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