Evaluating Programs Designed to Teach International Content and Negotiation Skills

Bibliographic Data

ID12618656
AuthorsTorney-Purta Torney-Purta (1Department of Human Development, University of Maryland, College Park, MD 20742, USA, corresponding author)
Year1998
Volume3
Issue1
Pages77-97
Publication date1998-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Negotiation (JOURNAL)
Journal identifiersISSN: 1382-340X • E-ISSN: 1571-8069
PublisherBrill (PUBLISHER • NL)
DOI10.1163/15718069820848111
OpenAlexW2000219040
LanguageEN
Citations received11

The first purpose of this article is to describe the steps for conducting a simple evaluation (usable in a variety of different types of courses and programs). The second purpose is to report results from an evaluation of the ICONS Computer-Assisted Simulation, designed to teach both international concepts and content (declarative knowledge) and negotiation strategies and skills (procedural knowledge) to university students. Several techniques are described, including rating scales, open-ended questions scored for elaboration, concept maps, and computer-assisted data collection. Two groups of students differing in type of participation were identified in the evaluation of the ICONS simulation. The first (and largest group) became highly involved in the program and valued learning from the innovative technology used; the second (and much smaller group) was less involved and preferred learning from traditional methods such as lectures and reading. Notes about tactics and decisions involved in planning and implementing the evaluation are included

Elaboration · Knowledge management · Mathematics education · Multimedia · Negotiation · Reading (process · Sociology · USable · Variety (cybernetics · Computer Science · Educational Tools and Methods · Innovative Teaching Methodologies in Social Sciences · Psychology · Wikis in Education and Collaboration · Artificial Intelligence