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Book part
Publication date: 15 May 2023

Free Access. Free Access

Abstract

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Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

Available. Open Access. Open Access
Article
Publication date: 12 May 2023

Dirk Ifenthaler and Muhittin ŞAHİN

This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy…

510

Abstract

Purpose

This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection regulations. The purpose of this study is to investigate the use of two different versions (without dashboard vs with dashboard) of the CCT system during the course of a semester; to examine changes in the intended use and perceived usefulness of two different versions (without dashboard vs with dashboard) of the CCT system; and to compare the self-reported confidence levels of two different versions (without dashboard vs with dashboard) of the CCT system.

Design/methodology/approach

A total of N = 194 students from a higher education institution in the area of economic and business education participated in the study. The participants were provided access to the CCT system as an opportunity to self-assess their domain knowledge in five areas throughout the semester. An algorithm was implemented to classify learners into master and nonmaster. A total of nine metrics were implemented for classifying the performance of learners. Instruments for collecting co-variates included the study interest questionnaire (Cronbach’s a = 0. 90), the achievement motivation inventory (Cronbach’s a = 0. 94), measures focusing on perceived usefulness and demographic data.

Findings

The findings indicate that the students used the CCT system intensively throughout the semester. Students in a cohort with a dashboard available interacted more with the CCT system than students in a cohort without a dashboard. Further, findings showed that students with a dashboard available reported significantly higher confidence levels in the CCT system than participants without a dashboard.

Originality/value

The design of digitally supported learning environments requires valid formative (self-)assessment data to better support the current needs of the learner. While the findings of the current study are limited concerning one study cohort and a limited number of self-assessment areas, the CCT system is being further developed for seamless integration of self-assessment and related feedback to further reveal unforeseen opportunities for future student cohorts.

Details

Interactive Technology and Smart Education, vol. 20 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Available. Open Access. Open Access
Article
Publication date: 18 October 2024

José C.M. Franken, Desirée H. van Dun and Celeste P.M. Wilderom

Many groups in organisations are unsuccessful in problem solving. However, the principle of continuous improvement necessitates that organisations refine their employees’…

553

Abstract

Purpose

Many groups in organisations are unsuccessful in problem solving. However, the principle of continuous improvement necessitates that organisations refine their employees’ problem-solving skills. In this mixed-method, field-based lab experiment, we explored the impact of a treatment to enhance the quality of group problem-solving processes.

Design/methodology/approach

We focused on the structured problem-solving process in Kaizen Events by differentiating six consecutive phases. About 16 Kaizen Event groups (101 members) participated in a field-based lab experiment that used a lean simulation game to establish a group problem-solving context. Data were collected via video, surveys and group interviews. We examined if a high-quality process is strengthened through group members’ elevated awareness of problem-solving preferences. About 11 groups received a treatment of tailor-made individual feedback to increase awareness of their problem-solving preferences. Additionally, we repeated the experiment in five control groups, where member preferences were not shared.

Findings

In the treatment groups, where problem-solving preferences had been shared, we observed a clear improvement in Kaizen Event process quality and higher problem-solving self-efficacy levels. Moreover, their self-reported Kaizen Event behaviour had changed. Within the control groups, the participants also reported that their problem-solving self-efficacy had improved, but this did not have a positive impact on the quality of the objectively measured Kaizen Event process.

Originality/value

By combining insights from operations management and organisational behaviour, we demonstrate that the structured Kaizen Event problem-solving process improves when group members’ individual problem-solving preferences are shared. We thus add an individual-level variable to the extant models of Kaizen Event success factors. Our results provide fresh insights into how to improve the continuous improvement process within organisations. Kaizen Event stakeholders and their facilitators are offered guidance on how to increase one’s awareness of own and others’ problem-solving preferences in group-based problem-solving events.

Details

International Journal of Operations & Production Management, vol. 44 no. 13
Type: Research Article
ISSN: 0144-3577

Keywords

Available. Open Access. Open Access
Article
Publication date: 3 October 2023

Gayane Sedrakyan, Simone Borsci, Asad Abdi, Stéphanie M. van den Berg, Bernard P. Veldkamp and Jos van Hillegersberg

This research aims to explore digital feedback needs/preferences in online education during lockdown and the implications for post-pandemic education.

846

Abstract

Purpose

This research aims to explore digital feedback needs/preferences in online education during lockdown and the implications for post-pandemic education.

Design/methodology/approach

An empirical study approach was used to explore feedback needs and experiences from educational institutions in the Netherlands and Germany (N = 247) using a survey method.

Findings

The results showed that instruments supporting features for effortless interactivity are among the highly preferred options for giving/receiving feedback in online/hybrid classrooms, which are in addition also opted for post-pandemic education. The analysis also showed that, when communicating feedback digitally, more inclusive formats are preferred, e.g. informing learners about how they perform compared to peers. The increased need for comparative performance-oriented feedback, however, may affect students' goal orientations. In general, the results of this study suggest that while interactivity features of online instruments are key to ensuring social presence when using digital forms of feedback, balancing online with offline approaches should be recommended.

Originality/value

This research contributes to the gap in the scientific literature on feedback digitalization. Most of the existing research are in the domain of automated feedback generated by various learning environments, while literature on digital feedback in online classrooms, e.g. empirical studies on preferences for typology, formats and communication channels for digital feedback, to the best of the authors’ knowledge is largely lacking. The findings and recommendations of this study extend their relevance to post-pandemic education for which hybrid classroom is opted among the highly preferred formats by survey respondents.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

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