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1 – 10 of over 5000The purpose of this research is to explore the relationships among self‐directed learning and entrepreneurial learning; and the relationships among entrepreneurial learning and…
Abstract
Purpose
The purpose of this research is to explore the relationships among self‐directed learning and entrepreneurial learning; and the relationships among entrepreneurial learning and entrepreneurial performance through a literature review. This paper reviews the characteristics of self‐directed learning that are important in supporting entrepreneurial learning. A conceptual framework outlining the relationships among self‐directed learning and entrepreneurial learning is provided to illustrate how these relationships can enhance entrepreneurial performance.
Design/methodology/approach
Key words are identified to use in the literature search. All of the several electronic databases available in the online library, including both journal and book sources, are used to search for resources, as well as Google Scholar and Google Search.
Findings
Entrepreneurs who learn and develop their self‐management and self‐monitoring skills have more opportunities to enhance entrepreneurial knowledge and experiences in the entrepreneurial development process. The research generates valuable outcomes and findings for future business and entrepreneurship study: self‐directed learning has emerged as an important area of inquiry in relation to entrepreneurial learning, as well as entrepreneurial performance.
Research limitations/implications
The study was exploratory, based on the literature review. Further studies are needed using empirical research to examine why some characteristics of self‐directed learning and entrepreneurial learning are better used to enhance the outcomes of entrepreneurial performance.
Originality/value
The research constructs a conceptual framework to outline the relationships among self‐directed learning, entrepreneurial learning, and entrepreneurial performance. Value was created when self‐directed learning and entrepreneurial learning are identified as the key factors for the entrepreneurial performance.
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Fahri Karakas and Alperen Manisaligil
The purpose of this paper is to identify the new role that human resource developers play in the globally connected workplace. Towards that end, this paper explores the changing…
Abstract
Purpose
The purpose of this paper is to identify the new role that human resource developers play in the globally connected workplace. Towards that end, this paper explores the changing landscape of self‐directed learning (SDL) within the digital ecosystem based on the concept of World 2.0.
Design/methodology/approach
This paper reviews and builds on the literatures of self‐directed learning and Web 2.0 technologies to explore how self‐directed learning is being transformed in the creative digital era.
Findings
The paper outlines five transformations that change the landscape of workplace learning in the creative digital era: virtual collaboration, technological convergence, global connectivity, online communities, and digital creativity.
Practical implications
This paper gives extensive guidance on how HRD specialists and practitioners can transform their strategies to adapt to the training needs of employees in the creative digital era. The paper provides new ideas and vision for industrial trainers and human resource development practitioners on self‐directed learning.
Research limitations/implications
This article provides some future research areas and limitations.
Originality/value
This paper opens up new possibilities for self‐directed learning and discusses how self‐directed learning might be transformed in the light of technological and workplace changes. In particular, self‐directed learning might decrease the HRD/training costs significantly while providing employees with just‐in time training.
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Thomas Howard Morris, Michael Schön and Michael Charles Drayson
There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive…
Abstract
Purpose
There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.
Design/methodology/approach
The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?
Findings
The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.
Originality/value
This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.
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March 30, 2020 is a day of qualitative changes in the Lithuanian education system. This day in history – at least in the history of education – will record the day when mass…
Abstract
March 30, 2020 is a day of qualitative changes in the Lithuanian education system. This day in history – at least in the history of education – will record the day when mass distance learning began in the entire Lithuanian education system. All educational activities from kindergarten to higher and adult education were organized at a distance. In fact, the idea of distance learning was not so new in Lithuania. The first steps in developing a distance learning system in Lithuania were taken 25 years ago, but before the pandemic, it was more the exception than the norm and, of course, it had never been global. But in Spring 2020, all educational institutions (in general education during 2 weeks, in higher – even only during 2–3 days) were transformed from contact to distance learning. From a few-month perspective, it can be said that, despite all the circumstances, this transformation has been quite successful. In order to better understand the reasons for this quite sufficiently successful transition, it would be worthwhile to briefly review the organization of distance learning in Lithuania until the 2020 pandemic.
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Yvette James‐Gordon and Jay Bal
For learning opportunities to exist in an organisation, adequate learning methods need to be available in the organisation. This paper looks at the various learning methods for…
Abstract
For learning opportunities to exist in an organisation, adequate learning methods need to be available in the organisation. This paper looks at the various learning methods for engineers in the design environment adopted by two automotive organisations. With greater work demands placed on the engineer and less time to learn, a more self‐directed learning approach is emerging. Emphasis is on the engineering design environment because of the continuous need for design engineers to keep updated with current engineering information, knowledge and techniques. By having the right learning climate and methods available in the organisation, the individual can engage in self‐directed learning; the effects of which are beneficial to organisational learning and the design engineer’s self‐development.
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Zamzami Zainuddin and Corinne Jacqueline Perera
This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach…
Abstract
Purpose
This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class.
Design/methodology/approach
This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace.
Findings
Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area.
Originality/value
This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.
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Ernesto Pacheco-Velazquez, Virginia Rodés Paragarino, Leonardo David Glasserman and Martina Carlos Arroyo
Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the…
Abstract
Purpose
Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills.
Design/methodology/approach
This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills.
Findings
The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments.
Research limitations/implications
The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions.
Practical implications
The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning.
Social implications
The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions.
Originality/value
This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.
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Tsung-Hsien Kuo and Han-Kuang Tien
The content of training (art-based method) and instructional strategies (blended learning) can improve business school students' creativity and attempts to determine how training…
Abstract
Purpose
The content of training (art-based method) and instructional strategies (blended learning) can improve business school students' creativity and attempts to determine how training can be maintained using longitudinal tracking. The study aims to answer (1) whether the incorporation of art-based methods enhances the creativity of students compared to traditional face-to-face (F2F) teaching, and (2) whether such creative training and blended teaching methods have a higher transfer of training.
Design/methodology/approach
This study adopted a two-stage design (1) it adopted a 2 × 2 (with or without art-based methods * blended teaching or F2F teaching) between-subject design of experiments with 221 participants and (2) a one-year follow-up study was conducted (participants who were employed for 6 months to one year after graduation) with 187 participants and their directors.
Findings
The results showed that the inclusion of art-based methods in the creative training of students strengthens creative ability of the students; there were no significant differences between blended and traditional learning. The authors examined the effect of transferring creative training through a questionnaire analysis of participants and employers of the participants. Self-regulated and self-directed learning positively influence motivation to transfer, which positively influences creative performance.
Originality/value
The higher the level of self-regulated and self-directed learning of students, the more effective the transfer of creative training is over time.
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Han-Kuang Tien, Bang-Lee Chang and Yen-Ku Kuo
The purpose of this paper is to explore if experience stimulates or stifles creativity. It shows that accumulation of work experience improves an individual’s judgment and reduces…
Abstract
Purpose
The purpose of this paper is to explore if experience stimulates or stifles creativity. It shows that accumulation of work experience improves an individual’s judgment and reduces divergent thinking of creativity.
Design/methodology/approach
This study examines the factors influencing individual creativity, including the impact of work experience, using 509 responses to questionnaires from 500 top construction companies. The research hypothesis is evaluated using structural equation modeling.
Findings
The main factors affecting individual creativity are a positive mind-set, self-directed learning, and low self-monitoring. Self-directed learning has the greatest influence on the creativity of individuals with accumulated work experience, while low self-monitoring influences the creativity of people with less work experience.
Research limitations/implications
A better way to study individual creativity is longitudinal research, which involves long-time observation of the life cycle of creativity among organizational members, who are like products with a life cycle. Further study is necessary to show why some members are creative only for a short time (short life cycle) while some are creative for a longer (very long life cycle) period.
Originality/value
This study finds that employee creativity derives from the self-directed learning process as it helps to accumulate experience. This result indicates that construction firms can train employees to improve their self-directed learning and boost creativity. Experienced workers need more attention because they are trapped in their previous experience and it is difficult to train them.
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Soon-Yau Foong and Choo-Hong Khoo
The purpose of this paper is to examine the influence of accounting students’ attitude on their current knowledge enhancement intention and the moderating role of the learning…
Abstract
Purpose
The purpose of this paper is to examine the influence of accounting students’ attitude on their current knowledge enhancement intention and the moderating role of the learning environment on the attitude-intention relationship. The relationship between current knowledge enhancement intention and level of current knowledge acquired is also investigated.
Design/methodology/approach
Copies of a structured questionnaire were randomly distributed to 400 final-year accounting students from three major public universities and 243 completed questionnaires were analyzed.
Findings
Attitude is a significant predictor of students’ current knowledge enhancement intention, which, in turn, positively impacts their level of current knowledge. The learning environment significantly moderates the attitude-intention relationship. An inhibiting learning environment tends to accentuate the differences in current knowledge enhancement intention between students with good attitude and those with poor attitude toward current knowledge enhancement.
Research limitations/implications
The study has the limitations often associated with self-administered questionnaire research. The findings also may not be generalizable to other student and current knowledge settings.
Practical implications
There is a need to re-orientate the accounting curriculum design and the accounting academics’ attitude from one that is overly technical focussed to one that emphasizes on other competencies necessary for sustained professional success. Educators and teaching pedagogy that promotes a culture of lifelong learning and current knowledge enhancement among students should be encouraged.
Originality/value
This study fills the gap in the literature by examining the role of the learning environment not as a direct determinant of students’ attitude and their intention, but rather as a moderator of the attitude-intention relationship. The implication is that modifying the learning environment could facilitate or promote development of the desired attitude and hence, intention. The findings of this study support the moderating role of the learning environment in the relationship between current knowledge enhancement attitude and intention of accounting students in Malaysia.
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