Computer Supported Learning as a Tool for Developing Entrepreneurial Learning Communities (original) (raw)
Related papers
Entrepreneurial learning in the networked age
2008
How new learning environments foster entrepreneurship and innovation Computers and the Internet started in the later half of the 20th century as instruments of research – and thereby of learning. Today, they have become an omnipresent part of our daily routines by becoming much easier for us to use. During this evolution they have also become consumer products and, at least partially, lost their original educational potential. It is the social peer production aspects of the online environments as well as the hardware platforms described in this article, which makes us subsume them as social technologies specifically favorable for entrepreneurial learning.
Entrepreneurship Education
The supply and demand of entrepreneurship education at university level commenced in 1938. With the proven entrepreneurial effectiveness in economic development and the efforts of scholars, policymakers and other stakeholders, competencies in entrepreneurship are becoming a set of essential learning objectives. In the digital era, entrepreneurship education can be made available in an online and blended format. Thereby, this study presents a systematic analysis of research focusing on blended and online entrepreneurial learning and teaching. Based on five keywords, collating an initial set of 121 articles, this systematic review details the research outcomes of the resulting set of 38 published research articles/contributions, where each described a specific online and blended learning environment. We obtained and analyzed the following information from each of these articles: definition of entrepreneurship education, context of study, methodology, applied technology, focused group,...
Journal of Entrepreneurship Education, 2021
The paper analyses the application of advanced digital resources when teaching English for future entrepreneurs. Relevance of the academic process digitalization under conditions of distance learning is proved. Modern digital resources have been identified and approaches to their classification have been determined. Opportunities of using Learning Management System within distance learning have been clarified. It has been established that digital resources can be effectively applied in the learning management system within online training at higher educational institutions. Our practical conclusions and results are based on purposeful survey and analyses of students' priorities in the researched field. It is concluded that proper use of digital resources results in the enhancement of foreign language proficiency of students, increases the involvement of students into interactive cooperation during online learning, and provides the students with the resources required for the formation of foreign language skills. It is found that active interaction during the classes let the students feel themselves a part of the community and motivates to perform the tasks.
Evaluation of a blended learning approach for cross-cultural entrepreneurial education
Innovations in Education and Teaching International, 2019
This paper explores students' perceptions of an experimental, cross-cultural entrepreneurial blended learning course. This course, developed jointly by North Carolina State University and Josip Juraj Strossmayer University, Croatia, employed a variety of face-to-face and technology-based approaches to facilitate crosscultural teaching. The impact of socioeconomic status on participants' satisfaction with the course is also investigated. This study also clarifies that active learning and new roles for teachers and students in a cross-cultural perspective setting are possible between a western setting and east European countries. The study found that teachers need to focus not only on the technical aspects of course delivery, but must also seek to understand students' expectations and perceptions as well as support student learning across the whole course. Instructors, interaction with peers, and overall course design and organization play an important role in student satisfaction.
Virtual Learning Environment for Entrepreneurship : a conceptual model
2016
The University of Waterloo has a history as an innovative and entrepreneurial university. With increasing demand for entrepreneurship education and venture development support there has been increasing interest in how to provide this support virtually. To address this need, an entrepreneurship platform consisting of four primary components; entrepreneurial team engagement, mentor engagement, provision of ‘just-in-time’ learning resources, and social network creation is under development. Engagement and social network creation are built around a series of gamified events that provide structure and feedback for the participants, as well as focal points for mentoring and network development. The ‘embedding’ of these early-stage ventures into a supportive social network aligns with a belief that one does not simply launch new ventures, but rather launch networks. These event gates are supported by a system of ‘just-in-time’ learning modules allow the participants to develop their own le...
Top-Down e-Learning for entrepreneurs
Global crisis of traditional education system is caused by its outdated knowledge-oriented paradigm. Modern society needs the activity-oriented education that provides learners with actual competences. Moreover, coming soon Cyber-Physical Society will provide people with data, stemming from IoT, sensors, smart devices, communicating objects, networks, clouds and so on. Since these data will flow via Internet, Web will become leading learning environment. The main attribute of new Web-located learning content is its continuous updating. At present time only entrepreneurs operate in the environment, which is updated continuously. Existing entrepreneurship education doesn't provide learners with actual competences, doesn't satisfy modern society's needs and has not a potential for a renewal. Entrepreneurs-migrants operate under more hard conditions, than others, and need more comfortable, cheaper and more effective educational approach. This paper introduces new entrepreneurship education approach, oriented to entrepreneurs-migrants. This approach was developed under the hypothesis that, if an educational approach suits needs of entrepreneurs-migrants, it suits needs of the other entrepreneurs and all people of future Cyber-Physical Society.
Design of Telegram Assisted E-Work Team Based Blended Learning in Entrepreneur Learning
2020
The background of this research were: (1) optimizing the learning subject potential and optimize the use of technology to support learning; (2) discipline students in collecting assignments; (3) directing students to get a relevance of references to supporting their assignments; (4) improve student literacy in scientific articles or journals; (5) to support the creative economy of Government programs that was introduced in the education field through entrepreneur learning. Moreover, this study to support Government policy about work from home (WFH) and school from home (SFH) to preventive measure dissolution of Covid-19 distribution. This opportunities for the students could be survive in the globalization and industrial revolution 4.0. Accordingly the study was very important to do. This study aimed to determine the feasibility of telegram-assisted e-work teams based blended learning in entrepreneurship learning for STKIP MBB students. This was a developmental research model research and development according to ADDIE, involving five stages: 1) Analysis; 2) Design; 3) Development; 4) Implementation, and 5) Evaluation. This development of this product was based on a Learning Management System (LMS) using Moodle through an e-learning website was gnomio. This study cased limited to the design and development stage. The data were collected through questionnaires of advisability telegram assisted e-work team based blended learning from expert judgment. The result of this study showed that teaching material could be used for entrepreneur learning, moreover entrepreneur learning material and media were included good category.
Online platforms for entrepreneurship education: an instructional design approach.
"The rise of systematic provision of entrepreneurial courses in European higher education enforces the need of development of specialized online platforms in order to efficiently support entrepreneurship education. The inherently experiential nature of entrepreneurial learning, demands action learning and therefore support of working groups beyond the traditional teaching in class. Online platforms can serve either blended learning methods of courses or as learning environments in trainers’ training or communities of practice. In accordance to the theory of Kolb on experiential learning, the current paper deals with the design of online platforms that accommodate the needs of entrepreneurship education. In the first part, the four learning environments (affective, symbolic, perceptual and behavioural) that correspond to the Kolb’s learning styles are introduced. The experiential learning mode of reflection is highlighted as a key-mode for influential teaching through the online services under consideration. Apparently, we argue that the structure and the content of an online platform should opt reflection for participants especially in entrepreneurial trainers’ training. Such platforms can be presumed as potent to transform in a common basis the diverse beliefs and assumptions of heterogeneous groups of trainees that enter training phases in entrepreneurship. In the second part of the paper we focus in online environments that host trainers’ training. An instructional design approach is adopted in order to model functional educational platforms. An ADDIE-type model (Analyze, Design, Develop, Implement and Evaluate) is followed as a prototype in scheduling online entrepreneurial training. We discuss the crucial role of online guidance in the presentation, access and interaction with the available material in a way to promote reflection and active participation of the trainees. A basic obstacle of optimal instructional design in entrepreneurship education is the lack of a coherent theoretical framework. The platform should allow, and indirectly lead participants into, learning community methods as a final stage in their learning. Platforms adequately equipped with communication tools (e.g. WEB 2.0 concepts) facilitate the emergence of learning communities which is the ultimate goal towards fostering entrepreneurial mindsets in accordance to the European Oslo agenda perspectives. The current work attempts to contribute towards a compact educational framework for the development of the forthcoming online facilities in entrepreneurship education. Keywords: Entrepreneurship Education, trainers’ training, online education, instructional design, learning communities, Oslo agenda "
Blended learning model for enhancing entrepreneurial skills among women
2018
This theoretical article is devoted to the creation of Blended Learning Model [BLM] which aims at providing a learning environment for enriching entrepreneurial skills among women. Product Development process has been employed for developing BLM. Self-instructional strategies are also applied to design the learning situation in the BLM. Face to face and online mode of learning are effectively blended in the BLM which includes 70% learning through online and only 30% happens in face to face mode. There is a scientific course alignment that has been established in different aspects of the BLM such as the aims & objectives, commitments of learner, content and context, learning outcomes and human interactions, interactions with content, scenarios based learning for creating contextual learning environment, etc. Self-governed learning activities have been developed for the purpose of effective learning. Maximum teaching-learning activities were carried out through a computer-mediated on...