Search results

Online learning becomes a trendy format for workplace training, particularly during the pandemic. This study aims to examine the effects of a technology-assisted self-adaptive training camp on employees’ learning process and acquired knowledge, and the relationship between employees’ knowledge gained and organisational growth.

The participants were 213 pharmaceutical representatives from a global pharmaceutical business in the Asia-Pacific branch who enrolled in a 21-day professional training camp. Their knowledge gained was calculated by pre-tests and post-test scores captured from an online training system. The company’s profits gained by employees were indicated by individuals’ quarter-over-quarter growth rates. Specifically, the authors applied a series of quantitative analyses to examine the relationship between employees’ knowledge gained, learning quality and organizational growth brought by individuals.

During the online training session, employees obtained increased professional knowledge significantly. The quality of employees’ learning process was a significant predictor of their learning outcomes. In addition, a positive correlation was found between the knowledge obtained by employees and the company’s quarterly growth rates. A followed-up regression analysis indicated that the greater knowledge improvement an individual achieved, the higher quarter-to-quarter growth rate brought by the individual to the organization.

The study provides educational insights for organisations to effectively train employees’ professional competency through online learning. The investigation on the 21-day camp shows that employees received higher-quality training, resulting in increased revenues and greater workplace flexibility. The findings have implications for supporting the integration of educational technology into workplace training to boost the competency development of employees.

The study examined the impact of feedback types through a learning management system (LMS) on employees’ training performance. The purpose of this study is to establish effective feedback on advanced technologies for promoting corporate training.

A total of 148 trainees were recruited from a multinational medical company. Employees were randomly assigned to receive feedback from shallow to more constructive details on their learning performance with LMS. Data sources included are employees’ goal setting (GS) performance evaluated by the experts and their posttest scores obtained from the LMS. A series of statistical analyses were performed to investigate the impact of feedback intervention on employees’ GS and their impacts on corporate training results.

GS has a significant impact on learning outcomes. Employees who set greater specific goals attained higher scores. Furthermore, feedback with more formative evaluation and constructive developmental advice resulted in the most significant positive influence on the relationship between participants’ GS and learning outcomes.

Organizations can benefit from delivering appropriate feedback using LMS to enhance employees’ GS and learning efficacy in corporate training.

This study is one of the first to examine the moderating effect of feedback provided by LMS on GS and online learning performance in corporate training. This study contributes to GS theory for practical application and proposes a viable method for remote learning. The current study’s findings can be used to provide educational psychological insights for training and learning in industrial contexts.

The purpose of this study is to propose and examine an integrated learning model for improving training effectiveness in workplace learning. Specifically, this study investigated the effect of achievement goal-setting intervention across three groups of new employees from a multinational medical company. During a three-day remote training program, the role of each achievement goal orientation (AGO) in goal setting intervention and their relations with trainees’ applied learning strategies were examined. This study proposed and validated an integrated training model for improving remote workplace learning effectiveness.

This study was based on two data sources, the pre- and posttests scores; time on task (deep learning: completing reflective practice) and time on content learning (surface learning: watching tutorials) retrieved from an adaptive learning platform. A total number of 133 participants were recruited in this study, and they were randomly assigned to three interventional groups. The intervention was grounded from the AGO theory and goal setting theory. A series of statistical analysis were conducted to examine the effect of each type of achievement goal setting as a prompt for new employees’ learning behavior and performance.

Results indicated that setting mastery goal at the beginning of the training program leads to productive learning outcomes. Compared with the groups being required to set performance goal (final rank) or not to set any goal for the training purpose, trainees’ who were assigned to set a mastery goal (final performance score) performed statistically significantly higher than the other groups. Additionally, learners who set mastery goal spent higher proportion of time on deep learning than learners from the other groups. The results proved mastery goal setting as an effective prompt for boosting workplace learning effectiveness.

Organizations and institutions can take setting mastery approach goals as a prompt at the beginning of the training to increase learning effectiveness. In this way, trainees are promoted to apply more deep learning strategies and achieve better learning outcomes while setting mastery goal for their training purpose.

To the best of the authors’ knowledge, this study was the first to combine the intervention of goal setting and types of AGOs into workplace learning. This study adds to previous research on goal setting theory and AGO theory for the practical application and proposes an effective model for learners’ adaptive remote learning. Findings of this study can be used to provide educational psychological insights for training and learning in both industrial and academic settings.

Social presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades.

Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes.

The study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments.

This research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The positive impact of training can be enhanced if learners set appropriate goals at the outset. By opting to pursue a mastery goal, learners are likely to engage more with the deep learning strategies that are associated with a broader range of desirable outcomes for both learners and their organization.

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.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Emphasis on achievement goal orientation can enable firms to realize key earning outcomes from workplace training. Desired outcomes become considerably likelier when learners set a mastery-approach goal as opposed to other goal types at the outset of training.

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.

This study aims to understand the multiaxial fretting fatigue, wear and fracture characteristics of 35CrMoA steel under the elliptical loading path.

By keeping the contact pressure and torsional shear cyclic stress amplitude unchanged; the axial cyclic stress amplitude varied from 650 MPa to 850 MPa. The fretting fatigue test was carried out on MTS809 testing machine, and the axial cyclic strain response and fatigue life of the material were analyzed. The fretting zone and fracture surface morphology were observed by scanning electron microscope. The composition of wear debris was detected by energy dispersive X-ray spectrometer.

In this study, with the increase of axial stress amplitude, 35CrMoA steel will be continuously softened, and the cyclic softening degree increases. The fretting fatigue life decreases unevenly. The fretting scars in the stick region are elongated in the axial direction. The area of fracture crack propagation zone decreases. In addition, the results indicate that wear debris in the slip region is spherical and has higher oxygen content.

There were few literatures about the multiaxial fretting fatigue behavior of 35CrMoA steel, and most scholars focused on the contact pressure. This paper reveals the effect of axial cyclic stress on fretting fatigue and wear of 35CrMoA steel under the elliptical loading path.

Optimised concrete components are often of complex geometries, which are difficult and costly to cast using traditional formworks. This paper aims to propose an innovative formwork system for optimised concrete casting, which is eco-friendly, recyclable and economical.

In the proposed formwork system, ice is used as mould pattern to create desired geometry for concrete member, then sand mould is fabricated based on the ice pattern. A mix design and a mixing procedure for the proposed sand mould are developed, and compression tests are also performed to ensure sufficient strength of the sand mould. Furthermore, surface preparation of the sand mould is investigated for easy demoulding and for achieving good concrete surface quality. Additionally, recyclability of the proposed sand mould is tested.

The proposed mix design and mixing procedure can provide sufficient strength for sand mould in concrete casting. The finished components exhibit smooth surfaces and match designed geometries, and the proposed sand mould can be fully recycled with satisfactory strength.

To the best of the authors’ knowledge, this is the first study that combines ice pattern and sand mould to create recyclable formwork system for concrete casting. The new techniques developed in this research has great potential to be applied in the fabrication of large-scale concrete structures with complex geometries.

Irregularly shaped architectural designs with surfaces curved in multiple directions, known as free-form designs, have gained significant public interest in recent decades. However, it is challenging to convert complex designs into real structures. This paper aims to realize free-form construction by developing a novel workflow in which additively manufactured thermoplastic polyurethane (TPU) molds are used.

The workflow is developed through mechanical tests on additively manufactured TPU specimens, determination of TPU mold design criteria and exploration of mold preparation methods. Two concrete elements with free-form geometries are fabricated using the proposed workflow.

TPU is a thermoplastic elastomer that is strong and inexpensive, making it an ideal mold material for casting complex concrete structures. An innovative workflow is developed in which TPU molds are used, appropriate release agents are selected for different concrete casting conditions and a mold subdivision method is proposed to facilitate the demolding process. Furthermore, the integrity of TPU molds can be maintained by following the proposed workflow, enabling repetitive use of molds. The fabrication of the two free-form structures shows that complex concrete members with high dimensional accuracy and excellent surface quality can be manufactured using the proposed method.

To the best of the authors’ knowledge, this is the first systematic study on using additively manufactured TPU molds for concrete casting of complex structures. The new techniques developed in this research can be applied to large-scale architectural, engineering and construction projects.

To improve the high-temperature wear properties of the SiCp/A359 composite, foamed iron-reinforced SiCp/A359 composite (A359–SiCp/Fe) is prepared. The purpose of this study is to investigate the tribological behavior and mechanism of the A359–SiCp/Fe composites at different temperatures (100–500 °C) and loads (7 N, 10 N and 12 N).

The A359–SiCp/Fe composite was fabricated by vacuum-assisted infiltration. The dry sliding tribological behaviors of A359–SiCp/Fe composite were investigated using the ball-on-disc-type tribometer. The worn surface and wear morphology of the longitudinal section were examined using field emission scanning electron microscopy and metallographic microscope.

The critical transition temperature for severe wear in A359–SiCp/Fe composite was 50–100 °C higher than in SiCp/A359 composite. Foamed iron prevents exfoliation cracks from penetrating deeper into the matrix. The friction coefficient stability of the A359–SiCp/Fe composite was higher than the unreinforced composite at elevated temperatures. With the increase in temperature, the friction-affected layer was severely worn, and the wear mechanism transferred from abrasion and delamination to oxidation and plastic flow, respectively.

The preparation procedure for aluminum matrix composites reinforced with foamed metal has been less reported, and the research on the tribological behavior and mechanism of A359–SiCp/Fe composite at various temperatures is insufficient. The foamed iron structure considerably enhances the wear properties of SiCp/A359 composite in elevated temperature conditions.