Presentation slides from an academic article published in 'Industry & Higher Education' (Sage Publishing) in August 2022. Abstract: Applied areas of entrepreneurship are growing in popularity due to the ongoing need for students to gain specialised skills to find employment after graduation. This study explores how educational scaffolding can facilitate the delivery of online experiential activities to improve the entrepreneurial learning experience and the performance of music management students by using information and communications technology tools within the virtual learning environment. A case study methodology was adopted to present two scenarios of innovative online learning delivered in a postgraduate programme in music management. This research takes into consideration the difficult transitional journey for some students from studying to being immediately thrust into the workplace, which often requires different types of knowledge, experience, skills and competences. The findings show that, by strengthening industry links, tutors can build a portfolio of online practical activities that represent the ‘real-life’ industry, helping to forge long-term, collaborative partnerships to facilitate learners’ acquisition of more meaningful knowledge and opportunities. You can read this open access article in full at: https://www.researchgate.net/publication/362695956_Innovative_online_learning_in_entrepreneurship_education_The_impact_of_embedding_real-life_industry_practice_in_the_virtual_learning_environment

1. Dr Paul G. Oliver (Edinburgh Napier University)
Dr Stanley Oliver (Northumbria University)
Innovative online learning in
entrepreneurship education:
The impact of embedding real-life industry practice in the virtual learning
environment

2. Introduction
‣ In higher education, online learning provides opportunities for critical thinking.
‣ There is a growing need for students to gain entrepreneurial skills to find
employment.
‣ More experientially-based learning with more complex VLE tools available.
‣ Aim: to explore how educational scaffolding facilitates delivery of online
experiential activities.

3. Educational scaffolding
‣ Educational scaffolding is a support mechanism to assist learners with problem
solving (Bransen et al., 2021).
‣ Educational scaffolding defines tutor’s role as facilitator (Kunnari et al., 2021).
‣ As they show the self-regulating capability of an independent learner, confidence
grows and the support mechanisms are not needed.
‣ “All elements of scaffolding support introduced by a VLE are dynamic” (Brush &
Saye, 2002, p.2).
‣

4. Educational scaffolding model used in the VLE (Oliver & Stoten, 2022)
Educational scaffolding

5. Conceptual framework
‣ How ICTs can facilitate the delivery of online experiential activities to improve the
learning experience.
‣ This conceptual framework focused on three key factors:
1. Role play simulation
2. Industry engagement in the classroom
3. Technology-driven teaching and learning

6. Research questions
RQ 1: How can HE tutors utilise innovative technologies in the VLE to better
support the implementation of industry-based activities?
RQ 2: What factors are essential in developing industry-relevant knowledge
and skills of HE learners?

7. Methodology
‣ A case study, approach was adopted for this study to address the “how” and “why”
of the social phenomenon (Yin, 2009).
‣ Two scenarios of innovative online learning from one module, Copyright and Law,
delivered to 30 students on an MA in Music Management.
‣ Due to the breakout of COVID, all on-campus teaching was transferred online, and
tutors were required to redesign their assessments for online delivery.
‣ Different methods were used to collect data including participant observation, self-
reflection, semi-structured interviews and VLE data.

8. Case 1: Contract negotiation as role play

9. Case 1: Findings
‣ Once the role play activity had started, we were able to move between virtual
breakout rooms almost anonymously.
‣ We were able to consistently assess the activity and this was a much more
efficient method of observation and assessment.
‣ We had to support the process so that they felt comfortable enough to perform
as they would have done in a face-to-face scenario.
‣ Online it was possible to communicate in private without inhibiting the student.

10. Case 1: Discussion
‣ With some basic information, the learners were able to build awareness about
their respective roles.
‣ Tutors were able to provide reassurance for anxious earners through the various
forms of online communication.
‣ Learners were able to be spontaneous and to improvise during the
conversation to become more innovative in their use of legal terminology.
‣ Learners grew in confidence about how they interacted with each other.

11. Conclusions
‣ We relied on educational scaffolding to explain how ICT tools support both
tutors and learners in the delivery of practical activities (Brush and Saye, 2002).
‣ This study is relevant to academics working in HE, particularly those involved in
the delivery of applied subjects, such as music management.
‣ Industry professionals should be more open to the possibility of contributing to
HE programmes with a demand for shared industry knowledge and experience.
‣ Tutors can build a portfolio of online practical activities that represent industry.

12. References
Brush TA and Saye JW (2002) A summary of research exploring hard and soft scaffolding for
teachers and students using a multimedia supported learning environment. The Journal of
Interactive Online Learning 1(2): 1–12.
Bransen D, Govaerts MJ, Panadero E, et al. (2021) Putting self- regulated learning in context:
integrating self-, co-, and socially shared regulation of learning. Medical Education 56(1): 29–36.
Kunnari I, Tuomela V and Jussila J (2021) Teacher-facilitators’ job-crafting: making meaning and
relevance in authentic learning environments. International Journal of Manage- ment, Knowledge
and Learning 10: 115–126.
Oliver S and Stoten D, W (2022) In: Black K and Warhurst R (eds) Organization Studies and
Human Resource Management: An Educator’s Handbook. London, UK: Routledge, 101–112.

13. Thanks
Any questions?

14. Thanks
Any questions?
SCAN ME
Dr Paul Oliver
p.oliver@napier.ac.uk
@paulgomusic