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Educating in Dialog: Constructing meaning and building knowledge with dialogic technology
Edited 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
DOI logo
https://doi.org/10.1075/ds.24.04fos
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