Evaluating the influence of venue on experiential, project-based learning
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Wayne Aho
Department of Economics, Management and Project Management, College of Business Western Carolina University Ed Wright Department of Economics, Management and Project Management, College of Business Western Carolina University Jon Marvel Department of Economics, Management and Project Management, College of Business Western Carolina University Corresponding Author: Wayne Aho; waho@email.wcu.edu |
ABSTRACT
Experiential, project-based learning is widely endorsed as an effective pedagogy for enhancing the understanding of theory, increasing critical thinking skills, and preparing students for future roles as contributing employees. Likewise, the use of online classes at universities is becoming popular. A logical evolution of course venues would be the appearance of project-based, online courses. However, there is scant research on whether online, experiential learning is as effective as face-to-face courses. In this study, comparisons are made between online and face-to-face classes of a project-based, strategic management course at a regional university. No statistically significant differences were found in the course measurements of student grades, teammate evaluations, or client project evaluations.
Keywords: project-based learning, experiential learning, active learning, strategic planning
Experiential, project-based learning is widely endorsed as an effective pedagogy for enhancing the understanding of theory, increasing critical thinking skills, and preparing students for future roles as contributing employees. Likewise, the use of online classes at universities is becoming popular. A logical evolution of course venues would be the appearance of project-based, online courses. However, there is scant research on whether online, experiential learning is as effective as face-to-face courses. In this study, comparisons are made between online and face-to-face classes of a project-based, strategic management course at a regional university. No statistically significant differences were found in the course measurements of student grades, teammate evaluations, or client project evaluations.
Keywords: project-based learning, experiential learning, active learning, strategic planning
Preferred Citation:
Aho, W., Wright, E., and Marvel, J. (2020). Evaluating the influence of venue on experiential, project-based learning. International Journal for Business Education, No. 160, 9 - 21.
Aho, W., Wright, E., and Marvel, J. (2020). Evaluating the influence of venue on experiential, project-based learning. International Journal for Business Education, No. 160, 9 - 21.
