Technology Enhanced Learning Experience in Intercultural Business Communication Course: A Case Study

2018 ◽  
pp. 41-45 ◽  
Author(s):  
Marcel Pikhart
Keyword(s):  
Learning Experience ◽  
Business Communication ◽  
Technology Enhanced Learning ◽  
Communication Course ◽  
Enhanced Learning

scholarly journals Students on Tech – an innovative partnership

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Mary Jacob
Keyword(s):  
Learning Experience ◽  
Change Agents ◽  
Technology Enhanced Learning ◽  
Student Needs ◽  
Learning Group ◽  
Effective Change ◽  
E Learning ◽  
Experience Survey ◽  
Enhanced Learning

'Students on Tech' is an innovative partnership between students and the E-learning Group at Aberystwyth University. A talk on the project was jointly presented by one of the students and the staff member who led the project at the Jisc Change Agents Network conference, University of Exeter, 20-21 April 2017. The case study offers a model for partnership with students for effective change. Our aims were to listen to the student voice to improve technology-enhanced learning (TEL) provision and raise the profile of good teaching.The E-learning Group had carried out a TEL Learning Experience Survey in 2010 and again in 2013 (Gwella Team, 2011). For this project, we hoped to gain an even deeper understanding of student needs and behaviour. We wanted to make our Blackboard site easier to use and to help staff understand better: students’ needs; how students are using technology; what technology helps them.

Challenges and Opportunities of Developing an ESP University Course without a Textbook – a multiple case study

2020 ◽  
Vol 7 (6) ◽  
pp. 56-68
Author(s):  
Anna ROMAGNUOLO
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Business Communication ◽  
Educational Setting ◽  
Communication Course ◽  
Challenges And Opportunities ◽  
Multiple Case ◽  
Pros And Cons ◽  
University Course

The growing demand for ESP courses, due not only to the use of English as a lingua franca in a globalized professional world but also to the relatively recent requirements of “internationalized” university degrees, has made the teaching of English for Special Purposes, with the areas and the language teaching approaches (EOP, EAP, EVP) it has come to include, increasingly reliant on the use of specialized EFL textbooks. However, the ESP books available in the market still might not cover all the non-linguistic specialized university disciplines, or they might be too costly and time-consuming for short, elective, and pass/fail EFL courses worth few ECTS credits.This paper will report on the author’s experience of teaching a University Business Communication course without the use of textbooks, and with significant resort to online free educational resources and “non-desktop” technologies, materials and tools, which have also been exploited to involve students in the preparation of flipped lessons and the creation of their own educational material. The course-specific features and students’ outcomes, especially in terms of competence and skill development, will be described with a brief analysis of the pros and cons of transforming a formal educational setting in an informal language learning experience.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

Teaching Large Sections of a Business Communication Course

2017 ◽  
Vol 80 (1) ◽  
pp. 114-129
Author(s):  
Carol Wright
Keyword(s):  
Student Learning ◽  
Business Communication ◽  
Pedagogical Strategies ◽  
Communication Course ◽  
Face To Face ◽  
Large Sections ◽  
Large Face

The purpose of this research is to examine specific examples of how business communication courses are delivered in large, face-to-face university classes to discover implications of these large courses. This case study reviewed four classes from two different midsized universities whose classes range from 48 to 300 students. Findings suggest that, when faced with the possibility of teaching more students, it is important to understand that pedagogical strategies may need to be adjusted to maintain student learning. These strategies include modifying the course to the lecture/lab structure, limiting the amount of writing, or allowing the instructor to teach fewer courses.

Analysis and Validation of Learning Technology Models, Standards and Specifications

2010 ◽  
Vol 8 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Jan M. Pawlowski ◽  
Denis Kozlov
Keyword(s):  
Reference Model ◽  
Model Analysis ◽  
Semantic Interoperability ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Reference Models ◽  
Competency Based ◽  
Open Content ◽  
Enhanced Learning

The paper presents a model for the analysis, comparison and validation of standards, specifications and in particular reference models in the field of Technology Enhanced Learning (TEL). The Reference Model Analysis Grid (RMAG) establishes categories of reference models and standards. Based on those categories, a set of criteria for the analysis and validation of standards was elaborated as a part of the ICOPER project that aims at interoperable open content for competency-based TEL. The analysis of standards in this context is targeted at developing a set of validated approaches that lead to a new reference model. Four standards were investigated, taking into account a broad range of aspects like practical and semantic interoperability and integration issues. In the case study, the authors analyzed both, the standards and specifications and the usefulness of the RMAG. The results of this case study can be used for further analyses of TEL standards as well as for reference models targeted at interoperability.

scholarly journals Harry Potter and the First Order of Business: Using Simulation to Teach Social Justice and Disability Ethics in Business Communication

2018 ◽  
Vol 81 (1) ◽  
pp. 85-99 ◽  
Author(s):  
Stephanie K. Wheeler
Keyword(s):  
Social Justice ◽  
Business Communication ◽  
Harry Potter ◽  
Professional Communication ◽  
Business Writing ◽  
Communication Course ◽  
Simulation Based ◽  
Excellent Work ◽  
Communication Pedagogy

Despite the excellent work by scholars who invite us to consider disability, social justice, and business and professional communication pedagogy, little attention has been given to what a disability- and social-justice-centered business and professional communication course might look like in design and implementation. This case study offers an example of a simulation based within the Harry Potter universe that emphasizes the ways disability advocacy and civic engagement manifest themselves in foundational business writing theories and practices. This simulation enabled students to engage with social justice issues by understanding access as an essential part of business and professional communication.

scholarly journals Analyzing Writing Needs of MBA Students: A Case Study of IIUI

2019 ◽  
Vol IV (II) ◽  
pp. 329-336
Author(s):  
Lubna Umar ◽  
Umaima Kamran ◽  
Saira Maqbool
Keyword(s):  
Language Proficiency ◽  
Business Communication ◽  
Faculty Members ◽  
Needs Analysis ◽  
Business Organizations ◽  
Analysis Model ◽  
Communication Course ◽  
Mba Students ◽  
Proficiency Level

This research aims to analyze written skills of students enrolled in Business Communication course by conducting a Needs Analysis survey. While focusing on the necessities, lacks and wants of learners, the current language proficiency of students was matched with the target level needed in business organizations. For this purpose, a needs analysis based on the target situation needs analysis model provided by Hutchinson and Waters (1987) was conducted. Two questionnaires were designed to collect data from learners and prospective business employers. Moreover, faculty members were interviewed to get an enriched data. A quantitative data was qualitatively analyzed to reveal that needs analysis is a neglected aspect of curriculum development in Pakistan and that the needs of students are not considered. Moreover, the written skills are being focused, but the current proficiency level of the learners does not match the target situation needs.

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