The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills

10.28945/3602 ◽  
2016 ◽  
Vol 15 ◽  
pp. 593-609
Author(s):  
Hsun-Ming Lee ◽  
Ju Long ◽  
Lucian Visinescu
Keyword(s):  
Active Learning ◽  
Business Intelligence ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Business Simulation ◽  
Robust Learning ◽  
Perceived Difficulty ◽  
Simulation Based ◽  
Based Instruction ◽  
Constructivist Practices

Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.

scholarly journals Life of a Wildflower: Reimagining Meaningful Learning Through Play-Based Pedagogy

2021 ◽  
Vol 14 (1) ◽  
pp. 277-287
Author(s):  
Lisa Nontell
Keyword(s):  
Narrative Inquiry ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Natural Environments ◽  
Cover Story ◽  
Sacred Stories ◽  
Learning Through Play ◽  
First Time ◽  
Teacher Centered

The author explores tensions between teacher-centered styles of teaching and play-based approaches that invite students to be creators of their own learning. Through narrative inquiry, the author uses a metaphor of wildflowers growing in natural environments to explore a child-led process of learning through play that fosters creativity and deep thinking. Teaching Kindergarten for the first time, the author reflects on challenges of living “secret stories” in the classroom that differ from “sacred stories” of the school’s pedagogical practices, feeling a need to create a “cover story” to present her pedagogy as conforming, yet capable and successful.

An integrated e-learning system for simulation-based instruction of anaesthesia machines

2007 ◽  
Vol 3 (1) ◽  
pp. 106 ◽  
Author(s):  
Sanghyun S. Jeon ◽  
Gilliean Lee ◽  
Samsun (Sem) Lampotang ◽  
Stanley Y.W. Su
Keyword(s):  
Learning System ◽  
Simulation Based ◽  
E Learning ◽  
Based Instruction

Investigative Active Learning and the Teaching of Heat Transfer

1999 ◽  
Author(s):  
Edward E. Anderson
Keyword(s):  
Heat Transfer ◽  
Active Learning ◽  
General Solution ◽  
Transfer Problem ◽  
Solution Process ◽  
Research Literature ◽  
Structural Wall ◽  
Learning Techniques ◽  
Computer Based ◽  
Based Instruction

Abstract The benefits and advantages of investigative active learning are well documented throughout cognition and educational psychology research literature. But, these techniques are not extensively used in higher education and particularly engineering education. In this paper, a model is presented for applying computer based instruction (CBI) techniques to investigative active learning as practiced in a typical undergraduate heat transfer course. This model is demonstrated with the heat transfer through a composite structural wall problem. An investigative approach is used to coach students as they learn the general solution process. Several different active learning techniques are then applied as a student progresses through each step of the general solution process. These techniques are applicable to any heat transfer problem and when properly implemented, they should improve the learning of the general solution process. The demonstration example is best experienced with a computer. Individuals wishing to explore this model may do so at http://129.118.17.180/mvweb.

Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework

2020 ◽  
pp. 088840642093068
Author(s):  
Amber E. Benedict ◽  
Mary Brownell ◽  
Elizabeth Bettini ◽  
Hyojong Sohn
Keyword(s):  
Elementary Teachers ◽  
Reading Instruction ◽  
Lesson Study ◽  
Reading Difficulties ◽  
Pedagogical Practices ◽  
Upper Elementary ◽  
Evidence Based ◽  
Word Study ◽  
New Knowledge ◽  
Based Instruction

Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ ( n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.

scholarly journals The meaning of meaningful learning in mathematics in upper-primary education

2020 ◽  
Author(s):  
Judith Polman ◽  
Lisette Hornstra ◽  
Monique Volman
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Mathematics Learning ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Small Scale ◽  
Learning Content ◽  
Stimulated Recall ◽  
Educational Concept ◽  
Depth Study

Abstract One of the ways in which schools try to improve students’ motivation is through making learning meaningful for students. The concept of meaningful learning, however, has been defined in various ways in the literature. This small-scale in-depth study focused on meaningful learning in mathematics in upper-primary education. We investigated what teachers, according to their own views, undertake to make mathematics learning meaningful for their students. Two interviews (one stimulated recall) were conducted with five fifth-grade teachers from five Dutch primary schools that differed in terms of their schools’ educational concept. Teachers’ beliefs about the meaning of meaningful learning varied from students being able to understand what is learned to connecting with students’ daily experiences. Teachers also differed in their self-reported pedagogical practices aimed at meaningful learning. They used different types of context, including activating prior knowledge, connecting to students’ personal worlds, showing the value beyond school, goal setting for/with students, creating a context that is future-oriented, referring to the personal world of the teacher, applying the learning content in school, and creating cross-curricular context. Practices to foster and support meaningful learning included collaboration and dialogue, working independently and experiential learning. This study provides suggestions for embedding meaningful elements in the mathematics learning environment to stimulate students’ learning motivation.

scholarly journals Simulation-based first aid training of students of health sciences

2018 ◽  
Vol 48 ◽  
pp. 01042
Author(s):  
Brigita Marc ◽  
Eva Dolenc ◽  
Damjan Slabe
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
First Aid ◽  
Health Sciences ◽  
Control Group ◽  
Learning Methods ◽  
Practical Test ◽  
First Aid Training ◽  
Simulation Based ◽  
Experimental Group

To achieve desired goals in the first aid training, we can use different learning methods. We can choose simulation, which represents one of the active forms of learning. Within the simulations, we can select simulated scenarios to bring more reality into the learning process. With our research we wanted to evaluate the effectiveness of scenario-based first aid training. We included 65 students of Faculty of Health Sciences, University of Ljubljana. The experimental group was unlike the control group exposed to scenario-based learning during one-week first aid training. We collected the data with a questionnaire and evaluation paper, which enabled us to assess the students during the practical test. Our research has shown that pre-training with simulated scenarios improves provided first aid in case of a simulated accident. Keywords: scenarios; teaching; active learning; first aid

Business simulation as an active learning activity for developing soft skills

2016 ◽  
Vol 25 (4) ◽  
pp. 368-395 ◽  
Author(s):  
Yves Levant ◽  
Michel Coulmont ◽  
Raluca Sandu
Keyword(s):  
Active Learning ◽  
Soft Skills ◽  
Learning Activity ◽  
Business Simulation

scholarly journals EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS’ EXPERIENCES

2019 ◽  
Vol 18 (6) ◽  
pp. 816-832
Author(s):  
Elizabeth Darko Agyei ◽  
Thuthukile Jita ◽  
Loyiso C. Jita
Keyword(s):  
High School ◽  
Teaching Practices ◽  
Teaching Strategy ◽  
Meaningful Learning ◽  
Cape Coast ◽  
Interactive Teaching ◽  
Five Dimensions ◽  
High School Physics ◽  
Simulation Based ◽  
The Government

Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana’s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers’ teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations. Keywords: high school physics, ICT, interactive teaching, pre-service teachers, simulation-based lessons.

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