Using Social Constructivist Pedagogy to Implement Liberal Learning in Business Education

Chandler, Jennifer D.; Teckchandani, Atul

doi:10.1111/dsji.12073

Cited by 28 publications

(30 citation statements)

References 38 publications

(46 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There are differences among individual students in their abilities to learn independently. Hence, offering them diverse tools from which they can choose those that fit their learning preferences is expected to increase their academic motivation and performance (Chandler & Teckchandani, 2015;Keller & Karau, 2013). Terras and Ramsay (2015) emphasize the importance of considering the diverse psychosocial and cognitive profiles of learners during the design, development, and delivery of MOOCs.…”

Section: Theoretical Background and The Research Questionsmentioning

confidence: 99%

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Geri

Winer

Zaks

2017

IJELL

View full text Add to dashboard Cite

Aim/PurposeAs online video lectures rapidly gain popularity in formal and informal learning environments, one of their main challenges is student retention. This study investigates the influence of adding interactivity to online video lectures on students' attention span. BackgroundInteractivity is perceived as increasing the attention span of learners and improving the quality of learning. However, interactivity may be regarded as an interruption, which distracts students. Furthermore, adding interactive elements to online video lectures requires additional investment of various resources. Therefore, it is important to investigate the impact of adding interactivity to online video lectures on the attention span of learners. Methodology This study employed a learning analytics approach, obtained data from Google Analytics, and analyzed data of two Massive Open Online Courses (MOOCs) that were developed by the Open University of Israel in order to make English for academic purposes (EAP) courses freely accessible. ContributionThe paper provides important insights, based on quantitative empirical research, on the following: integrating interactive elements in online videos; the impact of video length; and differences between two groups of advanced and basic learners. Furthermore, it demonstrates how learning analytics may be used for improving instructional design. Evaluating the Impact of Interactivity in Online Video Lectures 216 FindingsThe findings suggest that interactivity may increase the attention span of learners, as measured by the average online video lecture viewing completion percentage, before and after the addition of interactivity. The impact is significantly stronger for the more advanced course. However, when the lecture is longer than about 15 minutes, the completion percentages decrease, even after adding interactive elements. Recommendations for PractitionersAdding interactivity to online video lectures and controlling their length is expected to increase the attention span of learners. Recommendation for ResearchersLearning analytics is a powerful quantitative methodology for identifying ways to improve learning processes. Impact on Society Providing practical insights on mechanisms for increasing the attention span of learners is expected to improve social inclusion. Future ResearchDiscovering further best practices to improve the effectiveness of online video lectures for diverse learners.

show abstract

Section: Theoretical Background and The Research Questionsmentioning

confidence: 99%

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Geri

Winer

Zaks

2017

IJELL

View full text Add to dashboard Cite

show abstract

“…• Social constructivist pedagogy (Chandler & Teckchandani, 2015): This pedagogy is built around questioning, a mix of individual, pair, and whole class instruction and group work assignments involving small groups.…”

Section: Dp: Process and Outcomesmentioning

confidence: 99%

Using Deliberate Practice to Transform Learning Culture: Helping Students Put Real Skills in their OSCM Toolbox

Fawcett

Giraud-Carrier

Fawcett

2020

Decision Sci J Innov Edu

View full text Add to dashboard Cite

Students select majors like supply chain management largely because they want to obtain a high‐paying job at graduation. They expect that after 4 or 5 years of studies, they will be ready to achieve early‐career success. Data, however, reveal that students often are not prepared. Recruiters are noticing. In various studies, employers say that a large majority of graduates are not workplace ready. We argue that this readiness gap results from a mismatch between academia's focus on knowledge transfer and employers’ expectations that new hires possess real competencies. To remedy this readiness gap, we redesigned our curriculum to adopt a deliberate practice pedagogy. What have we learned? Deliberate practice is hard work. Both faculty and students must learn and practice new behaviors. The good news: deliberate practice helps students acquire real expertise that recruiters value. This article makes the case for deliberate practice and outlines a proven path to transformation.

show abstract

“…Advance, pp. 1-12, © 2017 The Author(s) 3 knowledge can be progressively built (Chandler andTeckchandani 2015, Marquardt andWaddill 2004). In addition, scaffolding creates hooks such that students can meaningfully link project and other personal experiences to course content and other concepts (Chandler and Teckchandani 2015).…”

Section: Discovery Learningmentioning

confidence: 99%

Leveraging Experiential Field Projects—Discovery Learning in a Masters in Analytics Program

Speier‐Pero

2018

INFORMS Transactions on Education

View full text Add to dashboard Cite

Abstract. In this paper, we present the theoretical rationale behind positioning a field project concurrent with students entering into a master's program in analytics as well as the pedagogical approach to make such an experience successful. The inclusion of such a project creates a discovery learning "scaffold" that facilitates stronger development of and connections between a student's skills, experiences, and analytics mindset. Implementing a field project before and concurrent with student skill development presents some significant challenges that are different from a capstone field project and which must be addressed to create a successful learning experience. After five years of introducing and enhancing this experience at Michigan State University, we believe that other institutions can learn from this experience. The field project learning process and outcomes as well as challenges are highlighted.

show abstract

Using Social Constructivist Pedagogy to Implement Liberal Learning in Business Education

Cited by 28 publications

References 38 publications

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Using Deliberate Practice to Transform Learning Culture: Helping Students Put Real Skills in their OSCM Toolbox

Leveraging Experiential Field Projects—Discovery Learning in a Masters in Analytics Program

Contact Info

Product

Resources

About