Using experience-based learning to enhance management education

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. 10; 10; 10; 10; Findings Management education might be most effective when an experienced-based approach to learning is adopted. Firm can achieve desired outcomes by encouraging participants to engage in different types of dialogue in order to interpret experiences that can subsequently help generate new knowledge and inspire greater creativity. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Designing a Pathway to Digital Fluency

This chapter addresses the need for developing digital fluency skills in higher-education students in order to best prepare them for real-world success. The pathway to digital fluency is complex and requires a reimagined, collaborative approach to learning design. This chapter considers the elements of authentic learning as a means of developing students' digital fluency and proposes learning design as a pathway to action for teacher-developed authentic learning activities. The chapter begins by exploring the concept of digital fluency in order to develop a definition that informs pedagogical approach. Approaches to digital fluency development are examined through digital literacy and authentic learning frameworks. The pedagogical approach is further examined and conceptualized through the process of learning design. Considerations are presented at the end of each section to illustrate relationships between digital fluency, authentic learning, and learning design, and to allow for further exploration of concepts within unique contexts.

Correcting Students’ Understanding about Simple Direct Current (DC) Circuits through Scientific Approach

This paper reports the effect of teaching electricity in simple DC circuits using a scientific approach on students’ understanding. The study was a pre-experimental design using 12 students. They were all studying in specific first secondary schools in the sub-urban area in Kasongan City, Katingan Regency, Central Kalimantan Province. This work used the multiple-choice tests to combine reasoning and certainty of response index (CRI). This test was used as pre and post-test, respectively, to assess students’ understanding of electricity in simple DC circuits. As a result, it is found that the secondary students have alternate conceptions about simple DC circuits, such as “electricity comes out of both ends of a cell” and “a circuit uses up the electric current”. On the other hand, the results of this study showed that the use of a scientific approach in learning could help students achieve conceptual change about electricity in simple DC circuits. The findings from the study suggested that there was a difference in students’ understanding of simple DC circuits between pre-test and post-test. The scientific approach to learning seemed to help students achieve conceptual change about electricity in simple DC circuits.

An Encouraging Environment for the Development of Gifted Students within the Knowledge Society

The aim of our paper is to conduct a theoretical and empirical analysis of the relevance of an encouraging environment in the development and progress of gifted students within the modern knowledge society. In order to ensure the highest level of sample representativeness, the research was carried out on a sample of 106 teachers working with specialized classes for talented students, and teachers who had worked with those students at their previous stage of schooling. The study was conducted in schools belonging to the areas of the City of Nis and Kosovska Mitrovica (Republic of Serbia)*, by using the scaling technique. Through factor analysis, the following 5 most prominent features (factors) of an environment that encourages the development of gifted students within the knowledge society were extracted: 1) differentiated curricula, 2) encouraging problem-based learning, 3) integrated approach to learning, 4) encouraging research-based approach to learning, 5) developing logical and creative thinking skills. This research also found that the level of schooling of gifted students significantly determines the differences in teachers’ perceptions of the characteristics of an environment that encourages the development of gifted students, while school location was not a deciding factor.

Journeying into the kinescape of unicycling: A Deleuzian perspective

Movement learning has become a prominent issue in recent sport pedagogy research, including a particular concern about the new perspectives of movement learning. The turn towards new perspectives is partly spurred by discontent with the conventional perspectives of movement learning. The purpose of the article is to explore a journey into the kinescape of unicycling. The article can be seen as a case study of what it means to learn (how) to unicycle for one student teacher in the midst of a pedagogical research module and with the aid of the Deleuzian notion of a triadic relationship between percepts, affects and concepts. The analysis points to how a student, in the midst of material features such as equipment, the sport hall, other people, and instructional video clips, is mapping connections between concepts (what unicycling can be), percepts (a-ha moments) and affects (what moves him to continue practising unicycling), in ways that allow him to learn to unicycle with astonishing pace. His practising of unicycling is guided by particular strategies for exploration and experimentation that his experiences of board culture offer him. Rather than any general principles of movement learning, of importance here are the particular ways in which kinesio-cultural exploration may offer non-linear resources for movement learning. We conclude that this approach to learning may stimulate pedagogies that are not only effective but also more inclusive because they are more creative and more open than linear approaches to movement learning.

Interprofessional Informatics Education: A Digital Health Game

The purpose of this project was to develop and implement an interprofessional informatics curriculum. We developed a digital health serious game at the centre of this curriculum where the focus was a team-based approach to learning technologies used in the healthcare setting. The overall satisfaction scores were moderately high after the game. Serious games can be engaging for health sciences students.

An Appraisal Look into Shielded Online Education in Covid Era: Resilience Revisited

Education has been regarded as the backbone of human advancement in all areas of activities as the ultimate goal of education is to develop better citizens. Online Education has been known as the alternate approach to learning. The outbreak of Covid-19 virus has infected all nations in the world and debilitated all areas of human activities, hence, education was not an exception. The dominancy of online education in Iran experienced a breakthrough during Covid pandemic and like other activities, it witnessed a fragile stance, and, in a nutshell, reality was far from ideality. The present study aimed at depicting the adversities exerted during the implementation of Online Education in Covid pandemic era and the term Shielded Online Education could vividly justify online programs in higher education. Learners showed an astonishing accomplishment attending shielded fashion of online education in Iran in such a way that a new definition to the notion of resilience could be introduced. A resilience questionnaire before and after an online course in the second semester of the academic year 2020-2021 was conducted with 60 junior undergraduate EFL learners majoring at Translation in Islamic Azad University Tehran. The Resilience Questionnaire was collected from control group and the experimental one. The data obtained went through quantitative data analysis confirmed that shielded online courses outperformed significantly in enhancing the learners’ resiliency in Covid era and what was gained was far beyond what was expected. The education stakeholders, policymakers, teachers and syllabus designers could benefit from the findings of the present study which in turn could shed light on the ins-and-outs of the maneuverability aspects of better enactments of online courses through online education.

The Transformative Impact of a Mathematical Mindset Experience Taught at Scale

A wide range of evidence points to the need for students to have a growth mindset as they approach their learning, but recent critiques of mindset have highlighted the need to change teaching approaches, to transfuse mindset ideas throughout teaching. This shifts the responsibility from students themselves to teachers and schools. This paper shares a mixed methods study conducted across the US, that measured the impact of a “mathematical mindset teaching approach” shown to be effective when taught by the authors, scaled to teachers in 10 US districts. The effectiveness of this novel mathematics approach was measured using pre and post assessments during a summer intervention followed by measures of GPA change when students returned to schools. Both measures showed that a mathematical mindset approach to teaching significantly improves students’ mathematical achievement, and changes students’ beliefs about themselves and their approach to learning. Accompanying analyses of teaching and of teacher interviews give insights into the ways students change, highlighting the need to bring about shifts in students’ mindsets through a changed approach to mathematics teaching and learning.