Efficacy and research

The Power of MindTap for Corporate Finance

At the 2013 Financial Management Association (FMA) annual meeting in Chicago, Illinois, Cengage Learning researchers discovered that Corporate Finance instructors listed three areas that are often major roadblocks to students’ successful learning, and demonstrated how MindTap addresses each.

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Understanding the Needs of Community College Administrators at AACC

In order to better understand the challenges facing community college administrators, Cengage Learning’s Market Research team conducted research at the 2014 American Association of Community Colleges (AACC) conference in Washington, DC. Specifically, the Market Research team wanted to understand how publishers and learning solutions providers can address challenges facing community colleges. A total of 32 AACC attendees were interviewed for the study.
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CAMEX Attendees Share the Keys to a Successful Partnership

Cengage Learning’s Market Research team attended the 2014 Campus Market Expo (CAMEX) in Dallas, Texas to discover what level of awareness college store managers have of the all-inclusive model (also called academic content licensing or course fee model), how many of them have implemented an all-inclusive model and what they need
from publishers in order to make an all-inclusive model successful.
 
The Market Research team interviewed 40 college store managers who attended CAMEX and gained insights regarding their attitudes toward an all-inclusive model and what aspects of an all-inclusive model most appeal to them.

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Digital Solutions within Business Law Courses

To gain an understanding as to how digital tools can improve outcomes in real classroom settings, Project Tomorrow collaborated with Cengage Learning to evaluate the efficacy of the use of a digital homework support tool in business law courses during the spring semester of 2014.
 
The study examined specifically use of the CengageNow (CNOW) product as a proxy for this category of digital homework support tools. The mixed methods study included the participation of 29 college instructors and over 800 of their students from a geographically and demographically diverse set of two-year and four-year institutions. Sixteen instructors used only their Cengage Learning textbook and thirteen instructors used both the textbook and the digital homework support tool, thus creating an opportunity within this study to not only evaluate the efficacy of digital solutions on student engagement and learning, but also the differences in student achievement and instructor productivity afforded by the inclusion of the digital tool.

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Assessing Student Engagement and Instructor Support in Criminal Justice

Cengage Learning wanted to better understand what Criminal Justice instructors need from their course content as well as what their biggest challenges are. Our Market Research team attended the 2014 Academy of Criminal Justice Sciences (ACJS) convention in Philadelphia, PA and interviewed 32 Criminal Justice instructors about how they are using course materials and what their challenges are.

 

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Tips for Writing Learning Outcomes for Your Course

You’ve considered the skills and concepts that students need to learn as a result of taking your course. Now it’s time to put pencil to paper (or finger to keyboard) and write the learning outcomes that represent the goals and objectives you have for your class.

If you find yourself looking at a blank screen or sheet of paper, you may want some suggestions to jump-start the process. Read More…


Creating Learning Objectives that Fit Your Course

When creating learning objectives for a course, instructors have a lot of options to consider. In response to a recent survey by Cengage Learning, instructors revealed that they tend to track multiple learning outcomes. The following graph shows eleven themes instructors use in the process of creating learning objectives specifically suited for their courses.

Instructors' primary learning outcome themes

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Why Instructors Adopt Learning Outcomes

Instructors may experience varying levels of responsibility when it comes time to adopt learning outcomes. In some instances, school administrators, department heads, or other organizations may provide instructors with a list of established standard learning outcomes that relate to the courses they teach. In other instances, instructors must determine and define the learning outcomes for their courses.

In response to a recent survey by Cengage Learning, instructors were asked to select all of the influences on learning objective creation at their institution.

Instructors' top determinants of learning objectives

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Who’s Using Learning Objectives? And How?

Are you using learning objectives to measure student achievement and success in your course?

Chances are, you do: In response to a recent survey by Cengage Learning, 96% of instructors are using learning objectives to define and measure the knowledge and skills that students should have as a result of participating in and completing their courses. This indicates that most institutions, and many instructors, value these measures of student learning as indicators of student achievement. And indeed, many institutions require instructors to report on learning outcome mastery at the end of each course, making accurate analysis of the utmost importance. Read More…


Choosing a Digital Solution that Suits Your Needs

How can you make a positive impact when it comes to choosing digital solutions that best suit the needs of you and your students? The process for selecting course materials for the classroom varies widely by institution. In Cengage Learning’s recent “Digital in the Classroom” study surveying over 1,000 college students and faculty of all different institution types, we discovered that 33% of instructors are free to choose their own materials. Another 42% are on committees tasked with choosing what to adopt, and 15% choose materials for the entire department.

Instructors' top methods for selecting course methods Read More…