The aim of this submission is to present the findings of a research conducted in Catalonia,a multilingual region in the north of Spain, aimed to gather data about the use of web 2.0 tools in academic writing among future primary and pre-primary teachers.
The research focuses on two main issues:a) the criteria on which their choices are based on and b)the proofreading tools and dictionaries used in the process of writing academic tasks in Spanish, Catalan (L1 and L2) and English (Foreign Language).For this purpose an online questionnaire of Likert scale questions was designed and later administered to students enrolled in teacher training programs at the University of Lleida (Spain) during the course 2015-2016.A total of 543 undergraduate students answered the questionnaire and the data were analysed with the Statistical Package for the Social Science (SPSS) software.
The results show that the majority prefer digital sources and use a generic search engine when searching for information.Criteria such as authorship and up-to-date are less relevant, while accessibility is more valued.Google Translate is considered a dictionary as well as a translator. Regarding the use of proofreading tools and dictionaries, online dictionaries are the main tools used to correct an academic text.
Our data suggest that although the students may be identified as “digital natives” in their social life, their academic competences in both managing information and text editing are limited. Thus, specific actions should be included in their curricula, to enable the acquisition of digital academic literacy skills.
Yolanda Capdevila Tomas, University of Lleida, Spain
Montserrat Casanovas Català, University of Lleida, Spain
Olivia Nechita, University of Lleida, Spain
Business simulations are widely used in management education. However, there is no consensus on optimising their application. We explore business simulations as a dimension of a blended learning pedagogic approach in management education. We accept that few best-practice prescriptive models for the design and implementation of simulations in this context have been presented, and that there is little contemporary empirical evidence for the claims made by proponents of such models. We therefore seek to address the lacuna in the literature by considering business student perspectives on the use of simulations in management education. To do so, data was gathered from a source of 329 campus-based students over a three year period. We then intersected the available data with espoused positive outcomes made by the authors of a 7-stage prescriptive model. We find the model to be robust and offer evidence to support this position. In so doing we provide one of the few empirically based studies to support claims made by proponents of the outcomes of simulations in management education. The research should prove valuable for those with an academic interest in the use of simulations, either as a blended learning dimension or as a stand-alone business education activity. Further, the findings contribute to the academic debate surrounding the use and efficacy of simulation-based training within business and management education
Jason Evans, Aston Business School, UK
Clive Kerridge, University of Gloucestershire Business School, UK