Collaborative Writing in the Classroom

Morgan, Meg; Allen, Nicholas; Moore, Teresa; Atkinson, Dianne; Snow, Craig

doi:10.1177/108056998705000305

Cited by 31 publications

(6 citation statements)

References 3 publications

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“…The benefits of experiential learning have been covered extensively in the literature. One of the most significant benefits of experiential exercises is that they enhance student learning by increasing students' involvement in the learning process (Morgan et al 1987;Slavin 1980). In addition, experiential exercises can be designed to improve and/or enhance skills in the areas of decision making, problem solving, planning, written and oral communication, and creativity.…”

Section: The Learning Paradigm and Experiential Learningmentioning

confidence: 99%

Integrating Marketing Courses to Enhance Team-Based Experiential Learning

Bobbitt¹,

Inks²,

Kemp³

et al. 2000

Journal of Marketing Education

148

108

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Many recent studies suggest that undergraduate education needs to be more effective. Accordingly, individuals involved in higher education continue to search for ways to improve student learning. This article describes a team-based experiential learning project that integrates three marketing courses: principles of marketing, principles of selling, and sales management. Working in teams, students in the principles of marketing course develop new product concepts and create corresponding marketing promotional materials for use in a mock trade show. Students from the personal selling and sales management courses, also working in teams, attend the trade show to identify and select products they wish to use to complete a sales call exercise. This project provides students an opportunity to work in teams and combine their efforts with teams from other courses to successfully complete their respective experiential exercises. The article includes students' reactions to the project and steps for implementation. Inanefforttoascertainthemosteffectivemethodsforlearn-ing, universities across the country are experimenting with a variety of innovative techniques. While scholars may differ in their opinions of which methods are most effective, most agree that the traditional lecture format is not the most effective method for today's classroom. In an article that focuses on the shift from teaching to learning, Guskin (1994) suggests that "the primary learning environment for undergraduate students, the fairly passive lecture-discussion format where faculty talk and most students listen, is contrary to almost every principle of optimal settings for student learning" (p. 20). While it is noted that lectures have a place in the learning environment, it is clear that lectures alone are not the most effective pedagogy for universities. The importance of using cooperative experiential learning projects has received a significant amount of attention in the marketing education literature (Dommeyer 1986;Graeff 1997;Titus and Petroshius 1993;Williams, Beard, and Rymer 1991). There are many opportunities in the marketing curriculum to develop term projects that can provide practical experience for students. These projects range from designing promotional campaigns for existing companies to designing and implementing marketing research studies.The purpose of this article is to describe an experiential learning project that has been used successfully to integrate the efforts of three marketing undergraduate courses and to present student reactions to its implementation. Students in principles of marketing classes develop a new business-tobusiness product (good or service) and develop a marketing strategy to fit the product. Their communication plans include the design of a trade show booth that is exhibited in a mock trade show. Students from sales management courses and personal selling courses choose products from the trade show to use in their semester selling projects.

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Section: The Learning Paradigm and Experiential Learningmentioning

confidence: 99%

Integrating Marketing Courses to Enhance Team-Based Experiential Learning

Bobbitt¹,

Inks²,

Kemp³

et al. 2000

Journal of Marketing Education

148

108

View full text Add to dashboard Cite

show abstract

“…Conflict occurs not about the content of the assignment but over dysfunctions in the group process. Problems about work distribution, levels of commitment, and domineering individuals occur regularly in some business communication group efforts (Morgan et al, 1987).…”

mentioning

confidence: 99%

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Winter

Neal

1995

Business Communication Quarterly

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Understanding student perceptions of group work should help educators prepare students to be effective group members in the classroom and at work. This study ascer tained student perceptions of their learning and achievement in group situations. The following correlations were determined: (a) There was a relationship between student grades and perceptions of the writing quality as well as perceptions of the amount learned about group processes; (b) there was no correlation between grades and student opinions of the quantity of work achieved, the type of person who hindered the group the most, and whether the student enjoyed the group work.

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“…Perhaps most importantly, peer review allows for a student's writing to be read by readers other than the instructor. Thus researchers in writing, particularly in composition, have repeatedly found peer review helps student writers write with a heightened awareness of flesh and blood readers (e.g., Bissland (1980); Clifford (1981); Davis (1981); Ede and Lunsford (1985); Gebhardt ( 1980); Gere (1985) and( 1987); Morgan, et al (1987); O'Donnell, et al (1985); but see, Smit (1989), for a critique of the benefits of peer review).…”

Section: Peer Reviewmentioning

confidence: 97%

Meeting the Reader's Needs: Audience Response Through Reader-Focused Testing

McCord

1991

The Bulletin of the Association for Business Communication

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Collaborative Writing in the Classroom

Cited by 31 publications

References 3 publications

Integrating Marketing Courses to Enhance Team-Based Experiential Learning

Integrating Marketing Courses to Enhance Team-Based Experiential Learning

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Meeting the Reader's Needs: Audience Response Through Reader-Focused Testing

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