Search results

The purpose of this paper is to describe the introduction of simple assembly line balancing problems (SALBPs) under four joint combinations of two learning effects and two deterioration effects.

In this paper, effects of learning and deterioration are considered simultaneously. By the effects of learning and deterioration, it is meant that the task time of a task is defined by increasing function of its execution start time and position in the sequence.

It was shown that polynomial solutions can be obtained for SALBP under four joint combinations of two learning effects and two deterioration effects. Furthermore, this paper also discusses the adaptations of the proposed models by using known ALB problem.

In this paper, SALBPs were introduced under four joint combinations of two learning effects and two deterioration effects. Position dependent learning effect and time dependent learning effect were considered for learning effect when linear deterioration effect and non‐linear deterioration effect were taken up.

This study aims to explore the effect of expatriate supervisors’ managerial coaching behavior on local subordinates’ learning effects through the mediating role of subordinates’ thriving at work under the boundary condition of expatriate supervisors’ cultural intelligence.

This study collected the data form 230 Zambian subordinates and their immediate expatriate supervisors working in the Chinese company in Zambia. Regression analyses and bootstrapping analyses were used to test the authors’ hypothesis.

The results indicated that expatriate supervisors’ managerial coaching behavior was positively related to local subordinates’ learning effects. In addition, the study also found that local subordinates’ thriving at work mediated the linkage between managerial coaching behavior and learning effects. And expatriate supervisors’ cultural intelligence moderated the indirect relationship between managerial coaching behavior and learning effects via thriving at work, such that the indirect effect was stronger for expatriate supervisors with high rather than low cultural intelligence.

This study contributes to a better understanding of how expatriate supervisors’ managerial coaching behavior influences local subordinates’ learning effects by investigating the mediating effect of thriving at work on the managerial coaching behavior–learning effects link. In addition, the study deepens the understanding of the boundary condition of the associations between managerial coaching behavior and subordinates’ learning effects in a cross-cultural context by investigating the moderating effect of expatriate supervisors’ cultural intelligence.

This chapter provides an overview of two generally applicable frameworks relating to the use of technology-enhanced learning – ‘affordances’ and multimedia learning effects. First, the concept of ‘affordances’ as action potentials of technologies is identified as a way to think through technology-enhanced learning design possibilities, so as to help make technology selection decisions. Second, multimedia learning effects including the multimedia effect, the modality effect, the redundancy effect, the split-attention effect, and the personalization effect are presented as a scientific basis for understanding how to create cognitively effective learning experiences using text, images, sound, and video. Both affordances and multimedia learning effects are characterized as ongoing areas of research that are somewhat related, with the successful utilization of each depending on critical application by the designer.

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.

Data were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.

The three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.

VaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.

Most impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.

This paper aims to identify the effects of social learning and network externalities by conditioning on product quality and early sales momentum. This approach is demonstrated using film sales data.

This study used econometric modeling approach.

It was found that both social learning and network externalities have significant and comparable impacts on film choice. We show that the relative effects of network externalities and social learning in the film market are robust to different momentum and quality definitions and to alternative estimation methods.

Scholars have long argued that social learning plays a key role in new product diffusion. In some product categories, consumer choice may also be influenced by network externalities, meaning that purchasing popular products may provide the consumer utility above and beyond that derived from product usage directly. We propose a novel identification approach to help quantify the relative magnitude of these two effects on new product sales.

The purpose of this paper is to develop an extended Push-Pull-Mooring-Habit (PPMH) framework in order to better understand users’ intention of switching from offline to an online real-person English learning platform service.

Based on 301 valid responses collected from an online survey questionnaire, structural equation modeling was employed to examine the research model.

The causal model was validated using SmartPLS 3.0, and all study hypotheses were supported. The results show that push effects (learning convenience, service quality and perceived price), pull effects (e-learning motivation, perceived usefulness), mooring effects (learning engagement, switching cost and social presences) and habit effects (relationship inertia) all significantly influence users’ switching intentions from offline to an online real-person English learning platform.

The findings should help online English learning service providers and marketers to understand the intention of offline English learning users to switch to an online real-person English learning platform, and develop related theories, services and regulations.

The present study extends the prior research of an online real-person English learning platform by providing PPMH as the general framework and demonstrating its efficacy in explaining user switching intentions.

The purpose of this paper is fivefold: to identify the various results of previous empirical studies on the effect of mastery learning and students achievement in Nigeria schools; determine the effect size for each of the studies examined; determine the mean effect size of the overall studies examined; find out the mean effect size of studies that examined the effect of gender on academic achievement in mastery learning strategy; and determine the mean effect size of studies that examined the effect of school locations on academic achievements using mastery learning strategy.

This study adopted survey research design using the ex post facto procedure. This study being meta-analytical used already existing data (research results). The sample of research reports included both published and unpublished research reports on the effects of mastery learning on students’ academic achievements in Nigeria between 1980 and 2016. The study adopted a purposive sampling technique in selecting the sample. This was to ensure that studies: were centered on mastery learning and students’ academic achievements; were carried out in Nigeria; appeared in published and unpublished literature between 1980 and 2016; have the statistical values of the research results of each independent variable to be considered (e.g. t-test values, χ² values and correlation values).

The study revealed that the mean effect size for all the studies was 0.536, indicating a positive mean effect size. The strategy, thus, has a significant effect on students’ achievements. School location, also, did not mediate in the use of the strategy.

Based on the findings of this study, the following recommendations were made: teachers should use this teaching strategy to enhance students’ achievements in difficult concepts in different subject areas. Since the result of this study has shown that the strategy has positive and large effect size, government and school proprietors should, with the collaboration of higher institutions concerned with teacher education, endeavor to organize seminars and workshops to serving teachers to enable them embrace effectively the principles and processes of implementing the strategy in the classroom. Since the result of this study has established the size of the effect of mastery learning strategy on the academic achievements, subsequent researchers should no longer direct their efforts in determining its effects on academic achievements but on the ways of improving the use of the strategy in teaching at all levels of education.

Available literature has shown that though most previous research findings revealed that mastery learning approach has an effect on academic achievements of students, no efforts have been made toward resolving the inconsistencies of those results by integrating them and establishing the extent of the effect of the strategy on academic achievements. This study, therefore, was designed to fill these gaps created by the non-existence of integrated studies on effects of mastery learning and academic achievements of students in Nigerian schools.

The purpose of this paper is to test a multilevel, cross-classified model that seeks to illuminate the dynamic nature of relationships among leadership, teaching quality, and student learning in school improvement. The study's primary goal is to shed light on the paths through which leadership influences student learning. At the school level, the model examines the mediating effect of the school's instructional environment on leadership and student learning. At the classroom level, it examines how instructionally focussed leadership can moderate teacher effects on student learning. Then these multiple paths are examined in a single model that seeks to test and highlight the means by which leadership contributes to school improvement.

The current study employed a multilevel longitudinal data set drawn from 60 primary schools in one state in the USA. Using a cross-classification approach to quantitative modeling, the research analyzes the complex cross-level interactions that characterize school-level and classroom level practices that contribute to school improvement and student learning.

The results illustrate the utility of specifying multilevel relationships when examining the “paths” that link school leadership to student learning. First, leadership effects on student learning were fully mediated by the quality of the school's instructional environment. Second, the findings indicated that the classroom-related paths examined in this study directly influenced the measures of student math achievement. Third, the research found that instructionally focussed school leadership moderated the effect of individual teachers on student learning. Fourth, the results suggest that school leaders can enhance student outcomes by creating conditions that lead to greater consistency in levels of effectiveness across teachers.

The study makes substantive contributions to the global knowledge base on school improvement by testing and elaborating on the “paths” that link school leadership and student learning. More specifically, the findings offer insights into strategic targets that instructional leaders can employ to enhance teacher effectiveness and school improvement. Thus, these results both support and extend findings from prior cross-sectional and longitudinal studies of leadership and school improvement.

This is the first study that has tested a conceptualization of leadership for learning in a single “cross-classified longitudinal model” capable of capturing interactions among leadership, classroom teaching processes and growth in student learning. The research illustrates one “state-of-the-art” methodological approach for analyzing longitudinal data collected at both the school and classroom levels when studying school improvement.

How do knowledge-intensive technology-based offshore information technology service providers (ITSPs) in developing countries sustain their innovation and remain competitive? The purpose of this paper is to answer this question by drawing from the knowledge-based view of firm innovation to argue that organisational collectivism (COLL) plays a crucial role in influencing the effects of knowledge-based capabilities on innovation of ITSPs.

The study develops a model which shows that learning mediates the effects of knowledge sharing on innovation and that COLL moderates the effects of knowledge sharing on both innovation and learning. A moderated-mediation model is tested using structural equation modelling techniques and data (n=388) from a survey of ITSPs in the Philippines.

The results show that knowledge sharing capability is positively related to innovation and that organisational learning capability fully mediates the effects of knowledge sharing on innovation. Moreover, COLL is found to significantly and positively moderate the effects of knowledge sharing on both organisational learning and innovation. The results indicate that organisational learning serves as the mechanism that transforms knowledge into innovation, but this effect is contingent on COLL of ITSPs.

The findings suggest that ITSPs from developing countries can look beyond costly investments in research and development activities to invigorate their innovative capabilities. ITSPs can focus on the development of their intangible assets such as COLL to enhance the effects of knowledge-based resources on innovation for sustaining their competitiveness.

The moderated-mediation analytical approach to assessing the joint effects of knowledge sharing, organisational learning and collectivism on innovation is novel. The significant effects of the moderator suggest that the mediation mechanisms might differ depending on the levels of development of COLL in the organisation.

The purpose of this paper is to study the application ways of extended reality (XR) in teaching, the specific teaching effects and how to implement teaching integration.

The study adopts an umbrella review approach, locates and screens 20 pertinent meta-analysis studies published in international journals and conducts a systematic review of the effects of teaching applications of XR technologies in terms of subject categories, education levels and teaching cycles.

The study finds that the effects of virtual reality and augmented reality technologies on teaching effectiveness can reach up to 0.723 and 0.951, indicating that XR technologies can improve teaching.

Through the systematic analysis of 20 related element analysis studies published in international journals, the specific methods and effects of XR technology applied to teaching are finally obtained and put forward the new application trend of XR promoting teaching effect.

In the past decade, more and more research has also focused on the specific methods and effects of XR technology applied to teaching. However, there are still problems such as unclear technology application path and unclear effect. Based on this, it is necessary to further conduct an overall overview and analysis of the impact of XR technology on teaching effect when it is integrated into teaching, systematically study the teaching effect of XR technology in different education levels and subject types and provide a theoretical basis for more detailed research on XR technology integration into teaching.