Evaluating Programs Designed to Teach International Content and Negotiation Skills

Dados Bibliográficos

ID12618656
AutoresTorney-Purta Torney-Purta (1Department of Human Development, University of Maryland, College Park, MD 20742, USA, autor correspondente)
Ano1998
Volume3
Fascículo1
Páginas77-97
Data de publicação1998-01-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoInternational Negotiation (JOURNAL)
Identificadores do periódicoISSN: 1382-340X • E-ISSN: 1571-8069
EditoraBrill (PUBLISHER • NL)
DOI10.1163/15718069820848111
OpenAlexW2000219040
IdiomaEN
Citações recebidas11

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