Dialogue-oriented analysis of constructivist teaching and learning within a UK company

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Within the UK company featured in this article, the use of Multiple ChoiceQuestions (MCQs) has increased significantly in recent years (Foster 2013).Meta-cognitive analysis (Degrave 1996) forms part of ongoing research intothe MCQ-Creation process operated by the organisation. The measurableassessments and learning outcomes from these investigations show that theinternal dialogue (Hermens 1992) that occurs during MCQ-Creation facilitatesconstructivist learning at both individual (Mynard 2011) and corporate (Kirby2011) levels. The recommendation is that the quality of corporate assessmentand learning would be improved if the company held regular MCQ-Creationworkshops. In addition to generating corporate knowledge in a usable MCQformat, MCQ-Creation workshops would also improve the overall corporateinternal dialogue.


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