Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity

Online-Ressource (XII, 163 p. 16 illus, digital)

Advances in Business Education and Training ; 5

Description based upon print version of record

Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity; Preface; Understanding and Facilitating Learning:An Overview; Chapter Overview; Part I Individual Learning; Part II Group Learning; Part III Organisational Learning; Reference; Contents; Part I: Individual Learning; Chapter 1: Cultural Differences in Learning Dispositions; Introduction; Cultural Differences and Learning in Higher Education; Measures; Data and Statistical Analysis; Results; Descriptive Statistics; Differences Between Cultural Clusters in Learning-Related Dispositions

The Association of Cultural Indices with Learning-Related DispositionsCultural Differences in Intercorrelations of Learning-Related Dispositions; Discussion and Conclusions; References; Chapter 2: The Relationship Between Learning Styles and the Effectiveness of VSC Modules in Finance Education; Introduction; Learning Styles; VSC Modules and Survey Data; Survey Participants; VSC Modules; Survey Instrument; Results; Reported Use and Perceived Value of VSC Modules; Replacement of In-Class Instruction by VSC Modules; Primary Learning Styles; Statistical Significance of Primary Learning Style

ConclusionReferences; Chapter 3: The Crucial Role of the Supervisor in Supporting Employees' Use of a Personal Development Plan: An Exploratory Intervention Study; Introduction; A Personal Development Plan (PDP): What's in a Word?; Supporting Process Conditions; Learning and Reflection; The Supervisor's Feedback; The Motivating Supervisor; Goal of the Study; The Participating Organization and Its Employees; The Intervention; Theoretical Background; The Program of the Intervention; Method; Procedure; Sample; Design; Measure: Personal Development Plan Practice Questionnaire; Data Analysis

ResultsDiscussion; Limitations and Suggestions for Future Research; Practical Implications; References; Part II: Group Learning; Chapter 4: Bringing Virtual Teams and Cross-Cultural Business Education into the Classroom; Introduction; Literature Review; Blended Learning in the Classroom; Cross-Cultural Theories; Virtual Teams; Methodology; Evolution of the Course; The 2009 Pilot Project; The 2010 Elective; The 2011 Edition; Discussion; Institutional Support; Course Structure; Blended Learning; Tangible Diversity; Cross-Cultural Learning; Conclusion; References

Chapter 5: An Evaluation Model for Collaborative Online Courses: The Impact of Knowledge Sharing and Communication ClimateIntroduction; Theoretical Framework; Methodology; Setting; Sample; Procedure; Measures; Analysis; Discussion; Appendix Questionnaire Used to Evaluate Hybrid Courses; References; Chapter 6: MBA Applied Research Projects: Authentic Learning for the Hospitality Industry; Introduction; Literature Review and Model; Action Research; Problem-Based Learning (PBL); Appreciative Inquiry; Background to the Applied Research Projects; The Conceptual Model

The Concept in Practice: Generation Y Project

Preface -- PART 1: INDIVIDUAL LEARNING. Cultural differences in learning approaches; Tempelaar, Bart Rienties, Bas Giesbers, Sybrand Schim van der Loeff -- Learning Styles and VSC Modules: A Statistical Analysis of Perceived and Actual Effectiveness; Don Cyr -- The crucial role of the supervisor in supporting employees’ use of a personal development plan: An exploratory intervention study; Simon Beausaert, Mien Segers , Anniek van den Berge, Jeannette Hommes, Wim Gijselaers -- PART 2: GROUP LEARNING. Bringing Virtual Teams and Cross-Cultural Business Education into the Classroom; Rémy Magnier-Watanabe, Caroline Benton, Harald Herrig, Olivier Aba -- An Evaluation Model for Collaborative Online Courses: The impact of knowledge sharing and communication climate; Therese Grohnert, Katerina Bohle Carbonell, Amber Dailey-Hebert, Mien Segers -- MBA Applied Research Projects: authentic learning for the hospitality industry; Peter Juskiw and Lyn Glanz -- Student experiences of self-reflection and peer assessment in providing authentic project based learning to large class sizes; Bart Rienties, Anthony Willis, Peter Alcott, Emma Medland -- Perspectives and practice: Facilitating the learning of the 21st century manager; Kristen Reid, Sarah Robinson, and Paul Quintas -- Survival Lessons: Academic Continuity, Business Continuity & Technology; Claudine Schweber. .

10.1007/978-94-007-6137-7 [DOI]

ECONIS - Online Catalogue of the ZBW