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1 – 10 of over 11000Fredrick Muyia Nafukho, Beverly J. Irby, Roya Pashmforoosh, Rafael Lara-Alecio, Fuhui Tong, Mary E. Lockhart, Walid El Mansour, Shifang Tang, Matthew Etchells and Zhuoying Wang
The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a…
Abstract
Purpose
The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.
Design/methodology/approach
This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.
Findings
A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.
Research limitations/implications
Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.
Practical implications
The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.
Originality/value
Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.
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Mayra Liuviana Vega Chica and Luis Ángel Valle Lituma
This study aims to explore the mediating role of the motivation for learning in knowledge acquisition and knowledge transfer in students of higher education programs in business…
Abstract
Purpose
This study aims to explore the mediating role of the motivation for learning in knowledge acquisition and knowledge transfer in students of higher education programs in business and management.
Design/methodology/approach
Quantitative correlational design. Data was collected from a sample of 366 students studying and working in the business and entrepreneurial sector in Ecuador. The instrument used was a Likert scale questionnaire. Correlation analyses were used to specify the relationships between variables. Multiple regression analysis was used to test the hypotheses.
Findings
The results evidenced the mediating effect of the motivation for learning on the relationship between knowledge acquisition and knowledge transfer of undergraduate and graduate students in higher education programs in the area of business and entrepreneurship.
Research limitations/implications
The model investigated is a contribution to the literature since the variables have been little studied by the students as transfer channels, and there is a need to explore these relationships between variables in other productive sectors.
Practical implications
Organizations will be able to identify relevant factors in knowledge transfer, the motivation for learning for the context of working, create ideal conditions for knowledge flow and maintain a commitment to take advantage of this cooperation.
Social implications
The results contribute to the three agents involved in knowledge transfer: students, educational institutions and organizations. Students can have a greater understanding of the skills they need to improve their learning and application of knowledge. Educational institutions will have a better understanding of and approach to developing competencies in their students.
Originality/value
This simple regression model enriches the current literature on the mediating effect of the motivation for learning on the relationship between knowledge acquisition and knowledge transfer in higher education institutions in Latin American countries.
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Pin Luarn, Chiao-Chieh Chen and Yu-Ping Chiu
The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack…
Abstract
Purpose
The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack of empirical evidence on whether and how gamification may be able to improve learning motivation. Specifically, this study aims at exploring the antecedents and consequences of intrinsic learning motivation and its mediating role in gamification context.
Design/methodology/approach
A survey method was used to gather the information from students, and regression analysis was used to examine the relationship between three categories of gamification features (social, achievement and immersion), and intrinsic learning motivation. Moreover, this study further used self-determination theory to clarify how students' psychological needs (relatedness, competence and autonomy) mediate the effects of gamification and learning motivation.
Findings
Results showed that social, achievement and immersion features are key aspects that impact students' intrinsic motivation. The psychological needs of students can further enhance these relationships.
Originality/value
Overall, the findings illuminate the unique motivations for learning and reveal design strategies that can be implemented to improve teaching through gamification features.
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Izhak Berkovich and Tahani Hassan
The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed…
Abstract
Purpose
The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools.
Design/methodology/approach
The study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain.
Findings
The results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools.
Originality/value
The study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.
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Adedapo Oluwaseyi Ojo, Sumitha Ravichander, Christine Nya-Ling Tan, Lilian Anthonysamy and Chris Niyi Arasanmi
The lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding…
Abstract
Purpose
The lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences.
Design/methodology/approach
Drawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method.
Findings
The results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL.
Originality/value
This study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.
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Martin Lauzier and Annabelle Bilodeau Clarke
Errors are increasingly recognized as beneficial to the learning process and are more frequently integrated into training curriculums. Despite this growing interest, the work…
Abstract
Purpose
Errors are increasingly recognized as beneficial to the learning process and are more frequently integrated into training curriculums. Despite this growing interest, the work carried out so far offers little evidence highlighting the psychological qualities implicit in learning from error. By focussing on the role of specific trainee’s attributes [i.e. learning goal orientation (LGO) motivation to learn and metacognition], this study aims to better understand the reasons why some trainees benefit more (than others) from being confronted with errors during training.
Design/methodology/approach
A total of 142 trainees took part in this study by participating in a training on interviewing techniques that also exposed them to various committable errors, and by completing questionnaires at two different times (i.e. before and after training).
Findings
Results of bootstrap regression analysis highlights three main findings: LGO is positively linked to learning from errors; a significant portion of the link between LGO and learning from error is explained by motivation to learn and metacognition; and these effects are presented in the form of a double-mediated model which suggests two different explanatory pathways (i.e. motivational and cognitive).
Originality/value
To the best of the authors’ knowledge, this study is among the first to offer insight on the psychological attributes influencing learning from errors and to bring forward the role of two underlying mechanism that are linked to this specific type of learning. It also invites researchers and practitioners to reflect on the best ways to make use of errors in training and promote the value of personal attributes on trainees’ learning experience.
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Hasnan Baber, V. Deepa, Hamzah Elrehail, Marc Poulin and Faizan Ashraf Mir
As learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue…
Abstract
Purpose
As learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue self-directed learning (SDL) at the workplace.
Design/methodology/approach
A total of 23 variables were identified as drivers for working professionals to initiate, pursue and sustain self-directed learning at the workplace through literature review, interviews and focused group discussions with senior leaders from the industry. The participants were a mix of senior professionals responsible for leading large teams in their organizations and those appointed as people development leaders in their respective organizations. A questionnaire was developed based on the identified drivers and administered online. Around 315 working professionals were surveyed. Structural equation modelling and confirmatory factor analysis (CFA) methods were used to verify the scale and assess its validity and reliability.
Findings
The results suggested that SDL motivational drivers for working professionals can be categorized into two broad categories, namely extrinsic (14 drivers) and intrinsic (9 drivers). Further, extrinsic drivers were subdivided into three categories: job expectations (6 drivers), negative consequence (2 drivers) and positive reinforcement (6 drivers) based on the initial exploratory and subsequent confirmatory analysis. The results suggest that job expectations and positive reinforcement positively influence the intrinsic motivation of an individual to pursue SDL and negative consequences negatively impact the intrinsic motivation.
Practical implications
The findings from the study will be useful for human resource practitioners, managers and e-Learning companies to draw strategies for building an SDL culture. It also supports the advancement of research in adult education and learning in the workplace.
Originality/value
A new scale to measure motivation for SDL by employees at the workplace is proposed. There are no scales available to measure employee motivation for pursuing SDL at the workplace to the best of our knowledge.
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Rachana Adtani, Rachna Arora, Rajesh Raut and Netra Neelam
This study examines students’ perspectives towards the utilization of information and communication technology (ICT), during this sudden shift to remote online education due to…
Abstract
Purpose
This study examines students’ perspectives towards the utilization of information and communication technology (ICT), during this sudden shift to remote online education due to COVID-19 worldwide pandemic. The aim is to identify the predictors of learning outcomes and understand if they are here to exist as the new normal.
Design/methodology/approach
The independent variable motivation, managing emotion, and acceptability of ICT, are examined as potential determinants of perceived learning outcomes in remote online education. An aggregate of 220 responses from the students of management graduates in higher education were collected to examine the predictors of learning outcomes using regression model in SPSS software. In addition, ANOVA technique was used to compare and assess managing emotion, motivation, and ICT acceptability of male and female students in remote online education.
Findings
Results indicate that motivation, managing emotion and acceptability of ICT are significant predictors, which affect students’ perceived learning outcomes. Furthermore, the study reveals that managing emotions and motivation levels of female students are higher than male students in remote online education.
Practical implications
Research identifies the antecedents of student learning outcomes in management education. These finding may be useful for educators and management to understand the factors influencing students' learning outcomes and to develop various modules to make remote online learning effective.
Originality/value
This research contributes significantly in investigating the antecedents of students learning outcome and provide insights regarding student’s perspective towards sudden shift to remote online education due to COVID-19 worldwide pandemic.
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Chih-Ming Chen and Ya-Chu Yang
A makerspace has recently been identified as an essential learning field for cultivating students’ creative and thinking abilities. Creating a makerspace service within a…
Abstract
Purpose
A makerspace has recently been identified as an essential learning field for cultivating students’ creative and thinking abilities. Creating a makerspace service within a university library is vital, as it fosters innovation, interdisciplinary learning, practical skills, entrepreneurship and career readiness while transforming the library into a dynamic centre for hands-on education and collaboration. Nevertheless, the wide-ranging functions and uses of makerspace equipment can potentially lead to a situation where librarians are overwhelmed by their duties due to manpower constraints. Therefore, this study aims to develop a novel game-based augmented reality navigation system (GARNS) based on the Octalysis gamification framework and scaffolding theory to support makerspace user education, hoping to promote learners’ learning motivation and their immersive experience and to enhance the learning performance of makerspace user education.
Design/methodology/approach
With a true experimental research method, 24 grade 11 students from a high school in Keelung City, Taiwan, were recruited to participate in the experiment on makerspace user education. Among them, ten students were randomly assigned to the experimental group using the GARNS and the other seven students were randomly assigned to a control group using the Web navigation system. The remaining seven students were assigned to a second control group using the narrative guided tour with a librarian to conduct makerspace user education.
Findings
Analytical results show that learners can achieve significant learning effectiveness using the GARNS, Web navigation system or traditional narrative guided tour with a librarian for makerspace user education. There were no significant differences in learning effectiveness and motivation neither between the GARNS group and the narrative guided tour with a librarian group nor between the Web navigation system group and the narrative guided tour with a librarian group. However, there were significant differences in learning effectiveness and motivation in terms of the value and expectation dimensions of learning motivation between the GARNS group and the Web navigation system group, and the GARNS group was significantly better than the Web navigation system group.
Practical implications
The study’s practical implication on makerspace user education is to reduce the manpower of a university library with makerspace services by the proposed GARNS that can offer a practical solution to enhance the learning effectiveness and motivation of makerspace through immersive game-based autonomous learning. Additionally, the study’s theoretical contribution lies in its innovative combination of game-based learning and scaffolding theory, while its practical significance stems from its potential to revolutionize makerspace user education, enhance motivation and performance and influence the broader landscape of educational technology.
Originality/value
This study combines game-based learning with augmented reality tools to develop a novel GARNS, which provides an innovative and effective learning tool suitable for the characteristics of makerspace and contributes to promoting makerspace user education and diversified learning modes. Additionally, most interviewees believed that using GARNS for educating makerspace users could assist them in consistently evaluating, choosing and discovering educational tasks in a library makerspace. This study contributes to promoting the popularization of makerspace user education.
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Ana Junça Silva and Deolinda Pinto
The present study used the job-demands and resources (JD-R) framework to understand how the training is transferred to an extreme working context through the analysis of job and…
Abstract
Purpose
The present study used the job-demands and resources (JD-R) framework to understand how the training is transferred to an extreme working context through the analysis of job and personal resources (social support from the leader and colleagues and adaptability). Specifically, the authors tested the mediating role of motivation to transfer in the relationship (1) between the perceived support from the supervisor and colleagues and performance after training and (2) between adaptability and performance in an extreme context of the pandemic crisis – the first peak of COVID-19 in Portugal. Further, an inspection of the factors that predicted knowledge transfer and adaptability under an extreme context was carried out.
Design/methodology/approach
To do so, necessary training about the new safety rules regarding the pandemic crisis of COVID-19 was implemented in a healthcare institution as a strategy to help healthcare workers deal with the increasing uncertainty and complexity that was threatening their work. It consisted of three sessions (each with one hour of training) regarding procedures, rules and safety norms. The training occurred in May 2020. Overall, 291 healthcare workers participated in the study and answered one online questionnaire one week after training completion.
Findings
The results showed that the motivation to transfer had a significant indirect effect on the relationship between colleagues' and supervisors' support and performance and between adaptability and performance. Additionally, complementary analyses showed that the mediations depended on the levels of self-efficacy in such a way that the indirect relationships were stronger when self-efficacy was higher. Thus, adaptability and support, both from colleagues and the supervisor, are determining factors for knowledge transfer and resultant performance in extreme contexts, such as the COVID-19 pandemic crisis. Lastly, the results showed that the most significant predictors of transference were self-efficacy and the motivation to transfer the learned knowledge. On the other hand, self-efficacy, peer support and the opportunity to use the knowledge were the most significant predictors of adaptability.
Practical implications
These findings provide support for the role of employee motivation to transfer as a mechanism connecting both perceived support and adaptability to performance outcomes under extreme working contexts.
Originality/value
This study, conducted in the middle of the COVID-19 pandemic context – an extreme and uncertain working context – shows the relevance of both job and individual factors to predict employees' adaptability to such contexts.
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