In this changing world, college graduates require new skills to be successful in jobs that may not yet exist. The authors describe an innovative instructional approach to teaching organizational behavior grounded in Kolb's model of experiential learning and problem-based learning. Specifically, the sample class is scaffolded across the semester by…
Descriptors: Business Administration Education, Experiential Learning, Problem Based Learning, Simulation
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Batu, Michael; Bower, Nancy; Lun, Esmond; Sadanand, Asha – Journal of Education for Business, 2018
The authors investigated the effectiveness of online versus paper assignments using final examination scores in three cohorts of theory of finance. In particular, two cohorts were exposed to online assignments while another cohort was exposed to traditional assignments. The central result is that exposure to online assignments robustly leads to…
Descriptors: Finance Occupations, Business Administration Education, Educational Theories, Online Courses
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Fathelrahman, Adil; Kabbar, Eltahir – Journal of Education for Business, 2018
The use of enterprise systems to facilitate cross-functional integration within an organization's functional areas is becoming increasingly important. Business schools around the globe have realized the importance of using enterprise systems to facilitate the teaching of business processes and business processes transformation. The authors adopt…
Descriptors: Experiential Learning, Business Administration Education, Business Skills, Teaching Methods
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Nakos, George; Whiting, Anita – Journal of Education for Business, 2018
The authors investigate whether frequent in class exams can improve the performance of students in hybrid global business courses. An experiment was conducted in three hybrid sections of a global business course exposing students to short in class exams. The expectation of a short exam forces students to watch the online lectures and study the…
Descriptors: Business Administration Education, Student Improvement, Performance Based Assessment, Incidence
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Kitchens, Brent; Means, Tawnya; Tan, Yinliang – Journal of Education for Business, 2018
In this study, the authors propose a set of key elements that impact the success of an active learning implementation: content delivery, active learning methods, physical environment, technology enhancement, incentive alignment, and educator investment. Through a range of metrics the authors present preliminary evidence that students in courses…
Descriptors: Active Learning, Curriculum Implementation, Delivery Systems, Teaching Methods
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Ro, Young K.; Guo, Yi Maggie; Klein, Barbara D. – Journal of Education for Business, 2018
Many business schools are criticized for being ineffective in helping students learn proper management skills and knowledge. Flow theory has been cited as being helpful in many learning environments in that flow experience can enhance student learning. The authors conducted a study of 315 students in an undergraduate operations management (OM)…
Descriptors: Undergraduate Students, Business Administration Education, Teaching Methods, Instructional Effectiveness
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Sun, Qin; Norman, Thomas J.; Abdourazakou, Yann – Journal of Education for Business, 2018
The authors studied the perceived value of an interactive digital textbook LearnSmart (McGraw-Hill Education, New York, NY) and examined its implications on adaptive learning and student learning effectiveness. Constructionism and constructivism provided the theoretical foundation. Data were collected from an American public university over three…
Descriptors: Teaching Methods, Business Administration Education, Learning Processes, Electronic Publishing
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Lin, Tin-Chun – Journal of Education for Business, 2018
The author examined whether game play improves students' comprehension, attendance, and exam performance. The author designed three games; 120 students in introductory microeconomics classes participated in these experiments. The evidence showed that game play enhances students' attendance, comprehension, and exam performance. It also showed that…
Descriptors: Introductory Courses, Microeconomics, Teaching Methods, Games
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Chapman, Jared R.; Rich, Peter J. – Journal of Education for Business, 2018
Educational gamification is a growing field. The authors answer the following important questions: (a) To what degree does educational gamification, in general, increase students' perceived motivation in learning? (b) To what degree do specific game elements impact perceived motivation in learning? and (c) Are the benefits of gamification limited…
Descriptors: Educational Games, Learning Motivation, Outcomes of Education, Undergraduate Students
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Klein, Gene – Journal of Education for Business, 2018
A close look at the educational literature reveals both negative perceptions among peer assessment participants and evidence that peer assessment may not as effective as generally thought. An analysis of peer assessment using game theory is proposed and examined. This examination helps to explain the aforementioned lack of effectiveness and…
Descriptors: Peer Evaluation, Game Theory, Teaching Methods, Instructional Effectiveness
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Fischbach, Sarah; Lee, Seung Hwan; Kandaurova, Maria – Journal of Education for Business, 2018
The Sales Rock! project adds to the growing literature on the importance of experiential learning in higher education. The authors utilize one-sample "t" tests (M > 3.0) of undergraduate students (N = 42) along four processes of learning under the transformative learning scale. The transformative learning theory includes four…
Descriptors: Experiential Learning, Undergraduate Students, Transformative Learning, Class Activities
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Koford, Brandon C.; Parkhurst, Gregory – Journal of Education for Business, 2018
The authors perform a classroom experiment to test the effectiveness of discipline-specific case studies on knowledge acquisition and retention in advanced business statistics courses. The results indicate that although students are more engaged in the case studies, overall there is no impact on acquisition or retention of statistics knowledge by…
Descriptors: Case Method (Teaching Technique), Statistics, Business Administration Education, Retention (Psychology)
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Boehmer, Devin M.; Wood, William C. – Journal of Education for Business, 2017
This article systematically examines differences between student and faculty perspectives on quality instruction, using local data for a regional university's college of business matched to RateMyProfessors.com evaluations. Particular attention is focused on gender bias, "hotness," and "easiness." In addition to documenting a…
Descriptors: Gender Bias, Teacher Attitudes, Student Attitudes, Instructional Effectiveness
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Turner, Craig; Turner, Kyle Dean – Journal of Education for Business, 2017
In today's dynamic learning environment, educational delivery methods have become increasingly diverse. Using a unique opportunity to assess three types of course delivery--face-to-face, interactive television (iTV), and purely online delivery--the authors look at both initial knowledge acquisition and the retention of this knowledge. The results…
Descriptors: Delivery Systems, Retention (Psychology), Online Courses, Educational Television
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