Anxiety Level and Causes in Personal Selling Videotaped Role Plays

Jones, David B.; Javie, Sharon

doi:10.1080/10528008.1996.11488526

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…Instructors have always been concerned with choosing effective teaching tools that maximize students' learning. Therefore, there is a growing and varied body of research concerned with evaluating teaching tools to determine their effectiveness in achieving learning objectives, such as lecture notes and handout packages (Gray & Abernethy, 1994), class debates (Bonnici & Luthar, 1996), videotaped role plays (Jones & Javie, 1996), live case studies (Owen, 1999), internships (Gault, Redington, & Schlager, 2000), simulations (Brennan, 2008), experiential learning (Gremler, Hoffman, Keaveney, & Wright, 2000;Kennedy, Lawton, & Walker, 2001;Smith & Van Doren, 2004), cooperative testing (Mclntyre, Thomas, & Jones, 1999), student-operated businesses (Daly, 2001;Russell-Bennett, 2008), and course Web site and online discussions (Clarke, Flaherty, & Mottner, 2001;Helmi, Haynes, & Maun, 2000;Jaworski, 2008).…”

Section: Selecting Teaching Tools For Overseas Education Programmesmentioning

confidence: 99%

A Cross-Cultural Investigation of Students’ Perceptions of the Effectiveness of Pedagogical Tools

Mahrous

Ahmed

2009

Journal of Studies in International Education

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Despite the growing number of international education programmes, students’ response to various pedagogical tools used in these programmes has rarely been examined. Accordingly, business academics teaching on such programmes may not be sure as to which pedagogical tools to use. This study empirically investigates how various teaching tools affect undergraduate students’ perception of the learning process. A self-administered survey was used to gather data from 461 undergraduate students in the Middle East, the United Kingdom and the United States. Findings demonstrate that the students from each region have a different opinion with regard to the impact of various teaching tools on their learning outcomes. The implications of this for business educators are discussed.

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Section: Selecting Teaching Tools For Overseas Education Programmesmentioning

confidence: 99%

A Cross-Cultural Investigation of Students’ Perceptions of the Effectiveness of Pedagogical Tools

Mahrous

Ahmed

2009

Journal of Studies in International Education

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“…For obvious reasons, marketing instructors develop diverse educational experiences and choose appropriate educational tools to maximize student learning. Various educational tools have been examined individually, without comparison across cultures, in the marketing education literature, such as expert systems (McCann-Nelson, Vaidyanathan, and Morris 1995), class debates (Bonnici and Luthar 1996), simulations (Wellington, Faria, and Nulsen 1996;Zych 1997), living case studies (LeClair and Stottinger 1999), interactive case studies (Owen 1999), experiential learning (Gremler et al 2000;Hamer 2000), lecture notes and handout packages (Gray and Abernethy 1994), Internet-based resources (Helmi, Haynes, and Maun 2000;Siu 1997), cooperative testing (McIntyre, Thomas, and Jones 1999), journal writing (Moncrief, Shipp, and Lamb 1995), project-based learning (Siegel 2000), and videotaped role plays (Jones and Javie 1996). In response to this plethora of alternatives, Strauss and Frost (1999) and Frontczak (1998) have each developed conceptual guides to help instructors select instructional technology media and experimental learning activities for the marketing classroom.…”

Section: Educational Tools and Student Learning Of Marketingmentioning

confidence: 99%

Teaching Internationally: Matching Part-Time MBA Instructional Tools to Host Country Student Preferences

Clarke

Flaherty

2002

Journal of Marketing Education

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While marketing professors are increasingly being asked to teach internationally, little is known about global students’ perceptions of how various instructional activities influence their learning experience. Consequently, marketing professors may be unsure which educational activities to incorporate into their overseas courses. This study investigates how various educational tools affect MBA students’perception of overall learning through a survey administered in an international marketing class in the People’s Republic of China, the United Kingdom, and the United States. Findings reveal that students have differing opinions, by country, on the impact of these instructional activities. Pedagogical ideas are provided to help instructors maximize teaching effectiveness in global locations.

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“…The negative impact of CA has been extensively documented in a variety of contexts (e.g. foreign language learners; Arnold, 2007) but specifically within the context of business education, and more specifically in the marketing discipline (Kerby and Romine, 2009; Jones and Javie, 1996).…”

Section: Introductionmentioning

confidence: 99%

The video cover letter: embedded assessment of oral communication skills

Sautter

Zúñiga

2018

QAE

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Purpose This paper aims to describe the development and execution of the video cover letter exercise. This learning innovation challenges students to develop a concise, targeted marketing message using video technologies and tools. Design/methodology/approach In the first full semester of mandatory implementation, a pre-test/post-test design using McCroskey's measure of communication apprehension (CA) examined the effects of the exercise in reducing students' levels of CA. There were 200 students in the course, of which 139 completed both the pre-test and post-test measure survey. The measure captures overall levels of CA and more specifically examines anxiety associated with oral communication in group discussions, dyads, group meetings and public speaking. Findings Paired sample t-tests revealed that the CA was significantly reduced overall and more specifically in settings related to group discussions and public speaking. The tool provides an effective and efficient means for assessing basic oral communication skills. It also advances oral communication skills by significantly reducing levels of CA in undergraduate business students. Originality/value Oral communication skills are consistently ranked toward the top of faculty, student and recruiter lists of requisite skills for successful business graduates (Maes et al., 1997) and marketing majors more specifically (Nicholson et al., 2005). It is not surprising then that oral communication skills are also typically included as one of the most commonly assessed learning outcomes in college of business programs (Martell, 2007). Unfortunately, decreasing resources, growing class sizes and diverse course formats (e.g. online, face-to-face and blended) create ever growing challenges to effective development and assessment of oral communication skills in our marketing and business student populations.

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Anxiety Level and Causes in Personal Selling Videotaped Role Plays

Cited by 4 publications

References 11 publications

A Cross-Cultural Investigation of Students’ Perceptions of the Effectiveness of Pedagogical Tools

A Cross-Cultural Investigation of Students’ Perceptions of the Effectiveness of Pedagogical Tools

Teaching Internationally: Matching Part-Time MBA Instructional Tools to Host Country Student Preferences

The video cover letter: embedded assessment of oral communication skills

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