Article published in:
Educating in Dialog: Constructing meaning and building knowledge with dialogic technologyEdited by Sebastian Feller and Ilker Yengin
[Dialogue Studies 24] 2014
► pp. 77–95
Dialogue-oriented analysis of constructivist teaching and learning within a UK company
Within the UK company featured in this article, the use of Multiple Choice
Questions (MCQs) has increased significantly in recent years (Foster 2013).
Meta-cognitive analysis (Degrave 1996) forms part of ongoing research into
the MCQ-Creation process operated by the organisation. The measurable
assessments and learning outcomes from these investigations show that the
internal dialogue (Hermens 1992) that occurs during MCQ-Creation facilitates
constructivist learning at both individual (Mynard 2011) and corporate (Kirby
2011) levels. The recommendation is that the quality of corporate assessment
and learning would be improved if the company held regular MCQ-Creation
workshops. In addition to generating corporate knowledge in a usable MCQ
format, MCQ-Creation workshops would also improve the overall corporate
internal dialogue.
Published online: 14 November 2014
https://doi.org/10.1075/ds.24.04fos
https://doi.org/10.1075/ds.24.04fos
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