scholarly journals Enhancing student engagement in business sustainability through games

2018 ◽  
Vol 19 (5) ◽  
pp. 858-876 ◽  
Author(s):  
Kay Emblen-Perry
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Experiences ◽  
Game Based Learning ◽  
Game Development ◽  
Content Type ◽  
Business Sustainability ◽  
Collaborative Learning Environment ◽  
The Uk

Purpose This paper aims to explore the value students place on the sustainable strategies game (SSG) which seeks to improve student engagement in business sustainability through enhanced game-based learning. This game provides an alternative collaborative learning environment to the traditional instructivist approach to enrich Education for Sustainability (EfS) learning experiences and enhance student engagement. Design/methodology/approach Students’ reflections on their game-based learning experiences and suggestions for game development were collected through a short qualitative survey. Results are explored through three frameworks, namely, the multifaceted student value model, the dimensions of engagement framework and the UK higher education authority (HEA) framework for engagement through partnership. Findings Research findings suggest the SSG provides game-based learning within EfS that delivers “edutainment” within an active, collaborative and experiential learning environment that the students value. It is also able to challenge thinking and emotionally engage students with the fundamentals of business sustainability. Reflection-on-action and the students’ role as co-researchers in game development allow students to become active participants in their learning as well as knowledge producers and evaluators. These outcomes deliver the UK HEA’s core facets of student engagement through partnership. Research limitations/implications This practice-focused study presents the self-reported results of a one-time, small study which does not offer generalised, independently validated responses. However, the findings may be of interest to educators considering the adoption of game-based learning and those seeking new learning cultures for EfS. Practical implications Game-based learning and teaching approaches can achieve a learner-centred active, collaborative learning environment that enhances student engagement with business sustainability. Originality/value Experiences gained from this study should assist others in the implementation of game-based learning to engage students in business sustainability.

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.

Effectiveness of flipped classrooms

2019 ◽  
Vol 33 (5) ◽  
pp. 860-885
Author(s):  
Prateek Maheshwari ◽  
Nitin Seth
Keyword(s):  
Academic Performance ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Experimental Research ◽  
Quantitative Research ◽  
Management Education ◽  
Content Type ◽  
Qualitative And Quantitative ◽  
Content Understanding ◽  
Collaborative Learning Environment

Purpose The purpose of this paper is to suggest a methodology for evaluating the effectiveness of the flipped classroom (FC) model over traditional lecture-based teaching. It also proposed a tool to measure students’ perception toward the flipped approach in context of Indian management education. Design/methodology/approach This study employs an experimental research design to assess the effectiveness of the FC pedagogy over traditional teaching methods. Both qualitative and quantitative research methods are used in order to judge student engagement, content understanding, students’ perception and student academic performance. Experimental research design, along with survey research, is implemented in order to judge the students’ perception toward FCs. Findings The study proposes a six-dimensional tool to measure learning in an FC setting. These dimensions are as follows: students’ in-class involvement, comprehensive content understanding, students’ academic performance, students’ cognitive capabilities, collaborative learning environment and students’ inclination toward teaching and learning process. Results of this research are promising and encouraging toward the adoption of the FC model. Research limitations/implications The present research work is limited to assess the effectiveness of FC teaching for a management subject. Future studies may be carried out in other management subjects and other streams. Practical implications The present study provides several valuable insights for future researchers, academicians and management institutions. Although implementation of flipped approach leads to a collaborative learning environment and prepares students for self-learning, it also offers educationalists to remodel their teaching pedagogy as per students’ learning and understanding needs. Originality/value The research demonstrates the successful implementation of qualitative and quantitative research techniques to evaluate the effectiveness of FC model in context of management education in India.

scholarly journals Evaluation of Intelligent Grouping Based on Learners’ Collaboration Competence Level in Online Collaborative Learning Environment

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Maina Elizaphan Muuro ◽  
Robert Obwocha Oboko ◽  
Peter Waiganjo Wagacha
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Group Formation ◽  
Learning Experiences ◽  
Online Collaborative Learning ◽  
Competence Level ◽  
Collaborative Learning Environment ◽  
Formation Method ◽  
Grouping Algorithm ◽  
Random Method

<p>In this paper we explore the impact of an intelligent grouping algorithm based on learners’ collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment.  An intelligent grouping algorithm has been added in a Learning Management System (LMS) which is capable of forming heterogeneous groups based on learners’ collaborative competency level. True experiment design methodology was deployed to examine whether there is any association between group formation method and group scores, learning experiences and group problems.  From the findings, all groups had almost similar mean scores in all group tests, and shared many similar group collaboration problems and learning experiences. However, with the understanding that GPA group formation method involves the instructor, may not be dynamic, and the random method does not guarantee heterogeneity based on learner’s collaboration competence level, instructors are more likely to adopt our intelligent grouping method as the findings show that it has similar results. Furthermore, it provides an added advantage in supporting group formation due to its guarantee on heterogeneity, dynamism, and less instructor involvement.</p>

CoboChild: a blended mobile game-based learning service for children in museum contexts

2018 ◽  
Vol 52 (3) ◽  
pp. 294-312 ◽  
Author(s):  
Tien-Yu Hsu ◽  
HsinYi Liang ◽  
Chuang-Kai Chiou ◽  
Judy C.R. Tseng
Keyword(s):  
Learning Environment ◽  
Physical Space ◽  
Influential Factors ◽  
Game Based Learning ◽  
Museum Learning ◽  
Content Type ◽  
Mobile Game ◽  
Children’S Learning ◽  
Child Centered ◽  
Children's Learning

Purpose The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s learning in an environment blending virtual game worlds and a museum’s physical space. The contextual model of learning (CML) was applied to consider the related influential factors affecting museum learning and to promote children’s continuous learning and revisit motivations. Design/methodology/approach CoboChild provides a thematic game-based learning environment to facilitate children’s interactions with exhibits and other visitors. A practical system has been implemented in the National Museum of Natural Science (NMNS), Taiwan. A questionnaire was used to examine whether CoboChild can effectively fulfill the CML and to evaluate the impacts on museum learning. Findings CoboChild effectively fulfilled the CML to facilitate children’s interactive experiences and re-visit motivations in the blended mobile game-based learning environment. Most children described the system as providing fruitful playfulness while improving their interpretations of exhibitions and learning experiences. Practical implications CoboChild considers the related contextual influences on the effective support of children’s learning in a museum, and builds a child-centered museum learning environment with highly integrated blended learning resources for children. CoboChild has been successfully operating in the NMNS since 2011. Originality/value This study developed a blended mobile game-based learning service to effectively support children’s learning in museum contexts. The related issues are shown to improve the design of blended museum learning services. This innovative approach can be applied to the design of other child-centered services for engaging children’s interactive experiences in museums.

scholarly journals Colaborative learning environment (CLE) en la asignatura de Fundamentos de gestión empresarial con la aplicación de m-learning y assessment feedback/feedforward mediante pares y sistemas de autorización presencial y virtual

2018 ◽  
Vol 5 (1) ◽  
pp. 17-30
Author(s):  
Sonia Martín Gómez ◽  
Cristina Masa Lorenzo
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Educación Superior ◽  
Redes Sociales ◽  
Educacion Superior ◽  
Assessment Feedback ◽  
Collaborative Learning Environment ◽  
Aprendizaje Colaborativo

Los cambios originados hace unos años con el Proceso de Bolonia y el establecimiento del Espacio Europeo de Educación Superior (eees) para lograr la convergencia y la comparabilidad en los sistemas educativos requieren introducir modificaciones en el proceso de aprendizaje tradicional. En este estudio se analiza cómo introducir esos cambios en la asignatura básica de Fundamentos de gestión empresarial, la cual se imparte en las facultades de Ciencias Económicas y Empresariales, aplicado al caso de la Universidad San Pablo-ceu. Para esto, se propone la creación de entornos colaborativos de aprendizaje (collaborative learning environment-cle), con la utilización para su desarrollo del aprendizaje colaborativo basado en problemas, mediante el uso de redes sociales a través de dispositivos móviles distintos (m-learning), y con la realización de feedback a fin de mejorar el aprendizaje entre los propios estudiantes y con el profesor a través de tutorías, bien sean presenciales o bien virtuales. Se trata de crear un entorno que incluya todos aquellos recursos que ayudan al alumno a buscar y organizar información y conocimiento. Estos recursos, que se pueden compartir con grupos de trabajo, en nuestro caso serán fundamentalmente redes sociales, dispositivos móviles y la plataforma virtual de la universidad a través de la cuál puede gestionarse y llevarse a cabo el proceso de formación. El curso funciona en dicha plataforma como un entorno exclusivo que contiene, entre otros medios, un sistema de mensajería interna y otro de foros, diseñados con el propósito de llevar a cabo tutorías individuales y colectivas.

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