![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Using an active learning approach to motivate students to learn has been advocated by many educators. It has been an ongoing discussion on whether marketing educators should customize their teaching activities based on the learning styles found in their classes recently. This study uses a scale of learning styles that includes a measure of the degree of student autonomy from the instructor. Results from an experiment of marketing students indicate that courses using an active learning approach consistently receive significant higher ratings on learning outcomes and motivation measures than those using a passive learning approach for autonomous learners, but that there are few benefits for students who are low in autonomy. This suggests that though active learning assignments are very effective, they will not necessarily lead to positive outcomes for all types of learners.
Keywords active learning, motivation, learning style, learning orientation, autonomy
References
Section:
|
Ackerman, D. S., Gross, B. L. (2005). My instructor made me do it. The task characteristics of procrastination. Journal of Marketing Education, 27, 5-13. Google Scholar | SAGE Journals | |
|
Ackerman, D. S., Gross, B. L. (2006). How many choices are good? Measurement of the effects of course choice on perceptions of a marketing option. Journal of Marketing Education, 28, 69-80. Google Scholar | SAGE Journals | |
|
Ackerman, D. S., Gross, B. L., Perner, P. (2003). Instructor, student, and employer perceptions on preparing marketing students for changing business landscapes. Journal of Marketing Education, 25, 46-56. Google Scholar | SAGE Journals | |
|
Balenky, M. F., Clinchy, B., Tarule, J. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York, NY: Basic Books. Google Scholar | |
|
Bamber, D., Castka, P. (2006). Personality, organizational orientations and self-reported learning outcomes. Journal of Workplace Learning, 18, 73-92. Google Scholar | Crossref | |
|
Baron, R. M., Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182. Google Scholar | Crossref | Medline | ISI | |
|
Barr, T. F., McNeilly, K. M. (2002). The value of students’ classroom experiences from the eyes of the recruiter: Information, implications, and recommendations for marketing educators. Journal of Marketing Education, 24, 168-173. Google Scholar | SAGE Journals | |
|
Bradley, M. M., Greenwald, M. K., Petry, M. C., Lang, P. L. (1992). Remembering pictures: Pleasure and arousal in memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 379-390. Google Scholar | Crossref | Medline | ISI | |
|
Brodeur, D. R., Young, P. W., Blair, K. B. (2002). Problem-based learning in aerospace engineering education (Session 2202). In Proceedings of the American Society for Engineering Education Annual Conference & Exposition. Washington, DC: American Society for Engineering Education. Google Scholar | |
|
Busato, V. V., Prins, F. J., Elshout, J. J., Hamaker, C. (1999). The relation between learning styles, the Big Five personality traits and achievement motivation in higher Education. Personality and Individual Differences, 26, 129-140. Google Scholar | Crossref | |
|
Callender, A. A., McDaniel, M. A. (2007). The benefits of embedded question adjuncts for low and high structure builders. Journal of Educational Psychology, 99, 339-348. Google Scholar | Crossref | ISI | |
|
Castleberry, S. B. (2007). Prison field trips: Can white-collar criminals positively affect the ethical and legal behavior of marketing and MBA students? Journal of Marketing Education, 29, 5-17. Google Scholar | SAGE Journals | |
|
Constantinidou, F., Baker, S. (2002). Stimulus modality and verbal learning performance in normal aging. Brain & Language, 82, 296-311. Google Scholar | Crossref | Medline | |
|
Dunn, R. (1990). Rita Dunn answers questions on learning styles. Educational Leadership, 48, 15-19. Google Scholar | |
|
Education Resources Information Center . (2009). ERIC Thesaurus— Active Learning. Retrieved from http://www.eric.ed.gov/ERICWebPortal/gotoThesaurusDetail.do?term=Active+Learning&fromSearch=true Google Scholar | |
|
Erez, A., Isen, A. M. (2002). The influence of positive affect on the components of expectancy motivation. Journal of Applied Psychology, 87, 1055-1068. Google Scholar | Crossref | Medline | ISI | |
|
Fritz, S., Speth, C., Barbuto, J. E., Boren, A. (2004). Exploring relationships between college students’ learning styles and motivation. Psychological Reports, 95, 969-974. Google Scholar | SAGE Journals | |
|
Honey, P., Mumford, A. (1992). The manual of learning styles. Berkshire, England: Honey, Ardingly House. Google Scholar | |
|
Isen, A. M., Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29, 297-325. Google Scholar | Crossref | ISI | |
|
Johnson, D. W., Johnson, R. T. (1993). What we know about cooperative learning at the college level. Cooperative Learning, Spring, 17-18. Google Scholar | |
|
Karns, G. L. (2006), Learning style differences in the perceived effectiveness of learning activities. Journal of Marketing Education, 28, 56-63. Google Scholar | SAGE Journals | |
|
Kember, D., Leung, D. Y. P. (2005). The influence of active learning experiences on the development of graduate capabilities. Studies in Higher Education, 30, 155-170. Google Scholar | Crossref | |
|
Klebba, J. M., Hamilton, J. G. (2007). Structured case analysis: Developing critical thinking skills in a marketing case course. Journal of Marketing Education, 29, 132-139. Google Scholar | SAGE Journals | |
|
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Google Scholar | |
|
Kolb, D. A. (1999). Learning Style Inventory, Version 3. Boston, MA: Training Resources Group, TRG Hay/McBer. Google Scholar | |
|
Kolb, D. A., Boyatzis, R. E., Mainemelis, C. (2000). Experiential learning theory: Previous research and new directions. In Sternberg, R. J., Zhang, L. F. (Eds.), Perspectives on cognitive, learning, and thinking styles (pp. 193-210). Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
Komarraju, K., Karau, S. J. (2009). Relationships between the perceived value of instructional techniques and academic motivation. Learning and Individual Differences, 19, 47-52. Google Scholar | Crossref | |
|
Kozar, J. M., Macketti, S. B. (2008). Utilizing field-based instruction as an effective teaching strategy. College Student Journal, 42, 305-311. Google Scholar | |
|
Lilly, B., Tipp, M. J. (2002). Enhancing student motivation in marketing classes: Using student management groups. Journal of Marketing Education, 24, 253-264. Google Scholar | SAGE Journals | |
|
Loo, R. (2004). Kolb’s learning styles and learning preferences: Is there a linkage? Educational Psychology, 24, 99-108. Google Scholar | Crossref | |
|
Martinez, M. A. (1999). An investigation into successful learning: Measuring the impact of learning orientation, a primary learner-difference variable, on learning (Unpublished doctoral dissertation). Brigham Young University, Provo, UT. Google Scholar | |
|
Martinez, M. A. (2001). Mass customization: Designing for successful learning. International Journal of Educational Technology, 2(2). Retrieved from http://www.ed.uiuc.edu/ijet/v2n2/martinez/index.html Google Scholar | |
|
Massa, L. J., Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style? Learning and Individual Differences, 16, 321-336. Google Scholar | Crossref | ISI | |
|
Mayes, B., Belloli, C., Riggio, R. E., Aguirre, M. (1997). Assessment centers for course evaluation: A demonstration. Journal of Social Behavior and Personality, 12, 303-320. Google Scholar | |
|
McKeachie, W. J. (1990), Research on college teaching: The historical background. Journal of Educational Psychology, 82, 189-200. Google Scholar | Crossref | ISI | |
|
Morrison, M., Sweeney, A., Heffernan, T. (2003). Learning styles of on-campus and off-campus marketing students: The challenge for marketing educators. Journal of Marketing Education, 25, 208-217. Google Scholar | SAGE Journals | |
|
Morrison, M., Sweeney, A., Heffernan, T. (2006). Karns’s learning styles and learning effectiveness: A rejoinder. Journal of Marketing Education, 28, 64-68. Google Scholar | SAGE Journals | |
|
Ng, I. C. L. (2006). Photoessays in the teaching of marketing. Journal of Marketing Education, 28, 237-253. Google Scholar | SAGE Journals | |
|
Oliver, R. L. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of Marketing Research, 17, 460-469. Google Scholar | SAGE Journals | ISI | |
|
Pashler, H., McDaniel, M., Rohrer, D., Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119. Google Scholar | SAGE Journals | |
|
Pearson, M. M., Barnes, J. W., Onken, M. H. (2006). Development of a computerized in-basket exercise for the classroom: A sales management example. Journal of Marketing Education, 28, 227-236. Google Scholar | SAGE Journals | |
|
Peterson, R. M. (2001). Course participation: An active learning approach employing student documentation. Journal of Marketing Education, 23, 187-194. Google Scholar | SAGE Journals | |
|
Reichmann, S. W., Grasha, A. F. (1974). A rational approach to developing and assessing the construct validity of a student learning scale instrument. Journal of Psychology, 87, 213-223. Google Scholar | Crossref | |
|
Roy, A., Macchiette, B. (2005). Debating the issues: A tool for augmenting critical thinking skills of marketing students. Journal of Marketing Education, 27, 264-276. Google Scholar | SAGE Journals | |
|
Sautter, P. (2007). Designing discussion activities to achieve desired learning outcomes: Choices using mode of delivery and structure. Journal of Marketing Education, 29, 122-131. Google Scholar | SAGE Journals | |
|
Smith, L. W., Van Doren, D. C. (2004). Implementing the “Marketing You” project in large sections of principles of marketing. Journal of Marketing Education, 26, 123-136. Google Scholar | SAGE Journals | |
|
Stensvold, M. S., Wilson, J. T. (1990). The interaction of verbal ability with concept mapping in learning from a chemistry laboratory activity. Science Education, 74, 473-480. Google Scholar | Crossref | ISI | |
|
Thomas, J. C. (1997). The masterpiece assignment: Active learning in management and communication. Business Education Forum, 51(4), 38-40. Google Scholar | |
|
Young, A. (1997). I think, therefore I’m motivated: The relation among cognitive strategy use, motivational orientation, and classroom perceptions over time. Learning and Individual Differences, 9, 249-283. Google Scholar | Crossref | |
|
Warren, R. G. (1997). Engaging students in active learning. About Campus, 2, 16-20. Google Scholar | Abstract | |
|
Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622. Google Scholar | Crossref | ISI | |
|
Weiner, B., Frieze, I., Kukla, A., Reed, L., Rest, S., Rosenbaum, R. M. (1971). Perceiving the causes of success and failure. In Jones, E. E., Kanouse, D. E., Kelley, H. H., Nisbett, R. E., Valins, S., Weiner, B. (Eds.), Attribution: Perceiving the causes of behavior (pp. 95-120). Morristown, NJ: General Learning Press. Google Scholar |
