Abstract

Our assessment research suggests that quantitative business courses that rely primarily on algorithmic problem solving may not produce the deep learning required for addressing real-world business problems. This article illustrates a strategy, supported by recent learning theory, for promoting deep learning by moving students gradually from “well-structured” algorithmic problems with single correct answers to “ill-structured” real-world business problems that may have multiple correct answers and require an argument addressed to a specific audience. We show how these scaffolded communication assignments promote deep learning, and suggest ways that interested faculty can adapt the assignments to their own courses.

Journal
Business and Professional Communication Quarterly
Published
2015-09-01
DOI
10.1177/2329490615588908
CompPile
Open Access
Closed
Topics
Export

Citation context

Cited by in this index (3)

  1. Business and Professional Communication Quarterly
  2. Business and Professional Communication Quarterly
  3. Business and Professional Communication Quarterly

References (32) · 1 in this index

  1. Academically adrift: Limited learning on college campuses
  2. 10.1007/978-0-230-34451-8_13
     ↗
  3. Engaging ideas: The professor’s guide to integrating writing, critical thinking, and acti…
  4. College writing and beyond: A new framework for university writing instruction
  5. American Economic Review
Show all 32 →
  1. How people learn: Brain, mind, experience, and school
  2. AmstatNews
  3. 10.1177/1080569907312859
     ↗
  4. 10.1177/1080569908318202
     ↗
  5. 10.1080/00220485.1986.10845169
     ↗
  6. 10.3200/JECE.38.1.124
     ↗
  7. 10.2307/356095
     ↗
  8. 10.1007/978-1-137-09106-2
     ↗
  9. 10.1080/10691898.2002.11910676
     ↗
  10. A guide to teaching statistics: Innovations and best practices
  11. 10.1080/00461520903213600
     ↗
  12. The assessment challenge in statistics education
  13. 10.1207/s15326985ep4102_1
     ↗
  14. Kurfiss J. G. (1988). Critical thinking: Theory, research, practice, and possibilities. Washington, DC: ERIC …
  15. Classroom instruction that works: Research-based strategies for increasing student achievement
  16. 10.1007/s11162-009-9154-7
     ↗
  17. 10.1080/02602930301670
     ↗
  18. 10.1080/00220485.1996.10844909
     ↗
  19. 10.1207/s15326985ep4001_1
     ↗
  20. 10.1207/s15327809jls1303_2
     ↗
  21. 10.1177/108056990006300305
     ↗
  22. 10.1080/10691898.1998.11910623
     ↗
  23. 10.1080/00031305.1996.10474365
     ↗
  24. Mind in society: The development of higher psychological processes
  25. Understanding by design
  26. Why don’t students like school? A cognitive scientist answers questions about how the min…
  27. The WAC Journal