Complex Problems in Entrepreneurship Education: Examining Complex Problem-Solving in the Application of Opportunity Identification

In opening up the black box of what entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem-solving (CPS). OI, as a domain-specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain-general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to identify potential opportunities in dynamic and nontransparent environments. Therefore, we empirically investigated whether CPS relates to OI among 113 masters students. Data is analyzed using multiple regressions. The results show that CPS predicts the number of concrete ideas that students generate, suggesting that having CPS skills supports the generation of detailed, potential business ideas of good quality. The results of the current study suggest that training CPS, as a more domain-general skill, could be a valuable part of what should be taught in EE

Differences between novice and experienced users in searching information on the World Wide Web

(WWW) basically comes down to locating an appropriate Web site and to retrieving relevant information from that site. This study examined the effect of a user’s WWW experience on both phases of the search process. Twenty-five students from two schools for Dutch preuniversity education were observed while performing three search tasks. The results indicate that subjects with WWW-experience are more proficient in locating Web sites than are novice WWW-users. The observed differences were ascribed to the experts ’ superior skills in operating Web search engines. However, on tasks that required subjects to locate information on specific Web sites, the performance of experienced and novice users was equivalent—a result that is in line with hypertext research. Based on these findings, implications for training and supporting students in searching for information on the WWW are identified. Finally, the role of the subjects ’ level of domain expertise is discussed and directions for future research are proposed

The effects of students’ perceived usefulness and trustworthiness of peer feedback on learning satisfaction in online learning environments

[EN] In this study, students' perceived usefulness and trustworthiness of peer feedback on learning satisfaction in the online learning environment were investigated using a pre-test and post-test research design at Wageningen University and Research. In total, 135 undergraduate students participated in this study. Students’ peer feedback performance was observed in argumentative essay writing. A module called “Argumentative Essay Writing” was designed and students were asked to write an essay, provide peer feedback on peers’ essays, and revise their essay based on the received feedback. Then students were asked to fill out the learning satisfaction and the attitude award to peer feedback surveys. The results showed that students’ perceived usefulness and trustworthiness of peer feedback affect their learning satisfaction. This study adds to our understanding of the importance of the perceived usefulness and trustworthiness of peer feedback in online learning environments particularly in the context of argumentative essay writing.Taghizadeh Kerman, N.; Banihashem, SK.; Noroozi, O.; Biemans, HJA. (2022). The effects of students’ perceived usefulness and trustworthiness of peer feedback on learning satisfaction in online learning environments. En 8th International Conference on Higher Education Advances (HEAd'22). Editorial Universitat Politècnica de València. 263-271. https://doi.org/10.4995/HEAd22.2022.1444526327

Revista europea de formación profesional

Este artículo pertenece a una sección de la revista dedicada a investigaciónSe lleva a cabo una reflexión sobre la enseñanza basada en competencias, para lo que se sigue el modelo de excelencia empresarial EFQM(Fundación Europea para la Gestión de la Calidad), mediante una sesión de grupo y un estudio Delphi realizado con 15 expertos (no todos se comprometieron hasta el final) de ocho institutos de formación profesional agrícola de los Países Bajos. El resultado obtenido fue la elaboración de un modelo consensuado de aprendizaje basado en competencias por parte del profesorado que se involucró hasta el final del proceso..Consejería de Educación, Ciencia e Investigación. Biblioteca; Av. de la Fama, 15; 30006 Murcia; Tel. +34968279685; Fax +34968279835; [email protected]

Promoting argumentation competence:extending from first- to second-order scaffolding through adaptive fading

Abstract Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student’s internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations

How to use preconceptions? The Contact Strategy dismantled

Contains fulltext : 28717.pdf (publisher's version ) (Open Access)The effects of the contact strategy (a computer-assisted instructional strategy aimed at conceptual change in text processing) were investigated by dismantling the strategy. An experiment with 86 Ss (5th/6th-graders) was conducted in which the number of instructional steps was cumulatively varied from 0 steps (no activation) over 1 step (search for old idea) and 3 steps (1. search for old idea; 2. compare and contrast with new information; 3. formulate new idea) to all 5 contact steps (1. search for old idea; 2. compare and contrast with new information; 3. formulate new idea; 4. apply new idea; 5. evaluate new idea). A design with 2 between-subjects factors (instructional strategy and students familiarity with the central concepts from the 7 instructional texts used) and 2 within-subjects factors (type of learning performance test item and time of testing) was used. Dependent variables concerned quality of final conceptions and learning performance. Results indicated that the complete contact strategy was the most effective variant. It seemed to be the case, however, that students mainly focused their attention on the central concepts from the texts. In our view, instructional strategies to foster conceptual change should both support knowledge restructuring processes and offer a solution for this problem of selective attention