Abstract
Organizations learn by comparing practices of employees under different aspects and leverage the lessons learned in improved procedures [9]. This paper reports on a pilot research project that shows how the theory of practice-based organizational learning can be transposed to the classroom. Students’ insights about their learning practice are linked to, and reflected in, better learning performance in the subject matter. Peer-controlled self-evaluation is used to measure subject-matter understanding on a scale inspired by Lonergan’s cognitional theory [12]. The pilot research project presented here was undertaken in the 2018/2019 academic year in a French business school in a management class. A multi-class research project in the same school is planned by the authors for the academic year 2019/2020.
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Hegarty, J., Maubrey, R. (2019). Measuring Insight in the Classroom. In: Bella, G., Bouquet, P. (eds) Modeling and Using Context. CONTEXT 2019. Lecture Notes in Computer Science(), vol 11939. Springer, Cham. https://doi.org/10.1007/978-3-030-34974-5_10
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