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Social loafing is a key inhibitor in group-based student learning and is a key challenge in administering group-based assessments in higher education. This study examines differences in the effects of antecedents of social loafing (disruptive behaviour, social disconnectedness and apathy) on work quality by comparing student-created and instructor-created groups. The study also investigates how group members' efforts to “pick up the slack” of social loafers in the two kinds of groups moderate the effect of antecedents of social loafing on work quality.

Post-graduate students from two different sessions of the Marketing Management unit participated in the study: 95 students from session 1 and 90 students from session 2. One session represented student-created groups and the other session represented instructor-created groups. Each group consisted of five students. Partial Least Square (PLS) estimation using SmartPLS was used to assess the direct and interaction effects.

The results indicate differences in the effects of the antecedents of social loafing such as apathy and disruptive behaviour on work quality for both student-created and instructor-created groups. Social disconnectedness was found to have no significant effect on work quality. Interestingly, the study found significant differences in the effects of “pick up the slack” on the work quality of student-created and instructor-created groups. Members of student-created groups who picked up the slack of social loafers improved the work quality for unit assessment. This effect was not significant for instructor-created groups.

Extant literature on social loafing predominantly focusses on its effect on students' work quality and educational achievement. This study contributes to the literature by investigating how the student-created and instructor-created group members' efforts to pick up the slack of social loafers moderate the effects of the antecedents of social loafing on work quality.

The purpose of this paper is to provide an improved understanding of how a wiki text compares to the use of a traditional text, and to provide an improved understanding of how integrating audio and video into a learner‐created wiki class text impacts learning.

For this case study, a causal comparative research design was used to compare students’ learning between the two groups. A one‐way multivariate analysis of variance (MANOVA) was used to analyze the quantitative data. Cognitive learning, affective learning, psychomotor learning, and course points were used as dependent variables.

Findings of the present study provided evidence that there was a significant difference in the learning, affective learning and psychomotor learning between the two groups; students who used the learner‐created multimedia wiki text reported higher levels of learning than the learners who used the traditional text book. No significant difference existed between groups in terms of course points.

The ability to generalize these findings beyond the present study are limited, since the study examined one course at one university taught by the same instructor. Since the sample was predominately Caucasian females, the result may not generalize to males and other ethnicities. The sample size was small. No experimental control was exercised in this study; therefore, a cause and effect relationship could not be confirmed. Only a possible cause and effect could be determined. Although the participants in each section were similar in demographics, academic achievement, and reason for taking the course, the selection threat due to non equivalent groups is a concern. Although, by using a web‐based survey, participants may have been more honest and felt safer to disclose attitudes and feelings, the self‐report instruments is a limitation. Finally, although migrated by the significant results and moderately large effect sizes, the assumption of the homogeneity of variance‐covariance was not tenable; thus, increasing the possibility of a Type I error.

This study provided evidence for the adoption of learner‐created, multimedia wiki texts as a replacement or supplement to traditional textbooks in higher education. The results demonstrated that learner‐created, multimedia wiki texts are able to support academic achievement as well as traditional textbooks and that students perceive them as superior for cognitive, affective, and psychomotor learning.

While a number of practitioners have described instructional uses for online technologies and many researchers have evaluated learners and faculty satisfaction and perceptions of them, fewer studies have focused upon the impact of web‐supported learning activities on academic success and learning outcomes and even fewer have focused on multimedia web‐supported learning activities. Higher education learning tasks, both traditional and web‐based, have been dominated by “rudimentary, text‐based”. Thus, a need exists to evaluate the ability of multimedia web‐based technologies to support learning tasks.

Short videos, also known as micro-videos, have emerged as a platform for sharing ideas, experiences and life events via online social networks. This paper aims to share preliminary results of a study, involving students from two universities who created six-second videos using the Vine mobile app to explain or illustrate technological concepts.

Students were assigned the task of creating a Vine video to demonstrate their understanding of an assigned technological concept. A survey, performed after creating their micro-videos, asked students about the technology tools they use that allow them to be creative, their current personal digital literacy skills and the extent to which they are able to express a complex concept in a simple way. The study categorizes the students’ micro-videos to determine which formats might be most effective in demonstrating technology learning.

An analysis of their videos shows that the six-second constraint often inspires creativity and critical thinking, as students need to carefully consider the message they wish to convey, and how they can do so effectively in a compelling micro-video. The creation of such videos provides an effective way to demonstrate student learning and digital literacy skills.

The study presents preliminary results gathered during one semester, with 68 videos created by 75 students.

Micro-video platforms are popular among today’s students, whose increased use of social media, dependence on mobile devices and desire for constant connectivity enable new outlets for creativity and communication. This study examines the introduction of a micro-video platform, which many students already use in their personal lives, in an educational context to develop their technology and digital literacy skills.

Students learn to use an emerging social media platform as a vehicle to inspire creativity and learning.

This study explores and shares preliminary results related to the use of micro-videos for demonstrating technology learning and developing digital literacy skills in the information technology classroom.

This paper aims to explore expanded uses for LinkedIn.com as a teaching tool, beyond introductory assignments, for in-demand and emerging marketing techniques.

This paper reviews the current use of LinkedIn as a teaching tool for marketing educators and presents sample assignments that can be used to introduce students to content marketing, SEO, and online reputation management.

Marketing educators have found LinkedIn to be a valuable resource for teaching professional development in the business curriculum. But the site can also provide a platform for the exploration of emerging specializations including content marketing and search engine optimization (SEO).

As a general review, this paper provides an overview of techniques. Research is needed to test and further explore the use of these techniques.

This paper provides rationale and recommendations for marketing educators who wish to better prepare students for a competitive job market, in which employers expect students to be well versed not only in social media but also in emerging techniques like content marketing and SEO.

Researchers have explored the use of various social media platforms for marketing education, including LinkedIn. This paper addresses the future potential of LinkedIn to teach various marketable skills and shows the versatility of social media platforms as pedagogical tools.

The purpose of this paper is to explore the inter-relationship between choreography and pedagogy. It refers specifically to a Participatory Action Research (PAR) project that dealt with investigations into performance making and the design of a teaching and learning model. Shifts from making performance from a pre-determined starting point to a participatory and interactive process are traced to reveal a “choreographic pedagogy” informed and transformed by the experience of its actors.

The paper includes a brief explanation of the terms and shared features of choreography and pedagogy, and how PAR facilitated a cyclic generation of new findings that drove the research forward. The research question is tackled through concepts, practices and tasks within the four cycles of research, each year with new participants, questions and expanding contexts.

The experience of the research participants reveals unexpected and “unfolding phenomena” that open up spaces for imagining, creating and interpreting, as a “choreographic pedagogy” in action.

The research might appear to be limited to the areas of performance and teaching and learning, although it could provide a model for other subjects, especially for those that engage with creative processes.

The research is a “practice as research” model and has implications for research in education as a practice of knowledge exploration and generation.

It is original and has the potential to inform the ways in which educators explore and expand their disciplines through teaching and learning investigations.

This paper seeks to re‐conceptualize Web 2.0 tools within the intellectual and theoretical frameworks currently driving changes in academic learning communities and to explore the effect of this paradigm shift on academic libraries.

The paper explores an intellectually rather than technologically driven definition of Web 2.0 and its potential effect on teaching and learning in libraries. Reflections are based on paradigm shifts in learning theories implicit in the adoption and implementation of Web 2.0 technologies. The paper also discusses applications of Web 2.0 designed to improve student and faculty engagement in the research process.

The paper encourages librarians to think beyond the technology and to consider how Web 2.0 can support intellectual teaching and learning objectives in an academic library.

The paper discusses applications of Web 2.0 designed to improve student and faculty engagement in the research process.

The paper offers insights into rethinking current conceptions of Web 2.0 based on participation in and collaboration with faculty during a summer institute session. It provides a common conceptual framework of teaching and learning theory for librarians to use when implementing Web 2.0 tools and applications.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

People rely on power plants to generate the electricity needed to run much of their lives. Power plants, though, are typically not the domain of the average citizen. Even if they stand near homes, schools, and other important places, the operations inside, not to mention the many social and environmental impacts outside, largely lack the scrutiny of most citizens. Is this a problem, especially when some governmental oversight already regulates the plants’ operations? The National Council for the Social Studies (NCSS) defines the main purpose of social studies education as creating effective citizens. This article describes an interdisciplinary unit of study by middle-grades youth about a proposed power plant in their city of Lansing, Michigan. It shows students scrutinizing the complex power plant issue through a variety of experiences and from different angles. While supporting NCSS’ stance on the teaching of citizenship, we call for a conception of citizenship extending beyond human communities and structures to the community of the earth and all living beings. We also encourage social studies teachers to take up the work of teaching for ecological citizenship.

In today’s marketplace, accountants must understand and master Big Data and data analytics, and many educators have devised approaches to help students acquire these critical skills. At our university, we have worked closely with our accounting advisory council to develop an adaptable classroom case where students not only gain a broad understanding of what data analytics means to the profession but also what specific tools are available to analyze an accounting-centered problem – cash collections. Using patterns and behaviors discovered in their data analyses, students develop collection procedures and controls for a case firm. Such a project begins to fulfill the profession’s initiative that accountants must exploit Big Data and data analytics for organizational growth and opportunity.

Business planning project with experiential approach have been implemented in beverage processing technology course, as a part of entrepreneurship teaching in undergraduate food technology study program. Seventy one students were divided into 6 groups and each group designed a business plan of beverage production. The business plans (production of RosBerry juice, Alang‐alang jelly drink, Luo Tung Kua healthy drink, Aloe vera juice, Soycorn milk and Bumble bee) were realized by production each product in pilot plant and selling the products in campus area. Five groups succeed to realize their business plans and get profit varies from 11.67 per cent to 58.29 per cent, but one group (production of Bumble bee) suffered losses of 28.63 per cent. About 84 per cent of students possess sufficient self‐confidence to success as an entrepreneur. Significant increasing of self‐confidence to success in business planning and marketing occurred. However, declining of self‐confidence also occurred especially in financing and managerial skill aspects. It is needed to improve self‐confidence in financing and managerial skill aspects.