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Peer groups have been established as one of the best tools for leadership learning for family business leaders. However, these groups remain underutilized because business leaders disengage and voluntarily create turnover from these groups. This study explores the perceptions of family business leaders concerning the usefulness, growth opportunities, and equity within peer learning groups to determine what factors impact retention in these groups.

Two surveys were administered to 321 family business owners and leaders through three large family business centers in different regions of the United States. Leaders were grouped into those who left versus those who remained in a peer learning group. Data were collected about their learning experiences and why they remained or voluntarily left a group.

Lack of equity was found to be the main determinant of turnover in peer learning groups. Peer learning groups need to consist of business owners along the same trajectory, career stage, and in similar stages of growing a family business in order to equally contribute to the group’s learning. Business leaders who are in peer learning groups they report as being equal also report that their groups are more helpful, trustworthy and create better-quality learning experiences.

Peer groups are important for peer-to-peer learning and continued education for family business leaders. Having a group of peers whom have dealt with similar issues can help business leaders overcome problems successfully. However, little research exists that examines what factors make these peer groups successful.

Quality circles, project teams, autonomous work groups, and self‐managed teams are very much a part of organizational life in today′s competitive and constantly changing work environment. Considers the issues in developing groups as a focus for learning for individuals and the organization as a whole. Reports on a two‐year project evaluating the processes and outcomes of learning groups, and suggests that lessons learned from this project can be applied to help maximize learning and performance in groups in a wide range of organizational contexts. Presents outcomes regarding effective group selection, learning achievements and group processes. Draws conclusions and highlights key issues.

The purpose of this paper is to explore the dynamics of individual and group factors that facilitate successful collaborative work in e‐learning environments. The aim of the paper is to develop a conceptual framework and a methodology for implementing the framework.

A theoretical framework is developed. The framework is an integration of two innovative methodologies (CEDA and RAPAD) which have been implemented in previous research.

The operationalisation of the integrated methodology enables the development of a learning environment by structured reflection and negotiation on preferred learning related characteristics.

The proposed approach facilitates student learning at the individual and group level. Extending the framework to training procedures locates the research to a broader societal context.

This case study aims to analyze and compare the learning achievements of two groups of university students taught by: traditional face-to-face learning (TDL) and blended e-learning (BEL). To the best of the authors’ knowledge no previous study of the use of BEL in the context of Thailand has addressed the same purpose as this study. It is expected that the findings from this study will suggest areas for additional research and will be of interest to researchers and professional educators, especially those involved in the development and use of BEL systems.

This case study compares two groups of undergraduate students who completed a course designed to develop skills in using productivity software at a university in Thailand. After establishing the groups, one group learned in a BEL environment and the other in a TDL environment. In particular, the online training and assessment software application SIMnet was used in the BEL environment. Comparisons between results using BEL and TDL are made for different assessment results. Additional analyses of results for the BEL group examined gender differences and correlations between the number of attempts made on assessments and the levels of achievement.

The findings indicated that for all of the assessments, the BEL group had a better performance than the TDL group. For the BEL group, additional analyses found no significant differences between the achievements of males and females and significant correlations between the numbers of attempts made on assessments and the results. Limitations of this case study are discussed, and the findings are expected to be of interest to researchers and professional educators, especially those involved in the development and use of BEL.

Learning content was restricted to the Excel spreadsheet in which different areas of content need to be studied. The software SIMnet was used by the BEL group, additional BEL software needs to be studied. The participants’ characteristics – age, gender, culture and computer competency – were narrow scoped in which the study could include more varieties and also a larger sample size. Further studies should be designed to include more comparisons such a comparison between TDL group males and females.

The findings from this limited case study suggest that a BEL learning environment is superior to a TDL environment. Also, a BEL environment is equally beneficial for male and female students. In particular, the BEL feature, which allows students to retake assessments, leads to improved learning performance equally for both males and females. In general, these findings support those reported in previous studies.

This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of promoting students’ learning engagement, this study puts forward suggestions for the effective implementation of flipped classroom teaching, so as to provide reference for the implementation of flipped classroom teaching practice in colleges and universities. Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The reform wave in education is therefore emerged in past years, where the “flipped classroom” model strikes a chord and becomes a trend.

By applying nonequivalent pretest posttest control group design to the experimental research, 242 college students in Henan Province are selected as subjects of study. They are divided into four groups. The first group adopts the flip classroom teaching method. The second group adopts the cooperative teaching method. The third group adopts the flipping classroom teaching method integrated the cooperative teaching method. The fourth group (control group) adopts the traditional teaching method. The study lasted 15 weeks with sessions carried out 3 h a week.

The research results show significant effects of flipped classroom teaching method on learning motivation, flipped classroom teaching method on learning outcome, cooperative learning on learning motivation, cooperative learning on learning outcome, flipped classroom teaching method integrated cooperative learning on the promotion of learning motivation and flipped classroom teaching method integrated cooperative learning on the promotion of learning outcome.

First, on the basis of consulting the links of many teaching strategies and summarizing the experience of flipped classroom practice in famous universities, a series of teaching strategies is put forward. However, the pertinence of different subjects may be different, which requires teachers to focus on the specific practice of reference. Second, due to the limitation of time, the author spent more time and energy on the proposal part of strategy, and the scientific nature of the strategy is not verified in practice, so it needs to spend time and practice in the later stage to improve this work.

This topic is the integrated design practice and research of flipped classroom in current teaching. The practical significance of the research is to find a solution to the problem of low learning efficiency of students in traditional classrooms, so as to update teachers’ teaching concepts, change teaching methods and promote teaching behaviors. In flipped classroom, there is a systematic integrated design process before, during and after class, which can effectively improve teachers’ teaching design ability, help students change their learning methods and truly improve students’ learning efficiency and effectiveness. The research on the implementation of flipped classroom can enrich the theory of flipped classroom, including the research on the orientation of learning theory and the reorientation of the role of teachers and students. This study can provide theoretical support for the strategies and environment for the cultivation of students’ independent learning ability. The results of this study can provide a reference for improving the scientificity and diversity of research methods.

Based on the integrated design of flipped classroom before, during and after class, this research systematically explores the role of flipped classroom in cultivating students’ autonomous learning ability in the teaching of information science and technology, and studies how to maximize the role of flipped classroom in teaching to promote and help students’ learning. In addition, a special iterative method is adopted. In each round of research, according to the opinions of students and peers, the inadequacies and improvements in the last round of research is found, certain links are increased or decreased, and finally the research goals are achieved.

What is required of job design and production planning, if they are to result in a work group taking a self‐starting approach and going beyond what is formally required of it? This paper aims to contribute to group research by testing a theoretical model of relations between job design on the one hand (captured as completeness, demand on responsibility, demand on cooperation, cognitive demand, and learning opportunities), and reflexivity and learning processes within natural work groups in industry on the other hand.

The results are based on detailed task analyses and questionnaires from 40 work groups at the shop‐floor level in manufacturing industry in Sweden.

Job design and work routines show strong effects on reflexivity and learning processes. Four dimensions of job design – completeness, demand on cooperation, cognitive demand and learning opportunities – impact on reflexivity and learning processes. Job design correlates with social routines, and social routines with work routines.

It is crucial to create a job design that puts challenging demands on the group if group processes are to be characterized by reflexivity and learning. Managers have a challenging task to provide both a space and a climate that supports reflexivity and learning. All functions affected by production planning need to be involved in job design to balance conflicts between productivity and innovation.

Detailed task analysis is worthwhile as it captures aspects that are prerequisites for innovative groups not previously accounted for.

The author proposed a mobile learning model of pervasive animated games which allows college students to learn via games accessed through a smartphone. It can develop the process of field observation and self-reflection to enhance learning effectiveness, and the motivation, and attitude of students towards learning.

The author proposed a model for teaching via pervasive animated games. The author used SPSS software and Pearson's correlation coefficients to explore different mobile learning strategies and their relationship with learning attitudes and achievement. Participants were vocational technology college students, who each experienced animated games in individual and group learning settings.

The results found that the learning performance of students in the individual learning group was better than that of the group learning group. A higher level of digital experience was associated with better learning performance, and a more positive attitude towards using mobile phones was associated with better learning performance.

The learning method still has its limitations, the learner's digital information level, learning mode, learning attitudes will have an impact on the student playing teaching pervasive animation games. Therefore, improving student information level is one of the important topics of teaching pervasive animation games and mobile learning.

The author proposed a mobile learning strategy based on pervasive animated games. The result in the strategy of mobile learning shows that the level of students' digital experience and the overall design of animated games are important criteria for successful implementation.

The purpose of this paper is to briefly describe a model of group learning, examine variables that stimulate a group to learn and determine the group's readiness to learn, and provide suggested interventions to enhance group readiness to learn.

This practical paper, based on a model of group learning and recent group, learning, and systems literature, examines what triggers groups to learn and what makes groups ready to learn, and then suggest interventions to enhance group readiness to learn. Learning requires that the group recognizes variables that trigger learning. These may be pressures or opportunities from outside the group or encouragement and direction from group members. In addition, the group needs to be ready to learn when the triggers occur. Readiness to learn is a function of the group's maturity, boundary permeability, and learning orientation.

Based on a review of the literature and the model, the paper suggests ways to diagnose learning triggers and readiness and propose interventions to increase general readiness to learn as well as the group's readiness to learn as the group is forming, when the group makes progress, and as the group concludes its work. Finally, the paper presents a case to demonstrate learning triggers and the importance of readiness to learn.

This paper fulfills an identified need by managers in organizations regarding understanding group learning, what triggers it, and how to enhance group readiness to learn and offers practical help to stimulating a group's readiness to learn.

Collaborative learning was examined as a pedagogy to determine if students could improve standardized exam scores when the professor led the sessions in class. The purpose of this paper is to design a quasi-experiment to test the predictive ability of this pedagogy using a randomly allocated treatment vs control group. An externally administered standardized exam was used as the instrument.

A post-positivist ideology was employed, quantitative data were collected from standardized exit exams scores and from the experiment factors. Descriptive statistics, correlation analysis along with a General Linear Model (GLM) ANCOVA were applied to test the hypothesis at the 95 percent confidence level.

A statistically significant model was developed using multiple regression in a Generalized Linear Model. The regression model developed in this study was able to capture 51 percent of variance on the exam score, using four predictors were (in order of importance): SAT, pedagogy, GPA, and gender.

The GLM regression model proved that collaborative learning as pedagogy could increase standardized exam scores, since the only variation between the treatment vs control group was the pedagogy. Prior ability was still the most influential factor in the model, but when it was controlled for, pedagogy (collaborative learning) was shown to help students in the test group make a significant increase in exam score.

Business schools and other disciplines could apply the collaborative learning as a pedagogy to help students increase high-stakes exam scores, regardless of their gender, age, or prior ability. Several ideas were mentioned for replacing existing high-stakes exams.

A high degree of experimental control was imposed and the common predictors identified in the literature were tested to control for confounding influences. The researcher reflected on what really worked as techniques within the collaborative learning pedagogy process.

The purpose of this paper is to present the design and first results of the integration of a web‐based system person‐centred group‐activity support system (PEGASUS) in university instruction, as a means for advancing person‐centred learning by supporting group activity. The PEGASUS is expected to help students and teachers in two distinct objectives: enhancing metacognition (students and teachers are supported to identify their learning and teaching preferences, which in turn is used as a framework for reflection), and group formation (the system suggests homogeneous or heterogeneous workgroups, supporting also teacher‐students negotiations of the final group synthesis).

First, a theoretical framework is built to reflect the process of transforming the principles for learner‐centred learning into a pedagogical model which becomes the basis for defining the PEGASUS specifications. Then, qualitative field evidence is provided from the initial integration of the system into the teaching process to support students' group activity.

From the pilot testing of PEGASUS it is evident that learning style‐based group formation might not be acceptable to all students in the typical classroom setting where students already know each other. The early implementation data indicate that not every student might accept the theory‐based grouping suggestions of the instructor.

The research is limited to qualitative and preliminary results from undergraduate as well as postgraduate students.

Systems like PEGASUS can initiate fruitful discussions among students and teachers on the role of learning styles in learning. However, group activity is a complex socio‐cognitive phenomenon that cannot be approached simply on the basis of students' learning styles. Still, such a system can help identify how students' learning styles can be of significance under certain conditions.

The paper describes the development of a web‐based system for personalised learning and system integration in everyday teaching.