Learning on the move business students’ adaptation of virtual learning environment and mobile device technology

Ersoy-Babula, Alp Idil; Babula, Michael

doi:10.1016/j.ijme.2018.04.007

Cited by 9 publications

(9 citation statements)

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“…Agreed quality assurance visits were undertaken to ensure adherence to quality assurance procedures. To promote active learning (Ersoy-Babula & Babula, 2018), the tutors provided sample answers/feedback to designated online forum threads and encouraged students to use those as cues to ask further questions or to provide responses to questions asked by other students; thereby contributing to, and encouraging, online discussions.…”

Section: Resultsmentioning

confidence: 99%

“…Such activities can facilitate the building of a community, compared to simply recording and uploading material online for students to assimilate at their convenience. Tutor-facilitation of the interactions is crucial to enhancing student engagement (Ersoy-Babula & Babula, 2018).…”

Section: Implications For Management Educatorsmentioning

confidence: 99%

“…Ersoy-Babula and Babula (2018) suggest that adopting a Moodle learning platform and smart mobile learning devices in ways that refocus the students’ attention, can facilitate student engagement in online discussions, chatrooms, and podcasts (how students learn); while simply using Moodle as a repository for learning materials (what students learn) can defeat the purpose of active learning. This is because whereas students can download the learning material from Moodle for self-study, active learning requires teachers to create tutor-supported online discussion forums for students to actively engage with what they are learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In contrast to curriculum development, which is about creating entirely new materials, curriculum adaptation involves changes to the curriculum content and/or execution/delivery to enable “dynamic interactions among teachers, learners, subject matter, and settings” (Zhang et al, 2014, p. 253). Previous studies reveal how classroom discussions can be emulated using electronic bulletin board technology to create an online learning community (Arbaugh, 2014; Brower, 2003) where students learn in a flexible manner rather than being physically present in a classroom that is bounded in space and time (Ersoy-Babula & Babula, 2018; Warner, 2016). There is a research need to clarify not only the pedagogical purposes and processes of emulating physical classroom learning on online platforms (Arbaugh, 2014) but also how that adaptation might sustain the students’ engagement with learning (Zhang et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Curriculum Adaptation for Blended Learning in Resource-Scarce Contexts

Ngoasong

2021

Journal of Management Education

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Drawing on three action research case studies involving several African universities, this article critically explores how academics converted their previously pure classroom-based courses for delivery through blended learning. The case studies reflect resource-scarce contexts where limited access to digital technology and the internet poses unique challenges to universities seeking to scale-up management education to the geographically distant and culturally diverse student population. Results from analyzing the case studies, through the concept of curriculum adaptation, were drawn upon to develop a theoretical framework for use by academics planning to transition from face-to-face to blended learning environments. The article uncovers the difficulties of, and opportunities for, creating learning communities that enable classroom-based, face-to-face teaching to be blended with online learning in ways that foster locally relevant, purposive interactions among academics and students, while scaling-up access to management education. The article concludes with a discussion of opportunities for management educators to introduce online learning in their existing classroom-based management courses.

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Section: Resultsmentioning

confidence: 99%

Section: Implications For Management Educatorsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Curriculum Adaptation for Blended Learning in Resource-Scarce Contexts

Ngoasong

2021

Journal of Management Education

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“…Las estrategias didácticas con material multimedia se pueden usar para proporcionar un desarrollo profesional a los profesores, para que tengan mejores prácticas efectivas de enseñanza (Kennedy et al, 2017). Las tecnologías basadas en las redes sociales como Facebook, Twitter e Instagram facilitan el debate en el aula virtual, pero los profesores pueden resistirse a estas tecnologías por temor a perder la capacidad de guiar el debate; esto favorece a las aulas virtuales y apoya en el rendimiento académico (Ersoy-Babula et al, 2018).…”

Section: Introductionunclassified

Aulas Digitales en la Educación Superior: Caso México

2018

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ResumenEl objetivo de esta investigación es conocer el impacto del uso de las aulas virtuales en la educación superior. Se realizó una investigación descriptiva y cuantitativa en el Instituto Politécnico Nacional (IPN) en México, dentro de la Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas (UPIICSA). Se realizó una encuesta a una muestra aleatoria de 428 alumnos. Los resultados muestran que los alumnos de UPIICSA no usan las aulas virtuales, el promedio académico es de 7.98 y 36% de los estudiantes tienen materias reprobadas. Se concluye que las aulas virtuales no son usadas por los estudiantes, pues estas no han sido implementadas por los profesores. Sin embargo, si se hiciera uso de estas tecnologías, los alumnos podrían incrementar su rendimiento académico aprovechando los elementos y recursos que ofrece esta tecnología para incrementar su rendimiento académico. AbstractThe objective of this research is to know the impact of the use of virtual classrooms in higher education. A descriptive and quantitative research was carried out at the National Polytechnic Institute (IPN) in Mexico, within the Interdisciplinary Professional Unit of Engineering and Social and Administrative Sciences (UPIICSA). A random sample of 428 students was surveyed. The results show that UPIICSA students do not use virtual classrooms, the academic average is 7.98 and 36% of students have failed subjects. It is concluded that virtual classrooms are not used by students, as they have not been implemented by teachers. However, if these technologies were used, students could increase their academic performance by taking advantage of the elements and resources offered by this technology. to increase their academic performance.

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