Collaborative Learning Environment in Higher Education: A Case Study

2018 ◽  
pp. 17-24 ◽  
Author(s):  
Micaela Esteves ◽  
Rosa Matias ◽  
Angela Pereira
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Collaborative Learning Environment

Internet of Things (IoT) to Foster Communication and Information Sharing

2021 ◽  
pp. 1-20
Author(s):  
Mohammed Banu Ali
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Internet Of Things ◽  
Learning Environment ◽  
Information Sharing ◽  
Higher Education Institutions ◽  
Emerging Technology ◽  
Technology In Education ◽  
Collaborative Learning Environment

IoT is a rapidly emerging technology in education that attracts researchers, students, and administrators. This chapter reviews the opportunities and challenges of the IoT to determine whether there are potential communication and information sharing cultures in higher education institutions (HEIs). Despite the findings revealing stakeholders' demand for a better collaborative learning environment and better information sharing capabilities, IoT has various security and interoperability concerns that present an unattractive prospect for HE stakeholders to embrace IoT. IoT has the potential to meet HEIs system expectations, though stakeholders remain distant toward embracing IoTs. This indicates that stakeholders are not ready to embrace IoTs, thus prompting the need to study why stakeholders are resistant towards the IoT.

Using a stakeholder developed case study to develop soft skills

2019 ◽  
Vol 27 (6) ◽  
pp. 862-882 ◽  
Author(s):  
Grant Samkin ◽  
Monique Keevy
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Real World ◽  
Financial Institution ◽  
Soft Skills ◽  
Education Institution ◽  
Ethical Behaviour ◽  
Content Type ◽  
Collaborative Learning Environment

Purpose The purpose of this paper is to illustrate the extent to which a case study developed by a financial institution and completed within a collaborative learning environment can be used to develop soft skills. Design/methodology/approach A questionnaire research instrument comprising open and closed response questions was used to collect the data. Findings The case study developed by the external stakeholder was found to be useful in developing soft skills. The primary skills identified by respondents were decision-making, problem-solving, critical thinking, communication and research ability. However, the respondents believed that the collaborative learning element had the greatest impact on the development of skills, particularly ethical behaviour, professionalism and personal attributes. Research limitations/implications The results are not generalisable beyond the scope of the particular higher education institution in which the study was conducted and the country in which the study was situated. Additionally, this paper measured soft skills development through perceptions of participating students. An objective measurement of students’ immediate soft skills improvement is not considered. Nonetheless, the findings provide guidance to educators on how a case study developed by a financial institution and completed within a collaborative learning environment can be used to develop soft skills. Originality/value The paper makes three contributions. The first is to detail how a real-world case study with a substantial technical component can be used to develop soft skills. Second, the paper contributes to the real-world case study and collaborative learning elements literature and ascertains the effectiveness of both methods in developing various soft skills. Finally, the paper contributes to the limited literature on how external stakeholders can become involved in the development of accounting curriculum content.

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