Search results

1 – 10 of over 79000
Article
Publication date: 3 April 2017

Tien-Yu Hsu and Hsin-Yi Liang

This paper aims to propose an online and on-site cyclical learning model (OOCLM). It considers how combining digital applications can promote a museum’s virtuous learning cycle…

1385

Abstract

Purpose

This paper aims to propose an online and on-site cyclical learning model (OOCLM). It considers how combining digital applications can promote a museum’s virtuous learning cycle between online and on-site spaces for children.

Design/methodology/approach

A practical cyclical learning service has been successfully implemented in a science museum in Taiwan. This provides a thematic game-based learning environment, allowing all the children to create their unique museum experiences before, during and after their visit. A questionnaire was developed to examine the children’s perceptions of the OOCLM to ascertain whether they were satisfied with the pre-visit, on-site visit and post-visit services offered.

Findings

The learning model considered the contextual factors that influence digital applications in museums. The digital and physical resources are well integrated, and the museum’s online and on-site services are linked to effectively promote children’s cyclical learning.

Practical implications

The results show that most of the children highly appreciated the learning model. The model presents an interactive learning environment for children’s cyclical learning and repeat visits.

Originality/value

The OOCLM considers the related contextual influences of digital applications in museum learning; it effectively bridges the museum’s online and on-site services to promote the museum’s virtuous learning cycle and long-term museum learning resource management. This study provides a benchmark example to develop sustainable cyclical learning services for target visitor groups and to motivate their long-term interaction with the museum.

Details

The Electronic Library, vol. 35 no. 2
Type: Research Article
ISSN: 0264-0473

Keywords

Open Access
Article
Publication date: 30 August 2018

Hanan Kondratjew and Marion Kahrens

Spaced learning (SL) and experiential learning (EL) have been identified as being more efficient to long-term knowledge retention than other forms of learning. The purpose of this…

3019

Abstract

Purpose

Spaced learning (SL) and experiential learning (EL) have been identified as being more efficient to long-term knowledge retention than other forms of learning. The purpose of this paper is to confirm these benefits of SL and EL in a work-based learning environment.

Design/methodology/approach

This case study research monitored changes in learning outcomes of a work-based EL training, the Model Warehouse, when adding SL. The Model Warehouse of the Karlsruher Institute for Technology, Germany intends to educate professionals in lean warehouse logistics. Following a pragmatic standpoint, two groups of students were considered and compared by using multiple-choice question based knowledge tests where one group participated in an additional SL session. The experiences and perceptions of students were assessed by conducting in-depth interviews.

Findings

Findings revealed that adding SL to the EL training resulted either in students’ knowledge retention or knowledge improvement. Additionally, participants of the SL session did not perceive it as being required to strengthen understanding of lean warehouse management.

Practical implications

This study recommends considering SL as an effective means to significantly enhance long-term knowledge retention of any work-based or EL training.

Originality/value

This study confirms the benefits of SL and EL drawn from laboratory-based studies in a real business context. Adopting both learning theories in training programmes which converge with realities of the workplace results in a significant improvement of long-term knowledge retention.

Details

Journal of Work-Applied Management, vol. 11 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Article
Publication date: 20 March 2018

Tien-Yu Hsu, HsinYi Liang, Chuang-Kai Chiou and Judy C.R. Tseng

The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s…

1072

Abstract

Purpose

The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s learning in an environment blending virtual game worlds and a museum’s physical space. The contextual model of learning (CML) was applied to consider the related influential factors affecting museum learning and to promote children’s continuous learning and revisit motivations.

Design/methodology/approach

CoboChild provides a thematic game-based learning environment to facilitate children’s interactions with exhibits and other visitors. A practical system has been implemented in the National Museum of Natural Science (NMNS), Taiwan. A questionnaire was used to examine whether CoboChild can effectively fulfill the CML and to evaluate the impacts on museum learning.

Findings

CoboChild effectively fulfilled the CML to facilitate children’s interactive experiences and re-visit motivations in the blended mobile game-based learning environment. Most children described the system as providing fruitful playfulness while improving their interpretations of exhibitions and learning experiences.

Practical implications

CoboChild considers the related contextual influences on the effective support of children’s learning in a museum, and builds a child-centered museum learning environment with highly integrated blended learning resources for children. CoboChild has been successfully operating in the NMNS since 2011.

Originality/value

This study developed a blended mobile game-based learning service to effectively support children’s learning in museum contexts. The related issues are shown to improve the design of blended museum learning services. This innovative approach can be applied to the design of other child-centered services for engaging children’s interactive experiences in museums.

Details

Data Technologies and Applications, vol. 52 no. 3
Type: Research Article
ISSN: 2514-9288

Keywords

Article
Publication date: 4 April 2016

Marcia Hagen and Sunyoung Park

– This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning.

4322

Abstract

Purpose

This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning.

Design/methodology/approach

The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regarding the selection of the literature and the identification and verification of emerged themes of main ideas.

Findings

The core assumptions of andragogy (self-direction, prior experience, readiness to learn and immediacy of application) have a connection to the neural networks related to memory and cognition.

Research limitations/implications

First, this study provides fundamental foundations for combining cognitive neuroscience and adult learning to illuminate how cognitive neuroscience contributes physiologically to adult learning. Second, the findings in cognitive neuroscience related to the four assumptions for andragogy help to provide scientific explanations and interpretations for adult learning theories influencing human resource development (HRD), such as self-directed learning, experiential learning and role theory.

Practical implications

First, HRD practitioners could use the integrative approach between andragogy and the cognitive neuroscience to reduce the issues of learning activities in generation differences. In addition, cognitive neuroscience research may contribute to improving teaching and instructional techniques.

Originality/value

The contributions of this study is that it provides an integrative review about why and how anagogical principles work through the lens of cognitive neuroscience. Based on the findings, we suggested a model of adaptive cognitive neuroscience-adult learning structures.

Article
Publication date: 13 March 2017

Elin Kubberød and Inger Beate Pettersen

Building on entrepreneurial learning research, the purpose of this paper is to argue that the students participating in foreign entrepreneurial education programmes can have…

Abstract

Purpose

Building on entrepreneurial learning research, the purpose of this paper is to argue that the students participating in foreign entrepreneurial education programmes can have realistic entrepreneurial learning experiences. This research addresses two specific questions: how situated ambiguity induced by a foreign culture may contribute to contextual entrepreneurial learning in education, and whether ambiguity induced by cross-cultural situated experience can stimulate critical reflection and important learning outcomes in entrepreneurship and increase entrepreneurial self-efficacy (ESE).

Design/methodology/approach

The authors adopted a phenomenological perspective in the research, and used focus group interviews and the critical incident technique to investigate Norwegian master’s students’ experiences of entrepreneurial learning in a long-term practice in an American startup.

Findings

The empirical findings reveal that the students perceived the foreign cultural learning setting as imbued with ambiguity and uncertainty. However, as the students enhanced their understanding of the culture and entrepreneurial milieu through observations and co-participating, they managed to adapt and develop new strategies and methods to cope with the new environment. Eventually, the students became more entrepreneurial and developed their ESE.

Practical implications

The research demonstrates how educators can design educational programmes that approach real entrepreneurial learning contexts. Nevertheless, the research also displays several ethical dilemmas that educators need to address.

Originality/value

The study delineates a new concept for educational designs called situated ambiguity, which reinforces the essence of situated entrepreneurial learning with cross-cultural learning. This concept offers a promising avenue for educators to approach real entrepreneurial learning in both theory and practice.

Details

Education + Training, vol. 59 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 24 April 2009

Barbara Leigh Smith and Jean MacGregor

In the USA, as elsewhere, there is an ongoing need to improve quality in higher education. Quality improvement models from business have not been widely embraced, and many other…

2279

Abstract

Purpose

In the USA, as elsewhere, there is an ongoing need to improve quality in higher education. Quality improvement models from business have not been widely embraced, and many other approaches to accountability seem to induce minimal compliance. This paper aims to contend that learning communities represent a viable alternative in the quest for quality. By restructuring the curriculum and promoting creative collaboration, learning communities have become a major reform effort in US colleges.

Design/methodology/approach

The paper provides an overview of learning community theory and core practices and four original case studies of institutions that have made learning communities a long‐term focus of their quality improvement efforts.

Findings

Findings include: effective learning communities are clearly positioned, aimed at large arenas and issues and are central to the organization's mission; learner‐centered leadership is a key component of effective programs; learning communities offer a high leverage point for pursuing quality; effective learning communities meet faculty where they are; successful initiatives create new organizational structures, roles and processes; successful programs attract and reward competent people and build arenas for learning from one another; and successful programs have a living mission and a lived educational philosophy reaching constantly toward more effective practices.

Originality/value

Educators will draw rich lessons from this concise overview of learning community theory and practice and the story of these successful institutions.

Details

Quality Assurance in Education, vol. 17 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 12 October 2018

Mahmoud Watad

The purpose of this paper is to explore the dynamics of IT-enabled change and organizational learning. This research defines organizational learning in general terms as the…

Abstract

Purpose

The purpose of this paper is to explore the dynamics of IT-enabled change and organizational learning. This research defines organizational learning in general terms as the capacity of acquiring, transferring and creating knowledge within an organization.

Design/methodology/approach

This research design represents a common form of ex-post facto analysis, in which the exploration of relationships between variables is the main focus. The questionnaire used in the first phase was self-administered in a report format, wherein managers were asked to describe the organizational context and problems; the IT intervention or managers’ response to the problems; and the benefits that resulted from the introduction of IT. In the follow-up phase, the interviews used a similar version of the survey, focusing on the same themes.

Findings

This paper contends that IT-enabled change such as process redesign and productivity improvements do not take place simultaneously with an organization’s attempts to increase its knowledge base or its capacity to acquire knowledge. Organizations alter processes and re-engineer their operations to improve productivity, not to enhance their knowledge-acquiring and decision-making capacities. It seems that the attention structure of managers may be limited and, therefore, they cannot focus on improving both ends simultaneously. This may suggest that when an organization alters its processes, it may overlook its ability to acquire knowledge and its learning capacity at least for the short term.

Originality/value

The findings of this study can serve as important insights regarding managers’ work practices. Findings support a pragmatic view where managers are concerned with showing immediate gains through the introduction of IT which implies a lack of long-term planning. The findings also can serve as an important lesson to managers in that when they alter organizational processes, they should not overlook the issues of organizational learning and knowledge creation. The findings highlight the complexity of organizations and the conflicting objectives which organizations may attempt to achieve when engaging in change efforts such as the adoption of new technologies.

Details

Business Process Management Journal, vol. 25 no. 5
Type: Research Article
ISSN: 1463-7154

Keywords

Article
Publication date: 22 November 2011

Belinda Luke and Kate Hogarth

The purpose of this paper is to examine the use of short video tutorials in a post‐graduate accounting subject, as a means of helping students develop and enhance independent…

3093

Abstract

Purpose

The purpose of this paper is to examine the use of short video tutorials in a post‐graduate accounting subject, as a means of helping students develop and enhance independent learning skills.

Design/methodology/approach

In total, five short (approximately five to 10 minutes) video tutorials were introduced in an effort to shift the reliance for learning from the lecturer to the student. Data on students' usage of online video tutorials, and comments by students in university questionnaires were collated over three semesters from 2008 to 2009. Interviews with students were then conducted in late 2009 to more comprehensively evaluate the use and perceived benefits of video tutorials.

Findings

Findings reveal preliminary but positive outcomes in terms of both more efficient and effective teaching and learning.

Research limitations/implications

The shift towards more independent learning through the use of video tutorials has positive implications for educators, employers, and professional accounting bodies; each of whom has identified the need for this skill in accounting graduates.

Practical implications

The use of video tutorials has the potential for more rewarding teaching and more effective learning.

Originality/value

This study is one of the first to examine the use and benefits of video tutorials as a means of developing independent learning skills in accountancy students – addressing a key concern within the profession.

Details

Accounting Research Journal, vol. 24 no. 3
Type: Research Article
ISSN: 1030-9616

Keywords

Article
Publication date: 1 August 1995

Mike Peckham

Defines self‐managed learning and explores some of the issuesinvolved. Discusses the continuum relationship between developers andlearners who are trying to take responsibility…

3829

Abstract

Defines self‐managed learning and explores some of the issues involved. Discusses the continuum relationship between developers and learners who are trying to take responsibility for their own learning. Describes a programme developed by consultants to establish individual responsibility for long‐term learning.

Details

Management Development Review, vol. 8 no. 4
Type: Research Article
ISSN: 0962-2519

Keywords

Article
Publication date: 3 August 2015

Tove Brink and Svend Ole Madsen

The purpose of this paper is to reveal how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation…

1008

Abstract

Purpose

The purpose of this paper is to reveal how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation and growth.

Design/methodology/approach

Action research and action learning from a longitudinal study of ten SME managers in the wind turbine industry are applied to reveal SME managers’ learning and the impact of the application of learning in the wind turbine industry.

Findings

The findings of this study show that SME managers employ a practice-shaped, holistic, cross-disciplinary approach to learning. This learning approach is supported by theory dissemination and collaboration on perceived business challenges. Open-mindedness to new learning by SME managers and to cross-disciplinary collaboration with SME managers by university facilitators/researchers is required.

Research limitations/implications

The research is conducted within the wind turbine industry, in which intense demands for innovation are pursued. The findings require verification in other industry contexts.

Practical implications

This research contributes strategies for SME managers to utilise research-based training and for universities regarding how to work with SME training. In addition, public bodies can enhance their understanding of SMEs for innovation and growth. The learning approach that is suitable for specialisation in larger organisations is not suitable in the SME context.

Social implications

SME learning is enhanced by a social approach to integrating essential large-scale industry players and other SME managers to create extended action and value from learning.

Originality/value

The findings reveal the need for extended theory development for and a markedly different approach to SME training from that used for training managers in larger companies. This topic has received only limited attention in previous research.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 21 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

1 – 10 of over 79000