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1 – 10 of 187
Open Access
Article
Publication date: 28 November 2023

Stefano Torresan and Andreas Hinterhuber

This literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars…

1460

Abstract

Purpose

This literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars to develop new theories and methodologies to enhance the understanding and application of gamification in workplace learning. It provides guidance for managers to use gamification to enhance learning and engagement. Ultimately, this review presents gamification as a promising field of study to increase individual and organizational performance.

Design/methodology/approach

Literature review of 6625 papers in the timeframe 1990–2020, with an update to include papers published in 2023.

Findings

This article examines the impact of gamification beyond formal learning and its potential to enhance employee productivity and well-being in the workplace. While there has been extensive research on gamification in formal learning contexts, little is known about its impact on informal learning. The study argues that the context of gamification is crucial to extending its effects and discusses the role, antecedents and consequences of game design elements in the workplace. The article also explores how the learning context relates to employee learning during work. Further research is necessary to investigate the impact of individual characteristics on work experience and performance.

Research limitations/implications

Intended contribution of the present study is the development of a theoretical framework exploring the benefits of gamification in a work context.

Practical implications

For practicing managers, this paper shows how to use gamification to increase workplace learning and employee engagement, not just in the context of formal learning—as some companies already do today—but also systematically, in the context of informal learning.

Originality/value

This study explores the impact of gamification on informal workplace learning and emphasizes the significance of the context of gamification in extending its effects to improve individual and organizational performance.

Details

Management Decision, vol. 61 no. 13
Type: Research Article
ISSN: 0025-1747

Keywords

Open Access
Article
Publication date: 3 April 2017

Peter Serdyukov

The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to…

330429

Abstract

Purpose

The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.

Design/methodology/approach

The paper is based on a literature survey and author research.

Findings

US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.

Practical implications

Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.

Social implications

Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.

Originality/value

Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

Details

Journal of Research in Innovative Teaching & Learning, vol. 10 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 16 April 2024

Rebecca Rogers, Martille Elias, LaTisha Smith and Melinda Scheetz

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy…

Abstract

Purpose

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

Design/methodology/approach

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Findings

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

Originality/value

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 27 November 2023

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.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 11 July 2022

Shali Luo and Seung-Whan Choi

This study proposes spatial origin-destination threshold Tobit to address spatial interdependence among bilateral trade flows while accounting for zero trade volumes.

Abstract

Purpose

This study proposes spatial origin-destination threshold Tobit to address spatial interdependence among bilateral trade flows while accounting for zero trade volumes.

Design/methodology/approach

This model is designed to capture multiple forms of spatial autocorrelation embedded in “directional” trade flows. The authors apply this improved model to export flows among 32 Asian countries in 1990.

Findings

The empirical results indicate the presence of all three types of spatial dependence: exporter-based, importer-based and exporter-to-importer-based. After further considering multifaceted spatial correlation in bilateral trade flows, the authors find that the effect of conventional trade variables changes in a noticeable way.

Research limitations/implications

This finding implies that the standard gravity model may produce biased estimates if it does not take spatial dependence into account.

Originality/value

This paper attempts to offer an improved model of the standard gravity model by taking spatial dependence into account.

Details

International Trade, Politics and Development, vol. 6 no. 2
Type: Research Article
ISSN: 2586-3932

Keywords

Open Access
Article
Publication date: 12 April 2024

Thabang Donald Mokoena and Gideon Petrus van Tonder

This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.

Abstract

Purpose

This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.

Design/methodology/approach

The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.

Findings

Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.

Research limitations/implications

The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.

Practical implications

The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.

Social implications

We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.

Originality/value

Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 30 December 2022

Shamsul Huq Bin Shahriar, Silvia Akter, Nayeema Sultana, Sayed Arafat and Md. Mahfuzur Rahman Khan

Human resources (HR) management has encountered unforeseen obstacles and issues in recruiting, retaining, training and developing workforces under the “new normal” due to pandemic…

2011

Abstract

Purpose

Human resources (HR) management has encountered unforeseen obstacles and issues in recruiting, retaining, training and developing workforces under the “new normal” due to pandemic circumstances followed by the Russo–Ukrainian War and global economic turmoil. As the world is now well-equipped with technological advancements and internet-based connectivity, many pandemic disruptions have been avoided through rapid adaptation of technological systems. Despite the constructive outcomes of this contemporary approach to learning and development (L&D), this study explores the further depths of massive open online courses (MOOC) platform adoption in human resource development initiatives during pandemic times.

Design/methodology/approach

A qualitative research approach was adopted to understand the employee and HR perspective on the changes in L&D approaches in organizations. To gather the primary data, respondents were divided into two clusters; different sets of questionnaires were developed for interview sessions.

Findings

Results suggest that employee L&D was much more improvised with distance or online learning, including organizational e-learning systems and MOOC platforms. To accomplish their HR development goals, organizations went through significant transformations during the Coronavirus pandemic; organizational attempts to initiate online training and MOOC-based learning fostered positive results in employee capacity development, process improvement, employee engagement and motivation.

Originality/value

This research will assist organizations in developing interactive training methods as an effective replacement for traditional training. Additionally, it will assist readers, practitioners and HR specialists in understanding how MOOCs are changing the L&D ecosystem.

Details

Journal of Research in Innovative Teaching & Learning, vol. 16 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 20 February 2020

Tashfeen Ahmad

This paper aims to examine students’ perception, views and opinions about the usage of mobile phones in an educational setting in a higher education institution located in…

58288

Abstract

Purpose

This paper aims to examine students’ perception, views and opinions about the usage of mobile phones in an educational setting in a higher education institution located in Jamaica. The results of these findings were used to gain insights and to assist education policymakers in adopting most suitable approaches to integrating mobile technology in learning.

Design/methodology/approach

A survey approach was used for this study. A total of 145 students participated in the study using structured questionnaire design containing 14 questions.

Findings

The results indicated an overall positive student perception toward cell phones usage as a learning tool and integrating cell phones into learning activities. Students were keen on its usage as a social connectivity and collaborative tool, which they can use for flexible and personalized learning activities.

Originality/value

Less research has been done in Caribbean and developing countries in analyzing student perception toward using cell phones for learning purposes. This research provides insights in developing policies to assist with the integration of mobile phone technology in learning and how institutions can respond to the advent of advancing mobile technology.

Details

PSU Research Review, vol. 4 no. 1
Type: Research Article
ISSN: 2399-1747

Keywords

Open Access
Article
Publication date: 3 May 2022

Anne Parkatti, Tiina Saari, Mia Tammelin and Mikko Villi

This article aims to study digital competence (DC) in media work.

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Abstract

Purpose

This article aims to study digital competence (DC) in media work.

Design/methodology/approach

The authors utilize frame analysis to investigate how DC is framed in media work using 30 semi-structured interviews as data with journalists in Finland.

Findings

The authors identify three main frames of DC in the context of media work. The individual attitude frame emphasizes employees' attitudes toward DC, the team-level support frame underlines the need for support in the work community and the organizational-level practice frame highlights enablers of and organizations' requirements for digital competence.

Practical implications

First, media workers' DC is necessary to enhance work efficiency and accomplish tasks and may be supported with supportive management practices. Second, the findings suggest that DC should be understood and analyzed as a multi-level issue. Third, the findings suggest that appropriate continuing education and study opportunities were needed. Besides formal arrangements for learning, informal contexts of learning are important.

Originality/value

The article contributes to media studies and studies on the digitalization of work by taking account of the organizational, team and individual levels in discussing digital competence in the news media sector.

Details

International Journal of Sociology and Social Policy, vol. 42 no. 13/14
Type: Research Article
ISSN: 0144-333X

Keywords

Open Access
Article
Publication date: 4 August 2023

Johanna Gummerus, Catharina von Koskull, Hannele Kauppinen-Räisänen and Gustav Medberg

Past research on luxury is fragmented resulting in challenges to define what the construct of luxury means. Based on a need for conceptual clarity, this study aims to map how…

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Abstract

Purpose

Past research on luxury is fragmented resulting in challenges to define what the construct of luxury means. Based on a need for conceptual clarity, this study aims to map how research conceptualises luxury and its creation.

Design/methodology/approach

This study presents a scoping review of luxury articles published in peer-reviewed journals. Of the initial 270 articles discovered by using the database of Scopus, and after control searching in Web of Science and reference scanning, 54 high-quality studies published before the end of 2020 were found to meet the inclusion criteria and comprised the final analytical corpus.

Findings

The findings demonstrate that research approaches luxury and its creation from three different perspectives: the provider-, consumer- and co-creation perspectives. In addition, the findings pinpoint how the perspectives differ from each other due to fundamental and distinguishing features and reveal particularities that underlie the perspectives.

Research limitations/implications

The suggested framework offers implications to researchers who are interested in evaluating and developing luxury studies. Based on the identified luxury perspectives, the study identifies future research avenues.

Originality/value

The study contributes to the luxury research stream by advancing an understanding of an existing pluralistic perspective and by adding conceptual clarity to luxury literature. It also contributes to marketing and branding research by showing how the luxury literature connects to the evolution of value creation research in marketing literature.

Details

Qualitative Market Research: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1352-2752

Keywords

1 – 10 of 187