Background: The growing importance of online mode as an effective alternative was accelerated during the Covid-19 pandemic. Considering the differences of experiences that teachers and students of online Business education of in developed and developing countries faced during the pandemic, there is a need for a comparative study of the experiences in this field to point out the challenges and opportunities in using online Business education during crisis like Covid-19 and guide countries. The significance of sensemaking in online education during crisis and the role of Experiential Learning in making sense of online education and its lack of emphasis in Business discipline calls for discussing the role of Experiential Learning in sensemaking of the online educational experiences of teachers and learners of Business programs in countries of different developmental context, identifying the best practices to provide them with necessary guidelines and help use online mode effectively during crisis. Aim: The main purpose is to compare between developed and developing countries regarding the role of Experiential Learning in the sensemaking of the experiences of teachers and learners in online business education during crisis in order to provide guidelines to for using online mode effectively during crisis. Methodology: This is a qualitative study conducted through semi-structured interviews for primary data collection. Primary data was collected by interviewing teachers and students of Business programs of Linkoping University in Sweden and University of Dhaka in Bangladesh. 13 interviews were conducted from Linkoping University and 12 interviews were conducted from University of Dhaka. Thematic analysis method was used to analyze the findings. Findings: Findings indicate that teachers and students of Business Programs can effectively use online Business education during crisis by adapting Experiential Learning Cycle for retrospective learning when no knowledge or resource is available, Converging learning when knowledge is available and accommodating style when support for resource skill or knowledge is insufficient. The main difference in experience between developed and developing countries are the availability of resource, training and knowledge. / <p>The presentation was held online as the author of the thesis was in Dhaka, Bangladesh at that time. </p>

This research used case study methodology with both qualitative and quantitative research tools to examine the transfer of learning from the classroom to the cooperative education workplace and the relationship of students’ learning styles to this transfer of learning in a Bachelor of Applied Business program at a large comprehensive College of Applied Arts and Technology in Ontario. Kolb’s experiential learning theory was used as the conceptual framework. A purposive convenience sample of six students (28.6%) who had completed the second of three cooperative education work terms in the program participated and completed all components of the study. The research findings led to six conclusions: 1. Foundation skills learned in the classroom, such as communication and technical skills, and in this case general business concepts, are used in all of the cooperative education workplace experiences in this study. 2. The co-op work term experience itself, including the workplace environment and culture, is more important than the student’s learning style in explaining the learning from the classroom that a student is able to transfer to the co-op workplace. 3. Co-op experiences may not challenge students to the level they may be capable of with respect to what they have learned in class. 4. A co-op work term learning plan, opportunity to use previous learning, and a supportive co-op environment are important for students to be able to transfer their learning from the classroom to the cooperative education workplace experience. 5. Perceived barriers to transfer of learning can also provide the opportunity for learning experiences. 6. The program curriculum design plays a role in enabling transfer of learning. Several recommendations related to implications for practice were also identified. These included the need to reinforce the importance of communication and technical skills with students, providing a variety of learning experiences, designing curriculum to link classroom learning with the co-op experience, selecting co-op experiences so as to ensure alignment between the students’ knowledge and abilities and the opportunities available, providing formal orientation and training to cooperative education employer supervisors, and aligning the work term learning plan with the program curriculum.

This research used case study methodology with both qualitative and quantitative research tools to examine the transfer of learning from the classroom to the cooperative education workplace and the relationship of students’ learning styles to this transfer of learning in a Bachelor of Applied Business program at a large comprehensive College of Applied Arts and Technology in Ontario. Kolb’s experiential learning theory was used as the conceptual framework. A purposive convenience sample of six students (28.6%) who had completed the second of three cooperative education work terms in the program participated and completed all components of the study. The research findings led to six conclusions: 1. Foundation skills learned in the classroom, such as communication and technical skills, and in this case general business concepts, are used in all of the cooperative education workplace experiences in this study. 2. The co-op work term experience itself, including the workplace environment and culture, is more important than the student’s learning style in explaining the learning from the classroom that a student is able to transfer to the co-op workplace. 3. Co-op experiences may not challenge students to the level they may be capable of with respect to what they have learned in class. 4. A co-op work term learning plan, opportunity to use previous learning, and a supportive co-op environment are important for students to be able to transfer their learning from the classroom to the cooperative education workplace experience. 5. Perceived barriers to transfer of learning can also provide the opportunity for learning experiences. 6. The program curriculum design plays a role in enabling transfer of learning. Several recommendations related to implications for practice were also identified. These included the need to reinforce the importance of communication and technical skills with students, providing a variety of learning experiences, designing curriculum to link classroom learning with the co-op experience, selecting co-op experiences so as to ensure alignment between the students’ knowledge and abilities and the opportunities available, providing formal orientation and training to cooperative education employer supervisors, and aligning the work term learning plan with the program curriculum.

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-09-04T11:08:27Z No. of bitstreams: 1 arquivototal.pdf: 5740782 bytes, checksum: 3b97f1b9137a67065b146e8f53fdf58e (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-09-04T15:53:27Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 5740782 bytes, checksum: 3b97f1b9137a67065b146e8f53fdf58e (MD5) / Made available in DSpace on 2017-09-04T15:55:16Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5740782 bytes, checksum: 3b97f1b9137a67065b146e8f53fdf58e (MD5) Previous issue date: 2016-02-24 / This work presents elucidate the links between the learning styles of Management students in three public Higher Education Institutions (HEI) in the states of Paraíba, Pernambuco and Rio Grande do Norte and the level of such apprentices´ predilection related to the various areas of knowledge of the course based on David Kolb´s Experiential Learning Theory (ELT). To this end, it is draw up a theoretical framework in which a brief historic of Management teaching in the country is presented, as well as a set of critical works related to the formation process of the Brazilian administrator. Added to that, the presentation of ELT and learning styles advocated by the author. The methodology used in the research has an exploratory and descriptive nature and, through the survey process, information is gathered by the application of a research tool. Finally, the work uses uni and multivariate statistics techniques to analyze these links. The discriminant analysis technique is used to define a "cutoff point" for predilection levels of knowledge areas and correspondence analysis allows the construction of perceptual maps illustrating the associations between learning styles and predilection levels of students. The results of the study indicate a strong inclination to conceptual aspects inherent to the learning process in each of the knowledge areas analyzed. Thus, the end of the work, they present a number of discussions about the current teaching and learning process in the course and what measures could be implemented to an eventual change this scenario. / O presente trabalho apresenta a elicitação de vínculos entre os estilos de aprendizagem de alunos do curso de Administração em três Instituições de Ensino Superior (IES) públicas nos estados da Paraíba, Pernambuco e Rio Grande do Norte e o nível de predileção desses aprendizes em relação às diversas áreas de conhecimento do curso à luz da Teoria da Aprendizagem Experiencial (TAE) de David Kolb. Para tanto, elaborase um referencial teórico em que um breve histórico do ensino de Administração no país é apresentado, assim como um conjunto de críticas ao processo de formação do administrador brasileiro. Soma-se a isso a apresentação da TAE e dos estilos de aprendizagem preconizados pelo autor. A metodologia utilizada na pesquisa tem natureza exploratória e descritiva e, por meio do processo de levantamento das informações mediante a aplicação de um instrumento de pesquisa, utiliza técnicas estatísticas uni e multivariadas para analisar os referidos vínculos. A técnica de análise discriminante é utilizada para definir um “ponto de corte” para os níveis de predileção das áreas de conhecimento e a análise de correspondência permite a construção de mapas perceptuais que ilustram as associações entre os estilos de aprendizagem e os níveis de predileção dos alunos. Os resultados do estudo indicam uma forte inclinação aos aspectos conceituais inerentes ao processo de aprendizagem em cada uma das áreas de conhecimento analisadas. Assim, ao final do trabalho, apresentam-se uma série de discussões acerca do atual processo de ensino e aprendizagem no curso de Administração e quais medidas poderiam ser implementadas para uma eventual mudança deste cenário.

How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.

No description available.

Evidence derived from the 2012 and 2015 College Senior Surveys (CSS) noted showed that college seniors, at a historically Black university, graduated with little to average soft skills. Soft skills, such as personal characteristics and relations with others, are needed for students to succeed in postgraduate careers. The purpose of this study was to assess the level to which performing arts instruction (PAI) courses developed college-level students' soft skills. Kolb's experiential learning theory, which defines the learning process as knowledge and skills developed through experiences, and Stufflebeam's evaluation model, which uses context, input, process, and product, were used to guide this study. A case study design was used to discern students' perceptions of PAI to help develop their soft skills and meet employers' expectations. Maximum variation sampling was used to select 15 participants who met the criteria of being a senior performing arts student at the target site. All 15 participants were interviewed. In addition, the collected data were coded, organized into themes, and then I triangulated the participants' responses with the CSS summary report. Findings indicated that while PAI helped students meet employers' hiring expectations in areas of soft skills, it was also revealed that there is a need for soft skills development to be embedded in other programs of study at the target site. Both a 3-day student and a 1-day faculty professional development) session were developed to instruct both groups on the use of soft skills. Implications for positive social change are that a campus-wide model to improve students' soft skills across all academic disciplines may result in improved employment opportunities, thus contributing to the global economy.