Purpose

The study is exploratory and aims to investigate students’ learning experience in a supply chain management (SCM) course at a university in Bahrain. The selected learning skills were cognitive, affective and interactive, whereas the adopted pedagogical tools were case analysis, evaluative essay and game exercise.

Design/methodology/approach

A questionnaire survey was distributed to undergraduate students enrolled in an SCM course at a university in Bahrain. Descriptive and inferential statistical analysis techniques were used. Inferential analysis tests were principal component analysis, Kruskal–Wallis analysis of variance and Dunn’s post hoc pairwise comparison test.

Findings

Results are inconclusive but revealed significant differences in students’ perceptions of learning skills among the adopted teaching methods. Significant differences in the perceived learning skills were found between the evaluative essay and the case analysis and between the report and the game exercise. The game exercise was the most useful technique in improving students’ interactive, cognitive and affective skills, followed by case analysis and evaluative essay.

Research limitations/implications

As the sample of this study consisted of students enrolled in a particular SCM course at a University in Bahrain, the small sample size may restrict the study’s conclusive findings.

Practical implications

It is recommended to establish an experiential or problem-based learning support unit to assist faculty in the planning, design and development of pedagogical and assessment tools.

Originality/value

The research findings are expected to help design, assess and enhance students’ learning experience in SCM and other business courses that adopt a process-based experiential learning perspective.

中文翻译：

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新兴市场经济体供应链管理课程教学中体验式学习的探索性研究

目的

该研究是探索性的，旨在调查学生在巴林一所大学的供应链管理 (SCM) 课程中的学习经历。选择的学习技能是认知的、情感的和互动的，而采用的教学工具是案例分析、评估论文和游戏练习。

设计/方法/方法

向在巴林一所大学就读 SCM 课程的本科生分发了一份问卷调查。使用了描述性和推论性统计分析技术。推论分析检验是主成分分析、Kruskal-Wallis 方差分析和 Dunn 事后成对比较检验。

发现

结果尚无定论，但揭示了在所采用的教学方法中学生对学习技能的看法存在显着差异。在评估性文章和案例分析之间以及报告和游戏练习之间发现了感知学习技能的显着差异。游戏练习是提高学生互动、认知和情感技能的最有用的技巧，其次是案例分析和评估论文。

研究限制/影响

由于本研究的样本包括在巴林一所大学就读特定 SCM 课程的学生，小样本量可能会限制研究的结论性结果。

实际影响

建议建立一个体验式或基于问题的学习支持单元，以协助教师规划、设计和开发教学和评估工具。

原创性/价值

研究结果有望帮助设计、评估和增强学生在 SCM 和其他采用基于过程的体验式学习视角的商业课程中的学习体验。