An Assessment of the Perceived Learning by Millennials during One-Day One-Topic Marketing Simulations
AbstractMillennials have been characterized as active learners who seek engaging, customized, and relevant educational experiences. Born in the digital era they expect rapid feedback and an environment where they can quickly test different strategies. Simulations would seem to mesh well with Millennial learning styles. However, professors have often criticized simulations as too complex, too time consuming, and unfocused. Recently, a new group of simulations have been developed which focus on a single issue, are simple to learn, and can be completed within a single class period. This research explores how Millennials will find these simplified products in terms of the learning experience and subject matter mastery.
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Bibliographic InfoPaper provided by McColl School of Business, Queens University of Charlotte in its series Discussion Paper Series with number 2012-01.
Length: 14 pages
Date of creation: 2012
Date of revision:
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-01-18 (All new papers)
- NEP-CMP-2012-01-18 (Computational Economics)
- NEP-MKT-2012-01-18 (Marketing)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Michael K. Salemi, 2002. "An Illustrated Case for Active Learning," Southern Economic Journal, Southern Economic Association, vol. 68(3), pages 721-731, January.
- Becker, William E & Watts, Michael, 1995. "Teaching Tools: Teaching Methods in Undergraduate Economics," Economic Inquiry, Western Economic Association International, vol. 33(4), pages 692-700, October.
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