Search results

The lack of a reliable and valid measurement tool for coding achievement emerges as a major problem in Turkey. Therefore, the purpose of this study is to develop a Scratch-based coding achievement test.

Initially, an item pool with 31 items was created. The item pool was classified within the framework of Bayman and Mayer’s (1988) types of coding knowledge to support content validity of the test. Then the item pool was applied to 186 volunteer undergraduates at Hacettepe University during the spring semester of the 2017-2018 academic year. Subsequently, the item analysis was conducted for construct validity of the test.

In all, 13 items were discarded from the test, leaving a total of 18 items. Out of the 18-item version of the coding achievement test, 4, 5 and 9 items measured syntactic, conceptual and strategic knowledge, respectively, among the types of coding knowledge. Furthermore, average item discrimination index (0.531), average item difficulty index (0.541) and Cronbach Alpha reliability coefficient (0.801) of the test were calculated.

Scratch users, especially those who are taking introductory courses at Turkish universities, could benefit from a reliable and valid coding achievement test developed in this study.

This paper has theoretical and practical value, as it provides detailed developmental stages of a reliable and valid Scratch-based coding achievement test.

The purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of the deliberation.

The study adopted an interpretive qualitative case study approach involving two schools, employing participant observations of LS cycles and post-LS teacher interviews. Thematic analysis and analytical coding were conducted.

The two cases revealed core features of curriculum deliberation trajectories enabled by LS: problem identification, planning to unlock the educative potential of content and reflection on enactment for improvement. The types of teacher knowledge that informed deliberation on English language learning were uncovered to reveal LS teams' initial comprehension, collective reasoning and actions, and new knowledge derived. Pedagogical content knowledge was prominently drawn on in unlocking curriculum potential and transformed with the knowledge of student learning gained from the live lesson observations. The school-level orientations were found to influence the extent to which teachers can interrogate existing practices and co-construct knowledge.

The study offers a nuanced understanding of curriculum thinking in LS teams, which is enabled by processes that construct the dialogic space for coordinating curriculum commonplaces to transform content into pedagogical representations to cultivate students' future capacities. It highlights the importance of viewing sustainable LS from an interconnected perspective that calls attention to the social contexts of deliberation.

The purpose of this study is to better understand distinct solution strategy types for common commissioning and startup problems (Hot Spots) in the construction of industrial facilities. The authors also sought to better understand which solution strategy types offer the best value for the effort required.

The authors used a method of qualitative coding of text-based data to identify themes, patterns and trends from a collection of 178 commissioning and startup (CSU) solution strategies for the CSU Hot Spots. Coding categories emerged after multiple iterations. The authors also mapped high-value, low-effort solution strategies across the categories. Chi-squared testing and analysis of proportion statistics help quantitatively justify this qualitative research.

The authors identified 12 distinct coding categories and showed that they follow a non-uniform distribution via statistical testing. Those strategy types which provide particularly good value for the effort required are identified (such as quality assurance and control strategies), as well as those strategy types that do not.

Research is limited to CSU for the construction of industrial facilities. The findings are also limited to a subset of the most commonly problematic CSU activities. Many findings may be beneficial for heavy civil and commercial CSU as well.

Coding categories, definitions and descriptions provide a good overview of all 178 solution strategies for CSU project professionals. Implementing certain types of solutions or solution programs may allow CSU managers to prevent multiple Hot Spots from becoming problematic or to keep problems already occurring from becoming worse. Managers will also benefit from knowledge about which strategy types are more likely to give a higher value for lower effort.

Qualitative coding and analysis of solution strategies for common CSU problems have never been conducted so rigorously in any other CSU study. This method has yielded results distinct from other CSU studies which have used quantitative methods. Insights from findings have advanced the body of knowledge surrounding problem-solving in the commissioning and startup sub-discipline.

The purpose of the present study was to design an axial coding pattern for customer knowledge management (CKM) to identify the conditions affecting it from the perspective of experts in public university libraries.

The current study used a qualitative approach. To collect and analyze data, the grounded theory method with a three-stage strategy of open, axial and selective coding was employed. The research instrument was a semi-structured in-depth interview and the data were categorized using MAXQDA 10 software. The sample of the study consisted of 26 experts from Iranian public universities who were selected through a combined targeted non-random sampling procedure (targeted and snowball). The necessary data were obtained through specialized interviews with 9 faculty members and 17 managers of public university libraries.

In the present study, 106 open coding, 35 axial concepts, and 16 selective general categories were identified as the conditions affecting CKM development in academic libraries in the form of causal conditions, intervening conditions, strategies conditions, context conditions, and consequences conditions around the core layer of CKM development. The identification of these conditions led to the development of a paradigmatic pattern for the research.

There is no record of research on developing empirical studies in libraries using an analysis of the conditions affecting CKM development in the form of an axial coding pattern. The present research contributed to closing this research gap. The axial coding pattern proposed in this study can serve as a guide for implementing CKM in academic libraries as well as increasing customer loyalty.

Much remains unknown about how young children orient to computational objects and how we as learning scientists can orient to young children as computational thinkers. While some research exists on how children learn programming, very little has been written about how they learn the technical skills needed to operate technologies or to fix breakdowns that occur in the code or the machine. The purpose of this study is to explore how children perform technical knowledge in tangible programming environments.

The current study examines the organization of young children’s technical knowledge in the context of a design-based study of Kindergarteners learning to code using robot coding toys, where groups of children collaboratively debugged programs. The authors conducted iterative rounds of qualitative coding of video recordings in kindergarten classrooms and interaction analysis of children using coding robots.

The authors found that as children repaired bugs at the level of the program and at the level of the physical apparatus, they were performing essential technical knowledge; the authors focus on how demonstrating technical knowledge was organized pedagogically and collectively achieved.

Drawing broadly from studies of the social organization of technical work in professional settings, we argue that technical knowledge is easy to overlook but essential for learning to repair programs. The authors suggest how tangible programming environments represent pedagogically important contexts for dis-embedding young children’s essential technical knowledge from the more abstract knowledge of programming.

The purpose of this paper is to get a first approximation of the usefulness of online forums with regard to information seeking and knowledge generation.

This study captures the characteristics of knowledge generation by examining the pragmatics and types of information needs of posted questions and by investigating knowledge related characteristics of discussion posts as well as the success of communication. Three online forums were examined. The data set consists of 55 threads, containing 533 posts which were categorized manually by two researchers.

Results show that questioners often ask for personal estimations. Information needs often aim for actionable insights or uncertainty reduction. With regard to answers, factual information is the dominant content type and has the highest knowledge value as it is the strongest predictor with regard to the generation of new knowledge. Opinions are also relevant, but in a rather subsequent and complementary way. Emotional aspects are scarcely observed. Overall, results indicate that knowledge creation predominantly follows a socio-cultural paradigm of knowledge exchange.

Although the investigation captures important aspects of knowledge building processes, the measurement of the forums’ knowledge value is still rather limited. Success is only partly measurable with the current scheme. The central coding category “new topical knowledge” is only of nominal value and therefore not able to compare different kinds of knowledge gains in the course of discussion.

The investigation reaches out beyond studies that do not consider that the role and relevance of posts is dependent on the state of the discussion. Furthermore, the paper integrates two perspectives of knowledge value: the success of the questioner with regard to the expressed information need and the knowledge building value for communicants and readers.

This paper aims to present a hierarchal and operational model of coding knowledge towards facilitating the transformation of knowledge in organizations.

The methodology used, is based on collaborative participation in knowledge coding that is widely used in large settings such as Wikipedia.

Knowledge coding means the transfer of knowledge into a model which can be stored and shared. According to this definition, Knowledge can be accepted as a set of facts and the relationships among them. Through the suggested hierarchical model, primarily facts and initial entities are determined and knowledge record begins with the start of recording routines. In general, each routine is made up of simpler routines and facts. Thus the final model, which is a set of compound and complicated routines, can encode different levels of knowledge with different complexities. The suggested model in the explained processes is a conceptual model and a descriptive model in explaining facts.

Due to high-level programming expertise, in this paper, only the method of implementation of the proposed operational model has been explained. The proposed method maintains various advantages such as applicability, comprehensibility by different people in an organization, the possibility of knowledge coding at different levels, supporting abstract concepts besides operational ones and finally the possibility of implementing it by existing tools.

The suggested model can be used for a variety of needs. For instance, in this paper, the first modelling example referred to a software concept, while the other referred to the implementation of an organizational process. Due to a hierarchy in describing knowledge, the suggested model can be used by any user with any level of knowledge (either user or registrar).

This method can create a change in social media and make it possible for anyone in any society with any level of information to share their knowledge at their own level and use the knowledge of others at the same level.

The strength of the proposed model stems from its hierarchical nature which is considered for knowledge coding at different levels and includes advantages such as comprehensibility for different people in an organization, the possibility of knowledge coding at different levels and supporting abstract concepts in addition to operational ones.

Premature departure of highly skilled and experienced soldiers is detrimental to the excellence of a military organisation. The organisation can achieve knowledge superiority over adversaries, only if it acknowledges the organisation’s critical knowledge and undertakes necessary steps to preserve it. The purpose of this paper is to find out the critical types of knowledge loss in military organisations when a soldier departs.

This study uses grounded theory methodology with purposive/theoretical sampling of experts from the Indian Air Force, coding and constant comparative analysis to construct different knowledge categories. ATLAS.ti 8 was used for data coding and analysis.

This paper identifies eight types of knowledge categories in a military organisation and specifies the criticality of each category.

This study has been piloted on a single organisation with a limited number of samples. However, the results can be used in future research on exploring generalisation. This study is unique in providing useful insights into the types of critical knowledge loss in a military organisation. Research infuses theoretical rigour to the knowledge management (KM) literature and provides impetus to study various aspects of KM in a military organisation.

This study provides the first set of guidelines for the leaders in military organisations to develop a KM strategy for knowledge loss. Research lists specific and actionable areas of knowledge for the commanders to act with considerable savings to exchequer, time and effort. The result could be reasonably generalised for other military setups in the world.

This paper is highly innovative and would significantly contribute to the under-explored area of KM in military organisations and the KM literature.

The purpose of this study is to explore multiple stakeholders managing the different type of knowledge in a flood-prone area. Different stakeholders hold different types of knowledge in their area of interest, and both knowledge streams have their intrinsic potentials and limitations. In this paper, the issue of knowledge complementarity is explored in the context of flood hazards. Hazards such as floods may appear messy, unpredictable, with unsorted and unorganised forms of data, information and knowledge on the part of diverse stakeholders.

Case study design had been used in this study to explore how stakeholders: Orang Asli, Malay, and humanitarian organisations manage the differences in terms of type of knowledge each of them have. To illicit the response from participants from each of the stakeholders, in-depth interviews had been used.

This research has led to the development of a conceptual framework based on the case study. The lessons learned from the framework is discussed, together with the barriers to their implementation.

This paper presents a research case study on multiple stakeholders in the district of Pekan, the state of Pahang, Malaysia, and how these multiple stakeholders manage flood hazards with their different types of knowledge.

The purpose of this paper is to examine the role of task and user’s topic familiarity in the evaluation of information patch (websites).

An experimental study was conducted in a computer laboratory to examine users’ information seeking and foraging behaviour. In total, 160 university students participated in the research. Two types of task instructions, specifically defined and non-specifically defined (general) task types were administered. Mixed methods approach involving both quantitative and qualitative thematic coding were adopted, from the data of the questionnaire surveys and post-experiment interviews.

In the context of task attributes, users who conducted information seeking task with specifically defined instructions, as compared to the non-specifically defined instructions, demonstrated stricter credibility evaluations. Evidence demonstrated the link between topical knowledge and credibility perception. Users with topical knowledge applied critical credibility assessments than users without topical knowledge. Furthermore, the evidential results supported that the level of difficulty and knowledge of the topic or subject matter associated with users’ credibility evaluations. Users who have lesser or no subject knowledge and who experienced difficulty in the information search tended to be less diagnostic in their appraisal of the information patch (website or webpages). Users equipped with topical knowledge and who encountered less difficulty in the search, exhibited higher expectation and evaluative criteria of the information patch.

The constraints of time in the lab experiment, carried out in the presence of and under the observation of the researcher, may affect users’ information seeking behaviour. It would be beneficial to consider users’ information search gratifications and motivations in studying information evaluations and foraging patterns. There is scope to investigate users’ proficiency such as expert or novice, and individual learning styles in assessing information credibility.

Past studies on information evaluation, specifically credibility is often associated with users’ characteristics, source, or contents. This study sheds light on the context of task type, task difficulty and topical knowledge in affecting users’ information judgement.

One of the scarce studies in relating task orientation, task difficulty and topical knowledge to information evaluations.