The Electric Possibilities of Teaching and Learning

2019 ◽  
Vol 43 (3) ◽  
pp. 281-287
Author(s):  
Dan Moshavi
Keyword(s):  
Business School ◽  
Teaching And Learning ◽  
Delivery Modes ◽  
Strategic Initiatives ◽  
Effective Delivery ◽  
Dynamic Interplay

In order to elevate the effectiveness of teaching and learning, business deans must manage the dynamic interplay among four elements—strategy, budget, curriculum, and delivery. When these elements reinforce and complement each another, a business school can generate powerful energy in the form of new curricular and cocurricular developments, strategic initiatives, and effective delivery modes. Imbalances among these elements, however, can significantly reduce faculty and student energy and cause teaching and learning to stagnate.

Administrasi Layanan Khusus

2020 ◽  
Author(s):  
Sunyi Angelista
Keyword(s):  
Learning Process ◽  
Business School ◽  
Teaching And Learning ◽  
Service Management ◽  
Good Condition ◽  
Learning Activities ◽  
Educational Goals ◽  
Management Process ◽  
Special Services ◽  
Special Service

Special service administration is to provide services specifically or a business that is not directly related to the teaching and learning process in the classroom. But specifically given by the school to the students so that they are more optimal in carrying out the learning process Special service management in schools is basically set and organized to facilitate or facilitate learning, and can meet the special needs of students at school. Special services are held in schools with the aim of facilitating the implementation of teaching in the context of achieving educational goals in schools. Education in schools also includes trying to keep students in good condition. Good here concerning physical and spiritual aspects. Special services provided by schools to students, between schools one with other schools are generally the same, but the management process and utilization are different. Some special services available at school include: Library, Labor, UKS (School of Health Business), School Kafetaria, Facilities of worship, Dormitory, Cooperatives and Transportation. Thus, special service management is a process of providing services to students to support learning activities so that educational goals can be achieved effectively and efficiently.

scholarly journals Development of 'Boyles Law Apparatus' Teaching Aids for Thermodynamics Course: Innovation in Teaching Methodology

2021 ◽  
Vol 2 (1) ◽  
pp. 36-45
Author(s):  
Mohd Fitri Basiran ◽  
Suhaila Mohd Sharif ◽  
Sharifah Enne Suhaini Syed Mohd Zahari
Keyword(s):  
Teaching And Learning ◽  
Learning System ◽  
Teaching Methodology ◽  
Perfect Gas ◽  
Teaching Aids ◽  
Effective Delivery ◽  
Basic Concepts ◽  
Course Innovation ◽  
Gas Volume ◽  
Boyle’S Law

Teaching aids are among the most important instruments in providing effective delivery results as well as the best understanding to students. Therefore, this teaching aid should also be in the Thermodynamics course and among the topics whose concept is quite difficult to understand by students is Boyles Law in the topic of Perfect Gas. Boyle's law is used to explain the inverse relationship between pressure and gas volume at a constant temperature. This law states that when the pressure of the container is filled with increasing gas, then the total volume will decrease. Boyles' Law on the topic of Perfect Gas is also one of the important topics and it is the basis in Thermodynamics. This paper is about the development of Boyle's Law Apparatus (BLA) teaching aids (TA) for the DJJ20063 Thermodynamics course at Port Dickson Polytechnic which is an apparatus that can explain to students related to the basic concepts of Boyle's Law. In addition, this teaching aids can also help lecturers in providing a better understanding to students who take Thermodynamics courses. The production of this tool is not only used by lecturers in the theory class but also this tool can also be used for practical needs in the laboratory. In conclusion, a suitable apparatus for explaining Boyle's Law to students has been successfully designed and developed. In this regard, hopefully the innovation of this teaching aids will be able to benefit all parties in improving the teaching and learning system, especially for Thermodynamics course.

Opportunities and Challenges in Implementing Distance Learning and e-Learning

2015 ◽  
pp. 329-345
Author(s):  
Jennifer Kasanda Sesabo ◽  
Rashid Mfaume ◽  
Dominik T. Msabila
Keyword(s):  
Distance Learning ◽  
Information And Communications Technology ◽  
Teaching Staff ◽  
Pedagogical Strategies ◽  
Demand For Education ◽  
Delivery Modes ◽  
Resource Investment ◽  
Effective Delivery ◽  
E Learning ◽  
The University

In Tanzania, the growing demand for education due to massive enrolment in universities calls for adoption of Distance Learning (DL) and e-learning. Other factors for adoption include limited space and pace of learning, pedagogical weaknesses, and shortage of teaching staff. Mzumbe University also experiences the same as it operates satellite teaching centres of Morogoro town, Mbeya, Dar es Salaam, Tanga and Mwanza. This has made the university consider shifting from conventional delivery modes to alternative pedagogical strategies using Information and Communications Technology (ICT). The aim is to ensure effective delivery of quality education. There are opportunities and challenges. The challenges include absence of national and institutional quality assurance system framework on e-learning and distance education, and shortage of teaching staff and ICT facilities. Thus, universities need appropriate budget and resource investment to support capacity building for teaching staff and students, and formulating policies, guidelines and operational framework on distance learning and e-learning.

A Study of the Predictive Relationships between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

2014 ◽  
pp. 304-317
Author(s):  
Cherng-Jyh Yen ◽  
M’hammed Abdous
Keyword(s):  
Teaching And Learning ◽  
Learning Management Systems ◽  
Learner Satisfaction ◽  
Traditional Teaching ◽  
Face To Face ◽  
Delivery Modes ◽  
Dramatic Rise ◽  
Technology Convergence ◽  
Current Context ◽  
Student Demand

The confluence of technology convergence, market forces, and student demand for greater access is reshaping higher education institutions. Indeed, the convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems, is reconfiguring and strengthening traditional teaching and learning delivery modes (Amirault & Visser, 2009; Harasim, 2006; Laurillard, 2008). In the current context, one in which universities are forced to adapt, rethink, and even reinvent themselves, the traditional lines between distance education (DE) and face-to-face teaching and learning are becoming progressively blurred, particularly since the dramatic rise of online and blended or hybrid learning (Means, Toyama, Murphy, Bakia, & Jones, 2009; Parsad & Lewis, 2008). This structural transformation is progressively redefining the concept of faculty’s presence and their ability to interact and engage learners. The traditional model of teaching and learning (with its heavy reliance on teacher presence) is being augmented with various tools and technologies (Abdous & Yen, 2010). Additionally, student engagement and its corollary, interaction, have been closely linked to desirable learning outcomes, including academic achievement, critical thinking, and grades (Handelsman, Briggs, Sullivan, & Towler, 2005; Pascarella & Terenzini, 2005; Carini, Kuh, & Klein, 2006).

scholarly journals Enhancing Chinese Students’ Learning in an Australian 2+2 Undergraduate Engineering Program

2018 ◽  
Vol 7 (5) ◽  
pp. 86
Author(s):  
Peter Edward Doe ◽  
Sarah Lyden ◽  
Seeta Jaikaran-Doe ◽  
Xiaolin Wang
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Chinese Students ◽  
Undergraduate Engineering ◽  
Flash Cards ◽  
Effective Delivery ◽  
Additional Support

Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: Language, Learning and Social were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students’ engagement and learning outcomes should focus on additional support both in China and Australia.

A Study of the Predictive Relationships Between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

2011 ◽  
Vol 9 (4) ◽  
pp. 57-70 ◽  
Author(s):  
Cherng-Jyh Yen ◽  
M’hammed Abdous
Keyword(s):  
Teaching And Learning ◽  
Learner Satisfaction ◽  
Traditional Teaching ◽  
Face To Face ◽  
Delivery Modes ◽  
Dramatic Rise ◽  
Technology Convergence ◽  
Current Context ◽  
Predictive Relationships ◽  
Student Demand

The confluence of technology convergence, market forces, and student demand for greater access is reshaping higher education institutions. Indeed, the convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems, is reconfiguring and strengthening traditional teaching and learning delivery modes (Amirault & Visser, 2009; Harasim, 2006; Laurillard, 2008). In the current context, one in which universities are forced to adapt, rethink, and even reinvent themselves, the traditional lines between distance education (DE) and face-to-face teaching and learning are becoming progressively blurred, particularly since the dramatic rise of online and blended or hybrid learning (Means, Toyama, Murphy, Bakia, & Jones, 2009; Parsad & Lewis, 2008). This structural transformation is progressively redefining the concept of faculty’s presence and their ability to interact and engage learners. The traditional model of teaching and learning (with its heavy reliance on teacher presence) is being augmented with various tools and technologies (Abdous & Yen, 2010). Additionally, student engagement and its corollary, interaction, have been closely linked to desirable learning outcomes, including academic achievement, critical thinking, and grades (Handelsman, Briggs, Sullivan, & Towler, 2005; Pascarella & Terenzini, 2005; Carini, Kuh, & Klein, 2006).

Business ethics, CSR, sustainability and the MBA

2011 ◽  
Vol 17 (5) ◽  
pp. 641-655 ◽  
Author(s):  
Norman S Wright ◽  
Hadyn Bennett
Keyword(s):  
Business Ethics ◽  
Business School ◽  
Core Curriculum ◽  
Business Environment ◽  
Future Research ◽  
Research Directions ◽  
Course Content ◽  
Delivery Modes ◽  
Future Research Directions ◽  
Corporate Social

AbstractThe issues of business ethics, corporate social responsibility and sustainability have come to attract increasing attention in management education in recent years, at least from the perspective of potential employers, accrediting bodies and business school alumni. This paper examines the extent of penetration of these three subjects in to global MBA curricula through an examination of course content and structure pertaining to the Financial Times Global MBA Rankings top 100, the Australian Financial Review BOSS top 17 ranked Australian MBAs, and the seven MBA programmes currently offered by universities in New Zealand. The findings reveal that: a variety of delivery modes are utilised; while the teaching of ethics has achieved considerable penetration, only about fifty percent of MBA programmes include it as a required subject (and even then it may only constitute part of a larger subject); and that the teaching of sustainability has achieved much lower penetration, with only six percent of MBA programmes examined incorporating the topic into their core curriculum. Implications for the design of MBA programmes and future research directions are then discussed within the context of a business environment in which increasing prominence is being given to these subject areasx.

scholarly journals Pedagogical advances in business models at business schools – in the age of networks

2016 ◽  
Vol 35 (7) ◽  
pp. 889-900 ◽  
Author(s):  
Peter Lorange ◽  
Howard Thomas
Keyword(s):  
Business School ◽  
Teaching And Learning ◽  
Business Models ◽  
Business Schools ◽  
Learning Material ◽  
Learning Spaces ◽  
Interactive Teaching ◽  
Content Type ◽  
Face To Face ◽  
The Impact

Purpose – The purpose of this paper is to focus on potential advances in pedagogy and on the process of learning in business schools. It examines innovations in teaching and learning methods particularly in the context of networked organizations. Design/methodology/approach – It approaches, and examine the impact of, three key developments in business schools, namely, recent advances in IT, changes in the architecture of classrooms and learning spaces and advances in the way teaching is undertaken. Findings – The paper suggests that a blend between self-learning via distance approaches and face-to-face learning will increasingly become the norm. Face-to-face sessions might be in a “flat room” environment with a creative mix of short lectures, experiential, group learning and conceptual plenary lectures, software innovations, and digital textbooks “open plan” learning spaces would complement the instructional process. Research limitations/implications – There are clear implications for parallel IT (developments in course modules) and architectural innovations for the design of more effective and creative learning spaces. Practical implications – Improving pedagogy together with the physical design and layout of learning spaces is critical. The aim is, through enhanced participative pedagogy and “friendly” architecture, to improve learning by encouraging dialogue and closer interaction between students and professors from different disciplines and fields. Social implications – The authors argue that this model of collaborative learning and an interactive teaching framework should enable the same amount of learning material to be covered in a business school in approximately half-the-time required in conventional pedagogical approaches. Originality/value – It offers a prescription for a participative, technology enhanced and interactive teaching pedagogy that could produce more effective and efficient, teaching outcomes. This has strong implications for the sustainability, and funding capability, of many existing business schools and business school models.

scholarly journals Learning subversion in the business school: An ‘improbable’ encounter

2016 ◽  
Vol 48 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Sylvain P Bureau ◽  
Aris Komporozos-Athanasiou
Keyword(s):  
Business School ◽  
Teaching And Learning ◽  
Entrepreneurial Activity ◽  
Ethnographic Case Study ◽  
Management Learning ◽  
Education Environment ◽  
Art Practices ◽  
The Status ◽  
European Business

Entrepreneurs develop activities that aim to challenge the status quo, break rules and subvert systems. How can such a thing be taught/learnt in a business school? This article contributes to current debates within entrepreneurship studies that seek to address the subversive nature of entrepreneurial activity. It presents an ethnographic case study of an entrepreneurship course that attempts to re-define the teaching and learning boundaries of subversive activities in a leading European business school. Drawing on the theory of Bakhtin, which has thus far been overlooked in entrepreneurship studies, we unpick the potentiality of art practices in the learning and experiencing of the subversive dimension of entrepreneurship. We employ the concept of ‘dialogical pedagogy’ in order to address calls for more ‘relationally experienced’ approaches to management learning that foreground the conflicts, emotional strains and uncertainties that are embedded in the fabric of entrepreneurial practice. We show how ‘subversive dialogues’ are enacted between students and teachers as they engage in the learning process, and we discuss implications for critical entrepreneurship teaching in an increasingly commoditized education environment.

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