Educating Negotiators: Using Theory, Practice, Case Studies, and Simulations in an Integrated Learning Experience

2017 ◽  
Vol 10 (4) ◽  
pp. 286-305 ◽  
Author(s):  
Joshua Fisher ◽  
Beth Fisher-Yoshida
Keyword(s):  
Case Studies ◽  
Learning Experience ◽  
Integrated Learning

scholarly journals Enhancing Students’ Learning Experience Using Case Studies

2015 ◽  
Author(s):  
Gloria Fragoso-Diaz ◽  
Billy Gray ◽  
Erick Jones
Keyword(s):  
Case Studies ◽  
Learning Experience

scholarly journals Student Learning Experience from Renewable Energy Case Studies

2020 ◽  
Author(s):  
Richard Chiou ◽  
Radian Belu ◽  
Michael Mauk ◽  
M. Carr ◽  
Tzu-Liang Tseng
Keyword(s):  
Renewable Energy ◽  
Student Learning ◽  
Case Studies ◽  
Learning Experience

Educational Podcasts at University Campus Suffolk

2011 ◽  
pp. 187-208 ◽  
Author(s):  
Tim Goodchild ◽  
Sam Chenery-Morris
Keyword(s):  
Case Studies ◽  
Ad Hoc ◽  
Developmental Process ◽  
Learning Experience ◽  
Small Scale ◽  
University Campus ◽  
Health And Social Care ◽  
Wide Range ◽  
History Of ◽  
Evaluative Research

This chapter will explore the introduction and development of podcasts at University Campus Suffolk (UCS). The podcasts discussed in this chapter have all been developed in relation to pre-registration health and social care courses within the Faculty of Health at UCS. UCS is a relatively new university, and has a wide range of professional courses including nursing, midwifery, radiography, operating department practice and social work. The chapter will begin with a discussion of where podcasts sit in the paradigm of mobile learning and then a brief history of podcasting. The introduction of podcasts at UCS has been ad-hoc and mostly in response to ideas for developing the wider student learning experience. This ad-hoc approach has led to the development of a model for their educational use. Three case studies will be outlined, followed by presentation of the model. These case studies will show how podcasts came to be utilised, and the progression of our thoughts and experiences which have informed their current and future development at UCS. Small scale evaluations throughout the developmental period, and informal student feedback have helped inform the progression of podcasting at UCS. These evaluations have driven the increased use of podcasts at UCS, with students enjoying the experience of using podcasts, and also the ability to digest the podcasts at a time of their choosing. However, it should be noted that because of the nature of the developmental process, full scale evaluative research is only now being undertaken.

The Strengths and Weaknesses of a ‘Learning while Earning' Variation of Work-Integrated Learning (WIL)

2014 ◽  
Vol 3 (3) ◽  
pp. 55-67
Author(s):  
Kaye Clark
Keyword(s):  
Built Environment ◽  
Learning Experience ◽  
Alternative Form ◽  
Integrated Learning ◽  
Flexible Learning ◽  
Work Integrated Learning

The background focus of this discussion about work-integrated learning is the three streams of undergraduate Built Environment programs at Central Queensland University that are accredited by their relevant industries. CQU's students' truly work-integrated learning experience may be considered to be a 'self-paced flexible learning while earning' process. Relevant background theories of philosophy and the more recent manifestations of WIL are discussed at length in considering the strengths and weaknesses of the formal and informal opportunities for putting theory into practice in this alternative form of work integrated learning.

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

2014 ◽  
Vol 56 (4) ◽  
pp. 287-302 ◽  
Author(s):  
Mathews Nkhoma ◽  
Narumon Sriratanaviriyakul ◽  
Hiep Pham Cong ◽  
Tri Khai Lam
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Undergraduate Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Engagement ◽  
Content Type ◽  
Mediating Role

Purpose – The purpose of this paper is to understand the impact of real, localized case studies on students’ learning engagement, the learning process and learning experience and the role of such case studies in influencing students’ learning outcomes. Design/methodology/approach – Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students’ learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students’ learning experience. Finally, students’ learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings – The results revealed that the case study had a positive influence on students’ engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience. Research limitations/implications – The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value – The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

scholarly journals The Challenge of Providing Work-Integrated Learning for Law Students – the QUT Experience

2014 ◽  
Vol 10 ◽  
pp. 134 ◽  
Author(s):  
Melinda Shirley ◽  
Iyla Davies ◽  
Tina Cockburn ◽  
Tracey Carver
Keyword(s):  
Higher Education ◽  
Virtual Work ◽  
Learning Experience ◽  
Law Students ◽  
Integrated Learning ◽  
Current Policy ◽  
Effective Work ◽  
University Of Technology ◽  
Successful Work ◽  
Work Integrated Learning

This paper explores the elements necessary for a university to create an academic model for a successful work-integrated learning experience in light of the current policy imperatives of the higher education sector in Australia. It identifies some of the practical issues encountered in attempting to implement those models and hypothesises on what an effective work-integrated learning experience for undergraduate law students should look like taking into account the available research on students’ perceptions of engaging learning experiences. It culminates in the proposal of a Virtual Work Integrated Learning Project which is currently under design in the Faculty of Law at the Queensland University of Technology.

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