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Evaluating the role of simulation-based experiential learning in improving satisfaction of finance students

Evaluating the role of simulation-based experiential learning in improving satisfaction of finance students
Evaluating the role of simulation-based experiential learning in improving satisfaction of finance students

This study evaluates the impact of implementing a simulation-based experiential learning method on student satisfaction. We develop a simulation-based experiential learning activity and use it in teaching a postgraduate finance course to engage students in the learning process and enable them to develop deeper understanding of the finance theories, models and concepts covered in the course. We then use a survey to collect data from students and use a Structural Equations Modelling technique to test our research hypotheses. Our results show that the simulation-based experiential learning activity can provide students with a hands-on experience of the real-world practice of finance. This helps students to engage in the learning process and become active learners who utilize deep learning strategies. Consequently, learners become more satisfied with their learning experience.

Experiential learning theory, Financial education, Simulations, Student approaches to learning, Student satisfaction
1472-8117
Bakoush, Mohamed
09d43d33-abd2-4db0-a26a-2f5831ea0a01
Bakoush, Mohamed
09d43d33-abd2-4db0-a26a-2f5831ea0a01

Bakoush, Mohamed (2022) Evaluating the role of simulation-based experiential learning in improving satisfaction of finance students. International Journal of Management Education, 20 (3), [100690]. (doi:10.1016/j.ijme.2022.100690).

Record type: Article

Abstract

This study evaluates the impact of implementing a simulation-based experiential learning method on student satisfaction. We develop a simulation-based experiential learning activity and use it in teaching a postgraduate finance course to engage students in the learning process and enable them to develop deeper understanding of the finance theories, models and concepts covered in the course. We then use a survey to collect data from students and use a Structural Equations Modelling technique to test our research hypotheses. Our results show that the simulation-based experiential learning activity can provide students with a hands-on experience of the real-world practice of finance. This helps students to engage in the learning process and become active learners who utilize deep learning strategies. Consequently, learners become more satisfied with their learning experience.

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Accepted/In Press date: 6 July 2022
e-pub ahead of print date: 14 August 2022
Published date: 1 November 2022
Additional Information: Funding Information: Student's Satisfaction Scale. The fourth section of our questionnaire aimed to measure student's satisfaction. To this end, we utilize the UK's National Student Survey (NSS) (Office for Students, 2021). The NSS is designed to collect feedback from final-year university students to measure their satisfaction with their courses of study (Cheng & Marsh, 2010). We use a modified version of the Core NSS consisting of 20 items which cover the teaching and learning (8 items), feedback and support (4 items), organisation and management (3 items), and overall satisfaction (5 items). Publisher Copyright: © 2022 Elsevier Ltd
Keywords: Experiential learning theory, Financial education, Simulations, Student approaches to learning, Student satisfaction

Identifiers

Local EPrints ID: 470393
URI: http://eprints.soton.ac.uk/id/eprint/470393
ISSN: 1472-8117
PURE UUID: 9716c67f-0807-4965-87c8-b4ac45a44994
ORCID for Mohamed Bakoush: ORCID iD orcid.org/0000-0001-9624-9828

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Date deposited: 07 Oct 2022 16:50
Last modified: 07 Feb 2023 03:10

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