scholarly journals Development and Testing of a Roleplaying Gamification Module to Enhance Deeper Learning of Case Studies in an Accelerated Online Management Theory Course

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Audrey Smith Pereira ◽  
Monika Wahi
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Management Theory ◽  
Master Of Business Administration ◽  
Convenience Sample ◽  
Mba Program ◽  
Online Higher Education ◽  
Collaborative Game ◽  
Online Management ◽  
Management Case Study

Research has established that “cognitive rehearsal,” (CR) or the visualization of application of a behavioral response to a situation, can increase self-efficacy through vicarious experience, but is challenging to induce online. Online higher education curricula can include collaborative game-based learning (GBL) in the form or roleplaying, which can facilitate CR. The purpose of this study was to develop an online GBL module to facilitate CR in online business graduate students learning management theory case studies, and to evaluate its ability to induce CR. A convenience sample of students voluntarily participated in a proof-of-conduct study using a mixed-methods design to gauge whether use of the module facilitated CR, a descriptive and thematic analysis was conducted. Data were collected from 106 students within two course sections in an online Master of Business Administration (MBA) program. The module was used as an optional supplement to a management case study assignment and approximately 50% of students used it. Scores on the assignment were compared between students who used the module and students who did not, and those who did scored statistically significantly higher (p = 0.0003). Students reported in a survey that the module induced CR about applying management theory. Students also expressed satisfaction with the module and provided feedback for its improvement in the areas of format and content. Our findings suggest that collaborative roleplaying GBL and other methods to induce CR in online higher education should be explored and formally studied.

Overcoming Implicit Bias in Collaborative Online Learning Communities

2020 ◽  
pp. 19-38
Author(s):  
Ludmila T. Battista ◽  
Lisa Wright
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Communities ◽  
Case Studies ◽  
Implicit Bias ◽  
Faculty Perspectives ◽  
Online Students ◽  
Online Learning Communities ◽  
Online Higher Education ◽  
Education Environment

This chapter will lay the groundwork for exploring implicit bias and the effects in the online higher education environment. The authors will analyze privilege, power, oppression, and institutionalized bias and explore examples in higher education, through both student and faculty perspectives. The chapter will focus on collaborative solutions to a diverse variety of case studies on implicit bias across race, culture, gender, ability, and other dimensions. An emphasis will be placed on reflective analysis and creating collaborative experiences for online students and educators.

scholarly journals Assessing the effectiveness of IPTEACES e-learning framework in higher education: Fundação Dom Cabral - a Brazilian perspective

2018 ◽  
Vol 6 (2) ◽  
pp. 92-112
Author(s):  
Nuno Pena ◽  
Paula Simões ◽  
Lília Mascarenhas ◽  
Flávia Alvim
Keyword(s):  
Higher Education ◽  
International Standards ◽  
Master Of Business Administration ◽  
Learning Program ◽  
Learning Framework ◽  
Geographically Dispersed ◽  
Mba Program ◽  
Study Results ◽  
E Learning ◽  
Improvement Measures

E-learning’s quality has become an issue of increasing importance in both researchers’ and practitioners’ communities. Involvement, Preparation, Transmission, Exemplification, Application, Connection, Evaluation and Simulation (IPTEACES) is an e-learning framework, primarily developed through a pedagogical benchmarking. It addresses an assorted social-demography and geographically dispersed variety of attendees. Fundacão Dom Cabral (FDC) is a prestigious Brazilian business school with international standards and procedures. This study reports the application of the IPTEACES e-learning framework in higher education in Fundação Dom Cabral’s Master of Business Administration (MBA) program. An experiment has been put into place to measure ‘quality’ through the assessment of the effectiveness of the e-learning program using IPTEACES e-learning framework, and more specifically, (i) to evaluate how the IPTEACES e-learning framework can promote students’ learning; (ii) to assess its effectiveness and determine specific quality improvement measures’; and (iii) to evaluate how the IPTEACES e-learning framework enhances organizational learning approach for enhanced knowledge sharing. Qualitative and quantitative techniques were utilized to collect the data to address the research questions proposed in this study. Results showed that the application of the IPTEACES e-Learning framework to this new course has reached high effectiveness.

Internet-based Online Higher Education in Nepal Amidst COVID-19

2020 ◽  
Author(s):  
Ashis Acharya ◽  
Nabaraj Poudyal ◽  
Ganesh Lamichhane ◽  
Babita Aryal ◽  
Bibek Raj Bhattarai ◽  
...  
Keyword(s):  
Higher Education ◽  
Human Life ◽  
The Internet ◽  
Online Classes ◽  
Traditional Concept ◽  
Digital Platforms ◽  
Factors Affecting ◽  
Online Higher Education ◽  
Alternative Means ◽  
The Government

The COVID-19 global pandemic has affected all aspects of human life, with education, not an exception. In an attempt to stop the SARS-CoV-2 spreading like wildfire, the Government of Nepal has implemented nationwide lockdowns since March 24, 2020, that have enforced schools and universities to shut down. As a consequence, more than four hundred thousand students of various levels in higher education institutions (HEIs) are in a dilemma about restoring the situation. Several HEIs, nationwide, have leaped forward from the traditional concept of learning—limited within the boundary of the classroom—to choosing digital platforms as an alternative means of teaching because of the pandemic. For this research, the descriptive and inferential analysis was carried out to investigate the effects and challenges of learning via digital platforms during this pandemic. Data were collected from students and faculty at various levels of higher education and analyzed statistically with different factors using t-test and ANOVA, and variables were found to be approximately normally distributed. The study revealed that 70% of the respondents had access to the Internet, but 36% of the Internet accessed did not continue online classes due to unexpected disturbance in Internet and electrical connectivity. Likewise, 65% of students did not feel comfortable with online classes, and among attendees of online classes, 78% of students want to meet the instructor for a better understanding of course matters. According to the analytic hierarchy process (AHP) model, three factors, such as institutional policy, internet access, and poverty, are found to be significant factors affecting the online higher education systems in Nepal. On the brighter side, this outbreak has brought ample opportunities to reform the conventional teaching-learning paradigm in Nepal.

Teaching Interreligious Encounter

2017 ◽  
Author(s):  
Hans Gustafson
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Case Studies ◽  
Course Design ◽  
Comparative Theology ◽  
Guest Speakers

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.

scholarly journals The core components of education 4.0 in higher education: Three case studies in engineering education

2021 ◽  
Vol 93 ◽  
pp. 107278
Author(s):  
Jhonattan Miranda ◽  
Christelle Navarrete ◽  
Julieta Noguez ◽  
José-Martin Molina-Espinosa ◽  
María-Soledad Ramírez-Montoya ◽  
...  
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Case Studies ◽  
The Core ◽  
Core Components

Graduates giving back – a mentoring program for MBA students

2015 ◽  
Vol 4 (3) ◽  
pp. 200-212 ◽  
Author(s):  
Ann Darwin
Keyword(s):  
Higher Education ◽  
South Australia ◽  
Value Added ◽  
Master Of Business Administration ◽  
Mentoring Program ◽  
Education Students ◽  
Content Type ◽  
Mba Students ◽  
A Value ◽  
The University

Purpose – The purpose of this paper is to discuss the challenges and obstacles encountered in the implementation of a mentoring program for Master of Business Administration (MBA) students at the University of South Australia (UniSA) Business School. The paper starts with an exploration into the need for a mentoring program, the trial and subsequent four years of implementation. The paper also explores the network model of mentoring and the reasons why this, rather than a more traditional model, was chosen for the program’s implementation. Design/methodology/approach – This exploratory case study uses data from over 600 students and their alumni mentors over a five-year period to evaluate and improve the program as well as cultivating a critical community of adult learners. Findings – Feedback from students indicates that the mentoring program is regarded by most as a value-added feature of their early learning as it offers support, if and when it is required, from those who have been there before. Research limitations/implications – Results are limited to one institution. However, as research into mentoring for higher education students is thin on the ground, this study contributes to our understanding of the positive impacts of mentoring on student success. Practical implications – This paper emphasizes the importance of business leaders giving back to their alma mater through mentoring current MBA students. It shows how mentoring can support learning and management development. Originality/value – This is an original study which explores ways to increase the learning of higher education students for positive social outcomes.

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