Article Journal of Education and Educational Developement Testing ERE Cycle in Teaching Business Communication Courses: Experiential Learning Strategies (original) (raw)
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Testing ERE Cycle in Teaching Business Communication Courses: Experiential Learning Strategies
Journal of Education and Educational Development, 2019
Effective Communication Skills demonstrate the capacity and efficacy of any business graduate. These skills allow the business students to express and utilize their knowledge to benefit any organization. However, the business industry have continuously raised their concerns on the lack of effective oral and written communication skills to serve the requirements of rapidly growing communication within and outside organizations. Among many factors, teaching methods, at higher education, have been identified that did not allow developing working skills to their full effects. Therefore, many methods have been developed and tested around the world to increase the necessary skills among business students. Scholars and researchers have tried to explore and test Experiential Learning (EL) techniques in teaching different courses of business administration programs. In the past few decades EL techniques have frequently been used in business pedagogies. EL theory presents a playfield where learners can learn the best by doing (Kolb, 1984). The traditional teaching pedagogies have proved insufficient to cater the needs of the learners and corporate world. Although business education around the world has already inculcated EL strategies into its system; however, in Pakistan EL theory is at its initial stage and the trainers and teachers are striving to find out appropriate tools and strategies to effectively utilize the theory. In this regard, the researcher developed an ERE cycle which was based on Kolb’s (1984) EL theory and tested its impact on the grades of the students oral and written communication skills. The study was conducted using one sample t-test in the paradigm of quantitative research. Three classes of BBA and MBA were selected for this study who were studying Oral and written communication courses. This research compared mean scores of these three classes with the population mean of the last three years. The results showed a significant positive difference between the sample mean scores and population mean. The study proved that EL based ERE cycle could prove very effective in enhancement of the skills of business communication students that was reflected in their performance in exams. The study would provide communication faculty, trainers and institutes to explore and utilize the effectiveness of ERE cycle and perform further researches to extend the utilities of EL based teaching methods.
Article Journal of Education and Educational Development Comparing Traditional Teaching Method and Experiential Teaching Method using Experimental Research, 2018
The modern time is shaping a world of opportunities that has glorified the role and functions of multinational organizations across the globe. An individual has become a global citizen, who explores employment opportunities in different countries of the world. This has signified the importance of interpersonal skills that allow individuals to connect with people from different cultures. As a result, the role of business communication instructors has become vital because they impart the skills of communication among their students. For this, instructors' sensitivity towards the teaching methods used in classrooms are of prime significance. These methods determine the interest level and motivation of students towards learning and acquisition of communication skills. Therefore, this study aims to compare experiential learning method and traditional learning method to explore which method inculcates and improves the communication skills of business administration students of a private sector university. The study was conducted in a quantitative paradigm using an experimental research design. The sample size comprised 60 BBA students from two different sections of business communication courses. The data were collected using a pretest and posttest. For the pretest, communication skills were imparted to both the groups using the traditional teaching method that heavily employed lecturing. For the posttest, the controlled group was taught using the same traditional teaching method while the treatment group was taught using the experiential learning method.
Effect of Teaching Methodologies for Business Communication at BBA Level in a Pakistani Classroom
To make students proficient in Business Communication it is a important to adopt appropriate teaching methodology that can not only equip them with all the concepts of modern communication being used in corporate sector but also provide them a practical environment so that they can get hold of practical knowledge of the contents. Problem that arises is that all good and significant books available and used to teach Business Communication in Pakistan are written by foreign authors especially American authors where only American examples are discussed. Therefore teachers are unable to teach the course as per requirement. As long as contextualized text is not available the only way to make Business Communication course effective is to adopt appropriate teaching methodology in the context of Pakistani students.This study refers to the basic issues related to the teaching of Business Communication at BBA level in a Pakistani class room and explores the teaching methodologies that can be used for teaching Business Communication. Experimental Research Method has been adopted and two teaching methodologies have been applied on two groups of students and their results compared to find out the effectiveness of these teaching methods. These two methods are: Lecture Method and Simulation Method. The research has been conducted via mixed approach that is both qualitative and quantitative. Two groups with equal number of students have been taught the same contents with two different methods for one month and their test results have been analysed in the end to find out the effectiveness of the methods used.
Business discourse views language as contextually situated social action constructed by its social actors and aims to understand how people communicate strategically in an organizational context. This paper presents insights and experiences of teaching Business English Communication to undergraduates in a well-known University College in Malaysia. It aims to share scholarly views, effective strategies and practical methods that can be incorporated in any Business English Communication classroom. In this paper, the methodology of teaching ESP for business is reviewed with special emphasis on the usage of authentic materials, Information and Communication Technology (ICT) tools for teaching and learning, and continuous assessment. The learners need to get involved in learning activities in the classroom in order to enhance their abilities to communicate effectively in the business world.
Effective Teaching Strategies for Learners of Business Communication
Business discourse views language as contextually situated social action constructed by its social actors and aims to understand how people communicate strategically in an organizational context. This paper presents insights and experiences of teaching Business English Communication to undergraduates in a well-known University College in Malaysia. It aims to share scholarly views, effective strategies and practical methods that can be incorporated in any Business English Communication classroom. In this paper, the methodology of teaching ESP for business is reviewed with special emphasis on the usage of authentic materials, Information and Communication Technology (ICT) tools for teaching and learning, and continuous assessment. The learners need to get involved in learning activities in the classroom in order to enhance their abilities to communicate effectively in the business world. Dilani Sampath: dgp3@waikato.ac.nz
Business Communication Research and Practice, 2019
Are business schools adequately preparing graduates to be ready for the interactions that they will face in the professional world? Some studies and research have found that they are not and that graduates lack in these communication skills. For instructors who teach business classes in higher education, this becomes a challenge if the state quo class style is based on the lecture and exam model of learning. However, there are other methods of instruction that can be easily used instead of or as a supplement to current course designs. These alternatives not only assist in aiding learners with higher scores but are a safe way to practice communicating professionally by using critical and reflective thinking while still in school and receiving feedback on it, i.e., before it can negatively affect a company’s bottom line. This communication paper is a statement about the need for research and learner-based approaches to higher education course building. It also briefly outlines the technique called “jigsaw” as one technique to illustrate a way to implement active and research-based classroom goals.
Elementary Education Online, 2021
Numerous studies have revealed the concerns over scarcity of effective communication skills among fresh graduates. A serious discussion is around to device the analysis of ERE cycle involving business students at higher education. After treatment of one semester, the reflections and focus group interviews were conducted strategies to improve necessary skills among the students rather producing a high number of graduates. Experiential Learning is one of those effective and established strategy that is helping academia in enhancing life skills in the students. In the local context, an ERE cycle was developed which was based on experiential learning models and strategies to cater the needs of the students at higher education. This study was aimed to extract the qualitative to seek the impact of ERE cycle. The participants provided an insight how they experienced a uniformed model of experiential learning and how effective this could prove in teaching at higher education. Generally, they recorded positive views in favor of ERE cycle and endorsed using this model which helped them in improving the required skills in the courses they were taught. The study strongly recommends this model to be utilized as an andragogy and further researches should be conducted to modify and improve this method in the local context of Pakistan.
Business Communication Research and Practice
Objectives: The concept of communication is inherently broad, so the content of a course usually depends on the instructor, leading to a variety of syllabuses with a shared name. The present research was conducted to understand the current state of business communication courses in Korea and provide a fundamental basis for curriculum development. Methods: The top 30 universities in the 2017 Business School Assessment by the Korea Economic Daily were accessed through websites. Department curriculum and course syllabuses were collected and analyzed and compared with those of 2011 and 2014 and with those from the top 30 American universities. Results: Three types of business communication courses were identified, and the distribution of courses showed relatively balanced weights of the three types (46%, 24%, and 30%), which did not significantly change between 2011 and 2017. However, a gradual growth of business major proportions was noticed from 2011 (77%) to 2014 (92%). There were also significant differences between Korea and the U.S.: There was a higher proportion of elective courses (84%) in Korea, whereas most of the courses were business in practice-oriented type (70%) and required courses (63%) in the U.S. Conclusions: More emphasis on business communication in business schools is needed with lower technical skills and higher required courses in Korea. A suggested framework of the House of Quality model will be useful for curriculum development considering multifaceted stakeholder needs in a rather scientific way to improve the education, research, and practice of business communication.
Business Communication Course/s Taught at B-Schools Teachers' Perspective
The basic aim of the course/s taught in B-Schools in the realm of Business Communication (BC) is to introduce the students to the basics of business communication concepts, insights, techniques and strategies. The focus throughout is mainly on creating awareness among the students on various 'receptive' as well as 'expressive' communication skills with a view to help them understand where they stand in their (and how best they can hone) reading, writing, speaking, listening, teamwork and interpersonal communication skills. The students understand the communication process and are able to increase their awareness of the function and value of communication. They prefer wining presentations and deliver effective documents. The courses are also aimed at providing them an opportunity to identify their own strength and growth areas. However, in all academic exercises, an assessment of the effectiveness of the course, as to what extent the goals of the course have been achi...
Role of Interpersonal Communication in the enhancement of business communication skills, 2017
Business, IT and many other professional qualifications demand a blend of several competencies mainly categorized into human resource management, marketing, accounting and communication studies as per their specialization. The present study explores that contemporary academic-professional context requires repertoire of creative, critical and analytic interpersonal communication skills on the part of teachers and graduates to meet the target needs. Business Communication is one of the most significant subjects, taught for the enhancement of interpersonal and persuasive skills of students at university level. The purpose of this study was to find out the most significantly working interpersonal persuasive skills from the teachers' perspective at tertiary level. For the present quantitative study, 50 Business communication teachers working in different universities of Islamabad and Rawalpindi were selected as participants.The study has found that interpersonal persuasive skills are needed and to be used for the multifarious growth in learners. It is also found that the teachers do need to employ these needs to contribute positively in their pedagogical and research practices. The article provides a brief overview of communication repertoire with interpersonal communication perspective. The findings of this study can be used to enhance creativity in pedagogy and educational research in general, and particularly, in the development of effective interpersonal persuasive skills in learners.