Learning and training in organizations

2019 ◽  
Vol 27 (5) ◽  
pp. 27-29
Keyword(s):  
Case Studies ◽  
Teaching Methods ◽  
Teaching Styles ◽  
Traditional Teaching ◽  
Content Type ◽  
Learning And Teaching ◽  
Active Teaching ◽  
Traditional Teaching Methods ◽  
Challenges And Opportunities ◽  
Pertinent Information

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Traditional teaching methods have limitations in expecting learners to be passive recipients, and do not take individual differences of either instructor or learner into account. Active teaching methods, such as case-method teaching (CMT) require learners to be more active and dynamic, engaging with real-world case studies, analyzing and problem-solving. The CMT method offers flexibility matching learning and teaching styles of participants. This method has advantages working with potential challenges and opportunities for organizations, empowering staff and bridging the gap between theoretical knowledge and reality. Originality The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Developing Employability Skills in Information System Graduates

2021 ◽  
pp. 1331-1344
Author(s):  
Mohamad Osmani ◽  
Nitham M. Hindi ◽  
Vishanth Weerakkody
Keyword(s):  
Information System ◽  
Teaching Methods ◽  
Time Management ◽  
Employability Skills ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Traditional Teaching Methods ◽  
Flipped Classrooms ◽  
Study Techniques

It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the employability skills of Management Information System (MIS) graduates. To do so, the article reports the results of an experiment that was conducted with MIS students at the Faculty of Business and Economics in Qatar University, that combined lectures, case study-based workshops, flipped classrooms, presentations, problem-based learning and collaborative learning. The findings of this experiment suggest that known methods of classroom-based learning and teaching used for MIS graduates are failing to develop important graduate skills such as, critical thinking, time management and how to conduct research when faced with challenging problems.

Developing Employability Skills in Information System Graduates

2018 ◽  
Vol 14 (2) ◽  
pp. 17-29 ◽  
Author(s):  
Mohamad Osmani ◽  
Nitham M. Hindi ◽  
Vishanth Weerakkody
Keyword(s):  
Information System ◽  
Teaching Methods ◽  
Time Management ◽  
Employability Skills ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Traditional Teaching Methods ◽  
Flipped Classrooms ◽  
Study Techniques

It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the employability skills of Management Information System (MIS) graduates. To do so, the article reports the results of an experiment that was conducted with MIS students at the Faculty of Business and Economics in Qatar University, that combined lectures, case study-based workshops, flipped classrooms, presentations, problem-based learning and collaborative learning. The findings of this experiment suggest that known methods of classroom-based learning and teaching used for MIS graduates are failing to develop important graduate skills such as, critical thinking, time management and how to conduct research when faced with challenging problems.

scholarly journals Application of Traditional and Contemporary Methods While Teaching Language for Specific Purposes

Pedagogika ◽  
2017 ◽  
Vol 128 (4) ◽  
pp. 193-205 ◽  
Author(s):  
Jolita Grašienė ◽  
Angelika Petrėtienė
Keyword(s):  
Teaching Methods ◽  
Traditional Teaching ◽  
Subject Knowledge ◽  
Active Teaching ◽  
Teaching Language ◽  
Language For Specific Purposes ◽  
Traditional Teaching Methods ◽  
Key Competences ◽  
Teaching Professional

The article discusses traditional and contemporary teaching methods in order to determine, which methods are best suited for teaching professional language or language for specific purposes. A study was conducted at the Vilnius Gediminas Technical University (hereafter – VGTU) and Vilnius College of Technologies and Design (hereafter – VTDK) that shows students’ opinion about the teaching methods of the language for specific purposes. The study showed that the choice of teaching methods is determined by the prevailing trends of developments in education and the ongoing advancement of technologies; traditional teaching methods having long-standing traditions should remain relevant; however, in order to ensure the highest possible quality of learning there is a need to intensify the use of active teaching methods, particularly those, which are preferred by students; teachers who usually employ traditional teaching methods are recommended to plan their lectures in such a way as to provide for a transition from passive to active learning. Appropriately selected teaching methods make it possible for students to acquire subject knowledge, improve skills of correct language usage, develop key competences and become competitive specialists.

scholarly journals Integration of ICT into Education: Lessons Learnt at the State University of Zanzibar and the Midlands State University in Zimbabwe

2022 ◽  
Author(s):  
Shephard Pondiwa ◽  
Umayra El Nabahany ◽  
Margaret Phiri
Keyword(s):  
Teaching Methods ◽  
The State ◽  
Traditional Teaching ◽  
State University ◽  
Ict In Education ◽  
Knowledge Based ◽  
Digital Era ◽  
Traditional Teaching Methods ◽  
Challenges And Opportunities ◽  
Integration Of Ict

The provision of education using ICT has been adopted by many institutions in Africa. The use of ICT is critical in knowledge-based societies such as those in Zanzibar and Zimbabwe. This study looks at how the Midlands State University (MSU) and State University of Zanzibar (SUZA) have adopted the use of ICT in many ways. ICTs do not work for everyone in the same way. It has become inevitable, in the current digital era for educators to integrate ICT in their teaching and gradually replace traditional teaching methods with modern ones which are ICT led. The main objective of this study is to find out challenges and opportunities of using ICT in education.

Metaphors of women as leaders

2017 ◽  
Vol 25 (3) ◽  
pp. 11-12
Keyword(s):  
Case Studies ◽  
Design Methodology ◽  
Reading Time ◽  
Single Point ◽  
Leadership Roles ◽  
Content Type ◽  
The Past ◽  
Challenges And Opportunities ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Women have made great advances in leadership roles over the past decade; however, there are still many challenges to be faced and overcome before there is equality with men. The labyrinth metaphor is a useful one, as it represents the challenges and opportunities women may face along their career path, not just at a single point. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

How should we develop leaders?

2016 ◽  
Vol 30 (6) ◽  
pp. 7-9
Keyword(s):  
Case Studies ◽  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Teaching Methods ◽  
Personal Growth ◽  
Group Discussion ◽  
Content Type ◽  
Pertinent Information ◽  
Skill Building ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Participants in a study on how educators can benefit from data on teaching methods or sources of learning used for the leader development of undergraduate students, perceived small group discussion, and film/television clips to promote conceptual understanding, while internships and 360-degree feedback did so to a lesser degree. Sources of learning perceived to facilitate skill building were group projects and giving presentations. Conversely, completing case studies and listening to lectures were rated as unlikely to foster personal growth. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/Value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Learning consecutive interpretation

Interpreting ◽  
1999 ◽  
Vol 4 (2) ◽  
pp. 199-218 ◽  
Author(s):  
Velia Ficchi
Keyword(s):  
Learning Strategies ◽  
Teaching Methods ◽  
Self Management ◽  
Small Scale ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Personal Effort ◽  
Traditional Teaching Methods ◽  
Personal Approach ◽  
Persistent Errors

In an attempt to meet the undeniable need for an empirical approach to interpretation research, this paper suggests an approach to consecutive interpretation learning, based on the observation of recurrent and persistent errors among learners. Although traditional teaching methods will not be discredited, this paper aims to show that since consecutive interpretation requires a personal effort of creation, both students and teachers can be encouraged to more frequently adopt learning and teaching strategies based on self-management, autonomy and self-directed work. After setting out a general framework based on what has been said and written about interpretation teaching methods, we describe how the experiment was conducted. The data collected is analysed and the concept of autonomy and its possible application to consecutive interpretation learning are discussed. On the basis of the findings, and recognising that learning consecutive interpretation requires a personal approach, alternative learning strategies will be proposed which are based on a more autonomous approach on the part of the student. In spite of the inevitable limits of such a small-scale study, it could be suggested that given the recurrence and persistence of certain errors, learners might hope to reduce them by self-observation and by developing autonomous learning strategies according to their needs and experiences.

Teaching lean manufacturing at a postgraduate level

2018 ◽  
Vol 9 (3) ◽  
pp. 301-323 ◽  
Author(s):  
Guilherme Tortorella ◽  
Paulo A. Cauchick-Miguel
Keyword(s):  
Teaching Methods ◽  
Lean Manufacturing ◽  
Business Performance ◽  
Learning Experience ◽  
Learning Preferences ◽  
Traditional Teaching ◽  
Content Type ◽  
Complementary Method ◽  
Postgraduate Level ◽  
Traditional Teaching Methods

PurposeThis study aims at integrating two teaching approaches to enhance Lean manufacturing (LM) learning at a graduate course level and verify its effectiveness through comparing students’ performance and learning preferences.Design/methodology/approachThe proposed methodology incorporates problem-based learning (PBL) approach based on real problems of companies undergoing a lean implementation into traditional teaching methods. The methodology was applied with graduate students from a Brazilian public university, whose learning preferences were subsequently identified. The verification of effectiveness is undertaken through a comparative analysis of students’ performance after each course.FindingsThe findings indicate that PBL may be an effective complementary method for LM learning, especially because it exposes students to actual problems when implementing LM. The proposal may improve problem-solving ability and provide a more fertile environment to promote better learning experience. The results are also positively related to the current body of the literature. Finally, because of different students’ learning preferences, PBL alone may not fulfill all students’ cognitive requirements, and hence, traditional teaching methods should not be eradicated from the LM learning process.Originality/valueBecause of an increasingly worldwide competition regarding business performance, LM has been an emerging and relevant subject among engineering and management postgraduate courses. Nevertheless, the practical character inherent to the understanding of LM may undermine learning and development of students. Therefore, studies that verify the effectiveness of the teaching approach may contribute to better prepare students for such demanding context.

AComparing ’Ex catedra’ and IT-Supported Teaching Methods and Techniques: Policy of Teaching Practice/Usporedba ex catedra i računalno potpomognutih metoda i tehnika poučavanja: politika nastavne prakse

2014 ◽  
Vol 16 ◽  
Author(s):  
Marina Dobrota ◽  
Slađana Benković
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Teaching Styles ◽  
Factual Knowledge ◽  
Traditional Teaching ◽  
Teaching Techniques ◽  
Traditional Teaching Methods ◽  
Methods And Techniques

AbstractTeaching at higher education institutions in Serbia still relies on traditional ex catedra methods and is mostly based on acquiring factual knowledge, which discourages student participation in the learning process, as well as any initiative on their part. The aim of the paper is to point to the implementation of the traditional ex catedra versus the use of IT-supported teaching methods and techniques. The underlying idea is that professors abilities depend on their familiarity with different teaching methods and techniques, their knowledge of a foreign language, and the use of ICT. The data analysis has confirmed that teachers do differ from each other with respect to their academic titles: senior teachers (associate and full professors) use traditional methods more frequently than younger teachers do. In general, all teachers should incorporate modern trends into their teaching styles, since traditional teaching methods and techniques are used more often than IT-supported ones.Key words: IT-supported teaching; teaching methods; teaching techniques; traditional ex catedra teaching; universities in Serbia---SažetakNa visokokolskim institucijama u Srbiji poučavanje se jo uvijek oslanja na tradicionalne ex catedra metode, većinom se temelji na usvajanju činjeničnoga znanja, čime se studenti obeshrabruju od sudjelovanja u procesu učenja i poduzimanja inicijative. Cilj ovoga rada jest uputiti na upotrebu tradicionalnog ex catedra poučavanja u usporedbi s računalno potpomognutim metodama i tehnikama poučavanja. Smatra se da sposobnosti nastavnika ovise o njihovu poznavanju različitih metoda i tehnika poučavanja, znanja stranoga jezika i upotrebe informacijsko-komunikacijskih tehnologija. Analiza rezultata potvrdila je da se nastavnici međusobno razlikuju s obzirom na akademska zvanja: iskusniji nastavnici (izvanredni i redoviti profesori) čeće se koriste tradicionalnim metodama od njihovih mlađih kolega. Općenito, svi bi nastavnici trebali uključiti moderne trendove u svoje stilove poučavanja, s obzirom na to da se tradicionalne metode i tehnike koriste čeće od onih računalno potpomognutih.Ključne riječi: metode poučavanja; računalno potpomognuto poučavanje; sveučilita u Srbiji; tehnike poučavanja; tradicionalno ex catedra poučavanje.

Constructivism and Educational Practice

1996 ◽  
Vol 40 (1) ◽  
pp. 19-45 ◽  
Author(s):  
Graham D. Hendry
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Educational Practice ◽  
Classroom Teaching ◽  
Traditional Teaching ◽  
Human Knowledge ◽  
Traditional Classrooms ◽  
Learning And Teaching ◽  
Traditional Teaching Methods

The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.

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