Learning how we learn: Designs and frameworks for online engagement

Abstract

Purpose

This paper aims to review the latest management developments across the globe and pinpoints practical implications from cutting-edge research and case studies.

Design/methodology/approach

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Findings

It is perhaps ironic that one of the areas that we as a society have most to still learn about is in fact learning itself. Learning in the traditional sense is for the most part widely understood. The old-fashioned “chalk and talk” delivery of high school teachers has for the most part been replaced – and not just because chalk does not work so well on interactive smart boards. Modern teachers are much better drilled in the benefits of student engagement, the utilization of a variety of teaching activities, when to use repetition and when to use pair and group work. In many developed countries, years of comprehensive education policy implementation and the pressure of league tables at a local and national level have professionalized the vocation of teaching.

Practical implications:

Provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

Originality/value

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Citation

(2019), "Learning how we learn: Designs and frameworks for online engagement", Development and Learning in Organizations, Vol. 33 No. 2, pp. 39-41. https://doi.org/10.1108/DLO-01-2019-0019