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21 – 30 of over 2000
Article
Publication date: 1 September 1997

Eilif Trondsen and Kent Vickery

This paper examines learning‐on‐demand (LOD) ‐ the knowledge‐based learning model; forces for change; early adopters and implementation barriers. According to the authors, LOD…

1530

Abstract

This paper examines learning‐on‐demand (LOD) ‐ the knowledge‐based learning model; forces for change; early adopters and implementation barriers. According to the authors, LOD reduces knowledge acquisition time, cuts travel costs for both students and teachers, lowers off‐the‐job related expenses, reduces classroom overheads and lowers materials expenses. Through LOD higher‐quality learning improves organizational performance and increases employees’ breadth of knowledge and ability to deploy skills in the service of strategic objectives.

Article
Publication date: 19 October 2020

Rawad Hammad, Zaheer Khan, Fadi Safieddine and Allam Ahmed

Various technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals…

1424

Abstract

Purpose

Various technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.

Design/methodology/approach

To achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.

Findings

The authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.

Originality/value

The authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

Details

World Journal of Science, Technology and Sustainable Development, vol. 17 no. 4
Type: Research Article
ISSN: 2042-5945

Keywords

Article
Publication date: 24 May 2021

Rachel Wishkoski, Katie Strand, Alex Sundt, Deanna Allred and Diana J. Meter

This mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL)…

Abstract

Purpose

This mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.

Design/methodology/approach

Participants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.

Findings

Quantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.

Originality/value

This study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.

Details

Reference Services Review, vol. 49 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 14 December 2020

Jay Andrew Cohen

As online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to…

1755

Abstract

Purpose

As online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to address the pedagogical differences between online and face-to-face teaching, so that online delivery moves beyond the paradigms of its face-to-face counterpart, such as the lecture. This paper explores the need for a fit for purpose pedagogical approach for online learning, as opposed to one in which a classroom based pedagogy is applied, often rather clumsily to an online learning environment.

Design/methodology/approach

The engagement of students in an online learning environment is closely associated with student success. The argument is that students who are actively engaged are more likely to learn and to achieve greater success. Student engagement is facilitated through the design and arrangement of the learning material, and by the presence, attitude and the facilitation of learning by the online teacher or trainer.

Findings

Rather than presenting any research findings this paper simply explores concepts relating to online learning design and online teaching.

Practical implications

The practical implication of this paper are better alignment between teaching/training interventions and learning design.

Originality/value

This paper is a viewpoint paper and is original. This paper has not been submitted elsewhere. 10; 10;This paper would be a valuable resource for those new to online learning or those looking to establish a fit for purpose approach to online learning.

Details

Development and Learning in Organizations: An International Journal, vol. 35 no. 4
Type: Research Article
ISSN: 1477-7282

Keywords

Article
Publication date: 27 April 2010

Charles Jennings and Jérôme Wargnier

Technology development over the past 20 years has radically increased the options we have in developing skills. Today's “new frontier” requires fresh approaches to developing…

2448

Abstract

Purpose

Technology development over the past 20 years has radically increased the options we have in developing skills. Today's “new frontier” requires fresh approaches to developing agile minds and workforce capability. Experiential learning, an age‐old approach refreshed by recent technology developments, provides a key element in this new approach. A new understanding of experiential learning is essential if we are to develop new, efficient and effective learning paradigms.

Design/methodology/approach

This article explores the latest thinking and practice of twenty‐first century experiential learning and is based on work carried out over the past two years and presented at a private event in London in October 2009.

Findings

The key finding is that most of our learning results from the experiences we have, from practice, from the opportunity to interact with others, and from taking time to reflect on these activities. In light of this, experiential learning and an “unknowingly prepared” mindset are the two keys to unlocking workforce capability which is about action rather than information. The adage “knowledge is power” has been replaced by “access is power”. Today's technology, particularly Web 2.0 and social media, provide the oil to this powerful new engine.

Practical implications

There are several practical implications. Approaches to individual and organizational learning need to change. In the new world, learning is part of work and work needs to be seen as a set of learning experiences.

Originality/value

This paper offers a fresh perspective to how we learn. Companies that move to embed experiential learning approaches will be better‐placed to build and maintain workforce excellence and innovation.

Details

Development and Learning in Organizations: An International Journal, vol. 24 no. 3
Type: Research Article
ISSN: 1477-7282

Keywords

Article
Publication date: 6 April 2017

Zoltan Buzady

The purpose of this paper is to briefly outline the relevance of flow, a core concept of positive psychology increasingly applied in leadership development and in serious gaming…

Abstract

Purpose

The purpose of this paper is to briefly outline the relevance of flow, a core concept of positive psychology increasingly applied in leadership development and in serious gaming. The author presents an innovative simulation game designed to teach and train how to manage and lead people based on the principles of “flow-based leadership.”

Design/methodology/approach

This paper briefly describes the flow theory; it relates to leadership theory and why it is increasingly applied in the context of serious games. Then an extensive review and presentation of the features of an innovative serious gaming solution is presented to demonstrate that simulations are a fruitful area into which positive psychology and leadership science are being extended now.

Findings

Despite the growing market segment and various areas of training applications of serious games, very few games have been developed for leadership development. A detailed report presented the conceptual and practical aspects of such a new serious game.

Research limitations/implications

The author’s contribution did not focus on testing a particular framework nor did it aim at exposing new numeric data findings. Instead, the author presented an in-depth case study as an inspiration for future, similar developments. Also, research questions for future analysis of data collected during the leadership development game were outlined.

Practical implications

Readers were informed about a new, innovative serious game application, which is successfully used for leadership development, and in particular to teach the practice of flow-based management concepts.

Social implications

Flow is a concept applied in many fields of life such as sports, music, arts, recreation and work-life. The positive benefits of happiness, creativity, outstanding performance and joy can lead to a fulfilling life which is a paramount value, across all cultures globally. This leadership development game can be applied in other countries and cultures. As a result, the quality of leadership across various cultures can be improved. Researchers are invited to join the outlined new research network and program.

Originality/value

Flow theory is probably the best known concept of positive psychology across related scientific domains such as management, arts, sports, education and spirituality. Professor Csikszentmihalyi – a global figure head – laid the scholarly foundations decades ago, but now the concept is constantly evolving and being adopted into new and changing environments. This necessitates a review – such as this contribution – where the theoretical elements also apply in the new areas of application.

Open Access
Article
Publication date: 16 January 2024

Barbara Hanfstingl and Thomas Andreas Ogradnig

The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research…

1178

Abstract

Purpose

The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum.

Design/methodology/approach

Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results.

Findings

The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia.

Originality/value

This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 5
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 3 August 2017

Matt Bower

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other…

Abstract

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

Details

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

Open Access
Article
Publication date: 23 August 2023

Olivia McDermott

This study describes how two organisations transitioned to teaching Lean online during and post Covid-19. This study aims to establish how Lean teaching and training can be…

Abstract

Purpose

This study describes how two organisations transitioned to teaching Lean online during and post Covid-19. This study aims to establish how Lean teaching and training can be designed and delivered effectively online without adverse effects on the student’s learning experience of Lean concepts.

Design/methodology/approach

A case study approach was used to review the design, application and results of the transition to online Lean teaching and training. Qualitative and quantitative methods were deployed to assess the results.

Findings

Online Lean learning and application were assured via the design of practical problem-based teaching environments, aided by using the virtual classroom as an obeya room and as a kaizen environment where students worked in teams. Students were enabled to learn and apply Lean tools practically and reflect on their learnings.

Practical implications

This study demonstrates that effective online design can ensure. Lean methods are understood without affecting the student's learning, classroom experience and grasp of concepts.

Originality/value

To the best of the author’s knowledge, this is one of the first studies on implementing Lean training and education online during COVID-19 under the lens of both a training provider and university education viewpoint. The changes validated best practices for virtual Lean education and training in the organisations under study, maintained post-COVID.

Details

International Journal of Lean Six Sigma, vol. 14 no. 6
Type: Research Article
ISSN: 2040-4166

Keywords

Abstract

Details

Mental Health Review Journal, vol. 10 no. 4
Type: Research Article
ISSN: 1361-9322

21 – 30 of over 2000