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Article
Publication date: 30 November 2004

Timothy K Shih, Ya‐Fung Chang, Hun‐Hui Hsu, Ying‐Hong Wang and Yung‐Hui Chen

Distance education has been an important research issue of multimedia computing and communication. Since the instructional activities are implemented on cyberspace, how to…

Abstract

Distance education has been an important research issue of multimedia computing and communication. Since the instructional activities are implemented on cyberspace, how to control behaviors of students and to increase the degree of communication awareness have been a challenging issue. We propose a system based on the scaffolding theory. Behaviors of students are supervised by an intelligent control system, which is programmed by the instructor under our generic interface. The interface is built based on virtual reality and real‐time communication technologies. Students and instructors have their individual avatars that are controlled by a video game like navigation. Those behaviors that violate virtual campus regulations are detected and interceptive actions are performed. The proposed system is implemented on a Windows system and can be used for general purpose of distance education.

Details

Interactive Technology and Smart Education, vol. 1 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Abstract

Details

Maturing Leadership: How Adult Development Impacts Leadership
Type: Book
ISBN: 978-1-78973-402-7

Book part
Publication date: 28 February 2017

Raichle Farrelly, Shawna Shapiro and Zuzana Tomaš

In this chapter, we present a framework of inclusive pedagogy to foster education for global citizenship. We argue that certain conditions must be in place for students in…

Abstract

In this chapter, we present a framework of inclusive pedagogy to foster education for global citizenship. We argue that certain conditions must be in place for students in higher education classrooms to engage critical issues, wrestle with difficult questions, and reflect on the ethical implication of their individual and collective action. We discuss how instructors can create these conditions, by focusing on three concrete aspects of instruction: Scaffolding, Interaction, and Noticing. While these aspects are prevalent in literature on effective pedagogy for international and/or multilingual students, we argue that they can benefit all students, preparing them for deep learning, toward the end goal of global citizenship. The pedagogical applications presented through this framework demonstrate the close relationship between Scaffolding, Interaction, and Noticing. Furthermore, we believe that the simplicity of this framework will serve as an accessible point of reference for instructors as they are planning for learning that centers student voices, values diversity in the classroom, and aims to cultivate the knowledge, skills, and values of global citizenship.

Details

Engaging Dissonance: Developing Mindful Global Citizenship in Higher Education
Type: Book
ISBN: 978-1-78714-154-4

Keywords

Article
Publication date: 24 November 2020

Chin-Feng Lai, Yu-Lin Jeng and Sheng-Bo Huang

In a programming course, students often need tutors' assistance to complete learning activities, as they lack enough background knowledge to complete tasks. A further…

Abstract

Purpose

In a programming course, students often need tutors' assistance to complete learning activities, as they lack enough background knowledge to complete tasks. A further problem is that without individual tutoring, the knowledge gap between students increases. Therefore, the authors have proposed an instant response learning supplement tool (IRLST) to support students' learning, in order to facilitate students' independent problem-solving skills.

Design/methodology/approach

The authors divided the students into two groups according to their learning styles: verbal and visual. The IRLST was used to collect and analyze the information on their usage and provide supplementary resources to facilitate their learning. The proposed system also analyzed the student usage, background knowledge and exam scores to assess their academic performance.

Findings

According to the results of statistical analysis, students' learning performance improved significantly, especially low-scoring students. Moreover, as compiler messages were not recognized, students tended to identify the same problems. Thus, it is suggested that teachers not only should focus on improving the students' syntax but also strengthening their background knowledge and debugging skills.

Research limitations/implications

There are two main limitations in this study: (1) as most of the students were in the visual learning group, the size of the groups was impacted, thus it was not possible to establish a control group; (2) one specific version of the IRLST system did not send reliable advice or supplementary content occasionally.

Originality/value

The IRLST developed in this study can be used to provide immediate supplementary resources to help students overcoming programming problems and developing problem-solving skills.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Book part
Publication date: 21 July 2017

Henry W. Lane, Allan Bird and Nicholas Athanassiou

Over the past 2 decades CEO surveys have consistently identified a shortage of global leadership capability as a limiting factor in global expansion. At the same time…

Abstract

Over the past 2 decades CEO surveys have consistently identified a shortage of global leadership capability as a limiting factor in global expansion. At the same time, business schools have also come to recognize the need to develop global leadership in their graduates. The Global Leadership Expertise Development (GLED) model proposes a framework and process for developing global leadership competencies in a corporate setting. We describe how we applied this model in a higher education context, in the process transforming a more common approach to international business (IB) education into an experientially-intensive global leadership development program. Adopting elements of Kolb’ experiential learning theory (ELT) as well as concepts of instructional scaffolding and “red threads,” the program emphasizes personal development. Early analysis of the program’s impact points to substantial progress in developing global leader competencies in undergraduate business students.

Details

Advances in Global Leadership
Type: Book
ISBN: 978-1-78714-698-3

Keywords

Article
Publication date: 27 May 2014

Ali Junaid Ahmad

Following recommendations by scholars for further research on the business incubation process, the purpose of this paper is to build new theory on incubation using the…

2484

Abstract

Purpose

Following recommendations by scholars for further research on the business incubation process, the purpose of this paper is to build new theory on incubation using the social mechanisms approach – a well-developed body of theory on social processes.

Design/methodology/approach

A critical review of dominant theoretical approaches in the area highlighted that researchers in the past have not studied incubation as a social “process.” In order to study a social process such as incubation, a case is made for the value of social mechanisms theory. In order to study incubation as a social mechanism, an inductive-qualitative research design based on ethnography was used. Data were collected over six months each at two Dublin-Ireland-based business incubators.

Findings

Results highlight the significant role of a positive relational bond between the incubator manager and client entrepreneurs. Incubation is triggered in a sophisticated normative environment under the prevalence of ground rules, subtle signals and the interplay of personal histories. These contribute to the incubation mechanism's non-linearity, thereby, making the prediction of outcomes difficult.

Originality/value

A contribution of this research comes in the form of a new conceptualization of incubation based in mechanisms reasoning. The mechanisms approach was found to be versatile and helped in extending the work of previous researchers who proposed advancements in the area based on dyadic theory, social capital theory and social network theory. Further, a new, and it is argued, more fruitful direction for incubation process-related research is also highlighted; one which takes on board the often glossed over idiosyncrasies of incubation as a social mechanism for promoting early stage entrepreneurship.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 20 no. 4
Type: Research Article
ISSN: 1355-2554

Keywords

Book part
Publication date: 19 May 2015

Kathleen B. Duncan and Teresa Martinelli-Lee

This chapter presents a practice example of inquiry-based learning. A graduate level research methods course was designed to be student-centered and inquiry-based…

Abstract

This chapter presents a practice example of inquiry-based learning. A graduate level research methods course was designed to be student-centered and inquiry-based utilizing scaffolding assignments (Skene & Fedko, 2012), small group discussions (Huang, 2005), peer feedback (Skene & Fedko, 2012), and collaborative interactive exercises (Volet & Mansfield, 2006). Having students ask the questions in which they are interested (Jansen, 2011), find the resources to answer those questions, which then leads to new questions (Stripling, 2009), eventually culminates in the creation of a literature review and research proposal. The course concludes with a number of application exercises that connect theory to practice (Kuh, Chen, & Nelson Laird, 2007). Many of the specific in-class practices that support this inquiry-based approach are presented.

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

Book part
Publication date: 22 May 2013

Bernadette Dwyer

Purpose – To provide an overview of the development of an integrated classroom curriculum linking literacy, literature, science, and digital technologies designed to…

Abstract

Purpose – To provide an overview of the development of an integrated classroom curriculum linking literacy, literature, science, and digital technologies designed to develop online literacies with struggling readers from disadvantaged communities.Design/methodology/approach – The chapter opens with a consideration of the theoretical perspectives underpinning the study presented in the chapter. Following this, the methodological and contextual frameworks underpinning the study design are described. Finally, findings from the study are discussed.Findings – The chapter discusses key findings and lessons learned related to the design of an integrated curriculum linking literacy, the content areas, and technology; the development of high levels of online reading comprehension skills with struggling readers; and the crucial role of peer-to-peer collaboration to develop the affective, cognitive, and social aspects of learning online.Research limitations/implications – Findings from the small-scale study indicate the potential of the Internet and other digital technologies to actively engage, motivate, and challenge struggling readers to develop high levels of literacy skills in challenging inquiry-based activities.Practical implications – The chapter provides teachers with practical examples of classroom pedagogies to develop the skills, strategies, and dispositions necessary to successfully exploit the potential of the Internet and other digital technologies as sites for deep learning.Originality/value of chapter – Teachers are struggling to successfully integrate digital technologies into the classroom curriculum. The chapter provides an insight into the development of an integrated curriculum and the learning environments necessary to develop online skills and strategies in authentic classroom environments.

Details

School-Based Interventions for Struggling Readers, K-8
Type: Book
ISBN: 978-1-78190-696-5

Keywords

Open Access
Article
Publication date: 7 June 2021

Sheenam Jain and Malin Sundström

Today, customers’ perceived value does not only depend on the products, but also on the services provided by a firm. In e-commerce, it is important to shift the focus…

1706

Abstract

Purpose

Today, customers’ perceived value does not only depend on the products, but also on the services provided by a firm. In e-commerce, it is important to shift the focus beyond the product and discuss the value of personalized services in the context of e-commerce fulfillment. Therefore, the purpose of this paper is twofold: to develop a conceptual framework proposing satisfaction through personalized services as a middle-range theory; and to suggest foundational premises supporting the theoretical framework, which in turn shape middle-range theory within the context of apparel e-commerce fulfillment.

Design/methodology/approach

In this theory-driven paper, the authors apply the scientific circle of enquiry, as it demonstrates the role of theorizing with the help of middle-range theory and empirical evidence and as such provides a methodological scaffolding that connects theory formulation and verification. The authors synthesize literature related to customer perceived value (CPV) and satisfaction, followed by abduction focusing on understanding the empirical domain as it occurred in practice from company cases. The presented case studies are based on semi-structured interviews with three Swedish online retailers within the apparel industry. The theory-driven analysis results in suggestions of foundational premises.

Findings

Based on the theoretical foundations and empirical generalizations, three propositions are suggested. The premises regarding satisfaction through personalized service applied in the domain of apparel e-commerce fulfillment are: to ensure customer satisfaction requires a value co-creation perspective using data during the pre-purchase phase; to ensure customer satisfaction and retention require added-value perspective during the post-purchase phase of the shopping journey; and to ensure satisfaction and convenience require an added-value perspective at the last mile.

Practical implications

The apparel firms lose a substantial amount of revenue because of poor online customer satisfaction, leading to e-commerce not reaching its full potential. To enhance customer value, online retailers need to find a resort in advanced technologies and analytics to address customer satisfaction, and it is suggested that retailers shift their focus beyond the products and find ways to improve personalized service offerings to gain market advantage, improve fulfillment, drive sales and increase CPV.

Originality/value

To consider personalized services as a source for improving e-commerce fulfillment and CPV, the main contribution of this study is conceptual as it presents a theoretical model developed from general theory, middle-range theory and verified with empirical claims.

Details

Research Journal of Textile and Apparel, vol. 25 no. 4
Type: Research Article
ISSN: 1560-6074

Keywords

Book part
Publication date: 3 August 2017

Matt Bower

This chapter critically examines the implications of different pedagogical perspectives, approaches, and strategies for the design and implementation of…

Abstract

This chapter critically examines the implications of different pedagogical perspectives, approaches, and strategies for the design and implementation of technology-enhanced learning. The key tenets of different pedagogical perspectives are unpacked, including behaviorism, cognitivism, constructivism, socio-constructivism, and connectivism, with reference to how technology can be used to instantiate them. A range of different pedagogical approaches, including collaborative learning, problem-based learning, inquiry-based learning, constructionist learning, design-based learning, and games-based learning are discussed in relation to the use of technology and the previously identified pedagogical perspectives. Pedagogical strategies at a more instantaneous level are also considered, as are the goals of technology-enhanced learning in terms of promoting authentic and meaningful learning. The critical role of the teacher when applying pedagogies using technology, as well as associated issues, are discussed throughout.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

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