Document Type

Article

Publication Date

2004

Source Publication

Journal of Financial Education

Abstract

Traditional instruction, under an experiential learning model, is neither the sole nor a sufficient means of learning. Learning systems that engage students as contributors to learning offer opportunities for educators. The availability of technology to support experiential exercises represents one opportunity to augment traditional instruction. In a quasi-experiment, traditional-only instruction was compared with traditional instruction augmented with a technology-based, experiential exercise. The two instructional methods were evaluated based on student learning, intended behavior, and satisfaction. Our findings suggest that augmented instruction significantly increased student learning and satisfaction. The implications for students are clear. However, there are also noteworthy implications for faculty.

Comments

King, DR, & Jennings, WW. 2004. The Impact of Augmenting Traditional Instruction with Technology-based, Experiential Exercise, Journal of Financial Education, 30(Summer): 9-25.