Abstract
The purpose of this chapter is to explore how students described as “millennials” or “digital natives” approach online education and how social constructivist pedagogy can be incorporated mindfully into online business education programming to help these students refine and transfer their innate understanding of digital networking language and principles to business and professional communities of practice. Foundational literacies, competencies, and character qualities such as critical thinking, problem-solving, persistence, collaboration, and curiosity identified as being key to business success are discussed. Methods of incorporating authentic learning activities that develop tacit skills in conative and affective learning domains are also presented.
Online business education, designed using a social constructivist collaborative learning model such as the Community of Inquiry, has the potential to heighten inculcation of cultural norms and transferable knowledge of digital language and social practices to business environments. In particular, criteria for rethinking learning outcomes or goals, instructional design, learning activities, teacher and student roles, technological advancements and assessment are discussed.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Adams, N. B. (2004). Digital intelligence fostered by technology. Journal of Technology Studies, 30(2), 93–97.
Anderson, T., & Dron, J. (2012). Learning technology through three generations of technology enhanced distance education pedagogy. European Journal of Open, Distance and E-Learning, 15(2), 1–14.
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Boston: Allyn & Bacon (Pearson Education Group).
Avrahami, D., Fussell, S. R., & Hudson, S. E. (2008, November 8–12). IM waiting: Timing and responsiveness in semi-synchronous communication. Paper presented at the Proceedings of the 2008 ACM Conference on Computer Supported Cooperative Work (CSCW 2008), San Diego, CA.
Bailey, A., Kaufman, E., & Subotić, S. (2015). Education technology and the 21st century skills gap. Available https://www.bcgperspectives.com/content/articles/public_sector_education_technology_twenty_first_century_skills_gap_wef/. Accessed 3 Feb 2017.
Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning for a digital age BC Campus Open Textbook Project. Retrieved from http://opentextbc.ca/teachinginadigitalage/
Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students’ technology experiences. Journal of Computer Assisted Learning, 26(5), 321–331.
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786.
Bloom, B. S. (1984). Taxonomy of educational objectives. Boston: Allyn and Bacon.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (1st ed., pp. 241–258). New York: Greenwood Press.
Brown, C., & Czerniewicz, L. (2010). Debunking the ‘digital native’: Beyond digital apartheid, towards digital democracy. Journal of Computer Assisted Learning, 26(5), 357–369.
Bruner, J. (1987). Life as narrative. Social Research, 54, 11–32. Available http://www.jstor.org/stable/40970444. Accessed 3 Feb 2017.
Bullen, M., Morgan, T., & Qayyum, A. (2011). Digital learners in higher education: Generation is not the issue. SANDBOX Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 37(1), 1–24.
Correa, T., Hinsley, A. W., & De Zuniga, H. G. (2010). Who interacts on the Web?: The intersection of users’ personality and social media use. Computers in Human Behavior, 26(2), 247–253.
Dewey, J. (1933). How we think. Boston: Health.
Doolittle, P. E. (1997). Vygotsky’s zone of proximal development as a theoretical foundation for cooperative learning. Journal on Excellence in College Teaching, 8(1), 83–103.
Duguid, P. (2005). “The art of knowing”: Social and tacit dimensions of knowledge and the limits of the community of practice. The Information Society, 21(2), 109–118.
Echenique, E. G. (2014). An integrative review of literature on learners in the digital era. Studia Paedagogica, 19(4), 161–184.
Fadel, L. M., & Dyson, M. C. (2010). Interface design for social interaction in e-learning environments. In Affective, interactive and cognitive methods for e-learning design: Creating an optimal education experience (pp. 72–93): IGI Global.
Fenwick, T. (2008). Understanding relations of individual-collective learning in work: A review of research. Management Learning, 39(3), 227–243.
Friedman, V. J. (2005). Action science: Creating communities of inquiry in communities of practice. In P. Reason & H. Bradbury (Eds.), Handbook of action research: Concise paperback edition (pp. 131–143). Thousand Oaks, CA: Sage Publications.
Garrison, D. (2002). Cognitive presence for effective online learning: The role of reflective inquiry, self-directed learning and metacognition. Paper presented at the Sloan Consortium Asynchronous Learning Network Invitational Workshop, Lake George, NY.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2/3), 87–105. Available doi: https://doi.org/10.1016/S1096-7516(00)00016-6. Accessed 3 Feb 2017.
Grafinger, D. J. (1988). Basics of instructional systems development. INFO-LINE (Issue 8803). Alexandria, VA: American Society for Training and Development.
Granovetter, M. (1985). Economic action and social structure: The problem of embeddedness. American Journal of Sociology, 91(3), 481–510.
Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and beyond communities of practice: Making sense of learning through participation, identity and practice. Journal of Management Studies, 43(3), 641–653.
Hargittai, E., & Hinnant, A. (2008). Digital inequality differences in young adults’ use of the internet. Communication Research, 35(5), 602–621.
Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36(3), 503–520.
Hemetsberger, A., & Reinhardt, C. (2006). Learning and knowledge-building in open-source communities: A social-experiential approach. Management Learning, 37(2), 187–214.
Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, 34(4), 34–37.
Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or digital natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722–732.
Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K., & Krause, K.-L. (2008). First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1), 108–122.
Kineshanko, M. K. (2016). A thematic synthesis of community of inquiry research 2000 to 2014. (Ed.D.), Athabasca University, Athabasca, CA. Available https://dt.athabascau.ca/jspui/handle/10791/190. Accessed 3 Feb 2017.
Lipman, M. (1991). Thinking in education. Cambridge, UK: Cambridge University Press.
Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge, UK: Cambridge University Press.
Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative, 1(2007), 1–12.
Lopes, V., & Dion, N. (2015). Pitfalls and potential: Lessons from HEQCO-funded research on technology-enhanced instruction. Toronto, Canada: Higher Education Quality Council of Ontario.
Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440.
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–37.
Prensky, M. (2001). Digital natives, digital immigrants. On The Horizon, 9(5), 1–6.
Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate: Journal of Online Education, 5(3), 697–705.
Reeves, T. C. (2006). How do you know they are learning? The importance of alignment in higher education. International Journal of Learning Technology, 2(4), 294–309.
Roberts, J. (2006). Limits to communities of practice. Journal of Management Studies, 43(3), 623–639.
Rupp, S. (2016). Social media refresher: The online tools academics may find useful. University Affairs. Available http://www.universityaffairs.ca/career-advice/career-advice-article/social- media-tools-academics-may-find-useful/. Accessed 1 Feb 2017.
Ryle, G. (1949). The concept of mind. Raleigh, NC: Lulu Press.
Siemens, G. (2005). Connectivism: Learning as network-creation. ASTD Learning News, 10(1), 1–28.
Soffel, J. (2016). What are the 21st-century skills every student needs? Available https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students/. Accessed 8 Feb 2017.
Stein, D. S., Wanstreet, C. E., Slagle, P., Trinko, L. A., & Lutz, M. (2013). From ‘hello’ to higher-order thinking: The effect of coaching and feedback on online chats. The Internet and Higher Education, 16, 78–84.
Teachonline.ca. (2016). Learning on the go (May 19). Available http://teachonline.ca/tools-trends/how-use-technology-effectively/learning-go . Accessed 26 Feb, 2017.
Terenzini, P. T. (1989). Assessment with open eyes: Pitfalls in studying student outcomes. The Journal of Higher Education, 60(6), 644–664.
Thomas, T. (1999). The no significant difference phenomenon: As reported in 355 research reports, summaries and papers. Raleigh, NC: North Carolina State University.
Vygotsky, L. S. (1987). Thinking and speech. In L. S. Vygotsky (Ed.), Collected works (Vol. 1, pp. 39–285). New York: Plenum Press.
Wadsworth, B. J. (1996). Piaget’s theory of cognitive and affective development: Foundations of constructivism (Vol. xi, 5th ed.). White Plains, NY: Longman Publishing.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
Wenger, E. (2004). Knowledge management as a doughnut: Shaping your knowledge strategy through communities of practice. Ivey Business Journal, 68(3), 1–8.
White, D. S., & Le Cornu, A. (2011). Visitors and residents: A new typology for online engagement. First Monday, 16(9). Available http://firstmonday.org/ojs/index.php/fm/article/view/3171/3049. Accessed 3 Feb 2017.
Wikipedia. (2016). In The Free Encyclopedia. Available https://en.wikipedia.org/w/index.php?title=Digital_native&oldid=757563884. Accessed 3 Feb 2017.
Acknowledgments
The authors appreciate the generous support in kind from their respective universities.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Kineshanko, M.K., Jugdev, K. (2018). Enhancing Digital Intelligence Through Communities of Learning. In: Khare, A., Hurst, D. (eds) On the Line. Springer, Cham. https://doi.org/10.1007/978-3-319-62776-2_10
Download citation
DOI: https://doi.org/10.1007/978-3-319-62776-2_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-62775-5
Online ISBN: 978-3-319-62776-2
eBook Packages: Business and ManagementBusiness and Management (R0)