The chapter discusses the effect of hierarchically staging common entrepreneurship pedagogies (from passive, instructor-led to active self-steering) in an undergraduate level venture creation programme on its participants perceived ‘readiness’ to take ownership over their learning. Education literature argues that existentially transforming pedagogy, much like that of student venture creation programmes (VCP), is not fit for all students, hence leading some to thrive, and others to fear failure. Data collected from a purposive homogeneous sample of 185 undergraduate students at a Dutch university, using reliable measures for self-efficacy and readiness for self-directed learning were analysed. The results of the mixed-methods study suggest that students gain self-efficacy (readiness) to independently take ownership of their learning process through a pedagogical approach that facilitates gradual competence development in each phase of the VCP. A teaching / learning framework is discussed that may help educators foster perceived task-readiness for the radically new learning activities that characterise VCP education.
DOCUMENT
In dit onderzoek is de online readiness van rijscholen in 2013 in kaart gebracht. In totaal hebben 115 rijscholen deelgenomen aan het onderzoek. Het onderzoek is uitgevoerd door het lectoraat Online Ondernemen samen met studenten van de minor Marketing Tomorrow van de Hogeschool van Amsterdam.
DOCUMENT
In dit onderzoek is de online readiness van modezaken in 2012 in kaart gebracht. In totaal hebben 124 (voornamelijk zelfstandige) modezaken deelgenomen aan het onderzoek. Het onderzoek is uitgevoerd door het lectoraat Online Ondernemen samen met studenten van de minor Marketing Tomorrow van de Hogeschool van Amsterdam.
DOCUMENT
In this article, we examined whether career writing—creative, expressive, and reflective writing—can increase luck readiness, which is the ability to respond and make use of (career) opportunities. Two 2-day writing courses were taught to third-year bachelor students, one before and one after work placements. In this exploratory study, results showed that luck readiness and work competence increased when students engaged in career writing. Specifically, flexibility, risk, and persistence increased among students in the experimental group. They also made jumps in optimism and efficacy, though no statistically significant differences were found in these domains.
DOCUMENT
The objective of this study was to understand community-dwelling older people’s readiness for receiving telehealth by studying their intention to use videoconferencing and capacities for using digital technology in daily life as indicators. A mixed-method triangulation design was used. First, a cross-sectional survey study was performed to investigate older people’s intention to use videoconferencing, by testing our theoretical framework with a multilevel path analysis (phase 1). Second, for deeper understanding of older people’s actual use of digital technology, qualitative observations of older people executing technological tasks (eg, on a computer, cell phone) were conducted at their homes (phase 2).
LINK
Worldwide entrepreneurship education (EE) is gaining popularity as an employability skill to prepare learners for a future of adaptability and lifelong learning. Its scholarship, however, is concerned that we have lost sight of what works, why, and how in EE. This is especially true for such novel learning objectives as preparation for lifelong learning. This quasi-experimental, mixed methods research sought answers to the question: of how EE pedagogy influences students’ self-directed learning readiness (SDLR). Statistically significant relations were found, especially between self-efficacy and SDLR. The impact of EE was found to be highly significant, which was explained by the effect of a stage-wise, mixed pedagogy approach to teaching/learning. Enhancement of self-efficacy and motivation for self-directed learning was found to benefit from a continuous cyclical teaching-learning process combining passive, participative and self-steered learning within and throughout each step of the learning process, in simulated and authentic learning contexts.
DOCUMENT
In dit onderzoek is de online readiness van sportzaken in 2013 in kaart gebracht. In totaal hebben 112 (voornamelijk zelfstandige) sportzaken deelgenomen aan het onderzoek. Het onderzoek is uitgevoerd door het lectoraat Online Ondernemen samen met studenten van de minor Marketing Tomorrow van de Hogeschool van Amsterdam.
DOCUMENT
Contribution to the 13th edition of the Supporting Health by Technology Conference taking place in Groningen on Thursday, 30th and Friday, 31st of May 2024.Background Technological innovations are often viewed as a remedy for the challenges confronting the healthcare sector, such as demographic shifts and shortages in nursing staff. However, nurses do not consistently adopt these innovations. The primary objective of this study is to design an instrument that can gauge the factors associated with nurses' readiness for technology. While numerous earlier studies concentrated on individual factors, our research uniquely emphasizes the assessment of collaborative factors. Specifically, we have integrated two key concepts: technology readiness and reciprocity behaviour. To achieve this, the Technology Readiness Index 2.0 and the Reciprocity Instrument were jointly administered, and a thorough examination of the psychometric properties of the instrument was conducted.
MULTIFILE
Learning is all about feedback. Runners, for example, use apps like the RunKeeper. Research shows that apps like that enhance engagement and results. And people think it is fun. The essence being that the behavior of the runner is tracked and communicated back to the runner in a dashboard. We wondered if you can reach the same positive effect if you had a dashboard for Study-behaviour. For students. And what should you measure, track and communicate? We wondered if we could translate the Quantified Self Movement into a Quantified Student. So, together with students, professors and companies we started designing & building Quantified Student Apps. Apps that were measuring all kinds of study-behaviour related data. Things like Time On Campus, Time Online, Sleep, Exercise, Galvanic Skin Response, Study Results and so on. We developed tools to create study – information and prototyped the Apps with groups of student. At the same time we created a Big Data Lake and did a lot of Privacy research. The Big Difference between the Quantified Student Program and Learning Analytics is that we only present the data to the student. It is his/her data! It is his/her decision to act on it or not. The Quantified Student Apps are designed as a Big Mother never a Big Brother. The project has just started. But we already designed, created and learned a lot. 1. We designed and build for groups of prototypes for Study behavior Apps: a. Apps that measure sleep & exercise and compare it to study results, like MyRhytm; b. Apps that measure study hours and compare it to study results, like Nomi; c. Apps that measure group behavior and signal problems, like Groupmotion; d. Apps that measure on campus time and compare it with peers, like workhorse; 2. We researched student fysics to see if we could find his personal Cup-A-Soup-Moment (meaning, can we find by looking at his/her biometrics when the concentration levels dip?); 3. We created a Big Data lake with student data and Open Data and are looking for correlation and causality there. We already found some interesting patterns. In doing so we learned a lot. We learned it is often hard to acquire the right data. It is hard to create and App or a solution that is presenting the data in the right way and presents it in a form of actionable information. We learned that health trackers are still very inprecise. We learned about (and solved some) challenges surrounding privacy. Next year (2017) we will scale the most promising prototype, measure the effects, start a new researchproject and continu working on our data lake. Things will be interesting, and we will blog about it on www.quantifiedstudent.nl.
LINK
Background: In order to internalize the midwifery philosophy of care and to learn how to advocate for physiological childbirth, student midwives in the Netherlands need learning experiences that expose them to physiological childbirth practices. Increased hospital births, wide variation in non-urgent referrals and escalating interventions impact on learning opportunities for physiological childbirth. Midwifery educators need to find ways to support student agency in becoming advocates of physiological childbirth. Objective: To gather students’ opinions of what they need to become advocates of physiological childbirth. Methods: Focus groups with student midwives (n = 37), examining attitudes regarding what educational programs must do to support physiological childbirth advocacy. Results: Students reported feelings of personal power when the midwifery philosophy of care is internalized and expressed in practice. Students also identified dilemmas associated with supporting woman-centered care and promoting physiological childbirth. Perceived hierarchy in clinical settings causes difficulties, leading students to practice in accordance with the norms of midwife preceptors. Students are supported in the internalization and realization of the midwifery philosophy of care, including physiological childbirth, if they are exposed to positive examples of care in practice and have opportunities to discuss and reflect on these in the classroom. Key conclusion: Midwifery education should focus on strategies that include navigating dilemmas in practice and helping students to express the midwifery philosophy of care in communication with other professionals and with women. Preceptors need to be supported in allowing student midwives opportunities to realize the midwifery philosophy of care, also when this differs from preceptor practice.
DOCUMENT
