Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Seeking meaning: A process approach to library and information services

The recent development of social networking brought new opportunities not only for socializing and marketing but also for knowledge sharing and learning. As the social computing technology is relatively new, a review of literature revealed lack of research on the impact of ways of using social networking sites (SNS) on knowledge sharing and learning among tertiary students. This paper aims to empirically examine the various categories of SNS use including: chatting and online discussion, creating knowledge and information content, file sharing, and enjoyment and entertainment by tertiary students at a University in Saudi Arabia. It will investigate the impact of these categories of SNS use on knowledge sharing and learning performance. We adopted a cross sectional survey questionnaire for data collection, and received 308 valid responses from a sample of students that include graduates and undergraduates. The results show that there are significant positive relationships between both chatting and online discussion and file sharing and knowledge sharing, and entertainment and enjoyment with student learning. The paper concludes with a discussion of the limitations and implications of this study, along with directions for further research. Increasing chatting and discussion in SN lead to increased knowledge sharing.Increasing file sharing in SN leads to increased knowledge sharing.Increasing enjoyment and entertainment in SN lead to increased learning.Increasing knowledge sharing in SN leads to increased student learning.

Social networking, knowledge sharing, and student learning

Social media for knowledge-sharing: A systematic literature review

This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The ...

Virtual, augmented and mixed reality in K–12 education: a review of the literature

Part 1: 21st century skills education on the whole -- Chapter 1 Introduction -- Chapter 2 21st century skills and global education roadmap -- Part 2: 21st century skills education: Plagiarism-free inquiry Pjbl in Asia, Europe and North America -- Chapter 3 21st century skills education in Hong Kong and Shenzhen, China: Inquiry project-based and collaborative teaching/learning supported by Wiki -- Chapter 4 21st century skills education in Switzerland: An example of project-based learning using Wiki in science education -- Chapter 5 21st century skills education in the U.S.: An example of an inquiry-based game design learning approach -- Part 3: 21st century skills education in schools -- Chapter 6 Teachers' professional development -- Chapter 7 Guides and suggestions for pedagogy implementation in classrooms -- Chapter 8 Assessment instruments for 21st century skills -- Chapter 9 Summary and conclusions.

21st Century Skills Development Through Inquiry-Based Learning: From Theory to Practice

Concerning the effectiveness of using wikis for project-based learning in higher education, this study compared the perceptions and actions among students in three undergraduate courses of different disciplines, English Language Studies, Information Management, and Mechanical Engineering, who used wikis in their course assignments. Using a triangulation methodology, the study shows that students mostly hold positive attitudes towards the use of wikis for project-based learning. However, significant differences exist in 5 aspects, such as “Motivation” and “Knowledge Management”, in the questionnaire among all participants. Additionally, the level of participation and core actions on the wikis vary among students of the three disciplines. These findings can be explained by the variations in participants' previous learning experiences, their technical backgrounds and the relationship between learning goals and collaborative learning. A series of insights are offered in the context of the use of wikis in project-based learning in higher education.

The effectiveness of wikis for project-based learning in different disciplines in higher education

The twenty-first century is characterized by its rapid technological advancement. Our lifestyles and ways of interacting with people have changed significantly as digital technologies turn ubiquitous in our life. The twenty-first century, being described by Castells (The network society: from knowledge to policy. Johns Hopkins University, Washington, DC, 2010) as a period of intense transformation, is an unprecedented era as business operations have become so globalized that core business competencies place greater emphasis on knowledge, mobility, and collaboration (Dunning in Regions, globalization, and the knowledge-based economy. Oxford University Press, Oxford, pp. 7–41, 2000).

Twenty-First Century Skills and Global Education Roadmaps

Blogging and Facebook have gained increasing recognition as tools to support online information sharing and management. This study examined if, and in which aspects, blogs and Facebook scaffold and/or consolidate student users' knowledge capture, sharing and application during their internship. A mixed-methods design was employed to investigate users' practices and perceptions of blogs and Facebook in online information management. The study found that users generally hold positive perception on using blogs and Facebook for online knowledge management. In particular, Facebook appears to be a more facilitating platform for users to reflect upon prior knowledge, capture new experiences and provide feedback that is constructive to cultivating knowledge sharing environment. It was found that Facebook support the expression of social support among users, thereby reinforcing their motivation in participating in knowledge management processes.

Knowledge management using social media: a comparative study between blogs and Facebook

This study explored the impact of the role of teacher-researchers on in-service teachers’ professional development, as well as the reasons behind the lack of a teacher-as-researcher ethos in schools. In the study, teachers from four Hong Kong primary schools participated in a school-university collaborative research project that promotes collaborative inquiry project-based learning (IPjBL), in which they took the dual role of the teacher and researcher. Five focus group interviews were conducted with the teachers to collect in-depth qualitative data on their experiences. The impact of this experience on teacher professionalism was examined from four dimensions: knowledge enrichment, school culture, teaching practice and curriculum design. The study provides evidence for the benefits of teacher research and sheds light on how university-school collaboration could contribute to engaging teachers in action research in their everyday classroom.

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Celina Wing Yi Lee

Papers

21st Century Skills Development Through Inquiry-Based Learning: From Theory to Practice

The effectiveness of wikis for project-based learning in different disciplines in higher education

Twenty-First Century Skills and Global Education Roadmaps

Knowledge management using social media: a comparative study between blogs and Facebook

Teachers as Researchers: A Discovery of Their Emerging Role and Impact through a School-University Collaborative Research.