Advertisement

A Networked Application to Support the Learning of Electronic Marketing Based on e-Learning and a Portfolio of Mediating Tools

Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 206)

Abstract

Transition from traditional teacher-centered models, focusing on curricula description and content plans, to student-centered models, in which learning activities are supported in e-learning platforms, is not an easy task to resolve. This issue is especially important when the knowledge is emergent, i.e. when the activities that this knowledge enables are intensively supported by information and communications technologies, subjected to rapid obsolescence. A method for mapping a course content plan into technological mediating tools that form a portfolio is proposed. A mediating tool is a set of learning activities organized according to a specific structure. The portfolio enables synergetic relations between mediating tools, promoting a good content organization and high-order learning activities. The characteristics of the resulting application are described for a course of electronic marketing, in which a content plan is mapped into a set of mediating tools organized in a portfolio. The application was evaluated with surveys and benchmarked with traditional teaching and other e-learning solutions. Benchmarking positioned our e-learning solution as having the best features in team building, achieving scores similar to traditional teaching.

Keywords

collaborative learning e-learning platform electronic marketing emergent knowledge practice field puzzles simulation 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Law, N., et al.: Methodological approaches to comparing pedagogical innovations using technology. In: The First IEA International Research Conference, Lefkosia, Cyprus (2004)Google Scholar
  2. 2.
    Huk, T., Lipper, T., Steinke, M., Floto, C.: The role of navigation and motivation in e-learning – the crimp-approach within a swedish-german research cooperation. In: Proceedings of the Annual Conference 2002, pp. 364–369 (2002)Google Scholar
  3. 3.
    Bailey, D., Dessouky, M., Rickel, V., Verma, S.: A methodology for developing a web based factory simulator for manufacturing education. Department of Industrial and Systems Engineering. University of Southern California (2000)Google Scholar
  4. 4.
    Gillentine, A., Schulz, J.: Marketing the fantasy football league: Utilization of simulation to enhance sport marketing concepts. Journal of Marketing Education 23(3) (2001)Google Scholar
  5. 5.
    Castleberry, S.B.: Using secondary data in marketing research: A project that melds web and off-web sources. Journal of Marketing Education 23(3), 195–203 (2001)CrossRefGoogle Scholar
  6. 6.
    Oliveira, E.D., Guimarães, I.C.: Employability through competencies and curricular innovation: a Portuguese account. Faculty of Economics and Management, Catholic University of Portugal (2010)Google Scholar
  7. 7.
    Conole, G., Thorpe, M., Weller, M., Wilson, P., Nixon, S., Grace, P.: Capturing practice and scaffolding learning design. The Open University, UK (2007)Google Scholar
  8. 8.
    Alonso, F., Lopez, G., Manrique, D., Vines, J.M.: An instructional model for web-based e-learning education with a blended learning process approach. British Journal of Educational Technology 36(2), 217–235 (2005)CrossRefGoogle Scholar
  9. 9.
    Richards, C.: The design of effective ICT-supported learning activities: Exemplary models, changing requirements, and new possibilities. Language Learning &Technology 9(1), 60–79 (2005), llt.msu.edu/vol9num1/pdf/richards.pdf Google Scholar
  10. 10.
    Conole, G.: Using compendium as a tool to support the design of learning activities. In: Okada, A., Buckingham Shum, S., Sherborne, T. (eds.) Knowledge Cartography: Software Tools and Mapping Techniques, ch. 10. Springer, London (2008b)Google Scholar
  11. 11.
    Derntl, M.: Patterns for person-centered e-learning. PhD thesis, Faculty of Computer Science, University of Vienna, Austria (2005)Google Scholar
  12. 12.
    Leo, D.H., Perez, J.I.A., Dimitriadis, Y.A.: IMS learning design for the formalization of collaborative learning. In: Proceedings IEEE Int. Conference on Advanced Learning Technologies, pp. 350–354 (August 2004)Google Scholar
  13. 13.
    Brown, E., Cristea, A., Stewart, C., Brailsford, T.: Patterns in authoring of adaptive educational hypermedia: A taxonomy of learning styles. Education Technology & Society 8(3), 77–90 (2005)Google Scholar
  14. 14.
    Biggs, J.: Aligning teaching and assessing to course objectives. Paper presented at ICHEd Conference: Teaching and Learning in Higher Education: New Trends and Innovations, April 13-17. University of Aveiro, Portugal (2003)Google Scholar
  15. 15.
    Michalewicz, Z., Michalewicz, M.: Puzzle-based learning. In: Proceedings of the 2007 AaeE Conference, Melbourne. University of Adelaide, Australia (2007)Google Scholar
  16. 16.
    Tan, O.-S.: Problem-based learning approach for simulation and modeling. National Institute of Education. Nanyang Technological University, Singapore (2007)Google Scholar
  17. 17.
    Parsons, D., Haden, P.: Parson’s programming puzzles: A fun and effective learning tool for first programming courses. In: Proceedings of the Eighth Australasian Computing Education Conference (ACE 2006), Hobart, Australia, pp. 157–163 (2006)Google Scholar
  18. 18.
    Hill, J.M., Ray, C.K., Blair, J.R.S., Carver, C.A.: Puzzles and games: addressing different learning styles in teaching operating systems concepts. In: Proceedings of the Technical Symposium on Computer Science Education (SIGCSE 2003), pp. 182–186 (2003)Google Scholar
  19. 19.
    Freitas, S.: Learning in immersive worlds. A review of game-based learning. Joint Information Systems Committee, London (2006)Google Scholar
  20. 20.
    Chandukala, S.R., Kik, J., Otter, T., Rossi, P.E., Allenby, G.M.: Choice models in marketing: Economic assumptions, challenges and trends. Foundations and Trends in Marketing 2(2), 97–184 (2008)CrossRefGoogle Scholar
  21. 21.
    van Heerde, H.J., Neslin, S.A.: Sales promotion models. In: Wierenga, B. (ed.) Handbook of Marketing Decision Models, pp. 107–162. Springer, New York (2008)CrossRefGoogle Scholar
  22. 22.
    Cannon, H.M., Leckenby John, D., Abernethy Avery, M.: Modeling advertising media effectiveness. Developments in Business Simulation & Experiential Exercises 23 (1996)Google Scholar
  23. 23.
    Caeliner, S.: Designing e-learning (2002)Google Scholar
  24. 24.
    Vaz, L., David, N.: A practice field for teaching electronic marketing. In: Proceedings of 4th International Conference on Computer Supported Education, CSEDU 2012 (2012)Google Scholar
  25. 25.
    Vaz, L., David, N.: Mapping content plans into learning activities: Organizing a portfolio of e-learning activities for teaching emergent knowledge. Accepted to IEEE EDUCON 2013 - Global Engineering Education Conference (2013)Google Scholar
  26. 26.
    Smith, S., Swinyard, W.: Advertising models. In: Introduction to Marketing Models, ch. 9, pp. 1–17 (1999)Google Scholar
  27. 27.
    Parente, D.: Advertising campaign strategy – a guide to marketing communication plans. South-Western College Pub., USA (2006)Google Scholar
  28. 28.
    Benthon, S., Webster, R., Gross, A., Pallett, W.: An analysis of IDEA student ratings of instruction in traditional versus online courses, IDEA Center. Technical Report Nº15 (2010)Google Scholar
  29. 29.
    Priluk, R.: Web-assisted courses for business education: An examination of two sections of principles of marketing. Journal of Marketing Education 26, 161 (2004)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2013

Authors and Affiliations

  1. 1.Dinamia-CET/ISCTEISCTE – Lisbon University InstituteLisbonPortugal

Personalised recommendations