scholarly journals Correction: Investigating student and staff perceptions of students' experiences in teaching laboratories through the lens of meaningful learning

2019 ◽  
Vol 20 (1) ◽  
pp. 329-329
Author(s):  
Stephen R. George-Williams ◽  
Dimitri Karis ◽  
Angela L. Ziebell ◽  
Russell R. A. Kitson ◽  
Paolo Coppo ◽  
...  
Keyword(s):  
Meaningful Learning ◽  
Staff Perceptions ◽  
Perceptions Of Students ◽  
George Williams

Correction for ‘Investigating student and staff perceptions of students' experiences in teaching laboratories through the lens of meaningful learning’ by Stephen R. George-Williams et al., Chem. Educ. Res. Pract., 2019, DOI: 10.1039/c8rp00188j.

scholarly journals Development of student and academic staff perceptions of the elements of an online learning environment over time

2014 ◽  
Vol 30 (4) ◽  
Author(s):  
Stuart Palmer ◽  
Dale Holt
Keyword(s):  
Online Learning ◽  
Academic Staff ◽  
Staff Perceptions ◽  
Cross Sectional ◽  
Fine Grained ◽  
Perceptions Of Students ◽  
System Use ◽  
Survey Responses ◽  
Positive Engagement ◽  
Over Time

<p>Academic staff play a fundamental role in the use of online learning environments (OLEs) by students, yet studies investigating the perspectives of staff are limited, and the least common investigations are those comparing the relative perceptions of students and staff.  Many OLE evaluations present a point-in-time snapshot of the system, but extended evaluation of OLE usage is required to reveal the detail in the evolution of system use.  The data from a large, repeated cross-sectional and quantitative survey of university students and staff were analysed.  Drawing on 4680 survey responses over the period 2004–2011, it was found that:</p> <ul><li>both student and staff mean ratings of importance and satisfaction suggest an increasingly positive engagement with the OLE over time;</li><li>virtually all mean ratings of satisfaction, and many of the mean ratings of importance, for students were higher than for staff, supporting the view in the literature that students have a more positive attitude than staff toward OLE use; and</li><li>the general trend was a reduction in the magnitude of the differences between students and staff between 2004 and 2011.</li></ul> <p>More fine-grained analyses of the differences observed for individual elements of the OLE are also reported.</p><p> </p>

The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills

10.28945/3602 ◽  
2016 ◽  
Vol 15 ◽  
pp. 593-609
Author(s):  
Hsun-Ming Lee ◽  
Ju Long ◽  
Lucian Visinescu
Keyword(s):  
Active Learning ◽  
Business Intelligence ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Business Simulation ◽  
Robust Learning ◽  
Perceived Difficulty ◽  
Simulation Based ◽  
Based Instruction ◽  
Constructivist Practices

Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.

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