Computer-Aided Exercises Versus Workbook Exercises as Learning Facilitator in The Principles Of Marketing Course

Abstract

Principles-level textbooks often are accompanied by a host of pedagogical devices provided by publishers to their adopter Almost no assistance is provided with respect to which device is most effective. This paper describes an experiment in which a computer-aided approach is compared to a workbook exercise approach with respect to facilitating learning across various levels in Bloom’s taxonomy (1956). It is found that the computer-aided alternative effects greater application learning, while the workbook exercise does not, gain learning beyond that acquired by textbook reading and normal classroom exposure. Both experiential’ pedagogies, however, are associated with more positive student attitudes. The authors recommend dissection of learning effects and consideration of the richness of the experience base when instructors or researchers ponder selection from among alternative pedagogical approaches.