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1 – 10 of over 14000Şeyma Şahin and Abdurrahman Kılıç
Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and…
Abstract
Purpose
Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.
Design/methodology/approach
This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).
Findings
It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.
Originality/value
There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.
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Project management skills are important for today’s engineers, as they get involved in various project-based employment roles. The purpose of this paper is to discuss a learning…
Abstract
Purpose
Project management skills are important for today’s engineers, as they get involved in various project-based employment roles. The purpose of this paper is to discuss a learning model to provide project management knowledge through scaffolding and project-based learning (PjBL) methods in the project engineering course.
Design/methodology/approach
This paper discusses a generic learning model that includes how scaffolding and project-based methods are integrated to provide project management skills to the students. The paper uses the survey method to collect and analyze data on the applicability of the model.
Findings
Statistical analysis of the collected data shows that the respondents positively perceive the value of the learning model to gain project management knowledge and skills. The response shows that the model is useful not only to the current students but also the graduates who use project management skills in their employment.
Practical implications
The learning model can be used by the instructors to provide project management skills to undergraduate and graduate students from all education disciplines.
Originality/value
This paper focuses on the development of a unique learning model, and artifacts used by the students and the instructors for interactive learning and gaining skills on project management.
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Huiying (Cynthia) Hou, Joseph H.K. Lai and Hao Wu
Green building education, an important aspect of sustainability in higher education, has rapidly expanded across the world. Yet, a bespoke pedagogical model integrating the…
Abstract
Purpose
Green building education, an important aspect of sustainability in higher education, has rapidly expanded across the world. Yet, a bespoke pedagogical model integrating the essential elements of green building knowledge into a university course is lacking. To plug this deficiency, this study aims to develop an innovative pedagogical model that incorporates four types of teaching activities, namely, lecture, virtual reality (VR)-aided site visit, physical site visit and practicum-based project.
Design/methodology/approach
Based on an extensive review of the relevant literature and course materials, a pedagogical model was constructed for application to the teaching and learning activities of a university’s hospitality and real-estate programme. Using a case study approach involving in-depth interviews with green building professionals and a workshop coupled with an online survey on building professionals, the model’s transformative effectiveness was evaluated.
Findings
The study finds that the pedagogical model was able to effectively equip students with the essential green building knowledge pertinent to the different stages of a building life cycle. Concerns about wider applications of the model, including barriers to implementation in other academic programmes and resources for updating the VR platform, were identified.
Originality/value
The VR-aided and project-based pedagogy model is novel and effective in delivering green building education. Future work, particularly expanding the VR platform to cover more green building cases, thereby allowing multiple case studies to be conducted, is recommended for illustrating further contributions and implications of the model.
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Geetika Jaiswal, Elizabeth Newcomb Hopfer and Devona L. Dixon
This study aims to promote sustainability-based education in fashion design and merchandising program to enhance students’ knowledge, skills and attitude about sustainability…
Abstract
Purpose
This study aims to promote sustainability-based education in fashion design and merchandising program to enhance students’ knowledge, skills and attitude about sustainability development, organizational responsibility and personal responsibility from the cotton industry perspective.
Design/methodology/approach
To conduct this study, three learning components were considered: learning from experts, learning by doing and outreach activity. Sustainability-related topics were strategically incorporated in different courses for one year; project-based learning approach was adopted; and pre–posttest survey was conducted to study the impact of sustainability-based education on student learning outcome. Rand’s principles-attributes matrix was applied to analyze the impact of sustainable education on student learning outcomes.
Findings
The results of course projects indicated enhanced student’s abilities on using use different types of cotton materials in product development, creative use of cotton in visual merchandising and development of business plans focused on sustainability. The two-group mean comparisons showed a significant positive impact on students’ knowledge in cotton and sustainability, followed by students’ skills and attitudes.
Originality/value
In response to the lack of systematic approach to incorporate sustainability-related topics in textile and apparel design discipline, this study offered an opportunity to involve approximately 110 students in various sustainability-based teaching and learning projects.
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Kangning Liu, Bon-Gang Hwang, Jianyao Jia, Qingpeng Man and Shoujian Zhang
Informal learning networks are critical to response to calls for practitioners to reskill and upskill in off-site construction projects. With the transition to the coronavirus…
Abstract
Purpose
Informal learning networks are critical to response to calls for practitioners to reskill and upskill in off-site construction projects. With the transition to the coronavirus disease 2019 (COVID-19) pandemic, social media-enabled online knowledge communities play an increasingly important role in acquiring and disseminating off-site construction knowledge. Proximity has been identified as a key factor in facilitating interactive learning, yet which type of proximity is effective in promoting online and offline knowledge exchange remains unclear. This study takes a relational view to explore the proximity-related antecedents of online and offline learning networks in off-site construction projects, while also examining the subtle differences in the networks' structural patterns.
Design/methodology/approach
Five types of proximity (physical, organizational, social, cognitive and personal) between projects members are conceptualized in the theoretical model. Drawing on social foci theory and homophily theory, the research hypotheses are proposed. To test these hypotheses, empirical case studies were conducted on two off-site construction projects during the COVID-19 pandemic. Valid relational data provided by 99 and 145 project members were collected using semi-structured interviews and sociometric questionnaires. Subsequently, multivariate exponential random graph models were developed.
Findings
The results show a discrepancy arise in the structural patterns between online and offline learning networks. Offline learning is found to be more strongly influenced by proximity factors than online learning. Specifically, physical, organizational and social proximity are found to be significant predictors of offline knowledge exchange. Cognitive proximity has a negative relationship with offline knowledge exchange but is positively related to online knowledge exchange. Regarding personal proximity, the study found that the homophily effect of hierarchical status merely emerges in offline learning networks. Online knowledge communities amplify the receiver effect of tenure. Furthermore, there appears to be a complementary relationship between online and offline learning networks.
Originality/value
Proximity offers a novel relational perspective for understanding the formation of knowledge exchange connections. This study enriches the literature on informal learning within project teams by revealing how different types of proximity shape learning networks across different channels in off-site construction projects.
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Angela França Versiani, Pollyanna de Souza Abade, Rodrigo Baroni de Carvalho and Cristiana Fernandes De Muÿlder
This paper discusses the effects of enabling conditions of project knowledge management in building volatile organizational memory. The theoretical rationale underlies a recursive…
Abstract
Purpose
This paper discusses the effects of enabling conditions of project knowledge management in building volatile organizational memory. The theoretical rationale underlies a recursive relationship among enabling conditions of project knowledge management, organizational learning and memory.
Design/methodology/approach
This research employs a qualitative descriptive single case study approach to examine a mobile application development project undertaken by a major software company in Brazil. The analysis focuses on the project execution using an abductive analytical framework. The study data were collected through in-depth interviews and company documents.
Findings
Based on the research findings, the factors that facilitate behavior and strategy in managing project knowledge pose a challenge when it comes to fostering organizational learning. While both these factors play a role in organizational learning, the exchange of information from previous experience could be strengthened, and the feedback from the learning process could be improved. These shortcomings arise from emotional tensions that stem from power struggles within knowledge hierarchies.
Practical implications
Based on the research, it is recommended that project-structured organizations should prioritize an individual’s professional experience to promote organizational learning. Organizations with well-defined connections between their projects and strategies can better establish interconnections among knowledge creation, sharing and coding.
Originality/value
The primary contribution is to provide a comprehensive view that incorporates the conditions required to manage project knowledge, organizational learning and memory. The findings lead to four propositions that relate to volatile memory, intuitive knowledge, learning and knowledge encoding.
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Chanita Rukspollmuang, Jaratdao Reynolds and Praphan Chansema
Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University…
Abstract
Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.
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Ariel Cornett and Erin Piedmont
Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the…
Abstract
Purpose
Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”
Design/methodology/approach
This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.
Findings
The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.
Originality/value
TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.
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Nipuni Sumanarathna, Bismark Duodu, Shoeb Ahmed Memon and Steve Rowlinson
This study aims to explore the innovation deployment of construction contracting firms through exploratory–exploitative learning and organisational ambidexterity.
Abstract
Purpose
This study aims to explore the innovation deployment of construction contracting firms through exploratory–exploitative learning and organisational ambidexterity.
Design/methodology/approach
Firstly, a literature-based conceptual framework was developed to explain innovation implementation through exploratory–exploitative learning and organisational ambidexterity. A prominent Hong Kong construction contracting firm was then selected as the case study to explore its innovation deployment at different organisational levels (i.e. firm and project levels). Qualitative data were attained by conducting 12 semi-structured interviews with industry experts and document analysis. The thematic analysis using NVivo 12 software was adopted to analyse data.
Findings
Findings reveal that the case study firm successfully fosters innovation when ambidexterity is achieved through the balance between exploratory (i.e. radical innovation) and exploitative learnings (i.e. incremental innovation).
Research limitations/implications
Establishing uniform ambidexterity (i.e. 50:50) at the firm or project level is not mandatory to deploy innovation successfully. The ratio can vary based on the characteristics and requirements of construction firms.
Practical implications
This paper shall motivate construction practitioners to adopt radical–incremental innovation ambidexterity in firms and ultimately enhance the productivity and efficiency of the construction industry.
Originality/value
Previous construction innovation research has frequently explored firm or project-level innovation separately. This study identified a multi-level focus on innovation. Through the lens of exploratory–exploitative theory, different forms of innovation ambidexterity for different levels are suggested rather than one specific ambidexterity.
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Kerry Cormier and Trudi Figueroa
This practitioner-focused article highlights a collaborative, school-wide project at a PDS that showcased elementary students’ strengths and talents. Based on the children’s book…
Abstract
Purpose
This practitioner-focused article highlights a collaborative, school-wide project at a PDS that showcased elementary students’ strengths and talents. Based on the children’s book, The Smart Cookie (John, 2021), teachers and the university professor-in-residence developed professional learning communities, which inspired the creation of a space for all students to demonstrate ways in which they were “smart cookies” that aligned with our comprehensive mission of promoting inclusive practices.
Design/methodology/approach
Rooted in professional learning communities, teachers at our PDS spent the first half of the school year learning about chosen topics of social–emotional learning, stamina and neurodiversity. The Smart Cookie Project was created to demonstrate the connections between these topics. Students at the PDS were given the opportunity to create an original project that showcased their creativity, interests and talents. Projects were then displayed during a schoolwide showcase.
Findings
The impact of the project and the showcase demonstrated the importance of creating opportunities for both teacher and student innovation. The project brought the community together, allowed students to be viewed through strengths-based perspectives, helped teachers see how their own learning can positively impact their practice and emphasized the need for honoring student choice in the classroom.
Originality/value
The project discussed here can lend itself to fellow PDSs looking to adopt innovative instructional approaches, honor inclusive practices and situate students in places of strength.
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