Search results

The study examined the impact of feedback types through a learning management system (LMS) on employees’ training performance. The purpose of this study is to establish effective feedback on advanced technologies for promoting corporate training.

A total of 148 trainees were recruited from a multinational medical company. Employees were randomly assigned to receive feedback from shallow to more constructive details on their learning performance with LMS. Data sources included are employees’ goal setting (GS) performance evaluated by the experts and their posttest scores obtained from the LMS. A series of statistical analyses were performed to investigate the impact of feedback intervention on employees’ GS and their impacts on corporate training results.

GS has a significant impact on learning outcomes. Employees who set greater specific goals attained higher scores. Furthermore, feedback with more formative evaluation and constructive developmental advice resulted in the most significant positive influence on the relationship between participants’ GS and learning outcomes.

Organizations can benefit from delivering appropriate feedback using LMS to enhance employees’ GS and learning efficacy in corporate training.

This study is one of the first to examine the moderating effect of feedback provided by LMS on GS and online learning performance in corporate training. This study contributes to GS theory for practical application and proposes a viable method for remote learning. The current study’s findings can be used to provide educational psychological insights for training and learning in industrial contexts.

The purpose of this paper is to identify how organizational learning processes influence perceived organizational performance and examine the moderating roles of organizational justice and trust in managers therein.

This study develops a theoretical model to exhibit how knowledge acquisition and transfer activities influence perceived organizational performance. Data were collected from 515 respondents and analyzed by PROCESS macro for SPSS.

This study found that feedback learning flows are strongly mediated between learning stocks and organizational performance. It also found that organizational justice moderates the effect of learning stocks on organizational performance through feed-forward learning flows, while trust in manager moderates the effect of learning stocks on organizational performance through feedback learning flows.

This study has a limitation in which it uses self-report data to measure all constructs. The objective measure may be necessary for future study.

The implications of this study are twofold. First, it finds that the higher organizational justice, the better the transfer of knowledge from the bottom up. When firms need to explore new knowledge, fairness in procedure and the distribution system is critical. Second, the higher the trust in management, the better the transfer of knowledge from the top down. The role of managers is instrumental in persuading employees and disseminating knowledge.

Combining functionalist and critical perspectives and developing a theoretical model, this study contributes to the understanding of how trust and justice facilitate learning activities within organizations.

Feedback-seeking behavior is an important way for individuals to actively seek information feedback to achieve individuals' goals. In the environment driven by contactless digital technologies, the way of individual feedback-seeking behavior through monitoring indirectly becomes obvious, especially for people who complete the work online in digital collaboration. However, previous empirical research on feedback-seeking behavior mainly focused on direct inquiry. The purpose of this paper is to verify the impact of individual learning goal orientation and the digital feedback environment on individuals' feedback-seeking behaviors through inquiry and monitoring approaches. And the moderating effect of time pressure on these relationships was also investigated.

Based on socio-technical system theory, this study proposes a model to describe the formation of the two approaches of feedback-seeking behaviors (inquiry and monitoring). The hypotheses were examined with the structural equation model method and data were collected from 152 graduate students who completed online surveys.

The results show that both the digital feedback environment and learning goal orientation can promote individual inquiry and monitoring approaches of feedback-seeking. Furthermore, time pressure moderates the relationship between the digital feedback environment and feedback monitoring negatively.

This study establishes an antecedent model that influences the choice of feedback-seeking approaches in digital environments from the perspective of a socio-technical system. The empirical results supplement the explanation of the influence of both technical and social factors on individual feedback-seeking behavior in digital environments.

The purpose of this paper is to distinguish clearly between industry (ILC) and product lifecycle (PLC) models and to elucidate their different ramifications for organizational learning and knowledge.

The authors examine existing knowledge on ILCs and PLCs to highlight the differences and similarities and develop a framework with implications for learning and innovation in digital manufacturing industries.

The authors identify and associate one dominant type of learning with each phase of the ILC: learning-by-participating in the introduction phase, learning-by-feedback in the growth phase, vicarious learning in the maturity phase and learning-by-memory in the decline phase. The study also provides insight into how different types of learning influence PLC in digital innovation. From this perspective, learning-by-feedback is crucial to co-creation, co-production and open innovation. Similarly, learning-by-doing and learning-by-memory are essential to production and usage stages, respectively.

The conceptual development in this paper follows a somewhat critical but ultimately elucidative analysis that highlights important research avenues in the interplay of PLC/ILC, organizational learning and digital innovation.

This paper clarifies a perennial theoretical problem by differentiating two concepts often conflated in the literature. More importantly, it contributes to the knowledge management literature by shedding light on the connection of ILC and PLC theories to different types of organizational learning.

The consensus view is that economists should observe consumer choices and abstain from investigating the psychological and physiological causes of wants, or the mechanisms governing the formation of preferences. This may be a correct procedure as far as ordinary functional goods are concerned. Problems tend to arise with creative goods (e.g. cultural goods) whose consumption (i) requires skills acquired through education and experience and (ii) generates positive and negative feedbacks and learning-by-consuming processes. This paper presents a simple model of local learning explaining the idiosyncratic accumulation of consumption human capital. Consumption generates local feedback mechanisms whose characteristics depend on the nature of goods and on the type of agent. The model provides some insights on the microeconomics of creative consumption and on the specific role of education.

The purpose of this paper is to explore whether oral feedback by inspectors of the Dutch Inspectorate of Education is an adequate method to support the professional development of teachers in primary education. This study aims to examine the impact of short feedback training for inspectors (focused on effective feedback conversations) on feedback quality and on teachers ' feedback perception. In addition, it aims to study the relation between immediate perception and the delayed perception of that feedback.

In an independent sample experimental design, 15 inspectors provided feedback to 40 teachers in primary education. Nine inspectors received short feedback training (the experimental group), while six others did not receive this training (the control group).

The results indicate that feedback provided by trained inspectors can foster professional development of teachers in primary education and that short feedback training has added value. The quality of the feedback by inspectors was related to teachers ' immediate perception of the feedback and the delayed perception of the feedback.

A limitation of this study is the small group of inspectors and the limited number of feedback conversations they could provide. Further research could be aimed at examining the impact of feedback of trained inspectors on the professional development of underperforming teachers.

This paper contributes to research that examines effective ways to use feedback conversations in workplace settings for the professional development of teachers.

A framework for the long‐term learning of user preferences in information retrieval is presented. The multiple indexing and method‐object relations (MIMOR) model tightly integrates a fusion method and a relevance feedback processor into a learning model. Several black box matching functions can be combined into a linear combination committee machine which reflects the user's vague individual cognitive concepts expressed in relevance feedback decisions. An extension based on the soft computing paradigm couples the relevance feedback processor and the matching function into a unified retrieval system.

Service learning is not comprehensively developed in economics such as the implementation of the 17 sustainability goals of the Agenda 2030 – although this would be beneficial as experiential learning is linked to democratic education goals. Service Learning offers itself as a didactic design for this purpose. The paper aims to discuss how service learning can be used to work critically and reflexively on sustainability issues in a cross-university context.

The cross-university teaching-learning project brought together students of industrial engineering and economics. The idea space “sustainable city” was to be developed together with practice partners with the help of the practice-relevant project management method scrum and methods of sustainability assessment in the sense of service learning. Evaluating the project, a written and a qualitative survey were conducted and analysed by means of descriptive statistics as well as content analysis.

Success factors include the regular feedback by practice partners and lecturers including reflection questions. Student heterogeneity can hinder effective project work. Complexity can deter effective and successful service learning. The use of scrum in service learning contexts cannot be fully recommended. Although scrum contributes to service learning concepts in economics, in complex sustainability projects either the method should be in focus or prior knowledge of scrum should be mandatory.

The paper discusses how service learning can be used to critically and reflexively address social and practical challenges in a cross-university context. The study contributes to the fact that the complexity of education for sustainable development competencies requires the teaching of knowledge- and fact-based fundamentals as well as methodological-research procedures for research-based and at the same time practice-oriented learning.

Online brand communities (OBCs) are important platforms to obtain consumers' ideas. The purpose of this study is to examine how peer influence and consumer contribution behavior simulate innovative behaviors in OBCs to increase idea quality.

Using a firm-hosted popular online brand community – Xiaomi Community (MIUI), the authors collected a set of data from 6567 consumers and then used structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA) to empirically test the impact of peer influence and consumer contribution behaviors on idea quality in OBCs.

The results of this study show that both peer influence breadth and depth have a positive effect on idea adoption and peer recognition, wherein proactive contribution behavior positively mediates these relationships, and responsive contribution behavior negatively mediates the impact of peer influence breadth and peer influence depth on peer recognition. A more detailed analysis using the fsQCA method further identifies four types of antecedent configurations for better idea quality.

Based on the attention-based view and the theory of learning by feedback, this study explores the factors that affect idea quality in the context of social networks and extends the research of peer influence in the digital age. The paper helps improve our understanding of how to promote customer idea quality in OBCs.

This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward online exams.

This empirical study conducted in India utilized an online survey method between May 24 and June 14, 2022. The data were collected from 712 undergraduate and postgraduate students through a Google Docs questionnaire. Descriptive analysis, exploratory factor analysis (EFA), regression and reliability analysis were conducted to analyze the data.

There are many studies related to the adoption of online learning. However, there are limited studies that explore the adoption and acceptance of online examinations and evaluations. This paper intends to fill this gap and tries to highlight important factors influencing online examination usage by the students. Five important factors emerged in the study include “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention,” The study concludes that taking tests online is preferred for several reasons, including the perceived increased dependability of grades and the decreased cost, time and effort associated with taking exams.

This research explores students' perceptions of learning management systems (LMS)-based online exams and provides insights for students to better prepare and adapt. It assists policymakers in developing fair assessment policies and improving LMS platforms. The study contributes to the theoretical understanding of e-learning and calls for further research to enhance the effectiveness of online exams. It identifies gaps in existing literature and recommends larger sample sizes, broader representation, longitudinal data collection and conversational methods for future research.

This study shows increasing research on e-learning and online examinations, mostly using quantitative methods. The important variables for understanding students' perceptions of online exams are “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention.” Concerns raised include validity, fairness and security. Electronic exams are more suitable for formative evaluation, and validity, reliability, security and adaptability are key pillars for successful online testing.