Search results for "KNOWLEDGE"
showing 10 items of 3108 documents
Traditional studying for examination versus constructivist learning tasks: Do learning outcomes differ?
1998
ABSTRACT Students' learning outcomes on an educational psychology course which involved studying three textbooks were compared between a constructivist class without a final examination and a traditional class concluding with an examination. The constructivist group (n = 16) studied the coursebooks with the help of writing assignments, discussed their assignments in groups and wrote an essay. The control group (n = 23) read the books on their own, attended lectures and took an examination. Learning outcomes were investigated (1) as the students' subjective learning experiences; (2) as changes in the students' learning conceptions; and (3) as measured by a traditional examination in which th…
Teaching and learning business ethics in a multicultural group
2017
Building on a constructivist learning theory and a case teaching method, this article suggests a mixed learning approach for teaching business ethics in a multicultural group. The purpose is to present the objectives and implementation of the mixed learning approach in a case course with a multicultural group. Based on the students' feedback, we also analyse and discuss the effects of the mixed learning approach on students' learning experiences. The article contributes to the growing stream of literature on business ethics teaching in higher education by presenting an approach that allows teachers and students to join in constructive knowledge creation in a multicultural group. In so doing…
ICT-Supported Education; Learning Styles for Individual Knowledge Building
2010
School surveys and reports on integration of ICT in teaching and learning indicate that the technology is mainly used in traditional learning environments. Furthermore, the most frequently used software in the classrooms are general tools like word processors, presentation tools and Internet browsers. Recent attention among youngsters on social software / web 2.0, contemporary pedagogical approaches like social constructivism and long time experiences with system dynamics and simulations, seem to have a hard time being accepted by teachers and curriculum designers. How can teachers be trained to understand and apply these possibilities optimally that are now available in the classroom and o…
Learning as Issue Framing in Agricultural Innovation Networks
2014
AbstractPurposeNetworks are increasingly viewed as entities of learning and innovation in agriculture. In this article we explore learning as issue framing in two agricultural innovation networks.Design/methodology/approachWe combine frame analysis and social learning theories to analyse the processes and factors contributing to frame convergence and hence improved practical collaborative outcomes in networks. Issue framing in the networks was followed during a two-year period with the help of multiple methods assembled under a transdisciplinary case study, action research and grounded methodology framework.FindingsOur research suggests that learning and collective action for more sustainab…
Sharing and constructing perspectives in web-based conferencing
2006
Abstract This study investigates the quality and nature of virtual interaction in a higher education context. The study aims to find out variables that mediate virtual interaction, particularly the emerging processes of sharing and constructing perspectives in web-based conferencing. The purpose of this paper is to report the results on different levels of web-based discussions with parallel findings on the amount of sharing perspectives. The findings of two empirical studies are compared, and thereby also the impact of the pedagogical model designed between these two studies is evaluated. Possible explanations for why some discussions reach higher levels and include more perspective sharin…
Flipping and Blending : An Action Research Project on Improving a Functional Programming Course
2016
This article reports on an action research project on improving a functional programming course by moving toward a practical and flexible study environment—flipped and blended classroom. Teaching the topic of functional programming was found to be troublesome using a traditional lectured course format. The need to increase students’ amount of practice emerged while subsequent challenges relating to students’ independent practical coursework were observed. Particular concerns relating to group work, learning materials, and the attribute of flexibility were investigated during the third action research cycle. The research cycle was analyzed using a qualitative survey on students’ views, teach…
Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a diffe…
2012
Along with the development of new technologies, orchestrating computer-supported collaborative learning (CSCL) has become a topic of discussion because new learning spaces challenge teacher to support collaborative learning in new ways. However, despite the optimistic notions of teachers’ orchestration in CSCL situations, there are still no systematic research findings on real-time orchestration. This study is one attempt to fill in the knowledge gap on understanding the differences in knowledge construction processes between settings with and without teachers’ real time orchestration in 3D learning games from a socio-cultural perspective. The aims of the study are twofold. The first aim is…
What makes learning and understanding in virtual teams so difficult?
2004
The ideas presented in this article are especially challenged by critical questions raised by the other authors in this special issue. One of the core questions throughout the different studies is whether participants in distributed learning groups are able to successfully work on a common task and achieve a type of interaction that leads them to educationally relevant higher-level discussion and learning. This article discusses the central findings of these studies in light of the recent research on computer-supported collaborative learning. At the beginning of the article, typical problems and challenges related to learning in virtual teams are described. In the end of the discussion, som…
Using a game environment to foster collaborative learning: a design‐based study
2011
Designing collaborative three‐dimensional learning games for vocational learning may be one way to respond to the needs of working life. The theoretical vantage points of collaborative learning for game development and the ‘design‐based research’ methodology are described; these have been used to support collaborative learning in the vocational context. The aim of the empirical study is to determine, firstly, what kinds of design elements were essential from the point of view of the collaboration, and secondly, what kinds of discussions students engage in during the game. In this study, three essential features of design elements stood out. Firstly, the scripted tasks have to require true c…
Learning from Social Collaboration
2017
This chapter focuses on the challenge of evaluating game-based learning. It argues that linking game-based learning with the characteristics of a specific game or game-produced engagement is challenging. It further proposes a framework in which the game-based learning process is approached by considering (business) simulation games as Computer-Supported Collaborative Learning (CSCL) environments and presents an approach on how learning can be approached and evaluated from this perspective. In addition, it highlights how simulation game mechanics appears to be a potential way to promote learners' socio-emotional processes and give rise to social interaction and to structure collaboration amo…