https://repository.utm.md/handle/5014/9161 Sun, 19 Apr 2026 02:22:12 GMT 2026-04-19T02:22:12Z https://repository.utm.md/handle/5014/9183 A new digital learning framework for blending on-campus classes with synchronous and asynchronous provision SIMPSON, Colin; WHITEHOUSE, Robert This paper discusses a pilot “hybrid” undergraduate Business Management module, which uses a virtual classroom platform to integrate synchronous contact and bespoke asynchronous material. The pilot aimed to achieve the following: 1) more flexible support for our undergraduate learners; 2) sustainable and reusable learning artefacts; 3) live online collaboration for deeper learning through “digital discussions”; 4) a Digital Learning Framework embedded within a pedagogical theoretical framework. We offer our experience of “making the blend”, reviewing learner feedback and constructing a Digital Learning Framework which promotes Active Learning pedagogies. Online education has grown in popularity (Barber et al., 2013; Beetham and Sharpe, 2013) and the emergence of MOOC’s has afforded a new paradigm and expanded reach for Higher Education Institutions (Zemsky, 2014). This course development responds both to the proliferation of distance learning courses (Knight, 2009) and to recent calls to provide a quality “hybrid” provision (Conole et al., 2010). In designing this technology-enhanced learning environment, we took into account pertinent examples from the plethora of published material on constructivist learning principles and e-learning theories. The resulting Digital Learning Framework aims to provide a valuable set of guidelines for practitioners who aim to align their use of digital approaches with constructivist pedagogical principles. Sun, 01 Jan 2017 00:00:00 GMT https://repository.utm.md/handle/5014/9183 2017-01-01T00:00:00Z https://repository.utm.md/handle/5014/9182 Benefits of using business simulations as an experiential learning method KERRIDGE, Clive Based on evidence and assertions about the greater efficacy of experiential learning pedagogies over traditional didactic methods, a range of techniques and technologies have been applied in higher education courses e.g. role-plays, scenarios, games, simulations. There has also been considerable discussion in the management education literature about the relative benefits of individual vs. cooperative group-working activities and learning; the creation of stimuli for enhanced student experience. One field where these various elements coincide is in the application of simulation-based training [SBT] in management education. The author posits that PBL and experiential learning be considered as part of a continuum within the context of blended learning pedagogies. This paper focuses on the specific case of business simulation games delivered via an online digital platform. The nature of simulation games as an experiential learning technique is discussed, along with research findings from undergraduate student responses to questionnaires (sample size n>500) and interviews. The findings are reviewed in relation to published work on heuristic principles for successful application of games in higher education, and to the Salas at al (2009) seven-stage model for SBT, originally developed for medical and aviation training, applied to management education. Findings are also compared with reported outcomes and impact from student and staff responses in two UK universities where similar types of business simulation are applied. Observations are made on benefits and applicability of simulations in undergraduate and/ or postgraduate business courses in relation to: blended learning deliveries; flexibility in time and duration of simulations; incorporation into group vs. individual assessments; competitive vs. non-competitive scenarios; learning guided (or not) by tutors; technology as facilitator e.g. in provoking group challenges and dynamics; provision of opportunities for reflective learning, both during and after the simulations. The paper concludes by proposing some guidelines for why and how to incorporate simulations into business and other university courses – with the aims of having happier, more engaged students (and tutors), as well as better educated ones! Abstract Sun, 01 Jan 2017 00:00:00 GMT https://repository.utm.md/handle/5014/9182 2017-01-01T00:00:00Z https://repository.utm.md/handle/5014/9181 Bypassing curricula constraints by means of ICT BALAN, Mihaela; CĂLIN, Rostislav; CIORBĂ, Dumitru The education system of Moldova acts by the inertia of a traditional framework, which regards the education as a production process. The production of prepared and disciplined staff is done in accordance with standardized educational processes. This approach probably fits perfectly into a society which undergoes full industrialization, but not into a post-industrial one, which faces big social and economic challenges. The need of changes in the society is entirely reflected in the education, where the curriculum emerges as a transformation of an effort (individual and collective) into competences the society needs. What can be done if this transformation function has different economic, social, cultural and political constraints, that diminish the development of responsibility, creativity and critical thinking, but also the ability of an individual to work in a team? The goals of any actual program aim for these characteristics, necessary to each employee. But, these being not put into practice, not being part of the learning model, by no means can be fully reached. Therefore, a new learning model is imposed: a restructuring of the study program based on interdisciplinarity (attained by real-life problems of the society), flexibility (offered by information technologies) and freedom (to individually choose the problem in accordance with one’s abilities and interests). Sun, 01 Jan 2017 00:00:00 GMT https://repository.utm.md/handle/5014/9181 2017-01-01T00:00:00Z https://repository.utm.md/handle/5014/9180 Using visual learning tools for teaching criminal law VIDAICU, Mihaela This article is focused on the analysis of introducing visual tools in teaching criminal law to second year students. The author of the article underlines the need for changing the approach towards students’ learning and adjusting the teaching tools in order to facilitate the development of legal reasoning skills of future lawyers. In particular this article is focused on analyzing the impact of film clips on students’ learning during criminal law classes. The findings included in this article are based on the authors’ own research conducted during one year through engaging students in various exercises and exposing them to different interactive teaching interventions. The author argued that film clips may help law students to gain legal reasoning skills. As a result the assessment showed that they help students to understand better the context, to identify the facts, to establish the legal issue and to apply the appropriate legal norm. In addition, author’s research assessed students’ attitudes and ways of thinking while solving hypothetical criminal law cases. Sun, 01 Jan 2017 00:00:00 GMT https://repository.utm.md/handle/5014/9180 2017-01-01T00:00:00Z