scholarly journals Evidence Based Management for Learning: An Experiment

10.28945/3435 ◽  
2016 ◽  
Author(s):  
Samie Li Shang Ly ◽  
Raafat George Saadé
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Subject Matter ◽  
Scientific Journal ◽  
Journal Article ◽  
Educational Practice ◽  
Evidence Based ◽  
Knowledge Processing ◽  
Immersive Learning ◽  
Desirable Outcome

In this study we combine an immersive learning environment, an evidence based management method and the knowledge management SECI mindset to investigate students’ learning from scientific journal articles. The study entailed the use of a web-based peer to peer system (P2PS) that, gives an identified subject matter, engages students in extracting knowledge from a source, processes that knowledge to create new knowledge, assesses each other’s works, and then creates a test on the subject matter. We found that the immersive learning environment engaged students and improved their examination performance. However, comparing two groups, exposed versus not exposed to scientific journal article, both focused on keywords alone for the knowledge processing. This was not a desirable outcome from the knowledge management process and the tool. We believe this outcome is a result of engrained traditional learning and driven by our wish to make a change in educational practice, we propose our e-pedagogy methodology as a learning foundation for knowledge processing.

Crisis knowledge management: Reconfiguring the behavioural science community for rapid responding in the Covid-19 crisis

2020 ◽  
Author(s):  
Ulrike Hahn ◽  
David Lagnado ◽  
Stephan Lewandowsky ◽  
Nick Chater
Keyword(s):  
Knowledge Management ◽  
Evidence Based ◽  
Behavioural Science ◽  
High Stakes ◽  
Evidence Based Policy ◽  
Science Community ◽  
Minimal Damage ◽  
Support Evidence

The present crisis demands an all-out response if it is to be mastered with minimal damage. This means we, as the behavioural science community, need to think about how we can adapt to best support evidence-based policy in a rapidly changing, high-stakes environment. This piece is an attempt to initiate this process. The ‘recommendations’ made are first stabs that will hopefully be critiqued, debated and improved.

scholarly journals Writing for publication: Structure, form, content, and journal selection

2021 ◽  
Vol 31 (6) ◽  
pp. 230-233
Author(s):  
Veronica Phillips ◽  
Eleanor Barker
Keyword(s):  
Open Access ◽  
Scientific Journal ◽  
Journal Article ◽  
Structure Form ◽  
Intended Audience ◽  
Writing For Publication ◽  
Research Article ◽  
Factors Influencing ◽  
Citation Metrics ◽  
Journal Citation

This article provides an overview of writing for publication in peer-reviewed journals. While the main focus is on writing a research article, it also provides guidance on factors influencing journal selection, including journal scope, intended audience for the findings, open access requirements, and journal citation metrics. Finally, it covers the standard content of a scientific journal article, providing general advice and guidance regarding the information researchers would typically include in their published papers.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

scholarly journals Real Engagement in Active Problem Solving (REAPS): An evidence-based model that meets content, process, product, and learning environment principles recommended for gifted students

Apex ◽  
2015 ◽  
Vol 19 (1) ◽  
pp. 1-24 ◽  
Author(s):  
June Maker ◽  
Robert Zimmerman ◽  
Abdulnasser Alhusaini ◽  
Randal Pease
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Gifted Students ◽  
Evidence Based ◽  
Evidence Based Model ◽  
Process Product

scholarly journals Vague quantification in the scientific journal article

ASp ◽  
1998 ◽  
pp. 17-27 ◽  
Author(s):  
David Banks
Keyword(s):  
Scientific Journal ◽  
Journal Article

scholarly journals Evidence-Based Investigation for Determining the Characteristics of Knowledge Management on Organizational Innovation within Taiwanese Teaching Hospitals

iBusiness ◽  
2011 ◽  
Vol 03 (01) ◽  
pp. 30-34
Author(s):  
Chien-Chang Yang ◽  
Chen-chung Ma ◽  
Yung-Yu Su ◽  
Patricia Moulton
Keyword(s):  
Knowledge Management ◽  
Organizational Innovation ◽  
Teaching Hospitals ◽  
Evidence Based

scholarly journals The Learning Styles Neuromyth Is Still Thriving in Medical Education

2021 ◽  
Vol 15 ◽  
Author(s):  
Philip M. Newton ◽  
Hannah Farukh Najabat-Lattif ◽  
Gabriella Santiago ◽  
Atharva Salvi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Research Evidence ◽  
Educational Practice ◽  
Health Professions ◽  
Fundamental Principle ◽  
Evidence Based ◽  
Research Papers ◽  
Sensory Preference

Learning Styles theory promises improved academic performance based on the identification of a personal, sensory preference for informational processing. This promise is not supported by evidence, and is in contrast to our current understanding of the neuroscience of learning. Despite this lack of evidence, prior research shows that that belief in the Learning Styles “neuromyth” remains high amongst educators of all levels, around the world. This perspective article is a follow up on prior research aimed at understanding why belief in the neuromyth of Learning Styles remains so high. We evaluated current research papers from the field of health professions education, to characterize the perspective that an educator would be given, should they search for evidence on Learning Styles. As in earlier research on Higher Education, we found that the use of Learning Style frameworks persist in education research for the health professions; 91% of 112 recent research papers published on Learning Styles are based upon the premise that Learning Styles are a useful approach to education. This is in sharp contrast to the fundamental principle of evidence-based practice within these professions. Thus any educator who sought out the research evidence on Learning Styles would be given a consistent but inaccurate endorsement of the value of a teaching technique that is not evidence based, possibly then propagating the belief in Learning Styles. Here we offer perspectives from both research and student about this apparent mismatch between educational practice and clinical practice, along with recommendations and considerations for the future.

Business Simulations in Management Pedagogy: Role of Libraries in Enhancing Access to Business Simulations: A Case Study

2019 ◽  
Vol 9 (S1) ◽  
pp. 51-57
Author(s):  
P. Sreejaya
Keyword(s):  
Learning Environment ◽  
Management Education ◽  
Real Life ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Tools ◽  
Participatory Learning ◽  
Business Simulations

Looking at the contemporary educational practice, we come across a host of buzzwords such as immersive environments, participatory learning, experiential learning, experimental learning, etc. Due to the drastic development in the information and communication technology areas, various new educational methods have emerged such as e-learning and virtual learning environment. Education, especially, the higher education scenario has witnessed the boom of new pedagogical tools. Among this, ‘simulations’ is a new mode of teaching and learning in the management pedagogy that is gaining ground and appreciation. Simulations act as an essential educational tool in the virtual learning environment. There has been a significant increase in the use of business simulation games in the area of management education. Business simulations attempt to bring real-life business scenarios to life in the classroom to develop the desired capacities and skills of the students.The most important advantage of a simulation is that they help to establish a new learning relationship with the students and assigning new roles to them and build their capacities regarding participatory learning. This paper highlights the concept of simulation, and it also explores the role of simulation in management education. It discusses various business simulations available in the market. This article also shares the Indian Institute of Management Kozhikode library’s experience about the facilitation of simulations with a special reference to Harvard Business School Publishing Simulations, for its academic programmes during the past few years.

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