The Development of a MOOCs Knowledge Repository System Using a Digital Knowledge Engineering Process to Enhance Digital Entrepreneurs’ Competencies

Thanachawengsakul, Nattaphol; Wannapiroon, Panita

doi:10.3991/ijep.v11i6.24409

Cited by 3 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The use of MOOCs in technology entrepreneurship courses offers a personalized approach and increases problem solving and multitasking capabilities of learners (Cirulli et al, 2016), while, common experiences and expectations shared between participant students, create business opportunities through knowledge spillovers ( _ Zur, 2020). Digital collaboration, digital workplace and digital awareness are the key DE competencies developed through the usage of MOOCs (Thanachawengsakul and Wannapiroon, 2021). However, there are still challenges to be addressed.…”

Section: Pedagogy and Learningmentioning

confidence: 99%

Digital entrepreneurship and entrepreneurship education: a review of the literature

Sitaridis,

Kitsios

2023

IJEBR

View full text Add to dashboard Cite

PurposeContinuous advances in digital technology and business models digitalization have decisively altered the entrepreneurial landscape redefining the aims and the requirements of entrepreneurial education to suit the new digital reality in entrepreneurship. The purpose of this study is to shed light in a neglected niche in the intersection between digital entrepreneurship (DE) and entrepreneurship education and outline DE education as field of research. Given that the interdisciplinary growth of DE research outpaces instructional designs in terms of required knowledge and skills, it is important to document how entrepreneurship education responds to the ongoing integration of emerging digital technologies with the entrepreneurial process. Moreover, the introduction of a DE education conceptual framework would facilitate the discussion on theoretical and practical implications and promote new conceptualizations in future research, new educational approaches and new curriculum designs.Design/methodology/approachA concept-driven, semi-structured developmental literature review methodology, based on grounded theory and reinforced with increased systemization, was used for the identification and analysis of peer-reviewed articles. Previous literature reviews were used to define the search keywords. The articles from three databases were carefully selected, based on protocol and strict eligibility criteria. The papers in the final set were classified in four primary dimensions, synthesized from several sub-streams of research. Each sub-stream highlighting a different view of DE education emerged through open, axial and selective coding of articles. The combined perspectives of these dimensions resulted in a new DE conceptual framework.FindingsThematic interrelation between the studies examined, revealed an ample view of the various schools of thought in the research field, offering also a better understanding on how entrepreneurial education addresses the practical requirements of digital entrepreneurship. A four dimensional conceptual framework produced highlights pedagogy and learning, success factors and barriers, behavioral approach and ecosystems as the current trends of research. Also, directions for future research are proposed.Practical implicationsThe classification framework proposed can serve as a roadmap for entrepreneurship educators seeking efficient pedagogical practices focused on the transfer of knowledge and training on the new skills required by DE and motivate future researchers aiming to propose novel educational interventions.Originality/valueAlthough digital entrepreneurship research has gained significant momentum in recent years, little attention is paid to its increased educational requirements. The body of knowledge develops in an uncontrolled and fragmented manner, and the systematic study of the field from an educational perspective was missing. This study offers a representative picture of the topic, highlights current trends of research, synthesizes literature from different disciplinary origins, provides linkages between unconnected streams of research and points out research gaps. Finally, it proposes a conceptual framework to circumscribe DE education as a field of study and serve as a basis to help future research move forward.

show abstract

Section: Pedagogy and Learningmentioning

confidence: 99%

Digital entrepreneurship and entrepreneurship education: a review of the literature

Sitaridis,

Kitsios

2023

IJEBR

View full text Add to dashboard Cite

show abstract

“…In this context, it is an important subject in educational modernization to effectively integrate various educational resources to further improve teaching quality. As a platform for centralized storage, management, and utilization of curriculum knowledge, the curriculum knowledge base provides educators with rich teaching resources and students with a wide range of learning paths [1][2][3][4]. However, the construction and application of curriculum knowledge bases currently face many challenges, such as difficulties in data fusion and knowledge reasoning, which require in-depth research on the construction methods of the bases [5][6][7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Construction and Implementation of Curriculum Knowledge Bases by Integrating New Educational Resources

Zhang

2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

With the development of information technology (IT), the educational field has gradually entered a modernization stage. In this context, it is important to effectively integrate various educational resources to further improve teaching quality. However, existing methods of constructing curriculum knowledge bases face many challenges in several aspects, such as data fusion, knowledge reasoning, and so on. To address these issues, this study conducted in-depth research and practice on the construction of curriculum knowledge bases in the educational modernization field. The main content of this study includes the data fusion and knowledge reasoning of curriculum knowledge bases and the intelligent Q&A framework design of the bases in the educational modernization field. In the data fusion part, an entity alignment method based on semantic similarity was adopted, which effectively solved the problem of semantic relationship fusion between entities. In the knowledge reasoning part, the option-aware network based on attention mechanisms was used to significantly improve the accuracy and efficiency of reasoning. As part of the intelligent Q&A framework design, a sequence-to-sequence machine translation model was adopted, which intelligently queried the knowledge bases successfully and provided customized teaching content, thereby optimizing the learning process. This study provides effective theoretical and practical support for promoting educational modernization.

show abstract

“…An investigation of the MOOC composition was conducted by performing several studies, as shown in Table 2 [22][23][24][25][26][27][28][29]:…”

mentioning

confidence: 99%

Imagineering MOOC Instructional Design Model to Enhance Creative Thinking and Creative Health Media Innovation

Nittayathammakul,

Rattanasak,

Wannapiroon

et al. 2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The research aims to redesign and develop the Imagineering MOOC Instructional Design model (I-MOOC ID model) to enhance creative thinking and creative health media innovation. The exploratory sequential design mixed-method research method was used, and it was divided into three phases: (1) investigation and synthesis of the composition of the I-MOOC ID model based on qualitative research methods by using scoping reviews; (2) redesign and validation of the I-MOOC ID model based on quantitative research methods through measurement of items with the Content Validity Index (CVI); and (3) assessment of the suitability of the I-MOOC ID model based on quantitative research methods. The findings indicate that: (1) The I-MOOC ID model is composed of five compositions: 1) educational stakeholders; 2) the Imagineering learning experience cycle, which consists of nine steps: inspire, imagine, design, develop, present, publish, improve, evaluate, and reflect; 3) the MOOC learning platform; 4) the course syllabus; and 5) authentic assessment; (2) The I-MOOC ID model has five main processes and 16 sub-processes; and (3) The experts agreed with the overall model in terms of the instructional design based on integrating technological pedagogical content knowledge (TPACK) in the digital age to develop learners’ learning outcomes and rated the suitability of the model as most suitable, with a combined mean of 4.72. The standard deviation was 0.47.

show abstract

The Development of a MOOCs Knowledge Repository System Using a Digital Knowledge Engineering Process to Enhance Digital Entrepreneurs’ Competencies

Cited by 3 publications

References 5 publications

Digital entrepreneurship and entrepreneurship education: a review of the literature

Digital entrepreneurship and entrepreneurship education: a review of the literature

Construction and Implementation of Curriculum Knowledge Bases by Integrating New Educational Resources

Imagineering MOOC Instructional Design Model to Enhance Creative Thinking and Creative Health Media Innovation

Contact Info

Product

Resources

About