Collaborative Learning Experiences in Teaching of e-Business Management

2011 ◽  
pp. 1375-1395
Author(s):  
Wael Assaf ◽  
Gianluca Elia ◽  
Ayham Fayyoumi ◽  
Cesare Taurino
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Business Management ◽  
Business Context ◽  
Face To Face ◽  
Structural Capital ◽  
Mediterranean Countries ◽  
On Line ◽  
Technological Platform ◽  
Web Learning

In the context of the e-Business Management Section (eBMS) of the Scuola Superiore ISUFI at University of Salento (Italy), the case of the International Master in e-Business Management (IMeBM) is discussed here which is aimed to contribute pragmatically to create e-Business Capabilities in Mediterranean Countries. This chapter presents the results obtained in the Laboratory Phase of the first two years of Master’s editions, i.e. 2006 and 2007 editions. This phase has been designed on blended (on-line and off-line) learning experience. Specifically, it has been structured by mixing the delivery of some Web learning courseware with face-to-face meetings with mentors and e-Business experts. The technological platform designed, developed and adopted for the Web learning activities is called the “Virtual eBMS” that represents the collaborative learning environment of the Mediterranean School. The pedagogical approach adopted by the School, named (“Learning-in-Action”) together with some considerations on the effectiveness and the implications of the Problem-Based Learning (PBL) strategy are also deliberated upon. It also presents how the whole case of the International Master in e-Business Management generated intellectual capital assets, described in terms of Human Capital (competences developed in the e-Business context), Social Capital (networks and cooperation with local institutions and companies) and Structural Capital (research projects).

Collaborative Learning Experiences in Teaching of e-Business Management

2010 ◽  
pp. 281-302
Author(s):  
Wael Assaf ◽  
Gianluca Elia ◽  
Ayham Fayyoumi ◽  
Cesare Taurino
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Business Management ◽  
Business Context ◽  
Face To Face ◽  
Structural Capital ◽  
Mediterranean Countries ◽  
On Line ◽  
Technological Platform ◽  
Web Learning

In the context of the e-Business Management Section (eBMS) of the Scuola Superiore ISUFI at University of Salento (Italy), the case of the International Master in e-Business Management (IMeBM) is discussed here which is aimed to contribute pragmatically to create e-Business Capabilities in Mediterranean Countries. This chapter presents the results obtained in the Laboratory Phase of the first two years of Master’s editions, i.e. 2006 and 2007 editions. This phase has been designed on blended (on-line and off-line) learning experience. Specifically, it has been structured by mixing the delivery of some Web learning courseware with face-to-face meetings with mentors and e-Business experts. The technological platform designed, developed and adopted for the Web learning activities is called the “Virtual eBMS” that represents the collaborative learning environment of the Mediterranean School. The pedagogical approach adopted by the School, named (“Learning-in-Action”) together with some considerations on the effectiveness and the implications of the Problem-Based Learning (PBL) strategy are also deliberated upon. It also presents how the whole case of the International Master in e-Business Management generated intellectual capital assets, described in terms of Human Capital (competences developed in the e-Business context), Social Capital (networks and cooperation with local institutions and companies) and Structural Capital (research projects).

Technology Support for Collaborative Learning

2011 ◽  
pp. 888-893
Author(s):  
David A. Banks
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Audience Response ◽  
Technology Support ◽  
Electronic Meeting Systems ◽  
Face To Face ◽  
Use Of Technology ◽  
The Face ◽  
Response Systems ◽  
Computer Based

Collaborative learning is an activity that takes place between a teacher and a learner, between learner and learner, and sometimes, one would hope, between learner and teacher. The free flow of ideas between the various parties can be inhibited by a variety of factors, including perceived or actual power barriers, language skills, previous learning experience, and personal factors such as shyness or dominance. Technology can be used as a way of overcoming, or reducing, some of these inhibitory factors, and this chapter outlines some of the computer-based technologies that can be used. The use of technology to support distant learners is well documented, and this chapter concentrates instead on the less well-reported use of technology in the face-to-face classroom. The chapter opens with a brief consideration of collaborative learning and then focuses on the technologies that can be used to support collaborative learning process in a variety of time and place settings. These technologies include audience response systems, electronic meeting systems, and more recently, and rapidly developing, blended versions of these technologies.

A Pilot Study of Instructor Factors and Student Preferences

2009 ◽  
Vol 38 (1) ◽  
pp. 51-62
Author(s):  
Corey H. Brouse ◽  
Kelly R. McKnight ◽  
Charles E. Basch ◽  
Michael LeBlanc
Keyword(s):  
Health Promotion ◽  
Pilot Study ◽  
Learning Experience ◽  
The Internet ◽  
Student Preferences ◽  
Face To Face ◽  
Mixed Response ◽  
On Line ◽  
Almost All ◽  
On Line Learning

In order to gain a better understanding of the ways in which an instructor could enhance an on-line learning experience, we surveyed 96 students enrolled in on-line Health Promotion and Wellness courses. Almost all respondents felt that sending e-mailed reminders and posting announcements on the course was very important or important for enhancing the on-line learning experience. There was a mixed response in the ratings for how important it was for an on-line instructor to host on-line office hours and the weakest ratings were for rating importance of having asynchronous time with an on-line instructor. Not surprisingly, most students used the library for research purposes less often or as often for their on-line courses than for their face-to-face courses. However, the majority of students used the Internet for resources more often or as often. Interestingly, half of the respondents felt that they interacted more with classmates in their on-line course. The amount of time spent preparing assignments in a face-to-face versus an on-line course was split.

scholarly journals Pedagogy and Evaluation: The Challenge for Business and Management Degree Courses in the 21st Century

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Ann Brown ◽  
Martin Rich
Keyword(s):  
Business Schools ◽  
Learning Experience ◽  
Business Management ◽  
Major Change ◽  
Evaluation Methods ◽  
Student Feedback ◽  
First Year ◽  
Business Skills ◽  
Business Context ◽  
Constructive Dialogue

The twenty first century has been a period of major change for business organisations and industries. This has led to an ever greater interest in and demand for managers with not only the traditional subject knowledge and technical skills but also individual business skills. To meet these demands business schools are under pressure to adapt their courses appropriately and to innovate. For an undergraduate degree in business management, this includes both the structure of the degree, the subjects covered, the teaching methods used and the whole student learning experience. But innovation poses a major challenge for researchers and teachers alike – how can the effect of an innovation be measured or assessed? This paper assesses the current state of evaluation methods applied in Business Schools. Student feedback has emerged as the dominant approach, but application is still at a fairly basic level. A case example of evaluating the new first year redesign of the business management degree at City’s Business School is used to illustrate the practical issues involved. Student feedback offers some indication of the success of the redesigned degree, but it does not entail any constructive dialogue between students and lecturers, and students often lack the skills to frame feedback constructively. The paper discusses the implications of changes in the business context for the evaluation methods used in Business Schools.

Employing Collaborative Learning Strategies and Tools for Engaging University Students in Collaborative Study and Writing

2011 ◽  
pp. 183-205
Author(s):  
Thanasis Daradoumis ◽  
Maria Kordaki
Keyword(s):  
Collaborative Learning ◽  
Learning Strategies ◽  
Information Exchange ◽  
Learning Experience ◽  
Collaborative Study ◽  
Point Of View ◽  
Educational Systems ◽  
Face To Face ◽  
The Subject ◽  
Blended Course

This chapter addresses several issues and challenges that one faces when carrying out a real collaborative learning experience following a blended learning design that includes a mixture of face-to-face and online collaborative learning processes. The chapter presents an experience based on a blended course on “Collaborative Educational Systems”. This scenario employed a variety of collaborative strategies, methods and tools to support and enhance debate and information exchange among peers in order to complete a specific task: writing an essay collaboratively. Carrying out this task entails a preliminary study and analysis of the subject matter, which are also performed in a collaborative manner. The authors describe the educational scenario in detail, including the structure of the activities, the rules the groups were asked to apply and the procedures the students had to follow to accomplish the task. They finally analyze and evaluate this learning experience with a critical point of view as regards the collaboration strategies adopted, the way students built their own strategies combining the ones presented in the course, and the collaborative learning process and product.

scholarly journals Online vs. Face-to-Face Delivery of Information Technology Courses: Students' Assessment

10.28945/2274 ◽  
2015 ◽  
Vol 14 ◽  
pp. 297-312
Author(s):  
Hazem Said ◽  
Lauren Kirgis ◽  
Brian Verkamp ◽  
Lawrence J Johnson
Keyword(s):  
Information Technology ◽  
Quality Indicators ◽  
Learning Experience ◽  
Course Quality ◽  
Course Structure ◽  
Future Studies ◽  
Face To Face ◽  
Perceived Success ◽  
On Line ◽  
Instructor Performance

This paper investigates students’ assessment of on-line vs face-to-face delivery of lecture-based information technology courses. The study used end-of-course surveys to examine students’ ratings of five course quality indicators: Course Organization, Assessment and Grading Procedures, Instructor Performance, Positive Learning Experience, and Perceived Success. The study analyzed five semesters of students’ ratings and found no significant differences in the overall ratings of the course quality indicators between the on-line and face-to-face courses. There were differences between the overall ratings of the course quality indicators, with instructor performance and course organization receiving the highest ratings. More importantly, there was a significant interaction between the course quality indicators and the course structure. Examination of this interaction indicated that the course organization, the assessment and grading procedures, and the students’ perceived success in the course, were higher in on-line courses, while instructor performance was better in face-to-face courses. These findings suggest different ways to improve both the on-line and face-to-face courses. Finally, the most surprising outcome was that students perceived greater success in on-line courses. However, this result needs further exploration in future studies.

scholarly journals CommonSpaces: an approach to web learning based on OERs, mentoring and collaborative learning

2016 ◽  
Author(s):  
Giuseppe Ritella ◽  
Stefano Lariccia ◽  
Marco Montanari ◽  
Donatella Cesareni ◽  
Giovanni Toffoli
Keyword(s):  
Collaborative Learning ◽  
Communities Of Practice ◽  
Learning Experience ◽  
Learning Opportunities ◽  
The Internet ◽  
Future Directions ◽  
Final Version ◽  
Sources Of Knowledge ◽  
Learning Path ◽  
Web Learning

Currently, the internet is full of freely accessible resources (i.e. OERs) that can provide excellent learning opportunities. However, these resources are usually not well organized, and for many users it is often difficult to use these dispersed sources of knowledge in a coordinated way. The project CommonS aims at building a space - called CommonSpaces -  dedicated to communities of practice in which participants learn through the cataloguing, re-use, adaptation and sequencing of OERs into so-called learning path.We define a Learning Path as an organized set of interconnected OERs (aggregated and created by communities of users) that can be created by users both to organize their learning experience and to provide consistent learning sequences for others. In this paper, we briefly present the rationale and the foundational concept of the project. Then we discuss the features of CommonSpaces in its first prototype version  and describe the preliminary findings from a pioneering experience of collaborative learning carried out by means of CommonSpaces. We conclude discussing the ongoing collective modeling of the final version of CommonSpaces and its future directions.

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 

Experiencia Aprendizaje colaborativo con intercambios on-line: relato de una experiencia / Collaborative learning with exchanges online: account of an experience

2015 ◽  
Vol 3 (6) ◽  
pp. 21
Author(s):  
Isabel Álvarez
Keyword(s):  
Collaborative Learning ◽  
E Learning ◽  
On Line ◽  
Aprendizaje Colaborativo ◽  
Estudiantes Universitarios

El propósito de este artículo es fortalecer la colaboración entre dos instituciones que buscan integrar e-learning en sus prácticas más cotidianas y en contextos donde antes no habían tenido experiencia previa. El objetivo principal es acercar a los estudiantes universitarios, en este caso a los usuarios del Banco del Tiempo (BdT) del Ayuntamiento de Terrassa, Barcelona, a las prácticas reales para que obtengan un aprendizaje más significativo,. La experiencia relata el proceso de coordinación, diseño, gestión y valoración desde el punto de vista del aprendizaje en la formación inicial de los estudiantes de grado.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

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