Study on problem-based learning towards improving soft skills of students in effective communication class

Deep, Sadia; Salleh, Berhannudin Mohd; Othman, Hussain

doi:10.1504/ijil.2019.096512

Cited by 33 publications

(32 citation statements)

References 21 publications

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“…The prevailing gap between learning and training which affects the speed to respond to customer requirements, business environment, and competition is the primary concern. This concern contributes to an underlying reason for more attention on workplace learning in the recent years [6,20,29]. Facilitating workplace learning based on the different levels of workplace engagement will continue to be a challenge for human-capital development for years to come.…”

Section: Discussion and Contributionsmentioning

confidence: 99%

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From training to learning: Transition of a workplace for industry 4.0

Rassameethes

Phusavat

Pastuszak

et al. 2021

HSM

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BACKGROUND: Transition into Industry 4.0 has had many significant impacts. Customization symbolizes leanness, flexibility, adaptability, and agility. A business operator needs to recognize the factors that contribute to better utilization of the talents of its workforce and more effective workplace learning. OBJECTIVE: The study aims to provide a construct which highlights effective workplace learning. In this context, a construct represents a broad view of various interrelated ideas and concepts which can point to academic and practical implications. METHODS: The study applies action research which is suitable when observing a transformative change. The study intends to observe and notice how the environmental factors have changed and try to predict their impacts on human capital development. To help verify the suitability of these impacts, a comparison with similar studies or findings is made. Focuses on literature reviews which look at the impacts from Industry 4.0 (on a need to tackle the waste of the talents in a workplace), recent developments of learning (on an emerging importance of informal learning), and survey’s data (on a shift in a workplace’s expectation on the workers). RESULTS: Workplace learning has gradually replaced training and education. The proposed construct can help tackle the underutilization of the talents in a workplace as the workers are nowadays expected to perform the tasks and learn at the same time. CONCLUSIONS: Sustaining learning in a workplace needs to understand behavior, motivation, emotion, and workplace engagement. Informal learning, which reflects the individualization of learning, can enable an organization to deal with workplace learning.

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Section: Discussion and Contributionsmentioning

confidence: 99%

“…The human component in operations and work processes also need to adapt quickly to the changes in business environment. Many have highlighted the importance of adaptability to change, lifelong learning, teamwork and social interaction, and communication for future skills of the workforce in Industry 4.0 [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

From training to learning: Transition of a workplace for industry 4.0

Rassameethes

Phusavat

Pastuszak

et al. 2021

HSM

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show abstract

“…These choices would be mainly aimed at maximizing the enhancement of students' soft skills. The positive relation between the adoption of a PBL approach and soft skills enhancement is already known [125] and becomes precious, especially in a post-pandemic teaching context affected by a general lack of real communication and networking opportunities. Following a PBL approach dramatically stimulates self-directed learning [81], pushing students to find information, tools, and solutions without adopting any facultychosen strategy.…”

Section: Use Of the Case: Cbl And Pbl Approachesmentioning

confidence: 99%

Circular Economy Business Models for the Tanzanian Coffee Sector: A Teaching Case Study

2021

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One of the major issues the agri-food supply chains is the considerable production of by-products, which are mostly discarded as wastes and dangerously landfilled. This problem is particularly acute in the coffee supply chain: coffee cultivation generates by-products and in quantities which are potentially dangerous for the environment. A circular economy business model aimed at the recovery of these by-products may represent an interesting solution in terms of environmental, social, and economic sustainability. The goal of this paper was to provide teachers and educators with case material on circular business models that can be used for problem-based learning and case-based learning activities. The proposed case was built to address a real-world problematic situation related to the coffee supply chain. From a theoretical point of view, this study contributes to the literature on circular economy business models by providing a case study developed in the context of a developing country. Furthermore, the research entails practical implications since it shows managers and startuppers how to map a circular business model in all its components under the guidance of a conceptual framework.

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“…Thus, transversal skills are needed for everyone's full life in today's society. In previous literature, various related terms such as soft skills, 21 st century skills, key skills, core skills, employability skills, and cross-curriculum skills have been used (Deep, Salleh & Othman, 2019;Goggin, Sheridan, Lárusdóttir, Guðmundsdóttir, 2019). Moreover, there is an extensive discussion around the notions of skills and competences, and no consensus among scholars on the meaning of these two has been achieved so far.…”

Section: Transversal Skills: Definitionsmentioning

confidence: 99%

Exploring Students’ Perceptions on Acquisition of Transversal Skills During an Online Social Simulation

Dāvidsone¹,

Seppel²,

Telyčėnaitė³

et al. 2021

Human, Technologies and Quality of Education, 2021

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Due to the demands of the current job market, universities need to adapt their teaching approaches to provide students with opportunities to advance their transversal skills in order to succeed with their careers. Social simulations have been considered previously as a fruitful study method that helps to advance transversal skills; however, the research in this field is scarce. This study aims to explore the perceived affordances and limitations of social simulation as an online learning method for acquisition of transversal skills of graduate and undergraduate students from communication and media study programs. The empirical part draws on a set of qualitative data. All together 32 students in two universities participated in the testing of an original simulation scenario that was created in an Erasmus+ Strategic partnership project. The results indicate that students in both simulation exercises mostly applied their negotiation, strategic thinking and planning skills. During the second simulation, self-evaluation forms filled before and after the event helped the students to realize which transversal skills they need and want to develop further. Our results demonstrate that students felt pressured to intensively collaborate and coordinate with their group members, other groups and the teachers as during both testing sessions technical disruptions were experienced. We conclude that an online social simulation is a productive interactive learning and teaching method that helps to sensitize students towards their transversal skills and stimulate self-reflection. We also argue that in exercising a social simulation online there is an additional layer of pedagogical implications: the choice of the digital platform and the potential technical disruptions such as the loss of Internet connection or sudden malfunction of some of the platform’s features may divert the flow of the simulation.

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Study on problem-based learning towards improving soft skills of students in effective communication class

Cited by 33 publications

References 21 publications

From training to learning: Transition of a workplace for industry 4.0

From training to learning: Transition of a workplace for industry 4.0

Circular Economy Business Models for the Tanzanian Coffee Sector: A Teaching Case Study

Exploring Students’ Perceptions on Acquisition of Transversal Skills During an Online Social Simulation

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