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(searched for: doi:10.5204/jld.v9i3.291)
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Liliana Neriz, , Veronica Fuentes-Caceres, Francisco Ramis, Oscar Jerez
Innovations in Education and Teaching International, Volume 57, pp 701-713; https://doi.org/10.1080/14703297.2019.1631874

Abstract:
Nowadays the business world is characterized by vertiginous changes making work environments more complex and uncertain. This scenario requires professionals with practical experience. While students and new graduates often gain practical experience through internships or part-time jobs, universities can play an active role in developing the required student skills. Within this context, instruction aimed to promote learning based solely on memorization as a mechanism to ensure cognitive sufficiency is certainly outdated. Simulation-based training (SBT), an active learning methodology, is the approach used in this study. Both surveys and focus groups were performed to assess the impact of SBT on the students’ learning process to understand how productive processes affect business profitability. The sample included students from two cohorts attending a business school. Our results show that this technique is useful in bringing students a step closer to understanding how a company works while interacting in a controlled environment.
Martine Schophuizen, , Slavi Stoyanov,
Published: 1 January 2018
The Internet and Higher Education, Volume 36, pp 1-12; https://doi.org/10.1016/j.iheduc.2017.08.002

Abstract:
The global attention for open online education (OOE) caused a situation in which higher education institutions (HEIs) reconsider the way they deliver education to the population. With a funding policy, the Dutch Government aims to stimulate OOE in HEIs. The goal is to create more expedient, accessible and personalized learning experiences, that contribute to an improvement of quality of education and study success. However, many projects are failing to embed OOE within the institution. In this study, we elicited the challenges and opportunities of OOE projects within an organizational context of Dutch HEIs by using group concept mapping. Multidimensional scaling and hierarchical clustering resulted in a cluster map and a pattern match graph for interpreting the experts' ideas and opinions, clarifying and structuring the collective understanding. Core themes that represent the challenges and opportunities with regard to OOE identified in this study were: 1. Online teaching, 2. Supporting mechanisms, 3. Assessment, 4. External target groups, 5. Educational flexibility, 6. Quality of education, 7. Institutional reputation, and 8. Educational efficiency. The results indicated a skills gap among edu- cators and a lack of central support for the development of OOE. Organizational efforts to implement OOE should take educational flexibility and online teaching into account and support mechanisms for OOE should be provided.This work is financed via a grant by the Dutch National Initiative for Education Research (NRO)/The Netherlands Organization for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science under the grant nr. 405-15-705 (SOONER/http://sooner.nu)
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