The Pedagogical And Institutional Impact Of Disruptive Innovations In Distance Business Education

Estelami, Hooman

doi:10.19030/ajbe.v10i3.9981

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Third, online learning technologies are now an upwardly scalable mechanism in their caches in relation to the quality of low-cost HEIs (Estelami, 2017). This therefore indicates that, over time, the African HEIs will have to figure out how to do better and better the "transition to independent adulthood" work.…”

Section: The Quality Of African Heismentioning

confidence: 99%

Competency-Based Entrepreneurship Education: Analysis of the ‘Disruptive Innovation’ Theory in African Higher Education Institutions

Obiageli Irene,

Promise Opute,

Ibidunni

et al. 2023

AJEPSS

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This aim of this article is to examine several entrepreneurial education innovations (competency-based education as a disruptive innovation model and pedagogy in the HEIs) using a comprehensive systematic literature review (SLR). It is accepted practise to undertake systematic literature reviews when implementing evidence-based policy. This article discusses the ways higher education has evolved in teaching leading to innovative scholarships that unsettle established institutional structures and academic practices. Particularly, within the African context as entrepreneurship is gaining increasing mention as a discipline at Higher Education Institutions (HEIs) given the potential employment and GDP contribution benefits. The findings support the conclusion that the move towards this high-quality, personalised approach, the focus is not only on the level of competency achieved by the student but also on validating the learning experience.

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Section: The Quality Of African Heismentioning

confidence: 99%

Competency-Based Entrepreneurship Education: Analysis of the ‘Disruptive Innovation’ Theory in African Higher Education Institutions

Obiageli Irene,

Promise Opute,

Ibidunni

et al. 2023

AJEPSS

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“…At present, technological barriers or lack of student access to the Internet are no longer a major challenge for distance education initiatives [35]. However, based on data, teachers and students have not evenly distributed the technology tools to support distance learning.…”

Section: Advances In Social Science Education and Humanities Research Volume 604mentioning

confidence: 99%

Online Distance Learning While the COVID-19 Pandemic: Implementation, Evaluation, and Expectations

Ramadhan¹,

Sukma²,

Indriyani³

2021

Proceedings of the 4th International Conference on Language, Literature, and Education (ICLLE-4 2021)

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In 2020, the COVID-19 pandemic occurred almost and spread to various people in the world. To protect the lives and health of the people, the government has organized various forces to prevent one of them by taking policies in education by implementing distance education. This study will explain the application of distance learning in language learning and teacher evaluation and expectations for improving education in next semester's learning activities. This research is a descriptive study using a survey method. The participants in this study were Indonesian Language teachers at the secondary school level in West Sumatra. The sample of this study were 108 teachers. In this study, questionnaires were distributed to all secondary teachers in West Sumatra through whatsApp media by distributing questionnaire links created using the Google form application. The instrument used was a questionnaire in the form of a questionnaire consisting of thirty-six statements. Based on the results and discussion it can be concluded that online distance learning during the COVID-19 pandemic has been carried out in almost all regions of West Sumatra in accordance with government policy. Even though it has been implemented well, but the implementation of this learning still has limitations so it needs to be further improved so that learning can be implemented better.

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“…(SCHOLLEY, 2001). Most of the researchers that evaluate the differences between online educations and conventional face-to-face education usually use the measurement of student attitudes and/or preferences (Alavi, Yoo, & Vogel, 1997;Aragon, Johnson, & Shaik, 2002;Caetano, Oliveira, Araújo, & Rêgo, 2018;Estelami, 2017;Glenn, 2001;Johnson, Aragon, Shaik, & Palma-Rivas, 1999;Leszczyński et al, 2018;Ponzurick, France, & Logar, 2000;Pratt & Williamson-Leadley, 2017). On the other hand, other researchers have implemented direct measures of student's learning outcomes such as GPAs or exam grades in order to measure differences in the educational methods (Ajiboye, Bakare, Fatima, & Shakira, 2018;Bidjerano, 2016;Graber, 2016;Hachey, Wladis, & Conway, 2015;Johnson et al, 1999;Leasure, Davis, & Thievon, 2000;Smeaton & Keogh, 1999;Tucker, 2000;Tuckman, 2002).…”

Section: Introductionmentioning

confidence: 99%

Performance of Distance Learning Compared with Face to Face Learning

Wakil

Abdulfaraj²,

Sadula³

et al. 2019

j. of. sci. technol.

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This study aims to addresses the gap between the philosophy of distance learning and FTF learning among primary schools. Additionally, this research also aims to compare the student learning outcomes using distance and face-to-face (FTF) in statistics courses. To test the validity of the outcomes, we select three schools in Sulaimani city/ Iraq. The population of the research was selected in the seventh and tenth graders, two groups for each grade were determined for the research. For the FTF teaching method, direct lectures in the computer lab were presented to the students. While, for the distance learning method, the online course was introduced to via Skype. At the end of each teaching course, a text exam was performed for both groups. The results showed that students passing rate in the exam using FTF was 91% and 83% in Sarchya and Kareem Zand basic school respectively compared to only 67% for online classes in both schools in seventh graders. While for tenth grades in Bakrajo Industrial High School the passing rate for FTF was 81% and for virtual class 60%. This result shows that the students who did not visit classroom performed poorer understanding rate compared to those who attended the class in FTF method

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The Pedagogical And Institutional Impact Of Disruptive Innovations In Distance Business Education

Cited by 5 publications

References 22 publications

Competency-Based Entrepreneurship Education: Analysis of the ‘Disruptive Innovation’ Theory in African Higher Education Institutions

Competency-Based Entrepreneurship Education: Analysis of the ‘Disruptive Innovation’ Theory in African Higher Education Institutions

Online Distance Learning While the COVID-19 Pandemic: Implementation, Evaluation, and Expectations

Performance of Distance Learning Compared with Face to Face Learning

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