Modern trends in learning architecture

2014 ◽  
Vol 46 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Bob Little ◽  
Ladislava Knihova
Keyword(s):  
Blended Learning ◽  
Virtual Learning ◽  
Mobile Platforms ◽  
Content Type ◽  
Effective Learning ◽  
Technology And Learning ◽  
E Learning ◽  
Architecture And Design ◽  
Practical Implications ◽  
Delivery Technology

Purpose – The purpose of this paper is to examine current practice in blended learning – notably the view of blended learning as a synthesis of different approaches to the delivery of learning in order to create high impact learning. Design/methodology/approach – An exploration of the development of blended learning over the years, especially how it is being affected by developments in learning delivery technology and learning design. Findings – Learning architecture and design ought to be enhanced by the thoughtful use of various new tools, strategies and delivery platforms working in harmony. Only then can the learning process finally become highly attractive for new generations of learners. Research limitations/implications – New trends driving virtual learning prescribe the use of a portfolio of new tools. This, therefore, is producing changes in e-learning architecture, including the need for multi-device learning solutions, along with the need to implement multimedia formats in producing virtual learning solutions. Simultaneously, for educators, there have been changes in learning solutions' design based on the emergence of the self-determined and autonomous learner, as described by the concept of heutagogy. Practical implications – The complexities of creating an appropriate blend along with the most effective learning solutions for each learner – including the use of mobile platforms and social learning – have never been more challenging. Originality/value – Customising learning is in its early stages but, with the advent of new delivery technology and the growth of self-determined learners, it will become unavoidable.

Institutional factors for faculty members' implementation of blended learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bokolo Anthony Jnr.
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Institutional Theory ◽  
Teaching Quality ◽  
Faculty Members ◽  
Quantitative Methodology ◽  
Content Type ◽  
E Learning ◽  
Faculty Department ◽  
Practical Implications

PurposeThe aim of this study is to develop a model grounded by the institutional theory to investigate blended learning (BL) implementation among faculty members in higher education and further validate the model.Design/methodology/approachQuantitative methodology was employed, and data were gathered through questionnaires among 188 e-learning directors, managers and coordinators at faculty/department in institutions, which implement BL.FindingsFindings reveal that BL implementation by faculty members is significantly influenced by coercive, normative and mimetic pressures. Findings from this study also identified institutional initiatives that influence BL implementation. Accordingly, findings from this study provide insights into the institutional theory perspective toward BL. The findings support higher education to plan and initiate BL policies.Research limitations/implicationsData were collected from faculty members in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explore BL deployment from the lens of faculty members.Practical implicationsThis research contributes to the existing literature on the institutional theory and BL by presenting significant initiatives as practical suggestions for educationalist and policymakers. Therefore, this study provides practical implications to better understand BL initiatives by providing insights into how institutions can improve faculty members' satisfaction levels, improving course management, enriching teaching quality and enhancing learning content.Social implicationsThe findings provided in this study can be employed to design practices, policies and a culture that support continuance use of BL systems among faculty members to achieve an effective institutional outcome.Originality/valueThis study contributes to existing BL adoption and develops a model to examine faculty member implementation of BL approach. This research has several suggestions for higher education in terms of practice to support adoption of BL. The developed model can also be employed by academics, administration and institutions to determine success initiatives for achieving an appropriate change in adopting BL in their institutions.

A blended learning-based curriculum on Web archiving in the national Széchényi library

2019 ◽  
Vol 35 (2) ◽  
pp. 97-114
Author(s):  
Márton Németh ◽  
László Drótos
Keyword(s):  
Blended Learning ◽  
Working Group ◽  
Small Scale ◽  
Institutional Environments ◽  
Web Archiving ◽  
Content Type ◽  
Museum Professionals ◽  
The Future ◽  
E Learning ◽  
Practical Implications

Purpose National Széchényi Library is introducing a new blended learning-based curriculum model on Web archiving for public collection professionals. The purpose of this paper is to describe this curriculum concept together with its international context. Design/methodology/approach A qualitative case study is being offered. The concept of the curriculum applying the results of an international questionnaire of the International Internet Preservation Consortium. A detailed curriculum structure is being presented together with a brief description of the major professional/ methodological concepts. It is based on constructive pedagogical approach. Based on the same general approach, some major methodological differences among the on-site and e-learning elements of curriculum design are also being described. Findings There is a high need to offer trainings in Web archiving filed to digital library professionals throughout Europe. A complex curriculum is highly needed to different target groups by various course delivery forms. The course concept offers a solid base; however, the structure of the curriculum has to reflect to the differences of specific methodological requirements in on-site and e–learning environments. A main goal of the study is describing the possibility to build-up that kind of hibrid blended learning-based training structure. Based on the described curriculum trainings are starting on April 2019. Sharing practical experiences about practical training activities based on this course structure can initiate further discussion on web archiving education field in the future. Research limitations/implications This paper would like to imitate some further discussions about methodological issues by developing education and training curricula on Web archiving in various European countries. By the framework of the Training Working Group of the International Internet Preservation Consortium, these proposed discussions can be elaborated. Practical implications The main practical implications are to encourage other partner libraries by the framework of the Training Working Group of International Internet Preservation Consortium to build-up similar training programmes and to plan various collaborative activities in this field. Social implications The proposed curriculum aims to acquire some major skills and competences on web archiving field by librarians from both the research library and public library sectors. The course can be available to museum professionals and archivists […]. The main goal is to learn to build-up small-scale web archiving projects in local, institutional environments in Hungary. It is quite necessary to preserve Web documents and other materials that are reflecting to the life of the local society. The social impact of preserving the local Web history can be overwhelming in the future. Originality/value Much untapped potential exists for librarians, archivists and museum professionals to plan and realize Web archiving projects in their own local institutional environments. This paper describes a new type of national model to offer them getting the necessary skills and competences in this field. There is a significant gap of describing education concepts in Web archiving.

Lessons from an Israeli military leadership skills development course

2020 ◽  
Vol 36 (6) ◽  
pp. 33-35
Keyword(s):  
Employee Performance ◽  
Learning Experience ◽  
Leadership Skills ◽  
Content Type ◽  
Effective Learning ◽  
Pertinent Information ◽  
Effectiveness Of Training ◽  
Conservative Values ◽  
Development Course ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This research paper concentrates on assessing the effectiveness of training provided through the Israeli military that was advertised as developing leadership skills. The analysis reveals that the training was misadvertised because in fact its actual focus was on embedding traditional, conservative values in the soldier delegates and made no mention of leadership. Maintaining congruence in the advertised and actual content is key in avoiding damage to employee performance and loyalty, and in supplying an effective learning experience. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

It’s not what you know digitally, it’s who you know digitally

2019 ◽  
Vol 36 (1) ◽  
pp. 4-6
Keyword(s):  
Social Media ◽  
Case Studies ◽  
Design Methodology ◽  
Reading Time ◽  
Cutting Edge ◽  
Print Advertising ◽  
Mobile Platforms ◽  
Content Type ◽  
Pertinent Information ◽  
Practical Implications

Purpose of this paper Reviews the latest management developments across the globe and pinpoints practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings The rapid and widespread development of social media has transformed the way people interact, and by extension how firms can engage with their customers. No longer needing the “throw it at the wall and see if it sticks” approach that many marketers identified with print advertising, new and interesting channels have grown through the establishment of operators such as Facebook, LinkedIn and Twitter through mobile platforms. Instead of hoping potential consumers might see an ad on page seven of the newspaper, firms now know their specific customers will see a promotion and know exactly when they use it. Practical implications Provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. What is original/value of paper? The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Approaches to supervising work-based learning students’ workplace research

2014 ◽  
Vol 4 (1) ◽  
pp. 44-65 ◽  
Author(s):  
Jon Talbot ◽  
Andy Lilley
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Quantitative Methods ◽  
Research Projects ◽  
Content Type ◽  
Use Of Technology ◽  
Contextual Framework ◽  
E Learning ◽  
The Uk ◽  
Practical Implications

Purpose – The purpose of this paper is to outline a small research project designed to explore the practices of the UK work-based learning (WBL) tutors in facilitating formal research projects in the workplace. Design/methodology/approach – Data were collected using a short questionnaire to practitioners administered electronically and a daylong workshop where issues were discussed in greater depth by participating tutors. Findings – The main findings are that there is a degree of agreement by WBL tutors about the distinctiveness of WBL research projects; that although there is increasing use of technology to support delivery only one institution is using e-learning as the principal means of delivery; emphasis is upon a relatively small number of techniques and there is a strong preference for qualitative over quantitative methods. Research limitations/implications – The main limitation of the study is the relatively small number of active participants. However, this is the only study of its kind and the results offer insights into an important element of pedagogic practice in WBL. Practical implications – The project enabled the identification of common approaches and facilitated discussion of problems shared by WBL tutors across the field. There appears to be a consensus that situated investigation exists within a different contextual framework to traditional academic dissertation projects and that the focus is therefore necessarily on generating data as the basis for active problem solving. Originality/value – This is the only empirical study of practice in respect of facilitating research projects on WBL programmes in higher education.

The determinants of learner satisfaction with the online video presentation method

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sameh Al Natour ◽  
Carson Woo
Keyword(s):  
Blended Learning ◽  
Learner Satisfaction ◽  
Online Video ◽  
Learning Method ◽  
Content Type ◽  
Video Presentation ◽  
Proposed Model ◽  
Presentation Method ◽  
Video Presentations ◽  
Practical Implications

PurposeThe purpose of this paper is to examine the determinants of learners' satisfaction with a new blended learning method, namely online video presentations.Design/methodology/approachThe study tests the proposed model using responses from 353 students who were exposed to the new method. Regression analysis was used to test the hypotheses.FindingsThe results show that both the perceived social (e.g. reduction in comparison bias) and utilitarian (e.g. presentation originality) benefits increase satisfaction with the online video presentation method, from both the creator's and the learner's perspectives.Practical implicationsThis study provides several guidelines to instructors employing blended learning methods, as well as designers of platforms that enable blended learning.Originality/valueThis study provides a model to understand the determinants of learners' satisfaction with a new blended learning method. It looks at these determinants from both the content creators' perspective and the content viewer's perspective.

Colleague curriculum wins bronze for Barclays

2015 ◽  
Vol 23 (3) ◽  
pp. 15-16
Keyword(s):  
Blended Learning ◽  
Design Methodology ◽  
Social Implications ◽  
Learning Program ◽  
Content Type ◽  
Wide Range ◽  
Practical Implications

Purpose – Describes a blended-learning program at Barclays bank that won bronze in the 2015 Learning Awards. Design/methodology/approach – Examines the reasons for the program, the form it takes and the results it is achieving. Findings – Explains that the program, named Colleague Curriculum, is designed to create a learner-led blend of learning for more than 135,000 Barclays employees. Practical implications – Highlights the program’s flexibility, which helps to ensure that it is suitable for a wide range of employee skills and cultures. Social implications – Sites the learning program in the context of Barclays’ Transform program, a long-term journey of change which aims to make the bank the partner of choice for all its stakeholders. Originality/value – Reveals how technology can help to transform an organization’s learning.

scholarly journals A conceptual framework highlighting e-learning implementation barriers

2018 ◽  
Vol 31 (1) ◽  
pp. 156-180 ◽  
Author(s):  
Samnan Ali ◽  
M. Amaad Uppal ◽  
Stephen R. Gulliver
Keyword(s):  
Conceptual Framework ◽  
Qualitative Content Analysis ◽  
Traditional Learning ◽  
Review Of Literature ◽  
Implementation Barriers ◽  
Policy Makers ◽  
Content Type ◽  
Learning Barriers ◽  
E Learning ◽  
Practical Implications

Purpose E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. The purpose of this paper is to consider a range of barriers, impacting the success of e-learning implementations, yet to the best of the authors’ knowledge no conceptual framework is able to consolidate existing research. Design/methodology/approach This paper undertook an in-depth review of literature concerning e-learning implementation barriers. Papers were extracted from established peer-reviewed journals and open sources. Articles not related to e-learning implementation barriers were discarded. A total of 259 papers were identified, published between 1990 and 2016. Hermeneutics and data-driven qualitative content analysis was used to define 68 unique barriers. Findings The 68 unique barriers were thematically grouped into four conceptual categories, i.e. Technology (T), Individual (I), Pedagogy (P), and Enabling Conditions (EC). These four categories led to the conceptualization of “TIPEC” framework, which highlights the key concepts hindering e-learning implementation and delivery. Results show that most articles only consider a narrow range of success barriers. Practical implications The proposed TIPEC framework acts as a guide for education practitioners, system developers, policy makers, and researchers. It provides stakeholders with a summary of e-learning barriers. Originality/value This paper fulfils an identified need for a conceptual framework that consolidates all current research related to e-learning implementation barriers.

Learning crisis unit through post-crisis: characteristics and mechanisms

2015 ◽  
Vol 22 (4) ◽  
pp. 198-214 ◽  
Author(s):  
Hela Chebbi ◽  
Aline Pereira Pündrich
Keyword(s):  
Design Methodology ◽  
Single Case ◽  
Learning Cycle ◽  
Learning Mechanisms ◽  
Content Type ◽  
Effective Learning ◽  
Oil Company ◽  
Practical Implications ◽  
Mixed Framework

Purpose – This paper aims to identify the characteristics that a crisis unit should have to achieve effective learning after crisis. Literature has identified many relations between learning organizations and crisis; yet, there is a dearth of research on specific studies about crisis units and their post-crisis learning features. Thus, this paper aims to fill such a gap by giving some practical answers to this question: How can the crisis unit reduce defensiveness phase and extend openness and forgetfulness while learning after the crisis? Design/methodology/approach – This research mobilizes a framework composed by three theoretical grids: the post-crisis learning cycle (Kovoor-Misra and Nathan, 2000); the characteristics of a learning organization (Senge, 1990); and the mechanisms of crisis learning (Mitki and Herstein, 2011). A qualitative investigation is conducted to study a crisis within an oil company (PON). Findings – This paper shows that the duration of the learning cycle depends not only on the organization context but also on the characteristics of the crisis unit. Along with the cognitive, structural and procedural mechanisms, which contributed differently in each phase, the mixed framework allowed operationalizing Senge’s dimensions. Research limitations/implications – The elaboration of a single case study could be considered as a limitation, although it allows a deeper analysis of events within the organization. Practical implications – This paper pinpoints the characteristics that organizations should have as well as the learning mechanisms they should use during each phase of the post-crisis learning cycle. Originality/value – This paper analyzes crisis units as learning structures, which has not been seen yet in known literature.

Antecedents of mobile advertising value: a precedence analysis using the hybrid RIDIT-GRA approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anshuman Sharma ◽  
Vivek Kumar Pathak ◽  
Mohammad Qutubuddin Siddiqui
Keyword(s):  
Communication Technologies ◽  
Shopping Mall ◽  
Mobile Advertising ◽  
Mobile Platforms ◽  
Content Type ◽  
Relational Analysis ◽  
Priority Ranking ◽  
Intercept Survey ◽  
Grey Relational ◽  
Practical Implications

Purpose Massive transformations in mobile communication technologies have forced marketers to recognize and emphasize the factors that influence consumers’ perception of advertising value. This paper aims to explore and rank the various antecedents of advertising value as perceived by consumers to offer meaningful conclusions to marketers on mobile platforms. Design/methodology/approach Responses were collected from 483 consumers using a shopping mall intercept survey and analyzed using SPSS to confirm reliability, validity and data reduction. The Relative to an Identified Distribution (RIDIT) analysis and Grey Relational Analysis (GRA) methods were then applied to prioritize the scale items of the antecedents of mobile advertising value. Findings Five antecedents of advertising value were found: credibility, entertainment, informativeness, irritation and message relevance. A priority ranking was allotted to the antecedents’ scale items using the RIDIT analysis and was verified via GRA results with a correlation of 98% between the rankings of the two independent methodologies. Practical implications The findings provide a roadmap to determine which antecedents of mobile advertising value have a higher or lower impact on consumers’ overall perceptions of the advertisements they are exposed to on mobile platforms. Originality/value This study aims to use first-hand data to prioritize the underlying antecedents of mobile advertising value, which has rarely been done to the best of the authors’ knowledge. It also used two different approaches in a single study to rank the dimensions, thus producing more valid results.

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