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首页> 外文期刊>Decision Sciences Journal of Innovative Education >Collaborative Learning Using a Project across Multiple Business Courses: A Cognitive Load and Knowledge Convergence Approach
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Collaborative Learning Using a Project across Multiple Business Courses: A Cognitive Load and Knowledge Convergence Approach

机译：使用跨多个业务课程的项目进行协作学习：认知负荷和知识融合方法

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Four business professors at a state university in the Midwestern United States launched a collaborative learning project grounded in cognitive learning theory and knowledge convergence theory with the objective of assessing student learning gains in cross-functional knowledge (CFK), course-related knowledge (CRK), and overall satisfaction with this teaching approach. The project involved the start-up and operation of an entrepreneurial campus lunch delivery service from local restaurants to university faculty, students, and staff.A total of 46 students participated in the project, and comprised seven groups across four business courses: Strategy, Project Management, Marketing Promotion, and Marketing Research. A survey instrument was developed comprising 21 items. Survey results indicated significant increases in cross-functional and course-related knowledge, and in student involvement and teamwork when using this cross-functional, multicourse approach to an entrepreneurial endeavor.
机译：美国中西部一所州立大学的四位商业教授发起了一项基于认知学习理论和知识融合理论的合作学习项目，旨在评估学生在跨功能知识（CFK），课程相关知识（CRK）中的学习成果，并且对此教学方法总体满意。该项目涉及从本地餐馆到大学教职员工，学生和员工的企业校园午餐送餐服务的启动和运营。共有46名学生参加了该项目，由七个小组组成，涵盖四个商务课程：策略，项目管理，市场推广和市场研究。开发了包括21个项目的调查工具。调查结果表明，使用这种跨职能，多课程的方法进行创业时，跨职能和与课程相关的知识以及学生的参与和团队合作显着增加。

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