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Online business simulations: authentic teamwork, learning outcomes, and satisfaction

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journal contribution
posted on 28.10.2020, 03:46 by G Lohmann, M Pratt, P Benckendorff, Paul C Strickland, P Reynolds, P Whitelaw
© 2018, Springer Science+Business Media B.V., part of Springer Nature. Educators have struggled to incorporate authentic team-based learning (TBL) into the business curriculum despite increasing evidence that collaborative learning can enhance learning outcomes. We investigate the use of online business simulations as a platform for fostering authentic TBL for undergraduate and postgraduate business students studying at seven institutions in Australia and Hong Kong. Quantitative analysis of 365 surveys is supported by focus groups with 14 students. Structural equation modeling (SEM) is used to model the relationships between teamwork, learning outcomes, and satisfaction. Qualitative results support the statistical modeling and are presented to add further insights and conceptual richness. The findings support our proposition that online business simulations provide an authentic TBL environment, which contributes to learner satisfaction by supporting the development of management-related learning outcomes through socially constructed meaning. This conceptual contribution highlights further avenues for research and leads to some practical implications for educators using simulation-based pedagogies.


Support for this project has been provided by the Australian Government Office for Learning and Teaching (OLT). The views in this project/activity do not necessarily reflect the views of the OLT. The project team would like to acknowledge the assistance of Dr. Char-Lee McLennan, Dr. Jakob Trischler, Wendy London, and Lainie Groundwater and the contributions of the reference panel consisting of A/Prof Mark Freeman, Prof Janne Liburd, Prof Ulrike Gretzel, Dr. Trish Andrews, and Dr. Sandra Barker. Any errors are the authors' responsibilities.

Australian Government Office for Learning and Teaching (OLT)


Publication Date



Higher Education






18p. (p. 455-472)


Springer Nature



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