ERP based business learning environment as a boundary infrastructure in business learning

Nisula, Karoliina; Pekkola, Samuli

doi:10.1007/s10639-019-09889-0

Cited by 10 publications

(11 citation statements)

References 58 publications

(58 reference statements)

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“…Previous related work reported the positive impact that open ERP systems have on students' learn-ing and understanding [2,15]. Additionally, our results are in line with the findings of [16,17], which demonstrates the benefits of applying experiential learning theory to various ERP-based courses.…”

Section: Course Indirect Assessmentsupporting

confidence: 91%

“…This includes sales, purchasing, accounting, finance, and human resources. Another study described in [17] has proposed a framework to improve teaching business courses using ERP and simulation. ERP systems are used as a tool for students to learn business processes, and simulations are used to provide dynamic learning environments.…”

Section: Related Workmentioning

confidence: 99%

“…To sum, none of the reviewed related work had investigated the impact of utilizing the experiential learning process along with open-source ERP systems in an ERP system design and implementation course. Previous works either studied the impact of open-source ERP after a 1-hour introductory session only [2] or used commercial ERP systems [17]. More importantly, all previous studies used ERP systems to provide practical experience on various business processes [2,15,16,17].…”

Section: Related Workmentioning

confidence: 99%

“…Previous works either studied the impact of open-source ERP after a 1-hour introductory session only [2] or used commercial ERP systems [17]. More importantly, all previous studies used ERP systems to provide practical experience on various business processes [2,15,16,17]. None of the reviewed studied focused on providing practical experience in the design and implementation phase of ERP systems.…”

Section: Related Workmentioning

confidence: 99%

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Development of an ERP System Design Course to Improve Students' Learning Outcomes

Alharbi

2021

Int. J. Emerg. Technol. Learn.

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This paper describes the design and evaluation of an ERP system design course, which utilizes experiential learning theory along with open ERP sys-tem to provide the students with a holistic and cost-free learning environ-ment. The objective of the course is to familiarize students with the ERP se-lection and implementation life-cycle. When designing the pedagogical framework, the goal was to help students, especially those with little to no working experience to acquire the necessary knowledge, and develop the practical technical experience. Additionally, it was necessary to help students appreciate the depth and issues involved in the ERP system selection and implementation life-cycle. Lectures, case discussions, system demos with interactive labs, and group projects were used all together to enable in depth learning of the proposed topics. We focus on open source ERP system to provide the students with the required hands-on experience, and also to demonstrate that such approach can be utilized even by low resource universities. This paper includes details of the proposed framework. The proposed framework was taught and evaluated in a 1-semester graduate level course at the university of Jeddah, in Jeddah, Saudi Arabia. The course design was in-directly assessed using a survey, and the results revealed the positive impact that the proposed framework had on students’ learning outcomes. The results of the assessment support that experiential based learning using open source ERP systems can lead to improved learning outcome.

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Section: Course Indirect Assessmentsupporting

confidence: 91%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

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Development of an ERP System Design Course to Improve Students' Learning Outcomes

Alharbi

2021

Int. J. Emerg. Technol. Learn.

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“…Hauge et al (2013) use Bloom's taxonomy to analyze the educational effectiveness of serious games to stimulate entrepreneurship. Finally, Nisula and Pekkola (2019) analyze the contributions of different learning environments based on the taxonomic levels they enable students to reach.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Evolving students' conceptions about responsible entrepreneurship: a classroom experiment

Pépin

Audebrand

Tremblay

et al. 2021

JSBED

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PurposeEntrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.Design/methodology/approachThis paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.FindingsAnalysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.Originality/valueFirst, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.

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Bloom Taxonomy, Serious Games and Lean Learning: What Do These Topics Have in Common?

Witeck

Alves

Bernardo

2021

IFIP Advances in Information and Communication Technology

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Lean Thinking principles and methods, in the context of highly valued production systems, are seen as the best practices and essential for competitiveness. Therefore, it requires educators, students, and employees well trained and prepared in Lean concepts to meet these demands. In this context, gamification is becoming a popular resource among educators who aim to train the principles of Lean Thinking. Among educators, Bloom´s taxonomy is an objective-based assessment as it approaches a high level of detail when defining learning objectives. In the context of this paper, Bloom's Taxonomy encompasses the acquisition of knowledge, skills, and attitudes, to identify learning outcomes in serious games. This paper presents a literature review based on Bloom's Taxonomy, Serious Games and Lean learning. With this review, the authors intend to find evidence that Serious Games are suitable for Lean learning to reach the highest order level of Bloom's Taxonomy. Fourteen papers were identified in this review discussing the three topics. In just three of these papers, it was identified such evidence.

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ERP based business learning environment as a boundary infrastructure in business learning

Cited by 10 publications

References 58 publications

Development of an ERP System Design Course to Improve Students' Learning Outcomes

Development of an ERP System Design Course to Improve Students' Learning Outcomes

Evolving students' conceptions about responsible entrepreneurship: a classroom experiment

Bloom Taxonomy, Serious Games and Lean Learning: What Do These Topics Have in Common?

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