scholarly journals Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach

2021 ◽  
Vol 11 (6) ◽  
pp. 292
Author(s):  
William Swart ◽  
Ken MacLeod
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Collaborative Work ◽  
Problem Based Learning ◽  
Matter Content ◽  
Transactional Distance ◽  
High Tech ◽  
Learning Space ◽  
College Of Business ◽  
Teaching Problem

Problem-based learning is the latest name for a teaching philosophy that is as old as Ancient Greece. Whether you call it Socratic Inquiry, case-based teaching, problem-based learning, interactive group learning, or “flipped” learning, the essential concept is to encourage the student to collaborate in applying their gained knowledge to solve a problem. As traditional lecture-based teaching has been challenged, the design of classrooms has been called into question. A flat or tiered room is not seen as an ideal setting for collaborative work. In our own College of Business, several traditional classrooms were converted to problem-based learning classrooms at considerable expense. This paper evaluates, using measures based on Michael G. Moore’s theory of transactional distance, whether moving flipped classes into these high-tech classrooms improves the collaborative learning experience. Transactional distance can be defined as the barriers that exist to a student’s engagement with their learning experience. These barriers arise due to the interaction between students and the teacher, other students, the subject matter content, and instructional technology being used. Our results suggest that, from a student engagement and outcome standpoint, the investment in costly high-tech classrooms is not warranted—a welcome result in times when university budgets are stretched to the limit.

scholarly journals Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment

2020 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Bryce Antony
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Structured Learning ◽  
High Tech ◽  
Self Healing ◽  
Dynamic Learning ◽  
Learning Space

Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment  Context and motivation: Containers are transforming modern application infrastructure, providing advantages for accessibility and allow many instances of existing legacy applications to be run at the same time on the latest operating systems. This can implement an ideal virtual learning environment which offers a dynamic learning space where instructors upload activities and resources to enhance learning. The goal is to provide a structured learning environment suited to both the student and the instructor, where materials are easily accessed, and that many files can be transferred at one time. The system should cope with the demands of many students occupying the same virtual learning space, providing each student with individual learning experiences. There are challenges when instructors attempt to adapt the learning environment to meet the learning objectives. Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016; Puvaneswary & Siew Hwa, 2019).   What will be demonstrated in this presentation? The use of containers provides the ability to supply many instances of the same application running on a single machine. Each instance is isolated, along with any associated dependencies, allowing efficient utilisation of system resources, such as processing and memory. The presentation will demonstrate how many instances of the same application can be activated and the resource advantages gained. The presentation will show a system that has been used to provide a complex structured virtual learning environment to level 7 students and discuss how the system was utilised to provide a positive, individualised learning experience to the students. Security and confidentiality is maintained within each containerized instance. The presentation will show how the system can be configured to be self-healing, respond to scheduling, and to automatically restart single instances as required.   The implications for future practice The presentation will show how the advantages of containerization can be integrated at many levels of the virtual learning environment, providing many separate and individual instances of the same application. The number of instances can be easily adjusted as required, and resources are automatically allocated, reducing support overhead and cost of infrastructure. The implications are that each instance can provide a unique experience to each student, whilst reducing the workload of the instructor, and minimizing the cost to the education provider.     References Katz, P. M., & Council of Independent, C. (2016). High-Tech or High-Touch? Online Learning and Independent Higher Education. Innovations in Teaching and Learning. Research Brief 5: Council of Independent Colleges. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED569215&site=eds-live Puvaneswary, M., & Siew Hwa, Y. (2019). Navigating the Shortcomings of Virtual Learning Environments Via Social Media. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 1-14. https://doi.org/10.4018/IJVPLE.2019070101    

scholarly journals Integration of Problem Based Learning at Kathmandu Medical College

2014 ◽  
Vol 2 (3) ◽  
pp. 162-166
Author(s):  
Pratik Yonjan Lama ◽  
Pramesh Koirala ◽  
Binita Bhattarai ◽  
Gopal Suwal ◽  
Sunkeshari Deshar
Keyword(s):  
Positive Impact ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Successful Implementation ◽  
Institute Of Medicine ◽  
Self Directed Learning ◽  
Student Centered ◽  
Medical College ◽  
Traditional Lectures ◽  
Teaching Problem

Problem based learning as an alternative method of teaching had its initiation in Nepal at the Institute of Medicine, Maharajgunj in 1978. From 2011, problem based learning has been introduced into the curriculum of all the medical colleges under Kathmandu University. However, successful implementation into the curriculum is still in the process of development. The objective of the article is to have a profound view on the students’ perspective towards the integration of Problem Based Learning in MBBS curriculum and the possible action plans for the effective implementation. A questionnaire survey was done in which a total of 114 out of 150 students of Kathmandu Medical College, MBBS second year participated. The results obtained suggested that problem based learning helps students remember and understand better than traditional lectures, increases integrative ability, self directed learning, sharpens analytic skills and develops group skills. Students believe that the role of facilitator in problem based learning in Kathmandu Medical College has been to motivate students, evaluate them and make a real effort in understanding their difficulties. However there are not enough sessions to cover the system blocks, aims and objectives in the course curriculum are not clear, topics covered in the sessions of problem based learning should be covered in the lecture hours also and meeting among the facilitators with an inclusion of a student representative has to be made. However, in the view of current scenario of student centered teaching, problem based learning has made a positive impact in students’ learning experience. DOI: http://dx.doi.org/10.3126/jkmc.v2i3.9969Journal of Kathmandu Medical College Vol. 2, No. 3, Issue 5, Jul.-Sep., 2013Page: 162-166Uploaded date : 3/4/2014

scholarly journals Online interactivity: best practice based on two case studies

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Tom Boyle ◽  
John Cook
Keyword(s):  
Collaborative Learning ◽  
Case Studies ◽  
Best Practice ◽  
Learning Experience ◽  
Collaborative Work ◽  
Educational Experience ◽  
Electronic Networks ◽  
Face To Face ◽  
Traditional Student

This paper compares the experiences of two studies in the use of network supported collaborative learning. These studies aimed to enhance the learning experience of traditional campus-based students. The courses used a hybrid of face-to-face contact and collaborative work mediated through electronic networks. The aim of the studies was to provide an enhanced educational experience to these traditional student cohorts.DOI:10.1080/09687760108656779 

Pengaruh Jenis Masalah pada Problem Based Learning terhadap Dinamika Metakognisi Siswa SMA Kelas X pada Konsep Stoikiometri

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Issaura Sherly Pamela ◽  
Muhammad Rusdi ◽  
Asrial Asrial
Keyword(s):  
Student Achievement ◽  
Experimental Design ◽  
Learning Process ◽  
Model Problem ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Learning Model ◽  
Group Design ◽  
Experimental Group

Innovation is needed in learning to make meaningful learning, so the student constructs their ownknowledge from the learning experience of learning process. One of the innovations is to integrate Problem Based Learning model. Problem Based Learning involves students to be active in every problem. Eleven problems type in Problem Based Learning that have different solving steps, due to every student different metacognition character potential and can change by given treatment. This research is a pre-experimental design: the pretest-posttest control and experimental group design with embedded experimental design. The metacognition character data were analyzed qualitaively, whereas the average grade data were analyzed quantitatively. The analysis of metacognition character shows the different metacognition characters and on learning process there is improvement of student achievement from 14% to 84.4%.

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

scholarly journals Creating products in the absence of markets: a robust design approach

2008 ◽  
Vol 19 (3) ◽  
pp. 407-420 ◽  
Author(s):  
Philippe Silberzahn ◽  
Christophe Midler
Keyword(s):  
Longitudinal Study ◽  
Product Design ◽  
Robust Design ◽  
Practical Implication ◽  
Collaborative Work ◽  
High Tech ◽  
Content Type ◽  
Exploration Process ◽  
Strategic Process ◽  
Alternative Approach

PurposeThe purpose of this study is to examine how firms deal with a situation of true uncertainty about their potential markets and technologies. Specifically, it asks how firms can create products when the corresponding market does not exist.Design/methodology/approachThis paper is based on a longitudinal study of a high‐tech firm, combined with analysis of existing theory in product design and entrepreneurship.FindingsMarkets and products are usually a defining choice made early on by firms in their strategic process. Such a choice guides their development by providing a “stable concept” to which decisions can be related. When markets do not exist yet, however, this approach is not effective. Early choice of products and markets limits firms' flexibility by constraining their ability and willingness to adapt, while fundamental new technical and market information is likely to emerge during the project that will prove the initial assumptions wrong. The paper shows an alternative approach where products and markets actually result from a generic process of products and markets exploration driven by the firm. It is suggested that this approach forms a robust design in that it allows the firm to deal with the uncertainty by simultaneously developing its products and exploring markets, while preserving the flexibility to adapt to the changing environment.Practical implicationsThe practical implication of this paper is to suggest an alternative approach to deliberate planning in high‐tech ventures. With this approach, rather than markets and products, strategy defines a market and technology exploration process.Originality/valueThe paper is original in three ways. It links the product design and market exploration processes in high‐tech firm development; it is based on an in‐depth longitudinal study; and it results from an academic‐practitioner collaborative work.

Leadership, Innovation Among Tunisian ICT SMEs

2014 ◽  
Vol 22 (03) ◽  
pp. 283-311 ◽  
Author(s):  
Sondes Kacem ◽  
Sana El Harbi
Keyword(s):  
Structural Equation ◽  
Organizational Innovation ◽  
Small And Medium Enterprises ◽  
Collaborative Work ◽  
Chief Executive ◽  
Equation Modeling ◽  
High Tech ◽  
Cultural Aspects ◽  
Implementation Of Innovations ◽  
The Impact

Currently, innovation is a major challenge in emerging economies such as Tunisia. Although the influence of leadership seems evident in the implementation of innovations, few studies have investigated this impact; especially for SMEs in the ICT sector. For this purpose, we propose to highlight the impact of leadership on the implementation of innovations in SMEs through exploratory qualitative study of five small and medium enterprises (SMEs) in the high-tech sector in Tunisia, to understand the management styles of the chief executive officers (CEOs) and their motivations towards innovative activities. The results of this investigation show that the style of leadership in the ICT sector is both participative and transformational. Only organizational innovation has been detected. Collaborative work and group cohesion are the major cultural aspects of innovation. Items from this exploration allows us to clarify aspects of three basic concepts that make up our conceptual model (leadership, culture of innovation, and innovations) for testing later under a quantitative study by the method of structural equation modeling.

scholarly journals Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Marcel D'Eon ◽  
Peggy Proctor ◽  
Jane Cassidy ◽  
Nora McKee ◽  
Krista Trinder
Keyword(s):  
Student Satisfaction ◽  
Interprofessional Education ◽  
Large Scale ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Great Promise ◽  
Persons Living With Hiv ◽  
Post Test ◽  
Hiv Aids

Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.Methods and Findings: The module was evaluated over the years using student satisfaction surveys, focus groups, self-assessments, and in 2007 with written pretest/post-tests. Students rated the learning experience about both HIV/AIDS and about interprofessional collaboration, at 4 or 5 out of 6 and effect sizes fell between d = .70 and 3.19. That only one pre-test/post-test study was conducted at a single institution is one of the limitations of this study.Conclusions: Students generally thought highly of the interprofessional PBL module on HIV/AIDS and learned a considerable amount. Although more research is needed to substantiate the self-assessment data, establish what and how much is being learned, and compare PBL to alternative methodologies, PBL is a promising approach to IPE.

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