Facilitating Through Collaborative Reflections to Accommodate Diverse Learning Styles for Long-Term Retention

Abstract

In today’s business schools, affective teaching of business topics such as ethics has become a high priority due to inappropriate behaviors of some businesses or individuals associated with such names as Enron, WorldCom, Knight Trading Group, Inc., Adelphia, Tyco, Martha Stewart, Goldman Sachs, and Siebel. These companies and individuals associated with the inappropriate actions have severely disgraced the U.S. business market, possibly due to top executive greed. The instructor in today’s business environment must provide students with practical and valid exercises that will embrace student understanding and long-term learning towards appropriate business standards and ethics through effective Collaborative Learning Objectives. Students’ today have to take personal responsibility for gaining knowledge by becoming self-reliant learners and understanding their own best learning styles. The paper, written in an essay format, provides a review of interactive styles of education, Bloom’s Taxonomy of Learning, theories of learning, and learning for long-term retention. The assumption is that if students learn better, then there is less tendencies toward cheating in the educator sector, which will carry over to the work arena, thereby reducing inappropriate behaviors and corporate greed.