Version 1
: Received: 15 November 2021 / Approved: 16 November 2021 / Online: 16 November 2021 (14:32:24 CET)
How to cite:
Pina Stranger, A.; Varas, G.; Mobuchon, G. Scaling Up Blended Learning on Innovation and Entrepreneurship: a Proposal to Increase Value in a Semi Presential Module. Preprints2021, 2021110293. https://doi.org/10.20944/preprints202111.0293.v1
Pina Stranger, A.; Varas, G.; Mobuchon, G. Scaling Up Blended Learning on Innovation and Entrepreneurship: a Proposal to Increase Value in a Semi Presential Module. Preprints 2021, 2021110293. https://doi.org/10.20944/preprints202111.0293.v1
Pina Stranger, A.; Varas, G.; Mobuchon, G. Scaling Up Blended Learning on Innovation and Entrepreneurship: a Proposal to Increase Value in a Semi Presential Module. Preprints2021, 2021110293. https://doi.org/10.20944/preprints202111.0293.v1
APA Style
Pina Stranger, A., Varas, G., & Mobuchon, G. (2021). Scaling Up Blended Learning on Innovation and Entrepreneurship: a Proposal to Increase Value in a Semi Presential Module. Preprints. https://doi.org/10.20944/preprints202111.0293.v1
Chicago/Turabian Style
Pina Stranger, A., German Varas and Gaëlle Mobuchon. 2021 "Scaling Up Blended Learning on Innovation and Entrepreneurship: a Proposal to Increase Value in a Semi Presential Module" Preprints. https://doi.org/10.20944/preprints202111.0293.v1
Abstract
Education on Innovation and Entrepreneurship (I&E) has increased in the last two decades, specially, through MOOCs. Lately, these reusable online alternatives have tended to be revalorized by HEIs into blended learning activities, posing new challenges for instructors, specially, on how to bridge prior knowledge with in-class activities. Adopting a discursive approach to knowledge, our proposal aims to meet this challenge by identifying student’s ‘representations’, i.e., patterned constructions on disciplinary knowledge. Representations can be found across different cohorts and thus further complemented by instructors. To test this assumption and build our proposal, we analysed student’s representations in two observations. We mapped students’ representations over key I&E definitions (e.g., ‘start-up’) and, to know how prior knowledge may be complemented by instructors, we identified students’ alignment with expert disciplinary knowledge. Firstly, we found that the two cohorts tended to express representations by turning attention to several dimensions, e.g., referring to different types of features or finalities associated with concepts. Secondly, the disciplinary alignment description revealed that students tended to focus on the same components present in experts’ definitions, but with a greater level of generality. Our results have been packaged into a proposal that aims to help instructors scale their blended activities.
Keywords
representations; prior knowledge; blended learning; scaling up; innovation and entrepreneurship
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
