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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Abrantes, B. F. & Fernandez, R. L. (2023). Digital competition and capabilities' augmentation on international cohorts: Evidence from 'case competition 2019'. International Journal of Education Economics and Development. 14 (1), 100-122
Exportar Referência (IEEE) 
B. T. Abrantes and R. L. Fernandez,  "Digital competition and capabilities' augmentation on international cohorts: Evidence from 'case competition 2019'", in Int. Journal of Education Economics and Development, vol. 14, no. 1, pp. 100-122, 2023
Exportar BibTeX 
@article{abrantes2023_1783006007544,
	author = "Abrantes, B. F. and Fernandez, R. L.",
	title = "Digital competition and capabilities' augmentation on international cohorts: Evidence from 'case competition 2019'",
	journal = "International Journal of Education Economics and Development",
	year = "2023",
	volume = "14",
	number = "1",
	doi = "10.1504/IJEED.2023.10045918",
	pages = "100-122",
	url = "https://www.inderscience.com/offer.php?id=127628"
}
Exportar RIS 
TY  - JOUR
TI  - Digital competition and capabilities' augmentation on international cohorts: Evidence from 'case competition 2019'
T2  - International Journal of Education Economics and Development
VL  - 14
IS  - 1
AU  - Abrantes, B. F.
AU  - Fernandez, R. L.
PY  - 2023
SP  - 100-122
SN  - 1759-5673
DO  - 10.1504/IJEED.2023.10045918
UR  - https://www.inderscience.com/offer.php?id=127628
AB  - Intertwining the fields of education policy research (EPR) and educational experiment research (EER), this investigation exploits the usage of digital technologies and team-competition to test whether the phenomenon of digital competition yields a divergent (and likely more positive) impact than traditional classroom coursework, measurable on the degree of learning (criterion 1) and satisfaction (criterion 2) within a target population of international higher education students (HES). An event fashioned and simply dubbed as 'case competition', provided the context and virtual environment for a quasi-experiment which assigned participants (the experiment group) to seven teams competing to solve an industry case. Primary data obtained from the latter through an individual anonymised event's feedback-questionnaire was crossed-checked against a dataset of the overall annual students' evaluation of education quality (SEEQ) instrument; the respondents constitute the opposing control group. Results unravelled hidden benefits of endowing classroom-instruction with this off-stream approach. Furthermore, this led to the modelling of the digital competition augmented learning (DCAL) framework merging the virtues of three main bodies of educational theory: student-centric learning (SCL); problem-based learning (PBL) and technology-enhanced learning (TEL).
ER  -