Using the WebCT NAFTA Program to Promote Analytical Thinking and Global Awareness Competencies Through a Team Approach

Abstract

Recent focus on educational accountability has led to emphasis on innovative and effective pedagogy to achieve competencies. Effective pedagogy supports various learning styles and higher order thinking. The WebCT-based lesson implemented in this study served to: 1) assess achievement of two competencies (analytical thinking, global awareness) essential for the global industry, 2) support field independent/dependent learning styles, and 3) promote development of higher order cognitive skills. Students responded to WebCT case questions addressing outsourcing decisions. The lesson supported achievement of the two competencies as indicated by self-assessment and instructor-scored essays. The Group Embedded Figures Test categorized students' learning styles as field independent/dependent. There was instructional support for students regardless of different learning styles. Essays provided evidence that students engaged in higher order thinking. WebCT-based instruction can be effective for achieving analytical and global competencies, accommodating different learning styles, and promoting higher order thinking when solving complex global apparel economic topics.

Keywords

Analytical Thinking Case Studies Competencies Global Awareness Pedagogy WebCT

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