Theory of multiple intelligences MEA April 2014

Office of Research &
Creative Scholarship
May 30, 2014
Presented at the Marketing
Educators’ Association 2014
Conference, April 22-24, 2014
San Jose, California
Dr. Paula J. Zobisch and Dr. Andree C. Swanson
Forbes School of Business at Ashford University
Copyright © ZSRS 2014

THEORY OF
MULTIPLE
INTELLIGENCES:
CAN WETEACH
CRITICAL
THINKING IN
ONLINE
MARKETING
COURSES
Dr. Paula J. Zobisch and Dr. Andree C. Swanson

The thought process…
All Classes
Business Courses
Marketing

Background
• “Many adults are ill
prepared to live, work, and
function effectively in our
fast-paced and highly
technical society (Vaske,
2001)” (Zobisch, 1995, p. 1)

Background
“The challenge is how to develop the skills needed to be
productive and informed members of a world market led by
constant change. (Brookfield, 1987; Davis & Botkin, 1995;
Glaser & Resnick, 1991; Halpern, 1993; Kerka, 1992; Paul,
1990; Sternberg, 1985)” (Zobisch , 1995, p. 2).

Problem Statement
A review of the literature identified articles on the importance of
critical thinking in marketing classes (Celuch & Slama, 2000), but
there was no literature of the online marketing classes.
If critical thinking is the ultimate goal of adult education, as the
literature suggests, how can educators teach the skill in an
online marketing class in order to raise student comprehension?

Teaching CriticalThinking in an Online Classroom
• Limited literature exists on how to teach critical thinking in an online
classroom.
– Tyler and Loventhal (2011) suggested the need for academic rigor to bring
credibility to online instruction for teaching critical thinking.

– Cooper (2000) suggested to
discover students’ learning
styles and to enhance
classroom instruction with
technology to aid in student
success.

– Watrous-McCabe (2005) suggested a broad range of
technologies are available to support online learning such as
“web conferencing, online chats, blogs, discussion boards,
interactive games, and Internet resources” (para. 23).

The challenge in the online marketing classroom

Marketing managers monitor
the environmental influences
and sort through a plethora of
data.

Marketers assess data and
determine what is relevant.
The process for assessing data is
critical thinking.
93% of employers revealed critical
thinking skills were valued above all
other academic achievements (“It
Takes More than a Major,” 2013).

Educators determine the
most effective methods
for teaching critical
thinking in the online
classroom.
Importance of CriticalThinking to
Marketing
Source: moorelandumc.orgCopyright © ZSRS 2014

Theory of Multiple Intelligences
• Gardner (1983) identified eight intelligences
– intelligences are more a potential for solving problems than a
measurement of a single IQ score
– by applying different intelligences, critical thinking skills can be
taught in such a manner to increase student comprehension and
success.

Different Learning Styles
Different Learning Styles
• The most common learning styles are visual, auditory, and tactile
(“Learning Styles,” n.d.).
• The learning styles in combination with the multiple intelligences
give educators insight into the preferred method of how their
students process information.

Learning Styles with Multiple Intelligences
Gardner’s theory of multiple intelligences along with the
learning styles for problem solving and decision making can
enhance student comprehension of critical thinking skills.

Applying MI to the Online
Classroom
(Watrus-McCabe, 2005)
Bodily-Kinesthetic: uses
body to solve problems or
understand (dancer,
surgeon)
Online: drag & drop,
simulations, virtual labs

Classroom
Musical: rhythms and pattern to
help understand (tapping a pencil,
musician, composer)
Online: adding audio files,
background music to reinforce a
theme, rhythm of voice

Classroom
Logical: Mathematical: uses
numbers or logic
Online:Venn diagrams, charts,
tables, graphics, sequencing,
logical ordering of information

Classroom
Verbal-Linguistic: language
(verbal or written); reads to
understand
Online: crossword puzzles,
discussion boards, email, online
chats, articles

Classroom
Visual-Spatial: sense of space
and navigational skill
Online: flow charts, mind
mapping, fishbone diagrams,
pictorial explanations

Classroom
Interpersonal: interacts with
others
Online: online communities,
online chats, web conferencing,
email, discussion boards, group
collaboration

Classroom
Intrapersonal: introspective
Online: contemplative discussion
questions, providing feedback,
blogs, journals

Classroom
Naturalist: connected to nature
Online: relate a principle or concept
to something in nature; provide
activities that can be organized or
classified or items that do not
belong; graphical representation of
visual branding diagrams

Conclusion
• The intense global competition for the same consumers makes the
critical thinking skills that are used in designing effective marketing
strategies one of the few sustainable competitive advantages.
• Specific activities using all of the multiple intelligences and learning
styles will engage the marketing student in learning the critical
thinking process.
• Few techniques to apply the theory of multiple intelligences in the
online classroom

What’s next?
• More research specifically
on teaching critical
thinking in online
marketing classes

References
Brookfield, S. D. (1987). Developing critical thinkers. San Francisco: Jossey-Bass.
Celuch, K., & Slama, M. (2000). Student perceptions of a marketing course taught with the critical
thinking approach. Marketing Education Review, 10(1), 57-64
Cooper, D. R., & Schindler, P. S. (2003). Business research methods (8th ed.). NewYork, NY:
McGraw-Hill Irwin.
Davis, S., & Botkin, J. (1995). The monster under the bed. NewYork, NY: Simon and Schuster.
Gardner, H. (1983, 1993). Frames of mind. NewYork, NY: Basic Books.
Glaser, R., & Resnick, L. (1991). National research center on student learning (ERIC Document
Reproduction Service No. ED338704)
Halpern, D. F. (1993). Assessing the effectiveness of critical-thinking instruction. Journal of General
Education, 42(4), 239-254.
It takes more than a major: Employer priorities for college learning and student success. (2013).
Retrieved from www.aacu.org/leap/presidentialtrust/compact/2013_EmployerSurvey.cfm.

References
Paul, R. (1990). Critical thinking. Rohnert Park, CA: Center for CriticalThinking and Moral Critique.
Sternberg, R. J. (1985).Teaching critical thinking, part 1: Are we making critical mistakes? Phi
Delta Kappa, 67, 194-198.
Tyler, C. E., & Loventhal, G. (2011). Can multiple intelligences enhance learning for higher
education on-line instruction? Retrieved from http://www.g-
casa.com/conferences/vietnam/paper/Tyler.pdf
Vaske, J. M. (2001). Critical thinking in adult education: An elusive quest for a definition of the field.
Unpublished doctoral dissertation, Drake University, Des Moines, IA.
Watrous-McCabe, J. (2005, July 25). Apply multiple intelligence theory to adult online
instructional design. Retrieved from
http://www.learningsolutionsmag.com/articles/258/applying-multiple-intelligence-theory-to-
adult-online-instructional-design
Zobisch, P. (1995). The theory of multiple intelligences and critical thinking. UMI Dissertation
Express.

Biographies
Dr. Paula Zobisch and Dr. Andree Swanson

Dr. Paula Zobisch
• Assistant Professor, Forbes College of Business at Ashford University
• Ph.D. Adult Education, Capella University;
– MBA emphasis in Marketing, University of Central Oklahoma
• Director of Marketing and Major Accounts Sales Manager, 3M
Distributor, Oklahoma City, Oklahoma 1989 – 2007
Copyright 2014, Dr. Paula Zobisch

Dr. Andree Swanson
• Assistant Professor, Forbes College of Business at Ashford University
• Ed.D. Educational Leadership, University of Phoenix
– MA, Organizational Management, University of Phoenix
– MHR, Human Relations, University of Oklahoma
• Worked as a Dean of General Education, NationalTraining Manager, and the
US government (DoD, USAF, & USA), corporations, and higher education.
Copyright 2014, Dr. Andree Swanson

Theory of multiple intelligences MEA April 2014

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