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1 – 10 of over 1000Ai Na Seow, Siew Yong Lam, Yuen Onn Choong and Chee Keong Choong
The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.
Abstract
Purpose
The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.
Design/methodology/approach
A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights.
Findings
The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE.
Research limitations/implications
The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education.
Originality/value
The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.
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Bradley J. Olson, Satyanarayana Parayitam, Matteo Cristofaro, Yongjian Bao and Wenlong Yuan
This paper elucidates the role of anger in error management (EM) and organizational learning behaviors. The study explores how anger can catalyze learning, emphasizing its…
Abstract
Purpose
This paper elucidates the role of anger in error management (EM) and organizational learning behaviors. The study explores how anger can catalyze learning, emphasizing its strategic implications.
Design/methodology/approach
A double-layered moderated-mediated model was developed and tested using data from 744 Chinese CEOs. The psychometric properties of the survey instrument were rigorously examined through structural equation modeling, and hypotheses were tested using Hayes's PROCESS macros.
Findings
The findings reveal that anger is a precursor for recognizing the value of significant errors, leading to a positive association with learning behavior among top management team members. Additionally, the study uncovers a triple interaction effect of anger, EM culture and supply chain disruptions on the value of learning from errors. Extensive experience and positive grieving strengthen the relationship between recognizing value from errors and learning behavior.
Originality/value
This study uniquely integrates affect-cognitive theory and organizational learning theory, examining anger in EM and learning. The authors provide empirical evidence that anger can drive error value recognition and learning. The authors incorporate a more fine-grained approach to leadership when including executive anger as a trigger to learning behavior. Factors like experience and positive grieving are explored, deepening the understanding of emotions in learning. The authors consider both negative and positive emotions to contribute to the complexity of organizational learning.
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D. Christopher Kayes, Philip W. Wirtz and Jing Burgi-Tian
Resilience while learning is the capacity to initiate, persist and direct effort toward learning when experiencing unpleasant affective states. The underlying mechanisms of…
Abstract
Purpose
Resilience while learning is the capacity to initiate, persist and direct effort toward learning when experiencing unpleasant affective states. The underlying mechanisms of resilience are emotional buffering and self-regulation when experiencing unpleasant affective states. The authors identified four factors that support resilience while learning: positive emotional engagement, creative problem-solving, learning identity and social support. The authors developed and tested scales and found evidence to support the four-factor model of resilience. The authors offer a person-centered approach to resilience in learning by conducting a latent profile analysis that tested the likelihood of resilience based on profiles of differences in scores on these factors under two affective conditions: (unpleasant) learning during frustration versus (pleasant) learning during progress. A quarter of individuals activated the four resilience factors in pleasant and unpleasant affective states, while 75% of participants saw decrements in these factors when faced with frustration. The results support a four-factor, person-centered approach to resilience while learning.
Design/methodology/approach
The authors develop and test a four-factor model of resilience and test the model in a group of 330 management undergraduate and graduate students. Each participant identified two learning episodes in their responses, one while frustrated and one while making progress, and ranked the level of intensity on the four resilience factors. Analysis on an additional 88 subjects provided additional support for the validation and reliability of scales.
Findings
Results revealed 2 latent profiles groups, with 25% of the sample associated with resilience (low difference on resilience factors between the two learning episodes) and 75% who remain susceptible to unpleasant emotions (high difference between the two learning episodes).
Research limitations/implications
The study supports a person-centered approach to resilience while learning (in contrast to a variable centered approach).
Practical implications
The study provides a means to classify individuals using a person-centered, rather than a variable-centered approach. An understanding of how individuals buffer and self-regulate while experiencing unpleasant affect while learning can help educators, consultants and managers develop better interventions for learning.
Social implications
This study addresses the growing concern over student success associated with increased dropout rates among undergraduate business students, and the failure of many management developments and executive training efforts. This study suggests that looking at specific variables may not provide insight into the complex relationship between learning outcomes and factors that support resilience in learning.
Originality/value
There is growing interest in understanding resilience factors from a person-centered perspective using analytical methods such as latent profile analysis. This is the first study to look at how individuals can be grouped into similar profiles based on four resilience factors.
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Tracey Ollis, Ursula Harrison and Cheryl Ryan
We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity…
Abstract
Purpose
We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.
Design/methodology/approach
The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.
Findings
Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.
Originality/value
This research paper is empirical research and has not been submitted elsewhere for publication.
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Kibum Kwon, Shinhee Jeong, Jiwon Park and Seung Won Yoon
In response to the lack of connection between employee development and employee engagement, this study explores the existing empirical findings regarding these two concepts. Based…
Abstract
Purpose
In response to the lack of connection between employee development and employee engagement, this study explores the existing empirical findings regarding these two concepts. Based on the conservation of resources theory, the authors propose a novel theoretical framework that can better leverage the identified antecedents and relationships for future research.
Design/methodology/approach
An integrative literature review of 64 empirical studies published in peer-reviewed journals was conducted.
Findings
Three different levels of antecedents, including the work environment, social exchange and individual characteristics, are identified. Employee development and employee engagement exhibit reciprocal relationships. Considering the role of job performance as a catalyst, the authors propose an upward gain spiral model to advance both research and practice.
Originality/value
This integrative literature review aims to facilitate discussions based on three distinct sub-dimensions: physical, emotional and cognitive energies, relevant to both employee development and employee engagement. Through this distinction, a more comprehensive understanding of the connection between employee development and employee engagement can be cultivated.
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Mehmet Karakus, Mustafa Toprak, Omer Caliskan and Megan Crawford
This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.
Abstract
Purpose
This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.
Design/methodology/approach
The quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.
Findings
The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.
Originality/value
To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.
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Hiep-Hung Pham, Ngoc-Thi Nhu Nguyen, Luong Dinh Hai, Tien-Trung Nguyen and Van An Le Nguyen
With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document…
Abstract
Purpose
With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.
Design/methodology/approach
We adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.
Findings
This study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.
Originality/value
The finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.
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Bekir Bora Dedeoğlu, Caner Çalışkan, Tzu-Ling Chen, Jacek Borzyszkowski and Fevzi Okumus
This study investigates the relationship between feelings of loneliness in the workplace, life satisfaction, affect, hope and expressivity among hotel employees.
Abstract
Purpose
This study investigates the relationship between feelings of loneliness in the workplace, life satisfaction, affect, hope and expressivity among hotel employees.
Design/methodology/approach
The research model was tested via structural equation modeling based on the empirical data collected from hotel employees in Antalya, Turkey.
Findings
The research findings suggest that emotional deprivation and social companionship have a significant impact on life satisfaction, that life satisfaction has a significant impact on positive and negative emotions, and that positive and negative emotions have the same impact on pathways and agencies.
Originality/value
The research findings should assist researchers and practitioners to understand the behaviors of hotel employees in continuous interaction and relationship with individuals to motivate them while providing more effective services.
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Cristina-Alexandra Trifan, Roxane de Waegh, Yunzi Zhang and Can-Seng Ooi
This paper explores the collaborative dynamics and dimensions within a virtual multi-cultural and interdisciplinary workplace. The study focusses on the use of online…
Abstract
Purpose
This paper explores the collaborative dynamics and dimensions within a virtual multi-cultural and interdisciplinary workplace. The study focusses on the use of online communication technologies to enhance social inclusion and networking within academia.
Design/methodology/approach
This study uses an autoethnographic approach to draw on the personal experiences of a team of four scholars, including three early-career researchers and a senior scholar. Their reflections on their academic positionality and the institutional constraints reveal both the strengths and vulnerabilities of collaborating in a virtual workplace.
Findings
The findings offer insights into the complexities of navigating social dynamics, such as delegating responsibilities, organising meetings across various time zones and encouraging continuous collaboration, inclusivity and effective communication during an extensive timeline. As a result, their experiences revealed that a virtual workplace culture with similar and different attributes to a “normal” workplace emerged.
Originality/value
The paper demonstrates how to create an effective and inclusive virtual workplace by exemplifying best practices in academia and providing practical guidance for individuals and institutions based on honest, co-produced autoethnographic reflections of the authors’ lived experiences.
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Using sentiment analysis (SA), this study aims to examine the impact of COVID-19 on mental health and virtual learning experiences among 1,125 students at a public Argentinean…
Abstract
Purpose
Using sentiment analysis (SA), this study aims to examine the impact of COVID-19 on mental health and virtual learning experiences among 1,125 students at a public Argentinean faculty.
Design/methodology/approach
A study was conducted during the COVID-19 pandemic, surveying 1,125 students to gather their opinions. The survey data was analysed using text mining tools and SA. SA was used to extract the students’ emotions, views and feelings computationally and identify co-occurrences and patterns in related words. The study also examines educational policies implemented after the pandemic.
Findings
The prevalent emotions expressed in the comments were trust, sadness, anticipation and fear. A combination of trust and fear resulted in submission. Negative comments often included the words “virtual”, “virtual classroom”, “virtual classes” and “professor”. Two significant issues were identified: teachers’ inexperience with virtual classes and inadequate server infrastructure, leading to frequent crashes. The most effective educational policies addressed vital issues related to the “virtual classroom”.
Practical implications
Text mining and SA are valuable tools for decision-making during uncertain times, such as the COVID-19 pandemic. They can also provide insights to recover quality assurance processes at universities impacted by health concerns or external shocks.
Originality/value
The paper makes two main contributions: it conducts a SA to gain insights from comments and analyses the relationship between emotions and sentiments to identify optimal educational policies. The study pioneers exploring the link between emotions, policies and the pandemic at a public university in Argentina. This area of research still needs to be explored.
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