scholarly journals Are Our Students Prepared? The Impact of Capstone Design Pedagogical Approaches on Student Skill Development During Industry-Sponsored Fieldwork

2018 ◽  
Vol 18 (3) ◽  
pp. 183-193 ◽  
Author(s):  
Renata Konrad ◽  
Adrienne Hall-Phillips ◽  
Anita R. Vila-Parrish
Keyword(s):  
Skill Development ◽  
Student Skill ◽  
The Impact ◽  
Pedagogical Approaches ◽  
Capstone Design

The Impact of Live Cases on Student Skill Development in Marketing Courses

2021 ◽  
pp. 027347532110345
Author(s):  
Shannon Cummins ◽  
Jeff S. Johnson
Keyword(s):  
Time Management ◽  
Learning Experience ◽  
Skill Development ◽  
Handling Time ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Small Samples ◽  
Conflict Handling ◽  
Student Skill ◽  
The Impact

Live cases, where students work directly with an outside organization to solve real-world problems, can be an immersive learning experience for marketing students. Current scholarship on live case usage in marketing is limited to small samples from a handful of live case devotees. This article draws from a large, international sample of 169 marketing educators to investigate the perceived educational impacts of live cases on student skill development. Specifically, the paper explores student teamwork, conflict handling, time management, presentation, communication, and critical thinking skills. Additionally, the article explores how student skill development is affected by the amount of course time dedicated to the live case as well as faculty experience with live cases.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

scholarly journals Pedagogical Approaches To Intercultural Competence Development

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Venera-Mihaela Cojocariu
Keyword(s):  
Experiential Learning ◽  
Intercultural Competence ◽  
Skill Development ◽  
Interdisciplinary Approach ◽  
Holistic Approach ◽  
Explanatory Models ◽  
Competence Development ◽  
Global Community ◽  
Full Agreement ◽  
Pedagogical Approaches

The volume generously provided by Cambridge Scholars Publishing in 2020 and edited by Christine E. Poteau entitled Pedagogical Approaches to Intercultural Competence Development is organized into seven chapters. Beyond the generic theme of interest under which they come together (Pedagogical Approaches to Intercultural Competence Development) and which gives unity to the volume, each chapter is a small universe in itself, unique, interesting, topical, and attractive as a perspective of approach, design, arguments, contents, applications, implications, bibliography. Therefore, the volume can be covered in full, as a holistic approach to the phenomenon, or by chapters, depending on the interest of the reader and his area of ​​expertise. In full agreement with the theme (and, as it were, to increase the diversity of perspectives), it is proposed as a volume that brings together contributions from different geographical and socio-cultural areas (Brazil, Hawaii, Israel, Japan, USA, Ukraine), to researchers and educators with backgrounds in various fields, concerned with the same major problem (enhancing pedagogical approaches and expanding intercultural competence skill development) and finding solutions that, beyond their immediate focus can allow the emergence of suggestions with a higher degree of applicability or generation of explanatory models. That is why, although the analyses are focused on different specific aspects of the problem (in each chapter), the perspective of approach/solution is one that rises towards the global, in which the answers and proposals of the authors are related to the interdisciplinary approach (e.g.: the need to globalize curricula and identify diverse pedagogical challenges in the development of intercultural competence). One of the effects aimed at following this journalistic approach refers precisely to the development of initiatives across fields of experiential learning and the initiation of cooperation programs for a stronger global community.

Learning through Immersive Virtual Environments

2014 ◽  
pp. 185-199
Author(s):  
Erastus Ndinguri ◽  
Krisanna Machtmes ◽  
John Paul Hatala ◽  
Mary Leah Coco
Keyword(s):  
Skill Development ◽  
Learning Technologies ◽  
Future Research ◽  
Organizational Setting ◽  
Organization Learning ◽  
Research And Practice ◽  
Immersive Virtual Environments ◽  
Workplace Setting ◽  
Learning Institutions ◽  
The Impact

Changes on how the workforce is learning/training today are evident in many organizations. Discussions about how Immersive Virtual Learning (IVL) is a part of the skill development process and outcomes in the workplace have increased (Salmon, 2009). There is an abundance of literature on the application of virtual and other learning technologies within learning institutions (Hew & Cheung, 2010); however, there is a paucity of literature on IVL organization learning. This chapter discusses the existing research and understanding of IVL and the application within an organizational setting. Further, this chapter explores the connection between knowledge transfer and the impact IVL has on the workforce. This exploration attempts to create a link between global connectivity, changing cultures, and changing technologies. In addition, this chapter examines the benefits of IVL in a workplace setting and offers suggestions for future research and practice.

Application of Tablet Computers in a Capstone Design Course

2007 ◽  
Author(s):  
Brian Surgenor ◽  
Kevin Firth
Keyword(s):  
Lecture Hall ◽  
Tablet Computers ◽  
Communication Tool ◽  
User Survey ◽  
Capstone Course ◽  
Laptop Computers ◽  
Tablet Pcs ◽  
The Impact ◽  
Individual Design ◽  
Capstone Design

Tablet PCs look much like regular laptop computers, except their digitized screens can be swiveled around, folded over, and written on with a stylus. Instructors have recognized that this simple write-on feature gives them the opportunity to change the way in which they lecture in a classroom. This paper examines the application of tablet PCs outside of the lecture hall. Specifically, it describes the application of tablet computers to a final year capstone design course. Particular applications include the replacement of the traditional individual design notebook with a shared electronic notebook and enhancement of sketching as a communication tool. A description of the capstone course is given to provide a context for how the tablets were used. The impact of the tablet PCs is discussed and the results of a user survey are presented.

Implementing a peer support program for improving university student wellbeing: The experience of program facilitators

2020 ◽  
Vol 64 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Dimity A Crisp ◽  
Debra Rickwood ◽  
Bridgette Martin ◽  
Nicola Byrom
Keyword(s):  
Peer Support ◽  
Skill Development ◽  
Support Program ◽  
Support Programs ◽  
Mentoring Programs ◽  
Group Facilitation ◽  
Low Mood ◽  
The Impact ◽  
Individual Professional ◽  
Peer Support Program

Peer support programs offer a promising approach to addressing the high levels of stress and psychological distress reported by university students. However, few studies have considered the impact of implemented programs on the wellbeing and skill development of student facilitators. This study examines the experiences of student facilitators of a guided peer support program for reducing and preventing stress and low mood in student participants. Benefits to student facilitators, anticipated and actual, include the development of skills and experience in group facilitation, and a greater sense of community and belonging. While challenges exist in establishing initiatives, peer support and mentoring programs can offer valuable benefits by increasing wellbeing and fostering skill development for both participants and student facilitators. It is important that university-based peer support programs consider the student facilitator experience in both program development and evaluation and ensure training addresses facilitator concerns, prepares students adequately for the role, and considers the benefits for individual professional development.

‘They help us realise what we’re actually gaining’: The impact on undergraduates and teaching staff of displaying transferable skills badges

2020 ◽  
pp. 146978741989802
Author(s):  
Michelle A Hill ◽  
Tina Overton ◽  
Russell RA Kitson ◽  
Christopher D Thompson ◽  
Rowan H Brookes ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Skill Development ◽  
Teaching Approach ◽  
Mixed Methods Study ◽  
Teaching Staff ◽  
Application Process ◽  
Transferable Skills ◽  
Learning Tasks ◽  
Job Application ◽  
The Impact

Attaining transferable skills is increasingly important for undergraduates and, while such skill development may be embedded within the curriculum, it is often not well recognised by students. This mixed methods study explores the use of skills badges as icons displayed on curriculum materials in several disciplines at two universities. The badges are designed to draw students’ attention to skill development opportunities; an approach that is easily scalable in any discipline. Results indicated that more than half of students found the badges helpful and their recognition of the development of some skills increased. Other benefits included understanding the wider purpose of learning tasks, increased motivation and satisfaction and identification of examples for use in the job application process. The badges prompted some staff to communicate with students about skills and to re-evaluate their teaching approach to maximise skill development opportunities. Communication between staff and students is key to ensuring students understand the purpose of the badges and how to use them.

How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis

2020 ◽  
Vol 31 ◽  
pp. 100334 ◽  
Author(s):  
Juan Garzón ◽  
Kinshuk ◽  
Silvia Baldiris ◽  
Jaime Gutiérrez ◽  
Juan Pavón
Keyword(s):  
Augmented Reality ◽  
Meta Analysis ◽  
Research Synthesis ◽  
The Impact ◽  
Pedagogical Approaches
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