scholarly journals Effects of Curriculum Design on Students’ Creative Potential Developing — A Case Study on Students in the Department of Business Management

2015 ◽  
Vol 65 (s2) ◽  
pp. 267-277
Author(s):  
Pao-Cheng Lin ◽  
Pei-Kuan Lin
Keyword(s):  
Problem Solving ◽  
Curriculum Design ◽  
Business Management ◽  
Creative Potential ◽  
Positive Effects ◽  
Retrieval Rate ◽  
Time Problem ◽  
Research Findings ◽  
Problem Solving Process

The rapid advance of science technology and civilization has resulted in people’s activities being more complicated as various new problems are likely to occur at any time. Problem-solving abilities therefore become a basic competence to survive in modern societies. In the problem-solving process, the development of creativity is required to break through dilemmas. School education aims to cultivate students’ decision-making and problem-solving competence. Nonetheless, the educational approaches and contents in Taiwan stress too much on mastery learning, and ignore the development of curiosity and creative potential. Aiming at the students in the department of business management in national universities in Taiwan, total 300 copies of questionnaires are distributed, and 187 valid copies are retrieved, with the retrieval rate 62%, in which each retrieved copy is regarded as a valid sample. The research findings show that Curriculum Design presents partially positive effects on Fluency, Flexibility, Originality, and Elaboration in Creative Potential Developing and Background Variables reveal significant moderating effects on the correlations between Curriculum Design and Creative Potential Developing.

scholarly journals Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Adrie A Koehler ◽  
Zui Cheng ◽  
Holly Fiock ◽  
Shamila Janakiraman ◽  
Huanhuan Wang
Keyword(s):  
Problem Solving ◽  
Online Discussions ◽  
Future Research ◽  
Case Based Learning ◽  
Multiple Case ◽  
Asynchronous Online Discussions ◽  
Expected Benefits ◽  
Problem Solving Process ◽  
Case Based

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

Toward a Methodology of Market Analysis

1965 ◽  
Vol 2 (3) ◽  
pp. 236-243
Author(s):  
William R. King
Keyword(s):  
Problem Solving ◽  
Market Analysis ◽  
Actual Problem ◽  
Problem Solving Process

Study of the methodology of market analysis is a necessary part of the development of a science of marketing. A case study in market analysis is presented to illustrate the actual problem-solving process, rather than just the rationalized reconstruction of the process often reported.

Der systematische Problemlösungsprozess*/The systematic problem solving process

2016 ◽  
Vol 106 (04) ◽  
pp. 230-235
Author(s):  
J. Enke ◽  
J. Prof. Metternich ◽  
R. Wessel ◽  
K. Kraft
Keyword(s):  
Problem Solving ◽  
Capacity Analysis ◽  
Vehicle Production ◽  
Problem Solving Process ◽  
Utility Vehicle

Die Maschinenfähigkeit ist eine wesentliche Voraussetzung für stabiles Produzieren. Um Gründe für ihr Nichterreichen zu eliminieren, lässt sich unter anderem ein systematischer Problemlösungsprozess nutzen. Im Artikel werden Grundlagen des Wuchtens, die Fähigkeitsuntersuchungen an Wuchtmaschinen, der Problemlösungsprozess und zugehörige Methoden anhand eines Fallbeispiels vorgestellt. Speziell hervorzuheben ist dabei die unternehmensspezifische Anpassung der Problemlösungsschritte.   To achieve the capability of machines, a systematic problem solving process can be used. First, the article explains basics of balancing technology and capacity analysis of balancing machines. Afterwards, the problem solving process and related methods are presented on the basis of a case study in the utility vehicle production and their application is illustrated. Thereby, especially the company-specific adaption is emphasized.

Practicing Scientific Argumentation Through Social Media

2017 ◽  
pp. 82-111
Author(s):  
Jana Craig-Hare ◽  
Amber Rowland ◽  
Marilyn Ault ◽  
James D. Ellis
Keyword(s):  
Social Media ◽  
Problem Solving ◽  
Active Learning ◽  
Professional Learning ◽  
Science Classroom ◽  
Scientific Practice ◽  
Lessons Learned ◽  
Research Findings ◽  
Use Of Social Media

The use of social media in and outside the classroom is increasing in the number of popular applications as well as pervasiveness in our culture. Teachers utilize social media to engage students, connect with experts, and expand their own professional learning. This chapter provides educators with information about the use of social media to support STEM practices. Social media can be used to engage students in active learning and problem-solving through student-posted claims and effective online questioning. Using social media supports the scientific practice of engaging in argument from evidence, as well as emulates how scientists collaborate on their own research and share research findings. Best practices and lessons learned are shared in this chapter, including a case study from a secondary science classroom and suggestions for the use of social media for educator professional learning.

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