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.

scholarly journals The Case for Case-Based Transfer Learning

AI Magazine ◽  
2011 ◽  
Vol 32 (1) ◽  
pp. 54 ◽  
Author(s):  
Matthew Klenk ◽  
David W. Aha ◽  
Matt Molineaux
Keyword(s):  
Problem Solving ◽  
Transfer Learning ◽  
Future Research ◽  
Case Based Reasoning ◽  
Learning Method ◽  
Improve Performance ◽  
Learning Methods ◽  
Problem Solving Process ◽  
Case Based ◽  
Solution Transfer

Case-based reasoning (CBR) is a problem-solving process in which a new problem is solved by retrieving a similar situation and reusing its solution. Transfer learning occurs when, after gaining experience from learning how to solve source problems, the same learner exploits this experience to improve performance and/or learning on target problems. In transfer learning, the differences between the source and target problems characterize the transfer distance. CBR can support transfer learning methods in multiple ways. We illustrate how CBR and transfer learning interact and characterize three approaches for using CBR in transfer learning: (1) as a transfer learning method, (2) for problem learning, and (3) to transfer knowledge between sets of problems. We describe examples of these approaches from our own and related work and discuss applicable transfer distances for each. We close with conclusions and directions for future research applying CBR to transfer learning.

Territorial capital as a company intangible

2016 ◽  
Vol 17 (1) ◽  
pp. 148-167 ◽  
Author(s):  
Mariachiara Barzotto ◽  
Giancarlo Corò ◽  
Mario Volpe
Keyword(s):  
Great Difficulty ◽  
Future Research ◽  
Manufacturing Companies ◽  
Policy Makers ◽  
Content Type ◽  
Capital Growth ◽  
Multiple Case ◽  
Definition Of ◽  
A Company

Purpose – The purpose of this paper is twofold. First, to explore to what extent being located in a territory is value-relevant for a company. Second, to understand if a company is aware of, and how it can sustain, the territorial tangible and intangible assets present in the economic area in which it is located. Design/methodology/approach – The study presents an empirical multiple case-study, investigating ten mid-/large-sized Italian companies in manufacturing sectors. Findings – The results indicate that the sampled manufacturing companies are intertwined with the environment in which they are embedded, both in their home country and in host ones. The domestic territorial capital has provided, and still provides, enterprises with workers endowed with the necessary technical skills that they can have great difficulty in finding in other places. In turn, companies support territorial capital generation through their activities. Research limitations/implications – To increase the generalisability of the results, future research should expand the sample and examine firms based in different countries and sectors. Practical implications – Implications for policy makers: developing effective initiatives to support and guide a sustainable territorial capital growth. Implications for managers and investors: improving managerial and investors’ decisions by disclosing a complete picture of the enterprise, also outside the firm boundaries. Originality/value – The study contributes to intangibles/intellectual capital literature by shedding light on the importance of including territorial capital in a company’s report to improve the definition of the firm’s value. Accounting of the territorial capital would increase the awareness of the socio-economic environment value in which companies are located and its use.

scholarly journals The Impact of Roles Assignment on the Quality of Online Case-Based Discussion

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Larisa Olesova ◽  
Margaret Slavin
Keyword(s):  
Community Of Inquiry ◽  
Role Playing ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Role Assignment ◽  
Asynchronous Online Discussions ◽  
Research Questions ◽  
The Impact ◽  
Case Based

The role assignment is an increasingly popular approach for facilitating and evaluating asynchronous online discussions (Strijbos & Weinberger, 2010), with aspirations to enhance students' cognitive presence. However, simply assigning roles may not improve knowledge construction, engagement, or interaction necessary to achieve this goal. Cognitive presence is a critical facet of the community of inquiry, rooted in the critical thinking literature, and is operationalized by the practical inquiry model for assessment purposes (Garrison, Anderson, & Archer, 2001).This presentation will share the methods and results of a study investigating changes in the level of cognitive presence while students played roles (starter, wrapper, and skeptic) in asynchronous online case-based discussions. The study was conducted during fall 2013, spring 2014 and summer 2014 in NUTR 295-DL at George Mason University. The research questions for this study were, "What is the impact of role playing on the level of cognitive presence? How is cognitive presence expressed across different roles played by students when they participate in asynchronous online discussion?"

scholarly journals Exploring the root causes of servitization challenges: an organisational boundary perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ali Ziaee Bigdeli ◽  
Kawaljeet Kapoor ◽  
Andreas Schroeder ◽  
Omid Omidvar
Keyword(s):  
Future Research ◽  
Senior Executives ◽  
Content Type ◽  
Study Approach ◽  
Integrative Framework ◽  
Analysis Technique ◽  
Holistic Understanding ◽  
External Stakeholders ◽  
Multiple Case

PurposeThis paper explains how servitization disrupts long-established internal and external boundaries of product-focused manufacturers and investigates the root causes of servitization challenges.Design/methodology/approachThe authors draw from the collective experiences of 20 senior executives from ten multinational manufacturers involved in servitization, using a multiple case study approach, and employ a codebook thematic analysis technique.FindingsThe authors develop an integrative framework based on the theoretical notions of power, competency and identity boundaries to offer insights into the root causes of various servitization-related challenges.Research limitations/implicationsAlthough the extant literature discusses servitization challenges, it does not examine the underlying root causes that create them in the first place. This study contributes to the extant research by establishing rational links between organisational boundaries (internal and external) and servitization challenges in the interest of building a coherent and systematically integrated body of theory that can be successfully applied and built upon by future research.Practical implicationsThis study provides a foundation for managers to recognise, anticipate and systematically manage various boundary-related challenges triggered by servitization.Originality/valueIt is one of the first studies to employ the concept of organisational boundary to understand the challenges created by servitization and to account for both internal (between different functions of the same organisation) and external boundaries (between an organisation and its external stakeholders) to establish a holistic understanding of the impacts of servitization on manufacturers.

Forward!

2013 ◽  
pp. 163-178
Keyword(s):  
Competitive Advantage ◽  
Editorial Note ◽  
Future Research ◽  
New Knowledge ◽  
Case Based Learning ◽  
Case Based

This chapter includes guidance for learning from Sections 1 and 2 of the book, for applying such learning to the emerging knowledge phenomena discussed in Section 3, and for continuing to develop new knowledge about how the power of dynamic knowledge principles can be harnessed for competitive advantage in the technology-driven world. The authors summarize the principles developed in Section 1 of the book. As noted above, this supports principles-based learning, reasoning, and application. They next summarize the leadership mandates induced in Section 2 of the book. As noted above, this supports case-based learning, reasoning, and application. As an editorial note, this tenth chapter could be placed quite logically at the very end of the book (e.g., Chapter 15) instead of placing it here to close Section 2. However, the authors prefer this placement closer to the principles and mandates articulated in Sections 1 and 2. Nonetheless, the authors close Section 3, at the end of Chapter 15, with an agenda for future research.

Value Creation in Business-to-Business Crowd Sourcing

Crowdsourcing ◽  
2019 ◽  
pp. 1419-1432
Author(s):  
Nina Helander ◽  
Hannu Kärkkäinen ◽  
Jari Jussila
Keyword(s):  
Social Media ◽  
Value Creation ◽  
Knowledge Society ◽  
Future Research ◽  
Full Potential ◽  
Crowd Sourcing ◽  
Multiple Case ◽  
Business To Consumer ◽  
Business To Business

In knowledge society the utilization of social media as a communication channel between people, groups and even companies is increasing. Current innovation and social media research has already shown the potential of crowdsourcing in the business-to-consumer (B2C) markets. The authors argue in this paper, however, that crowdsourcing has a great and yet partly undiscovered potential also in the context of business-to-business (B2B) markets. In order to get the full potential, a more detailed understanding of the logic of value creation in crowdsourcing activities between multiple stakeholders in B2B context is needed. This paper presents an exploratory study that is carried out as an empirical netnography-based multiple case study. The study opens up potential future research avenues by starting the discussion of value creation logic in B2B crowdsourcing. Practical implications are created through cases revealing what kind of value companies have already been able to gain from crowdsourcing in B2B context.

Managing Case-Based Learning with Interactive Case Study Libraries

2010 ◽  
pp. 351-371
Author(s):  
Hao Jiang ◽  
John M. Carroll ◽  
Craig Ganoe
Keyword(s):  
Case Studies ◽  
Learning Management Systems ◽  
Learning Systems ◽  
Pedagogical Approach ◽  
Design And Implementation ◽  
Case Based Learning ◽  
Case Libraries ◽  
Interactive Case Study ◽  
Case Based

This chapter discusses a particular pedagogical methodology, case-based learning, and introduces an application that supports case studies. It suggests that authenticity, social interaction, community of practice, and resource accumulation are especially important for design and implementation of case-based learning systems. To make the arguments more vivid, the chapter also introduces a case study library that supports usability engineering education. Some of the suggestions are more related to case libraries or systems alike in particular, and some are valuable for learning management systems in general. The authors hope their study can invoke further research of computer-supported case studies in educational and CSCL communities, and more applications supporting this pedagogical approach will be developed.

The Cybersecurity Awareness Training Model (CATRAM)

2021 ◽  
pp. 233-257
Keyword(s):  
Education Institution ◽  
Training Model ◽  
Future Research ◽  
Awareness Training ◽  
Human Errors ◽  
Canadian Higher Education ◽  
Awareness Programs ◽  
Multiple Case ◽  
People’S Attitudes

This chapter presents the outcome of one empirical research study that assess the implementation and validation of the cybersecurity awareness training model (CATRAM), designed as a multiple-case study in a Canadian higher education institution. Information security awareness programs have become unsuccessful to change people's attitudes in recognizing, stopping, or reporting cyberthreats within their corporate environment. Therefore, human errors and actions continue to demonstrate that we as humans are the weakest links in cybersecurity. The chapter studies the most recent cybersecurity awareness programs and its attributes. Furthermore, the authors compiled recent awareness methodologies, frameworks, and approaches. The cybersecurity awareness training model (CATRAM) has been created to deliver training to different corporate audiences, each of these organizational units with peculiar content and detached objectives. They concluded their study by addressing the necessity of future research to target new approaches to keep cybersecurity awareness focused on the everchanging cyberthreat landscape.

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