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Article
The Impact of Augmenting Traditional Instruction with Technology-based, Experiential Exercise
Journal of Financial Education
  • David King, Marquette University
  • William Jennings, USAFA
Document Type
Article
Language
eng
Format of Original
17 p.
Publication Date
1-1-2004
Publisher
Financial Education Association
Abstract
Traditional instruction, under an experiential learning model, is neither the sole nor a sufficient means of learning. Learning systems that engage students as contributors to learning offer opportunities for educators. The availability of technology to support experiential exercises represents one opportunity to augment traditional instruction. In a quasi-experiment, traditional-only instruction was compared with traditional instruction augmented with a technology-based, experiential exercise. The two instructional methods were evaluated based on student learning, intended behavior, and satisfaction. Our findings suggest that augmented instruction significantly increased student learning and satisfaction. The implications for students are clear. However, there are also noteworthy implications for faculty.
Comments

Published version. Journal of Financial Education, Vol. 30 (Summer 2004): 9-25. Publisher Link. © Financial Education Association 2004. Used with permission.

David King was affiliated with Air Force Pentagon (SAF/AQP) at the time of publication.

Citation Information
David King and William Jennings. "The Impact of Augmenting Traditional Instruction with Technology-based, Experiential Exercise" Journal of Financial Education (2004) ISSN: 0093-3961
Available at: http://works.bepress.com/david_king/10/