Document Type
Article
Language
eng
Format of Original
17 p.
Publication Date
2004
Publisher
Financial Education Association
Source Publication
Journal of Financial Education
Source ISSN
0093-3961
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
Published version. Journal of Financial Education, Vol. 30 (Summer 2004): 9-25. Publisher Link. © 2004 Financial Education Association. Used with permission.
David R. King was affiliated with Air Force Pentagon (SAF/AQP) at the time of publication.