Enhancing digital intelligence through communities of learning

Madelaine K. Kineshanko, Kam Jugdev

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    2 Citations (Scopus)

    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.

    Original languageEnglish
    Title of host publicationOn the Line
    Subtitle of host publicationBusiness Education in the Digital Age
    Pages111-125
    Number of pages15
    ISBN (Electronic)9783319627762
    DOIs
    Publication statusPublished - 13 Sep. 2017

    Keywords

    • Community of Inquiry
    • Digital intelligence
    • Digital learners
    • Digital native
    • Online business education

    Fingerprint

    Dive into the research topics of 'Enhancing digital intelligence through communities of learning'. Together they form a unique fingerprint.

    Cite this