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1 – 10 of over 3000Chris Bradbeer and Marian Mahat
Globally, contemporary school learning environments are being transformed to incorporate innovative designs and pedagogies, digital technology and new ergonomic furniture – often…
Abstract
Globally, contemporary school learning environments are being transformed to incorporate innovative designs and pedagogies, digital technology and new ergonomic furniture – often ‘un-classroom-like’ in their form but can more readily accommodate the needs of 21st century learners. In this concluding chapter, key strategies, themes and ideas presented by contributing authors are presented. Linking the discussion of the book to the changing context of education and design, this chapter provides insights and reflections for supporting educators and learners to more effectively use the learning environments as a pedagogical and learning tool.
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Mohammed Mufaddy Al-kasasbeh, Ghassan Issa Alomari, Fakhri Abudl Kareem Bani Doumi and Haitham M. Alzoubi
The study aims to assess the impact of electronic learning (e-learning) on students' performance (SP), with an emphasis on the mediating role of sustainable education (SE) at the…
Abstract
Purpose
The study aims to assess the impact of electronic learning (e-learning) on students' performance (SP), with an emphasis on the mediating role of sustainable education (SE) at the Sharjah Police Sciences Academy (SPSA). The urgency of this study was highlighted by the global COVID-19 pandemic that happened between 2020 and 2022, which emphasized the need for e-learning as a tangible and imperative solution.
Design/methodology/approach
The study applied a quantitative approach, targeting the 91 student population at SPSA in the winter semester of 2022/2023 who practiced the e-learning process. A comprehensive survey was implemented disseminating 91 questionnaires by Google Forms to all students. Of the total, 61 questionnaires were returned, resulting in a response rate of 67.03%.
Findings
The results revealed that e-learning predictors explained 85.4% of the variations in SP, and 46.4% of the variations in SE. The model demonstrated a strong fit and high predictive relevance. The indirect impact of e-learning on SP through SE was found to be positive and statistically significant at the 0.05 level. Consequently, the mediation effect was considered partial and statistically significant.
Practical implications
Policymakers and educators should consider findings of the study when designing educational programs and policies. Accordingly, the SPSA management could gradually focus on safeguarding a sustainable e-learning environment and improving high-tech platforms. This would involve creating a sustainable e-learning curriculum to enable students to remain informed on the best e-learning practices.
Originality/value
An empirical study is essential for exploring the optimal answers to inquiries related to e-learning, SE and their impact on SP. The finding of the current study may contribute to the existing knowledge on e-learning, SE and SP. Additionally, they may improve learning activities and provide more sustainable learning experiences, leading to enhanced learning outcomes for students
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This study examines the relationship between teacher leadership and learning in lesson study (LS).
Abstract
Purpose
This study examines the relationship between teacher leadership and learning in lesson study (LS).
Design/methodology/approach
A multilevel analysis of data was conducted based on the results of a questionnaire survey of 129 teachers collected through Google forms from 27 schools in the city.
Findings
First, in the sample, leadership and learning perceptions in LS did not differ depending on the school that teachers belonged to but appeared as a difference between teachers who perceived leadership and learning within their school and those who did not. Second, the influence of leadership on learning perceptions in the LS was found to be different depending on the socialization, externalization, combination and internalization phase. Third, the results suggested that principals should provide leadership supporting the research team’s leadership.
Originality/value
Previous research on LS has not focused on the relationship between the principal’s leadership and teacher learning. The findings of this study are significant both academically and practically, as they suggest in what settings of LS leadership can work effectively for teacher learning.
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The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning…
Abstract
Purpose
The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning. The purpose of this study was to assess the role of blended learning in promoting quality education during the COVID-19 pandemic.
Design/methodology/approach
The qualitative research design was deployed in this study and enabled the researcher to collect data via in-depth interviews. Twenty-five (25) tertiary institutions accredited by the Ghana Tertiary Education Commission (GTEC) were randomly selected to participate in this study. The registrars of the institutions were purposively selected and served as the participants for the study. Thematic content analysis was used to analyze the data collected via the interview. Ethical considerations were adhered to during the study.
Findings
The study established that COVID-19 had a devastating effect on tertiary institutions; multiple technological and open-sourced systems were deployed for teaching and learning; blended learning was adopted to augment the traditional face-to-face mode of teaching and learning due to its ease of use, usefulness and accessibility as it was used for quizzes and assignments, accessing lecture notes, among others. Despite these, the deployment of technological and blended systems was met with challenges that somehow affected effective teaching, learning.
Research limitations/implications
The study was limited to 25 tertiary educational institutions in Ghana. It was again limited to the COVID-19 era.
Practical implications
This research aids in understanding the extent of the impact of COVID-19 on teaching and learning and how blended learning is currently deployed and used in tertiary institutions in Ghana. The findings are relevant to policymakers and management of educational institutions as it informs them of the right method and tools to deploy for teaching and learning during pandemics.
Originality/value
As educational institutions globally are dealing with the effect of the COVID-19 pandemic, it is prudent to look into how tertiary institutions in Ghana deploy blended learning to facilitate teaching and learning. Thus, this paper is original as it fills the relevant literature gap in terms of scope, setting, methodology and findings.
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Shuai Qian and Yipeng Wen
The purpose of this paper is to form propositions about the relationship between top management team (TMT) heterogeneity and peer effects in investment decision-making and explore…
Abstract
Purpose
The purpose of this paper is to form propositions about the relationship between top management team (TMT) heterogeneity and peer effects in investment decision-making and explore the mediating role of social learning processes.
Design/methodology/approach
To investigate the correlations between TMT heterogeneity and investment peer effects, we considered the TMT heterogeneity category, team process and contextual factors. With a sample of 8,467 firm-year observations from Chinese listed companies, we used the mean linear model and instrumental variable method to empirically examine their relationships. To identify the mediating role of social learning processes, we introduced a social learning model to find out the contextual factors influencing corporate social learning demands from three aspects and subsequently used comparative statics analysis to explore the variations in the main effect under these contextual factors.
Findings
For task-oriented heterogeneity (e.g. functional background, education and tenure heterogeneity), the opposite effects of information elaboration and social categorization processes make it a nonlinear multiplex correlation with investment peer effects. For relation-oriented heterogeneity (e.g. age and gender heterogeneity), the sole effect of social categorization processes leads to a negative linear correlation. Further, we identify the mediating role of social learning processes. In summary, we established a connection from the TMT heterogeneity, to information elaboration theory or social categorization theory, to social learning processes and ultimately to investment peer effects.
Originality/value
The results of this study provide a comprehensive perspective to predict the decision-making outcomes of team heterogeneity and contribute to heterogeneity research and practice.
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The purpose of this article is to discuss the “learning nation” concept and examine the characteristics and implications of using the “learning” premodifier in this…
Abstract
Purpose
The purpose of this article is to discuss the “learning nation” concept and examine the characteristics and implications of using the “learning” premodifier in this nation-building program.
Design/methodology/approach
This article reviews how the “learning” aspect is inter-related to a series of national information and communication technology masterplans and includes a comparative analysis of the related premodifier “smart” as Singapore sets forth its ambition to become a “smart nation” as part of the digitalization megatrend. A print media indicator and Google Trends form part of the methodology to ascertain the rise of digital technology over a certain period. The former technique involves identifying relevant bibliographic databases and analyzing the volume of publications. The latter technique is a real time index of the volume of queries that users input into Google.
Findings
It is suggested that using the term “learning nation” previously and more recently “smart nation” is a consequence of the rise of the digitalization megatrend. The “smart-ness” involves learning about digital technologies, developing digital competencies and harnessing the benefits of these digital capabilities. From a public policy perspective, the article showcases how a city-state can transform itself through technology by riding on megatrends. Also, there is a need to be selective in developing specific areas for the application of digital technologies.
Originality/value
This article contributes to a better understanding on the frequent usage of the word “learning” as a premodifier and Singapore’s nation-building journey through human capital development and digitalization.
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Sue Malthus, Carolyn Fowler and Carolyn J. Cordery
Prior research finds that early-career professional accountants (early PAs) are generally dissatisfied with the learning and training opportunities offered during their early…
Abstract
Purpose
Prior research finds that early-career professional accountants (early PAs) are generally dissatisfied with the learning and training opportunities offered during their early employment years, which impacts their career progression. This paper aims to examine whether different learning styles between these early PAs and their qualified accounting employers and trainers diverge.
Design/methodology/approach
Using Kolb’s learning styles inventory and interviews, this study explores the learning styles of early PAs and their employers, examining changes in these learning styles over time.
Findings
This research shows the necessity for different learning styles to be integrated into early PA training and learning, as research participants’ learning styles tend to prefer active experimentation requiring practical examples and self-learning opportunities. In contrast, their senior, qualified accounting employers prefer conceptualisation-based learning styles. As early PAs’ career progression requires them to succeed in employer-supported training, some early PAs change their learning style preferences to progress, whereas others with incompatible learning styles either moved to different employers or reassessed their choice of profession.
Practical implications
To reduce career dissatisfaction, develop and retain competent accountants, early PAs must be supported to learn effectively. By reducing early PAs’ dissatisfaction early PA educators and employers will potentially increase the attractiveness of accounting as a profession.
Originality/value
Few studies interrogate how accounting professionals utilise learning and training post-graduation nor do they examine the learning styles of workplace trainers and learners. This exploratory study uniquely analyses the learning styles of both early PAs and their employers.
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Xianhan Huang, Shiyu Zhang, Mingyao Sun, Masoumeh Kouhsari and Dongsheng Wang
Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear…
Abstract
Purpose
Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers’ formal and informal learning and uncover the relationship between the two.
Design/methodology/approach
The participants of the study are 1,886 primary and secondary in-service teachers in China. Structural equation modeling and bootstrapping are used to test the proposed model.
Findings
The study reveals complicated influencing mechanisms of formal learning on different types of informal learning among in-service teachers. Teachers’ basic psychological needs, satisfaction and challenge-seeking behavior are found to play crucial mediating roles in this process.
Practical implications
First, this study suggests that different configurations of intervention strategies should be formulated depending on the foci for improving teachers’ learning. Second, this study indicates that only highlighting the importance of reflection, which is the approach currently used, is not sufficient to improve teachers’ daily reflective practice. Third, there is an urgent need to design training programs to improve teachers’ abilities to purposefully expand their job boundaries, which could not only benefit teachers’ performance but also contribute to school improvement. For policymakers and school principals, we suggest that more attention be given to the satisfaction of teachers’ basic needs.
Originality/value
This study contributes to the literature on workplace learning by connecting formal and informal learning and elucidating how teachers’ reported formal learning influences their informal learning activities via varied paths. The findings have implications for continuous professional development policy and training programs in the workplace.
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Talat Islam, Saima Ahmad and Arooba Chaudhary
The purpose of this paper is to examine curiosity as a distal predictor of knowledge sharing facilitated by informal learning. It also probes the boundary conditions imposed by…
Abstract
Purpose
The purpose of this paper is to examine curiosity as a distal predictor of knowledge sharing facilitated by informal learning. It also probes the boundary conditions imposed by ebullient supervision in the influence of curiosity on knowledge sharing.
Design/methodology/approach
The authors collected data through a two-wave survey of 349 knowledge workers in the IT sector and used structural equation modeling to analyze the data.
Findings
The results indicated a positive relationship between curiosity and knowledge sharing. In particular, informal learning was found to mediate the relationship between curiosity and knowledge sharing and ebullient supervision was identified as a significant condition that strengthens the effect of curiosity on informal learning.
Practical implications
Organizations can promote knowledge sharing by harnessing curiosity as an intrinsic motivator for employees to engage in informal learning. Moreover, the findings identified ebullient supervision as an extrinsic motivator within the work environment, suggesting its potential to enhance the impact of curiosity on knowledge sharing.
Originality/value
This paper broadens the limited literature on ebullient leadership by revealing how it strengthens the effects of curiosity and informal learning on knowledge sharing.
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Hans W. Klar, Noelle A. Paufler and Angela D. Carter
School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop…
Abstract
Purpose
School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes.
Design/methodology/approach
We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period.
Findings
Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space.
Originality/value
These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.
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