Fostering student engagement in virtual entrepreneurship education environments

Knox, Stephen

doi:10.1016/j.ijme.2022.100705

Cited by 8 publications

(6 citation statements)

References 63 publications

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“…The development of instrumental skills leads to an increase in competence arising from one's abilities (Mets et al, 2022). In addition, competency-based learning is more successful in increasing student participation and involvement in entrepreneurship education than traditional learning which focuses on theoretical knowledge alone (Knox, 2022). Basically, entrepreneurship education is intended as a forum for students to acquire, learn, and knowledge about entrepreneurship.…”

Section: Discussionmentioning

confidence: 99%

Entrepreneurship Education: Encouraging Entrepreneurial Intentions for Equality Education Students in Semarang

Shofwan

Sunardi

Gunarhadi

et al. 2023

IJLTER

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This study aimed to determine the factors that influence students' entrepreneurial intentions and the influence of entrepreneurship education on students' intention to become entrepreneurs. This research study used a mixed methods approach. The collection of research data was carried out with the help of a questionnaire (for quantitative data) and through group discussion forums (for qualitative data). Respondents in the study were 100 students who attended equality education in Semarang. This shows found there is a difference between the levels of interest of students who take part in entrepreneurship learning and those who do not. Family background and income have positive effects on students' intentions to become entrepreneurs. Students with entrepreneurial family backgrounds tend to be more interested in becoming entrepreneurs than students who do not have an entrepreneurial family background. In addition, students' perspectives on entrepreneurship positively affected their entrepreneurial intentions. Significance: Students' perspectives on entrepreneurship are related to their motivation to start new businesses that would be easily accepted by the social environment. All respondents agreed that entrepreneurial intentions could be improved through the role of entrepreneurship education during inequality education. To ensure the education is more targeted and all entrepreneurship education goals are achieved, it should have more effective curricula, methods, and learning system models. Cooperation between all elements incorporated in the entrepreneurship education system is indispensable for generating successful young entrepreneurs through entrepreneurship education.

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Section: Discussionmentioning

confidence: 99%

Entrepreneurship Education: Encouraging Entrepreneurial Intentions for Equality Education Students in Semarang

Shofwan

Sunardi

Gunarhadi

et al. 2023

IJLTER

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show abstract

“…During the new pandemic (COVID- 19), large numbers of people around the world began to use various software packages to help students learn due to the shutdown restrictions imposed [22,27]. As a substitute for the suspended face-to-face mode of teaching (due to the COVID-19 pandemic restrictions) and to ensure that educational institutions could continue to provide classes, the Internet (online learning) was the emergency solution [28,[33][34][35][36]. Through the Internet, students were able to access applications, courses, and online libraries, where lectures were conducted via various video conferencing platforms, e.g., Google Meet, Skype, Cisco Webex, Microsoft Teams, and Zoom [28,30,32].…”

Section: Literature Review 21 the Covid-19 Pandemic And The Education...mentioning

confidence: 99%

“…Despite its superior advantages, during the pandemic, students who had previously studied mostly via the face-to-face mode were unprepared for the swift shift to online learning and the adoption of new technologies [31,34]. Since the COVID-19 epidemic, there has been a steady return to face-to-face education, although many disciplines are still delivered online [36].…”

Section: Literature Review 21 the Covid-19 Pandemic And The Education...mentioning

confidence: 99%

Digital Transformation in Omani Higher Education: Assessing Student Adoption of Video Communication during the COVID-19 Pandemic

Amer jid Almahri,

Salem,

Elbaz

et al. 2024

Informatics

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The COVID-19 pandemic has influenced many fields, such as communication, commerce, and education, and pushed business entities to adopt innovative technologies to continue their business operations. Students need to do the same, so it is essential to understand their acceptance of these technologies to make them more usable for students. This paper employs the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) to identify the factors that influenced students’ acceptance and use of different online communication services as the primary tool for learning during the COVID-19 pandemic. Six factors of UTAUT2 were used to measure the acceptance and use of video communication services at the Business College of the University of Technology and Applied Sciences. Two hundred students completed our online survey. The results demonstrated that social influence, facilitating conditions, hedonic motivation, and habit affect behavioral intention positively, while performance expectancy and effort expectancy have no effect on behavioral intention.

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“…Student engagement also has a large literature. Knox (2022) defines four student engagement types -'active', 'middle of the road', 'passive' and 'detached' interaction levels -based on his experiments in virtual EE. In addition, the characteristics of entrepreneurship programmes offered specifically to engineers can vary widely from those of general classes, as pointed out by Duval-Couetil et al (2011).…”

Section: Introductionmentioning

confidence: 99%

Innovation in an entrepreneurship course according to class structure and design

Iványi¹,

Danyi²

2022

InfTars

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Entrepreneurship lecturing and student engagement in large classes of university students are a constant challenge for lecturers. The purpose of our paper is to present the validation of a student segmentation method that has become very successful. We present methodological novelties applied in a Launch of Innovative Businesses course and the connecting multiple cross-sectional research. The course can be completed in three ways, meeting the needs of three student segments identified in the classes. The quantitative primary research is based on hierarchical clustering that was applied to questionnaire data of five semesters’ student responses. Results confirm the existence of these segments and that most of the students signed up on entrepreneurship courses have clear preliminary expectations of the course. The presented design framework can be generally applied in large and small classroom environments, and can also be reused as a proven case.

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Fostering student engagement in virtual entrepreneurship education environments

Cited by 8 publications

References 63 publications

Entrepreneurship Education: Encouraging Entrepreneurial Intentions for Equality Education Students in Semarang

Entrepreneurship Education: Encouraging Entrepreneurial Intentions for Equality Education Students in Semarang

Digital Transformation in Omani Higher Education: Assessing Student Adoption of Video Communication during the COVID-19 Pandemic

Innovation in an entrepreneurship course according to class structure and design

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