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1 – 10 of 632Şeyma Şahin and Abdurrahman Kılıç
Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and…
Abstract
Purpose
Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.
Design/methodology/approach
This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).
Findings
It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.
Originality/value
There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.
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Rehab Iftikhar, Mehwish Majeed and Nathalie Drouin
The purpose of this paper is to study the crisis management process for project-based organizations (PBOs) by developing a comprehensive model and propositions.
Abstract
Purpose
The purpose of this paper is to study the crisis management process for project-based organizations (PBOs) by developing a comprehensive model and propositions.
Design/methodology/approach
This paper is based on a conceptual study. A literature review is considered a primary source for studying contemporary research, including 171 publications in total, which embody qualitative, quantitative, conceptual and theoretical studies. For data analysis, content analysis is used, which is comprised of descriptive and thematic analysis.
Findings
This study identifies five imperative elements of crisis management for PBOs which include (1) sense-making (information gathering and crisis interpretation), (2) decision-making (accurate and timely decision), (3) response (reactive response), (4) outcome (success/failure) and (5) learning. Based on these findings, this study proposes an integrative model of the interplay between sense-making, decision-making, response, outcome and learning. Furthermore, the findings lead to propositions for each of the elements. The paper contributes to the literature on dynamic capability theory.
Originality/value
This paper explores the crisis management process for PBOs. The proposed model deepens the understanding of the practices and processes of project-based crisis management.
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Denise Rieg, Maria Laura Maclennan, Fernando Scramim, Melby Huertas and Eryka Augusto
This study aims to mitigate the inherent challenges associated with implementing project-based learning (PjBL) by integrating it with the service engineering methodology (SEEM)…
Abstract
Purpose
This study aims to mitigate the inherent challenges associated with implementing project-based learning (PjBL) by integrating it with the service engineering methodology (SEEM). The study demonstrates that combining PjBL with a methodological approach provides a step-by-step procedure that facilitates the practical application of PjBL and preserves the development of competencies inherent to PjBL.
Design/methodology/approach
Action research methodology was used to assess the effectiveness of combining PjBL learning strategy with SEEM. Data was collected through observations, questionnaires and focus group discussions to evaluate students’ expectations and perceptions of this combination.
Findings
The results show that PjBL implementation combined with SEEM enabled the organization of class dynamics, helping to mitigate difficulties encountered in the application of PjBL. Students conveyed that the integration of PjBL with SEEM afforded them a guiding structure without compromising their autonomy in decision-making for proposed solutions. It proved efficacious in honing skills pertinent to service design and analysis, teamwork, solution formulation, creativity and innovation stimulation.
Research limitations/implications
This research has been limited to four classes in one university in Brazil. Besides, PjBL was combined with only one methodology (SEEM). Therefore, this needs to be tested in broader settings and contexts.
Practical implications
The article highlights the potential benefits of PjBL in bridging the gap between academia and the professional world while acknowledging the challenges involved in its implementation, combining PjBL with a methodology that provides a sequence of steps to be followed.
Social implications
The social implications of implementing PjBL in higher education in the Brazilian and international contexts are multifaceted. The adoption of PjBL encourages instructors to adapt their learning strategies and align them with the evolving needs of worldwide society. Through PjBL, Brazilian and international higher education institutions may contribute to the development of individuals who are not only knowledgeable but also capable of applying their knowledge effectively in practical situations around the world.
Originality/value
The theoretical contribution lies in suggesting that combining PjBL with a methodology that provides a sequence of steps to be followed (such as that exemplified through SEEM) can address intrinsic issues that consider the complexity of PjBL implementation, preserving the development of competencies inherent to PjBL.
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Chanita Rukspollmuang, Jaratdao Reynolds and Praphan Chansema
Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University…
Abstract
Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.
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Sayyidah Maulidatul Afraah, Wahyudi Sutopo and Muh. Hisjam
This research aims to assess and compare project-based learning (PBL) designs to deliver technopreneur in higher education, as a case student of the Industrial Engineering…
Abstract
Purpose
This research aims to assess and compare project-based learning (PBL) designs to deliver technopreneur in higher education, as a case student of the Industrial Engineering Department. So, it can facilitate students who play a role in facilitating the process of technological transformation so the student knows well how to solve the problem of commercialization.
Design/methodology/approach
Undergraduate students of Industrial Engineering teams were given hands-on, collaborative projects conducted with two incubation centers, such as the Technology Incubator Center from the Agency for the Assessment and Application of Technology (AAAT) from the government of Indonesia and the Centre of Excellence for Electrical Energy Storage Technology (CEfEEST) from Sebelas Maret University (UNS), Indonesia. After completing the project, students will develop a final project which will become the basis for evaluating the implementation of PBL. The basis for the assessment uses a rubric designed through three sub-assessments: curriculum planning, report and presentation. This research uses the paired t-test method to see the average difference between the two groups of PBL in pairs and compare based on assessment results.
Findings
Implementing PBL between the two incubation centers (AAAT and CEfEEST) based on paired t-tests for each rubric assessment indicator showed most of them were significantly related. The assessment result gives the alternative to design the proposed PBL from AAAT, CEfEEST and a blended scenario for technopreneur education in the future.
Practical implications
The experiences and findings presented can help future PBLs provide technopreneur education based on comparing and evaluating learning outcomes in both incubation centers. Thus, it can produce a better PBL design to encourage the success of technology commercialization.
Originality/value
The assessment of PBL on students' knowledge in technopreneur education by utilizing the paired t-test method to compare the assessment results of the final projects with the designed assessment rubric. This evaluation serves as the basis for comparing the effectiveness of PBL implementation between AAAT and CEfEEST.
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Basim S. Alsaywid, Sarah A. Alajlan, Talah O. Almaddah, Eman Al Mutairi and Miltiadis D. Lytras
Health profession education has evolved to incorporate didactic instruction and experiential learning opportunities over time. Constructivism and interprofessional education are…
Abstract
Health profession education has evolved to incorporate didactic instruction and experiential learning opportunities over time. Constructivism and interprofessional education are essential theoretical concepts that have shaped modern health profession education. However, transformative active learning is an approach that is particularly well suited to the needs of healthcare professionals. By integrating theoretical knowledge with practical skills, transformative active learning helps prepare students for the complex challenges they will face in their future careers and encourages them to become agents of change committed to improving healthcare practice. Saudi National Institute of Health (Saudi NIH) is one of the Ministry of Health's initiatives in the National Transformation Program 2020 to achieve the Kingdom's Vision 2030, as it supports biomedical research in the health sector in Saudi Arabia. One of the mandates of Saudi NIH is to build the research capacity through well-designed educational and training programs through the directory of education and research skills adopting active learning strategies. This chapter aims to communicate the methodological framework of the Education and Research Skills Directory of the SNIH for integrating active learning in the various training programs and initiatives aiming to promote the core learning capabilities with excellence, diversity, diversity, uniqueness, competency, and efficiency values.
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A core challenge for leaders for deeper learning is scaling promising practices to provide students with systematic access to deeper learning experiences. This case illuminates…
Abstract
Purpose
A core challenge for leaders for deeper learning is scaling promising practices to provide students with systematic access to deeper learning experiences. This case illuminates how a group of researchers organized professional learning activities around conferring, a promising deeper learning practice.
Design/methodology/approach
The author examines how the leaders of a Networked Improvement Community (NIC) created the conditions for teachers to share their deeper learning practices through a case study. The case study centers on one school team’s learning through their participation in the NIC activities, as evidenced by the artifacts they created and their exchanges with their team, participants from other schools and researchers.
Findings
The trajectory of one team through three NIC activities – a video club, a pitch and user testing – shows how they examined their own conferring practice, got ideas for change and shifted their thinking and practice toward a more student-centered approach. Insights from the case suggest three design principles – a common problem of practice, shared representations of practice and intentional network configurations – for deeper professional learning, or learning experiences that engage educators in purposeful and collaborative inquiry into deeper learning practices.
Research limitations/implications
Two limitations of the case are a lack of data on the perceived experience of participants, which could speak to the depth of Irving’s shift toward student-centered conferring, and the narrow time scope of the NIC, which limits exploration of the sustainability of the changes to conferring.
Practical implications
The design principles represent important features for researchers and leaders to consider in ongoing efforts to scale deeper learning. Leaders might use the principles to examine existing or future professional learning efforts.
Originality/value
This case study extends an understanding of one facet of leadership for deeper learning: fostering professional community. Future research is needed to examine the educator experience of participating in deeper professional learning and its sustained impact on practices.
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Shilpa Bhaskar Mujumdar, Haridas Acharya, Shailaja Shirwaikar and Prafulla Bharat Bafna
This paper defines and assesses student learning patterns under the influence of problem-based learning (PBL) and their classification into a reasonable minimum number of classes…
Abstract
Purpose
This paper defines and assesses student learning patterns under the influence of problem-based learning (PBL) and their classification into a reasonable minimum number of classes. Study utilizes PBL implemented in an undergraduate Statistics and Operations Research course for techno-management students at a private university in India.
Design/methodology/approach
Study employs an in situ experiment using a conceptual model based on learning theory. The participant's end-of-semester GPA is Performance Indicator. Integrating PBL with classroom teaching is unique instructional approach to this study. An unsupervised and supervised data mining approach to analyse PBL impact establishes research conclusions.
Findings
The administration of PBL results in improved learning patterns (above-average) for students with medium attendance. PBL, Gender, Math background, Board and discipline are contributing factors to students' performance in the decision tree. PBL benefits a student of any gender with lower attendance.
Research limitations/implications
This study is limited to course students from one institute and does not consider external factors.
Practical implications
Researchers can apply learning patterns obtained in this paper highlighting PBL impact to study effect of every innovative pedagogical study. Classification of students based on learning behaviours can help facilitators plan remedial actions.
Originality/value
1. Clustering is used to extract student learning patterns considering dynamics of student performances over time. Then decision tree is utilized to elicit a simple process of classifying students. 2. Data mining approach overcomes limitations of statistical techniques to provide knowledge impact in presence of demographic characteristics and student attendance.
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Arushi Bathla, Ginni Chawla and Ashish Gupta
Design-thinking (DT) in education has attracted significant interest from practitioners and academics, as it proffers new-age thinking to transform learning processes. This paper…
Abstract
Purpose
Design-thinking (DT) in education has attracted significant interest from practitioners and academics, as it proffers new-age thinking to transform learning processes. This paper synthesises extant literature and identifies the current intellectual frontiers.
Design/methodology/approach
First, a systematic-literature-review was undertaken employing a robust process of selecting papers (from 1986 to 2022) by reading titles, abstracts and keywords based on a required criterion, backward–forward chaining and strict quality evaluations. Next, a bibliometric analysis was undertaken using VOSviewer. Finally, text analysis using RStudio was done to trace the implications of past work and future directions.
Findings
At first, we identify and explain 12 clusters through bibliometric coupling that include “interdisciplinary-area”, “futuristic-learning”, “design-process” and “design-education”, amongst others. We explain each of these clusters later in the text. Science, Technology, Engineering, Arts and Mathematics (STEAM), management education, design and change, teacher training, entrepreneurship education and technology, digital learning, gifted education and course development) Secondly, through co-word-analysis, we identify and explain four additional clusters that include “business education and pedagogy”, “content and learning environment”, “participants and outcome” and finally, “thinking-processes”. Based on this finding, we believe that the future holds a very positive presence sentiment for design thinking and education (DT&E) in changing the 21st century learning.
Research limitations/implications
For investigating many contemporary challenges related to DT&E, like virtual reality experiential learning, sustainability education, organisational learning and management training, etc. have been outlined.
Practical implications
Academics may come up with new or improved courses for the implementation of DT in educational settings and policymakers may inculcate design labs in the curricula to fortify academic excellence. Managers who would employ DT in their training, development and policy design, amongst others, could end up gaining a competitive advantage in the marketplace.
Originality/value
This study conducted a comprehensive review of the field, which to our limited knowledge, no prior studies have been done so far. Besides, the study also outlines interesting research questions for future research.
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