scholarly journals Developing an Inquiring Community of Practice: Case Stories From One Middle School’s Efforts for Partnership

2016 ◽  
Vol 10 (1) ◽  
pp. 135-152
Author(s):  
Frank LaBanca
Keyword(s):  
Learning Environment ◽  
Community Of Practice ◽  
Project Based Learning ◽  
Community Members ◽  
Student Centered ◽  
Student Work ◽  
Inquiry Based Learning ◽  
Start Up ◽  
Meaningful Relationships ◽  
Enhance Student Learning

At a start-up urban magnet middle school, we are committed to a student-centered inquiry-based learning environment that values extended project-based learning. In order to make projects relevant, we work with community members to harness their expertise in the design, execution, and evaluation of student work. We recognize that partnerships that allow community members to showcase their own talents, skills, and knowledge forge meaningful relationships that enhance student learning.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

scholarly journals Knowledge sharing by entrepreneurs in a virtual community of practice (VCoP)

2019 ◽  
Vol 32 (2) ◽  
pp. 405-429 ◽  
Author(s):  
Khalid Hafeez ◽  
Fathalla M. Alghatas ◽  
Pantea Foroudi ◽  
Bang Nguyen ◽  
Suraksha Gupta
Keyword(s):  
Knowledge Sharing ◽  
Community Of Practice ◽  
Virtual Community ◽  
Online Discourse ◽  
Community Members ◽  
Content Type ◽  
Message Length ◽  
Virtual Community Of Practice ◽  
Effective Interventions ◽  
Start Up

PurposeThe purpose of this paper is to examine how entrepreneurs engage in a virtual community of practice (VCoP) to share knowledge. Intensity of engagement is taken as a proxy to measure the strength of knowledge sharing.Design/methodology/approachThe archival data spanning over a three-year period from “Start-up-Nation©” (a VCoP purposefully setup for entrepreneurs) are used for analysis. A set of indices are introduced to measure participants’ intensity of engagement in terms of message length, message frequency and reciprocity in the knowledge sharing process. Content analysis is employed to test a sample of “highly engaged”, “moderately engaged”, “low engaged” and “not engaged” discussion topics as part of the online discourse.FindingsThe authors find that entrepreneurs normally use short (fewer than 100 words) or medium (fewer than 250 words) message size to contribute to the discussions. In addition, the authors find that senior members and discussion moderators play important roles in igniting the “reciprocity” behaviour in stimulating the interest of the community with the topic discussion. The authors also find that highly engaged topics usually lead to further discussion threads.Originality/valueThis is the first study of its kind to explore how entrepreneurs engage in a VCoP to share their knowledge and experiences. The set of measurement indices tested here provide a tool for the owner, designer and moderator of the VCoP to measure the utility of their website in terms of its members’ participation. In addition, the set of textual and subjective interventions identified here enables the moderator (administrator) of a VCoP to design effective interventions to facilitate online discourse and augments the knowledge sharing process amongst its community members.

Inquiry‐based learning and retrospective action: Problematizing student work in a computer‐supported learning environment

2019 ◽  
Vol 36 (1) ◽  
pp. 12-28 ◽  
Author(s):  
Nikoletta A. Xenofontos ◽  
Tasos Hovardas ◽  
Zacharias C. Zacharia ◽  
Ton Jong
Keyword(s):  
Learning Environment ◽  
Student Work ◽  
Inquiry Based Learning

Creative collaboration: student creative works in the institutional repository

2018 ◽  
Vol 34 (1) ◽  
pp. 20-31
Author(s):  
Rose Sliger Krause ◽  
Andrea Langhurst Eickholt ◽  
Justin L. Otto
Keyword(s):  
Teaching And Learning ◽  
Music Performance ◽  
Lessons Learned ◽  
Institutional Repository ◽  
Student Centered ◽  
Student Work ◽  
Content Type ◽  
Music Department ◽  
Eastern Washington ◽  
The University

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Sandra Fernandes
Keyword(s):  
Continuous Improvement ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
First Year ◽  
Case Scenario ◽  
Student Centered ◽  
Student Centered Learning ◽  
Continuous Improvement Process ◽  
On Line

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

scholarly journals Function Design for Inquiry-Based Learning Platform Based on a Computer Network

2017 ◽  
Vol 12 (02) ◽  
pp. 40
Author(s):  
Fang Ji ◽  
Hang Bo
Keyword(s):  
Computer Network ◽  
Learning Activities ◽  
Independent Research ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Cooperative Inquiry ◽  
Learning Platform ◽  
Function Design ◽  
Learning Modes ◽  
Depth Learning

This platform emphasizes the design of inquiry-based learning’s function and interaction and organization of information. In this platform, students can adopt independent research and cooperative learning modes and teachers can carry out remote guidance in the students’ learning activities, which improves the students’ innovation capabilities and the practical capabilities. This platform embodies the concept of inquiry-based learning and emphasizes the establishment of an ideal environment for in-depth learning, cooperative inquiry and announcing achievements. However, it cannot replace the teachers’ functions nor can it replace the students’ dominant positions, but it embodies student-centered and teacher-directed inquiry-based learning.

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

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