Natural Learning in Higher Education

Armstrong, J. Scott

doi:10.2139/ssrn.1928831

Cited by 9 publications

(9 citation statements)

References 39 publications

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“…Self-learning, auto-didacticism or self-education is the learning act about a subject or subjects in a self-motivated situation without formal education that considered as a complement to education, in order to encourage students to do more independent work [23]. The automation characteristics of the IoT allow to the human objects (students, educators or hardware elements) interacts independently to carry out the educational operational job.…”

Section: Self-learningmentioning

confidence: 99%

Predictable Influence of IoT (Internet of Things) in the Higher Education

Abbasy¹,

Quesada²

2017

IJIET

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Abstract-Internet of things (IoT) is a relatively an emergent technology that facilitate interaction between the real and virtual objects. As it develops and matures, it grows in scale and dimension influences the context of our life such as the education, in particular higher education; this article focuses on a research associated with the predictable impact of IoT in the superior education. A theoretical analysis along with a statistical study is explored in this paper. The theoretical and statistical results showed non-ignorable influence of the IoT in the education ecosystem in terms of the learning and managing factors. In some cases, such as the hyper-connectivity, collaboration and research opportunities the effect is significant. Emergent technologies such as the IoT at present are rapidly developing in the digital world and transforming traditional education system into a scalable, adaptable with rapid dynamic changes, flexible and more efficient E-learning with a topology where the huge number of physical and virtual interacting objects are involved in the process of learning. It is projected the IoT will make possible to develop the intelligent E-learning systems which can predict and determine the particular educational needs of the students, based on the study of data obtained from the connected objected.Index Terms-Internet of things (IoT), higher education, hyper-connectivity, e-learning, physical objects, virtual environment.

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Section: Self-learningmentioning

confidence: 99%

Predictable Influence of IoT (Internet of Things) in the Higher Education

Abbasy¹,

Quesada²

2017

IJIET

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“…These activities would resemble reality, allowing participants to experience work in organisations by planning them, working on their daily routines, and controlling the outcomes. These characteristics are near-but not equal-to some concepts in literature, such as "natural learning" (Armstrong, 2011) and "real-world learning" (Bilimoria, 1998). At the same time, teachers could have the opportunity to conduct in the setting what specialists have called design-based research (Collins, 1992;Barab & Squire, 2004).…”

Section: (George Harrison)mentioning

confidence: 67%

The Experience of Setting up a New Learning Environment Model in Management Education: Challenges and Frustrations

Santos

Martins²

2012

CBR

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The aim of this paper is to describe and to reflect on the experience of the authors in setting up a new model of learning environment in management education in a University in Brazil, which was initially called Management Practice Laboratory (MPL). The MPL environment was conceived as a physical and conceptual space where students could learn and practice the principles and techniques of working in organizations in its three levels: operational, tactical, and strategic. The foundations of the project come from social constructivist perspective on learning, from experiential learning literature and from researches that call for a new epistemological ground in management learning. In this paper, the authors will stress some challenges and frustrations with the project since these could be helpful to those interested in similar initiatives. Due to limited space, only two challenges will be stressed: (1) the construction of legitimacy for the project; and (2) the persistent dissonance between theory and practice. The authors conclude that there is room for innovation in the way management is taught and learned in universities since one shows courage to overcome the challenges and frustrations one will certainly deal with.Keywords: learning environments, management education, simulations, practice laboratory, experiential learning, learning by doing IntroductionWith every mistake we must surely be learning. The authors define the learning environment as a holistic, physical, and conceptual environment to learn and practise useful skills in the three levels of organisations: the operational, the tactical, and the strategic. They believed that such learning environment would improve students' attitudes not only as professionals, but also personally, as team members and citizens. As it will be made clear throughout the text, their believes are advocated in a passionate way.The model was conceived-as it will be described-as a two layer environment: (1) at one level, as a physical site, a space; and (2) at another level, as a conceptual framework, which was considered to be a virtual country. As a physical site, the project was understood not only as a facility where students would attend and practise skills, but also as "a product and a precondition of all our practices and engagements… to the construction of the relations between us, and to the blossoming, or not, of identities" (Massey, 2004, p.

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“…Successful experience in a student's field of interest can provide valuable experiential learning which contributes significantly to the student's overall understanding of the real-time environment. [2] Advantages of TBI Armstrong (2012) claims that students should be responsible of learning not the teachers. [3] In the class of TBI, students play the leading role in learning whereas the teacher serves only as a guide to design, organize and evaluate the class activities.…”

Section: Theoretical Basis Of Tbimentioning

confidence: 99%

“…[2] Advantages of TBI Armstrong (2012) claims that students should be responsible of learning not the teachers. [3] In the class of TBI, students play the leading role in learning whereas the teacher serves only as a guide to design, organize and evaluate the class activities. Students participate in a real activity with real consequences for the purpose of meeting learning objectives.…”

Section: Theoretical Basis Of Tbimentioning

confidence: 99%

A Research on Experiential Education in Business English Based on Task-based Instruction

Yu¹

2017

dtem

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Abstract. Experiential education is a student-centered teaching method, wherein the teacher introduces or designs a scene related to the teaching content to enhance their learning experience and hence reach the teaching objectives. Task-based instruction (TBI) has become increasingly popular in business English teaching. TBI offers students abundant opportunities to experience business knowledge and English language in class. It can stimulate students' interest in learning the target language and contribute to students' overall development. This article analyzes the features of TBI and based on TBI, it sheds some lights on the application of experiential education to business English course. Introduction of business knowledge being the prerequisite and language knowledge being the basis, experiential education creates experiencing situations for the students when the teacher controls the process and evaluates the task completed.

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Natural Learning in Higher Education

Cited by 9 publications

References 39 publications

Predictable Influence of IoT (Internet of Things) in the Higher Education

Predictable Influence of IoT (Internet of Things) in the Higher Education

The Experience of Setting up a New Learning Environment Model in Management Education: Challenges and Frustrations

A Research on Experiential Education in Business English Based on Task-based Instruction

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