Businesses are paying attention to big disruptions to their normal business operations. Likewise, educational institutions cannot ignore disruptions caused by the influence of world change in this innovative, digital age. Recent research indicates that business-related topics including big disruptions are a major focus of study at universities. However, there are limited studies that address how to integrate innovation such as the disruptive classroom into an undergraduate business education program, especially in the Thai context and within Thai culture. One objective of this research was to show how innovative learning environments are strongly connected to teaching an entrepreneurship course. A second objective was to develop conceptual ideas and convert them into actionable plans. A pilot study was used to test the course design for integrated active learning using the disruptive classroom concept. During the pilot study, students’ perceptions, viewpoints, and areas of interest were explored and incorporated into the teaching plan. Data were obtained using surveys, interviews, students’ reflective papers, and instructor observations. The course design for integrated active learning and the findings of the pilot study can be used to create similar action plans for other types of business courses. The findings of the study can also be used as input to further research into this important and cutting-edge topic.
n recent years, Twitter has commanded research attention in domains from digital sociology to language pedagogy. This paper explores how daily tweeting allows Japanese university students at the intermediate end of English as a Second Language (ESL) studies to exercise and improve their interactive competencies. The aim was threefold: first, to increase both production and exposure, leading to improved definition of the identity of the L2 user self. Second, to extend learning beyond the classroom and class times, creating a technologically enhanced transformative pedagogy that transferred power to the learner. Lastly, to promote the interactive capability of students through interactions between students, with the teacher, and extending to the global Twitter community for social justice pedagogy. The author uses Discourse Analysis (DA) to contextualize both the methods and findings, and offers suggestions for using Social Network Analysis (SNA) to uncover the interactive gains of using Twitter in this way.
The effects of spatial turn and digitalization on future learning and teaching in higher education have been addressed in a design thinking workshop. Four prototypes have been designed to re-think learning scenarios, learning spaces, the support of lifelong learning, and the training of lecturers. The prototypes are partially utopian but can be used in a constructive way. The requirements of spatial turn and digitalization and design thinking as a method—including the developed prototypical ideas as well as the experiences of presenting the prototypes to all members of the university and using them as initiators of an organizational development process—are presented and discussed.