Developing social entrepreneurs through distance education: the value of commitment and interactivity with the learning community

Abstract

Given that the creation of successful interactions and collaboration networks develops into sustainable and successful social entrepreneurial organisations, learning communities can serve as an ideal environment to train students in social entrepreneurship. This paper describes massive open online learning communities as an appropriate methodology for the distance teaching of social entrepreneurship and how the students on a massive online open course in social entrepreneurship commit to the learning community generated in this virtual environment. Data from a pioneer social entrepreneurship massive open online learning communities were analysed using three statistical methodologies. The analysis demonstrates that a student's commitment to the distance learning community is directly related to his degree of participation, the rewards received, his correspondence with the other students and recognition from the other members of the community.

Learning analytics for enhanced professional capital development: a systematic review

“…In this regard, studies such as that of Solórzano-García and Navío-Marco (2019) show how Moocs generate knowledge through the increase of professional capital, which has an impact on the improvement of learning communities through the recognition of other members. In addition, it is worth highlighting the algorithms inserted within MOOCs, such as the Latent Dirichlet Allocation (LDA), which is used to recognize latent knowledge ( Zarra et al, 2018 ).…”

“…This response must be based on the formation of Communities of Professional Practice with a shared purpose. In fact, numerous studies in our sample directly relate social capital to communities ( Solórzano-García and Navío-Marco, 2019 ; Alwafi, 2021 ). It can be noted, then, that the concept of social capital has provided researchers and education practitioners with valuable insights into community building ( Bryk and Schneider, 2002 ; Penuel et al, 2013 ).…”

How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation

“…Previous studies on SE considered the effects of learning-by-doing methodology in different contexts and applications (Chang et al, 2014); compared the motivation of men and women to participate in SE programs on technology and engineering (Dzombak et al, 2016); analyzed online learning communities as an appropriate methodology for teaching social entrepreneurship (Solórzano-García & Navío-Marco, 2019); contrasted existing differences in terms of gender on a sport development program (Hayhurst, 2014); and explored the pathways to make a difference in the world being a social entrepreneur (Waddock & Steckler, 2016). This field has seen the emergence of several theories and propositions, often based on grounded qualitative research, with few empirical studies existing in this domain (Hockerts, 2017).…”