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Pedagogy and Professional Development

Enhancing The Asynchronous Learning Experience Using Campus Store Data and Peer-to-Peer Connections

Authors
  • Blake Mudd (University of Houston)
  • Barbara Stewart (University of Houston)

Abstract

Students enrolled in online asynchronous courses do not typically experience the same social and emotional benefits as students who attend in a campus classroom (Lin & Gao, 2020). Challenges include a lack of peer interactions, networking opportunities, peer-to-peer support, and a general sense of belonging to campus (Öztürk, 2021). Still, many post-pandemic students remain reticent to return to on-campus classes (Horváth et al., 2022). Three faculty members at a four-year university in an undergraduate retailing program partnered with their on-campus bookstore to foster student connections and revised two existing asynchronous courses, creating team assignments using real-time bookstore sales data. In the freshman-level course, the teams analyzed the data in preparation to develop a sales strategy to sell the products in the junior-level sales course. Student participants attained relevant experience partnering remotely with fellow students. Students also gained ‘real-world’ perspectives on obtaining and interpreting data, which will influence their sales focus.

Keywords: pedagogy, undergraduate, retailing, data analytics, consumer, sales, teaching, data, belonging, asynchronous, teamwork

How to Cite:

Mudd, B. & Stewart, B., (2025) “Enhancing The Asynchronous Learning Experience Using Campus Store Data and Peer-to-Peer Connections”, International Textile and Apparel Association Annual Conference Proceedings 81(1). doi: https://doi.org/10.31274/itaa.18874

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Published on
2025-01-18

Peer Reviewed