Creativity in liberal education before and after study commencement

Goch, Merel van

doi:10.4995/head18.2018.8228

Cited by 7 publications

(7 citation statements)

References 7 publications

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“…It is also important to develop teaching practices and tools following the opportunities created by digitalization and emergence of artificial intelligence. Mavlutova et al [24] and Van Goch [27] emphasize that in order to stimulate entrepreneurial intentions among students, teachers should use developed practical tools like automatic digital software for assessment of business ideas of young entrepreneurs, checking of financial plans through automatic digital systems, to adapt them and to include such practices in course syllabus, thus offering better education practices.…”

Section: Discussionmentioning

confidence: 99%

Modern Business Teaching: The Sable Labor Market Provision for the Emerging Generations

Lešinskis¹,

Mavļutova²,

Peiseniece³

et al. 2021

EEA

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Models used in education that were exploited in the 20th century are now under revision, as educators attempt to identify what is suitable to be kept and what needs to be changed and redefined for the 21st century. There are wide discussions on how to appropriately adjust entrepreneurship education methods to the changing expectations of emerging generations. The goal of the study is to identify more appropriate teaching methods for entrepreneurship education in the case of Latvia, country that has had one of the highest entrepreneurial activity in the European Union for many years. Conclusion from the primary research done by authors is that sample of respondents representing Generation Z highly value the application and effectiveness of modern teaching methods in entrepreneurship studies, however, the evaluation of different methods differs significantly depending on the type of learning preferred.

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Section: Discussionmentioning

confidence: 99%

Modern Business Teaching: The Sable Labor Market Provision for the Emerging Generations

Lešinskis¹,

Mavļutova²,

Peiseniece³

et al. 2021

EEA

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show abstract

“…The authors suggested two approaches to evaluating LMS, namely evaluating the usability of the LMS and testing the effectiveness of the LMS. These factors are essential for successful and sustainable e-learning and are supported by current literature on the subject, with several authors highlighting the importance of student engagements, technical expertise, faculty engagement, faculty support of teaching and learning, infrastructure and support systems, e-learning environment and infrastructure, institutional support, didactical standards, e-learning competence of teachers, the attitude of educators, presentation and delivery of course content, course development, course structure, students' preparation, student support, continuous evaluation and revision, evaluation and assessment and role of change agents (Vovides et al, 2014;Queiros and de Villiers, 2016;Yew and Jambulingam, 2015;Bruhn-Suhr, 2004).…”

Section: Findings/discussionmentioning

confidence: 99%

“…Several other authors have written about the factors that are essential for successful and sustainable e-learning. These authors have different but similar views According to Vovides et, al (2014), Queiros and de Villiers (2016), Yew and Jambulingam (2015), and Bruhn-Suhr ( 2004) the factors essential for eLearning success includes, student engagements, Technical expertise, faculty engagement, infrastructure and support system, instructional support, students preparation, the competence of teachers, continuous evaluation and revision and the role of change agents.…”

Section: Effectiveness Of E-learningmentioning

confidence: 99%

Factors essential for successful and sustainable e-learning

Deliwe¹

2021

7th International Conference on Higher Education Advances (HEAd'21)

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E-Learning has been viewed as a positive initiative in Higher Education Institutions (HEIs), as it is said to improve opportunities for critical thinking, develops better problem solving abilities and assists in improvement of productivity and efficiency of employees. For HEIs to benefit from the advantages of e-learning there needs to be continuous research done on how best can HEIs ensure that there is successful and sustainable e-learning. Secondary data literature was reviewed and in collecting primary data six participants from one of the South African HEIs (UKZN) were interviewed. Information gathered through primary data collection was in line with the information obtained from literature. The difference was when the primary data revealed additional factors which are essential for successful and sustainable e-learning. These includes the importance of finances and regular discussions and engagements with champions/experts and research in the field of e-learning. Most of the literature highlights the importance of engagements with students, faculty and academic staff and not much emphases is placed on engagement with all stakeholders. This paper concluded by providing recommendations which needs to been considered by HEIs on how best they can achieve successful and sustainable e-learning.

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“…As reported, these outside-class data could concern students' level of preparation, challenging parts found in the video lecture, group collaboration progress, etc. This difference is caused partly by the adoption of blended learning and the dominant format of HE lessons which has been changed from traditional lecture to face-to-face guided practice (Staker & Horn, 2012). As a result, to better support students who learn at their own pace and have differing prior knowledge, HE teachers need rich insights into learners' outside-class processes so that they could act adaptively in the classroom.…”

Section: Type Of Information and Type Of Inferencesmentioning

confidence: 99%

Light Bulb Moments in the Classroom: Probing Design Opportunities for Ambient LA Displays in Higher Education

Leeuwen

2021

7th International Conference on Higher Education Advances (HEAd'21)

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Teachers in higher education are tasked with the demanding job of providing support tailored to each individual student’s need. To provide tailored support, teachers need to accurately monitor students’ activities and decide on appropriate support interventions. Learning analytics applications have the potential to aid teachers to maintain an overview of their students’ activities. However, those applications are often designed as centralized graphical displays, taking teachers’ attention away from the classroom and sometimes overburdening teachers. Therefore, we investigate whether ambient LA displays offer a solution to complement traditional LA applications, as these systems are designed as objects that integrate seamlessly into the classroom context. We conducted an exploratory study in Higher Education to investigate teachers’ needs for information and their perception of ambient LA displays in relation to their teaching practice. We formulate three key findings and a set of design opportunities that flow from these findings to inform future work of supporting the HE context with ambient LA displays.

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Creativity in liberal education before and after study commencement

Abstract: Abstract

Cited by 7 publications

References 7 publications

Modern Business Teaching: The Sable Labor Market Provision for the Emerging Generations

Modern Business Teaching: The Sable Labor Market Provision for the Emerging Generations

Factors essential for successful and sustainable e-learning

Light Bulb Moments in the Classroom: Probing Design Opportunities for Ambient LA Displays in Higher Education

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