Teaching Teamwork and Problem Solving Concurrently

Goltz, Sonia M.; Hietapelto, Amy B.; Reinsch, Roger W.; Tyrell, Sharon K.

doi:10.1177/1052562907310739

Cited by 72 publications

(49 citation statements)

References 14 publications

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“…Although the study of these researchers was within the IT context, it is possible to argue that the conclusions arrived at apply to management education too, especially since "in education, what is taught is inextricably linked to how it is taught" (Dewey, 1916). Flowing from this is our argument that in management education and training certain skills, such as inter-cultural competence, team work and problem solving, widely considered as being key competencies for managers of the twenty-first century (Freeman, 1995;Goltz et al, 2008), are perhaps best learned in face-to-face settings rather than online and in one's own time.…”

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confidence: 99%

The pains and gains of blended learning – social constructivist perspectives

Pillay

James

2014

Education + Training

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Purpose -Using the case of a cross-cultural setting, the purpose of this paper is to compare perceptions of students towards face-to-face learning and blended learning. A social constructivist perspective is used which implies that cultural data are in fact social constructs made on the basis of the participants' own cultural thought patterns and the concepts and categories to which they are socialised within learning organisations. This paper aims to discuss these issues. Design/methodology/approach -Perceptual evidence forms the primary qualitative and quantitative data for this study. The paper uses social constructivist approach with empirical data in developing the notion that cross-cultural management is a process whereby people, through social interactions, acquire participative competence for working in cross-cultural settings. Findings -Perceptual data emerging from this study point out that considering the learning objectives of a cross-cultural context are paramount when engaging in cross-cultural management curriculum and teaching design. Such social contexts, while complex and challenging, is often a perfect opportunity where cross-cultural competence can be developed. Originality/value -The value of the study lies in the original insights it offers into student experiences and the challenges to adopt a "one size fits all" strategy in a cross-cultural setting. 254ET 56,4 touted as an alternative to the first mode, is best described by Keegan (1995, p. 7) as distance education and training that results from the teacher and learner being technologically separated, thus freeing the student from the necessity of travelling to "a fixed place, at a fixed time, to meet a fixed person, in order to be trained". This mode, too, has drawn criticism, given its propensity for causing a sense of learner isolation and frustration, anxiety, and confusion (Brown, 1996;Hara and Kling, 2000;Piccoli et al., 2001), and also higher student attrition rates (Laine, 2003;Ryan, 2001). The third, a hybrid which combines elements of the earlier two, and credited with nullifying the lacunae within them, is BL (Meyer, 2007;Rubenstein, 2003;Smart and Cappel, 2006).With innovative technologies finding their way into the field of education and training (Arbaugh, 2008;Williams, 2008;Hwang and Francesco, 2010), many scholars maintain that online learning is a leading growth sector in higher education (Allen and Seaman, 2006;Foster and Carnevale, 2007;Kim and Bonk, 2006). Despite its popularity, the literature on innovative technologies such as BL provides little explanation of its efficacy within cross-cultural management settings. Three major contributions whose approaches to the understanding of cross-cultural management in its international aspects that have been influential in the field include: Adler (1991), Hofstede (1980) and Trompenaars (1993). All three have been pioneering in their own way and have been arguably the principal creative sources on the thinking of many other writers on cross-cultural management issues. To such ...

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confidence: 99%

The pains and gains of blended learning – social constructivist perspectives

Pillay

James

2014

Education + Training

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“…Additionally, P3 complemented P6 stating that "active learning practices demand extra planning and execution time for both professors and students". The participants' concern are grounded and previous studies show that models integrating real-world problems take more time and are more resource-intensive, requiring instructors to foster and maintain relationships with community partners and demanding more responsibilities for all parties than traditional approaches (Goltz et al, 2008;Kricsfalusy et al, 2018). Nevertheless, P5 asserted that "students should be stimulated by active practices from the earliest years of engineering courses, even in technical-based disciplines; it is more laborious, but the results are undoubtedly more fruitful".…”

Section: Challenges In the Promotion Of Innovative Entrepreneurial Bementioning

confidence: 99%

Reshaping engineering learning to promote innovative entrepreneurial behavior

Caten

Silva

Aguiar

et al. 2019

BJO&PM

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Goal: To foster innovative and creative thinking in the curricula of Engineering schools, as well as other technology-based courses, contributing to the innovation ecosystems' growth and sustainability. Design/Methodology/Approach: The research was structured as an exploratory research and was conducted by means of a focus group comprised of representatives from Porto Alegre (RS) working directly with higher education and/or playing key roles within the city's innovation ecosystem. The group's discussion was analyzed along with current literature on the topic. Results: The paper provides insightful perceptions of the obstacles faced by faculty members when attempting to develop innovative methodologies within classes so that potential partnerships are fostered by agents of the innovation ecosystem in order to better prepare professionals that will later be inserted in this new innovative scenario. Limitations of the investigation:The present study is structured as an exploratory research based on a focus group discussion and analysis. Thus, as any qualitative approach, it might lack generalizability, once its purpose is to investigate a specific phenomenon and promote further investigation on the issue. However, all discussion from the focus group was analyzed and supported by extant literature on the topic, in order to mitigate such limitation and strengthen the research relevance. Practical implications: The analysis and discussion obtained from both the focus group and literature are imperative on the need of critical changes on universities' organizational culture to support entrepreneurial activities, as well as fostering partnerships with key agents within innovation ecosystems to better prepare professionals to the new market setting. Originality/value: Although some studies investigate the relationship involving universities and Science and Technology Parks, few studies explore how engineering schools' curricula can benefit from such alliances. Additionally, the present study lists a few hurdles faced by professors during the development of active-based practices, as well as alternative possibilities to overcome resistance in traditional courses.

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“…Students' behaviors such as contributions to each other's ideas, encouraging their friends, checking their learning, and contributions to group management should be monitored, and group performances should be determined (Goltz et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Effect of Jigsaw II, reading-writing-presentation, and computer animations on the teaching of Light Unit

Koç¹,

Yıldız²,

Caliklar³

et al. 2016

Educ. Res. Rev.

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The aim of this study is to determine the effect of Jigsaw II technique, reading-writing-presentation method, and computer animation on students' academic achievements, epistemological beliefs, attitudes towards science lesson, and the retention of knowledge in the "Light" unit covered in the 7 th grade. The sample of the study consists of 71 seventh-grade students from two different middle schools located in Erzurum City (Turkey) in the 2013-2014 academic year. One of these schools was randomly determined as the Jigsaw II Group (JIIG) (n = 24). In this group, the Jigsaw II technique was used during the cooperative learning. Another school was taken as the Reading-Writing-Presentation Group (RWPG) (n=22). In this group, the reading-writing-presentation method was employed. The other school was appointed as the Animation Group (AG) (25). In this group, computer animations were used. Academic Achievement Test (AAT), Science Lesson Attitude Scale (SLAS), and Epistemological Belief Questionnaire (EBQ) were used for data collection. The data were evaluated by using descriptive statistics, ANOVA, and ANCOVA. According to the analyses results, the Jigsaw II technique and the reading-writing-presentation method are more effective than animations in terms of academic success and retention of knowledge, but the difference between the effectiveness of the reading-writingpresentation method and that of animations is not significant. The results also indicate that Jigsaw II and animations have more positive influences on epistemological beliefs when compared to the reading-writing-presentation method. Finally, they show that all the three methods and techniques used in the study are effective in creating positive attitudes towards the lesson among students, and the use of animations has more positive influences than others.

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Teaching Teamwork and Problem Solving Concurrently

Cited by 72 publications

References 14 publications

The pains and gains of blended learning – social constructivist perspectives

The pains and gains of blended learning – social constructivist perspectives

Reshaping engineering learning to promote innovative entrepreneurial behavior

Effect of Jigsaw II, reading-writing-presentation, and computer animations on the teaching of Light Unit

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