Search results for "experiential learning"
showing 10 items of 152 documents
Supporting Learning Groups in Online Learning Environment
2015
In this paper, we report on the initial findings on how to effectively support learning groups in online learning environments. Based on the idea that learning groups can enhance effective learning in online learning environments, we used qualitative research methods to study learning groups (interviews and observation of learning group interactions in online learning environments) and their facilitators. Preliminary results reveal that in order to have effective learning groups you need to take care of the following online design issues: develop comprehensive study guides, train online tutors, motivate learners through feedback, and foster high cognitive levels of interaction through quest…
Participation and collaborative learning in large class sizes: wiki, can you help me?
2016
AbstractCollaborative learning has a long tradition within higher education. However, its application in classes with a large number of students is complicated, since it is a teaching method that requires a high level of participation from the students and careful monitoring of the process by the educator. This article presents an experience in collaborative learning adapted to large class sizes using wikis. The objective is to check if wikis allow for effective collaborative learning methods to be introduced into large groups. The results show how effective wikis can be in encouraging collaborative learning and active participation by the student, as well as facilitating the monitoring and…
Measuring, monitoring, and managing for productive learning? Australian insights into the enumeration of education
2017
This article reflects upon how teacher learning is currently construed under conditions of increased measurement of student learning outcomes, and the effects of advocacy for such enumeration processes. It draws upon a broad range of literature on the practice of education, measuring learning, and its effects on teachers? learning. To help ground the analysis, the paper analyses the meeting transcripts of an ongoing, long-term teacher learning initiative in a school in northern Queensland, Australia, and how processes of measurement influenced such learning. These reflections reveal teachers? practices as deeply influenced by the ways in which schooling is construed under conditions of inc…
The Textbook Didn’t Mention That: An Intercultural Experiential Exercise in Business Communication
2019
Although many global MBA programs teach intercultural communication, what happens when the method for teaching that concept becomes mostly experiential? To answer that question, the authors took two very similar classes, both composed of working adults, a Business Communications course in Germany and a Managerial Communications course in the United States, and joined the students into a project that spread over several weeks and had a purposely vague deliverable. While the students believed that the policies and presentations were the most important aspect of the project, the actual aim of this exercise was for them to learn about intercultural communication by doing it. Based on weekly de…
Developing education students' conceptions of the learning process in different learning environments
1997
Abstract Changes in conceptions of the learning process of 31 educational psychology students were examined in a constructivist and in a traditional learning environment. The study was carried out in a course which dealt with theories of learning and development and consisted of three text books. At the beginning of the course all students wrote a short essay, “My conception of learning”, after which the participants were divided in two groups. The traditional learning group studied the books individually, listened to the lectures and took an exam while the constructive learning group worked with different writing assignments, discussed the topics in groups and wrote an extensive essay inst…
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…
Orchestrating 21st century learning in higher education: A perspective on student voice
2016
For universities to meet the 21st-century learning needs of today's students, it is important they allow students to take an active role in developing pedagogy and sharing their perspective. This paper introduces design-based research aiming to develop a pedagogic approach to support technology-enhanced learning practices at the university level with the focus on teacher orchestration of learning activities and student voice. Drawing from the perspectives of teachers and students who participated in a course focused on learning and 21st-century competencies, four main elements indicating student voice and technology-enhanced pedagogy are presented: increased interaction among university com…
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…
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…