This study investigates whether the processes associated with the
use of business simulations can be structured to improve transfer
of learning from the classroom environment to the workplace.The answer
to this question is explored by investigating teaching methods used
to introduce the simulation, the amount of time students spend on
decisions, team decision-making characteristics, and student performance
levels in the course. The results indicate that students have higher
perceived transfer of learning when they learn the simulation by
reading the student manual and from peers rather than from the instructor
or from hands-on experience. Also, the results indicate that perceptions
of time spent on strategic decisions, financial decisions, and student
expectations of their final grade were related to perceived transfer
of learning.
%0 Journal Article
%1 Mayer:2011:sg
%A Mayer, Brad W.
%A Dale, Kathleen M.
%A Fraccastoro, Katherine A.
%A Moss, Gisele
%D 2011
%J Simulation & Gaming
%K imported thesis
%N 1
%P 64--84
%R 10.1177/1046878110376795
%T Improving Transfer of Learning: Relationship to Methods of Using
Business Simulation
%V 42
%X This study investigates whether the processes associated with the
use of business simulations can be structured to improve transfer
of learning from the classroom environment to the workplace.The answer
to this question is explored by investigating teaching methods used
to introduce the simulation, the amount of time students spend on
decisions, team decision-making characteristics, and student performance
levels in the course. The results indicate that students have higher
perceived transfer of learning when they learn the simulation by
reading the student manual and from peers rather than from the instructor
or from hands-on experience. Also, the results indicate that perceptions
of time spent on strategic decisions, financial decisions, and student
expectations of their final grade were related to perceived transfer
of learning.
@article{Mayer:2011:sg,
abstract = {This study investigates whether the processes associated with the
use of business simulations can be structured to improve transfer
of learning from the classroom environment to the workplace.The answer
to this question is explored by investigating teaching methods used
to introduce the simulation, the amount of time students spend on
decisions, team decision-making characteristics, and student performance
levels in the course. The results indicate that students have higher
perceived transfer of learning when they learn the simulation by
reading the student manual and from peers rather than from the instructor
or from hands-on experience. Also, the results indicate that perceptions
of time spent on strategic decisions, financial decisions, and student
expectations of their final grade were related to perceived transfer
of learning.},
added-at = {2017-03-16T11:50:55.000+0100},
author = {Mayer, Brad W. and Dale, Kathleen M. and Fraccastoro, Katherine A. and Moss, Gisele},
biburl = {https://www.bibsonomy.org/bibtex/2b39ec818f25630edc6f6195e5c41bee3/krevelen},
doi = {10.1177/1046878110376795},
interhash = {77ac11091eb15803d7ef0e1c23f4a0e7},
intrahash = {b39ec818f25630edc6f6195e5c41bee3},
journal = {Simulation \& Gaming},
keywords = {imported thesis},
month = feb,
number = 1,
owner = {Rick},
pages = {64--84},
timestamp = {2017-03-16T11:54:14.000+0100},
title = {Improving Transfer of Learning: Relationship to Methods of Using
Business Simulation},
volume = 42,
year = 2011
}