scholarly journals Does Individual Knowledge Management in Online Education Prepare Business Students for Employability in Online Businesses?

2021 ◽  
Vol 13 (4) ◽  
pp. 2091
Author(s):  
Ștefan Andrei Neștian ◽  
Ana Iolanda Vodă ◽  
Silviu Mihail Tiță ◽  
Alexandra Luciana Guță ◽  
Elena-Sabina Turnea
Keyword(s):  
Knowledge Management ◽  
Online Education ◽  
Quantitative Research ◽  
Business Students ◽  
Knowledge Application ◽  
Face To Face ◽  
Knowledge Revision ◽  
New Learning ◽  
Individual Knowledge ◽  
Learning Platforms

Business education has been currently challenged by the fast introduction of online learning platforms for students enrolled in higher education who had been previously used only face-to-face interaction, raising questions about the sustainability of online education. This new learning environment creates a different path for students managing their knowledge, who, due to the influence of online experiences, could develop different skills with different outcomes for their chances of employment. This study analyses knowledge management of business students in an online education setting to discover its influence on students’ perception of both their general employment chances, and specifically in online businesses. To conduct the study, we opted for a quantitative research design based on a questionnaire applied between November and December of 2020, which resulted in valid responses from 256 Bachelor’s and Master’s Degree students. In line with the research hypotheses, correlation, reliability tests and logistic regression were used to perform data analysis. The results clearly indicate that students’ perception of their employment chances depend on the increasing score of knowledge acquisition, knowledge revision, conceptual change and knowledge application, independently and under the action of control variables. Additionally, knowledge application proved to be an important determinant for students’ perception of their employment chances in online businesses.

Knowledge Acquisition, Knowledge Application, and Innovation Towards the Ability to Adapt to Change

2018 ◽  
Vol 14 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Lejla Turulja ◽  
Nijaz Bajgorić
Keyword(s):  
Knowledge Management ◽  
Knowledge Acquisition ◽  
Business Performance ◽  
Process Innovation ◽  
Mediating Effect ◽  
Knowledge Application ◽  
Complex Concept ◽  
Individual Knowledge ◽  
Product And Process Innovation ◽  
Product And Process

The objective of article is to provide important empirical evidence to support the role of individual knowledge management processes and separate innovation types within firms. Specifically, knowledge acquisition and knowledge application are analyzed and empirically tested in relation to product and process innovation as well as business performance. The results support the direct impact of product and process innovation on business performance. In addition, the results show the indirect effect of knowledge acquisition and knowledge application on firm business performance through product and process innovation. Although KM represents a complex concept of knowledge management in a firm and can contain more processes, this article confirms that KM processes individually contribute to the innovation and indirectly on business performance. Besides, it confirms mediating effect of innovation between both knowledge acquisition and knowledge application and organizational business performance. In addition, most of the similar studies have been focused on the developed Western countries.

Knowledge Acquisition, Knowledge Application, and Innovation Towards the Ability to Adapt to Change

2020 ◽  
pp. 1019-1036
Author(s):  
Lejla Turulja ◽  
Nijaz Bajgorić
Keyword(s):  
Knowledge Management ◽  
Knowledge Acquisition ◽  
Business Performance ◽  
Process Innovation ◽  
Mediating Effect ◽  
Knowledge Application ◽  
Complex Concept ◽  
Individual Knowledge ◽  
Product And Process Innovation ◽  
Product And Process

The objective of article is to provide important empirical evidence to support the role of individual knowledge management processes and separate innovation types within firms. Specifically, knowledge acquisition and knowledge application are analyzed and empirically tested in relation to product and process innovation as well as business performance. The results support the direct impact of product and process innovation on business performance. In addition, the results show the indirect effect of knowledge acquisition and knowledge application on firm business performance through product and process innovation. Although KM represents a complex concept of knowledge management in a firm and can contain more processes, this article confirms that KM processes individually contribute to the innovation and indirectly on business performance. Besides, it confirms mediating effect of innovation between both knowledge acquisition and knowledge application and organizational business performance. In addition, most of the similar studies have been focused on the developed Western countries.

Innovation as a Mediator Between Knowledge Management and Organisational Performance

2020 ◽  
pp. 46-68
Author(s):  
Lejla Turulja ◽  
Nijaz Bajgoric
Keyword(s):  
Knowledge Management ◽  
Knowledge Acquisition ◽  
Business Performance ◽  
Process Innovation ◽  
Knowledge Application ◽  
Management Processes ◽  
Individual Knowledge ◽  
Product And Process Innovation ◽  
Product And Process

This chapter provides important empirical evidence to support the role of individual knowledge management processes and separate innovation types within firms. Specifically, knowledge acquisition and knowledge application are analyzed and empirically tested in relation to product and process innovation as well as business performance. The results support the direct impact of product and process innovation on business performance. In addition, the results show the indirect effect of knowledge acquisition and knowledge application on firm business performance through product and process innovation.

scholarly journals Distance Learning under the Covid-19 Conditions within Architectural Education

2021 ◽  
Author(s):  
Emel Unver ◽  
Asli Sungur
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Academic Staff ◽  
Architectural Education ◽  
Spring Semester ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Learning Platforms ◽  
Academic Year

Distance learning is one of the means of education used in various levels, from primary school to college. However, distance learning in architectural education differs from other disciplines, as architectural education is design-based with predominantly applied courses. As the spring semester of the 2019/20 academic year had to continue online due to the Covid-19 pandemic and it remained uncertain whether or when face-to-face (FtF) education will start till the end of the term, the necessity to focus on online education suddenly raised in architectural faculties. This study aims to start a discussion on how to proceed with online architectural education, focusing on quality, defining the fundamentals, and proposing suggestions within this scope. In order to achieve this aim, research on the evaluation of the existing distance learning platforms of universities, the differences between the implementations of theoretical and applied courses, the advantages and disadvantages of the process are made. For this purpose, a comprehensive literature review on universities that provide fully online, hybrid and conventional (FtF) education throughout the world is conducted, given and discussed in the paper. After the research on ongoing processes, a case study to determine the experiences, opinions and approaches of students and academic staff with the scope of emergency remote teaching is designed and conducted. Together with the findings of the review and the case study, the challenges, strengths and opportunities of online architectural education are discussed and evaluated with a focus on maintaining and raising the quality of the education. In conclusion, suggestions and proposals are made and presented to be applied and developed in architecture faculties’ future online education experiences.

scholarly journals Studi Dampak Pandemi Covid-19 terhadap Perilaku Belajar, Interaksi Sosial dan Tingkat Spiritual Mahasiswa

2021 ◽  
Vol 4 (3) ◽  
pp. 395-408
Author(s):  
I Wayan Darna
Keyword(s):  
Social Communication ◽  
Quantitative Research ◽  
Simple Random Sampling ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Face To Face ◽  
Learning Platforms ◽  
Cross Sectional Design ◽  
The Right ◽  
The Impact

The study aims to analyze learning behavior, social interaction and spiritual level of UHN I Gusti Bagus Sugriwa students due to the pandemic Covid-19 in order to be able to prepare and do the right things in the era of adapting new habits. This study was quantitative research and used cross-sectional design. Samples that were selected by simple random sampling. Data were collected using online questionnaire. The impact of the covid-19 pandemic for students in college activities is     (1)the adjustment of online method, because some areas are constrained by internet signal, quotas, learning platforms, etc. (2) social communication in cyberspace has increased, as a result of not being able to meet face-to-face directly and (3) the spiritual level of students is in the good category. Students have more time to correct themselves to be better, more resilient, and take lessons from what happened

Knowledge Management and Innovative Learning

2013 ◽  
pp. 108-131 ◽  
Author(s):  
Tiit Elenurm
Keyword(s):  
Knowledge Management ◽  
Knowledge Sharing ◽  
Business Students ◽  
Real Life ◽  
Cultural Learning ◽  
Departure Point ◽  
Face To Face ◽  
Life Challenges ◽  
Raising Awareness ◽  
Innovative Learning

The aim of this chapter is to link knowledge management as a field of education to innovative learning. There are opportunities to apply personal knowledge management and knowledge sharing logic in several related subject fields that enable innovative learning. Raising awareness of business students about their online and face-to-face networking priorities and entrepreneurial orientations are educational tools for managing personal connectivity and for understanding knowledge management challenges linked to innovative learning. The experiential learning cycle is implemented in field projects, which also support cross-cultural learning and highlight real life challenges of knowledge sharing in innovative activities. The assessment of knowledge management prerequisites in different organizations serves as the departure point for knowledge management development visions. The chapter explains that knowledge management learning in business studies is not limited to a separate knowledge management course. Action learning projects can mean innovative learning both for students and managers that learn how to apply external “gatekeepers.”

Collaborative Online Multimedia Problem-Based Learning Simulations (COMPS)

2010 ◽  
pp. 271-285 ◽  
Author(s):  
Robyn Schell ◽  
David Kaufman
Keyword(s):  
Problem Based Learning ◽  
Learning System ◽  
Face To Face ◽  
Effective Learning ◽  
Diagnostic Skills ◽  
New Learning ◽  
Authentic Problems ◽  
Learning Platforms ◽  
Pedagogical Models ◽  
Face To Face Learning

This chapter describes the development, implementation and evaluation of a Collaborative Online Multimedia Problem-based Learning Simulation (COMPS) instructional model designed to help students and practitioners in the health professions develop clinical reasoning and diagnostic skills. Both students and instructors are searching for effective learning platforms and pedagogical models that enable them to collaborate, study, and work at a distance. In order to address this need, COMPS was developed to support a case-based tutorial model where learners can work together online to solve authentic problems no matter where they are located. The model aims to bring together the strongest features of simulations, namely engagement and immersiveness, with one of the strongest features of face-to-face learning—social interaction. The COMPS model combines these strengths to create a new learning system for health education and examines how students learn in this online environment. This chapter also discusses the next steps in our research and development, investigating the use of a COMPS model on a dedicated platform.

scholarly journals Towards a New Learning Experience through a Mobile Application with Augmented Reality in Engineering Education

2021 ◽  
Vol 11 (11) ◽  
pp. 4921
Author(s):  
Santiago Criollo-C ◽  
David Abad-Vásquez ◽  
Marjan Martic-Nieto ◽  
Fausto Andrés Velásquez-G ◽  
Jorge-Luis Pérez-Medina ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Online Education ◽  
Mobile Application ◽  
Engineering Students ◽  
Learning Experience ◽  
Traditional Education ◽  
Control Group ◽  
Negative Effects ◽  
Face To Face ◽  
New Learning

With the rise of information technology and digitization, education has been faced with the need to adopt new learning models using technology to create innovative educational methodologies. In addition, due to pandemic restrictions and in order to help contain the spread of the virus (COVID-19), all educational institutions have been forced to switch immediately to online education. The application of augmented reality (AR) in education provides important benefits, such as increased engagement and interactivity, and can help to minimize the negative effects of the disruption of face-to-face education. Therefore, this paper focuses on describing the effect of an augmented reality mobile application (NetAR) that was developed for engineering students as a complement to traditional education. To achieve this objective, an experimental group and a control group were established to work with the application for three weeks for three hours a day. Moreover, there are a number of usability issues with AR that may impact learning effectiveness and motivation. Therefore, the usability of the application was evaluated with the IBM Computer System Usability Questionnaire (CSUQ) tool. The usability results show that users are satisfied with NetAR, and the statistical data from the control group indicate that the application positively affects learning.

scholarly journals Instructional Design in Online Education: a Systemic Approach

2019 ◽  
Vol 2 (3) ◽  
pp. 64
Author(s):  
Luis Fernando Muñoz González ◽  
Vieyra Gerardo Quiroz
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Learning Strategies ◽  
Integral Model ◽  
Educational Models ◽  
Face To Face ◽  
The Face ◽  
Learning Platforms ◽  
Pedagogical Models ◽  
Teaching Learning

Online education is becoming more and more valid, but as a different modality from the face-to-face teaching-learning process, it has special characteristics that must be considered. Online education is much more than uploading material to a repository and using it in a linear manner. Electronic online education platforms, seen as an integral system, offer a large number of technological resources that must be used according to the educational model that is being applied. To achieve good performance, an online education model must be based on a harmonious architecture of the educational, administrative, legal and infrastructure aspects of ICT, that is, an integral model. The educational models created based on the prevailing pedagogical models - behavioral, constructivist, cognitive and connectivist - must be implemented through an instructional design, aligned with the pedagogical objectives and learning strategies, based on the proper use of the technological resources of The electronic platform. Instructional design models, such as ADDIE, ASSURE, Dick and Carey, and others, applied to online education, should take advantage of the resources of the technology platforms and the characteristics of each. These models, as a guide to instructional design processes, can also be enriched with other methodological processes, such as DevOps, which through continuous deliveries enrich and keep the educational content updated. This article proposes strategies for applying the technological resources of online learning platforms, aligned with the instructional design corresponding to the different pedagogical models.

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