scholarly journals Can Finance Education Benefit from Online Collaborative Methods? An Experiment

10.28945/3760 ◽  
2017 ◽  
Author(s):  
Joe N Abou Jaoude ◽  
Raafat G Saade
Keyword(s):  
Collaborative Learning ◽  
Traditional Education ◽  
Future Research ◽  
Academic Learning ◽  
Learning Tools ◽  
Learning Methods ◽  
Traditional Courses ◽  
Class Environment ◽  
Collaborative Learning Tools ◽  
Finance Education

Aim/Purpose: We introduce interactive and collaborative learning tools into a “traditional” finance course and collect feedback from the students concerning satisfaction, engagement, and overall learning. The aim is to show that collaborative learning methods have a place in finance academia. Background: Finance education still relies on the traditional education model. We implement a collaborative learning method in a Finance course to measure its use on the topic. Methodology : We conducted two peer-to-peer sessions in a class environment, Following the two tests, we released a survey to collect information about the tool’s effectiveness. We received 42 responses out of a population of 57. Contribution: Our case study aims to bridge the gap between the use of collaborative learning methods and the academic learning environment of finance. Findings The learning tool implemented was well received and provided a significant benefit to the students in the class, per the survey. Recommendations for Practitioners : We recommend further implementations of collaborative learning methods in finance, and their injection into other traditional courses to better study their effectiveness. Recommendation for Researchers: Experiments in different courses of the same field as well as different fields and different academic schools is needed to fully understand the capabilities and limitations of the collaborative learning tools. Impact on Society: Moving away from the traditional academic model into an interactive and collaborative framework can help expand and extend the reach and effectiveness of education. Future Research: Research on the tools is needed to fit this learning approach to the multiple fields of academia (if any are needed).

scholarly journals Learn-CIAM: A Model-Driven Approach for the Development of Collaborative Learning Tools

2021 ◽  
Vol 11 (6) ◽  
pp. 2554
Author(s):  
Yoel Arroyo ◽  
Ana I. Molina ◽  
Miguel A. Redondo ◽  
Jesús Gallardo
Keyword(s):  
Collaborative Learning ◽  
Methodological Approach ◽  
Automatic Generation ◽  
Learning Activities ◽  
Learning Tools ◽  
Model Driven ◽  
Collaborative Tools ◽  
Learning Tasks ◽  
Collaborative Learning Tools ◽  
Model Driven Approach

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.

scholarly journals ROBOT DESIGN USING PROJECT ORIENTED AND COLLABORATIVE LEARNING TOOLS

2006 ◽  
Vol 39 (6) ◽  
pp. 37-40
Author(s):  
Carlos Pfeiffer ◽  
Josep M. Mirats Tur ◽  
Jesus Santana
Keyword(s):  
Collaborative Learning ◽  
Robot Design ◽  
Learning Tools ◽  
Collaborative Learning Tools

Collaborative learning methods and multimedia tools for the education and training of instructors

2019 ◽  
Vol 36 (5) ◽  
pp. 395-409 ◽  
Author(s):  
Manuel Armenteros ◽  
Anto J. Benítez ◽  
Marta Fernández ◽  
Ricardo De la Vega ◽  
Manuel Sillero-Quintana ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Professional Training ◽  
Collaborative Work ◽  
Learning By Doing ◽  
Future Research ◽  
Learning Methods ◽  
Training Environment ◽  
Content Type ◽  
Multimedia Tools ◽  
The World

Purpose The purpose of this paper is to analyze the new collaborative learning methods and tools used by elite FIFA referee technical instructors, referees and assistant referees to master the Laws of the Game. These tools allow instructors to learn through practical exercises off the field of play, while they carry out activities in a participative context in which they can share and improve their knowledge regarding the Laws of the Game and consequently the interpretations and the considerations soccer referees throughout the world use to make decisions on the field of play. Design/methodology/approach In this work, we assess a collaborative learning experience that took place during the annual FIFA FUTURO III courses that FIFA provided to FIFA referee technical instructors from its six confederations between 2013 and 2015, where 48 referee technical instructors selected from 211 national associations participated. These instructors constitute the elite of FIFA’s professional training and development chain. They teach other referee technical instructors who will then instruct international referees and assistant referees all over the world with the aim of achieving uniformity when applying the Laws of the Game. Findings The course participants showed a high degree of satisfaction with respect to these materials and methods, especially regarding the possibilities they offer for organizing group discussions and for “learning by doing,” and a lack of skills in ICT management has been detected for some participants, who have shown a willingness and interest to improve their skills in this field. Research limitations/implications The training and education of soccer referees is one of the most heterogeneous training processes in the world. This complex task is even more difficult because of the growing demand for video technology in referee decision making where successful teamwork requires a high level of communication and agreement among its members. Practical implications With 211 associations, FIFA is one of the largest organizations in the world. In international competitions such as the FIFA World Cup, the referees’ decisions are analyzed by media, thousands of fans and millions of viewers. Preparing new professionals for match analysis, interpretation of Laws of the Game and working in a team is a priority for FIFA and the world of soccer. Originality/value It is the first time that collaborative learning methods are used with interactive multimedia tools that facilitate collaborative work in the training environment of soccer referee instructors, international soccer referees and assistant referees. This paper establishes a basis and a reference for future research on the effectiveness of the new collaborative technologies used by FIFA for the training of international referees and assistant referees in general.

scholarly journals Collaborative Learning Tools for Constructive Learning in Maldives Collaborative

2020 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Ibrahim Adam ◽  
Vimala Perumal
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Learning Tools ◽  
Student Centered ◽  
Student Work ◽  
Constructive Learning ◽  
Face To Face ◽  
Geographically Distributed ◽  
Collaborative Learning Tools

Collaborative student work has taken a stronghold in higher educational contexts due to the paradigm shift from instructor-centered to student-centered teaching and learning. Instructor roles have shifted towards facilitation and students have become more active in their learning, creating and sharing knowledge within their social groups. The availability of online tools enabling peer collaboration has been the main driving force behind this progress. These online collaborative learning environments have been particularly useful for geographically distributed learners with limited opportunities for face-to-face collaboration. With the evidence from literature, this has proven to be applicable to Maldives, with its unique geography of 1190 islands distributed over 20 atolls, with students across the country in executing constructive learning approaches in Maldives.

Web 2.0 Collaborative Learning Tool Dynamics

2009 ◽  
pp. 105-130
Author(s):  
Marianna Vivitsou ◽  
Niki Lambropoulos ◽  
Sofia Papadimitriou ◽  
Alexandros Gkikas
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Virtual Classroom ◽  
Social Web ◽  
Learning Tools ◽  
Course Structure ◽  
Knowledge Based ◽  
Communication Environments ◽  
Collaborative Learning Tools ◽  
Learning Principles

Social web asynchronous communication environments provide the space for content creation, idea sharing and knowledge construction within a participatory and collaborative framework that encourages online community establishment and evolution. However, community development is a long-term process and necessitates the adoption of appropriate theoretical principles to support a developmental scheme ensuring the community’s exploratory, knowledge-based and reflexively expanding character. This chapter discusses and analyses the techniques and tools used in an online course aiming to enable Greek teachers develop their pedagogical and digital skills in order to keep update, form new relationships and grow professionally. To this end, e-course design was based on formal learning principles underlying the virtual classroom activities during which a collaborative culture was built. Also, the course structure involved informal learning principles, which were integrated into social web activities implemented on weblog and wiki artefacts created and used by participants as individual and collaborative learning tools. Through the analysis of quantitative and qualitative data gathered during the study it became evident that weblogs and wikis contributed to the growth and evolution of Greek educational networked communities and that a new online identity emerged.

Uso de Plataformas Integradoras de Ferramentas Tecnológicas e Pedagógicas em Ambiente Virtual de Aprendizagem em Profissões de Saúde

2018 ◽  
Vol 19 (2) ◽  
pp. 168
Author(s):  
Paulo Henrique Perlatti D'Alpino ◽  
Mackeler Ramos Polassi ◽  
Marcelo Henrick Matochek Maia ◽  
Pedro Luiz Santos Tomaz ◽  
Thales De Sá Oliveira
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Education Institution ◽  
Personal Contact ◽  
Future Research ◽  
Learning Tools ◽  
Learning Methods ◽  
Financial Investment ◽  
The Individual

A contínua busca por conhecimento faz parte da sociedade contemporânea, profissionais e estudantes buscam uma melhor qualidade de vida baseada em sua qualificação profissional e melhores salários. Por outro lado, para se alcançar melhor qualificação, de acordo com a realidade individual, se exige disponibilidade de tempo, investimento financeiro e motivação para ingressar em uma instituição de Ensino Superior. Este artigo objetiva fornecer uma visão geral da diversidade de ferramentas disponíveis para o aprendizado e identificar as diretrizes para pesquisas futuras relacionadas aos métodos de ensino e aprendizagem em profissões da área de saúde, com ênfase em Odontologia. Após uma introdução e definições dos diferentes métodos de aprendizagem, este artigo considera a importância de identificar os desafios das diferentes formas de aprendizado na área da saúde, quer seja híbrido (blended learning) ou totalmente on-line, bem como as diferentes formas de avaliação destes métodos de ensino. É fato que a maior crítica ao ensino a distância recai sobre a falta de contato pessoal com os pacientes e a necessidade de se estabelecer vínculo. Conclui-se que os métodos de ensino a distância, em que pesem as limitações que se impõem, é promissor nos cursos da área de saúde, o que certamente inclui a Odontologia.Palavras-chave: Ensino a Distância. Ensino Semipresencial. OdontologiaAbstractThe continuous search for knowledge is part of contemporary society, and professionals and students seek for a better quality of life based on their professional qualification and better incomes. On the other hand, to obtain a better qualification according to the individual reality of each subject  requires the availability of time, financial investment, and motivation to enter a higher education institution. This article aims to provide an overview of the diversity of available learning tools and to identify the guidelines for future research related to teaching and learning methods in health professions, with emphasis in Dentistry. After an introduction and definitions of the different learning methods, this article considers the importance of identifying the challenges of the different learning forms in the area of health, whether it is hybrid (blended learning) or online, as well as the different forms of evaluation of these teaching methods. It is a fact that the greatest criticism of distance education lies in the lack of personal contact with patients and the need to establish a link. As a conclusion, in spite of the limitations imposed, methods of distance education are promising in the health care courses, which certainly may include Dentistry.Keywords: E-Learning. Blended Learning. Dentistry

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