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Active Learning Innovations in Knowledge Management Education Generate Higher Quality Learning Outcomes

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  • Arthur Shelley

Abstract

Innovations in how a postgraduate course in knowledge management is delivered have generated better learning outcomes and made the course more engaging for learners. Course participant feedback has shown that collaborative active learning is preferred and provides them with richer insights into how knowledge is created and applied to generate innovation and value. The course applies an andragogy approach in which students collaborate in weekly dialogue of their experiences of the content, rather than learn the content itself. The approach combines systems thinking, learning praxis, and active learning to explore the interdependencies between topics and how they impact outcomes in real world situations. This has stimulated students to apply these ideas in their own workplaces.

Suggested Citation

  • Arthur Shelley, 2014. "Active Learning Innovations in Knowledge Management Education Generate Higher Quality Learning Outcomes," Journal of Entrepreneurship, Management and Innovation, Fundacja Upowszechniająca Wiedzę i Naukę "Cognitione", vol. 10(1), pages 129-145.
    • Handle: RePEc:aae:journl:v:10:y:2014:i:1:p:129-145
    DOI: 10.7341/20141015
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    References listed on IDEAS

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    1. Raelin, Joe, 2006. "Does Action Learning Promote Collaborative Leadership?," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 5(2), pages 152-168.
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    Cited by:

    1. Neema Mori, 2015. "Access to Business Development Support Services and Performance of Youth-Owned Enterprises in Tanzania," Journal of Entrepreneurship, Management and Innovation, Fundacja Upowszechniająca Wiedzę i Naukę "Cognitione", vol. 11(2), pages 57-81.

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