Assessing the Effectiveness of Whole Person Learning Pedagogy in Skill Acquisition.

Hoover, J. Duane; Giambatista, Robert C.; Sorenson, Ritch L.; Bommer, William H.

doi:10.5465/amle.2010.51428543

Cited by 87 publications

(93 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…What seems apparently largely glossed over, barring a few exceptions (e.g. Selinger, 2004;Chen et al, 1999;Collis, 1999;Qubenaissa et al, 2002;Hoover et al, 2010), is the all important aspect of the context within which educational activity takes place. Linked into this, and also rather scantily addressed, seems to be the vital aspect of culture.…”

Section: Discussionmentioning

confidence: 99%

The pains and gains of blended learning – social constructivist perspectives

Pillay

James

2014

Education + Training

View full text Add to dashboard Cite

Purpose -Using the case of a cross-cultural setting, the purpose of this paper is to compare perceptions of students towards face-to-face learning and blended learning. A social constructivist perspective is used which implies that cultural data are in fact social constructs made on the basis of the participants' own cultural thought patterns and the concepts and categories to which they are socialised within learning organisations. This paper aims to discuss these issues. Design/methodology/approach -Perceptual evidence forms the primary qualitative and quantitative data for this study. The paper uses social constructivist approach with empirical data in developing the notion that cross-cultural management is a process whereby people, through social interactions, acquire participative competence for working in cross-cultural settings. Findings -Perceptual data emerging from this study point out that considering the learning objectives of a cross-cultural context are paramount when engaging in cross-cultural management curriculum and teaching design. Such social contexts, while complex and challenging, is often a perfect opportunity where cross-cultural competence can be developed. Originality/value -The value of the study lies in the original insights it offers into student experiences and the challenges to adopt a "one size fits all" strategy in a cross-cultural setting. 254ET 56,4 touted as an alternative to the first mode, is best described by Keegan (1995, p. 7) as distance education and training that results from the teacher and learner being technologically separated, thus freeing the student from the necessity of travelling to "a fixed place, at a fixed time, to meet a fixed person, in order to be trained". This mode, too, has drawn criticism, given its propensity for causing a sense of learner isolation and frustration, anxiety, and confusion (Brown, 1996;Hara and Kling, 2000;Piccoli et al., 2001), and also higher student attrition rates (Laine, 2003;Ryan, 2001). The third, a hybrid which combines elements of the earlier two, and credited with nullifying the lacunae within them, is BL (Meyer, 2007;Rubenstein, 2003;Smart and Cappel, 2006).With innovative technologies finding their way into the field of education and training (Arbaugh, 2008;Williams, 2008;Hwang and Francesco, 2010), many scholars maintain that online learning is a leading growth sector in higher education (Allen and Seaman, 2006;Foster and Carnevale, 2007;Kim and Bonk, 2006). Despite its popularity, the literature on innovative technologies such as BL provides little explanation of its efficacy within cross-cultural management settings. Three major contributions whose approaches to the understanding of cross-cultural management in its international aspects that have been influential in the field include: Adler (1991), Hofstede (1980) and Trompenaars (1993). All three have been pioneering in their own way and have been arguably the principal creative sources on the thinking of many other writers on cross-cultural management issues. To such ...

show abstract

Section: Discussionmentioning

confidence: 99%

The pains and gains of blended learning – social constructivist perspectives

Pillay

James

2014

Education + Training

View full text Add to dashboard Cite

show abstract

“…They are beneficial for demonstrating interpersonal interactions which is not possible in a traditional textbook. While instructional materials such as textbooks engage the student at a cognitive level, graphic novels also engage students at an emotional and behavioural level (Hoover et al 2010). …”

Section: Practical Applicationmentioning

confidence: 99%

Paint me a picture: translating academic integrity policies and regulations into visual content for an online course

2016

View full text Add to dashboard Cite

In 2012, and 2014 Libraries and Learning Services from the University of Auckland created two online courses to introduce students to the concept of academic integrity and its associated values and expectations. The challenge was to introduce the somewhat dry subject matter to a diverse group of students in an engaging way and to avoid large tracts of text that were difficult to comprehend. Initial research undertaken by the development team suggested that visually representing bodies of text was an effective way of communicating with the target audience. Dual coding theory, multimodal instructional design and cognitive load theories provided a framework for the learning design approach taken by the design team who ultimately selected Richard Mayer's (2001) Cognitive Theory of Multimedia Learning as a basis for designing the two courses. This paper outlines how the two courses were designed in accordance principles outlined in Mayer's theory and how the design team integrated seven of Mayer's twelve principles to create dynamic, visual and aural elements such as animations, narrations and text to engage learners in a more meaningful learning process.

show abstract

“…Researchers have explored various pedagogical techniques to effectively achieve the balance between theoretical and practical knowledge, namely: active learning (Heriot et al 2008;Raelin 2006); problem-based learning (Qi & Gu 2011;Usry et al 2009); whole-person learning (Hoover et al 2010); sustainability-oriented learning (Kashyap et al 2006;Shrivastava 2010); projectoriented learning (Doppelt 2003;Qi & Gu 2011); experiential learning (McCarthy & McCarthy 2006); and practical wisdom-oriented learning (Gorman 2011). From a learning theory perspective, most of these techniques derive from inductive learning (Prince & Felder 2006).…”

Section: Management Pedagogymentioning

confidence: 99%

Student Heterogeneity and Leadership Training: Designing project management pedagogy for maximum learning impact

Shah

Janardhanan

2013

PPPM

View full text Add to dashboard Cite

In today's organisations, project managers' responsibilities go far beyond managing projects within the triple constraints of cost, time and quality (Crawford 2005). They are increasingly being looked upon as drivers of strategic development of their organisations. This transformation in the role of a project manager calls for developing additional competencies such as business analysis and strategic leadership. The Project Management Institute emphasises a focus on these skills for project managers worldwide. Owing to the country's fast pace of growth and the challenges that arise thereof, Indian companies and educational institutions are also fast realising the importance of holistic development of project managers.Recent research underscores the induction of soft skills and leadership capabilities in project management education. This has led to several studies in the international context that examine student experiences while attending courses in project management. A prominent characteristic that the literature has not dealt with in sufficient detail is the potential impact of prior work experience on students' learning capabilities during the course. Since most Indian schools do not specify prior work experience as an admission requirement, cohorts usually comprise a mix of students with and without prior work experience. Hence, to analyse if pedagogy is effective, we must consider overall student experience and, in addition, whether and how the students' heterogeneity in the form of their past work experience impacts their experience during the course.The objective of this study is to answer two questions: (1) is there a significant difference in perceptions of leadership aspects of project management between experienced and inexperienced students? (2) How can we design project management pedagogy to cater to this heterogeneity and yet provide superior student experience?

show abstract

Assessing the Effectiveness of Whole Person Learning Pedagogy in Skill Acquisition.

Cited by 87 publications

References 23 publications

The pains and gains of blended learning – social constructivist perspectives

The pains and gains of blended learning – social constructivist perspectives

Paint me a picture: translating academic integrity policies and regulations into visual content for an online course

Student Heterogeneity and Leadership Training: Designing project management pedagogy for maximum learning impact

Contact Info

Product

Resources

About