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1 – 10 of over 1000
Article
Publication date: 26 March 2024

Bridget McDaid

This paper aims to present commentary on adult safeguarding designated officers’ (nominated senior staff members in the Health Service Executive and its funded services) in…

Abstract

Purpose

This paper aims to present commentary on adult safeguarding designated officers’ (nominated senior staff members in the Health Service Executive and its funded services) in Ireland readiness for online learning and their perception of the blended approach used in their training and considers the implications of this for practice.

Design/methodology/approach

In total, 233 designated officers were surveyed. A self-administered online survey comprising of two instruments was used. The questionnaire combines two previously validated tools measuring readiness for online learning and perceptions of blended learning. Minor modifications were made to account for local circumstance and language. Demographic questions relevant to the survey population were added. The response rate was 49%.

Findings

Designated officers regarded specified competencies for online learning as important to very important with highest importance placed in time management. Designated officers expressed they were confident to very confident in their ability to accomplish all competencies in online learning. The highest confidence was in the technical competencies. Designated officers are demonstrating high readiness for online learning. Designated officers reported positively on online contributions and on blended learning workload. The scores indicate positive perceptions of the blended learning experience. Responses to an open-ended question were largely positive with some suggestions for improvement made.

Practical implications

Findings have helped inform planning and development of the Health Service Executive’s adult safeguarding training for designated officers with changes made since this survey was undertaken.

Originality/value

To the best of the author’s knowledge, this is the first time a survey was undertaken of designated officers in Ireland with a view to improving safeguarding training. Recommendations for adaptions to the blended designated officer programme were proposed and subsequently accepted and implemented.

Details

The Journal of Adult Protection, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1466-8203

Keywords

Article
Publication date: 26 March 2024

Fatemeh Abbaspour, Rezvan Hosseingholizadeh and Mehmet Şükrü Bellibaş

Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap…

Abstract

Purpose

Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system.

Design/methodology/approach

This qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts.

Findings

Effective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context.

Originality/value

We concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.

Details

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

Keywords

Article
Publication date: 22 March 2024

Yu-Sheng Su, Wen-Ling Tseng, Hung-Wei Cheng and Chin-Feng Lai

To support achieving sustainable development goals (SDGs), we integrated science, technology, engineering and math (STEM) and extended reality technologies into an artificial…

Abstract

Purpose

To support achieving sustainable development goals (SDGs), we integrated science, technology, engineering and math (STEM) and extended reality technologies into an artificial intelligence (AI) learning activity. We developed Feature City to facilitate students' learning of AI concepts. This study aimed to explore students' learning outcomes and behaviors when using Feature City.

Design/methodology/approach

Junior high school students were the subjects who used Feature City in an AI learning activity. The learning activity consisted of 90-min sessions once per week for five weeks. Before the learning activity, the teacher clarified the learning objectives and administered a pretest. The teacher then instructed the students on the features, supervised learning and unsupervised learning units. After the learning activity, the teacher conducted a posttest. We analyzed the students' prior knowledge and learning performance by evaluating their pretest and posttest results and observing their learning behaviors in the AI learning activity.

Findings

(1) Students used Feature City to learn AI concepts to improve their learning outcomes. (2) Female students learned more effectively with Feature City than male students. (3) Male students were more likely than female students to complete the learning tasks in Feature City the first time they used it.

Originality/value

Within SDGs, this study used STEM and extended reality technologies to develop Feature City to engage students in learning about AI. The study examined how much Feature City improved students' learning outcomes and explored the differences in their learning outcomes and behaviors. The results showed that students' use of Feature City helped to improve their learning outcomes. Female students achieved better learning outcomes than their male counterparts. Male students initially exhibited a behavioral pattern of seeking clarification and error analysis when learning AI education, more so than their female counterparts. The findings can help teachers adjust AI education appropriately to match the tutorial content with students' AI learning needs.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 26 March 2024

Tracey Ollis, Ursula Harrison and Cheryl Ryan

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity…

Abstract

Purpose

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

Design/methodology/approach

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Findings

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

Originality/value

This research paper is empirical research and has not been submitted elsewhere for publication.

Details

Qualitative Research Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 21 March 2024

Rishi Kappal and Dharmesh K.K. Mishra

Executive isolation, also known as workplace loneliness, its factors and impact are major issues for organizational development, future of work for leadership and learning…

Abstract

Purpose

Executive isolation, also known as workplace loneliness, its factors and impact are major issues for organizational development, future of work for leadership and learning culture. The purpose of this study is to examine the Executive isolation phenomenon where relationships between power distance, organizational culture and executive isolation of Chief Executive Officers (CEOs) are analysed on how it is considered by their teams. The same is contextualized through the inputs received through interviews conducted with CEOs and employee surveys.

Design/methodology/approach

The qualitative in-depth interviews of five CEOs, and survey across 34 of the 50 employees, were undertaken over the course of two phases of this study. The investigation focused on identifying executive isolation of CEOs and perspectives of employees that can impact the leadership and learning progress of organizations based on work culture, power distance and decision-making; awareness and experience of executive isolation; workplace friendliness and rejection; and management development initiatives to minimize the impact of executive isolation. Qualitative data analysis was conducted using MAXQDA 2022 (Verbi Software, Berlin, Germany), which is a qualitative data analysis software.

Findings

The findings highlight and expose the significant gap between understanding and analysing of the factors due to which the CEOs undergo executive isolation. It also extends to providing details related to the lack of awareness of the teams’ actions contributing to the CEOs’ isolation. It further highlights the fact that the difference of perspectives between the CEOs and teams leads to the organization slowing in its learning activities due to the leaders’ own challenges of executive isolation The findings also provide immense need of developing knowledge assets and management development initiatives for learning interventions, to help understand, analyse and mitigate executive isolation, in the interest of the organizational learning and development.

Originality/value

Earlier research work have contextualized the executive isolation impact on CEOs ability to be a leader. This study extends it to include the implications of leadership and learning culture on the teams that are affected by organization culture, power distance, decision-making and analysing the gap between the understandings about executive isolation of the CEOs. Eventually, it interprets how CEOs courting the executive isolation impacts the overall developmental culture of the organization. This will help in asserting the serious need of new learning frameworks needed to minimize the impact of CEO-level executive isolation.

Details

The Learning Organization, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 21 March 2024

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.

Details

Kybernetes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0368-492X

Keywords

Open Access
Article
Publication date: 21 March 2024

Angela França Versiani, Pollyanna de Souza Abade, Rodrigo Baroni de Carvalho and Cristiana Fernandes De Muÿlder

This paper discusses the effects of enabling conditions of project knowledge management in building volatile organizational memory. The theoretical rationale underlies a recursive…

Abstract

Purpose

This paper discusses the effects of enabling conditions of project knowledge management in building volatile organizational memory. The theoretical rationale underlies a recursive relationship among enabling conditions of project knowledge management, organizational learning and memory.

Design/methodology/approach

This research employs a qualitative descriptive single case study approach to examine a mobile application development project undertaken by a major software company in Brazil. The analysis focuses on the project execution using an abductive analytical framework. The study data were collected through in-depth interviews and company documents.

Findings

Based on the research findings, the factors that facilitate behavior and strategy in managing project knowledge pose a challenge when it comes to fostering organizational learning. While both these factors play a role in organizational learning, the exchange of information from previous experience could be strengthened, and the feedback from the learning process could be improved. These shortcomings arise from emotional tensions that stem from power struggles within knowledge hierarchies.

Practical implications

Based on the research, it is recommended that project-structured organizations should prioritize an individual’s professional experience to promote organizational learning. Organizations with well-defined connections between their projects and strategies can better establish interconnections among knowledge creation, sharing and coding.

Originality/value

The primary contribution is to provide a comprehensive view that incorporates the conditions required to manage project knowledge, organizational learning and memory. The findings lead to four propositions that relate to volatile memory, intuitive knowledge, learning and knowledge encoding.

Details

Innovation & Management Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2515-8961

Keywords

Article
Publication date: 22 March 2024

Rida Afrilyasanti, Eko Suhartoyo and Utami Widiati

Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills…

Abstract

Purpose

Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts.

Design/methodology/approach

This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data.

Findings

By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically.

Research limitations/implications

HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings.

Practical implications

The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom.

Social implications

The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio.

Originality/value

Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 26 March 2024

Sihui Li, Yajing Bu, Zeyuan Zhang and Yangjie Huang

With the development of the digital economy, digital entrepreneurship has become increasingly popular. For college students preparing for digital entrepreneurship, it is necessary…

Abstract

Purpose

With the development of the digital economy, digital entrepreneurship has become increasingly popular. For college students preparing for digital entrepreneurship, it is necessary to cope with the uncertainty of the start-up process through meaningful managing learning and continuous entrepreneurship education. The purpose of this study is to examine the relationship between Chinese college students' digital entrepreneurship intention and digital entrepreneurship behavior, as well as the role of managing learning and entrepreneurship education in this relationship.

Design/methodology/approach

Based on the existing literature, this study established the digital entrepreneurship hypothesis model and investigated the digital entrepreneurship behavior of college students.

Findings

The results showed that managing learning and entrepreneurship education can promote the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior. Managing learning and entrepreneurship education played a driving role in the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior.

Originality/value

This study explored the complex mechanism of the relationship between digital entrepreneurship intention and digital entrepreneurship behavior among Chinese college students. Based on survey data from 235 college students in China, the empirical results supported theoretical research hypotheses on the relationship between college students and digital entrepreneurship intention, digital entrepreneurship behavior, managing learning and entrepreneurship education.

Details

Education + Training, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 21 February 2024

Lei Wen and Danya Mi

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent…

Abstract

Purpose

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience.

Design/methodology/approach

This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps).

Findings

It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase.

Originality/value

These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.

Details

Quality Assurance in Education, vol. 32 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

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