Using Vlogs and Blogs in Graduate International Business Case Studies to Impact Learning Outcomes – A Four-Year Empirical Comparison Study

ABSTRACT

This study explores the learning impact of introducing vlogs and blogs to graduate international business case studies. Data were collected over a four-year period from graduate business programs to compare assignment performances from students when case studies were presented with versus without the inclusion of vlogs and blogs. A rubric measuring six criteria was used to evaluate case study submissions and identify areas drawing upon specific learning skills. A crosswalk between the rubric and Bloom’s taxonomy of cognitive levels linked student performance and these skills. Group comparisons of the 535 observations showed the inclusion of vlogs and blogs led to statistically significant improvement in students’ learning outcomes in overall scores, failing rates, and high-score achievements. A performance examination of th3e international business case studies against the six specific grading criteria also showed marked advances in students’ higher-level thinking skills of analysis, evaluation, and synthesis or creation, which have been linked to developing cross-cultural awareness. The study indicates that instructors should thoughtfully curate sets of vlogs and blogs pertaining to products, services, values, cultures, and economic systems from multiple diverse origins to use in administering international business case studies used in their course curricula.

KEYWORDS:

• Case study
• learning outcome
• vlog
• blog
• taxonomy of learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to the confidential restrictions and the academic privacy of research participants https://sunypoly.edu/faculty-and-staff/robert-yeh.html.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Robert Yeh

Dr. Robert Yeh is an Associate Professor of Business Management at State University of New York – Polytechnic Institute. He received his doctoral degree from Krannert School of Management at Purdue University and his master’s degree from Whitman School of Management at Syracuse University. In addition to his productive research publications. Dr. Yeh also has extensive university administrative experience in serving as Assistant Provost, Interim College Dean, and Department Chair.

Laurence Zoeckler

Dr. Laurence Zoeckler is a Professor of Education at Utica University. He received his Ph. D. in Curriculum and Instruction from Indiana University Bloomington, an MA in English Literature from Syracuse University, an MA in Dogmatic Theology from St. Joseph’s Seminary in Yonkers, NY, and a BA from Hamilton College in Clinton, NY. He has served as the President of Utica University’s chapter of the American Association of University Professors (AAUP) and is currently chair of the Educator Preparation Programs at Utica University.