The Additive Effects of Semistructured Classroom Activities on Student Learning: An Application of Classroom-Based Experiential Learning Techniques
By Lawrence O. Hamer. 2000
239 citations recorded by the source corpus.
Subfields: Education, Management of Technology and Innovation
View Paper: https://www.semanticscholar.org/paper/332f154a7eecc77a609492dba564a4a9e639e6d9
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Kim A. Stewart
- Joanne M. Klebba
- James B. Wilcox
- Louise W. Smith
- J. G. Hamilton
- Ravi Jillapalli
- D. Bacon
- D. V. van Doren
In Management of Technology and Innovation
- Kim A. Stewart
- Joanne M. Klebba
- James B. Wilcox
- Louise W. Smith
- J. G. Hamilton
- Ravi Jillapalli
- D. Bacon
- D. V. van Doren
Citations in the corpus
- How Fast Do Students Forget What They Learn in Consumer Behavior? A Longitudinal Study (2006, methodology): “Several well-known education scholars have called for more active learning in higher education (Angelo, 1993; Chickering & Gamson, 1987; McKeachie, Pintrich, Lin, Smith, & Sharma, 1990), and several marketing education scholars agree (Hamer, 2000; L. K. Wright, Bitner, & Zeithaml, 1994).”
- Bridging the Divide Between Theory and Practice (2005, background): “…participation, retention and development of knowledge and skills, which have been acknowledged in applications of the role-play learning approach to other disciplines (Feinstein et al., 2002; Hamer, 2000; Richardson & Kleiner, 1992), were also clearly evident in the results of this study.”
- Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course (2007, background): “This is a distinct advantage to students; Hamer (2000) reported an increase in learning when multiple experiential techniques are combined with a traditional lecture format.”
- The Reality-Based Learning Method: A Simple Method for Keeping Teaching Activities Relevant and Effective (2004, background): “A study determined that student learning increased when multiple experiential techniques were used rather than a single experiential technique combined with a lecture format, including large amounts of factual information (Hamer 2000).”
- Professor Brand Advocacy: Do Brand Relationships Matter? (2010, background): “Professors who employ time-tested classroom activities such as active learning, reflective thinking, and experiential learning (Hamer, 2000) spawn feelings of effectiveness and competence in their students.”