- Peer Review: Beginner's Guide to Business Research
Beginner's Guide to Business Research
- Jan 3, 2019 by Business
This is a self-contained & free learning module hosted on Baruch College’s website, providing an introductory course in business research. Learning goals include identification of best resource by subject type, use of Boolean search tools in databases, and methods to verify the validity of information; answering the question “Is this source credible or scholarly?”. The module does a very nice job of introducing learners to the basics of business research, scholarly resource, and efficient use of those resources. The site does this by using an interactive learning experience including voice-over, interactive exercises, simulations, and includes a final quiz with immediate student feedback. The learning experience includes both linear progression of topics and learner-driven inquiry for deeper dives into topics of interest. This tool is highly recommended for introducing business students to scholarly business research. This learning tool includes the use of images and graphics, video, audio, a quiz, interactive database search simulations, a glossary of terms, and a resource for related links. The target population is associate’s or early program bachelor’s level students.
- Type of Material:
- Recommended Uses:
- This resource would make an excellent addition to existing course modules in preparation of performing market research for a class paper or project
- This course could be assigned as homework
- This course might be embedded in an online module in an asynchronous course
- Technical Requirements:
Requires Adobe Flash. Used Chrome, Safari,
- Identify Major Learning Goals:
•Students will acquire the basic knowledge required to perform business research including identification of resources, efficient resource selection, use of Boolean search terms in a library database, and evaluation of source credibility.
Using this site, the following learning goals may be met:
•The student will identify at least two major subscription databases for use in scholarly business research
•The student will differentiate between selected databases, indicating the best source for people, financial, and marketing research
•The student will demonstrate capability in performing a basic Boolean search within the identified databases
•The student will identify at least one credible source for market influence-related research
•The student will differentiate between a market report, 10K, and annual report in as it relates to both content and credibility
- Target Student Population:
- The target population is business program Associates or early/returning Bachelors students.
- This material applies to both business and marketing content areas.
- Prerequisite Knowledge or Skills:
•There are no pre-requisites required to acquire knowledge from this course
•The content is valid, accurate and reliable.
•The content reflects the process by which both students and business professionals conduct business and marketing research.
•This information is helpful and relevant to learners at various stages in their learning path- from freshmen to returning baccalaureate students.
•The quality of this content is very high and offers different learning opportunities for all types of learners and learning styles
•This learning tool can be embedded or incorporated into existing curriculum for both in-class and asynchronous learning.
•The material is flexible and offers students opportunities for deeper dives into areas of interest
•Despite the age of the information used in the case studies, the value of the learning opportunity remains stable. This material will remain relevant far into the future
•The material is supported by a quiz that appears to measure deeper learning and abstract application of the concepts in the course
•The content includes information that can be difficult to teach as spoken word- in this tool students see the impact of making both correct and incorrect research decisions
•The material is dated, and although this does not impact the learning opportunity, learners may psychologically assign less value to the lessons due to the obvious age of the content.
•While the material discusses content validity of the information found via database and internet searches, it lacks the depth necessary to fully teach students to evaluate reliability and accuracy of research information.
•The content that teaching library database searches uses screens and interactive simulations that are specific to Baruch College. Students from other colleges may have a different graphical user interface (GUI), and may follow a similar but not exact path to searching within their library database
Potential Effectiveness as a Teaching Tool
•This material can be used for both associates level and possibly baccalaureate students- especially those returning after a break from college.
•This resource does an excellent job of describing common pitfalls in student research and provide concise, easy-to-understand approaches for best practices in online and database research
•The resource uses content-rich and engaging methods of demonstrating best practices and allowing the student to experience the pitfalls of incorrect or unreliable research methods
•The students will be able to conduct basic business and marketing research by identifying reliable sources both via a library database and using select internet sources
•The concepts are presented with clarity and focus
•This material is superior to descriptive in-person models as it allows experimentation and student testing of the concepts
•This module is very engaging and uses audio, video, images, text and interactivity to engage learners.
•Examples of the content are accurate, vivid and memorable
•Concepts are underpinned by using case data
•This resource does not identify the learning objectives at the outset. While I believe this would be invaluable for educators who are evaluating the resource, I personally believe that the objectives are actually integrated into the lessons and become apparent as each area or objective is discussed in content.
•I believe this resource would best serve students if offered in segments or modules. There’s a great deal of content in this resource and students may fatigue and miss opportunities to click the additional links and resources provided, thus decreasing the overall value of the learning experience.
Ease of Use for Both Students and Faculty
•This resource is very easy to use, is intuitive in design and provides clear direction to the learners.
•There are no instances of programs hanging or broken links, and the path from module to module is very clear- as well as offering learners choices in order and depth of content learning.
•The information is presented in numerous ways that should be familiar to even the newest students and is very attractive in flow and content.
•All jargon is defined at the outset of the course
- Making a clear delineation between modules, or stopping for a quiz or other exercise would be helpful to students.
- A great deal of content is presented in a short amount of time and user fatigue may impact overall learning