Outside The Lines: Exploring Student Use of Web-Based Vicarious Learning About Financial Markets

Authors

Matthew Ford, Northern Kentucky University

Abstract

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.

Volume

2

Issue

2

First Page

325

Last Page

333

DOI

10.58809/OIAH8066

Comments

For questions contact ScholarsRepository@fhsu.edu

Rights

© Fort Hays State University

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Recommended Citation

Ford, Matthew (2006) "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: No. 2, Article 12.
DOI: 10.58809/OIAH8066
Available at: https://scholars.fhsu.edu/jbl/vol2/iss2/12