Analysis of Quantified Student Learning Outcomes in an Interactive and Analytical Educational Environment

Anne Kelly Hoel

B

 

 

Project Summary

The project attempted to measure what Business seniors who experience an interactive educational environment have learned by utilizing objective testing methodology.  It began as a simple request within the Business department to be one of five classes to complete a true/false or multiple choice test to demonstrate quantifiable student learning outcomes.  I believed that the students were definitely meeting the objectives, yet how can this best be measured by choosing the correct answer in a multiple choice format? Is it even possible when all teaching was done in a subjective manner, and all learning activities were project-based?

The research question investigated was ³Does an interactive and analytical educational environment increase quantified learning outcomes²?

 

Course Content

            The Strategic Management and Business Policy capstone course is project based and requires student work teams to analyze an actual business and use a strategic model to define and solve a problem within the organization. Critical thinking, reasoning, and problem solving skills are utilized to assist the business in gaining sustainable competitive advantage. Students are transitioning from their role of passive learner to active problem solver as a stepping stone to employment in the business world. Understanding the formulation, implementation and evaluation of strategies to manage the direction of a business is the overall goal of the course.  

 

Key Learning Activity

            Students were placed in small groups at the beginning of the semester based on their ideal career choice.  This helped to ensure that varying business components would be represented in each group.  Each group selected an actual business to study, and worked interactively with each other, employees, classmates, and the instructor to complete an intensive strategic analysis and offer three solutions to a real issue experienced by the organization. Experiential exercises and evaluation matrices were developed to quantify subjective investigational research.  

                                   

Key Findings

Student essay reflection and discussion exhibited an increased awareness of identified learning outcomes when using interactive techniques. Utilizing text measurement tools without interaction opportunities appeared to result in a narrowed understanding of strategic initiatives. Instructor journaling identified key indicators of student comprehension. Peer interaction, use of multiple methodologies in a single class session, and instructor engagement are three factors which appeared to consistently elicit positive learning outcomes.

 

 

Evidence of Student Learning

            Objective Examination: Multiple choice testing of the five learning objectives  resulted in 93-98 % correct responses.

            Student comments:

á         The theory-based discussions helped me understand strategic analysis

á         Working with real businesses strengthened my reasoning skills

á         I feel I know more about corporate strategy than a multiple choice test can show

á         Making decisions for a business helps me take the assignments seriously

á         I can use the strategy model at my job interviews-it got me thinking, and thinking gets results

á         Speakers sharing their experiences in running a company tied our book learning to business practices 

 

 

   

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