BEST PRACTICES: Self-Directed Learning: A Strategy for Teaching

2005 ◽  
Vol 53 (3) ◽  
pp. 22-27 ◽  
Author(s):  
Bernadette M. Black ◽  
Cheryl B. Henig
Keyword(s):  
Best Practices ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Communication Concepts in Action: Best Practices in Case Study Pedagogy in the Organizational Communication Course

2019 ◽  
Vol 2 ◽  
pp. 119-126 ◽  
Author(s):  
Andrea Meluch ◽  
Patricia Gettings,
Keyword(s):  
Best Practices ◽  
Organizational Communication ◽  
Case Studies ◽  
Faculty Members ◽  
Use Case ◽  
Self Directed Learning ◽  
Communication Course ◽  
Course Materials ◽  
Directed Learning

Analyzing case studies is a useful way to assist students in drawing connections between organizational communication concepts and real-world experiences. As faculty members who teach organizational communication, we regularly use case study pedagogy. Case study pedagogy provides a rich narrative through which complex organizational communication concepts can be identified, analyzed, and reflected upon. This article provides 10 best practices for utilizing and assessing case study pedagogy in the organizational communication course. These practices include: to make clear connections between case studies and course materials, scaffold learning, choose a mix of cases, cultivate a sense of community in the classroom, enable self-directed learning, vary assessment formats, welcome ambiguity, evaluate analyses and provide directed feedback, use varied case study formats, and encourage students to write case studies.

In the Nexus

2013 ◽  
pp. 668-683 ◽  
Author(s):  
Matthew Eichler ◽  
Carrie J. Boden-McGill
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
21St Century ◽  
Cultural Theory ◽  
Relational Cultural Theory ◽  
Public Higher Education ◽  
Self Directed Learning ◽  
Directed Learning ◽  
21St Century Learners ◽  
Learning Projects

The higher education landscape is facing a time of unprecedented challenges, and public higher education is under pressure to provide value relative to rising costs. In this chapter, the authors discuss one strategy to respond to these trends and to meet the needs of students through the implementation of learning pods, which are small geographically oriented teams working on individual learning projects as self-directed communities of scholars. The theoretical underpinnings for learning pods come from best-practices in the communities of practice, novice to expert, self-directed learning, relational cultural theory, and mentoring literature. The learning pods approach is versatile and could be adapted for many K-20 and professional practice settings and is a good example of how the combinations of technology and in-person meetings serve the needs of 21st Century learners. Learning pods provide an environment for students to develop skills such as reflection, teamwork, and networking that are vital to success in the modern workplace.

Sign in / Sign up

Export Citation Format

Share Document