E-learning: Designing new business education

Business Schools are under intense competitive pressure, and one way for them to differentiate themselves and compete distinctively is by adopting innovative uses of information technology. However, incorporating information technology in business education is no trivial undertaking. This research is intended to provide some guidance about the effect that new information technologies can have in the field of high-level executive education and provide a conceptual framework of the key factors that need to be taken into account for efficient and effective course design in executive education.e-learning; information & communication technology; execute education; learning; business schools; on-line teaching; residential learning; ethnography;

Discourse representation of dialogic principles in teacher-learner communication

Abstract. This article presents a consideration of the problem of discourse representation of pedagogic dialogue in teacher-learner interactions. The functional parameters inherent in the pedagogical process condition an understanding of pedagogic dialogue as a personality-centered type of communication based on the principles of value oriented treatment, alterocentrism, personal inclusion, metaposition of the teacher, personal authenticity and thereby distinguished from the liberal and democratic paradigm. As a special challenge for this study there has been elaborated a scheme of dialogic discourse specified in corresponding discourse patterns, markers and speech acts. The focus is made on those discourse elements featuring the principles of pedagogic dialogue. In the course of inclusive observation conducted on the basis of this scheme there were determined three basic communication styles featuring different levels of communicative disposition: dialogic, semi-dialogic and monologic. The statistics reveal comparatively low percentage of young teachers possessing dialogic dispositions and strategies in pedagogic communication which calls for certain alterations in the system of teacher training as well as personality development of future educators

INCORPORATING TEACHING EFL READING INTO THE MODEL OF LEARNING FROM PRESENTATION FOR INDONESIAN STUDENTS

Model of teaching delineates learning materials which are enacted by learners. Not only is teaching reading as a receptive skill; teaching reading is also as an integrated skill.  This study aimed at describing incorporating teaching EFL reading as a receptive skill into Model of Learning from Presentation (MLP) as visual and oral–based teaching at teachers’ training of elementary school of Nahdlatul Ulama University of Lampung, Indonesia. To investigate, questionnaire and interview were deployed as research instruments in this descriptive qualitative study. The findings of questionnaires, which explored three aspects including graphic organizer as a visual aspect, oral presentation as a oral aspect, and students’ perceptions for each aspect,  to 24 students showed (1) almost all  students (87%) stated MLP enabled them to learn graphic organizers which induced ease of presentation, (2) many students (75%) stated MLP enabled them to practice oral presentation which could foster their speaking and writing skills, (3) all students (100%) stated MLP reinforced their responsibility for material mastery and presentation delivery. These were confirmed by the findings of interviews to 5 students that revealed (1) their needs for graphic organizer in MLP to elude inaccurate diagram construction; (2), their needs for oral presentation in MLP to enhance linguistic knowledge and text comprehension, (3) their needs of MLP to deliver learning material

Exploring the effects of Open Social Student Model beyond social comparison

In our journey exploring the effects of Open Student Model (OSM) on students working with programming problems and examples, we have incorporated the idea of social visualizations to extend OSM to Open Social Student Modeling (OSSM). Although comparison features in OSSM, where a student can compare herself to the group or individual peers, have shown to increase students' work, we now shift our attention to other effects. The goal is to explore the OSSM effects beyond comparison, particularly metacognitive support, and we propose a representation of the OSSM towards these lines

Desarrollo de la competencia intercultural mediante la literatura multicultural de USA en la clase de inglés

DOI: http://dx.doi.org/10.17227/01234870.38folios95.109This article reports part of an action research experience that was conducted in an advanced EFL classroom of the language program at a public university in Bogotá, Colombia in 2011. The study proposes the incorporation of authentic multicultural literary texts in the EFL classroom as a means to develop intercultural communicative competence (ICC). Data were collected to show how learners acquired cultural knowledge, developed critical intercultural skills, and created positive attitudes -aspects of Byram’s model of ICC– when they read literary shortstories. Findings show that integrating language and literature in EFL constitutes a pedagogical contribution to construct critical intercultural awareness.Este artículo informa parte de una experiencia de investigación acción llevada a cabo en una clase de inglés avanzado del programa de lenguas de una Universidad Pública en Bogotá, Colombia en el 2011. El estudio propone la incorporación de textos literarios multiculturales en el contexto de inglés como lengua extranjera como medio para desarrollar la competencia comunicativa intercultural (CCI). Los datos recolectados demuestran cómo los estudiantes adquirieron conocimiento cultural, desarrollaron habilidades críticas y crearon actitudes positivas -aspectos del modelo de CCI propuestos por Byram- cuando leyeron cuentos literarios. Los resultados muestran que la integración del lenguaje y la literatura en EFL constituye un aporte pedagógico para construir conciencia intercultural crítica

Individual and peer comparison open learner model visualisations to identify what to work on next

Open learner models (OLM) can support self-regulated learning, collaborative interaction, and navigation in adaptive educational systems. Previous research has found that learners have a range of preferences for learner model visualisation. However, research has focused mainly on visualisations that are available in a single system, meaning that not all visualisations have been compared to each other. We present a study using screen shots of OLM visualisations for individuals and for comparing one's own learner model to the models of other individuals or the group, to define visualisations that students would be able to use to identify their next steps, across a wider range of options

Learning from eLearning: Emerging Constructive Learning Practices

This research is situated within the field of Information and Communication Technologies for Development (ICT4D) and asks if ICT use can make learning practices change. While constructive learning practices are critical to both individual and societal development, repetitive learning practices are the norm in many developing countries. The study is based on observations and in-depth interviews and uses a structurational approach to understand if and how students views of learning change during an e-learning program in Sri Lanka. We found four constructive learning practices that emerged through technology use; individual exploring, interaction with peers, interaction with teachers, and taking responsibility of the learning. Many constructive learning practices emerged outside the LMS used, in students’ voluntary uses of publicly available resources on the Internet. The study shows that technology use can play a positive role for development, provided an open environment is available; students learn constructive practices from e-learning

Learner-Centered Instructors\u27 Beliefs About Adult Learning: A Phenomenological Study

The population of adult learners in higher education continues to increase. In many cases, the majority of faculty teaching adult learners are adjunct instructors. These instructors bring a rich background of experience and expertise to the classroom, but may lack experience in designing and implementing effective instructional practices for adult learners. Instructional practices of adjunct instructors are influenced by their beliefs about teaching and learning. The purpose of this hermeneutic phenomenological study was to examine learner-centered adjunct instructors\u27 beliefs about adult learning and how these beliefs influence their instructional practices. The study used written reflection, interview, and classroom observation data to examine the beliefs of learner-centered adjunct instructors teaching adult students. Three themes emerged from the narrative data. These themes reflect learner-centered adjunct instructors\u27 beliefs about the role of life experience, learning in community, and engagement in the learning process in developing a rich educational experience for adult learners