Implementing Collaborative Learning Platforms in Construction Management Education

2019 ◽  
Author(s):  
Ralph Tayeh ◽  
Fopefoluwa Bademosi ◽  
Raja R.A. Issa
Keyword(s):  
Collaborative Learning ◽  
Construction Management ◽  
Management Education ◽  
Learning Platforms

Management Learning as Collaborative Visual Encounter

2016 ◽  
Vol 1 (4) ◽  
pp. 278-286 ◽  
Author(s):  
Ian Robson
Keyword(s):  
Collaborative Learning ◽  
Teaching Practice ◽  
Management Education ◽  
Emotional Responses ◽  
Visual Space ◽  
Visual Methods ◽  
Organizational Research ◽  
Management Learning ◽  
Forms Of Knowledge

This article reviews a body of literature that relates to the use of aesthetic, specifically visual, methods in organizational research and management education. Visual methods are associated with a range of benefits for those studying management and organization, including the elicitation of emotional responses, support for reflection and self-reflexivity, making varied forms of knowledge explicit, and in supporting dialogue and collaborative learning. Key implications for management educators are outlined, which include the need to appreciate the nature of aesthetic-visual “knowing” and to evaluate methods with pedagogical criteria, to consider the type of visual “space” educators need to create, to build individuals’ capacities to use visual methods, and to facilitate visual encounters appropriately. A set of practical “starting points” are also identified for management educators, drawn from the author’s teaching practice.

The Use of Cloud-Computing to Promote Collaborative Learning in Higher Education

2019 ◽  
pp. 32-45
Author(s):  
Melissa S. Martin ◽  
Rachel E. Hugues ◽  
Alison Puliatte
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Instructional Strategy ◽  
Collaborative Work ◽  
Learning Preferences ◽  
Generation Z ◽  
E Learning ◽  
Learning Platforms

Generation Z students are inherently different than previous generations. These students may need adapted forms of instruction in order to match their learning styles. Collaborative learning can be adapted using cloud-computing, which helps students work together online and manage their interactions. These students may benefit from a technological twist to a common instructional strategy and are inclined to use online means of communication to complete coursework. Technology has dominated the educational experiences of these students and they are no strangers to collaborative work through e-learning platforms. Higher education institutions and instructors must develop the format of courses in order to meet the technological learning preferences of Generation Z.

Collaborative Knowledge Building using Microsoft SharePoint

2018 ◽  
Author(s):  
Ralph Buchal ◽  
Emmanuel Songsore
Keyword(s):  
Collaborative Learning ◽  
Engineering Students ◽  
Knowledge Building ◽  
Learning Platform ◽  
Group Projects ◽  
Computer Based ◽  
Learning Platforms ◽  
Collaborative Knowledge Building ◽  
Collaborative Activities ◽  
Collaborative Knowledge

An effective computer-based collaborative knowledge building platform must support collaborative activities such as articulating perspectives, debating alternative viewpoints, clarifying meanings, linking ideas, building consensus, and reflecting on learning. The current study reports findings of a qualitative study that was conducted to understand the effectiveness of Microsoft SharePoint as a collaboration platform for engineering students’ group projects. Students reported that SharePoint had most of the affordances they would desire in an ‘ideal’ collaborative learning platform. Students also perceived training and guidance in the use of SharePoint as important and integral to their success and overall experience of SharePoint. The study concludes with recommendations instructors who use group projects for assessments, including (1) the need to provide and encourage the use of well-integrated platforms, (2) the need to set explicit standards for providing peer feedback and (3) the need to provide guidance and support for students using collaborative learning platforms.

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