Literaturnachweis - Detailanzeige
| Autor/in | Sioukas, Anastasios |
|---|---|
| Titel | Constructivism and the Student-Centered Entrepreneurship Classroom: Learning Avenues and Challenges for US College Students |
| Quelle | In: Industry and Higher Education, 37 (2023) 4, S.473-484 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Sioukas, Anastasios) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-4222 |
| DOI | 10.1177/09504222221135311 |
| Schlagwörter | Constructivism (Learning); Student Centered Learning; Entrepreneurship; Community Colleges; Barriers; Community College Students; Business Administration Education; Learning Processes; Learning Management Systems; Program Evaluation; Case Studies; Student Attitudes; Noncredit Courses; Novices; Peer Relationship; Teacher Student Relationship; California Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unternehmungsgeist; Community college; Community College; Community colleges; College students; Collegestudent; Learning process; Lernprozess; Programme evaluation; Programmevaluation; Case study; Fallstudie; Case Study; Schülerverhalten; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Kalifornien |
| Abstract | Constructivism holds that learners construct knowledge when they make sense of the world. It provides the basis for the movement from teacher-centered towards student-centered learning in entrepreneurship, which is accelerating. Yet, research into using constructivism in the entrepreneurship classroom of community colleges in the USA is seriously lacking. This study aims to fill this gap by exploring the learning avenues and challenges that college students face in the student-centered entrepreneurship classroom. Evidence indicates that participants embrace the student-centered classroom by connecting with instructors and peers, engaging in real-life application activities, taking responsibility for learning and adopting a reflective practice. However, data show that students also face challenges. They lack basic knowledge in certain areas, and need more extensive support and learning technology systems. The study proposes a path to position students as co-designers of the classroom while mitigating challenges. Implications for entrepreneurship education and future directions are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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