Enhancing Learning Outcomes: The Effects of Instructional Technology, Learning Styles, Instructional Methods, and Student Behavior

Abstract

The delivery of marketing education seems to be rapidly shifting toward pedagogy rich in experiential learning and strongly supported with educational technology. This study integrates and extends previous research efforts and investigates the simultaneous effects of multiple influences of technology and nontechnology factors on learning outcomes. Responses were obtained across a marketing curriculum with technology-accustomed students. The findings suggest that the use of preferred instructional methods will enhance each of the three different measures of learning outcomes, while encouraging supportive class behaviors can increase self report performance and course grade. Regardless of the dependent outcome measure, only one of the five instructional technology variables proved significant, suggesting that in contrast to previous studies that examined technology in isolation, when analyzed relative to other learning factors, technology’s influence is secondary. Implications are discussed with practical suggestions for the classroom and direction for further investigation.

The STUDENTSCALE: Measuring Students’ Motivation, Interest, Learning Resources and Styles

“…Also, the teacher's role is facilitated (Abrantes, Seabra&Lages, 2007;Young, Klemz& Murphy 2003). Students reject learning environments that they don't like and, moreover, their perception of learning is worse in those environments (Hsu, 1999).…”

“…Students reject learning environments that they don't like and, moreover, their perception of learning is worse in those environments (Hsu, 1999). In this context, student's intrinsic factors, the learning environment and styles are important issues to examine how students focus on the contents (Young et al, 2003;Hamer, 2000;Clarke III, Flaherty &Mottner, 2001). The theory of learning styles points to individual preference-related factors, such as: environment, emotions, interactions and physical needs that have an impact on the learning process (Dunn & Griggs, 1995).…”

Improving the Quality of Technology-Enhanced Learning for Computer Programming Courses

“…This can be achieved through cooperative educational activities, wherein students are divided into small electronic discussion groups to achieve common educational goals . [5] As the digital tools and multimedia promote individualized instruction, these can be employed to give students experience in a subjective manner on their own, with the teacher designing lessons centered on the student's individual characteristics using programmed learning such as modeling, simulation and role-playing games in extra-curricular educational activities [6]. The lessons are delivered by a qualified teacher using modern technological applications (a PowerPoint presentation, for example).…”

A Phenomenographic Approach for Exploring Learning Marketing Conceptions of Undergraduate Students

“…Recently, much marketing education research has concentrated on how to enhance students' learning outcomes in the marketing discipline (e.g., Duke, 2002;Sautter, 2007;Young, Klemz, & Murphy, 2003). Several studies have suggested that students' learning outcomes are related to their learning styles (Bliuc et al, 2010;Young et al, 2003;Zeegers, 2001).…”

“…Several studies have suggested that students' learning outcomes are related to their learning styles (Bliuc et al, 2010;Young et al, 2003;Zeegers, 2001). For example, Zeegers (2001) has illustrated that the deep approach shows a consistent positive correlation with assessment outcomes.…”