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1 – 10 of over 4000Anitha D. and Kavitha D.
The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better…
Abstract
Purpose
The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers.
Design/methodology/approach
This paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques.
Findings
From the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods.
Research limitations/implications
The teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores.
Practical implications
Practice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.
Social implications
Using technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation.
Originality/value
This work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.
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Roberto Godoy Fernandes, Luciano Ferreira da Silva and Leonardo Vils
The purpose of this paper is to verify how distributed cognition enhances collaborative problem-solving in the context of projects.
Abstract
Purpose
The purpose of this paper is to verify how distributed cognition enhances collaborative problem-solving in the context of projects.
Design/methodology/approach
Using qualitative research and in-depth interviews, a sample of 32 project managers with experience in traditional and agile methods acting in Brazil and internationally participated in the research process. The analysis process, utilising coding techniques, involved stages: open, axial, coding and selective coding. These stages encompassed the evaluation of categories based on a hierarchy, in order to determine an appropriate level of abstraction that properly explains theoretical findings.
Findings
The results indicate that distributed team cognition is significant for collaborative problem-solving. The data from the interviews allowed the proposal of a model of cognition, and the identification of the elements that support it.
Practical implications
Understand how aspects of distributed team cognition can impact the behaviours of the project professional and contribute to problem-solving in the project environment.
Originality/value
The elements observed affects the collaborative problem-solving by presenting a model of distributed cognition, which is composed by directed communication, collective interaction, trust building and collaborative behaviour.
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Hye Jeong Kim, Pilnam Yi and Byung Wook Ko
This study explored students' experiences of creative problem-solving using a design thinking approach in higher education, mainly focusing on the importance of empathetic…
Abstract
Purpose
This study explored students' experiences of creative problem-solving using a design thinking approach in higher education, mainly focusing on the importance of empathetic approach in the problem identification and definition phase.
Design/methodology/approach
The authors used a descriptive qualitative research design and thematic analysis, in which observation and 27 semi-structured reports were used to reveal the impact of design thinking on undergraduate students' experience of creative problem-solving.
Findings
The authors found multiple themes in students' responses concerning problem identification and definition in design thinking, which could be described as a systematic innovation process. Four major themes were identified. They included identifying and defining problems in a real-world context, empathizing with people from the target beneficiary group as a process of problem identification and definition, working with a team to expand the empathizing view, and perceiving the need for deep exploration in the empathetic process and defining a problem.
Research limitations/implications
This study examined the perceived role of empathy in students' creative problem-solving process. However, the main limitation of this study was the small sample size, which can limit the generalizability of the results of the study. Nonetheless, this study provides valuable insights into understanding the role of empathy and problem identification as an essential process in creative problem-solving.
Practical implications
It is worthwhile to integrate design thinking as an effective teaching and learning strategy in university education, particularly for fostering empathy and creative problem-solving skills in students. Among the processes of design thinking, empathy is critical in the problem identification and definition phase.
Originality/value
This study adds to existing knowledge by examining the role and ways of perceiving real-world problems in a human-centered mindset in university programs.
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Travis Carter, Scott E. Wolfe, Yongjae Nam and Spencer G. Lawson
This study aims to evaluate a promising community-oriented policing strategy called “front porch roll call” (FPRC), which involves conducting roll calls in public forums.
Abstract
Purpose
This study aims to evaluate a promising community-oriented policing strategy called “front porch roll call” (FPRC), which involves conducting roll calls in public forums.
Design/methodology/approach
A mixed methods approach was used by drawing on survey data, field observations and qualitative interviews to describe how FPRCs were implemented in Saginaw, MI from 2019 to 2022, and how they can be successfully implemented to operate in accordance with the theoretical foundations of community-oriented policing.
Findings
Survey data from FPRC attendees reported improvements in their perceptions of police legitimacy, trust in the police and procedural fairness—each of which are vital pathways to developing collaborative crime prevention initiatives in community-oriented policing. Qualitative interviews and field observations provided unique insights into areas of improvement and ways to enhance sustainability for future use.
Originality/value
Community-oriented policing offers a philosophical approach to addressing crime problems through the formation of localized, collaborative solutions that come from police-community partnerships. A key implementation challenge is that such programs can fail to align their initiatives with the theoretical principles of community policing. FPRCs offer an innovative solution that operates closely with the spirit of community-oriented policing. Data from a mixed-methods evaluation provide further insights into their challenges with implementation and ways to improve upon them.
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Although student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational…
Abstract
Purpose
Although student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational quality. This study aims to inquire into the factors contributing to this discrepancy and the underlying mechanisms hindering the effective utilisation of SET.
Design/methodology/approach
This qualitative case study used problem-based methodology to investigate the theories of action of administrators involved in SET. The study uses SET documents and individual interviews with 18 administrators from six Vietnamese higher education institutions.
Findings
While the administrators monitored SET data and addressed SET problems, few used it for quality improvement. The participants’ SET approaches were influenced by various constraints, especially the intricate interaction between neoliberal agendas with professional and cultural values.
Research limitations/implications
Despite a lack of statistical generalisability, this study contributes to analytical generalisation by vividly portraying the complexity of the SET practice in a higher education context.
Practical implications
This study suggests a more inclusive approach to quality improvement that prioritises multi-stakeholder engagement.
Social implications
The constraint analysis offers invaluable insights into the challenges and dynamics of SET practice, which can be used to enhance SET effectiveness and overall educational quality.
Originality/value
This paper addresses the need to examine the theories of action of administrators involved in SET, emphasising the significance of a comprehensive understanding of the stakeholders’ underlying reasoning process for successful evaluation implementation.
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Vijaya Lakshmi Dara and Chitra Kesavan
The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional…
Abstract
Purpose
The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional contributions, highlighting the global reach of participatory learning discourse. The study also reaches into the most cited papers, emphasizing their pivotal role in shaping the field’s trajectory.
Design/methodology/approach
The research design of our study involves a retrospective analysis focused on the topic of participatory learning in education. A retrospective analysis is a methodological approach that entails examining existing literature, data, and publications within a specific field to identify trends, patterns, and insights over a defined period. In the context of participatory learning in education, this research design allows us to gain a comprehensive understanding of the evolution, contributions, and emerging directions within this pedagogical approach.
Findings
The culmination of this study lies in formulating 75 thought-provoking future research questions. These questions are designed to guide the future trajectory of participatory learning research, addressing existing gaps and propelling the field toward new horizons. The findings of the study contribute to a panoramic view of participatory learning’s evolution, global impact, and potential for reshaping education. It is a compass for researchers, educators, and policymakers navigating the intricate landscape of participatory learning in education.
Research limitations/implications
Themes and topics are thoroughly explored, unrevealed the multidimensional nature of participatory learning research. The investigation spans time, revealing enduring themes while unveiling emerging areas of inquiry that capture the attention of researchers and practitioners. Current trends and focus areas are scrutinized, offering insights into the ever-evolving scholarly pursuits within participatory learning.
Practical implications
This comprehensive study investigates the evolution and impact of research on participatory learning in education from 1995 to 2023. The research objectives encompass a broad spectrum, including trend analysis, geographical distribution assessment and identification of influential papers, thematic exploration, and the formulation of future research questions. Through a meticulous examination of published literature, this study aims to shed light on the development of participatory learning as a transformative educational approach.
Originality/value
This study’s originality lies in its comprehensive analysis of participatory learning in education from 1995 to 2023, revealing temporal trends, global contributions, influential papers, thematic nuances, and emerging trends. By amalgamating these dimensions, it offers a holistic view of participatory learning’s evolution, impact, and future directions, enriching the understanding of this transformative educational approach and guiding further research and practice.
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Geraldo Maciel Santos Filho and Luiz Eduardo Simão
This technological article deals with a case study to implement an improvement to reduce the machine setup of an industrial process, in addition to the development of people using…
Abstract
Purpose
This technological article deals with a case study to implement an improvement to reduce the machine setup of an industrial process, in addition to the development of people using the A3 methodology for problem-solving.
Design/methodology/approach
As a research method, action research was used in a single-case study applied to a motorcycle production company, using the concept of the A3 report for problem-solving as the theoretical basis.
Findings
The implementation of the improvement in the process resulted in a reduction of 70.4% of the preparation time (setup) of the machines, thus eliminating the need to add a third production shift.
Research limitations/implications
It has been applied to only one company, so it lacks a feasibility check to be implemented in other companies.
Practical implications
Regarding its practical contribution, the authors first consider that the proposed method can also be applied in small and medium-sized companies (SMEs), since the investment in this problem-solving approach is low without necessarily implementing the lean production system that, it is usually complex, time-consuming and requires the allocation of a substantial amount of resources by companies. The second practical contribution of this work is that the proposed A3 problem-solving methodology can serve as a guide for managers to implement or improve different industrial and service processes.
Originality/value
It has been applied to only one company, so it lacks a feasibility check to be implemented in other companies.
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Zsolt Ábrahám, Dániel Szőgyényi, Bálint Eckert and Szilárd Németh
The paper aims to clarify the relationship between problem-solving skills and socialization of first-year university students and propose talent management strategies for…
Abstract
Purpose
The paper aims to clarify the relationship between problem-solving skills and socialization of first-year university students and propose talent management strategies for university management, course instructors and administrators. Thus, this paper identifies three student clusters among the first-year bachelor students. This paper aims to propose a talent management framework and makes recommendations for course instructors and administrators.
Design/methodology/approach
In this paper, a Simulated Work Experience is applied to collect data on problem-solving skills and demographics of first-year business students. Based on the anonymous competency and demographic data of 546 students, 3 clusters were identified with a hierarchical K-means clustering method and linked with talent management and curriculum design strategies.
Findings
The paper provides empirical insights about how the demographic background of the first-year students affects the students' problem-solving skills. This paper identifies three clusters – laggers, unpolished diamonds and drivers – and proposes a talent management framework to support the students' personal and professional development. The proposed talent management framework is based on the direction of upskilling and type of talent management incentives and outlines four distinct categories: extracurricular reward, tutoring and catching up, perform-or-punish and up-or-out systems. This paper makes suggestions to course administrators and instructors how to incorporate talent management and competency mapping aspects into the curriculum and syllabus design activities.
Research limitations/implications
The research is limited to problem-solving skills and focused only on first-year business students.
Practical implications
The paper includes practical implications for business school management, course administrators and instructors about competency mapping, talent management strategies, curriculum and syllabus design.
Originality/value
The research is based on the competency mapping of 546 first-year students at Budapest Business School. The data were collected via a Simulated Work Experience, where the students were participating in a virtual business project.
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Yufang Cheng, Meng-Han Lee, Chung-Sung Yang and Pei-Yu Wu
The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the…
Abstract
Purpose
The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject.
Design/methodology/approach
The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system.
Findings
These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects.
Originality/value
The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.
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Caroline Ingvarsson, Anette Hallin and Christof Kier
The purpose of this paper is to explore how gamification may be used for project stakeholder engagement.
Abstract
Purpose
The purpose of this paper is to explore how gamification may be used for project stakeholder engagement.
Design/methodology/approach
The paper presents the results of a systematic literature review of extant research concerning the gamification of projects. Based on this, an agenda for future studies is outlined.
Findings
Extant research on the gamification of projects is scarce and scattered among various disciplines, but the engineering fields dominate. The research performed does indicate that gamification may be used for involving stakeholders in projects, primarily by promoting learning, but also by engaging them, motivating action and solving problems.
Research limitations/implications
In several cases, extant research display poor quality in research design and a lack in cross-disciplinary perspectives, which means that more research is needed. The users’ perspective is often lacking. Furthermore, the ideas gamification might be “hidden” within other technologies.
Practical implications
The findings of this research may assist project management practitioners in the endeavor of adopting gamification principles to better involve stakeholders.
Originality/value
The study fills a gap in summarizing the research on how gamification may be used to promote project stakeholder engagement. Based on this, it proposes a research agenda for future research on the use of gamification to promote project stakeholder engagement.
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