Search results

1 – 10 of over 1000
Article
Publication date: 11 July 2023

Tom Fletcher

The purpose of this paper is to develop a greater understanding of how a virtual learning environment (VLE) discussion forum can be used as a learning community to enhance…

Abstract

Purpose

The purpose of this paper is to develop a greater understanding of how a virtual learning environment (VLE) discussion forum can be used as a learning community to enhance reflective practice in work-based learning (WBL).

Design/methodology/approach

This study adopted a qualitative interpretive approach through the use of VLE [Blackboard (BB)] discussion forums followed by a focus group. Thematic and content analysis was conducted to identify patterns and themes.

Findings

The findings suggest that whilst a VLE can help create a community of practice through discussion forums, individual reflective practice, as opposed to group reflection, was found to be the most common in the communication discourse, with reflection on experience as the main category.

Practical implications

Original views of students have been gathered and can be used to inform future practice.

Originality/value

The findings can be used to better understand and enhance reflective practice of students on WBL placements.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 6
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 3 November 2022

Roland Hellberg and Eivind Fauskanger

The purpose of this study is to investigate how professionals who are continuing their education rate a higher education quality management course with an emphasis on reflective…

1560

Abstract

Purpose

The purpose of this study is to investigate how professionals who are continuing their education rate a higher education quality management course with an emphasis on reflective learning and real problem-solving. The audited course consists of module-based teaching, while students work on an improvement project at their workplace between course sessions. This study has a twofold aim: to contribute to the design of quality improvement courses based on doing as we learn and to offer insight into the use of a final grading method that consist of a folder with reports from the intermediate work steps and a final report.

Design/methodology/approach

After completing the course, students received a survey with questions and statements about the course content, delivery and final grading methods. They answered these questions on a seven-point Likert scale and also answered open-ended questions.

Findings

It is clear that professional students value the interweaving of theory with real-life training, and they value module-based teaching in which theory is reviewed and applied to practical problems. Reflective learning was achieved through feedback from both teachers and fellow students on various interim reports. Students’ employers benefit from the course, as students gain experience with quality improvement. The grading of a final report on the improvement project based on three sub-assignments was highly appreciated.

Practical implications

Developers in courses in quality improvement benefit from learning how this course is structured, assessed and how participants perceived its components.

Originality/value

The course design with modules and intermediate work steps, where the students apply theory in quality improvement to a real project at their workplace, is an original concept. The modules correspond to the plan, do, check and act (PDCA) methodology.

Details

International Journal of Lean Six Sigma, vol. 14 no. 6
Type: Research Article
ISSN: 2040-4166

Keywords

Open Access
Article
Publication date: 13 July 2023

Elizabeth M. Heyworth-Thomas

Simulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from…

Abstract

Purpose

Simulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from educator and student perspectives. This paper explores a facilitator-led BSG, posing the question: can facilitator-led BSGs provide practical experiential learning experiences within a taught setting.

Design/methodology/approach

Exploratory inductive research recruited a sample of 45 student participants, an external examiner and a module leader. Qualitative data were collected using focus group discussion, participant obsession and facilitator reflection. Mixed-method feedback forms were also used.

Findings

The facilitator-led BSG offered a flexible approach to challenge or problem-based learning, experiential learning, collaborative learning and critical reflection. Student feedback was positive, and there was an increase in engagement within all elements of the module.

Originality/value

This paper presents a case study example of the implementation of a facilitator-led BSG, providing an alternative solution for teaching practitioners to structured simulations run by third-party hosts. This paper highlights a flexible approach to student-centric experiential and challenging learning through enterprise education within small-group settings. There are opportunities for further evaluation and exploration of the notion, which can be developed from this paper in future works.

Details

Journal of Work-Applied Management, vol. 15 no. 2
Type: Research Article
ISSN: 2205-2062

Keywords

Article
Publication date: 17 January 2024

Belén Pagone, Paula Cecilia Primogerio and Sol Dias Lourenco

The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective…

Abstract

Purpose

The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future.

Design/methodology/approach

The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students’ perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared.

Findings

Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work.

Research limitations/implications

This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students’ learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context.

Practical implications

One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results – objectives and competences – acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices – focused on some aspect of the learning – as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own.

Social implications

The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper’s findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools.

Originality/value

In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education.

Details

Journal of International Education in Business, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-469X

Keywords

Open Access
Article
Publication date: 9 November 2023

Bertha Jacobs, Hanri Taljaard-Swart, Nadene Marx-Pienaar, Lizette Diedericks, Nadine Sonnenberg, Suné Donoghue, Adeline Pretorius and Gerrie du Rand

Skilled graduates delivered through vocational programmes are critical to ensure the future growth of emerging economies. This study explored students' reflections and experiences…

Abstract

Purpose

Skilled graduates delivered through vocational programmes are critical to ensure the future growth of emerging economies. This study explored students' reflections and experiences of online teaching and learning (T&L) during the COVID-19 pandemic in South Africa. The study specifically focused on the transferable skills students acquired and their relevance to working in the local retail and hospitality industries.

Design/methodology/approach

Following a case study research design, this study retrospectively delved into the multi-perspectives of students enrolled in vocational programmes. A total of 145 students completed reflective questions via a Qualtrics link regarding the topic in question. Student reflections were grouped and analysed for recurring themes using Atlas.ti. Through thematic analysis, two topical themes emerged related to transferable skills development and the usefulness of skills for future work.

Findings

The findings suggest that although students had to rely on online classes during the COVID-19 pandemic, they still developed vital transferable skills, including communication, teamwork, organisational, self-management, flexibility, technology, metacognition and problem-solving.

Practical implications

The findings offer valuable input into planning and developing student-centric online courses to facilitate the development of desired transferable skills. Findings could also guide best T&L practices regarding how education and training across digital platforms could be used to ensure that graduates are prepared to navigate the future complexities of working in ever-changing globalised industries.

Originality/value

This study provides new insights into the evolution of T&L and how unexpected situations could provide an opportunity to hone desired skills and prepare students for employment and the 21st century workplace.

Details

Education + Training, vol. 65 no. 10
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 6 February 2024

Ridwan Daud Mahande, Nurul Mukhlisah Abdal and Nasir Nasir

This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.

Abstract

Purpose

This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.

Design/methodology/approach

A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.

Findings

Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.

Research limitations/implications

This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.

Originality/value

This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 16 February 2023

Amir Emami, Zeinab Taheri and Rasim Zuferi

This paper aims to investigate the interactive relationship between learning styles and cognitive biases as two essential factors affecting information processing in online…

Abstract

Purpose

This paper aims to investigate the interactive relationship between learning styles and cognitive biases as two essential factors affecting information processing in online purchases.

Design/methodology/approach

This research is applied in nature but extends the knowledge in the area of consumer behavior. By using the correlational research method, the present study uncovers the relationship between various sorts of decision biases and learning styles among online buyers.

Findings

According to the results, the most affected learning style among all is reflective observation. Several biases influence people with this learning style, namely, risky framing, attribute framing and aggregated/segregated framing. In the case of active experimentation, online customers can undo its effect. Therefore, online sellers should be aware of their target customers with such a learning style. In addition, online purchasers with the reflective observation learning style are more prone to aggregation and segregation of sales information.

Originality/value

The findings enhance the understanding of consumer buying behavior and the extent to which learning styles impact cognitive biases and framing effects in online shopping.

Details

Journal of Enterprising Communities: People and Places in the Global Economy, vol. 18 no. 2
Type: Research Article
ISSN: 1750-6204

Keywords

Book part
Publication date: 27 November 2023

Basim S. Alsaywid, Sarah Abdulrahman Alajlan and Miltiadis D. Lytras

The impact of education and research skills on the strategic digital transformation of education is straightforward. In this context, the Saudi National Institute of Health plays…

Abstract

The impact of education and research skills on the strategic digital transformation of education is straightforward. In this context, the Saudi National Institute of Health plays a pivotal role in the design and implementation of a resilient and robust strategy for the development of skills and competencies to young health professionals. In this chapter, the authors provide a brief overview of the Vision 2030 in Saudi Arabia and its basic priorities in the areas related to the Education and Research in the healthcare domain. The authors also elaborate on the key plans and initiatives undertaken by the education and research skills directory of the Saudi National Institute of Health (SNIH) towards transformative learning with impact on the implementation of the Vision 2030.

Details

Technology-Enhanced Healthcare Education: Transformative Learning for Patient-centric Health
Type: Book
ISBN: 978-1-83753-599-6

Keywords

Open Access
Article
Publication date: 29 June 2023

Adam Shore and Track Dinning

This paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental…

1866

Abstract

Purpose

This paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental teaching approach that allows students to apply theory into a working business context.

Design/methodology/approach

As a conceptual and not an empirical paper, the methodological approach was to draw upon the literature reviewed and to build a framework to support student learning through a business consultancy module.

Findings

Exploration of the literature suggests that there are four elements critical to student learning in experiential learning environments: action, reflection, social and context. A framework has been developed utilising these elements with the interaction between the factors being key to developing learning.

Research limitations/implications

So far, the framework is conceptual, and further research is needed to explore its use when staff members are developing these types of modules and to understand the interaction of the factors over the course of the student learning experience.

Originality/value

The originality comes from the intersection and interaction between the core factors in experiential learning, which enables this framework to move thinking beyond more static models and hence work in a more fluid student learning environment.

Details

Journal of Work-Applied Management, vol. 15 no. 2
Type: Research Article
ISSN: 2205-2062

Keywords

Book part
Publication date: 16 October 2023

Stacy Menezes, Allan Bird and Michael J. Stevens

The development of upcoming inclusive leaders requires not just knowledge of inclusion competencies but also knowledge of how to develop them and when to use them. This chapter…

Abstract

The development of upcoming inclusive leaders requires not just knowledge of inclusion competencies but also knowledge of how to develop them and when to use them. This chapter examines the effectiveness of combining a psychometric assessment tool – the Inclusion Competencies Inventory (ICI) – and an improvement approach that places developmental responsibility in the hands of the student, not the instructor. The increased need for inclusivity in organizations requires business school graduates, who will soon be taking on the role of organizational leaders, to develop inclusion competencies. We seek to enhance inclusion competencies through a model based on reflective development and cognitive behavioral therapy (CBT). There are several implications for academicians and practitioners who may choose to adopt this unique, participant-driven approach to developing inclusion leadership competencies.

Details

Inclusive Leadership: Equity and Belonging in Our Communities
Type: Book
ISBN: 978-1-83797-438-2

Keywords

1 – 10 of over 1000