Purpose

The purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance learning (DL) compared to traditional classroom (on-ground [OG]) delivery modes using experiential learning theory.

Design/methodology/approach

A sample of 595 undergraduate capstone business students from 21 course sections taught over a four-year period in a medium-sized private master’s level college is investigated. Variables included learning assurance measures from a competitive online simulation (GLO-BUS), gender, business degree major, capstone course grades and cumulative grade point averages. The analytic strategy included correlations, linear regressions, multiple regressions and multivariate analyses of variance.

Findings

Results reveal that there are significant differences in learning assurance report (LAR) scores, gender differences and differences between academic majors based on delivery mode (OG versus DL). Simulation performance was higher for DL students, although the relationship between simulation performance and final course grades was not significantly different for OG and DL cohorts.

Research limitations/implications

To the best of the authors’ knowledge, implications for courses, programs, curricula and learning assessment are considered. The strengths (actual performance measures) and potential limitations (e.g. possible deficiency of measures) of LAR scores are discussed.

Originality/value

This research compares OG and DL modes for strategic management course outcomes using direct assessments, including simulation learning assurance measures, student characteristics, capstone course grades and student grade point averages.

中文翻译：

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交付模式和战略管理模拟结果：实地与远程学习

目的

这项研究的目的是使用经验学习理论来分析通过远程学习（DL）与传统课堂（地面[OG]）交付模式相比，作为远程​​经营（DL）交付的基本商业策略课程的一部分而从业务模拟中获得的学习保证措施。

设计/方法/方法

在一个中等规模的私立硕士水平大学中，从21个课程部分的595名本科生商科学生中抽取了样本，这些学生在四年的时间里进行了授课。变量包括来自竞争性在线模拟（GLO-BUS）的学习保证措施，性别，商科专业，顶峰课程成绩和累积平均成绩。分析策略包括相关性，线性回归，多元回归和方差多元分析。

发现

结果显示，学习保证报告（LAR）得分，性别差异以及基于授课方式（OG与DL）的学术专业之间的差异存在显着差异。尽管OG和DL队列的模拟成绩与最终课程成绩之间的关系没有显着差异，但DL学生的模拟成绩较高。

研究局限/意义

据作者所知，对课程，课程，课程和学习评估的意义进行了考虑。讨论了LAR分数的优势（实际绩效指标）和潜在局限性（例如指标的可能不足）。

创意/价值

这项研究使用直接评估比较了OG和DL模式的战略管理课程结果，包括模拟学习保证措施，学生特征，顶点课程成绩和学生平均成绩。