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The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century.

For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions.

On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed.

Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

Fieldwork in architectural conservation education is a proven practice to develop skills in documenting current conditions and start methodological engagements with a site's architectural and historical values. It is a vehicle to generate intensive learning experiences in comprehensive degrees or short courses. Review of the practice within conservation education is not extensive and the purpose of this paper is to reflect on enhancing pedagogy further.

This reflection was triggered by a major case study, a workshop to generate UG teaching capacity for an Architecture school in Colombia. This led to mapping the fieldwork spectrum, reviewing the authors' experiences (PG courses and external workshops) and activities planned in other MSc programmes. Fieldwork is often seen as skills training, so enhancement is explored through the affiliate geography and architecture UG curricula.

The Colombia workshop provoked strong engagement among students and tutors, and their commitment to make heritage meaningful to their projects is a measure of this pedagogy's success. Fieldwork around a site's essence, beyond skills development can induce conservation students into critical enquiries by motivating them to develop personalised contexts and enhance engagement with the unexpected through inversion of linear learning processes. Setting up site exercises early on PG programmes can encourage curiosity in exploring historic environments and contextualise surveying methods.

Student reaction to these ideas has still to be tested by designing new activities. The educational methods of this implementation need deeper analysis, beyond the paper's scope.

The paper maps the academic value of fieldwork in conservation education, investigating enhancement and cross-fertilisation from architecture and geography.

This chapter examines what teacher training has taught us through numerous studies and collaborations on how space can be used to develop a unique culture with students. The principal concept here is that classroom and education design has evolved. The pandemic has spotlighted the physical and virtual spaces we use while learning desired qualities of collaboration, communication, critical thinking and designing for creativity and belonging.

Problematic attributes of providing development aid in International Service-Learning (ISL) placements exist with its paternalistic implications. Broadening the discussion of ISL by shifting the focus toward prioritizing the incorporation of goals of cross-cultural learning and fostering cultural humility addresses these problematic attributes. Approaching ISL placements with a learning mindset inverts the service-learning model by emphasizing learning over helping. Additionally, cultivating a deeper self-awareness and learning from the host communities prior to offering service encourages cultural humility, enhances the ability to remain open to different perspectives, and sustains engagement as a lifelong learner. A framework for developing international education experiences with a systems-oriented approach is proposed: one that acknowledges the interdependent relationships with others in global social and economic structures. The proposed framework applies Milton Bennett’s Developmental Model of Intercultural Sensitivity and Vanessa de Oliveira Andreotti’s HEADS UP educational tool for critical engagement in global social justice issues. Transformative learning theory guides the process of perspective transformation and invites students to critically reflect on their own values, assumptions, and cultural beliefs. The intent is to establish a model for ISL placements which invites respectful collaboration across cultural differences and imbalances in power relations.

Educational pedagogy is concerned about student-centered learning that engages students and involves them in a meaningful manner to enhance critical thinking and creativity. Creative teaching and learning methods are a catalyst that can improve the learning experiences of students. Good teaching and the experience associated with it helps to connect students, faculty and the subject that is being taught to the students (Palmer, 2007). Many subjects till today are taught with a purely fact-based approach, and such traditional methods overlook the need to bring the subject to life and to make learning meaningful. Multi-dimensional methods are used to encourage students and convert them to successful learners with the ability to think creatively. The issue of student’s disconnectedness is a matter of much academic pursuit and using non-traditional methods such as plays, narratives and even humor are on the rise and have gained popularity due to their success in classroom teaching (Dunn, 2000). This book will help to highlight various case studies and interventions that have used innovative ways to improve the teaching-learning methods and engage students in the classroom. Academicians, through the chapters in this volume, have argued that education does not only mean teaching, learning and research but also the emotional connection and commitment that involves a dialogical process between the faculty and students. It is the responsibility of the faculty members to ultimately create an environment that provides the students with tools that are socially engaging, interactive and meaningful (Dunn, 2000).

The purpose of this paper is to analyse student performance and perceptions when a flipped classroom setting is used, in comparison with the traditional model.

The inverted learning model or “flipped classroom” is a pedagogical approach that attempts to reverse the traditional teaching and learning process, making the student the protagonist of their own learning, and is characterised by the theoretical contents being taught “outside the classroom”, allowing students to spend more class time carrying out other types of more practical activities that encourage much more active learning, such as enquiry exercises, problem solving, collaborative projects and so on. The study was conducted on a biology course of the Primary Education Bachelor’s Degree during the 2017/2018 academic year (n = 240).

The results revealed that better learning outcomes were achieved by students when the flipped classroom methodology was proposed. It has also been found that student perceptions of the teaching approach were more positive when the flipped model was followed. The flipped classroom methodology also seems to foster student participation and motivation more effectively than traditional teaching formats, mainly because the active learning activities that are carried out in this new educative approach manage to involve the students in their own learning processes.

Despite the enhanced popularity of flipped classroom research in multiple educational contexts and the growing number of studies published in recent years, there is little empirical evidence regarding the effect of the flipped classroom on learning outcomes and satisfaction in pre-service teachers.

Although extant literature links overstimulation to various job outcomes, most studies do not consider a service-learning context, and they suggest a linear association between stimuli and outcomes. This paper examines the link between the number of service-learning hours students work and three educational outcomes – student satisfaction with the service-learning project, class relevancy to the service-learning project and expected community involvement.

Applying activation theory and Yerkes–Dodson law, we test curvilinear relationships between service-learning hours and student outcomes.

Results suggest that students benefit from service learning up to a certain duration of a service-learning project.

This study identifies the tipping point of the number of service-learning hours beyond which students perceive decrements to three outcomes.

Based on the team conflict theory and organizational learning theory, this study aims to discuss the two different types of conflicts of the top management team (TMT) on the different mechanisms of exploratory learning behavior of firms, and, based on the perspective of CEO-TMT (CEO – chief executive officer) interface, the different moderating effects caused by different CEO leadership styles are clarified.

Using the sample of 193 firms’ samples with multi-source data, the authors take an empirical test of the theoretical framework.

The effect of task conflict on exploratory learning behavior was insignificant, and relationship conflict had a positive effect on exploratory learning behavior. However, when CEO’s transformational leadership level was high, or transactional leadership level was low, there existed “bathtub curve” relationship between task conflict and exploratory learning behavior, and the relationship conflict under these conditions strengthened exploratory learning behavior. When CEO’s transactional leadership level was high, or transformational leadership level was low, there existed the inverted U-shaped relationship between task conflict and exploratory learning behavior, and the relationship conflict under such conditions weakened exploratory learning behavior.

First, the authors challenge the assumption of linear mechanism of task conflict, trying to build the mechanism of curve hypothesis, and the nonlinear explanation might be able to integrate the inconsistent results in the existing literature. Second, according to the inconsistent results of relationship conflict in existing literature, this study takes perspective of the CEO-TMT and introduces CEO leadership behavior as a moderating variable to test the moderating effect of CEO leadership and clarifies the boundary conditions of TMT conflicts.

In recent years, scholars have questioned the linear relationship between challenge stressors and positive outcomes. Nevertheless, few studies have examined whether challenge stressors and workplace learning outcomes have an inverse U-shaped relationship. Therefore, this study aims to determine whether challenge stressors have an inverse U-shaped relationship with workplace learning outcomes among young Japanese employees.

Data were collected from 1,257 individuals in two time periods through an internet survey and analyzed using regression analysis.

The findings suggest that challenge stressors have an inverse U-shaped relationship with workplace learning outcomes.

The relationship between challenge stressors and workplace learning outcomes is positive until a certain point and becomes negative after a certain point. Hence, when promoting learning outcomes among young employees, supervisors should be careful to avoid subjecting employees to very little or excessive amount of challenge stressors.

This study provides evidence supporting the assumption that the relationship between challenge stressors and positive outcomes has an inverted U-shape.

The purpose of this paper is to address the conflicting views on the role of bottom‐up learning; this research combines the information‐processing and organizational inertia views to explore how bottom‐up learning affects both exploratory and exploitative innovations and if the effects are contingent on organizational formalization.

Data for this study are obtained through an interview survey instrument from 213 firms. The questionnaire is adopted from several previous studies on organizational learning, structure and innovation with minor translation adjust. A pilot test was conducted and necessary modifications were made to the questionnaire. Tests show that the sampling validity is not biased by non‐response bias and the measure reliability and validity are acceptable. Furthermore, Harman one‐factor and CFA tests show that the results should not be biased by common method bias. The multicollinearity is also tested and controlled during regression analysis.

The findings show that bottom‐up learning has accelerated positive effect on exploitative innovation while having an inverted U‐shaped effect on explorative innovation. Furthermore, the organizational formalization strengthens the positive effect of bottom‐up learning on exploitative innovation and the U‐shaped effect on exploratory innovation.

The paper contributes to organizational inertia and information‐processing theories by providing a complete picture on how firms built exploitative and exploratory innovations through bottom‐up learning aligned with appropriate organizational structure.