Education Commons^™

Implementing A Short-Term Field-Based Experiential Learning Activity: The Retail Scavenger Hunt, Pam Richardson, Rebeca Perren

Atlantic Marketing Journal

This article introduces the Retail Scavenger Hunt (RSH)—a short-term field-based experiential learning activity. This flexible pedagogical tool enables students to experience first-hand what is commonly referred to in the consumer-packaged goods industry as “the store check.” Although initially designed as an instructor-led activity, the authors adapted the exercise during the pandemic to be executed as a self-directed, app-based field activity. As a result, this research can compare student impressions across implementation modes.

Earning Extra Credit Or Losing Extra Credit? A Classroom Experiment On Framing Incentives As Gains Or Losses, Vassilis Dalakas, Kristin Stewart

Atlantic Marketing Journal

This exploratory study examines if the way incentives are framed (gains versus losses) impacts how students respond to them. Sixty-two students in two sections of the same undergraduate Marketing course were offered the incentive of an optional final exam by answering correctly quiz questions throughout the semester. One section received the incentive as a gain (opportunity to earn an optional final exam if you get enough quiz points) whereas the other section received it as a loss (final is optional, but you may lose it if you don’t get enough quiz points). Consistent with the principles of loss aversion, framing …

Technology Over-Consumption: Helping Students Find Balance In A World Of Alluring Distractions, George D. Shows, Pia A. Albinsson, Tatyana B. Ruseva, Diane Marie Waryold

Atlantic Marketing Journal

The last two decades has seen a fundamental shift in society with the growth in technology and the growth of social media. This shift has been embraced in the classroom as a tool to enhance the learning experience of the student. Students have experienced a fundamental shift in interaction with themselves and the world they inhabit with the exponential growth in technology and social media both inside and outside the classroom. The result is the multitasking student, who must constantly switch between a growing number of interactions. Attention spans have a finite limit, and eventually students experience an over-consumption of …

Turning Guest Speakers' Visits Into Active Learning Opportunities, Vassilis Dalakas

Atlantic Marketing Journal

While guest speakers have a lot to offer, the traditional format of their visits to marketing classes may hinder student engagement. This paper describes an idea used in marketing classes intended to increase active learning and to maximize impact of guest speakers’ visits. It involves creating assignments for the students to prepare prior to a speaker’s visit. As a result, the students end up preparing thoughtful questions, they are engaged in their discussion with the speaker, and they make a more conscious effort to link course material to the insight from the speaker.

The Collaborative Classroom: New Technology Brings New Paradigm, Ben Clapp, James Swenson

Atlantic Marketing Journal

Today, technology is the agent of change that is revolutionizing education. The collaborative classroom, where teachers and students openly gather and share information to empower one another for the purpose of learning, is quickly replacing the existing reality of the traditional classroom where teachers lecture and provide their expertise.

Collaboration is a tool used in classrooms not only to engage students but also to bring them together and teach them how to work together. Peer review is an important collaborative technique that allows students to share their work and ideas for the purposes of improvement and shared learning. With the …

Laptop Technology In Classrooms: How Student Perceptions Shape Learning And Satisfaction, P. Raj Devasagayam, Nicholas R. Stark, Ryan Watroba

Atlantic Marketing Journal

This study is based on perceptions of students regarding the integration of laptops in classroom endeavors. Empirical findings are based on data collected from a sample of 392 students in undergraduate and graduate universities in twelve states of the USA. Three key findings related to the integration of laptop technology into classrooms of higher education are reported. First relates to student perceptions and feelings surrounding laptop use in the classroom. Secondly, we report how these perceptions vary depending on personal characteristics of students. Lastly, we examine the role these perceptions play in student learning, as well as student satisfaction. Traditionally, …