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1 – 10 of over 5000Dirk Ifenthaler, Zahed Siddique and Farrokh Mistree
In this paper, the authors aim to explore how students learn how to learn in a team-based graduate course Designing for Open Innovation using a theoretical framework that focuses…
Abstract
Purpose
In this paper, the authors aim to explore how students learn how to learn in a team-based graduate course Designing for Open Innovation using a theoretical framework that focuses on the cognitive functions of team-based processes and team performance.
Design/methodology/approach
An automated assessment methodology for the structural and semantic analysis of individual and shared knowledge representations serves as a foundation for the approach. A case study is presented that explores the development of individual mental models and shared mental models over the course.
Findings
An assessment of the mental models indicates that in this course three types of learning took place, namely individual learning, team-based learning, and learning from each other.
Originality/value
The automatically generated graphical representations provide insight into the complex processes of the learning-dependent development of individual mental models and shared mental models.
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Asad Abbas, Hussein Haruna, Anil Yasin Ar and Danica Radovanović
The 17 Sustainable Development Goals (SDGs) of the United Nations (UN) gained attention, particularly SDG 4 which focuses on quality education. Tecnologico de Monterrey, popularly…
Abstract
The 17 Sustainable Development Goals (SDGs) of the United Nations (UN) gained attention, particularly SDG 4 which focuses on quality education. Tecnologico de Monterrey, popularly known as TEC, is one of the few elite private universities in Mexico that took significant steps to enhance the quality of education amidst the COVID-19 pandemic, in view of students’ career plans. In this empirical research, an online survey was employed to investigate the mediating role of peers’ feedback on team-based learning (TBL) and career planning skills among university students. The study included 86 students from bachelor’s and master’s programmes. IBM SPSS version 26 and PROCESS Macro v 3.5 were used for the quantitative data analysis. The results confirm that peers’ feedback partially mediates the relationship between TBL and the career planning skills of students. This study provides recommendations to university authorities to develop educational policies in-line with SDG 4, thoroughly revise course curricula of the degree programmes offered, and include online learning activities for solving problems in the current world scenario.
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Jonathan Matthew Scott, Kathryn Pavlovich, John L. Thompson and Andy Penaluna
Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and…
Abstract
Purpose
Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and convenience sample of individual student reflective journals, the purpose of this paper is to critically evaluate how the process of constructive misalignment enhances the level of student engagement through a team-based experiential entrepreneurship education assessment.
Design/methodology/approach
Data were gathered from a purposive and convenience sample of reflective journals, an individual “performance assessment” element of three Masters-level courses (courses 1, 2 and 3) that included an “active” group business ideas generation presentation and a report. These texts were analyzed through content analysis that critically evaluates and summarizes the content of data and their messages.
Findings
While expected learning outcomes included teamwork and communication, the higher levels of active learning and student engagement related to innovation and generating a business idea was much more modest. Rather, the study finds that significant learning opportunities were apparent when students experienced unexpected aspects of constructive misalignment, such as linguistic–cultural challenges, nonparticipation and freeriding.
Originality/value
Building on Biggs’ (2003) model of constructive alignment in course design and delivery/assessment, this paper elucidates various unexpected and surprising aspects. It suggests that constructive misalignment could provide major learning opportunities for students and is thus more likely in these team contexts where entrepreneurship students experience constructive misalignment. Educators should, therefore, continue to design experiential entrepreneurship courses and their performance assessments through team-based approaches that achieve higher levels of engagement as well as more active learning.
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Peter Balan, Michele Clark and Gregory Restall
Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on…
Abstract
Purpose
Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to “traditional” teaching when course materials are presented during a lecture, and students are assessed on that material during another session at a later stage. The purpose of this paper is to describe an introductory class session that prepares and engages students to be successful participants in courses requiring pre-learning.
Design/methodology/approach
A sequence of seven learning activities drawn from the education literature was implemented in an introductory undergraduate entrepreneurship class. These activities were evaluated using exploratory qualitative research.
Findings
Student evaluations of the learning activities showed that they readily identified important aspects of learning, critical factors related to student success, and the learning purposes of the introductory session.
Practical implications
The sequence of seven activities develops a positive learning culture where students understand their obligations regarding pre-learning, and are prepared for active engagement in the course. These also give the educator valuable information for understanding the learning motivations, expectations, and perceptions of student learners, that allows teaching approaches to be tailored to the needs of that class.
Originality/value
The sequence of learning activities is novel and gives both students and educators insights into learning processes required for effective pre-learning for active engagement in student-centred classes. This approach can be applied in different fields of higher education.
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David J. Pauleen, Stephen Marshall and Irina Egort
This paper presents and discusses an experiential learning‐based team‐based assignment, which makes extensive use of information and communication technology available in…
Abstract
This paper presents and discusses an experiential learning‐based team‐based assignment, which makes extensive use of information and communication technology available in Blackboard. Student teams, composed of mature, post‐experience graduate students in a knowledge management class, were asked to perform a task requiring creativity and then to reflect on their individual and team experiences. Subjects were required to think about applying what they had learned to “real life” organizational settings. The results show that students find significant value in experiential learning processes. The findings also suggest students are able to apply knowledge management theories, which were taught in class lectures, to their team experiences and, further, to take the total learning experience combining theory and practice and usefully apply it to their work. Implications for experiential learning in the classroom and distance education are discussed.
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This study was designed to assess the efficacy of pedagogical and relationship-building strategies employed to foster student engagement and success. Also, it was meant to…
Abstract
Purpose
This study was designed to assess the efficacy of pedagogical and relationship-building strategies employed to foster student engagement and success. Also, it was meant to demonstrate the importance of faculty to engagement and success, and emphasize a faculty member's role in lessening the power divide that can exist in classrooms.
Design/methodology/approach
First, archival survey data were explored that provide a baseline for student perceptions of the interactions with faculty that have been shown to impact student engagement. Second, an in-depth description of the course taught by this author is provided, along with the relationship-building and pedagogical strategies employed to promote student engagement and learning. Finally, a mixed-methods approach was utilized to capture whether improved engagement and learning occurred. Both qualitative data, in the form of student opinionnaires, and quantitative data gathered from the institution's assessment instrument were reviewed.
Findings
A review of the qualitative survey data found that students believe faculty should be very intentional about building relationships with them. Student opinionnaires confirmed the efficacy of the relationship-building tactics employed by the instructor. Additionally, data analysis of the learning assessment tool yielded an 18% increase in performance, lending further support to the classroom strategies utilized during this time.
Originality/value
The results of this study add to the body of literature addressing the impact faculty have on student engagement. Additionally, these results can be used to help inform institutional strategies, such as faculty development seminars, to improve retention as a result of an engaged student body.
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Entrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an…
Abstract
Purpose
Entrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an established measure of engagement can be used to identify relevant teaching methods that could be used to engage any group of entrepreneurship students.
Design/methodology/approach
The Australasian Survey of Student Engagement (AUSSE) instrument was used to provide 47 well established engagement criteria. The results from 393 students (33 per cent response rate), and the identification by immersed experts of the criteria that were present in each of six teaching methods, made it possible to calculate a weighted score of engagement contribution for each teaching method.
Findings
This method described in this paper identified, for undergraduate entrepreneurship students, the most engaging teaching methods as well as the least engaging. This approach found that from amongst the particular range of teaching methods in the courses in this case study, poster reports was the most engaging, followed by a team‐based learning method. This approach also identified one teaching method that was not engaging, suggesting it could be discontinued.
Practical implications
These results give entrepreneurship educators with access to engagement data collected by the National Study of Student Engagement (NSSE), or the equivalent AUSSE study, a practical method for assessing and identifying teaching methods for student engagement for their particular profile of students, and in their particular teaching situation.
Originality/value
The application of established measures of engagement is novel and provides insights into specific teaching methods for enhancing the engagement of particular groups of students at the course level. It is a method that could be applied in fields other than entrepreneurship education where NSSE or AUSSE data is available.
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The purpose of this paper is to increase understanding of how the introduction of a team‐based work organization can affect the opportunities to learn at work. Two research…
Abstract
Purpose
The purpose of this paper is to increase understanding of how the introduction of a team‐based work organization can affect the opportunities to learn at work. Two research questions are addressed: “What conditions are important for learning and competence development in a team‐based work organization?” and “To what extent does a team‐based work organization support and enhance favourable learning conditions for team members?”
Design/methodology/approach
Investigations are based on longitudinal case studies of work‐based learning and the development of a team‐based organization in three manufacturing companies.
Findings
Results demonstrate that there are no straightforward or linear relations between the introduction of team‐based production and the expansion of learning conditions. The study also identifies several challenges and dilemmas organizations meet when they introduce a team‐based production.
Practical implications
Several conditions important for learning in a team‐based production are emphasized, including: the needs for challenging work tasks; the development of team leadership; and the significance of supportive learning conditions.
Originality/value
The study contributes to an understanding of organizational change and development as a non‐linear process, which can be understood as a complex interplay between actors and internal and external organizational conditions.
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David S. Bright, Arran Caza, Elizabeth Fisher Turesky, Roger Putzel, Eric Nelson and Ray Luechtefeld
New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory…
Abstract
New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.
Faraja Ndumbaro and Stephen Mutula
This paper aims to present results of a study which examined students’ collaborative information behavior (CIB) in comparison with behavioral patterns illustrated in Wilson’s…
Abstract
Purpose
This paper aims to present results of a study which examined students’ collaborative information behavior (CIB) in comparison with behavioral patterns illustrated in Wilson’s (1996) model of information behavior.
Design/methodology/approach
A total of six groups of undergraduate students; four from Sokoine University of Agriculture (SUA) and two from Ardhi University (ARU) were purposively selected. Data were collected using semi participant observation, critical incident interviews and focus group discussion methods.
Findings
Results indicate that students’ CIB is mainly shaped by collaborative learning environment, learning tasks objectives and requirements. Despite its wider applicability in different domains and contexts, Wilson’s (1996) model is partially appropriate in modeling students’ group-based learning information behavioral activities. Person(s) in context and active and passive information seeking are aspects of the model which are observed to be relevant in students’ CIB.
Practical implications
The study has implications on teaching and learning practices in higher learning institutions.
Originality/value
The study provides new insights on how students exhibit different information behavioral patterns during collaborative learning. The study fills a gap on how solitary models of information behavior can be used to model students’ information behavior in team-based learning.
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