This study considers web-based expert commentary as a mechanism for college student learning about financial markets. Social cognitive theory suggests that students may team vicariously by observing the thought processes expressed in the writings of well chosen web-based role models and adopting similar patterns of thought over time. An exploratory study using undergraduate business school students investigated the change in measures of financial market awareness after exposure to web-based commentary. Significant learning effects were evident, particularly when exposure was augmented by structure that guided the learning experience. Although more research is required, these findings suggest the utility of web-based expert commentary for learning vicariously at the collegiate level.
"OUTSIDE THE LINES: EXPLORING STUDENT USE OF WEB-BASED VICARIOUS LEARNING ABOUT FINANCIAL MARKETS,"
Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012): Vol. 2
, Article 12.
Available at: http://scholars.fhsu.edu/jbl/vol2/iss2/12