scholarly journals Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

2020 ◽  
Vol 27 (7) ◽  
pp. 1085-1105
Author(s):  
Sarah Preedy ◽  
Paul Jones ◽  
Gideon Maas ◽  
Hilary Duckett
Keyword(s):  
Extracurricular Activities ◽  
Perceived Value ◽  
Learning Opportunities ◽  
Learning Processes ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Learning Capabilities ◽  
Directed Learning

PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.

scholarly journals Adult learning theories and autoethnography: Informing the practice of information literacy

IFLA Journal ◽  
2019 ◽  
Vol 46 (2) ◽  
pp. 163-171
Author(s):  
Karen Bordonaro
Keyword(s):  
Adult Learners ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Information Literacy ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Adult Learning Theories ◽  
Collective Activity ◽  
Directed Learning

The learning theories of self-directed learning and lifelong learning can inform the practice of information literacy in higher education for adult learners. These theories lend themselves to the use of autoethnography, a research methodology that relies on the exploration of lived experiences through reflexivity informed by theory. In conducting an autoethnography on information literacy, its practice appears as both a singular and a collective activity. Multiple ramifications for practice come from this exploration. These ramifications include considerations of choices, barriers, conducive learning environments, informal learning opportunities, and the need for reflection for adult learners. Applying the learning theories of self-directed learning and lifelong learning to the practice of information literacy offers librarians new and useful perspectives on its practice with adult learners.

Entrepreneurial learning dynamics in knowledge-intensive enterprises

2017 ◽  
Vol 23 (3) ◽  
pp. 366-380 ◽  
Author(s):  
Giustina Secundo ◽  
Giovanni Schiuma ◽  
Giuseppina Passiante
Keyword(s):  
Research Area ◽  
Learning Processes ◽  
Special Issue ◽  
Dynamic Learning ◽  
Learning Dynamics ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Strategic Renewal ◽  
Learning Research ◽  
Knowledge Intensive

Purpose The purpose of this paper is to present an overview of the articles presented in the special issue “Entrepreneurial learning dynamics in knowledge-intensive enterprises.” The special issue is inspired by recent research on entrepreneurial learning dynamics in knowledge-intensive enterprises literature. The aim is to extend and consolidate this emerging research area exploring entrepreneurship as a never-ending dynamic learning process, as well as, to cross-fertilize entrepreneurship and organizational learning studies. Design/methodology/approach The paper is based on a literature and published document review, experiential reflections and argument. Findings The paper reveals an integrative framework to highlight the breath of entrepreneurial learning research according to different level of analysis: the context where learning happen, the different typologies of entrepreneurial learning processes, the ontological levels at which learning can occur and the different typologies of entrepreneurial learners. Continuous learning processes allow entrepreneurs to develop and grow, as well as, enable knowledge-intensive enterprises to engage in strategic renewal processes. Research limitations/implications Although, entrepreneurial learning research so far has focused on applying existing theories in the entrepreneurial context, more research is needed to broaden the perspective and understanding how entrepreneurial learning can help to face key entrepreneurship’s challenges in different context. Originality/value The paper presents an holistic approach of current entrepreneurial learning research and encourages researchers to explore how different learning types come into play in different entrepreneurial contexts (start-up initiatives, strategic renewal in incumbent enterprises, ventures development and growth).

A Reflective Essay of a Conceptual Model for Self-Directed Learning for the Adult Learner

2022 ◽  
pp. 163-172
Author(s):  
Maria Paradiso-Testa
Keyword(s):  
Seventh Century ◽  
Learning Theories ◽  
Traditional Learning ◽  
Self Directed Learning ◽  
Art And Science ◽  
Factors Affecting ◽  
Directed Learning ◽  
The Many ◽  
Emergent Theory ◽  
Reflective Essay

Of the many factors affecting our lives today, the ever-changing landscape of education is at the forefront. Learning is a complex behavior which involves cognitive, affective, and psychomotor domains. While pedagogy is the art and science of teaching children, andragogy is the art and science of teaching adults. The term pedagogy came into use in the seventh century. It wasn't until the 19th and 20th centuries that what we know as traditional learning theories—behaviorism, humanism, cognitivism, social cognitivism, and constructivism—were recognized. They were derived from the investigative tools of theorists—Pavlov, Skinner, Piaget, Freud, Maslow, Rogers, and Thorndike—to understand the nature of learning. In 1970, Malcolm Knowles promoted andragogy as a model of assumption that serves as a basis for an emergent theory. Today, the way of differentiating adult learners from children learners is through the process of andragogy.

Inclusive Learning for the Rural Healthcare Professional

2016 ◽  
pp. 94-113
Author(s):  
Sherry Kollmann ◽  
Bernice Bain
Keyword(s):  
Rural Communities ◽  
Critical Pedagogy ◽  
Social Action ◽  
Learning Opportunities ◽  
Socioeconomic Background ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Inclusive Learning ◽  
Directed Learning ◽  
Level Of Training

The focus of this chapter is on health care manager's need to develop equal learning opportunities in rural communities. Educational opportunities for healthcare professionals in the rural facilities often get overlooked and/or require more effort to obtain the same level of training as their urban counterparts (Buzza, Ono,Turvey, Whittrock, Noble, Reddy, Kaboli, & Schacht, 2011; Hartung, Hamer, Middleton, Haxby, & Fagnan, 2012). Education and self-directed learning (SDL) promotes emancipatory learning and social action (Lindeman, 1926; Merriam & Caffarella, 1999). It provides a way to minimize the gap in learning opportunities for those serving rural communities. Intentionally integrating socio-cognitive and critical pedagogy (Kincheloe, 2008) into their learning engagement can influence the necessary emotional, motivational, and cognitive engagement. The factors considered for this rural population---- include: diversity of staff (i.e., socioeconomic background, cultural differences, learning abilities, and lived experiences), available resources (i.e., computer equipment, speed of internet connection, funding, and staff resources), and the connectedness between the learner and the educator.

Insuring Self-Direction and Flexibility in Distance Learning for Adults

2011 ◽  
pp. 322-336
Author(s):  
Mary C. Ware
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Adult Learning Theories ◽  
Directed Learning ◽  
Learning Flexibility ◽  
On Line ◽  
Contract Learning ◽  
On Line Learning

Distance learning via the internet has become the key to reaching adult learners globally. Adult learners have been shown to benefit from such qualities as: provisions for self-directed learning, flexibility, and frequent communication with the instructor in order to achieve success. Contract learning and contract grading are two innovations popularized during the “individualized instruction” movement of the 1970s which are being used to assist instructors of twenty-first century on-line learning courses in providing for self-direction, flexibility and frequent communication. The chapter which follows will provide an overview of contract learning and contract grading as it can be used with adult learners in distance learning courses (e.g., courses supported by WebCT, Blackboard). The chapter will examine adult learning theories which support contract learning/grading as well as provide information on designing learning contracts and grading contracts which are appropriate for adult learners.

Entrepreneurial learning as practice: a video-ethnographic analysis

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Neil Aaron Thompson ◽  
Edina Illes
Keyword(s):  
Practice Theory ◽  
Learning Theories ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Video Ethnography ◽  
Naturally Occurring ◽  
Theories Of Practice ◽  
The One ◽  
Ethnographic Analysis ◽  
Organisational Level

PurposeDespite the gains that have been made by adopting contemporary theories of practice in entrepreneurship studies, the field still lacks a comprehensive practice theory of entrepreneurial learning. In this article, we develop a practice theory of entrepreneurial learning by elaborating on the relations between practicing, knowing and learning.Design/methodology/approachUsing a video ethnography of a two-day “Startup Weekend for Refugees” event in Amsterdam, our aim is to further theorise the relational, material and embodied nature of entrepreneurial learning through analysing video fragments of naturally occurring practices.FindingsOur findings demonstrate that entrepreneurial learning transpires through, and is emergent from, practices and their relations. On the one hand, practitioners learn to competently participate in various practices by sensing, observing and experimenting with the meaning of others' gestures and utterances. On the other, the learning of new opportunities for value creation emerges as practitioners connect various practices to one another through translation.Originality/valueThis article contributes by illustrating and explaining real-time instances of learning to develop a practice theory of entrepreneurial learning. This contributes to the literature by detailing the relations between learning, knowing and practising entrepreneurship, which leads to a novel alternative to existing individual- and organisational-level learning theories.

Beyond students’ perceptions: investigating learning presence in an educational blogging community

2017 ◽  
Vol 9 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Panagiotis Tsiotakis
Keyword(s):  
Learning Community ◽  
Three Dimensions ◽  
Future Research ◽  
Self Directed Learning ◽  
Content Type ◽  
Directed Learning ◽  
Educational Blogging ◽  
Course Features ◽  
Blended Course ◽  
Learning Presence

Purpose The purpose of this paper is to present an integrated framework for designing and investigating students’ engagement patterns and learning presence in educational blogs. The framework was grounded on the ideas of self-directed and reflective learning, and was applied to analyse students’ blogging activities in the context of an undergraduate course. Design/methodology/approach The proposed research framework was organized along three dimensions: content artefacts, blogging processes and community building. With regard to the methodological tools used, this study integrates content analysis of students’ posts using the framework of community of inquiry, the representation of learning mapping and social network analysis methods. Findings The results have revealed important information about the different ways of students’ engagement and learning presence within the blogging groups, the contribution and the influence each student had, as well as the structure and the cohesion of the learning community developed around the blogging project. Research limitations/implications The findings of this study are limited by the blended course features, the specific sample and the context of implementation. Future research needs to consider and analyse students’ lurking or invisible presence in educational blogging communities. Practical implications This study has yielded promising results with regard to the design of educational blogs in higher education that aim to enhance students’ engagement, reflection, collaboration and self-directed learning. Originality/value The originality concerns the proposed conceptual framework which can guide the design, monitoring and analysis of blogging processes in order to reveal students’ learning presence within self-directed communities of blogging.

ICT as a Catalyst in Problem-Based Learning Processes?

2013 ◽  
Vol 4 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Robert Holmgren
Keyword(s):  
Time Perspective ◽  
Course Design ◽  
Real Life ◽  
Problem Based Learning ◽  
Learning Processes ◽  
Self Directed Learning ◽  
Teaching Culture ◽  
Directed Learning ◽  
Problem Solving Process ◽  
The Impact

This article focuses on the impact on learning processes when digital technologies are integrated into PBL (problem-based learning) oriented distance training. Based on socio-cultural perspectives on learning and a comparative distance-campus as well as a time-perspective, instructor and student roles, and learning activities were explored. Interviews with instructors and students were collected from the two study modes at the beginning and at the end of the training period. The results showed that online PBL, compared to campus-based PBL, evolved towards a more individual, real-life and literacy-oriented problem-solving process with supervising instructors and self-directed learning among students. The follow-up study in the latter part of the training showed that the extended technology integration resulted in both phases of dissemination and normalization. The development in online PBL affected both the course design and educational talks throughout the training. However, the prevailing teaching culture and educational deficiencies of new instructors contributed to a gradual normalization of the online PBL.

Adult Education and Adult Learning Processes with ICT

2009 ◽  
pp. 14-20
Author(s):  
Y. Inoue
Keyword(s):  
Adult Learning ◽  
Learning Processes ◽  
Learning Goals ◽  
Computer Assisted ◽  
Learning To Learn ◽  
Self Directed Learning ◽  
Technological Advances ◽  
Directed Learning ◽  
Mobile Context ◽  
Assisted Instruction

Cognitive walkthrough (CWT) is a usability inspection method which allows users to learn a system by using it to achieve tasks rather than studying a manual or documentation. It starts with a task analysis that specifies the sequence of steps required by the users to complete a task, and the system responses to those actions. The users then walkthrough the steps as a group and questioning themselves at each step. Data and information are gathered during the CWT and potential problems are identified. However, problems rose if the CWT and user based evaluation were being conducted in the mobile context environment. It became clear that static lab is not ideal for the CWT to be carried Brookfield (1995) has identified four areas as representing unique and exclusive adult learning processes: (1) self-directed learning (which focuses on the process by which adults take control of their own learning—in particular, how they set their own learning goals); (2) critical reflection (which is the idea of the decade for many adult educators who have long been searching for a form and process of learning that could be claimed to be distinctively adult); (3) experiential learning (which is based on the notion that “experience” is the adult’s continuing process of evaluating experiences); and (4) learning to learn (which is the ability of adults to learn how to learn to become skilled at learning in a range of different situations). Brookfield has further noted that one of the trends in the study of adult learning that emerged during the 1990’s, and that promises to exercise influences into the 21st century, might be the ways in which adults learn within the systems of education (distance education, computer assisted instruction, and open learning systems, for instance) that are linked to technological advances.

Does culture or self-directed learning drive online performance?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Qian Wang ◽  
Chang Xiong ◽  
Jiajun Liu
Keyword(s):  
College Students ◽  
Student Performance ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Self Directed Learning ◽  
Scoring Method ◽  
Content Type ◽  
Team Members ◽  
Directed Learning ◽  
The Impact

PurposeThe foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online performance of college students. It investigates how college students pursue SDL while maintaining a collectivist cultural orientation in their learning experience. It explains why students prefer SDL to learning constrained by an externally enforced discipline.Design/methodology/approachThe explanatory sequential mixed-method design uses a quantitative method, followed by qualitative enquiry. The research was conducted in an undergraduate non-credit online course in China.FindingsThe findings show that cultural orientation has no impact on students' online performance, while SDL abilities are positively related to it. When fully mediated by SDL, a horizontal-collectivist culture has a positive effect on students' online performance.Research limitations/implicationsData were collected in a non-credit online college course, where the final assessment used a peer-rating approach and team members shared the same final score. This scoring method may not fully reflect each student's online performance.Practical implicationsThe findings suggest that, when considering cultural influence on student performance, researchers should consider learning contexts, including educational level and learning mode. This study validates that colleges should focus on ability and skill development that enhance internal motivation to improve students' online performance, rather than focussing on their beliefs.Originality/valueThis paper introduces evidence to support the impact of culture on college students' online performance, showing that SDL abilities can drive performance.

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