Expanding Bloom's Two-Sigma Tutoring Theory Using Intelligent Agents

2018 ◽  
Vol 8 (3) ◽  
pp. 28-46
Author(s):  
Owen P. Hall Jr.
Keyword(s):  
Intelligent Agents ◽  
Team Learning ◽  
Management Education ◽  
Business Students ◽  
Learning Performance ◽  
Performance Standard ◽  
Global Marketplace ◽  
Intelligent Tutors ◽  
Education Community ◽  
Conventional Teaching

This article describes how management education is engaged in significant programmatic reforms in response to the business community's call for web-savvy, problem-solving graduates. Web-based intelligent tutors provide a readily accessible vehicle for enhancing business students' learning performance as well as prepare them for the rigors of the global marketplace. A primary goal of these AI-based systems is to approach Bloom's two-sigma learning performance standard. Bloom found that average students tutored one-to-one with mastery learning techniques performed two standard deviations better than students who learned via conventional teaching methods. Intelligent tutors can also be used to identify students at risk, to formulate appropriate intervention plans, and to support team learning. The purpose of this article is to highlight the growing potential for using intelligent tutors to enhance student and team learning opportunities and outcomes and to outline strategies for implementing this revolutionary process throughout the management education community of practice.

Expanding Bloom's Two-Sigma Tutoring Theory Using Intelligent Agents

2020 ◽  
pp. 280-301
Author(s):  
Owen P. Hall Jr.
Keyword(s):  
Intelligent Agents ◽  
Team Learning ◽  
Management Education ◽  
Business Students ◽  
Learning Performance ◽  
Performance Standard ◽  
Global Marketplace ◽  
Web Based ◽  
Intelligent Tutors ◽  
Support Team

This article describes how management education is engaged in significant programmatic reforms in response to the business community's call for web-savvy, problem-solving graduates. Web-based intelligent tutors provide a readily accessible vehicle for enhancing business students' learning performance as well as prepare them for the rigors of the global marketplace. A primary goal of these AI-based systems is to approach Bloom's two-sigma learning performance standard. Bloom found that average students tutored one-to-one with mastery learning techniques performed two standard deviations better than students who learned via conventional teaching methods. Intelligent tutors can also be used to identify students at risk, to formulate appropriate intervention plans, and to support team learning. The purpose of this article is to highlight the growing potential for using intelligent tutors to enhance student and team learning opportunities and outcomes and to outline strategies for implementing this revolutionary process throughout the management education community of practice.

Achieving Bloom's Two-Sigma Goal Using Intelligent Tutoring Systems

2021 ◽  
pp. 556-578
Author(s):  
Owen P. Hall Jr.
Keyword(s):  
Team Learning ◽  
Management Education ◽  
Business Students ◽  
Learning Performance ◽  
Performance Standard ◽  
Global Marketplace ◽  
Web Based ◽  
Tutoring Systems ◽  
Intelligent Tutors ◽  
Routine Basis

Management education is engaged in significant programmatic reforms in response to the business community's call for web-savvy, problem-solving graduates. Web-based intelligent tutors provide a readily accessible vehicle for enhancing business students' learning performance as well as preparing them for the rigors of the global marketplace. A primary goal of these AI-based systems is to approach Bloom's two-sigma learning performance standard via mastery learning techniques. Furthermore, intelligent tutors can also be used to identify students at risk, to formulate appropriate intervention plans, and to support team learning. Recent evidence suggests that achieving Bloom's goal may be achievable on a routine basis by 2025. The purpose of this chapter is to highlight the growing potential for using intelligent tutors to enhance student and team learning opportunities and outcomes and to outline strategies for implementing this revolutionary process throughout the management education community of practice.

Achieving Bloom's Two-Sigma Goal Using Intelligent Tutoring Systems

2020 ◽  
pp. 133-162
Author(s):  
Owen P. Hall Jr.
Keyword(s):  
Team Learning ◽  
Management Education ◽  
Business Students ◽  
Learning Performance ◽  
Performance Standard ◽  
Global Marketplace ◽  
Web Based ◽  
Tutoring Systems ◽  
Intelligent Tutors ◽  
Routine Basis

Management education is engaged in significant programmatic reforms in response to the business community's call for web-savvy, problem-solving graduates. Web-based intelligent tutors provide a readily accessible vehicle for enhancing business students' learning performance as well as preparing them for the rigors of the global marketplace. A primary goal of these AI-based systems is to approach Bloom's two-sigma learning performance standard via mastery learning techniques. Furthermore, intelligent tutors can also be used to identify students at risk, to formulate appropriate intervention plans, and to support team learning. Recent evidence suggests that achieving Bloom's goal may be achievable on a routine basis by 2025. The purpose of this chapter is to highlight the growing potential for using intelligent tutors to enhance student and team learning opportunities and outcomes and to outline strategies for implementing this revolutionary process throughout the management education community of practice.

COVID-19 and responsible management education (RME) among others: why should public business schools feel threatened?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohamed Mousa
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Business Students ◽  
Empirical Studies ◽  
Content Type ◽  
Cultural Challenges ◽  
Cultural Aspects ◽  
Responsible Management ◽  
The Future ◽  
Multiple Case

PurposeThrough a multiple case study design, this article elaborates the chances of initiating and/or implementing responsible management education (RME) in Egyptian public business schools after the identification of coronavirus disease 2019 (COVID-19). In other words, this paper identifies the effect of COVID-19 on internalizing RME in the previously mentioned context.Design/methodology/approachThrough addressing four business schools in Egypt, this article explores the future of public business schools that did not previously implement responsible management education (RME) principles, after the identification of COVID-19. In other words, this paper identifies the main threats facing public business schools in Egypt post the spread of COVID-19.FindingsAlthough the previous study done by Mousa et al. (2019a) showed that academics in public business schools in Egypt were not ready to implement responsible management education, and furthermore, that they thought that addressing socio-cultural aspects is the mission of professors in sociology and humanities, the results of this study show that the spread of COVID-19 has positively changed the situation. The interviewed academics assert that socio-cultural challenges shape the minds of business students, academics and trainers, and these accordingly, have to be tackled. Furthermore, the author explores some socio-political, academic and labour market threats facing business schools in Egypt today. Managing those threats may ensure the continuity of the addressed business schools and their counterparts.Originality/valueThis paper contributes by filling a gap in the literature on responsible management education and leadership in the higher education sector, in which empirical studies on the future of business schools, particularly those that did not implement responsible management education earlier, after the identification and spread of COVID-19 have been limited until now.

Social Media Driven Management Education

2018 ◽  
pp. 750-768
Author(s):  
Owen P. Hall Jr.
Keyword(s):  
Social Media ◽  
Problem Solving ◽  
Community Of Practice ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Management Education ◽  
Business Schools ◽  
Learning Opportunities ◽  
Education Community ◽  
The Reformation

Business schools are under growing pressure to engage in significant programmatic reforms in light of the business community's call for web-savvy, problem-solving graduates. Even AACSB has gotten into the reformation act by recommending the adoption of a comprehensive collaboration learning strategy. To meet these and related challenges, many schools of business are turning to social media to provide learning opportunities at a time and place that is convenient to the student. The purpose of this paper is to highlight the growing possibilities for using social media to enhance learning outcomes and to outline strategies for implementing this revolutionary process throughout the management education community of practice.

scholarly journals The Effect of Learning Factory Approach on Technology Management Education for Social Science Students

2021 ◽  
Vol 12 (3) ◽  
pp. 4927-4937
Author(s):  
Kuei-ChienChiu Et. al.
Keyword(s):  
Technology Management ◽  
Prior Knowledge ◽  
Management Education ◽  
Appropriate Technology ◽  
Learning Performance ◽  
Learning Technology ◽  
Science Students ◽  
Technology Students ◽  
Before And After ◽  
Almost All

To cultivate technology management talents for industry, higher education institutions have developed technology management education since the 1990s. The purpose of introducing technology management course into non-technology discipline, especially Business School, aims to help enterprises foster talents to make appropriate technology-related decisions. This work addresses students’ conception performance of learning technology management. This research employs a modified Importance-Performance Analysis method to analyze the course contents’ understandability before and after learning by a questionnaire survey. As the results show, the mean scores of almost all themes before learning are below average and median. However, after class, the scores show minor deviation and notable progress, almost twice the scores before learning. That is to say; a scenario-based learning factory approach is effective for the non- technology students to learn technology management knowledge. Besides, there are two teaching themes with low prior knowledge creating major performance and nine teaching units with little prior knowledge creating less improvement. The teaching effort should be addressed in these nine teaching units to improve learning performance in technology management.

Stakeholders Perception and Attitude Based Framework for Developing Responsible Management Education (RME) Programs

2020 ◽  
Vol 17 ◽  
pp. 47-74
Author(s):  
Abdalla Khidir Abdalla ◽  
Saud Ben Khudair ◽  
Abuzar El Jelly ◽  
Ilham Mansour ◽  
Keyword(s):  
Management Education ◽  
Business Students ◽  
Developed Countries ◽  
Business Leaders ◽  
Postgraduate Students ◽  
Responsible Management ◽  
Perceptions And Attitudes ◽  
Postgraduate Level ◽  
Corporate Social ◽  
Comprehensive Framework

Contributing to the efforts to foster business postgraduate students development toward becoming responsible business leaders is the goal of this study by examining the state of responsible management education in business postgraduate programs in Sudan. We examined perceptions and attitudes toward responsible management and its education among postgraduate-level students and constructed a comprehensive framework appropriate for developing responsible management education programs in under-developed countries. This study’s data were gathered via a structured questionnaire answered by 106 postgraduate business students from the largest four Sudanese business schools and facilities. The students were distributed among the management, finance, and marketing fields. The students exhibited affirmative corporate social responsibility (CSR) perceptions and attitudes with a heightened focus on acting ethically and a diminished focus on financial considerations. A key lesson learned from this study is the need for the continued development of CSR and general ethics across business school curriculums in Sudan.

The Development of the Entrepreneurial Mindset, Critical Thinking Skills, and Critical Reflective Practices Through Experiential Learning Activities in Graduate Business School

2021 ◽  
pp. 210-231
Author(s):  
Sharon E. Norris
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Entrepreneurial Orientation ◽  
Business Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Global Marketplace ◽  
Effective Performance ◽  
Reflective Skills

The value and relevance of graduate business education is enhanced when students are prepared for ongoing changes in the competitive global marketplace. Some of the most sought-after characteristics among business professionals include the entrepreneurial mindset and entrepreneurial orientation in addition to critical thinking and reflective skills. Individuals with an entrepreneurial mindset use self-leadership strategies. They are creative and possess improvisational abilities. People with an entrepreneurial orientation are innovative and proactive, and they are not risk-averse. Critical thinking skills along with the capacity for critical reflection allows individuals to make effective decisions, consider the consequences of their attitudes and actions, as well as make changes to reset trajectories of effective performance. Experiential learning activities embedded throughout the business curriculum will afford graduate business students the opportunity to develop these skills and competencies and thus equip them for service in organizations in the future.

Collaboration-Driven Management Education

2021 ◽  
pp. 1419-1438
Author(s):  
Owen P. Hall Jr. ◽  
Kenneth D. Ko
Keyword(s):  
Management Education ◽  
Implementation Strategies ◽  
Radical Change ◽  
Learning Technologies ◽  
Collaboration Network ◽  
Collaboration Networks ◽  
Curriculum Innovation ◽  
Education Community ◽  
And Performance ◽  
Changing Demographics

Business leaders, accrediting bodies, and management educators alike are calling for a radical change in the delivery of management education because of globalization, unprecedented economic uncertainty, changing demographics, and new learning technologies. The traditional one-size-fits-all educational approach of the past is being replaced with a customized and flexible learning paradigm that focuses on student outcomes and performance. Collaboration networks can assist in this transformation. The primary function of a collaboration network is to provide the management education community with access to curriculum innovation, cloud-based resources, intelligent tutors, and implementation strategies. The purpose of this chapter is to outline the role of cloud-based collaboration networks in helping shape the future of management education.

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