The Quest for Sustainable Teaching Praxis: Opportunities and Challenges of Multidisciplinary and Multicultural Teamwork

This article explores the dynamics arising by multidisciplinary and multicultural student teams (MMT), working through Case-based Learning (CBL) and Problem-based Learning (PBL); as well as its use as a sustainable teaching practice. Based on a mixed methods approach, which includes observation (both physical and virtual) and questionnaires, the study reveals that MMT through CBL and PBL can both facilitate and hinder sustainable learning. Our findings show that while MMT enhances knowledge sharing, it also poses a wide range of challenges, raising questions about its social significance as a sustainable teaching practice. The study suggests the implementation of certain mechanisms, such as ‘Teamwork Training’ and ‘Pedagogical Mentors’, aiming to strengthen the sustainable orientation of MMT through CBL and PBL.

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The Quest for Sustainable Teaching Praxis: Opportunities and Challenges of Multidisciplinary and Multicultural Teamwork

10.20944/preprints202010.0148.v2 ◽

2021 ◽

Author(s):

Elli Doukanari ◽

Despo Ktoridou ◽

Leonidas Efthymiou ◽

Epaminondas Epaminonda

Keyword(s):

Focus Group ◽

Knowledge Sharing ◽

Teaching Practice ◽

Social Significance ◽

Focus Group Interviews ◽

Mixed Methods Approach ◽

Wide Range ◽

Case Based Learning ◽

Group Interviews ◽

Case Based

This article investigates the prospect of implementing multidisciplinary and multicultural student teamwork (MMT) involving Case-based Learning (CBL) and Problem-based Learning (PBL) as a sustainable teaching practice. Based on a mixed methods approach, which includes direct observation (both physical and virtual), questionnaire distribution and focus-group interviews the study reveals that MMT through CBL and PBL can both facilitate and hinder sustainable learning. Our findings show that while MMT enhances knowledge sharing, it also poses a wide range of challenges, raising questions about its social significance as a sustainable teaching practice. The study suggests the implementation of certain mechanisms, such as ‘Teamwork Training’ and ‘Pedagogical Mentors’, aiming to strengthen the sustainable orientation of MMT through CBL and PBL.

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The Quest for Sustainable Teaching Praxis: Opportunities and Challenges of Multidisciplinary and Multicultural Teamwork

Sustainability ◽

10.3390/su13137210 ◽

2021 ◽

Vol 13 (13) ◽

pp. 7210

Author(s):

Elli Doukanari ◽

Despo Ktoridou ◽

Leonidas Efthymiou ◽

Epaminondas Epaminonda

Keyword(s):

Focus Groups ◽

Knowledge Sharing ◽

Direct Observation ◽

Mixed Method ◽

Teaching Practice ◽

Social Significance ◽

Wide Range ◽

Case Based Learning ◽

Method Approach ◽

Case Based

This article investigates the prospect of implementing multidisciplinary and multicultural student teamwork (MMT), along with Case-based Learning (CBL) and Problem-based Learning (PBL), as a sustainable teaching practice. Based on a mixed-method approach, which includes direct observation (both physical and virtual), questionnaire distribution, and focus groups, the study reveals that MMT through CBL and PBL can both facilitate and hinder sustainable learning. Our findings show that while MMT enhances knowledge sharing, it also poses a wide range of challenges, raising questions about its social significance as a sustainable teaching practice. The study suggests the implementation of certain mechanisms, such as ‘Teamwork Training’ and ‘Pedagogical Mentors’, aiming to strengthen the sustainable orientation of MMT through CBL and PBL.

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What Ifs and Multi-directional symptoms PBL cases: two simple and functional adjuncts to problem-based learning materials

International Journal of Innovation in Science and Mathematics Education ◽

10.30722/ijisme.27.08.005 ◽

2019 ◽

Vol 27 (8) ◽

Author(s):

Jeff Schwartz

Keyword(s):

Medical Education ◽

Clinical Reasoning ◽

Problem Based Learning ◽

New Materials ◽

Learning Materials ◽

Case Based Learning ◽

Patient Presentation ◽

Case Based ◽

Management Issues

Although problem-based learning (PBL) is widely used in medical education for its many virtues, a number of deficiencies exist. As means of enhancing the experience of PBL for students, two relatively simple adjuncts to PBL are presented. What Ifs are short hypothetical scenarios, appended to the end of a PBL case, that require students to revisit elements of the PBL case just completed and apply their newly acquired knowledge to clinical reasoning in an altered scenario or to explore anew another dimension of the PBL case. Multi-directional symptoms PBL cases are cases where a common presenting symptom, rather than a specific pathology, is the focus of the PBL case and, following a core narrative of the initial patient presentation, a series of independent continuation narratives with appropriate histories, examination findings and investigation results, lead students to divergent diagnoses and management issues. In addition to keeping the PBL process fresh by rotating new materials regularly, these adjuncts extend the PBL process in the direction of case-based learning.

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Combination of problem-based learning and case-based learning in SQL Programming for data analysis

10.1109/istem-ed52129.2021.9625105 ◽

2021 ◽

Author(s):

Kanoksom Chutisowan ◽

Prekarn Trinantarat ◽

Kongnat Ratnarangsank ◽

Nattapong Jundang ◽

Jirawut Suwatcharakulthorn

Keyword(s):

Data Analysis ◽

Problem Based Learning ◽

Case Based Learning ◽

Case Based

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Engineering to Management Transition

Cases on Engineering Management Education in Practice - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4063-3.ch006 ◽

2021 ◽

pp. 105-123

Author(s):

Leonidas Efthymiou ◽

Epaminondas Epaminonda ◽

Despo Ktoridou

Keyword(s):

Mixed Methods ◽

Focus Groups ◽

Management Education ◽

Leadership Skills ◽

Cross Cultural ◽

Management Theory ◽

Cultural Understanding ◽

Managing Diversity ◽

Case Based Learning ◽

Case Based

This chapter identifies the main challenges in the transition from engineering to management and discusses how management education may assist in this transition. Mixed methods were used to achieve the above. Initially, two focus groups were conducted, and at a later stage, 126 engineers reported through a questionnaire the most common challenges in the transition from engineering to management and then a few were also interviewed. Results demonstrate that skills such as delegation, communication, convincing, coaching, and guiding others pose important challenges. In relation to the second inquiry, it is proposed that, other than management theory, offering examples, opportunity to practice with feedback, and case-based learning can help minimise the challenges. Also, leadership skills, such as delegation, developing personality, cross-cultural understanding, and managing diversity, can be strategically used to facilitate learning in the field of engineering and better prepare engineers in their transition to management.

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Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

Asia Pacific Education Review ◽

10.1007/s12564-020-09658-6 ◽

2020 ◽

Vol 21 (4) ◽

pp. 683-696

Author(s):

Ilse Johanna Sistermans

Keyword(s):

Higher Education ◽

Online Learning ◽

Problem Based Learning ◽

Health Science ◽

Learning Activities ◽

Learning Approach ◽

Competency Based Education ◽

Case Based Learning ◽

Competency Based ◽

Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

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Human Resource Management Contributions to Knowledge Sharing for a Sustainability-Oriented Performance: A Mixed Methods Approach

Sustainability ◽

10.3390/su12010161 ◽

2019 ◽

Vol 12 (1) ◽

pp. 161 ◽

Cited By ~ 8

Author(s):

Lucía Muñoz-Pascual ◽

Jesús Galende ◽

Carla Curado

Keyword(s):

Mixed Methods ◽

Resource Management ◽

Human Resource Management ◽

Knowledge Sharing ◽

Human Resource ◽

Firm Size ◽

Equation Modeling ◽

Age And Gender ◽

Mixed Methods Approach ◽

And Gender

This research examines how internal and external Human Resource Management (HRM) contributes to Knowledge Sharing (KS) in order to reach Sustainability-Oriented Performance. This paper uses a mixed methods approach to report on the main antecedents of KS for Sustainability-Oriented Performance. There are many antecedents of KS both inside and outside organizations that are as yet unidentified. This research applies two complex statistical techniques, namely, structural equation modeling (SEM) (Study 1) and fuzzy-set Qualitative Comparative Analysis (fsQCA) (Study 2). First, SEM is used to determine the antecedents of KS for Sustainability-Oriented Performance: Affective Commitment (AC) (an internal dimension of HRM) and a collaboration-oriented Human Resource Management system (CHRMS) (an external dimension of HRM). Second, three multi-group SEMs are used to determine whether a manager’s characteristics (age and gender) and firm size moderate the relationship between KS and its antecedents. Finally, an fsQCA is conducted to identify alternative configurations that lead either to KS or to its absence. The sample comprises data from an online survey of 367 certified innovative Portuguese small and medium enterprises (SMEs). The SEM results show that a collaboration-oriented HRM system always has a positive effect on KS for Sustainability-Oriented Performance. In addition, if the manager is a young man working in a small firm, their AC positively affects KS. There are alternative configurations that lead to the presence or absence of KS. There is, therefore, empirical evidence for the moderating effects of the manager’s age and gender, and firm size. Our study offers improved new HRM configurations and results when compared to the sole use of traditional quantitative statistical methods. The results are consistent and conclusive.

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Comparing Problem-Based Learning with Case-Based Learning: Effects of a Major Curricular Shift at Two Institutions

Academic Medicine ◽

10.1097/01.acm.0000249963.93776.aa ◽

2007 ◽

Vol 82 (1) ◽

pp. 74-82 ◽

Cited By ~ 200

Author(s):

Malathi Srinivasan ◽

Michael Wilkes ◽

Frazier Stevenson ◽

Thuan Nguyen ◽

Stuart Slavin

Keyword(s):

Problem Based Learning ◽

Learning Effects ◽

Case Based Learning ◽

Case Based

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PBL ou PBLs: a Customização do Mecanismo de Aprendizagem Baseada em Problemas na Educação Contábil

Revista de Graduação USP ◽

10.11606/issn.2525-376x.v1i1p25-34 ◽

2016 ◽

Vol 1 (1) ◽

pp. 25

Author(s):

Fábio Frezatti ◽

Daiana Bragueto Martins

Keyword(s):

Action Research ◽

Problem Based Learning ◽

Business Administration ◽

Project Based Learning ◽

Problem Case ◽

Case Based Learning ◽

Case Based

O objetivo desta pesquisa é tratar da questão da customização de técnicas alternativas do Problem-based Learning (PBL) nos cursos de graduação e de especialização. A análise volta-se para experiências docentes em que as vertentes Problem-based Learning (One-day One-problem), Case-based Learning e Project-based Learning se apresentam como elementos adicionais para o aperfeiçoamento do ambiente educacional da área de negócios, particularmente, da contabilidade, respeitando o conhecimento previamente adquirido pelos alunos e proporcionando a integração com o seu contexto profissional. Nesse sentido, o artigo contribui para o entendimento dos vários tipos de mecanismos relacionados à utilização de problemas no ensino da contabilidade. A investigação empírica aconteceu a partir da utilização da abordagem action research em meio a casos constituídos por turmas de graduação de forma a evidenciar experiências vivenciadas em disciplinas de controle gerencial ofertadas tanto no curso de graduação em Ciências Contábeis da FEA-USP como em cursos de pós-graduação lato sensu (Master in Business Administration – MBA) no cenário brasileiro. Entre os resultados da pesquisa destacam-se os seguintes fatos: a literatura não é convergente em relação a aspectos estruturais, e a aplicação do PBL não deve ser feita de uma única maneira, mas sim com formatos diferentes de abordagem, observando a maturidade dos alunos, a complexidade dos elementos considerados, o tempo disponível para a disciplina e o objetivo em si (discussão e/ou implementação da solução).

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