Готові списки джерел за темами / Experiential learning

Добірка наукової літератури з теми "Experiential learning"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 11 березня 2023

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Зміст

  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "Experiential learning":

1

Lovemore, Nyatanga. "Experiential taxonomy and experiential learning." Nursing Management 9, no. 8 (September 1, 1989): 24–27. http://dx.doi.org/10.7748/nm.9.8.24.s13.

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2

Green, Barbara. "Experiential learning." Bible and Critical Theory 3, no. 2 (June 2007): 19.1–19.13. http://dx.doi.org/10.2104/bc070019.

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3

Dunn, Doris, and Mark Chaput Saintonge. "Experiential learning." Medical Education 31 (December 1997): 25–28. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02583.x.

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4

Jaison, Bala. "Experiential Learning." Journal of Couples Therapy 2, no. 1-2 (May 14, 1991): 155–63. http://dx.doi.org/10.1300/j036v02n01_11.

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5

Glaze, William H. "Experiential learning." Environmental Science & Technology 33, no. 21 (November 1999): 442A. http://dx.doi.org/10.1021/es9930622.

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6

Watt, Molly. "Experiential learning." ACM SIGCUE Outlook 20, no. 1 (September 1988): 25–31. http://dx.doi.org/10.1145/382236.382855.

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7

Welch, Janet L., Pamela R. Jeffries, Brenda L. Lyon, Donna L. Boland, and Jane H. Backer. "Experiential Learning." Nurse Educator 26, no. 5 (September 2001): 240–43. http://dx.doi.org/10.1097/00006223-200109000-00014.

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8

Williams-Perez, Kendra, and Larry Keig. "Experiential Learning." Nurse Educator 27, no. 4 (July 2002): 165–67. http://dx.doi.org/10.1097/00006223-200207000-00007.

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9

Salimon, Francina. "Experiential Learning." International Journal of Research Publication and Reviews 03, no. 12 (2022): 2363–66. http://dx.doi.org/10.55248/gengpi.2022.31276.

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Анотація:
Some of the most well-known theories include the Experiential Learning theory as per the Kolb's learning cycle. It plays a major role in the development of the modernisation of current education system is transitioning from a traditional to a individual-centered educational process. The goal of this paper is to demonstrate the implications of these principles. The application of the advantages, problems, and procedures of Kolb's cycle are examined.
10

Rego, Michelle. "The Global Learning Distinction: an Experiential Learning Research Project." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, no. 3 (2018): 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.

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The purpose of this paper is to demonstrate the importance of integrating global learning and culturally-responsive teaching as part of a University curriculum to prepare graduates to enter a global workforce. According to the Association of American Colleges and Universities (AAC&U), global learning programs are an important aspect of culturally responsive teaching which help students to “understand and engage the diversities and commonalities among the world’s peoples, cultures, nations, and regions” (AAC&U, 2018). The objective of this experiential learning project, implemented at the College of Business at Johnson & Wales University in Providence, RI, USA, was to research ways to engage students in active global learning both inside and outside of the classroom. Specifically, the problem being explored included needs to assess student attitudes toward global learning (1), understand perceived benefits of a Global Learning Distinction program (2), and identify an opportunity for students to get involved in the promotion of this program prior to the full launch in 2018 (3). Focus group research results are discussed and recommendations for future research in Global Learning.
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Статті в журналах Дисертації Книги

Дисертації з теми "Experiential learning":

1

Yeganeh, Bauback. "Mindful Experiential Learning." Case Western Reserve University School of Graduate Studies / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=case1163023095.

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2

Hicks, W. Bruce. "Experiential learning in ministry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54504.pdf.

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3

Snyman, Andries. "Service-learning and experiential learning as forms of experiential education : similarities and dissimilarities." Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/473.

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Published Article
In 2003 is vier technikons genooi om deel te neem aan die "Community Higher Education Service Partnership" (CHESP) inisiatief van die "Joint Education Trust" (JET). Die doel is om diens-leer modules oor verskeie dissiplines heen te ontwikkel en op die wyse technikons meer effektief betrokke te kry by gemeenskapsontwikkeling en die kapasiteitsbou van gemeenskapsleiers, akademici en deelnemers uit die dienste sektor. Technikons neig om diens-leer te identifiseer met hulle praktyk van ervaringsleer. Die doel van die artikel is om die neiging aan te spreek deur te wys op die ooreenkomste en verskille tussen die twee vorme van leer, en wel op basis van Andrew Furco (1996) se analise van ervaringsonderwys. Hoewel daar sekere ooreenkomste tussen diens-leer en ervaringsleer bestaan, plaas die verskille hulle op twee onderskeie punte van Furco se kontinuum vir ervaringsonderwys. Met die oog op die suksesvolle implementering van diens-leer deur technikons is dit noodsaaklik dat akademici en rolspelers uit die gemeenskap hierdie ooreenkomste en verskille verstaan.
4

Pankratz, Karissa Rachelle. "Playscape affordances: encouraging experiential learning." Kansas State University, 2014. http://hdl.handle.net/2097/17737.

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Анотація:
Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
According to Barbara Hendricks, play environment designer and consultant, “If we want children to grow up with a zest for living we need to give them living spaces that express life as a grand experience.” Hendricks emphasizes playtime is important for children to process formal lessons (Hendricks 2011). This applied design research project seeks to facilitate child development through an experiential learning playscape while addressing stormwater management for Bluemont Elementary School. The central research question of this project is: How can school playgrounds be designed to afford children improved social interactions and experiential learning? An exploration of landscape affordances theory (Sanseter and Hansen 2009, Heft 1988) and experiential learning (Kolb 1984), combined with social interactions and cognitive child development (Addo-Atuah 2012), formed a theory base for the project. Playground observations, stakeholder surveys, stakeholder interviews, and site inventory and analysis informed the eventual design. Major factors influencing students’ play include age, playground rules, equipment available for use, and weather. Site conditions, including topography and site drainage, can also influence students’ play. In current conditions, stormwater is a schoolyard liability restricting play and safe site circulation. The researcher gathered insights from student surveys, playground observations, teacher interviews, and site inventory and analysis to complete a comprehensive master plan. The comprehensive master plan and detailed stormwater management plan address the schoolyard over the next twenty to fifty year outlook. The designs resolve practical issues while increasing the variety of site educational and play affordances available to students and teachers for play and learning. A primary goal of the detailed plan is to convert stormwater schoolyard liabilities into amenities and educational tools.
5

Hriso, Peter, and W. Andrew Clark. "Project Management Through Experiential Learning." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2499.

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Classroom-based projects are insufficient, in of themselves, when preparing students for positions in the digital media field today. David Kolb and Roger Fry argue that effective learning entails the possession of four different abilities: concrete experience, reflective observation, abstract conceptualization and active experimentation.2 Encouraging students to participate in community-based projects outside the classroom can help build the necessary skill sets in learning how to work in a real-world environment. Community-based learning teaches the student on three distinct levels: intellectually, socially, and emotionally including feelings, values, and meanings. Digital Media students should involve themselves in community projects to exercise their skills and broaden their experience. Working on community-based projects allows them to build their portfolio while affording the opportunity to start working under the constraints of actual projects with timelines and budgets. Students learn what an individual’s time is worth, what mistakes can cost, and how to deal with a client. Students also learn how to manage a real world project with deadlines. This paper describes our approach in having students come together to enhance their digital media skills by contributing in the development of a community-based animation festival. This paper also addresses how students learned to plan and manage a festival event while working with a community-based organization.
6

Graff, Jens. "Career as an experiential learning voyage : Development of experiential assessment methodology in a lifelong learning context." Doctoral thesis, Umeå : Handelshögskolan, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1928.

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7

Viteri, Victor R. (Victor Raul). "Experiential learning environments for structural behavior." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29284.

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Thesis (Ph. D .)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2003.
Includes bibliographical references (leaves 182-184).
Computers have dramatically changed the nature of structural engineering practice by shifting work from process-oriented tasks, such as performing hand calculations and drafting, to structural modeling and interpretation of computer results. To perform these new functions, engineers need to have a deep understanding of structural behavior. There exists, however, a strong sentiment that engineering education has not been able to effectively address these new needs. Through the Experiential Learning Cycle, this research identifies structural behavior as knowledge associated with conceptual understanding that is most effectively attained through reflective action. Within this context, an epistemological analysis reveals that the use of computer applications that integrate simulation and assessment capabilities would enhance the traditional framework of structural engineering education. The Tutorial Cycle provides the pedagogical foundation for the development of a methodology that leads to the creation of such environments. The principles proposed by this methodology were implemented in the building of an Experiential Learning Environment whose primary objective is to help develop a qualitative understanding for the structural behavior of beams. In order to address conceptual and developmental issues, a preliminary environment, PointLoad, with limited capabilities was first put together. Then, after conducting usability tests on this version, a more comprehensive learning environment was built. The end result, iBeam, combines a Finite Element based interactive simulator with an adaptive assessment and feedback component.
(cont.) A programming strategy that combines deterministic programming with rule-based reasoning agents was adopted in the development this environment. Feedback from student trials confirmed that the approach used in iBeam effectively fosters user engagement in reflective action.
by Victor Viteri.
Ph.D .
8

Jacobs, H. S. "Increased customer satisfaction during experiential learning." Interim : Interdisciplinary Journal, Vol 6, Issue 2: Central University of Technology Free State Bloemfontein, 2007. http://hdl.handle.net/11462/404.

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Анотація:
Published Article
A pilot programme was run (2004-2005) with Tourism Management students at the Central University of Technology, Free State to enhance the satisfaction levels of both the student and relevant employers during Experiential Learning. The goals were to try and better prepare students for their Experiential Learning experience by means of a formal orientation programme in addition to the normal briefing session held and to enable both students and employers to achieve higher satisfaction levels in terms of pre-determined aspects as a result of the programme. The pilot programme was based on and informed by theories of learning in cooperative education, best practice requirements as well as a study of possible benefits to all parties concerned.
9

Lloyd, Sam. "Experiential learning in professional Rugby Union." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/14982.

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The aim of this thesis was to understand the role played by experiential learning in professional Rugby Union. Furthermore, to understand how performance information is utilised by coaches and athletes in every day practice. The thesis employed an ethnographic research method, utilising extensive participant observation, interviews, and document analysis. The thesis draws significantly on the theoretical tools of Scho??n, Bourdieu and Foucault. The key results and findings were that coaches used performance related information as a technology of self , and inculcated a hegemonic ideology. Furthermore, power relations were found and manifested inside the coach / athlete relation that reinforced the coaches spatial and temporal dominance. These dominant power relations were legitimised through the omnipresent ideology, and thus reproduced by the players and coaches. While evidence of experiential learning was documented, particularly with the academy players, the social location of practice marginalised the value of experiential learning in the coaching process. This was because performance information and the use of video based reflection were consistently used as tools of coaching authority, discipline and symbolic violence.
10

Welby-Solomon, Vanessa. "The continuous learning cycle. Investigating possibilities for experiential learning." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5357.

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Анотація:
Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Scholars focusing on experiential learning argue that experience should be considered as critical for adult learning. This research paper frames experiential learning within a Constructivist framework. This paper focuses on an investigation into the ways that facilitators use the Continuous Learning Cycle, a model for learning based on Kolb's Learning Cycle, to facilitate learning through experience during the triad skills observation role-play in a workshop, which is part of an induction programme, for a retail bank. Indications are that facilitators use the Continuous Learning Cycle in limited ways, and therefore undermine the possibilities for optimal experiential learning; and that the Continuous Learning Cycle has limitations.
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Книги з теми "Experiential learning":

1

Centre for the Study ofComprehensive Schools., ed. Experiential learning. York: Centre for the Study of Comprehensive Schools, 1990.

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2

Wessell, Jonathan E., ed. Experiential Learning in Geography. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82087-9.

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3

Hyams-Ssekasi, Denis, and Elizabeth F. Caldwell, eds. Experiential Learning for Entrepreneurship. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90005-6.

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4

Towne, Douglas M., Ton de Jong, and Hans Spada, eds. Simulation-Based Experiential Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-78539-9.

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5

Shiralkar, Shreekant W. IT Through Experiential Learning. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2421-2.

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6

Evans, Norman. Experiential learning for all. London: Cassell, 1994.

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7

Towne, Douglas M. Simulation-Based Experiential Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993.

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8

Burnard, Philip. Experiential learning in action. Aldershot, Hants, England: Avebury, 1991.

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9

zhong, Huang tian. Career Management: Experiential learning. [Place of publication not identified]: Higher Education Press, 2011.

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10

Alan, Staley, and Mackenzie Niall, eds. Computer supported experiential learning. Birmingham: Learning Methods Unit, the University of Central England in Birmingham, 2001.

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Частини книг з теми "Experiential learning":

1

Burnard, Philip. "Experiential Learning." In Teaching Interpersonal Skills, 1–15. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-7104-3_1.

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2

van Dalen, Jan. "Experiential Learning." In Clinical Communication in Medicine, 193–99. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118728130.ch30.

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3

McComas, William F. "Experiential Learning." In The Language of Science Education, 40. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_37.

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4

Cardon, Lauren S., and Anne-Marie Womack. "Experiential Learning." In Inclusive College Classrooms, 162–91. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-7.

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5

Bennett, Richard, and Joseph E. Oliver. "Experiential learning." In Acceptance and Commitment Therapy, 89–90. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351056144-37.

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6

McCabe, Catherine, and Fiona Timmins. "Experiential Learning." In Communication Skills for Nursing Practice, 223–36. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-34449-6_11.

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7

Vespia, Kristin M., Georjeanna Wilson-Doenges, Ryan C. Martin, and Deirdre M. Radosevich. "Experiential learning." In Evidence-based teaching for higher education., 77–97. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13745-005.

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8

Beard, Colin. "Experiential learning." In Routledge International Handbook of Outdoor Studies, 425–34. New York : Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315768465-48.

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9

Evans, Norman. "Restructuring, reorganising, redeploying." In Experiential Learning, 197–204. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003160908-16.

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10

Evans, Norman. "Introduction." In Experiential Learning, 59–65. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003160908-7.

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Тези доповідей конференцій з теми "Experiential learning":

1

Chikkamath, Satish, Nagaraj Vannal, R. M. Shet, P. C. Nissimgoudar, and Nalini C. Iyer. "Experiential Learning: Learning through Projects." In 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2016. http://dx.doi.org/10.1109/mite.2016.057.

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2

Trongtorsak, S., K. Saraubon, and P. Nilsook. "THE EFFECT OF A COLLABORATIVE EXPERIENTIAL LEARNING MODEL USING THE DIGITAL MARKETPLACE TO ENHANCE THE DIGITAL ENTREPRENEURSHIP OF UNDERGRADUATE STUDENTS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7122.

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Анотація:
Internet technology has transformed traditional commerce, resulting in entrepreneurship becoming digital entrepreneurship. Consequently, a learning process that encourages learners to enhance their digital entrepreneurship is essential for the 21st Century. This research aims to study academic achievement by utilizing the collaborative experiential learning model using the digital marketplace and comparing academic achievement. The research approach is divided into 2 phases: a study of academic achievement utilizing the collaborative experiential learning model using the digital marketplace and compare academic achievement with more traditional learning approaches. The sample groups consisted of three groups. The participants were selected using random cluster sampling. Data collection was done using pretest-posttest and the standard deviation (S.D.), t-test, and one-way analysis of covariance (ANCOVA) of the data were used for statistical analysis. The research results found that: the academic performance of the learner group utilizing the collaborative experiential learning model using the digital marketplace was higher than that of the learner groups using the collaborative experiential learning process and the traditional instruction method. In addition, each of the groups considered exhibit a different academic achievement. The fact that there is higher academic achievement utilizing the collaborative experiential learning model using the digital marketplace shows that instructors can use this model for instruction purposes. Keywords: Collaborative Experientail Leaning, Digital Marketplace, Digital Entrepreneurship
3

Nguyen, Ho Thi Thao, Tran Vi Anh, and Nguyen Thi My Linh. "Experiential Learning in Workplace." In ICDEL 2020: 2020 the 5th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3402569.3402570.

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4

Peiro-Signes, Angel, María del Val Segarra-Oña, and Oscar Trull-Domínguez. "ENRICHMENT OF EXPERIENTIAL LEARNING ACTIVITIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0017.

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5

Trček, Zarja. "Interaction and Experiential Learning in Afterschool Classes." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.56.

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6

Siddique, Zahed, Patricia Hardre´, Amy Bradshaw, Mrinal Saha, and Farrokh Mistree. "Fostering Innovation Through Experiential Learning." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28892.

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Анотація:
Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. The University of Oklahoma’s Formula SAE (Society of Automotive Engineers) Racing team is highly ranked in the U.S. and world. We are in the early stages of designing, implementing, and testing a four course curriculum, around the FSAE race car, that fosters meaningful learning, innovation, systems level thinking, and the attainment of career-sustaining skills as a result of authentic experiences. We plan to identify the activity features that match with the theoretical frameworks of innovation, match them to the professional competencies, translate the events from extracurricular to curricular activities, and assess their effects on student learning and development in four technical courses our curriculum. With a view to stimulating discussion, in this paper, we highlight some of the salient features of our plan and some issues that warrant further investigation.
7

Gonsalvez, Christabel, and Martin Atchison. "Implementing studios for experiential learning." In the Australasian conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/359369.359386.

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8

Gouveia, David, Duarte Lopes, and Carlos Vaz de Carvalho. "Serious gaming for experiential learning." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142778.

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9

Ziek, Paul, Kate Fink, and Louis Guarneri. "EXPERIENTIAL LEARNING: REFLECTION VS REFLECTIONS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0435.

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10

Vescan, Andreea, and Camelia Serban. "Facilitating model checking learning through experiential learning." In ESEC/FSE '20: 28th ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3412453.3423196.

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Звіти організацій з теми "Experiential learning":

1

Rougeaux-Burnes, Ashley. Mock Interview Strategy: Maximizing Experiential Learning. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1844.

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2

Parker, Robert. Linking Experiential Learning to Community Transportation Planning. Portland State University Library, May 2008. http://dx.doi.org/10.15760/trec.90.

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3

Willis, Matt, Eilish Marie Tucker, Elaine Marie Raybourn, Matthew R. Glickman, and Nathan Fabian. Real-time individualized training vectors for experiential learning. Office of Scientific and Technical Information (OSTI), January 2011. http://dx.doi.org/10.2172/1010417.

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4

McKinney, Ellen. Using Kolb's Experiential Learning Cycle to lead students in learning about sewable circuits. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-422.

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5

Ellington, Tameka Nicole. The Simulated Fit Session: Experiential Learning for Future Technical Designers. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1340.

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6

Youngs, Curtis R., M. Douglas Kenealy, Philip L. Spike, Bridget Driscoll, Michael S. Retallick, and Michael C. Gaul. Experiential Learning Opportunities for Career Preparation of Animal Science Students. Ames (Iowa): Iowa State University, January 2012. http://dx.doi.org/10.31274/ans_air-180814-663.

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7

Ree, Ashli. Promoting Experiential Learning and Community Engagement through a Student Pop-up Shop. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-88.

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8

Kim, Soohyun, and Brandon Mikaitis. A Team-based Experiential Learning in Supply Chain Sourcing: Purchasing and Negotiation Exercises. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1877.

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9

Pal Singh, Virendra, Rakesh Bhushan Sinha, Devashree Nayak, Henry Neufeldt, Meine van Noordwijk, and Javed Rizvi. The national agroforestry policy of India: experiential learning in development and delivery phases. World Agroforestry Centre (ICRAF), 2016. http://dx.doi.org/10.5716/wp16143.pdf.

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10

Morris, Kristen Deanne, Li Zhao, and Kerri McBee-Black. Breaking the Barriers of Disability With Cotton Performance Technologies: An Experiential Learning Opportunity for Technical Design and Omnichannel Retailing Students. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.9548.

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