Using computer-assisted learning to engage diverse learning styles in understanding business management principles

Abstract

Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.

The relationship between chiropractor required and current level of business knowledge

“…To increase acceptance and understanding to all students, such content can take the form of traditional lectures and online delivery formats. Frost, Derby, and Haan [ 33 ] demonstrated that computer-assisted online content for business and management principles was a successful method to augment lecture-based content across multiple learning styles. Gleberzon [ 30 ] posited that chiropractic institutions lack a comprehensive model curriculum for business and management content.…”