Mark R. Young

Bio: Mark R. Young is an academic researcher from Winona State University. The author has contributed to research in topics: Experiential learning & Cooperative learning. The author has an hindex of 9, co-authored 13 publications receiving 697 citations.

The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning:

Abstract: Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical relationships among cognitive evaluation theory, achievement goal theory, and self-regulated learning strategies in the context of the classroom. Superficial learning strategies were linked to extrinsic motivation, while intrinsic motivation determined deep cognitive and metacognitive strategy usage. Perceived autonomy, perceived competence, and task mastery orientation mediated the classroom environment’s effect on intrinsic motivation. These findings suggest that active applicationoriented experience delivered by enthusiastic faculty, who provide high interaction, supportive feedback, and clear goals that emphasize learning over grades, will increase intrinsic...

Enhancing Learning Outcomes: The Effects of Instructional Technology, Learning Styles, Instructional Methods, and Student Behavior:

Abstract: The delivery of marketing education seems to be rapidly shifting toward pedagogy rich in experiential learning and strongly supported with educational technology This study integrates and extends previous research efforts and investigates the simultaneous effects of multiple influences of technology and nontechnology factors on learning outcomes Responses were obtained across a marketing curriculum with technology-accustomed students The findings suggest that the use of preferred instructional methods will enhance each of the three different measures of learning outcomes, while encouraging supportive class behaviors can increase self report performance and course grade Regardless of the dependent outcome measure, only one of the five instructional technology variables proved significant, suggesting that in contrast to previous studies that examined technology in isolation, when analyzed relative to other learning factors, technology’s influence is secondary Implications are discussed with practical s

Integrating Communications Skills into the Marketing Curriculum: A Case Study:

Abstract: Explicit accreditation requirements, replicated academic research, and consistent feedback from employers, college recruiters, and alumni clearly state that communication skills are critical for the success of marketing majors. Newly proposed Association to Advance Collegiate Schools of Business standards for “Assurance of Learning” will reshape how business schools must explicitly specify learning goals and document how communication skills goals are being accomplished. A case study is presented of how one department used the marketing process framework to specify learning objectives and innovatively design the marketing curriculum around integrated sequenced 6-credit-hour marketing courses and concurrently taken 1-credit-hour communication modules. Specific communication objectives, curriculum coverage strategies, and course pedagogy tactics are provided along with learning goal assessment based on selection, course-embedded measures, demonstration through performance, and surveys. Suggestions for devel...

Windowed, Wired, and Webbed—Now What?

Abstract: Integrating technology into teaching and learning is increasing exponentially; however, nonanecdotal evidence of its effectiveness is lacking. Using qualitative and quantitative research methods, the impact of implementing a technology-rich learning environment in a marketing curriculum is investigated. A quasi-experimental approach used (1) a pre-laptop program assessment based on perceptual mapping and concept studies, (2) a treatment (laptops and pedagogy changes) assessment based on social cognitive theory, and (3) a post-laptop assessment of perceptual mapping and enrollment data. Faculty and student responses to the new laptop-based environment are provided along with a discussion based on this experience.

Market structure analysis: a foundation for developing and assessing bank strategy

Abstract: Knowledge of how consumers perceive alternative banks on important attributes provides a foundation for understanding market structure Market structure analysis can assist the bank in identifying potential opportunities in differentiation and in assessing the viability of low cost as a competitive advantage This paper presents the results of a study that utilized perceptual mapping to assist in analyzing market structure and in developing marketing strategies based on this knowledge The success of the strategies was tracked and assessed by a replication of the market structure analysis five years later

A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go.

Abstract: Researchers have been applying their knowledge of goal-oriented behavior to the self-regulated learning domain for more than 30 years. This review examines the current state of research on self-regulated learning and gaps in the field's understanding of how adults regulate their learning of work-related knowledge and skills. Self-regulation theory was used as a conceptual lens for deriving a heuristic framework of 16 fundamental constructs that constitute self-regulated learning. Meta-analytic findings (k=430, N=90,380) support theoretical propositions that self-regulation constructs are interrelated-30% of the corrected correlations among constructs were .50 or greater. Goal level, persistence, effort, and self-efficacy were the self-regulation constructs with the strongest effects on learning. Together these constructs accounted for 17% of the variance in learning, after controlling for cognitive ability and pretraining knowledge. However, 4 self-regulatory processes-planning, monitoring, help seeking, and emotion control-did not exhibit significant relationships with learning. Thus, a parsimonious framework of the self-regulated learning domain is presented that focuses on a subset of self-regulatory processes that have both limited overlap with other core processes and meaningful effects on learning. Research is needed to advance the field's understanding of how adults regulate their learning in an increasingly complex and knowledge-centric work environment. Such investigations should capture the dynamic nature of self-regulated learning, address the role of self-regulation in informal learning, and investigate how trainees regulate their transfer of training.

Visible Learning For Teachers Maximizing Impact On Learning

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Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Abstract: Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

Abstract: Approaches to classroom instruction have evolved considerably over the past 50 years. This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching. Transformational teaching involves creating dynamic relationships between teachers, students, and a shared body of knowledge to promote student learning and personal growth. From this perspective, instructors are intellectual coaches who create teams of students who collaborate with each other and with their teacher to master bodies of information. Teachers assume the traditional role of facilitating students’ acquisition of key course concepts, but do so while enhancing students’ personal development and attitudes toward learning. They accomplish these goals by establishing a shared vision for a course, providing modeling and mastery experiences, challenging and encouraging students, personalizing attention and feedback, creating experiential lessons that transcend the boundaries of the classroom, and promoting ample opportunities for preflection and reflection. We propose that these methods are synergistically related and, when used together, maximize students’ potential for intellectual and personal growth.

The Evolving Nature of the Computer Self-Efficacy Construct: An Empirical Investigation of Measurement Construction, Validity, Reliability and Stability Over Time.

Abstract: This paper reports an empirical study intended to provide detailed comparisons amongst and between the varieties of available measures of computer self-efficacy (CSE). Our purpose is to ascertain their relative abilities to isolate the CSE construct from other related constructs and to capture variance in performance attributed to changes in CSE level. In addition, we investigate the importance of ensuring the measure being used is sufficiently aligned with the task domain of interest. Finally, we explore the stability of CSE measures as they relate to the current state of evolution within the computing domain. Marakas, Yi, and Johnson (1998) proposed a framework for the construction of instruments intended to measure the CSE construct that we have adopted as a basis for this series of investigations. To that end, we advance and test a set of hypotheses derived from the Marakas et al. (1998) framework. Results of the analyses support the need for adherence to the tenets of the proposed framework as well as provide evidence that CSE measures suffer from degradation of their explanatory power over time. Further, this study brings forth the importance of appropriately validating measures of CSE using approaches intended for a formative rather than a reflective construct. These results suggest that the common practices of instrument validation and reuse of long-standing instruments to measure CSE may not be the most effective approach to the study of the construct. Implications for future research are discussed.