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Using the Learning Assistant Model in an Undergraduate Business Analytics Course

Author

Listed:
  • Matthew D. Dean

    (Raymond A. Mason School of Business, College of William & Mary, Williamsburg, Virginia 23187)

Abstract

Undergraduate business students, like many other undergraduate majors, are often apprehensive about the quantitative courses required to earn their degree. Active learning methods, including flipped classrooms, have been studied as approaches to mitigate these fears among students. With our overarching goal of helping students improve their understanding of quantitative business concepts, we implemented a novel active learning method called the Learning Assistant model. Using an experimental design holding the instructor and the student assessments constant, we report the results of the first-known implementation of this technique in a business course. As indicated by the change in the students’ final numerical grades, this pedagogical technique shows promise in helping students master the material better than those who took the course in a traditional lecture-based learning environment.

Suggested Citation

  • Matthew D. Dean, 2020. "Using the Learning Assistant Model in an Undergraduate Business Analytics Course," INFORMS Transactions on Education, INFORMS, vol. 20(3), pages 125-133, May.
    • Handle: RePEc:inm:orited:v:20:y:2020:i:3:p:125-133
    DOI: 10.1287/ited.2019.0221
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    References listed on IDEAS

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    1. Coleen R. Wilder & Ceyhun O. Ozgur, 2015. "Business Analytics Curriculum for Undergraduate Majors," INFORMS Transactions on Education, INFORMS, vol. 15(2), pages 180-187, January.
    2. Natalie M. Scala & Stella Tomasi & Andrea Goncher & Karen M. Bursic, 2018. "Motivation and Analytics: Comparing Business and Engineering Students," INFORMS Transactions on Education, INFORMS, vol. 19(1), pages 1-11, September.
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