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1 – 10 of over 2000Philip Wotschack, Gergana Vladova, Patricia de Paiva Lareiro and Christof Thim
The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance…
Abstract
Purpose
The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design.
Design/methodology/approach
This paper uses a laboratory experimental design to investigate how assistance-system-guided learning influences the individuals’ work performance and work satisfaction compared with assistance-system-guided learning combined with theoretical learning of holistic process knowledge. Subjects were divided into two groups and assigned to two different settings. In the first setting, the participants used the assistance systems as an orientation and support tool right at the beginning and learned the production steps exclusively in this way. In the second setting, subjects received an additional 10-min introduction (treatment) at the beginning of the experiment, including detailed information regarding the entire work process.
Findings
This study provides evidence that learners provided with prior process knowledge achieve a better understanding of the work process leading to higher levels of productivity, quality and work satisfaction. At the same time, the authors found evidence for differences among workers’ ability to process and apply this additional information. Subjects with lower productivity levels faced more difficulties processing and applying additional process information.
Research limitations/implications
Methodologically, this study goes beyond existing research on assistance systems by using a laboratory experimental design. Though the external validity of this method is limited by the artificial setting, it is a solid way of studying the impact of different usages of digital assistance systems in terms of training. Further research is required, however, including laboratory experiments with larger case numbers, company-level case studies and analyses of survey data, to further confirm the external validity of the findings of this study for the workplace.
Practical implications
This study provides some first evidence that holistic process knowledge, even in low-skill tasks, has an added value for the production process. This study contributes to firms' training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation.
Social implications
This study indicates the advantage for companies and societies to invest in additional skills and training and points at the limitations of assistance systems. This paper also contributes to training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation.
Originality/value
This study extends existing research on digital assistance systems by investigating their role in job-related-training. This paper contributes to labour sociology and organisational research by confirming the importance of holistic process knowledge as opposed to a solely task-oriented digital introduction.
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Harneel Acharya, Rakesh Reddy, Ahmed Hussein, Jaspreet Bagga and Timothy Pettit
The purpose of this paper is to evaluate the effectiveness of role playing as an applied learning technique for enhanced classroom experiences as compared to traditional lecture…
Abstract
Purpose
The purpose of this paper is to evaluate the effectiveness of role playing as an applied learning technique for enhanced classroom experiences as compared to traditional lecture methods.
Design/methodology/approach
This study uses the pre-test/post-test design to conduct experiments with several control and experimental groups. Subjects are graduate students in an MBA program at a private, non-profit university in a traditional classroom setting.
Findings
Students in the experimental group gained significantly more knowledge (post-test minus pre-test scores) – 45 percent higher – through participation in the role playing exercise as compared to the control group.
Research limitations/implications
This study represents only a single educational discipline explored using a single role playing learning activity. Impacts on the long-term retention of the knowledge should be studied further.
Practical implications
Educators should enhance their classroom experience with more applied learning activities such as role playing in order to increase knowledge gain and potentially longer knowledge retention.
Originality/value
This study uses a customized role playing activity within a business curriculum as one of many applied learning techniques. The value to students was shown by significantly higher gain in knowledge while simultaneously enhancing their enjoyment of the classroom experience to potentially encourage further lifelong learning.
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Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and…
Abstract
Purpose
Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and governance dynamics. A major shortcoming of such approaches is the neglect of inner dimensions and capacities (which constrains education for sustainability as an end), and a limited capacity to facilitate reflection on the cognitive and socio-emotional processes underpinning people’s learning, everyday life choices and decision-taking (which constrains education for sustainability as a means). More integral approaches and pedagogies are urgently needed. The purpose of this paper is to advance related knowledge.
Design/methodology/approach
This paper provides a reflexive case study of the development of an innovative course on “Sustainability and Inner Transformation” and associated interventions in the form of a practice lab and weekly councils.
Findings
The paper elaborates on the connections between sustainability and inner transformation in education, offers insights into the process of adapting contemplative interventions to sustainability education and concludes with some reflections on challenges, lessons learnt and future work needed to support more integral approaches. The findings show that inner dimensions and transformation can be a vehicle for critical, improved education for sustainability and how this can be achieved in practice.
Originality/value
It is only recently that the concept of the inner or personal (sphere of) transformation has received growing attention in sustainability science and education. Despite this interest, such new conceptualizations and heuristics have, to date, not been systematically connected to education for sustainability (neither as an end nor means). The paper presents a critical, reflexive case, which advances related knowledge. It sets a precedent, which other universities/training institutions could follow or learn from.
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Hanan Kondratjew and Marion Kahrens
Spaced learning (SL) and experiential learning (EL) have been identified as being more efficient to long-term knowledge retention than other forms of learning. The purpose of this…
Abstract
Purpose
Spaced learning (SL) and experiential learning (EL) have been identified as being more efficient to long-term knowledge retention than other forms of learning. The purpose of this paper is to confirm these benefits of SL and EL in a work-based learning environment.
Design/methodology/approach
This case study research monitored changes in learning outcomes of a work-based EL training, the Model Warehouse, when adding SL. The Model Warehouse of the Karlsruher Institute for Technology, Germany intends to educate professionals in lean warehouse logistics. Following a pragmatic standpoint, two groups of students were considered and compared by using multiple-choice question based knowledge tests where one group participated in an additional SL session. The experiences and perceptions of students were assessed by conducting in-depth interviews.
Findings
Findings revealed that adding SL to the EL training resulted either in students’ knowledge retention or knowledge improvement. Additionally, participants of the SL session did not perceive it as being required to strengthen understanding of lean warehouse management.
Practical implications
This study recommends considering SL as an effective means to significantly enhance long-term knowledge retention of any work-based or EL training.
Originality/value
This study confirms the benefits of SL and EL drawn from laboratory-based studies in a real business context. Adopting both learning theories in training programmes which converge with realities of the workplace results in a significant improvement of long-term knowledge retention.
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Amir Haj-Bolouri, Jesse Katende and Matti Rossi
The reemergence of immersive virtual technology (IVR) provides both opportunities and challenges for workplace learning (WPL). The purpose of this study is to explore and develop…
Abstract
Purpose
The reemergence of immersive virtual technology (IVR) provides both opportunities and challenges for workplace learning (WPL). The purpose of this study is to explore and develop knowledge about how gamification influences the WPL experience by addressing two research questions: RQ1. What characterizes a gamified immersive safety training experience with IVR technology? and RQ2. How does gamified immersive safety training with IVR technology impact the WPL experience?
Design/methodology/approach
The study adopted a mixed methods approach by combining a systematic literature review with a case study on an empirical project about immersive fire safety training for train operators that are used at the Swedish train operating company SJ. The case study included data from semistructured interviews, Web survey and observation studies. The data was analyzed in two stages combining inductive and deductive data analysis for identifying themes and categories.
Findings
The findings of the study are twofold: (1) themes that conceptualize the gamified immersive safety training experience based on outputs from both the literature review and the first round of data analysis; and (2) a framework with three overarching categories that are mapped with the identified themes, and which were deduced throughout the second round of data analysis.
Originality/value
The originality of the findings stresses the implications of how a body of knowledge that synthesizes gamification concepts with immersive safety training, can inform the design of WPL experiences that are facilitated with IVR technology. As such, the implications of the findings are targeted toward both the advancement of the IVR discourse in the WPL field, but also toward practical considerations for design of immersive learning experiences that enrich WPL practices and culture.
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This study aims to examine the perceptions of students about learning science and physics using the engineering design process (EDP).
Abstract
Purpose
This study aims to examine the perceptions of students about learning science and physics using the engineering design process (EDP).
Design/methodology/approach
The study employed a mixed-methods research design: The quantitative session features a pre–post-test control group study. In the qualitative aspect, the study conducted semistructured interviews for data collection. In the experimental group, the flipped classroom (FC) model and an instructional design are combined to design, develop and implement a physics course using the steps of the EDP, while the conventional method was applied to the control group. The respondents are students of the Department of Mechanical Engineering at Cao Thang Technical College in Vietnam for the academic year 2022–2023. The control and experimental groups are composed of 80 students each. An independent sample Mann–Whitney U test is applied to the quantitative data, while thematic analysis is employed for the qualitative data.
Findings
The results demonstrate a statistically significant difference between the experimental and control groups in terms of perceptions about learning science and physics using the EDP, which, when combined with a FC, enhances physics learning for engineering students.
Research limitations/implications
This study implemented the EDP in teaching physics to first-year engineering students in the Department of Mechanical Engineering using the combined FC and instructional design models. The results revealed that a difference exists in the perception of the students in terms of integrating the EDP into learning physics between the experimental and control groups. The experimental group, which underwent the EDP, obtained better results than did the control group, which used the conventional method. The results demonstrated that the EDP encouraged the students to explore and learn new content knowledge by selecting the appropriate solution to the problem. The EDP also helped them integrate new knowledge and engineering skills into mechanical engineering. This research also introduced a new perspective on physics teaching and learning using the EDP for engineering college students.
Practical implications
The research findings are important for teaching and learning physics using EDP in the context of engineering education. Thus, educators can integrate the teaching and learning of physics into the EDP to motivate and engage student learning.
Originality/value
Using the EDP combined with a FC designed under stages of the analyze, design, develop, implement and evaluate (ADDIE) model has enhanced the learning of physics for engineering college students.
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Elisa Verna, Gianfranco Genta and Maurizio Galetto
The purpose of this paper is to investigate and quantify the impact of product complexity, including architectural complexity, on operator learning, productivity and quality…
Abstract
Purpose
The purpose of this paper is to investigate and quantify the impact of product complexity, including architectural complexity, on operator learning, productivity and quality performance in both assembly and disassembly operations. This topic has not been extensively investigated in previous research.
Design/methodology/approach
An extensive experimental campaign involving 84 operators was conducted to repeatedly assemble and disassemble six different products of varying complexity to construct productivity and quality learning curves. Data from the experiment were analysed using statistical methods.
Findings
The human learning factor of productivity increases superlinearly with the increasing architectural complexity of products, i.e. from centralised to distributed architectures, both in assembly and disassembly, regardless of the level of overall product complexity. On the other hand, the human learning factor of quality performance decreases superlinearly as the architectural complexity of products increases. The intrinsic characteristics of product architecture are the reasons for this difference in learning factor.
Practical implications
The results of the study suggest that considering product complexity, particularly architectural complexity, in the design and planning of manufacturing processes can optimise operator learning, productivity and quality performance, and inform decisions about improving manufacturing operations.
Originality/value
While previous research has focussed on the effects of complexity on process time and defect generation, this study is amongst the first to investigate and quantify the effects of product complexity, including architectural complexity, on operator learning using an extensive experimental campaign.
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Jill Tomasson Goodwin, Joslin Goh, Stephanie Verkoeyen and Katherine Lithgow
The purpose of this paper is to report on research findings from a teaching and learning intervention that explored whether undergraduate university students can be taught to…
Abstract
Purpose
The purpose of this paper is to report on research findings from a teaching and learning intervention that explored whether undergraduate university students can be taught to articulate their employability skills effectively to prospective employers and to retain this ability post-course.
Design/methodology/approach
The study included 3,400 students in 44 courses at a large Canadian university. Stage 1 involved a course-level teaching and learning intervention with the experimental student group, which received employability skills articulation instruction. Stage 2 involved an online survey administered six months post-course to the experimental group and the control group. Both groups responded to two randomly generated questions using the Situation/Task, Actions, Result (STAR) format, a format that employers commonly rely on to assess job candidates’ employability skills. The researchers compared the survey responses from the experimental and control groups.
Findings
Survey results demonstrate that previous exposure to the STAR format was the only significant factor affecting students’ skills articulation ability. Year of study and program (co-operative or non-co-operative) did not influence articulation.
Practical implications
The findings suggest that universities should integrate institution-wide, course-level employability skills articulation assignments for students in all years of study and programs (co-op and non-co-op).
Originality/value
This research is novel because its study design combines practical, instructional design with empirical research of significant scope (institution-wide) and participant size (3,400 students), contributing quantitative evidence to the employability skills articulation discussion. By surveying students six months post-course, the study captures whether articulation instruction can be recalled, an ability of particular relevance for career preparedness.
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Bryan Romsa, Katelyn Romsa, Jon Lim and Scott Wurdinger
Researchers have discovered that service learning affects students’ academic, personal, and social development. However, currently there is a gap in literature analyzing ways in…
Abstract
Researchers have discovered that service learning affects students’ academic, personal, and social development. However, currently there is a gap in literature analyzing ways in which service learning affects students’ perceived leadership skills. This study examined the effectiveness of service learning on the perceived leadership skills of 74 sport management undergraduate students at a mid-sized, Midwestern, public university using Kouzes’ and Posner’s Student Leadership Practices Inventory instrument, which examines leadership practices in five areas: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. The results of this study may help faculty members and administrators to better understand the potential of utilizing service learning projects in their classrooms as a vehicle for their students to develop quality leadership practices. Recommendations for further research and practice are also discussed.
Jennifer Williams and Megan McClure
Finding an effective teaching methodology for leadership educators is daunting. In this experimental study undergraduate leadership students’ retention of knowledge was tested…
Abstract
Finding an effective teaching methodology for leadership educators is daunting. In this experimental study undergraduate leadership students’ retention of knowledge was tested after receiving leadership instruction via lecture, experiential learning, and public pedagogy. Results show lecture is an inferior method of teaching leadership while public pedagogy had effective and consistent results.