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A class can reach an entirely new level of learning and focus when a student has strong self-efficacy and can contribute useful, insightful knowledge that enriches the learning experience for others. Often in graduate-level programs where students have real-world experiences in the concepts and techniques being discussed, the sharing of personal experiences often makes concepts come alive for the class and makes them real. An example of this would be when a student in a graduate program to earn their MBA has an extensive experience with managing supply chains and a distribution center, and when the discussion in their classes focuses on logistics, they contribute many first-hand examples. There is an element of maturity in how students do this; they do not speak to dominate the class or belittle the instructor by showing how much more they know due to practical, hands-on expertise. They present their knowledge and experiences from the context of a contribution and to further illustrate the concepts in the class. Instructors who have a strong transformational mindset are able to see this as a contribution and not a threat and openly welcome this level of contribution in graduate-level courses as well (Pounder, 2008).
Conclusion
The intent of this analysis is to evaluate what makes an excellent...
For students, the ability to transform courses with their own contributions is a best practice that enriches the learning experience in a classroom all the time.
References
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Ingram, Patreese D.. (1997). Leadership behaviours of principals in inclusive educational settings. Journal of Educational Administration, 35(5), 411-427.
Najjar, M.. (2008). On Scaffolding Adaptive Teaching Prompts within Virtual Labs. International Journal of Distance Education Technologies, 6(2), 35-54.
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