scholarly journals Relevance of Knowledge Acquisition For Teaching and Learning as a Panacea for Growth of Business Education Programme

2013 ◽  
Author(s):  
Pac Ordu
Keyword(s):  
Knowledge Acquisition ◽  
Business Education ◽  
Teaching And Learning ◽  
Education Programme

scholarly journals Preparing Business Education Teachers for Effective Implementation of Student-Centred Learning Strategies in the E- World

2022 ◽  
Vol 08 (01) ◽  
Author(s):  
Timothy Olusegun EEBO ◽  
Keyword(s):  
Learning Strategies ◽  
Web Sites ◽  
Business Education ◽  
Teaching And Learning ◽  
Education Programme ◽  
Education Policies ◽  
Internet Service ◽  
Student Centered ◽  
Effective Implementation ◽  
Student Centred Learning

This paper highlights preparing business education teachers for effective implementation of student-centred learning strategies in the e- world. The paper defines terminologies such as Student-centred learning, e-learning and the need for linking ICT to education policies. It examines the world links program with student-centered teaching and learning web sites as well as discusses main characteristics of student-centered strategies and its popular types. It further discusses learning situations in the field of business education, teacher's role in student-centred strategies with implication of using student-centred strategies in Nigeria business education programme and analysis of threats to student-centred strategies. The paper concludes by making recommendation on the way forward among which Teacher should encourage student interaction in utilizing e-libraries or e-world at large in class participations. Institutions should encourage teachers in using student-centre strategies by sending them to seminal, conference/ workshop that base on this purpose. And institution should make available internet service 24/7 with power supply in the schools and staff quarters.

EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Abbas Mahmud
Keyword(s):  
Teaching And Learning ◽  
National Policy ◽  
Education Programme ◽  
Educational Goals ◽  
Policy Statement ◽  
Effective Management ◽  
Mutual Respect ◽  
Head Teachers ◽  
School Activities ◽  
National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

scholarly journals The Application of the Learning Sciences to the Design of Business Education Cases

2017 ◽  
pp. 141-168
Author(s):  
Michael D. Hamlin
Keyword(s):  
Situated Learning ◽  
Business Education ◽  
Teaching And Learning ◽  
Learning Sciences ◽  
Integrative Approach ◽  
Theoretical Perspectives ◽  
Business Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today's global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education.

scholarly journals The Application of the Learning Sciences to the Design of Business Education Cases

2018 ◽  
pp. 563-590
Author(s):  
Michael D. Hamlin
Keyword(s):  
Situated Learning ◽  
Business Education ◽  
Teaching And Learning ◽  
Learning Sciences ◽  
Integrative Approach ◽  
Theoretical Perspectives ◽  
Business Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today's global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education.

Framework for Developing and Assessing Business Education Wikis

2012 ◽  
pp. 13-26
Author(s):  
Sunil Hazari ◽  
Tiffany Penland
Keyword(s):  
Web 2.0 ◽  
Business Education ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Objectives ◽  
Web 2.0 Tools ◽  
Business Educators ◽  
Interactive Tools ◽  
Research And Design ◽  
Specific Learning

The use of Web 2.0 tools is becoming widespread in business education and educators are increasingly exploring the use of Blogs, Wikis, and Podcasts in their courses. For teaching and learning to be effective in new technology-based environments, there is a need to research and design Web 2.0 learning systems that are effective platforms for incorporating interactive tools to engage students in learning. Although Web 2.0 assignments are usually tailored to meet specific learning objectives of courses and instructions can be made available to students to address the technical nature of the environment, development and assessment of Web 2.0 assignments remains a challenge for most business educators. Using the context of wikis, this article proposes a framework for development and assessment of business education wikis to assist educators who want to explore the use of wikis in their courses.

scholarly journals Integrating andragogical philosophy with Indigenous teaching and learning

2020 ◽  
pp. 135050762097252
Author(s):  
Annette Gainsford ◽  
Michelle Evans
Keyword(s):  
Learning Environment ◽  
Business Education ◽  
Teaching And Learning ◽  
Indigenous Australian ◽  
Effective Learning ◽  
Business Acumen ◽  
Indigenous Entrepreneurs ◽  
Learning Principles ◽  
Evidence Based Model ◽  
Education Business

Recent Australian research has identified that the success of an Indigenous business greatly relies on the business acumen of its owner. Whilst business education offered through Business Schools is seemingly open to all, Indigenous Australian participation in these educational offerings have been low. In contrast the number of Indigenous businesses emerging in Australia over the past decade is building a demand for Indigenous specific business education offerings. The MURRA Indigenous Business Master Class at Melbourne Business School is such an example of an Indigenous business education program. We discuss how this program implements an andragogical philosophy into the Indigenous teaching and learning approach of business education to take into consideration an individual’s cultural and business knowledge to contextualise business learning. This paper identifies a framework of andragogy principles that contributes to the learning environment for Indigenous entrepreneurs. We identify four key learning principles and offer an evidence based model to progress business education. Through well designed Indigenous business education, business education can provide Indigenous entrepreneurs with an effective learning environment that integrates their cultural identity, highlights Indigenous knowledges and allows for the development of skills to support self-determination practices.

scholarly journals The Significance of the Reflective Practitioner in Blended Learning

2010 ◽  
Vol 2 (2) ◽  
pp. 18-29 ◽  
Author(s):  
Aleksej Heinze ◽  
Chris Procter
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Programme ◽  
Use Of Technology ◽  
Student Focus ◽  
Student Cohorts ◽  
Action Research Cycles

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

scholarly journals Nutrition education and Mediterranean diet: exploring the teaching process of a school-based nutrition and media education project in Cretan primary schools

2004 ◽  
Vol 7 (7) ◽  
pp. 969-975 ◽  
Author(s):  
Irene Kafatos ◽  
Antonis Peponaras ◽  
Manolis Linardakis ◽  
Anthony Kafatos
Keyword(s):  
Nutrition Education ◽  
Mediterranean Diet ◽  
Teaching Methods ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Implementation Process ◽  
Education Programme ◽  
Media Education ◽  
Teaching Process ◽  
Innovative Teaching

AbstractBackground:During the past few decades there has been a gradual abandoning of the traditional Mediterranean diet by the population of Crete and especially among the younger generations. Since this is related to the rapidly increasing morbidity and mortality rates from chronic diseases, the need for educating young people on the principles of good nutrition becomes increasingly important. It is also acknowledged that the epidemiological field needs to focus on studying the implementation process, since this will allow for a deeper understanding of the outcomes.Objectives:The aims of the present study were to explore the process of implementing an innovation in Cretan primary schools and to identify best teaching practices and principles.Design:In three state primary schools on the island of Crete, 107 children took part in a 30-h nutrition and media education programme. Classroom observations were used to define attitudes towards the programme and teaching methods. Besides baseline and post evaluation, the pupils were also interviewed about 11 months after the end of the programme.Implementation:During observation of the teaching process, emerging issues were the teacher's motivation and interest in the course, his/her preparation before each class, teaching ability and communication skills, the respect and discipline he/she kept and the innovative teaching methods used. In some cases researcher intervention in the classroom could not be avoided.Findings and conclusions:Overall, individual teacher willingness and teaching skills were mainly responsible for the quality of teaching, the variety of educational methods used in classrooms and pupils' interest in the course. Changes in pupils' knowledge and recall of the course were related to teacher enthusiasm but also to researcher intervention. Exploring the teaching and learning process allowed a deeper understanding of the data. It is concluded that attempts to introduce the principles of a Mediterranean diet to children through nutrition education require innovative, enthusiastic and highly motivated teachers.

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