Problem based learning scenario for becoming financially independent women (original) (raw)
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The role of metacognition in business education
Industry and Higher Education, 2006
Metacognition', or the set of skills indicated as critical thinking in the domain of business education, constitutes an important aim in many educational programmes. At the same time, empirical studies demonstrate that teaching metacognitive skills is much harder than teaching cognitive ones. Moreover, the assessment of metacognitive skills poses unique problems. This study focuses on the assessment of metacognition (critical thinking) by means of a recently developed self-report instrument, the 'Awareness of Independent Learning Inventory', or AILI. Participants are undergraduate students in a business and economics programme. The study investigates the structure of metacognition, its relationship with background factors and its influence on course performance.
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ATBU Journal of Science, Technology and Education, 2016
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Our approach to entrepreneurial and enterprising learning allows us investigate "how the cognitive, conative and affective self-regulating abilities interplay in entrepreneurial and enterprising learning process?" This research consists of the two year follow-up reflections of 18 university students who participated in two consecutive study programmes of entrepreneurship education during years [2003][2004][2005][2006]. The programmes adopted entrepreneurial and enterprising pedagogy. Textual data consisted of 400 pages of reflections. Research methods and data analysis followed a two-part progression: 1) The application of Straussian Grounded Theory with the coding proceeds through open, axial and selective phases, 2) the concept map method.
The result of study shows that 15 courses institution need a practical, applicative, and understandable module. It is attempted to provide students with sufficient information to overcome entrepreneurship problems covering business traits, business management, and business plan. This study was employed design based research approach through these subsequent phases (1) problems identification, (2) conducting draft module, (3) testing the module on the 26 students, (4) evaluating the results of try-out, and (5) performing final socialization. The effectiveness of module is measured by employing percentage analysis of students' degree of effectiveness on overcoming entrepreneurship problems in which the criteria of module effectiveness is 0—25 (less effective), 26—50 (quite effective), 51—75 (effective), and 76—100 (very effective). Module revision was done after data analyzing on the results of the try-out and discussion of course's students. Single module was conducted and it contained the material of business traits, business management, and business plan. The results of this study show that the module is effective as 78% of the course's students were able to overcome problem after they learned on entrepreneurship module. The module contributes on students' confidence in starting-up a business and encourages them to practice and implement what they have learned by dealing with entrepreneurship, triggering the high sense of creativity in developing skills, building a firm cooperation among students, burgeoningthe enjoyment of learning, helping to build effective time of learning and ability on overcoming problems.