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1 – 10 of over 31000Interactive activities are an important aspect of distributed learning situations, wherein online communities and learner motivational levels evolve and thrive. Through the…
Abstract
Interactive activities are an important aspect of distributed learning situations, wherein online communities and learner motivational levels evolve and thrive. Through the thoughtful integration of interactive activities into the online learning process, learners and instructors gain considerable exposure to reciprocally favorable occurrences among learners, content, interface, instructor, community, and self. The thoughtful design and development of a distributed learning environment aids the use of interactive activities in moving beyond mere online interactions towards a more theoretically productive level of interactions. Within a theoretically productive level of interaction wherein the learners obtain information, develop conceptual frameworks through which the information is not only derived but becomes useful knowledge, develop higher‐level thinking skills, and continue to be internally motivated to continue with the course, the learners conceptualize a learning community which can be sorely lacking within distributed learning situations that do not integrate appropriate interactive activities.
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Faced with increased global competition, suppliers must continually update their technology and capabilities to effectively respond to the rapid changes in customer requirements…
Abstract
Purpose
Faced with increased global competition, suppliers must continually update their technology and capabilities to effectively respond to the rapid changes in customer requirements. In the original equipment manufacturer (OEM) supply relationships, it is particularly important for suppliers to enhance their product development capabilities by learning from customers. However, few existing studies have empirically explored this issue. This paper aims to fill some of the gaps.
Design/methodology/approach
Based on the organisational learning perspective, this paper investigates learning between the suppliers and customers of OEM relations as well as its impact on suppliers' product development capabilities. Structure equation modelling was used with data collected from 147 OEM supply relations of 117 Taiwanese information technology (IT) companies. The relationships among learning intent, interactive learning, internalised learning, and product development capabilities were examined.
Findings
Results show that suppliers with a high learning intent are able to facilitate inter‐organisational and intra‐organisational learning to enhance their product development capabilities.
Originality/value
The paper proposes and empirically tests a model to explain how the OEM suppliers' product development capabilities are enhanced by the relationships between learning intent, inter‐organisational learning, and intra‐organisational learning.
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Jennifer K. Olsen, Louis Faucon and Pierre Dillenbourg
Within higher education, there was an abrupt shift from face-to-face to online lecturing with the introduction of social distancing measures in light of a global pandemic. The…
Abstract
Purpose
Within higher education, there was an abrupt shift from face-to-face to online lecturing with the introduction of social distancing measures in light of a global pandemic. The purpose of this study is to enrich the connection between students and instructors, the authors integrated elaborated interactive activities into large online lectures to enhance both students’ cognitive activities and social presence.
Design/methodology/approach
In this study, the goals are twofold. First, the authors introduce a classroom orchestration system and its features that support active learning across learning environments. Second, they investigate the differences and similarities between student behaviors during these activities in face-to-face and online settings.
Findings
The findings reveal individual differences in student behaviors between student cohorts, but no differences between learning environments, highlighting the versatility of the orchestration system across face-to-face and online environments.
Practical implications
This work presents the use of a classroom orchestration tool that is designed to easily support teaching and learning in online and face-to-face contexts and is particularly well suited for large classes.
Originality/value
Online lectures can be more than watching a teacher speaking on the computer display. Rich class-wide learning activities can be integrated into online lectures to support more cognitive engagement during the lecture.
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The purpose of this study is to examine factors influencing the engagement of public school teachers in informal learning activities.
Abstract
Purpose
The purpose of this study is to examine factors influencing the engagement of public school teachers in informal learning activities.
Design/methodology/approach
This study used a survey research design.
Findings
Analysis of the data found that teachers rely to a greater degree on interactive than on independent informal learning activities. Three environmental factors inhibit teachers from engaging in informal learning activities: lack of time, lack of proximity to colleagues' work areas, and insufficient funds. In addition, seven personal characteristics enhance teachers' motivation to engage in informal learning: initiative, self‐efficacy, love of learning, interest in the profession, commitment to professional development, a nurturing personality, and an outgoing personality.
Research limitations/implications
A limitation of this study was the survey's response rate of 27.7 percent.
Practical implications
The findings from this study give rise to three implications for facilitating informal workplace learning. First, work areas need to be strategically designed so that employees are located near colleagues in the same technical or professional area. Second, a greater amount of unencumbered time must be built into a professional's work day. Third, access to computer technology and the internet should be provided so that professionals can communicate with others and gather information when the need to do so arises.
Originality/value
An important contribution of the present study to new knowledge of workplace learning is the construction of a survey instrument for assessing informal workplace learning. A second contribution is greater understanding of the personal and environmental factors that influence informal workplace learning.
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This study was based on situated learning, by combining mobile learning and augmented reality, so that students could not only access information content in a real environment but…
Abstract
Purpose
This study was based on situated learning, by combining mobile learning and augmented reality, so that students could not only access information content in a real environment but also obtain such information via augmented reality, to support mobile learning.
Design/methodology/approach
The research included development of an augmented reality system combined with situational learning, used by students to learn about campus plants as part of the college life technology curriculum. Students took part in mobile learning, and an investigation was conducted into the computer learning behaviour of notebook users. College students were used as the experimental subjects. Data were collected using questionnaire surveys and were evaluated in order to identify the behavioural intentions of learners in outdoor learning activities.
Findings
The questionnaire survey covered environmental interactivity, system quality and textbook content. It was found that learners who used mobile learning augmented reality (MLAR) generally managed to browse all the contents of the textbook at each learning location, without spending too much time looking for information, and learners could quickly integrate this into the learning situation. Learners who used MLAR had a strong motivation to study plants at the learning site because they wanted to use the augmented reality technology to observe virtual plant models. Learners who used MLAR in their field learning liked using augmented reality for further learning, for example, using a magic wand to interact with the technology.
Originality/value
This study adopted a new approach to deliver elements of the life technology curriculum, integrating augmented reality into mobile learning. All participating students gave positive reviews of six aspects of the proposed system: their behavioural intentions, cognitive usefulness, cognitive ease of use, environmental interactivity, system quality and textbook content.
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The purpose of this paper is to build an assessment-centred blended learning (BL) framework to assess learners, to analyse and to evaluate the impact of the technology support in…
Abstract
Purpose
The purpose of this paper is to build an assessment-centred blended learning (BL) framework to assess learners, to analyse and to evaluate the impact of the technology support in the form of formative assessment in students’ positive learning.
Design/methodology/approach
This research proposed an assessment-centred BL framework at the course level to support formative assessment in students by designing a variety of online learning activities combined with e-assessment tools of learning management system (LMS) to analyse and evaluate the impact of the technology application in the form of formative assessment student learning initiative. The author has tested this model in five years with more than 200 courses.
Findings
Experimental results have shown that formative assessment evaluation form is more efficient when supported by technology such as LMS.
Originality/value
This research proposed an assessment-centred BL framework at the course level by using LMS tools combined with traditional teaching.
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Mildred O. Moscoso, Ana Katrina P. de Jesus, Renz Frances D. Abagat, Edmund G. Centeno, Rhodora Ramonette D.V. Custodio, John Mervin L. Embate, Elijah Jesse Mendoza Pine, Zoilo D. Belano, Eugene Raymond P. Crudo, Diosdado B. Lopega and Lexter J. Mangubat
Katipuneros RPG: Bisperas ng Himagsikan (Katipuneros RPG: The Eve of the Revolution) is an immersive and gamified theater that engages its “audiences” in the initiation rites of a…
Abstract
Purpose
Katipuneros RPG: Bisperas ng Himagsikan (Katipuneros RPG: The Eve of the Revolution) is an immersive and gamified theater that engages its “audiences” in the initiation rites of a secret revolutionary movement in the Philippines in 1896. This descriptive qualitative research evaluates such experiential approach to learning history by investigating the experiences and insights of a group of students from the University of the Philippines Los Baños (UPLB), who participated in Katipuneros RPG.
Design/methodology/approach
Textual data obtained from the participants' reflection papers and focus group discussion transcripts were analyzed using open and axial coding.
Findings
Three key themes summarized the participants' learning experiences as they went through the play, as follows: (1) Katipuneros RPG as an immersive, interactive and intrinsically motivating medium for learning history; (2) the knowledge, values and skills that served as facilitating factors for their learning and (3) the insights the participants gained about history and life in general.
Practical implications
The research argues that in Katipuneros RPG, learners take on a more active role in studying history as the “teacher” vanishes in lieu of a learning system the allows students to think critically, reflect and collaborate. The approach integrates elements of development theater, immersive play and gamified learning, as well as the principles of constructivist, play-based and multi-sensorial learning.
Social implications
As an innovative learning tool, it is a viable medium to teach history in the current socio-political context of the Philippines.
Originality/value
The study hopes to contribute to literature on pedagogical approaches for teaching and learning history through immersive environments.
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Jean-Paul Peronard and Jacob Brix
The purpose of this study is to consolidate existing research on ‘service networks’ and to frame this literature as a new ‘context for learning’. Research from…
Abstract
Purpose
The purpose of this study is to consolidate existing research on ‘service networks’ and to frame this literature as a new ‘context for learning’. Research from inter-organizational learning is used to qualify this consolidation and advances from inter-organizational learning are used to operationalize how service network actors in this new context can organize for inter-organizational learning to create more value for themselves and their customers.
Design/methodology/approach
By conceptualizing the learning context of a service network and the interrelated dimensions, an overview of the learning challenges for improved service performance is provided.
Findings
Inspired by the service triangle, the proposed framework highlights the learning challenges among two or more actors and the knowledge and skills needed for them to organize the service network. To build a collaboration characterized by trust, behaviors associated with transparency and receptivity are argued to be imperative.
Practical implications
The framework can increase the opportunities for inter-organizational learning in a service network. Knowing the learning context and the challenges associated with this learning allows for a more accurate intervention and allocation of resources to improve service network performance.
Originality/value
The novelty lies in the consolidation of the literature of service networks and the extension of the literature on inter-organizational learning hereto.
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Zamzami Zainuddin and Corinne Jacqueline Perera
This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach…
Abstract
Purpose
This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class.
Design/methodology/approach
This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace.
Findings
Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area.
Originality/value
This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.
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This paper aims to report on evaluation studies of principles of course design for interactive multimedia learning materials.
Abstract
Purpose
This paper aims to report on evaluation studies of principles of course design for interactive multimedia learning materials.
Design/methodology/approach
At the Defence Academy of the UK, Cranfield University has worked with military colleagues to produce multimedia learning materials for courses on “Military Knowledge”. The courses are part of Officer Career Development training for junior officers in the army. The courses were developed following clearly defined course design principles believed to be best suited for the delivery of resource‐based learning materials. Evaluation studies included focus groups, interviews, questionnaires and observation studies.
Findings
The overall findings suggest that the course design principles are indeed regarded by students as supportive of effective learning.
Originality/value
The findings of this research are being fed back to MOD colleagues with the view to discussing how the course might be improved.
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