Co-creating a Learning Experience by Employing Active Learning Strategies - a Case Study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F29142890%3A_____%2F20%3A00038922" target="_blank" >RIV/29142890:_____/20:00038922 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/SVEJDAROVA2020COC" target="_blank" >https://library.iated.org/view/SVEJDAROVA2020COC</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2020.0691" target="_blank" >10.21125/inted.2020.0691</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Co-creating a Learning Experience by Employing Active Learning Strategies - a Case Study

Popis výsledku v původním jazyce

Education has enormous power. According to Paulo Freire, it either serves as an instrument used to facilitate integration of younger generations into the logic of the present system, bringing about conformity, or it becomes a practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. Due to the introduction of new advanced technologies, digitalization, and automation, there’s been an inevitable shift highlighting new sets of skills that educational institutions have to address. One such skill is especially key – that being the ability to employ active learning strategies. In a rapidly changing world, a primary goal of educators should be to promote these strategies, realizing the effects of sustainable learning and increasing students’ motivation to learn. Prior models of education where teachers are experts and learners are a passive recipients of deposited knowledge, cease to work. Passive models of learning, that Paulo Freire calls ‘banking education’, treat students as objects and inhibit creativity and naturally resist true dialogue. Therefore, the correct method lies in dialogical learning that enables the voices of students to be represented. Dialogical learning encourages students to become critical thinkers, promotes creativity, stimulates critical reflection, and positions learners as participants in knowledge creation. This paper presents an example of an active learning model introduced as part of a course on Human Resources Management II during the 2019 Winter semester. In order to assess the impact of the methodology in question, the cohort of 54 students enrolled in the subject were asked to respond to a survey regarding the efficiency of the active learning approach. Data suggests that active learning strategies enabled the undergraduate students to develop the capacity for self-directed education and helped them to acquire knowledge whi

Název v anglickém jazyce

Co-creating a Learning Experience by Employing Active Learning Strategies - a Case Study

Popis výsledku anglicky

Education has enormous power. According to Paulo Freire, it either serves as an instrument used to facilitate integration of younger generations into the logic of the present system, bringing about conformity, or it becomes a practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. Due to the introduction of new advanced technologies, digitalization, and automation, there’s been an inevitable shift highlighting new sets of skills that educational institutions have to address. One such skill is especially key – that being the ability to employ active learning strategies. In a rapidly changing world, a primary goal of educators should be to promote these strategies, realizing the effects of sustainable learning and increasing students’ motivation to learn. Prior models of education where teachers are experts and learners are a passive recipients of deposited knowledge, cease to work. Passive models of learning, that Paulo Freire calls ‘banking education’, treat students as objects and inhibit creativity and naturally resist true dialogue. Therefore, the correct method lies in dialogical learning that enables the voices of students to be represented. Dialogical learning encourages students to become critical thinkers, promotes creativity, stimulates critical reflection, and positions learners as participants in knowledge creation. This paper presents an example of an active learning model introduced as part of a course on Human Resources Management II during the 2019 Winter semester. In order to assess the impact of the methodology in question, the cohort of 54 students enrolled in the subject were asked to respond to a survey regarding the efficiency of the active learning approach. Data suggests that active learning strategies enabled the undergraduate students to develop the capacity for self-directed education and helped them to acquire knowledge whi

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50200 - Economics and Business

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

INTED2020 Proceedings

ISBN

978-84-09-17939-8

ISSN

—

e-ISSN

—

Počet stran výsledku

9

Strana od-do

2253-2261

Název nakladatele

IATED

Místo vydání

Valencia, Spain

Místo konání akce

Valencia, Spain

Datum konání akce

1. 1. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—