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Faculty Perceptions on Applying Multiple Intelligence in Online Marketing Classrooms: Preliminary Exploratory Study
Dr. Paula J. Zobisch and Dr. Andree C. Swanson Forbes School of Business at Ashford University
Copyright © ZSRS 2014
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The thought process…
All Classes
Business Courses
Marketing
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Background
• Many adults are ill prepared to
live, work, and function
effectively in our fast-paced
and highly technical society
(Vaske, 2001).
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Background
Gardner (1983, 1993) identified eight intelligences and stated the
intelligences are more a potential for solving problems than a
measurement of a single IQ score.
Gardner’s theory of multiple intelligences along with the learning
styles for problem solving and decision making can enhance student
comprehension of critical thinking skills.
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Background
Because a 2013 study revealed 93% of employers indicated critical thinking
was a skill valued above all other academic achievements, it is more
important than ever for students to learn to think critically (“It Takes More
than a Major,” 2013).
By applying different intelligences, critical thinking skills can be taught in
such a manner to increase student comprehension and success.
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Purpose
The purpose of this study was to identify the expert opinions of
online marketing faculty regarding whether or not to include Howard
Gardner’s theory of multiple intelligences in the online marketing
classroom.
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Exploratory Research
• Including Gardner’s multiple intelligences would engage students in
critical thinking, thus improving learning.
• The study sought the opinions of expert online faculty using social
media (Linkedin and Facebook) and the Marketing Educator’s
Association (MEA) membership directory.
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Significance of the Study
• The significance of this study is that faculty want to ensure learning
occurs in the online marketing classroom.
• The researchers explored the findings to determine whether or not
this is a viable research topic.
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Research Design
• The research design for this study was the exploratory design.
• Iacobucci and Churchill (2010) stated exploratory research has an
objective of gaining insights and generating ideas.
• The research instrument used in this study was a survey with multiple
choice and open-ended questions.
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Research Design
• Participants were asked if they were familiar with Gardner’s (1983, 1993)
theory and, if so, what specific techniques were used in their classrooms.
• Participants were asked to share their techniques within the open-ended
questions.
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Faculty Perceptions on Applying Multiple Intelligence in Online Marketing Classrooms
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• Date Created: Monday, July 21, 2014
59 • Total Responses
• Sample from MEA membership
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Q1: I understand the above information and voluntarily consent to participate in the research.
• Answered: 59 Skipped: 0
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Q3: Are you an online marketing instructor?
• Answered: 59 Skipped: 0
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Q4: How many years have you been teaching marketing online?
• Answered: 59 Skipped: 0
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Q5: Are you a full-time instructor?
• Answered: 59 Skipped: 0
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Q7: Gender
• Answered: 59 Skipped: 0
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Q8: I understand Gardner’s description of multiple intelligences.
• Answered: 59 Skipped: 0
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Q9: The inclusion of Gardner’s multiple intelligences in online marketing courses will be beneficial.
• Answered: 59 Skipped: 0
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Q10: I would like to include some or all of Gardner’s multiple intelligences into online marketing courses.
• Answered: 59 Skipped: 0
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Q11: I currently use Gardner’s multiple intelligences in online marketing courses.
• Answered: 59 Skipped: 0
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Q12: Would you be interested in participating in future studies on this topic?
• Answered: 59 Skipped: 0
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Q13: Would you like to receive the results from this study?
• Answered: 59 Skipped: 0
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What’s next?
• Design a research instrument
• Include all 8 multiple intelligences?
• Include only intra- and inter-personal intelligences?
• How to measure?
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References
• Gardner, H. (1983, 1993). Frames of mind: The theory of multiple intelligences. New York City, NY: Basic Books, a Member of the Perseus Books Group.
• Iacobucci, D., & Churchill, Jr., G. A. (2010). Marketing research. Mason, OH: South-Western Cengage Learning.
• It takes more than a major: Employer priorities for college learning and student success. (2013). Retrieved from www.aacu.org/leap/presidentialtrust/compact/2013_EmployerSurvey.cfm
• Vaske, J. M. (2001). Critical thinking in adult education: An elusive quest for a definition of the field. Unpublished doctoral dissertation, Drake University, Des Moines, IA.
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Biographies Dr. Paula Zobisch and Dr. Andree Swanson Forbes School of Business at Ashford University
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Dr. Paula Zobisch
• Assistant Professor, Forbes College of Business at Ashford University
• Ph.D. Adult Education, Capella University;
– MBA emphasis in Marketing, University of Central Oklahoma
• Director of Marketing and Major Accounts Sales Manager, 3M
Distributor, Oklahoma City, Oklahoma 1989 – 2007
Copyright 2014, Dr. Paula Zobisch
Copyright © ZSRS 2014
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Dr. Andree Swanson
• Assistant Professor, Forbes College of Business at Ashford University
• Ed.D. Educational Leadership, University of Phoenix
– MA, Organizational Management, University of Phoenix
– MHR, Human Relations, University of Oklahoma
• Worked as a Dean of General Education, National Training Manager, and the
US government (DoD, USAF, & USA), corporations, and higher education.
Copyright 2014, Dr. Andree Swanson
Copyright © ZSRS 2014