In the evolving landscape of management education, traditional teaching methods are being reimagined to meet the needs of today’s learners. Dr. Kumaran Rajaram, a Senior Lecturer from the Nanyang Business School, has been at the forefront of experimenting with and reflecting on new teaching methods. Drawing inspiration from constructivist learning theory, Dr. Rajaram has been reimagining the classroom as a space for active knowledge construction rather than passive reception.
Through his ongoing experiments with flipped classrooms, custom-designed technology tools, and social media integration, Dr. Rajaram has been exploring how principles of social constructivism, experiential learning, and connectivism can be applied in management education. His approach reflects a commitment to continuous improvement and adaptation based on student feedback and observed outcomes.
In this first part of our two-part series, we’ll explore how Dr. Rajaram’s approach has led to the development of a dynamic learning environment. We’ll examine his efforts to encourage students to actively build understanding through collaboration, technology, and real-world application, and how he continually refines these methods based on his observations and student feedback.
Insights from Dr. Kumaran Rajaram: A Leadership Perspective
To gain a deeper understanding of Dr. Rajaram’s approach, let’s start with his own words. In this interview, he shares insights from his years of leadership and senior management experience in organisational change, business development, strategic management and learning and training development, and how it has informed his teaching philosophy:
Dr. Rajaram emphasises the importance of clear communication, particularly in translating complex concepts into easily understandable ideas. He advocates for using diverse communication channels, including town hall meetings, to engage employees at different levels and address concerns directly. With experience managing a diverse workforce, Dr. Rajaram stresses the importance of cultural awareness in communication styles and values. He also highlights the need for adaptability in communication, using different channels, including creative social media approaches, to reach employees effectively.
The Challenge of Engaging Today’s Learners
Dr. Rajaram recognised a key challenge in teaching today’s students. He noted that Gen Z students, as supported by research, have very short attention spans. He observed that if educators cannot engage these students in learning, they risk losing their interest entirely. This insight drove Dr. Rajaram to consider making students more engaged, encouraging them to think deeply and critically, and facilitating peer learning. He began to experiment with teaching methods that could address these challenges and enhance the learning experience for Gen Z students.
Dr. Rajaram redesigned BE2601 Management Principles, Skills & Competencies using a flipped classroom model. In this approach, students access course material outside of class, usually online, and then apply the acquired knowledge with their peers during class time, under the professor’s guidance. The redesign includes pre-class online learning components such as short, engaging e-lectures, interactive quizzes, and reflection journals. In-class activities focus on interactive dialogues, case studies, problem-based learning, and collaborative group work.
Technology-Enhanced Learning Tools
Dr. Rajaram developed two custom technology tools to enhance the learning experience:
The “doKumaran” Tool (dKT):
Integrated into the Learning Activity Management System (LAMS), the dKT facilitates real-time collaboration among students. It supports various activity sequences including instructor-centred, peer review, collaboration, jigsaw, and unstructured activities. This versatility allows for diverse learning scenarios, promoting teamwork and collective problem-solving both in the classroom and remotely.
K^mAlive (pronounced as ‘come Alive’):
This in-class activity support system allows instructors to monitor and assess students’ individual participation in real-time. K^mAlive features include real-time question asking, response capture, and grading using customised assessment rubrics. By providing a platform for all students to contribute, it promotes inclusive participation and offers valuable data for instructors to refine their teaching strategies.
These tools work in tandem to create a technologically enhanced learning environment that supports active learning, promotes engagement, and provides insights into the learning process, ultimately contributing to a more effective and inclusive educational experience.
The improvised Version of KmAlive includes ten functionalities, including monitoring, assessing, and storing learners’ individual, peer, intra- and intergroup contributions by engaging students in real-time. The embedded data analytics with report generation enables easy and quick extraction of learners’ performance.
Dr. Rajaram’s Vision for Pedagogical Innovation
To better understand the philosophy behind these technological innovations, let’s hear from Dr. Rajaram himself on the future of pedagogical approaches:
Dr. Rajaram emphasises that technological innovations should be tailored to specific disciplines and learning objectives, with pedagogy driving technology use. He advocates for moving content learning outside the classroom, allowing in-class time for deeper discussions and collaborative activities. His approach aims to enhance collaboration, shift from traditional information transfer to critical thinking and diverse perspective-sharing, and add value to class time through engaging dialogues that promote deeper understanding.
Understanding Flipped and Blended Learning Approaches
Dr. Rajaram’s teaching methods draw on both flipped classroom and blended learning approaches. To better understand these concepts and their distinctions, let’s hear from Dr. Rajaram himself:
In a flipped classroom, all content is shifted outside the classroom, with students engaging with materials before class. In-class time is devoted to applied activities, dialogues, and interactivity, with no repetition of content. Blended learning combines traditional in-class lectures with supplementary out-of-class materials, often used to address complex concepts. Both approaches aim to enhance student engagement and learning processes by shifting power towards the students and making more effective use of class time. Dr. Rajaram primarily adopts a flipped classroom model but incorporates elements of blended learning where appropriate for complex management concepts.
Dr. Rajaram has developed a guiding framework for the implementation of blended learning for higher education institutional leadership, administrators and faculty.
Leveraging Social Media for Enhanced Learning
Dr. Rajaram’s approach extends beyond traditional educational tools to incorporate social media platforms that students are already familiar with. He explains his strategy in this video:
Dr. Rajaram aims to shift from traditional teaching methods to approaches that resonate with students’ daily experiences. By using platforms students already use socially, such as Facebook groups, he creates collaborative learning spaces, encourages sharing of relevant content, and facilitates peer discussions. This approach engages both extroverted and introverted students, allowing for real-time and asynchronous learning. Dr. Rajaram emphasises the importance of adapting to current trends, considering platforms like Instagram and TikTok for short-form video content that aligns with students’ media consumption habits.
Conclusion
Dr. Rajaram’s approach to teaching management principles reflects a commitment to continuous improvement in education. By thoughtfully incorporating constructivist learning theory and technology, he has developed a student-centred learning environment aimed at addressing contemporary learners’ needs. His ongoing experiments with flipped classrooms, custom technology tools, and social media integration demonstrate a dedication to fostering critical thinking and real-world application of concepts.
In Part 2 of this series, we’ll explore Dr. Rajaram’s specific teaching strategies, the changing role of educators in this new paradigm, and the impact of these methods on student learning outcomes. Stay tuned as we delve deeper into the practical implementation of this transformative approach to management education.
