TEACHING PRACTICES: A CLUSTER ANALYSIS OF STUDENTS IN HONG KONG Developments in Business Simulations and Experiential Learning, Volume 32, 2005 TEACHING PRACTICES: A CLUSTER ANALYSIS OF STUDENTS IN HONG KONG Jimmy Chang Ka-fai Choi Karen Ka-leung Moon Priscilla Chan Theresa LK Chan Chester To The Hong Kong Polytechnic University tchangj@inet.polyu.edu.hk ABSTRACT This paper continues to report the findings in the survey study of Hong Kong university student expectations of classroom teaching practices in developing and presenting course information. 622 usable questionnaires were analyzed through Cluster Analysis in addition to Principal Component extraction method and Varimax rotation method. Three Clusters are identified within the respondents in the study and subsequently named as Traditional Teaching Group, Student Activity Group, and All Low Group. These three groups were to be used in examining Hong Kong Students’ characteristics such as age group, year of study etc. Keywords: multimedia, student expectation, classroom teaching practices INTRODUCTION As students are getting exposed to the use of multimedia, their expectations of classroom teaching practices will tend to vary. Snyder and Vaughan (1998) in their previous study on student expectations on multimedia indicated that students that had used multimedia before would prefer to have such included in their ideals of the optimal classroom teaching practices. As discussed by other researchers (Kuehn, 1994, Ramarapu, Cites & Overby, 1996, Snyder & Vaughan 1998), programs based on computer-assisted instruction and multimedia are popular in education. The importance of multimedia is used in information presentation and the coordination of all these audio-visual technologies combined to apply in the medium of multimedia (Bruder, 1991, Synder, 1996, Snyder & Vaughan, 1996, Snyder & Vaughan, 1998). In a current Hong Kong study by Chang, et al (2004), three major independent factors - information technology; student activity/work; and traditional teaching factor were identified as principal dimensions of teaching methods perceived by Hong Kong students. Following this lead, the authors wish to use the same data to examine if there are actually different clusters of students existed and can be identified using cluster analysis. DATA COLLECTION The authors used a modified survey questionnaire in Multimedia and Student Expectations by Snyder and Vaughan (1998) and Chang et al (2004) to conduct with undergraduate degree and postgraduate students who enrolled in two faculties in The Hong Kong Polytechnic University. A total of 722 questionnaires were administered to these students studying in the two faculties. Of the responses received, 662 usable questionnaires were analyzed. 440 students were recorded from the Faculty of Applied Science & Textiles and 222 from the Faculty of Business and Information System. The survey questionnaire consists of 36 questions on the subject of current classroom teaching practice and student ideal classroom teaching practice as well as 6 demographic and general questions. Each question was to be answered with a five-point Likert scale – (5) Extensively, (4) Periodically, (3) Occasionally, (2) Rarely, and (1) None at all. Please see he survey questionnaire in the appendix. RESULTS & DISCUSSION In previous study on student expectations on classroom teaching practices in developing and presenting course information in Hong Kong by Chang, Choi, Moon, Chan and Chan (2004), three independent factors were extracted from the different variables of teaching methods, namely information technology; student activity/work; and traditional teaching factor using the Principal Component extraction method and Varimax rotation method. These three factors represent the principle dimensions of teaching method in Hong Kong. Table 1 shows the result. The factors extracted from the variables of current teaching practices were used to classify the students into groups with similar characteristics in their preferences of 373 mailto:tcchangj@inet.polyu.edu.hk Developments in Business Simulations and Experiential Learning, Volume 32, 2005 teaching methods. The sample here consists of a mix of respondents with different preferences for teaching practices from their lecturers. The authors wish to cluster individuals by their preferences for each of the different teaching practices. Three clusters were identified and Table 2 shows the cluster centres in factor score unit. A high score of 1.01280 was recorded in Traditional Teaching Factor in Cluster 1 as well as 0.81561 in Student Activity Factor in Cluster 2 while there were low scores existed in all three factors in Cluster 3. Clusters 1, 2, and 3 are named as Traditional Teaching Group, Student Activity Group and All Low Group respectively. Using the factors extracted from the ideal teaching variables as classifying variables, the authors categorized the students into three clusters. In cluster 1, the score was also high in Traditional Teaching Factor (1.15626) as it was in current teaching practices. In cluster 2, the score here was high in Information Technology Factor (0.70513) instead of in Student Activity Factor (0.81561). This is somewhat different from the responses from the current teaching practice. This reflects that students would prefer to have Information Technology in their ideal teaching practice. Cluster 3 had all low scores in all three factors and indeed was an All Low Group. Table 1: Result of Student Survey Data - Factor Analysis Table 1a: Current Classroom Teaching Practice Table 1b: Ideal Classroom Teaching Practice Rotated Component Matrixa .672 .639 .699 .665 .666 .742 .684 .674 .572 .590 .457 .720 .768 .781 .770 .793 .803 .756 .629 c Lecture c Written handouts c Class discussion c In-class exercises c Outside classrm assign c Group activities in class c Student presentations c Overhd proj and transp c Videos c Computer presn software c Electronic-mail c Computer projects c Computer simulations c Computer act in class c Internet Resources c World Wide Web c Teleconferencing c Distance Learning 1 2 3 Component Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. Rotation converged in 5 iterations.a. Rotated Component Matrixa .760 .728 .780 .761 .708 .788 .678 .664 .522 .662 .769 .797 .796 .806 .793 .804 .749 .633 i Lecture i Written handouts i Class discussion i In-class exercises i Outside classrm assign i Group activities in class i Student presentation i Overhead proj and transp i Videos i Computer presn software i Electronic-mail i Computer projects i Computer simulations i Computer act in class i Internet Resources i World Wide Web i Teleconferencing i Distance Learning 1 2 3 Component Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. Rotation converged in 5 iterations.a. Final Cluster Centers .39913 .38996 -.74198 -.26910 .81561 -.59640 1.01280 -.45950 -.40941 c IT factor c Class act factor c Trad teaching factor 1 2 3 Cluster Number of Cases in each Cluster 206 242 238 686 36 1 2 3 Cluster Valid Missing Final Cluster Centers .03378 .70513 -.94348 .00940 .32324 -.42661 1.15625 -.54390 -.41715 i IT factor i Class act factor i Trad teaching factor 1 2 3 Cluster Number of Cases in each Cluster 209 279 216 704 18 1 2 3 Cluster Valid Missing Table 2 Table 3 374 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 After the classification of students using the factor scores of the three dimensions of the teaching methods, each of the students was assigned a membership number. Further study of the characteristics of the students in each of the three groups - Traditional Teaching Group, Student Activity Group and All Low Group were carried out to examine whether the members from a particular group are from certain class size, age group, and year of study using contingency table with Chi-square test. In table 4, the Chi-square tests for independence between Class Size and Cluster Membership of current and ideal teaching practices are both significant at 0.001 level. In large and very large classes, the proportion of All Low Group members was far more than expected (as calculated with the assumption of no association between Class Size and different groups). This reflects that students in large classes did not feel the effect (or actually not satisfied with) of all the teaching techniques used by their lecturers in presenting course information (Teaching techniques listed in appendix). As for the students in the medium large classes, they seemed to appreciate the Information Technology Teaching methods in the current teaching practice and regarded Information Technology Teaching methods should be in the ideal teaching practices by their lectures as well. A larger proportional of students than expected in the small to medium size class actually preferred traditional teaching methods both in the current and ideal teaching practices (Please see table 5). c Cluster member * Class Size Crosstabulation 27 50 50 39 40 18.6 48.6 56.8 44.4 37.5 21 54 86 52 29 21.9 57.1 66.7 52.2 44.1 14 58 53 57 56 21.5 56.2 65.6 51.3 43.4 62 162 189 148 125 62.0 162.0 189.0 148.0 125.0 Count Exp Count Count Exp Count Count Exp Count Count Exp Count Trad teach then IT gp Class act then IT gp All low gp c Cluster member Total small (<20) medium (20-40) med big (41-60) big (61-100) very big (>100) Class Size Chi-Square Tests 26.470a 8 .001 679 Pearson Chi-Square N of Valid Cases Value df Asymp. Sig. (2-sided) 0 cells (.0%) have expected count less than 5. The minimum expected count is 18.42. a. Table 4 206 206.0 242 242.0 238 238.0 686 686.0 Total i Cluster member * Class Size Crosstabulation 18 61 48 41 41 209 18.1 52.0 55.5 45.7 37.7 209. 27 65 94 63 30 279 24.2 69.4 74.1 61.0 50.3 279. 16 49 45 50 56 216 18.7 53.7 57.4 47.3 39.0 216. 61 175 187 154 127 704 61.0 175.0 187.0 154.0 127.0 704. Count Exp Count Count Exp Count Count Exp Count Count Exp Count Trad teach gp IT then class act gp All low gp i Cluster member Total small (<20) medium (20-40) med big (41-60) big (61-100) very big (>100) Class Size Total Chi-Square Tests 28.667a 8 .000 704 Pearson Chi-Square N of Valid Cases Value df Asymp. Sig. (2-sided) 0 cells (.0%) have expected count less than 5. The minimum expected count is 18.11. a. Table 5 0 0 0 0 375 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 In table 6 and table 7, the Chi-square tests for independence between Student Age and Cluster Membership of current and ideal teaching practices are both significant at 0.001 level. Younger students tend to be members of the All Low group. It seems that some of them may just come out from high school and still have problems in adjusting and adapting themselves to the university setting. On the other hand, a larger proportion of older students preferred more class activities for them to interact and to share views and opinions among themselves. As for another group of students whose age are in the middle actually would prefer more on the traditional teaching practices. c Cluster member * Age: Crosstabulation 66 116 13 10 205 65.5 109.6 20.8 9.1 205.0 57 130 36 15 238 76.1 127.2 24.2 10.5 238.0 94 117 20 5 236 75.4 126.2 24.0 10.4 236.0 217 363 69 30 679 217.0 363.0 69.0 30.0 679.0 Count Exp Count Count Exp Count Count Exp Count Count Exp Count Trad teach then IT g Class act then IT gp All low gp c Cluster member Total 18 - 20 years old 21 - 23 years old 24 - 29 years 30 years and older Age: Total Chi-Square Tests 24.669a 6 .000 679 Pearson Chi-Square N of Valid Cases Value df Asymp. Sig. (2-sided) 0 cells (.0%) have expected count less than 5. The minimum expected count is 9.06. a. Table 6 i Cluster member * Age: Crosstabulation 63 123 16 6 208 66.5 110.9 21.8 8.9 208.0 72 147 37 20 276 88.2 147.1 28.9 11.9 276.0 88 102 20 4 214 68.4 114.1 22.4 9.2 214.0 223 372 73 30 698 223.0 372.0 73.0 30.0 698.0 Count Exp Count Count Exp Count Count Exp Count Count Exp Count Trad teach gp IT then class act gp All low gp i Cluster member Total 18 - 20 years old 21 - 23 years old 24 - 29 years 30 years and older Age: Total Chi-Square Tests 24.942a 6 .000 698 Pearson Chi-Square N of Valid Cases Value df Asymp. Sig. (2-sided) 0 cells (.0%) have expected count less than 5. The minimum expected count is 8.94. a. Table 7 376 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 CONCLUSION The study reported here is a continuation to examine Hong Kong student expectations of classroom teaching practices in developing and presenting course information and knowledge in Hong Kong. The authors used Cluster Analysis in additional to previous Principal Component extraction method and Varimax rotation method to analyze the collected data base. Three Clusters 1, 2, and 3 are identified within the respondents in the study and named as Traditional Teaching Group, Student Activity Group, and All Low Group respectively. Further study of the characteristics of the students in each of the three groups - Traditional Teaching Group, Student Activity Group and All Low Group were carried out related to other factors such as class size, age group, and year of study based on contingency table with Chi- square test. As a matter of fact, the continuation of this preliminary study is to explore more in depth on the issues of how all these new technology combined in multimedia could benefit the teaching and learning in the classroom setting as Townsend & Townsend opted for certain benefits of using multimedia in teaching in 1992. REFERENCES Bruder, I. (1991) “Guide to Multimedia: How It Changes the Way We Teach and Learn?” Electronic Learning, September 22-26. Chang, J., Choi, K.F., Moon, K.L., Chan, P., & Chan, L.K. (2004) “Student Expectations of Classroom Teaching Practices in Developing and Presenting Course Information in Hong Kong.” Developments inBusiness Simulation & Experiential Learning, Vol. 31, 233-241. Kuehn, Scott A., 1994, Computer-Mediated Communication in Instructional Settings: A Research Agenda, Communication Education Vol. 43, No. 2, 171-183. Ramarapu, N., Cites, T., & Overby, J. (1996) “Multimedia in the Year 2000: How Will It Affect Our Life?” Developments in Business Simulation & Experiential Learning, Vol. 23, 175-176. Snyder, S.J. & Vaugher, M.J. (1996) “Multimedia & Learning: Where is the connection?” Developments in Business Simulation & Experiential Learning, Vol. 23, 179-180. Snyder, S.J. & Vaugher, M.J. (1998) “Multimedia and Student Expectation.” Developments in Business Simulation & Experiential Learning, Vol. 25, 179-186. Snyder, S.J. (1996) “Multimedia in the Workplace: Who is Really Using it and Where is it Headed?” Developments in Business Simulation & Experiential Learning, Vol. 23, 152-156. Townsend, Frank C. & Townsend, Catherine M., (1992), Meeting Learning Needs through Multimedia: A Look at the Way Modern Technology Can Help Classroom Teachers Meet the Varied Instructional Needs of Students., *Learning Style Inventory, ERIC, Resources in Education (RIE). 377 http://web15.epnet.com/searchpost.asp?tb=1&_ug=sid+EFB81076%2D07BF%2D42FB%2D9B7A%2DC8F2E858BC16%40sessionmgr4+dbs+eric+cp+1+E9AC&_us=hd+False+hs+False+or+Date+fh+False+ss+SO+sm+ES+sl+%2D1+dstb+ES+ri+KAAACBXB00026906+CB85&_uso=hd+False+tg%5B2+%2D+tg%5B1+%2D+tg%5B0+%2D+st%5B2+%2D+st%5B1+%2Dkuehn+st%5B0+%2DScott+db%5B0+%2Deric+op%5B2+%2DAnd+op%5B1+%2DAnd+op%5B0+%2D+19DE&ss=AR%20%22Kuehn%2C%20Scott%20A%2E%22&fscan=Sub&lfr=Lateral http://web15.epnet.com/searchpost.asp?tb=1&_ug=sid+EFB81076%2D07BF%2D42FB%2D9B7A%2DC8F2E858BC16%40sessionmgr4+dbs+eric+cp+1+E9AC&_us=hd+False+hs+False+or+Date+fh+False+ss+SO+sm+ES+sl+%2D1+dstb+ES+ri+KAAACBXB00026906+CB85&_uso=hd+False+tg%5B2+%2D+tg%5B1+%2D+tg%5B0+%2D+st%5B2+%2D+st%5B1+%2Dkuehn+st%5B0+%2DScott+db%5B0+%2Deric+op%5B2+%2DAnd+op%5B1+%2DAnd+op%5B0+%2D+19DE&ss=JN%20%22Communication%20Education%22&fscan=Sub&lfr=Lateral http://web22.epnet.com/searchpost.asp?tb=1&_ug=sid+B08F0F22%2D9E3B%2D49B7%2D80B3%2D55E4564832B5%40sessionmgr3+dbs+eric+cp+1+FE39&_us=hd+False+hs+False+or+Date+fh+False+ss+SO+sm+ES+sl+%2D1+dstb+ES+ri+KAAACBSC00063646+8947&_uso=hd+False+tg%5B2+%2D+tg%5B1+%2D+tg%5B0+%2D+st%5B2+%2D+st%5B1+%2D+st%5B0+%2DTownsend+db%5B0+%2Deric+op%5B2+%2DAnd+op%5B1+%2DAnd+op%5B0+%2D+AD6D&ss=AR%20%22Townsend%2C%20Frank%20C%2E%22&fscan=Sub&lfr=Lateral http://web22.epnet.com/searchpost.asp?tb=1&_ug=sid+B08F0F22%2D9E3B%2D49B7%2D80B3%2D55E4564832B5%40sessionmgr3+dbs+eric+cp+1+FE39&_us=hd+False+hs+False+or+Date+fh+False+ss+SO+sm+ES+sl+%2D1+dstb+ES+ri+KAAACBSC00063646+8947&_uso=hd+False+tg%5B2+%2D+tg%5B1+%2D+tg%5B0+%2D+st%5B2+%2D+st%5B1+%2D+st%5B0+%2DTownsend+db%5B0+%2Deric+op%5B2+%2DAnd+op%5B1+%2DAnd+op%5B0+%2D+AD6D&ss=AR%20%22Townsend%2C%20Catherine%20M%2E%22&fscan=Sub&lfr=Lateral http://web22.epnet.com/searchpost.asp?tb=1&_ug=sid+B08F0F22%2D9E3B%2D49B7%2D80B3%2D55E4564832B5%40sessionmgr3+dbs+eric+cp+1+FE39&_us=hd+False+hs+False+or+Date+fh+False+ss+SO+sm+ES+sl+%2D1+dstb+ES+ri+KAAACBSC00063646+8947&_uso=hd+False+tg%5B2+%2D+tg%5B1+%2D+tg%5B0+%2D+st%5B2+%2D+st%5B1+%2D+st%5B0+%2DTownsend+db%5B0+%2Deric+op%5B2+%2DAnd+op%5B1+%2DAnd+op%5B0+%2D+AD6D&ss=DM%20%22Learning%20Style%20Inventory%22&fscan=Sub&lfr=Lateral Developments in Business Simulations and Experiential Learning, Volume 32, 2005 Appendix One – Survey Questionnaire The questions 1 to 18 for current classroom teaching practice and questions 19 to 36 for ideal classroom teaching practice. Extensively (Alm ost D aily) Periodically (O nce/w k) O ccasionally(6-7 tim es/qtr) R arely (1-2 tim es/qtr) N one at all I anticipate professors/lecturers in our university will use the following techniques to present course information: 1. Lecture ❏ ❏ ❏ ❏ ❏ 2. Written handouts or outlines ❏ ❏ ❏ ❏ ❏ 3. Class discussion ❏ ❏ ❏ ❏ ❏ 4. In-class exercises ❏ ❏ ❏ ❏ ❏ 5. Outside classroom assignments ❏ ❏ ❏ ❏ ❏ 6. Group activities in class ❏ ❏ ❏ ❏ ❏ 7. Student presentations ❏ ❏ ❏ ❏ ❏ 8. Overhead projector and transparencies ❏ ❏ ❏ ❏ ❏ 9. Videos ❏ ❏ ❏ ❏ ❏ 10. Computer presentation software ❏ ❏ ❏ ❏ ❏ 11. Electronic-mail ❏ ❏ ❏ ❏ ❏ 12. Computer projects ❏ ❏ ❏ ❏ ❏ 13. Computer simulations ❏ ❏ ❏ ❏ ❏ 14. Computer activities in class ❏ ❏ ❏ ❏ ❏ 15. Internet Resources ❏ ❏ ❏ ❏ ❏ 16. World Wide Web ❏ ❏ ❏ ❏ ❏ 17. Teleconferencing ❏ ❏ ❏ ❏ ❏ 18. Distance Learning ❏ ❏ ❏ ❏ ❏ 378 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 Extensively (Alm ost D aily) Periodically (O nce/w k) O ccasionally(6-7 tim es/qtr) R arely (1-2 tim es/qtr) N one at all In my ideal classroom, professors/lecturers would use the following techniques to present course information: 19. Lecture ❏ ❏ ❏ ❏ ❏ 20. Written handouts or outlines ❏ ❏ ❏ ❏ ❏ 21. Class discussion ❏ ❏ ❏ ❏ ❏ 22. In-class exercises ❏ ❏ ❏ ❏ ❏ 23. Outside classroom assignments ❏ ❏ ❏ ❏ ❏ 24. Group activities in class ❏ ❏ ❏ ❏ ❏ 25. Student presentations ❏ ❏ ❏ ❏ ❏ 26. Overhead projector and transparencies ❏ ❏ ❏ ❏ ❏ 27. Videos ❏ ❏ ❏ ❏ ❏ 28. Computer presentation software ❏ ❏ ❏ ❏ ❏ 29. Electronic-mail ❏ ❏ ❏ ❏ ❏ 30. Computer projects ❏ ❏ ❏ ❏ ❏ 31. Computer simulations ❏ ❏ ❏ ❏ ❏ 32. Computer activities in class ❏ ❏ ❏ ❏ ❏ 33. Internet Resources ❏ ❏ ❏ ❏ ❏ 34. World Wide Web ❏ ❏ ❏ ❏ ❏ 35. Teleconferencing ❏ ❏ ❏ ❏ ❏ 36. Distance Learning ❏ ❏ ❏ ❏ ❏ 379 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 37. During the last calendar year, I used a computer an average of ❏ 3 hours or less per week ❏ 6 to 10 hours per week ❏ 4 to 6 hours per week ❏ more than 10 hrs per week 38. Do you have a computer at home? ❏ Yes ❏ No 39. Gender: ❏ Male ❏ Female 40. Age: ❏ 17 years old and younger ❏ 21 - 23 years old ❏ 30 years old and older ❏ 18 - 20 years old ❏ 24 - 29 years 41. Faculties: ❏ Faculty of Communication ❏ Faculty of Construction & Land User ❏ Faculty of Applied Science & Textiles ❏ Faculty of Business & Information Systems ❏ Faculty of Engineering 42. Classification: ❏ Year 1 ❏ Year 3 ❏ Year 2 ❏ Postgraduate Thank you 380 Table of Contents Volume 32, 2005 LEARNER BEHAVIOR IN THE ONLINE CLASSROOM EXPERIENCE THE EFFECTIVENESS OF A SIMULATION EXERCISE FOR INTEGRATING PROBLEM-BASED LEARNING IN MANAGEMENT EDUCATION DEMONSTRATION OF FOUR WEB-BASED SIMULATIONS THRESHOLD COMPETITOR: A MANAGEMENT SIMULATION ENTREPRENEUR: A NEW VENTURE SIMULATION MERLIN: A MARKETING SIMULATION MICROMATIX: A STRAGETIC MANAGEMENT SIMULATION LEARNING STYLES INFLUENCES ON SATISFACTION AND PERCEIVED LEARNING: ANALYSIS OF AN ONLINE BUSINESS GAME INTERNATIONAL INTERNSHIPS: DESIGN AND EXPERIENCES SIM MAP: TURNING ACTION-BASED LEARNING INTO SIMULATED CONSULTING PROJECTS NOTEL HEALTH SERVICES: A ROLE-PLAYING SIMULATION TEACHING EXPERIENTIALLY WITH THE MADELINE HUNTER METHOD: AN APPLICATION IN A MARKETING RESEARCH COURSE SIMULATING CUSTOMER LIFETIME VALUE: IMPLICATIONS FOR GAME DESIGN AND STUDENT PERFORMANCE VIRTUAL PROGRESS: SIMULATING ECONOMIC DEVELOPMENT ONLINE STRATEGIC MANAGEMENT: AN EVALUATION OF THE USE OF THREE LEARNING METHODS IN CHINA ADOPTION OF DISCUSSION-BASED TEACHING AND ASSESSMENT IN TEACHING STRATEGIC MANAGEMENT IN CHINA STUDENTS' VIEW ON THE USE OF CASE METHOD IN CHINA CHINESE STUDENTS' PERCEPTIONS OF BUSINESS GAMING EXPERIENCECSR - A CORPORATE SOCIAL RESPONSIBILITY SIMULATION CREATING DYNAMIC INTERACTION IN A VIRTUAL WORLD: ADD VALUE TO ONLINE CLASSROOMS THROUGH LIVE ELEARNING AND COLLABORATION: A DEMONSTRATION CAPABILITIES OF EXPERIMENTAL BUSINESS GAMING A COMPARISON BETWEEN SOLUTIONS AND DECISIONS IN A BUSINESS GAME VALIDATING BUSINESS SIMULATIONS: DOES HIGH PRODUCT QUALITY LEAD TO HIGH PROFITABILITY? ALIGNING ART AND EPISTEMOLOGY: ILLUSTRATIONS TO DISTINGUISH DISCOVERY FROM KNOWLEDGE BUILDING TUTORIALS USING WINK STUDENTS AS LAB RATS: THE ETHICS OF CONDUCTING NON-PEDAGOGICAL RESEARCH IN THE CONTEXT OF CLASSROOM SIMULATIONS AND EXPERIENTIAL LEARNING THE EFFECT ON GAME PERFORMANCE OF DIFFERENT MEASURES AND UNITS OF ANALYSIS IN QUANTITATIVE ANALYSIS ANALYZING AND THINKING WHILE PLAYING A SIMULATION COMPUTER BUSINESS SIMULATION DESIGN: THE ROCK POOL METHOD EXPANDING THE ROLE OF E-ROOMS IN DISTANCE LEARNING APPLICATIONS TO MANAGEMENT EDUCATION APPLICATION OF TRADITIONAL AND ONLINE JOURNALING AS PEDAGOGY AND MEANS FOR ASSESSING LEARNING IN AN ENTREPRENEURIAL SEMINAR DEVELOPING MANAGERIAL EFFECTIVENESS: ASSESSING AND COMPARING THE IMPACT OF DEVELOPMENT PROGRAMMES USING A MANAGEMENT SIMULATION OR A MANAGEMENT GAME INTERNATIONAL MANAGEMENT GAME Œ AN INTEGRATED TOOL FOR TEACHING STRATEGIC MANAGEMENT INTERNATIONALLY STUDENT EXPECTATIONS OF SIMULATIONS DISTANCE EDUCATION DELIVERY OF AN INTENSIVE SIMULATION BASED COURSE TEACHING SERVICE LEARNING USING A BUSINESS GAME ROLE-PLAY SIMULATION EDUCATIONAL PERSPECTIVE OF COLLABORATIVE VIRTUAL COMMUNICATION AND MULTI-USER VIRTUAL ENVIRONMENTS FOR BUSINESS SIMULATIONS SIMULATION PERFORMANCE & PREDICTOR VARIABLES: ARE WE LOOKING IN THE WRONG PLACES TO MEASURE THE RIGHT LEARNING? VIDEO CASE: JET-A-WAY INC. Œ FOCUSING ON DIVERSITY AND ENTREPRENEURIAL LEADERSHIP ACTIVE LEARNING: WHAT IS IT AND WHY SHOULD I USE IT? FACILITATING THROUGH COLLABORATIVE REFLECTIONS TO ACCOMMODATE DIVERSE LEARNING STYLES FOR LONG-TERM RETENTION ONLINE CUMULATIVE SIMULATION TEAM PERFORMANCE PACKAGE WHEN PROPHECY FAILS: A SMALL SAMPLE, PRELIMINARY STUDY USING EXPERIENTIAL LEARNING TO INTEGRATE THE BUSINESS CURRICULUM FORECASTING STOCK VALUE EMPLOYING PROGRESSIVE PRACTICES AND PRINCIPLES TO FACILITATE SEMINAR ROOM LEADERSHIP AMONG LEARNERS: SHARED POWER AND COLLECTIVE ACCOUNTABILITY INDIVIDUAL ACHIEVEMENT DOES NOT GUARANTEE TEAM PERFORMANCE: AN EVIDENCE OF ORGANIZATIONAL LEARNING WITH BUSINESS GAMES DECISION MAKING IN BUSINESS SIMULTION DESIGN ZUG UM ZUG 2015: COLLECTIVE BARGAINING AS A TWO-LEVEL GAME A NEW METHOD FOR MODELING INNOVATION AND R&D IN BUSINESS SIMULATIONS: ILLUSTRATED WITH A SIMULATION OF A NEW PRODUCT DEVELOPMENT PORTFOLIO DEVELOPING A MICRO SIMULATION EFFECT OF MARKET SHARE AND PRODUCTION EXPERIENCE ON COMPANY PROFITABILITY RE-DESIGNING A CURRICULUM THAT VALUES A WORK-INTEGRATED APPROACH TO STUDENT LEARNING HOW SIMULATIONS AND EXPERIENTIAL LEARNING FIT AS WE COMPLY WITH LEGISLATIVE AND AACSB ASSESSMENT GUIDELINES: HOW TO DEVELOP ACADEMICALLY SOUND COURSES THAT ALSO MEET STAKEHOLDER NEEDS EVALUATING SERVICE LEARNING: REFLECTION AND ASSESSMENT FROM THE STUDENT POINT OF VIEW SIMPLIFYING AND ENHANCING FINANCIAL ANALYSIS IN CASES AND SIMULATIONS OVERCOMING THE BUSINESS GAME COMPLEXITY PARADOX EXPLORING THE PREFERENCE IN LEARNING APPROACH AMONG THE HONG KONG UNIVERSITY STUDENTS: CASE STUDY, PROBLEM-BASED OR TRADITIONAL TEXTBOOK QUESTION AN EXERCISE FOR EXPLORING THE RELATIONSHIP BETWEEN JUNGIAN PSYCHOLOGICAL TYPES AND POLITICAL STYLE IN THE WORKPLACE EVALUATING THE DIRECTION OF RESEARCH IN ONLINE EDUCATION: ARE WE GOING ANYWHERE? AIS RAIL SYSTEM: A COMPUTER-BASED JOB-ORDER COST SIMULATION BLOOM BEYOND BLOOM: USING THE REVISED TAXONOMY TO DEVELOP EXPERIENTIAL LEARNING STRATEGIES DELIVERING A TECHNOLOGY-BASED CASE IN A TECHNOLOGICAL WAY: THE SMARTCART CASE USING THE INTERNET TO ENHANCE COURSE PRESENTATION: A HELP OR HINDRANCE TO STUDENT LEARNING TEACHING PRACTICES: A CLUSTER ANALYSIS OF STUDENTS IN HONG KONG TEACHING PRACTICES: A CLUSTER ANALYSIS OF TEACHING STAFF IN HONG KONG EVALUATING A SIMULATION WITH A STRATEGIC EXPLORATION TOOL A SYMBOLIC MODEL OF THE SIMULTANEOUS ACHIEVEMENT OF CONCRETE BENEFITS AND LEARNING BY PARTICIPATING GROUPS IN EXPERIENTIAL ACTIVITIES: ‚THE SPHERE OF EXPERIENTIAL LEARNING