Teaching Real-World Applications of Business Statistics Using Communication to Scaffold Learning

Our assessment research suggests that quantitative business courses that rely primarily on algorithmic problem solving may not produce the deep learning required for addressing real-world business problems. This article illustrates a strategy, supported by recent learning theory, for promoting deep...

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Bibliographic Details
Published in:Business and professional communication quarterly 2015-09, Vol.78 (3), p.314-335
Main Authors: Green, Gareth P., Jones, Stacey, Bean, John C.
Format: Article
Language:English
Subjects:
Age Discrimination
Algorithms
Assignments
Audience Awareness
Business Administration Education
Business Communication
Business education
Check Lists
Deep learning
Educational theory
Mathematical problems
Motor Vehicles
Problem Solving
Purchasing
Real Estate
Scaffolding (Teaching Technique)
Statistical data
Statistics
Studies
Teaching Methods
Transfer of Training
Washington
Writing Across the Curriculum
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Summary:Our assessment research suggests that quantitative business courses that rely primarily on algorithmic problem solving may not produce the deep learning required for addressing real-world business problems. This article illustrates a strategy, supported by recent learning theory, for promoting deep learning by moving students gradually from “well-structured” algorithmic problems with single correct answers to “ill-structured” real-world business problems that may have multiple correct answers and require an argument addressed to a specific audience. We show how these scaffolded communication assignments promote deep learning, and suggest ways that interested faculty can adapt the assignments to their own courses.
ISSN:2329-4906
2329-4922
2329-4922
DOI:10.1177/2329490615588908