scholarly journals Micro-business entrepreneurs and bricoleurs on their way towards sustainable practice – implications for learning processes

2020 ◽  
Vol 32 (4) ◽  
pp. 89-104
Author(s):  
Anette Oxenswärdh
Keyword(s):  
Tacit Knowledge ◽  
Learning Process ◽  
Course Design ◽  
Practical Knowledge ◽  
Learning Processes ◽  
Team Leader ◽  
Sustainable Solutions ◽  
Explorative Study ◽  
Or Team ◽  
Sustainable Practice

The purpose of the study was to investigate how some micro-business entrepreneurs and bricoleurs experience their learning processes through workshops, especially with respect to sustainability issues. This qualitative and explorative study focuses on learning processes during the GreenBizz course, which are analysed on the basis of inquiries and observations of discussions among course participants and on documents describing the course design and assignments. It was found that entrepreneurs are aware and are familiar with sustainability issues but they have neither proper tools nor the knowhow for implementing sustainable changes in their businesses. To be successful, the learning process needs to sufficiently heterogeneous, should involve the transmission of tacit knowledge and provide opportunities for participants to learn about their motivations and should include both theoretical and practical elements. Participation in the course enables entrepreneurs to network with other entrepreneurs, give support and share knowledge about sustainable solutions in their businesses. The study shows that such courses not only must allow for a certain degree of flexibility but also require a course or team leader with a solid and practical knowledge in entrepreneurship and sustainability.

A Virtual Learning Process Environment and Comparison with Conventional E-Learning Systems

2014 ◽  
pp. 107-137
Author(s):  
Ayodeji Adesina ◽  
Derek Molloy
Keyword(s):  
Learning Process ◽  
Process Management ◽  
Course Design ◽  
Virtual Learning ◽  
Learning Processes ◽  
Learning Systems ◽  
Course Materials ◽  
Complex Process ◽  
E Learning ◽  
Flexible Education

Learning is a complex process; an in-depth knowledge of the intricacies of learning processes can help to improve the formulations of effective methods, tools, and technologies to support and enhance learning through the effective management of learning processes. VLEs such as Moodle help facilitate the management of educational courses for students, in particular by helping lecturers and students with course administration. However, the management of the process of learning is inadequate. Once educational course materials are made available on the VLEs, analyses such as what students do with the course materials are difficult to observe in a real-time manner. Therefore, there is a need for the administration and management of the process of learning. This chapter presents a Virtual Learning Process Environment (VLPE) that is based on the Business Process Management (BPM) technology conceptual framework. In contrast to traditional e-learning systems, VLPE focuses on learning process management through the orchestration of flexible education pedagogies around course materials in the form of learning process workflows. Consequently, the effectiveness of any adopted pedagogy can be re-assessed, re-evaluated, and reformed by course designers with the potential to improve course design and learning outcomes.

A Virtual Learning Process Environment and Comparison with Conventional E-Learning Systems

2016 ◽  
pp. 839-865 ◽  
Author(s):  
Ayodeji Adesina ◽  
Derek Molloy
Keyword(s):  
Learning Process ◽  
Process Management ◽  
Course Design ◽  
Virtual Learning ◽  
Learning Processes ◽  
Learning Systems ◽  
Course Materials ◽  
Complex Process ◽  
E Learning ◽  
Flexible Education

Learning is a complex process; an in-depth knowledge of the intricacies of learning processes can help to improve the formulations of effective methods, tools, and technologies to support and enhance learning through the effective management of learning processes. VLEs such as Moodle help facilitate the management of educational courses for students, in particular by helping lecturers and students with course administration. However, the management of the process of learning is inadequate. Once educational course materials are made available on the VLEs, analyses such as what students do with the course materials are difficult to observe in a real-time manner. Therefore, there is a need for the administration and management of the process of learning. This chapter presents a Virtual Learning Process Environment (VLPE) that is based on the Business Process Management (BPM) technology conceptual framework. In contrast to traditional e-learning systems, VLPE focuses on learning process management through the orchestration of flexible education pedagogies around course materials in the form of learning process workflows. Consequently, the effectiveness of any adopted pedagogy can be re-assessed, re-evaluated, and reformed by course designers with the potential to improve course design and learning outcomes.

scholarly journals Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

2021 ◽  
Vol 13 (9) ◽  
pp. 4892
Author(s):  
Sandra Stefanovic ◽  
Elena Klochkova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Application Development ◽  
Mobile Platforms ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

Touching tacit knowledge: handwork as ethnographic method in a glassblowing studio

2017 ◽  
Vol 17 (2) ◽  
pp. 217-230 ◽  
Author(s):  
Erin O’Connor
Keyword(s):  
Tacit Knowledge ◽  
Learning Process ◽  
The Body ◽  
Hand Coordination ◽  
Proximal Term

This article draws from an enacted ethnography conducted over four years in a glassblowing studio, where I immersed myself in the learning process to become a glassblower. Specifically, it uses the visceral ethnographic experience of handwork in glassblowing to unpack the micro-meanings of hand coordination and examine Michael Polanyi’s theory of tacit knowledge ‘from the body’ (Ingold, 2000; Pink, 2009; Wacquant, 2015: 5). Methodologically, handwork is the ‘point of production’ by which to reflect upon Polanyi’s analytical concepts (Wacquant, 2015: 5). Broadly engaging anthropology’s study of the relation of gesture and form both within and outside of glassblowing studios and the sociology of skill, this analysis brings the body’s embedded experience and constitutive power to bear on analyses of tacit knowledge to reveal how handwork is itself constitutive of form and meaning (Atkinson, 2013b; Harper, 1987; Keller and Keller, 1996; Malafourius, 2008; Marchand, 2010, 2009, 2008, 2001; Sudnow, 1978). It also grounds a reinterpretation of the proximal term in Polanyi’s theory of tacit knowledge.

The roles of emerging multinational companies’ technology-driven FDIs in their learning processes for innovation

2019 ◽  
Vol 14 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Ju Liu
Keyword(s):  
Learning Process ◽  
Explanatory Power ◽  
Analytical Framework ◽  
Multinational Companies ◽  
Learning Processes ◽  
Comparative Case Study ◽  
Future Research ◽  
Global Knowledge ◽  
Content Type ◽  
Capability Building

Purpose The purpose of this paper is to contextually theorise the different patterns of emerging multinational companies’ (EMNCs’) learning processes for innovation and the different influences of their technology-driven FDIs (TFDIs) on the processes. Design/methodology/approach A comparative case study method and process tracing technique are employed to investigate how and why firms’ learning processes for innovation took place, how and why the TFDIs emerged and influenced the firms’ learning processes in different ways. Findings The paper identifies two different patterns of learning process for innovation (Glider model vs Helicopter model) and two different roles of the case firms’ TFDIs (accelerator vs starter) in the different contexts of their learning processes. It is found that the capability building of the domestic wind energy industry has an important influence on the case of EMNCs’ learning processes and thus on the roles of their TFDIs. Research limitations/implications The limitation of the paper lies in its small number of cases in a specific industry of a specific country. The two contextually identified learning models and roles of TFDIs may not be applied to other industries or other countries. Future research should investigate more cases in broader sectoral and geographic scope to test the models and also to identify new models. Practical implications For EMNCs, who wants to use the Helicopter model to rapidly gain production and innovation capability, cross-cultural management and integration management are crucial to practitioners. For emerging countries with ambitions to explore the global knowledge and technology pool, besides of the EMNC’s capability building, the capability building in the domestic industries should not be overlooked by policy makers. Originality/value The paper develops a dynamic and contextual analytical framework which helps to answer the important questions about how and under what context a TFDI emerges and influences firm’s learning process for innovation. It theorises the EMNCs’ learning process and TFDIs in the context of the development of the domestic industry. It strengthens the explanatory power of the learning-based view and adds new knowledge to the current FSA/CSA discourse in the international business literature.

scholarly journals Video Intervention in Statistics Learning as a Strategy to Increase Mathematics Learning Outcomes

2021 ◽  
Vol 12 (1) ◽  
pp. 229-236
Author(s):  
Tri Yuni Hendrowati ◽  
Rahma Faelasofi
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Processes ◽  
Video Intervention ◽  
Intervention Treatment ◽  
Before And After ◽  
The Difference ◽  
Paired T Test

The COVID-19 pandemic requires the learning process to take place online, this has an impact on teachers who are required to creatively innovate unusual learning processes. This research aims to determine the difference in the average learning outcomes of students during online learning between the application of learning videos before and after receiving the learning video intervention treatment. The research instrument used was a test of statistics material. The learning outcomes test data obtained were processed by paired t-test. This research found that there was a difference in the average learning outcomes of students before and after the application of learning videos. The application of learning videos provides better learning outcomes than before using learning videos.

Rekonstruksi Pembelajaran untuk Mengatasi Kesulitan Belajar Alquran Hadis di Madrasah Ibtidaiyah Muhammadiyah pada Masa Covid-19

2021 ◽  
Vol 6 (2) ◽  
pp. 1-9
Author(s):  
Nita Kurniawati
Keyword(s):  
Learning Process ◽  
Government Policy ◽  
Qualitative Approach ◽  
Learning Processes ◽  
Learning Objectives ◽  
Learning Materials ◽  
Face To Face ◽  
Face To Face Learning

The implementation of this research is by using a qualitative approach, data is collected using observations, interviews and documentation studies. The results of the first study of al-Qur’an Hadits before the Covid 19 pandemic in Madrasah Ibtidaiyah Teluk Kuantan took place well and in accordance with the planned learning objectives. Second, the learning of the al-Qur’an Hadits at Madrasah Ibtidaiyah Muhammadiyah Teluk Kuantan when the pandemic took place made the situation and conditions of the learning process in the madrassa changed completely. This is because it is a government policy that prohibits schools from doing face-to-face learning processes, so that learners can only learn from home and teachers provide material online. Third, the learning of the al-Qur’an Hadits that had initially run smoothly turned out to change drastically with the covid-19 pandemic. Therefore, the reconstruction of the learning of the al-Qur’an Hadits becomes one of the alternatives so that how the learning materials that must be studied and tested by these learners can still be conveyed properly. Although the implementation of reconstruction of al-Qur’an Hadits learning is not fully running smoothly in Madrasah Ibtidaiyah Muhammadiyah Teluk Kuantan, but at least teachers have been able to plan and readjust the changes felt due to the pandemic.

Learning in multi-team systems: a qualitative study of learning triggers, readiness to learn and learning processes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Valerie I. Sessa ◽  
Jessica L. Francavilla ◽  
Manuel London ◽  
Marlee Wanamaker
Keyword(s):  
Case Studies ◽  
Learning Process ◽  
Adaptive Learning ◽  
Quantitative Research ◽  
Participant Observation ◽  
Learning Processes ◽  
Future Research ◽  
Content Type ◽  
First Case ◽  
Readiness To Learn

Purpose Multi-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research. Design/methodology/approach The authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources. Findings As suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team learning. Strong and clear triggers, occurring during performance episodes, led to adaptive learning. When RtL was high and triggers occurred during hiatus periods, the associated learning process was generative. Originality/value Using an available theoretical model and case studies, the research describes how MTS readiness to learn and triggers for learning affect MTS learning processes and how learning outcomes became codified in the knowledge base or structure of the MTS. This provides a framework for subsequent qualitative and quantitative research.

Management of Tacit Knowledge and the Issue of Empowerment of Patients and Stakeholders in the Health Care Sector

2017 ◽  
pp. 1122-1146
Author(s):  
Marc Jacquinet ◽  
Henrique Curado ◽  
Ângela Lacerda Nobre ◽  
Maria José Sousa ◽  
Marco Arraya ◽  
...  
Keyword(s):  
Health Care ◽  
Knowledge Management ◽  
Health Literacy ◽  
Tacit Knowledge ◽  
Learning Process ◽  
Knowledge Production ◽  
Critical Analysis ◽  
Health Sector ◽  
Health Care Sector

There is a growing literature on health and health care dedicated to empowerment of patients; but there is still a gap in the literature to conceptualize knowledge, to extend the discussion of the empowerment of the patients to the stakeholders. The discussion is at the level of managerial processes of empowerment and knowledge management related to health care. The present chapter starts with a review on empowerment, especially focused on the health sector. The following sections will develop a critical analysis of empowerment, mainly around the concept of tacit knowledge (Polanyi) and knowledge management. One key variable is the proximity of the actors involved in the empowerment process. This key variable is very much related to the tacitness issue of knowledge production and flows. The chapter extends the discussion of the empowerment of the patients to that of the stakeholders and the general debate about health literacy. A model is briefly described for the purpose of illustrating the learning process in a knowledge management implemented in health care.

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