When third-year students in strategy classes at BI Norwegian Business School have a question about their assignments next semester, odds are a robot will provide their answer. A chatbot—a computer program designed to simulate an intelligent conversation—will respond to routine student inquiries a
We find ourselves in the era of a new paradigm of education, in which learning ceases to be an internal and individual activity and becomes an activity performed collectively, critically, in participation with others, and online (Siemens, 2005). It is in this sense that the flipped classroom model arises. The present study provides evidence of the model’s efficacy at the university. The study investigates whether the model improves: the teaching and learning processes, the satisfaction in the development of the course, the academic performance of students and the assessment of professors. The method used consisted of an evaluative study and the collection of data from both professors and students. Regarding students, we analysed the following set of data: academic results, the university’s official survey, a questionnaire created and validated for the purpose of this study, and a focus group. Regarding professors, we collected data by interviewing the professors that organized the course. The results were in line with the previous study carried out by Yarbro, Arfstrom, McKnight and McKnight (2014). The study by Yarbro and colleagues, as well as present study, confirmed that the model contributed to: the enrichment of teaching and learning processes, aspects related to the integration of concepts, the role change of professors and students, the improvement of the processes of participation and communication, the integration of the ICTs, the improvement of academic results, and the promotion of student interest in the course.
This study looks at the expectations of undergraduate students in one public university in Malaysia with regard to the introduction of the Accelerated Program for Excellence (APEX). The university has undergone major transformations, which consequently influence the expectations of students. This paper uses two sets of data: data collected through six focus group interviews and data from responses to a series of open-ended questions. These open-ended questions were part of a bigger survey consisting of 275 undergraduates, but only responses related to the open-ended section were included in this analysis. Student expectations can be categorized into expectations related to educational qualification and their projected future; teaching, learning and assessment; and information technology and communication. We suggest that universities need to take into consideration students’ realistic expectations and manage unrealistic expectations. We also argue that universities need to be cautious in viewing students as consumers in order to function as institutions that generate and disseminate knowledge to students.
The development of skills for social enterprise is a key learning outcome in UK higher education. Using semi-structured interviews and questionnaires with students at the University of Northampton, this study aimed to examine the key factors that impacted upon student engagement with social entrepreneurship. The study showed that while levels of engagement were generally low, there were significant opportunities to improve these levels. A range of psycho-sociological factors (e.g. behavioural intentions, fears of debt, and awareness), as well as socio-demographic factors (e.g. gender), were found to have impacted upon student engagement with the concepts. Recommendations for increasing engagement including improving awareness, being mindful of terminology used, access to funding, and the need for greater cross-faculty working are suggested. While this is only a limited case study, the implications of the findings for wider UK HEIs such as provision of adequate funding and support, and the need to address key concerns such as student perceptions of links between grants and loans to debt, and limited awareness of social entrepreneurship, are also discusse
Make engaging and compelling animations online for your business or school. Create explainer videos, animated marketing videos, training videos and presentations. Make HTML5 banners and interactive video content.
The film looks so 80's now but the song is as fresh as ever! "Engagement" is a buzz word currently in education, with companies and managers trying to convince us that measuring learner engagement using physical devices such as heart rate monitors can be used to prove learning is happening in formal education contexts. Thankfully…
WSJ Leadership Expert C. L. Max Nikias says that higher education needs more dual appointments to foster the kind of collaborative research needed to keep up with technological advances.
Via Julie Tardy
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.