The Impact of Live Cases on Student Skill Development in Marketing Courses

Small Samples ◽

Conflict Handling ◽

Student Skill ◽

Live cases, where students work directly with an outside organization to solve real-world problems, can be an immersive learning experience for marketing students. Current scholarship on live case usage in marketing is limited to small samples from a handful of live case devotees. This article draws from a large, international sample of 169 marketing educators to investigate the perceived educational impacts of live cases on student skill development. Specifically, the paper explores student teamwork, conflict handling, time management, presentation, communication, and critical thinking skills. Additionally, the article explores how student skill development is affected by the amount of course time dedicated to the live case as well as faculty experience with live cases.

CONCEPTS ONLY PLEASE! INNOVATING A FIRST YEAR ENGINEERING COURSE

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.6515 ◽

2017 ◽

Cited By ~ 1

Author(s):

Kenneth N. McKay ◽

Samar Mohamed ◽

Lyndia Stacey

Keyword(s):

Critical Thinking ◽

Time Management ◽

Teaching And Learning ◽

Thinking Skills ◽

Project Planning ◽

First Year ◽

Self Directed Learning ◽

Student Centered Learning ◽

MSCI 100, a first year course dedicated to Management Engineering, introduces the main concepts of this discipline to students in their first term. The course’s main goals are introducing core principles that students will apply throughout their undergraduate studies and also preparing them for their first co-operative education term. In Fall 2015, this course was pedagogically redesigned based on authentic self-directed learning, accommodating different learners, and providing students with opportunities to develop professional skills (especially teamwork, project planning, time management and critical thinking).The course was designed holistically with emphasis on integrating concepts and communicating the course plan to students. Although engineering design was an inherent part of the course, there were no memory-driven tests and no math. The course’s learning outcomes were instead formulated around students’ understanding of improving effectiveness and efficiency in various facets of business through the development of their professional skills.There were numerous teaching innovations from the perspective of a first year engineering course. The essence of many course deliverables was for students to experience constructive failure-recovery cycles. This allowed them to learn from their mistakes as they completed case study challenges, hands-on activities, unique assessments and a final team project requiring integration of knowledge and skills. These activities were supported by various groups on campus.A panel of educators was formed near the end of the term so students could reflect on their learning process and be provided with the educators' feedback.. Moreover, the results from the course evaluations indicated that the restructuring of MSCI 100 was largely successful. Most students were able to fully grasp fundamental concepts and apply critical thinking skills. In this paper, we share reasons for redesigning the course, our experience in delivery and assessment, the impact of different teaching and learning methods and finally feedback on switching to in-depth, student-centered learning.

Small Firm Audit Partner Hiring Crisis: A Role Play for Critical Thinking and Negotiation Skills

Issues in Accounting Education ◽

10.2308/iace-51117 ◽

2015 ◽

Vol 30 (4) ◽

pp. 275-296 ◽

Cited By ~ 1

Author(s):

George R. Aldhizer

Keyword(s):

Critical Thinking ◽

Small Firm ◽

Role Play ◽

Terminally Ill ◽

Thinking Skills ◽

Planning Stage ◽

Skill Sets ◽

Final Agreement ◽

ABSTRACT This role play requires students to consider the complexities of a small CPA firm urgently attempting to replace the unique industry knowledge and experience possessed by a terminally ill audit partner. In this role play, students assume the position of either an existing partner or a former partner who is considering rejoining the firm. This role play includes two sections. First, in the planning stage, students brainstorm mutually equivalent options that satisfy their critical financial and nonfinancial interests to address the problem of replacing the terminally ill partner in their respective existing partner and former partner teams. Second, students engage in a “table” negotiation with their assigned counterpart to reach an amicable agreement to this firm crisis and participate in a debriefing session and prepare a debriefing document. The small firm context provides a unique opportunity to make contributions to the existing accounting and auditing literature related to enhancing students' critical thinking and negotiation skills. Distinctive small firm role play elements that should enhance critical thinking and negotiation skills include considering contingent agreements that dovetail differences in future legal liability forecasts, and dovetailing differences to take advantage of complementary skill sets to mitigate industry-specific auditor detection risks and related business risks.1 Critical thinking skills also should be strengthened through negotiating a package of interests and related options including the impact of various tradeoffs that are not fully known until the table negotiation commences so that the final agreement does not exceed the firm's non-negotiable budgetary constraints.

Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽

10.1515/seeur-2017-0004 ◽

2017 ◽

Vol 12 (1) ◽

pp. 53-68 ◽

Cited By ~ 1

Author(s):

Brikena Xhaferi ◽

Gezim Xhaferi

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

Thinking Skills ◽

Careful Consideration ◽

Good Tool ◽

Self Reflection ◽

Positive Attitudes ◽

Study Results ◽

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

Journal of Research in International Education ◽

10.1177/1475240918815801 ◽

2018 ◽

Vol 17 (3) ◽

pp. 240-261 ◽

Cited By ~ 2

Author(s):

Anisah Dickson ◽

Laura B. Perry ◽

Susan Ledger

Keyword(s):

Teaching And Learning ◽

International Baccalaureate ◽

Thinking Skills ◽

Pedagogical Practices ◽

Additional Stress ◽

Future Research ◽

Wide Range ◽

Teachers And Students ◽

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v10i3.28655 ◽

2021 ◽

Vol 10 (3) ◽

pp. 346-356

Author(s):

H. Lestari ◽

W. Sopandi ◽

U. S. Sa'ud ◽

B. Musthafa ◽

D. Budimansyah ◽

...

Keyword(s):

Elementary School ◽

Critical Thinking ◽

Elementary School Teachers ◽

Thinking Skills ◽

Learning Model ◽

Online Mentoring ◽

School Teachers ◽

Knowledge And Skills ◽

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills.

Every Day You Are Improving: How College Students View the Educational Impact of World of Warcraft

The Qualitative Report ◽

10.46743/2160-3715/2016.2392 ◽

2016 ◽

Author(s):

Nariman Alawami ◽

Heng-Yu Ku

Keyword(s):

College Students ◽

Student Perceptions ◽

Time Management ◽

Thinking Skills ◽

World Of Warcraft ◽

Management Skills ◽

Educational Impact ◽

Academic Settings ◽

Academic Time

The purpose of the study was to explore college students’ experiences with playing World of Warcraft (WoW) and their views on the application of WoW in educational settings. A qualitative case study design was used to interview three participants who were selected purposively from a Midwestern university. Findings revealed that players thought that playing WoW was fun, relaxing, motivating, but sometimes almost to the point of addiction. The findings also support student perceptions of generalization of teamwork, cooperating, socializing, academic skills, and time management skills learned and practiced in playing WoW to academic settings. Playing WoW games can provide an important link between the virtual world and the real world as players develop academic, time management, collaborative, and critical thinking skills.

Inquiry-based learning to improve student engagement in a large first year topic

Student Success ◽

10.5204/ssj.v6i2.292 ◽

2015 ◽

Vol 6 (2) ◽

pp. 65-71 ◽

Cited By ~ 8

Author(s):

Masha Smallhorn ◽

Jeanne Young ◽

Narelle Hunter ◽

Karen Burke da Silva

Keyword(s):

Student Engagement ◽

Student Satisfaction ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

First Year ◽

Before And After ◽

Multiple Choice Exam ◽

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners.

Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics

Jurnal Ilmiah Pendidikan Fisika Al-Biruni ◽

10.24042/jipfalbiruni.v9i1.4630 ◽

2020 ◽

Vol 9 (1) ◽

pp. 87-97

Author(s):

Ade Febri ◽

Sajidan Sajidan ◽

Sarwanto Sarwanto ◽

Dewanto Harjunowibowo

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Creative Thinking ◽

Thinking Skills ◽

Average Score ◽

Guided Inquiry ◽

Central Java ◽

Before And After ◽

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills

Teaching strategies and outcome assessments targeting critical thinking in bachelor nursing students: a scoping review protocol

BMJ Open ◽

10.1136/bmjopen-2019-033214 ◽

2020 ◽

Vol 10 (1) ◽

pp. e033214

Author(s):

Frida Westerdahl ◽

Elisabeth Carlson ◽

Anne Wennick ◽

Gunilla Borglin

Keyword(s):

Critical Thinking ◽

Nursing Students ◽

Teaching Strategies ◽

Scoping Review ◽

Thinking Skills ◽

Ethical Review ◽

Sensitive Information ◽

Design Data ◽

IntroductionApplying critical thinking is essential for nursing students both in an academic and clinical context. Particularly, as critical thinking is a vital part of nurses’ everyday problem-solving and decision-making processes. Therefore, regardless of the topic taught or the setting in which it is taught, it requires teaching strategies especially targeting students’ critical thinking skills and abilities. One challenge with the latter is the difficulties to assess and evaluate the impact of such teaching strategies on the students’ critical thinking disposition. Hence, our objective will be to review published literature on; existing teaching strategies and outcomes assessments targeting nursing students’ critical thinking skills and abilities.Methods and analysisOur scoping review will be conducted in accordance with Arksey and O’Malley’s framework for scoping studies. Search strategies will be developed in cooperation with an experienced librarian, and adjusted to each individual database for example, CINAHL, PubMed, PsycINFO, ERIC and ERC. A preliminary search in CINAHL was conducted on the 17thof July 2019. Peer-reviewed published studies conducted with a qualitative, quantitative or mixed method design and focussing our objectives, will be eligible for inclusion. Included studies will be quality assessed in accordance with their study design. Data will be charted using a standardised extraction form. The qualitative data will be presented through a thematic analyses, and the quantitative data by descriptive numerical analysis. Lastly, nurse educators and nursing students will be consulted for validation of the findings from the scoping review.Ethics and disseminationUnder the Swedish Ethical Review Act (2003:460) this study does not need ethical clearance by a Regional Ethical Review Authority as it not includes any primary empirical data on biological material or sensitive information. The findings will be used to inform the design of a future study aiming to develop an, and subsequently evaluate it, educational intervention targeting teaching strategies focussing on nursing students’ critical thinking skills and abilities.

Research Based Learning (RBL): How to Improve Critical Thinking Skills?

SHS Web of Conferences ◽

10.1051/shsconf/20184200042 ◽

2018 ◽

Vol 42 ◽

pp. 00042 ◽

Cited By ~ 4

Author(s):

Tri Saptuti Susiani ◽

Moh Salimi ◽

Ratna Hidayah

Keyword(s):

Critical Thinking ◽

Learning Experience ◽

Self Regulation ◽

Thinking Skills ◽

Qualitative Approach ◽

Future Teachers ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Quality Learning

Critical thinking is a part of the 21th century necessary skills trained to future teachers. Research-based learning (RBL) presents as an alternative learning model that can develop the critical thinking skills. This study aims at describing the effect of the implementation of the research-based Learning (RBL) to develop future teachers’ critical thinking skills. Qualitative approach was used in this classroom research. The participants in this study consisted of 106 future teachers. Data were collected using observation and test. The results of the research indicate that the implementation research-based learning (RBL) can develop critical thinking skills. It is proved by the fact that the students were able to show their interpretation, analysis, evaluation, inference and explanation abilities. Meanwhile, aspect of self- regulation ability has not yet been able to be found. This research were used to make more sure previous research that implementation of the RBL can improve the quality learning process and make positive changes for the students in the intellectual and emotional. This research provides a different learning experience which can develop critical thinking skill.