Aim/PurposeTeaching and learning is no longer the same and the paradigm shift has not settled yet. Information technology (IT) and its worldwide use impacts student learning methods and associated pedagogical models. BackgroundIn this study we frame immersive learning as a method that we believe can be designed by pedagogical models such as experiential, constructivist, and collaborative elements. We also present a peer-to-peer interactive web based learning tool, designed and implemented in-house with immersive learning features. MethodologyWe conducted an exploratory research with a Ph.D course on "pedagogical methods" where 9 doctoral students were tasked to follow the peer-to-peer 3 phase process in their learning. ContributionWe found the peer-to-peer does favor experiential, constructivist, collaborative learning, which contributes into the use of immersive learning as an important learning style for the future. FindingsThis study investigated different ways to measure students' collaboration, constructivism through their peer evaluation scores and performance in an immersive learning environment by taking the roles of teacher, evaluator, and learner. Recommendations for PractitionersAn in-depth understanding of immersive learning methods allows the application of Experiential Immersive Learning (EIL) in various disciplines of professional training, which can increase performance and engagement. Further studies should be made to adjust and polish our understanding of the peer-to-peer tool in order to gain a deeper understanding of customized learning.
Teaching and learning is no longer the same and the paradigm shift has not settled yet. In this study we frame immersive learning as a method which we believe can be designed by experiential, constructivist, and collaborative elements. We then present a peer to peer interactive webbased learning tool, which was designed, and implemented in-house and piloted in a PhD course on 'Pedagogical Methods'. We present the results showing how the learning tool has immersive elements and the student outcomes. The tool engages students to learn a specified subject matter, synthesize the information, create question and rate their peer's questions. Tests are then generated by professor from the students' questions. Student performance shows that in such a context, students who spent more time doing the test scored less. In the results section, we also present the item response theory as a more appropriate analysis tool to assess and study immersive learning, and provide examples.
Aim/PurposeThe purpose of this study is to shed light on how students learn within an environment tailored to knowledge creation. BackgroundWe build on Nonaka, Toyama, and Konno's three key elements: SECI model, Ba, Leadership as well as current knowledge management researchers critiques and improvements. MethodologyBased on an introductory marketing course, we used an in-house web based learning tool (peer-to peer) to capture score performances and perception surveys. The analysis was conducted through an exploratory factor analysis (EFA). ContributionThis study shed light on current knowledge management critiques by providing measures at the micro-level and community level. FindingsPerceptions of adaptability and usefulness change positively over time, while students' repeated practice prepares them for different styles of questions as their performances increases over time. Recommendations for PractitionersOrganizations can understand how employees create knowledge through exchange of ideas, feedback, and common goals. Supervisor can understand their employees better and employees can gain a sense of control on their work. Recommendation for ResearchersThe ability to capture information over time on the human and community level within a system allows further research to shed light on different variables of knowledge creation in the field. Impact on Society An appreciation of the mechanism of knowledge creation can encourage organization to become more innovative and focus on people rather than material.A Knowledge Management IT Tool 172Future Research Measures such as the engagement level, the personality level, and compatibility level within a community to create knowledge are to be explored.
In this study we combine an immersive learning environment, an evidence based management method and the knowledge management SECI mindset to investigate students' learning from scientific journal articles. The study entailed the use of a web-based peer to peer system (P2PS) that, gives an identified subject matter, engages students in extracting knowledge from a source, processes that knowledge to create new knowledge, assesses each other's works, and then creates a test on the subject matter. We found that the immersive learning environment engaged students and improved their examination performance. However, comparing two groups, exposed versus not exposed to scientific journal article, both focused on keywords alone for the knowledge processing. This was not a desirable outcome from the knowledge management process and the tool. We believe this outcome is a result of engrained traditional learning and driven by our wish to make a change in educational practice, we propose our e-pedagogy methodology as a learning foundation for knowledge processing.
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