Journal articles on the topic 'Knowledge and learning in literature'
To see the other types of publications on this topic, follow the link: Knowledge and learning in literature.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Knowledge and learning in literature.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Edvardsson, Ingi Runar, and Susanne Durst. "Outsourcing, Knowledge, and Learning." International Journal of Knowledge-Based Organizations 7, no. 2 (April 2017): 13–26. http://dx.doi.org/10.4018/ijkbo.2017040102.
Full textAbstract:
This paper aims to review research that determines the influence of outsourcing on knowledge management and learning, a process which will help identify new research opportunities and contribute to the further development of outsourcing theory. The study consists of a review of 34 refereed articles on outsourcing in relation to knowledge management and learning. The findings were summarised in a number of hypotheses and two conceptual models which highlight the contribution of outsourcing to either competitive advantage or disadvantage. This study may not have enabled a complete coverage of all peer reviewed articles in the field of outsourcing in relation to learning and knowledge management. Yet, it seems reasonable to assume that the review process covered a large share of studies available. To the best of the authors' knowledge, no literature review on this topic has previously been published in academic journals.
2
Doherty-Restrepo, Jennifer. "Current Literature Summary." Athletic Training Education Journal 6, no. 3 (July 1, 2011): 169–71. http://dx.doi.org/10.4085/1947-380x-6.3.169.
Full textAbstract:
The Board of Certification, Inc. (BOC©) Standards of Professional Practice identifies professional responsibility (Code 5) of the AT as using his/her knowledge and skills to positively impact the community. Service learning incorporates community service into a curriculum with specific learning outcomes, preparation, and reflection. A broad range of learning outcomes may be achieved through service learning for the student and instructor alike. We will provide brief synopses of current research on service learning and discuss possible applications to athletic training.
3
Hoe, Siu Loon. "Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management." Journal of Information & Knowledge Management 06, no. 03 (September 2007): 211–17. http://dx.doi.org/10.1142/s0219649207001779.
Full textAbstract:
Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these knowledge concepts. The paper discusses the characteristics of organisational learning and emphasises its link to individual learning, the learning organisation, and knowledge management. It contributes to the conceptual and theoretical understanding of organisational learning and its relationship to these knowledge concepts from a multidisciplinary perspective.
4
Nasiatin, Titin, Tukimin Bin Sansuwito, and Regidor III Dioso. "Effectiveness Of E-Learning To Student Learning Satisfaction: A Literature Review." International Journal of Health Sciences 1, no. 4 (December 11, 2023): 772–87. http://dx.doi.org/10.59585/ijhs.v1i4.200.
Full textAbstract:
Introduction: E-learning is acquiring knowledge and skills using the Internet, offering learners a versatile and individualized medium for education. It is a novel method of providing high-quality educational services to students through electronic means to enhance their knowledge, abilities, and consistency. Higher education institutions globally are increasingly using several forms of e-learning. Conversely, through engagement, e-learning has secured the improvement of learning abilities, knowledge, and excellence. Material and Methods: This study constitutes a comprehensive examination of the current body of literature. The subject matter, comprising publications published between 2018 and 2023, was selected from various internet sources, such as Science Direct, PubMed, and Google Scholar. We employed the PRISMA methodology to analyze the literature review systematically. Results: Following a comprehensive evaluation of 14 suitable papers, only 10 of the 183 articles chosen for analysis could be analyzed. Evidence suggests that e-learning can facilitate a fresh comprehension of the essential aspects of effective learning methodologies. Conclusion: According to the literature research findings, it was discovered that the e-learning model affects learning satisfaction, which is simultaneous with its influence. The level of contentment that students have with the outcomes of their e-learning experiences can be a primary measure of the quality of education provided in higher education.
5
Kabir, Md Shahjahan, and Md Inamul Haque Sabuj. "Learning Language through Literature:." Crossings: A Journal of English Studies 6 (December 1, 2015): 125–31. http://dx.doi.org/10.59817/cjes.v6i.201.
Full textAbstract:
This study shows how literature can be used as a tool to develop learners’ knowledge in English. Most of the courses in the Departments of English in Bangladesh are literature-oriented and the teaching and testing systems mainly cover some thematic and philosophical aspects. This paper aims at exploring the effectiveness of learning language through literature, locating the different distinctive linguistic features tightly patterned in a literary text. As literature does not constitute a particular type of language, the effects of literary language and the real life use of it in texts allow the language learners to trace how different linguistic rules are embedded in, and how the learners can develop language skills, unveiling the inseparable bridge between language and literature. This paper, therefore, is a linguistic experimentation on Maugham’s “The Luncheon” and Eliot’s “The Love Song of J. Alfred Prufrock” to demonstrate how they can be used as teaching materials to enrich students’ communicative and linguistic competence in English. This study also focuses on practical uses of some figurative languages such as dramatic monologue, humor, irony, metaphor, paradox, satire, and symbol as well as some idioms and phrases which may help the learners gain a lot of exposure in English.
6
Toh, Shee Ying, Norris Syed Abdullah, Suraya Miskon, Azizah Abdul Rahman, and Hadina Habil. "Personal Knowledge Management in M-Learning: A Systematic Literature Review." Advanced Science Letters 21, no. 6 (June 1, 2015): 1910–14. http://dx.doi.org/10.1166/asl.2015.6158.
Full text
7
Haleem, Fazal. "Role of organizational learning and knowledge management." HOLISTICA – Journal of Business and Public Administration 8, no. 3 (December 1, 2017): 19–32. http://dx.doi.org/10.1515/hjbpa-2017-0020.
Full textAbstract:
AbstractThis research is based on Electrocell, a US battery manufacturing company, which was facing problems in its marketing and sales departments as evidenced by its low performance. Following a short introduction to the firm, literature reviews the two recently emerged and widely debated topics, that is, organizational learning and knowledge management. It is followed by the reasons for Electrocell’s declination and revival before and after acquisition by Restart, a US cosmetic manufacturing company. Then, Knowledge Sharing Model, General Hierarchical Model of Organizational Commitment, Knowledge Management, and Learning Organization Capacity, and Three Dimensional Model are described and critically analyzed. At the end, Knowledge Management System Conceptual Model is applied on the case study thoroughly and critically analyzed followed by summary. The research contributes to the literature and offers important implications for academics, managers and strategists that why learning is important and how does it matter to an organization.
8
Burgard, Tanja, and André Bittermann. "Reducing Literature Screening Workload With Machine Learning." Zeitschrift für Psychologie 231, no. 1 (February 2023): 3–15. http://dx.doi.org/10.1027/2151-2604/a000509.
Full textAbstract:
Abstract. In our era of accelerated accumulation of knowledge, the manual screening of literature for eligibility is increasingly becoming too labor-intensive for summarizing the current state of knowledge in a timely manner. Recent advances in machine learning and natural language processing promise to reduce the screening workload by automatically detecting unseen references with a high probability of inclusion. As a variety of tools have been developed, the current review provides an overview of their characteristics and performance. A systematic search in various databases yielded 488 eligible reports, revealing 15 tools for screening automation that differed in methodology, features, and accessibility. For the review on the performance of screening tools, 21 studies could be included. In comparison to sampling records randomly, active screening with prioritization approximately halves the screening workload. However, a comparison of tools under equal or at least similar conditions is needed to derive clear recommendations.
9
Lei, Zhang, Lilliati Ismail, Fazilah Razali, and Norliza Ghazali. "A Literature Review on Cooperative Learning to Improve EFL Students’ Learning Motivation." International Journal of Professional Business Review 8, no. 6 (June 29, 2023): e02636. http://dx.doi.org/10.26668/businessreview/2023.v8i6.2636.
Full textAbstract:
Purpose: The gender-related research discrepancy makes it clear that understanding why cooperative learning effectiveness differs by gender is one of the goals of the current study. Another goal is to investigate the changes in grade-level-based supportive knowledge effectiveness. Theoretical framework: . A collection project's success is the outcome of the aids made by the participants and the guiding principles that they are all committed to. It may be difficult to include individual contributions in the evaluation and appraisal of the group's overall effort. Second, students with diverse backgrounds may have a range of cultures, values, worldviews, and life experiences. Design/methodology/approach: A successful educational method that supports such an method is supportive knowledge, which consists of “some related methods of organizing classroom instruction to achieve common knowledge goals via cooperation”. This method to knowledge is based on the idea that individuals actively choose, change, and interpret the information. Findings: As a result, they can settle disputes, make required changes, and eventually provide superior results. All learners can benefit from cooperative learning after these conditions have been satisfied, with certain variations owing to particular learner traits. The findings of this study provide educators with more empirical support for the use of effective interactive teaching techniques to boost student motivation and enhance learning outcomes. Research, Practical & Social implications: Recent research has demonstrated that training based on constructivism and collaborative principles affects learning results in a variety of academic areas. Originality/value: The outcomes of cooperative learning will be more likely and the findings will be more reliable. The gender-related research discrepancy makes it clear that understanding why cooperative learning effectiveness differs by gender is one of the goals of the current study.
10
Perućica, Ranka, Sanja Živanović, and Draženko Jorgić. "Learning about Learning in the Context of Pedagogical Theoretical Knowledge." Društvene i humanističke studije (Online) 7, no. 4(21) (December 30, 2022): 541–58. http://dx.doi.org/10.51558/2490-3647.2022.7.4.541.
Full textAbstract:
Learning any type of material or any activity can be a burden for an individual. If we are dealing with individuals at younger age periods, then that burden becomes even heavier. Practice shows that students are generally not willing to learn, and there are more and more educators who are dissatisfied with the way students learn at all age levels. We should look for the result of dissatisfaction in the causes, and the task of educators should be to instruct students to primarily learn to learn. Dissatisfaction should be sought in the causes, and the task of educators would be to instruct students to primarily learn to learn. The goal of the paper is a consistent theoretical review of learning to learn, viewed through a kind of "binocular" of the author for the analysis of the problems of learning to learn, based on "listening" to practice. Using the method of theoretical analysis, we elaborated the theoretical foundations and performed an analysis of the available literature on the issue of learning to learn, observing the same in its way through permanence, determinism, integrative, multi-layered dimension, and intellectual education. reviewing the literature that deals with the issue of learning, we tried to point out the importance of the same, to develop theoretical foundations that will help all those who are engaged in educational work in developing awareness of the importance and popularization of this issue on the one hand, and on the other hand, it can represent a foundation for some future research.
11
Wang, Shouhong, and Hai Wang. "Knowledge Analytics." International Journal of Business Analytics 7, no. 4 (October 2020): 14–23. http://dx.doi.org/10.4018/ijban.2020100102.
Full textAbstract:
Big data has raised challenges and opportunities for the education sector. Educational analytics encompass a variety of computational techniques to process educational big data for effective teaching, learning, research, service, and administrative decision making. Learning analytics and academic analytics have been widely discussed in the literature of education; however, knowledge analytics have not been discussed in the educational analytics field. Knowledge analytics are a relatively new subject in the knowledge management area. Knowledge analytics lie outside of the definitions of learning analytics and academic analytics, and encompass analytical activities for knowledge management among educators in teaching, research, and services. This paper discusses potential applications of knowledge analytics in educational institutions and issues related to implementation of knowledge analytics in the educational environment.
12
Jannah, Siti Sri Fattul Jannah, and Eka Widyanti. "Assessment of Knowledge Competency Achievement." Journal of Scientific Research, Education, and Technology (JSRET) 3, no. 2 (June 29, 2024): 881–89. http://dx.doi.org/10.58526/jsret.v3i2.429.
Full textAbstract:
Assessment in education has an important role in measuring and supporting students' overall learning achievement. The background to this research is the need to understand how various assessment techniques can be used to obtain a comprehensive picture of student abilities. The aim of this research is to identify and evaluate the effectiveness of various assessment techniques and instruments in education. The research methods used include literature studies and literature analysis related to assessment techniques, including formative, summative assessments, written tests, observations, interviews, and portfolios. The research results show that using various assessment techniques simultaneously can provide a deeper understanding of students' learning achievements and support the holistic development of their skills and competencies. In conclusion, comprehensive and diverse assessments not only measure learning outcomes but also serve as a means to improve the learning process itself.
13
Hamidi, Hamidi, Muhammad Sarjan, Sudirman Sudirman, Agus Muliadi, Iswari Fauzi, Muhammad Yamin, Asrorul Azizi, et al. "Literature review: Philosophical Views on Ecotourism-Based Contextual Science Learning." Journal of Science and Science Education 3, no. 2 (October 31, 2022): 103–9. http://dx.doi.org/10.29303/jossed.v3i2.2288.
Full textAbstract:
Ecotourism-based contextual science learning is one of the sciences about learning in the science field which is carried out with a contextual approach (CTL) and then associated with its meaning in the field of ecotourism. Science is studied in 3 (three) major aspects of philosophy, namely ontology, epistemology, and axiology. Ecotourism-based contextual science learning, ontologically, the discussion focuses on ecotourism-based contextual science learning. Does learning really exist? Or is it just a name? How is it different from other learning? So contextual science learning based on ecotourism ontologically tries to prove and examine that science can really be proven to exist. The epistemology of ecotourism-based contextual science learning basically talks about the basics, sources, characteristics, truths, and ways to gain knowledge about ecotourism-based contextual science learning. The most important aspects discussed in the epistemology of ecotourism-based contextual science learning are the sources and methods of that knowledge. So, when ecotourism-based contextual science learning is highlighted through epistemology, the discussion is focused on how the sources are used in developing the knowledge and what methods are used because each type of knowledge has different sources and methods of knowledge. When ecotourism-based contextual science learning was born, he actually had to or had carried out an axiological test
14
Lagrutta, Rosaria, Daniela Carlucci, Francesco Santarsiero, Giovanni Schiuma, and Antonio Lerro. "Distinguishing the Dimensions of Learning Spaces: A Systematic Literature Review." European Conference on Knowledge Management 24, no. 1 (September 5, 2023): 769–78. http://dx.doi.org/10.34190/eckm.24.1.1666.
Full textAbstract:
Nowadays, public and private organisations appear increasingly committed to fostering the skills necessary to deal with the challenges of the current scenario. From this perspective, public and private organisations are developing new spaces for learning. The notion of learning space draws its origin and main application in educational institutions. However, it constitutes a distinctive concept for all the organisational contexts in which the creation and management of knowledge and learning dynamics are enabling factors that support innovation and growth dynamics. Although several studies have already discussed the features characterising a learning space or a learning environment, the literature is fragmented and does not provide a comprehensive, fresh view of the learning space, its components, or its impact on learning processes and knowledge dynamics. This is particularly true in management literature. The research results synthesise data and knowledge gathered from the systematic literature review, providing researchers and practitioners with an integrative picture of the definitions of "learning space" and "learning environment" in the management literature and producing a descriptive framework that highlights the relevant dimensions that influence learning processes and knowledge dynamics.
15
Sinha, Rageshree, and Akinyo Ola. "Enhancing business community disaster resilience. A structured literature review of the role of dynamic capabilities." Continuity & Resilience Review 3, no. 2 (June 14, 2021): 132–48. http://dx.doi.org/10.1108/crr-03-2021-0009.
Full textAbstract:
PurposeThe purpose of the current literature reviews to contribute to the study of organisational resilience. The study intends to understand the role of dynamic capability flow in creating more resilient business communities. The study tries to relate to how continuous learning enables business communities to plan for, respond to and bounce back from disasters.Design/methodology/approachA structured literature review of 38 empirical studies indicates organisational resilience and highlights the dynamic attributes of organisational resilience and the importance of knowledge interactions and information sharing.FindingsContinuous learning results in complex dynamic capability manifested through research and innovations, technological implementations, social learnings and community knowledge sharing. This clearly emphasises the role of dynamic capabilities in fostering disaster resilience in organisations and business communities.Research limitations/implicationsResearch limitations on continuous learning can be cited as to incorporate case study methods related to organisational experiences during the COVID-19 pandemic while also reviewing digital knowledge transfer strategies and influencing factors.Practical implicationsThe study for fostering resilience in the business ecosystem needs to be embedded in the continuous learning process, and it also includes knowledge sharing and collaboration, both externally and internally, for the business community.Social implicationsSocial implications for this study relate to the seamless flow of the knowledge transfer and knowledge sharing process. The dynamic process of organisational and the business community resilience is a key outcome of this knowledge sharing and knowledge transfer process.Originality/valueA conceptual framework was developed from the review, emphasising how dynamic capabilities through continuous learning enhance business community resilience.
16
Perruchet, Pierre, Stephanie Chambaron, and Carole Ferrel-Chapus. "Learning from Implicit Learning Literature: Comment on Shea, Wulf, Whitacre, and Park (2001)." Quarterly Journal of Experimental Psychology Section A 56, no. 5 (July 2003): 769–78. http://dx.doi.org/10.1080/02724980244000657.
Full textAbstract:
In their analysis of complex motor skill learning, Shea, Wulf, Whitacre, and Park (2001) have overlooked one of the most robust conclusions of the experimental studies on implicit learning conducted during the last decade—namely that participants usually learn things that are different from those that the experimenter expected them to learn. Weshow that the available literature on implicit learning strongly suggests that the improved performance in Shea et al.'s Experiments 1 and 2 (and similar earlier experiments, e.g., Wulf & Schmidt, 1997) was due to the exploitation of regularities in the target pattern different from those on which the postexperimental interview focused. This rules out the conclusions drawn from the failure of this interview to reveal any explicit knowledge about the task structure on the part of the participants. Similarly, because the information about the task structure provided to an instructed group of participants in Shea et al.'s Experiment 2 did not concern the regularities presumably exploited by the standard, so-called implicit, group, Shea et al.'s claim that explicit knowledge may be less effective than implicit knowledge is misleading.
17
Zheng, Hanwen. "Vocabulary Knowledge and Acquisition." Advances in Humanities Research 5, no. 1 (April 24, 2024): 32–36. http://dx.doi.org/10.54254/2753-7080/5/2024046.
Full textAbstract:
This essay is written to promote effective vocabulary teaching for Chinese English teachers. Vocabulary is an important part of English learning in primary school, and it is also important for students to focus on memorizing during the learning process. This essay begins with a review of existing literature that summarizes main theories of vocabulary and different teaching approaches. Then, it suggests which aspects of English vocabulary should be taught and the suitability of different teaching methods for learners based on the characteristics of Chinese primary school students learning English. Finally, it provides suggestions for improving teachers' effective teaching and young learners' interest in vocabulary learning.
18
Xiao, Ziwei, and Chunxiao Zhang. "Construction of Meteorological Simulation Knowledge Graph Based on Deep Learning Method." Sustainability 13, no. 3 (January 27, 2021): 1311. http://dx.doi.org/10.3390/su13031311.
Full textAbstract:
With the maturity of meteorological simulation technology, the research literature in this field is undergoing a rapid increase. The published literature can provide useful guidance for current research to get scientific results; however, it tends to be rather time consuming to obtain exact knowledge from massive literature, and it is necessary to transform the literature into structured knowledge to meet the efficient management, sharing, and reuse of meteorological simulation knowledge. In this paper, methods of meteorological simulation knowledge extraction and knowledge graph construction are proposed. A deep learning model based on bilateral long short-term memory-conditional random field (BiLSTM-CRF) is used to extract the meteorological simulation knowledge from the massive literature. Then, the Neo4j graph database is used to construct the meteorological simulation knowledge graph. Based on the meteorological simulation knowledge graph, it can realize the structured storage and integration of meteorological simulation knowledge, which can bridge the gap in the transformation of massive literature to sharable and reusable knowledge. Furthermore, the meteorological simulation knowledge graph can be used as an expert resource and contribute to sustainable guidance and optimization for meteorological simulation research.
19
Secundo, Giustina, Giovanni Schiuma, and Giuseppina Passiante. "Entrepreneurial learning dynamics in knowledge-intensive enterprises." International Journal of Entrepreneurial Behavior & Research 23, no. 3 (May 2, 2017): 366–80. http://dx.doi.org/10.1108/ijebr-01-2017-0020.
Full textAbstract:
Purpose The purpose of this paper is to present an overview of the articles presented in the special issue “Entrepreneurial learning dynamics in knowledge-intensive enterprises.” The special issue is inspired by recent research on entrepreneurial learning dynamics in knowledge-intensive enterprises literature. The aim is to extend and consolidate this emerging research area exploring entrepreneurship as a never-ending dynamic learning process, as well as, to cross-fertilize entrepreneurship and organizational learning studies. Design/methodology/approach The paper is based on a literature and published document review, experiential reflections and argument. Findings The paper reveals an integrative framework to highlight the breath of entrepreneurial learning research according to different level of analysis: the context where learning happen, the different typologies of entrepreneurial learning processes, the ontological levels at which learning can occur and the different typologies of entrepreneurial learners. Continuous learning processes allow entrepreneurs to develop and grow, as well as, enable knowledge-intensive enterprises to engage in strategic renewal processes. Research limitations/implications Although, entrepreneurial learning research so far has focused on applying existing theories in the entrepreneurial context, more research is needed to broaden the perspective and understanding how entrepreneurial learning can help to face key entrepreneurship’s challenges in different context. Originality/value The paper presents an holistic approach of current entrepreneurial learning research and encourages researchers to explore how different learning types come into play in different entrepreneurial contexts (start-up initiatives, strategic renewal in incumbent enterprises, ventures development and growth).
20
Firmania, Nafisa, Putu Sudira, and Asnul Dahar Minghat. "Literature Review: Authentic Assessment in Vocational High Schools." International Journal of Engineering & Technology 7, no. 4.33 (December 9, 2018): 191. http://dx.doi.org/10.14419/ijet.v7i4.33.23557.
Full textAbstract:
Assessment is an activity that must be done in each lesson. Educational assessment is the process of gathering and processing information to determine the achievement of student learning outcomes. A good assessment must be carried out both in the learning process and in the final learning outcomes. The teaching and learning process in Vocational High Schools includes an explanation of science or study subjects and practice. With the complexity of learning in the Vocational High School, the assessment that is applied must be appropriate and can include the assessment of students as a whole. The assessment applied at the Vocational High School at this time is authentic assessment, where the assessment assesses three aspects of each student. The three aspects namely knowledge assessment, skills assessment and attitude assessment. Authentic assessment measures the overall student learning outcomes because this assessment assesses the progress of student learning not just the end result of student learning. Vocational high school students are prepared to work, therefore not only knowledge and skills must be invested because attitude is more important than both aspects. In other words, vocational high school students must be able to balance their knowledge and skills and be accompanied by a good attitude in each process.
21
Marcelo, Carlos. "Learning to Teach for a Knowledge Society." education policy analysis archives 10 (August 16, 2002): 35. http://dx.doi.org/10.14507/epaa.v10n35.2002.
Full textAbstract:
Modern societies are engulfed in a complicated process of transformation. This unplanned transformation is affecting the way we are organized, how we work, how we relate to each other, and how we learn. These changes are visible in the institutions charged with educating new citizens. How are these changes influencing the role of teachers? How do we begin to rethink teachers' work in these new circumstances? How should the new generation of teachers be developed? What knowledges and attitudes must we instill in today's teachers so that they may take advantage of the new opportunities offered by the information society? In this article we review the literature of teacher learning and teacher knowledge from the point of view of new challenges presented by the knowledge society.
22
Bolisani, Ettore, Enrico Scarso, Malgorzata Zieba, Susanne Durst, Alexandra Zbuchea, Anna M. Lis, and Tomas Cherkos Kassaneh. "Knowledge Pills in Education and Training: A Literature Review." European Conference on Knowledge Management 23, no. 1 (August 25, 2022): 89–96. http://dx.doi.org/10.34190/eckm.23.1.796.
Full textAbstract:
Object and purpose: Knowledge pills (KPs) are a technique for transferring knowledge through short factual batches of content. In education and vocational training, they can help learners acquire specific pieces of knowledge in a few minutes, through a “microteaching” approach where learners can be involved in active and interactive exercises, quizzes, and games. Thanks to the advancements of multimedia platforms, they can contain a mix of contents, i.e.: lecturer voice, images, videos, or other e-learning applications. This paper explores the state-of-the-art literature on KPs, with a special focus on their actual use as a mechanism to boost effective knowledge transfer and learning processes. The goals are a) to clarify the definition and peculiar characteristics of KPs; b) to classify their main typologies; c) to analyse their implications under a knowledge management perspective, and d) to highlight actual application fields, pros, and possible cons. Methodology: This study is based on a literature review by means of a search in global citation databases and on a snowball effect, with collective participation and sharing among all the authors. The articles found were then selected and carefully analysed. Findings: The advantages of KPs can be related to the division of knowledge into small parts, which also fits today’s needs of learners to “study faster” and acquire the specifically required knowledge. In addition, KPs are made of reusable materials and can be more easily updated than traditional supports. Possible limits are that designing a KP can be difficult, and careful consideration of the actual learning process and the mechanism by which a certain type of knowledge is transferred from a “knower” to a “learner” is required. Research limitations: Research is based on a limited literature review. However, this limitation is going to be overcome in future research. Practical implications: Findings provide useful insights not only for academics and researchers but also for teachers and trainers dealing with all types of education.
23
Kryukova, A. P. "KNOWLEDGE WITHOUT CONSCIOUSNESS: RESEARCHES OF IMPLICIT LEARNING." Bulletin of Kemerovo State University, no. 4 (November 26, 2016): 166–70. http://dx.doi.org/10.21603/2078-8975-2016-4-166-170.
Full textAbstract:
The article presents a review of researches of implicit learning. This phenomenon is defined as knowledge which is mostly unconscious and difficultly verbalized but has a significant impact on cognitive activity. The aim of current analysis of scientific literature is the description of effects, the search of relevant study method. The results have shown both inconsistencies in experimental materials and lack of the conventional scientific explanation for implicit learning. The conclusion is that more relevant theory is necessary to create methods and to explain the data. The following way of study has been proposed: implicit learning should be understood as an indivisible process of an interaction between the conscious and the unconscious.
24
Karami, Amirreza. "What Makes A Good Teacher? Needs and Necessities-A Survey of Recent Literature on Teacher’s Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge." Journal of Studies in Education 6, no. 2 (June 1, 2016): 241. http://dx.doi.org/10.5296/jse.v6i2.8826.
Full textAbstract:
<p>This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. <span style="font-size: 10px;">This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.</span></p>
25
Kushwaha, Pooja, and M. K. Rao. "Integrating the Linkages between Learning Systems and Knowledge Process: An Exploration of Learning Outcomes." Business Perspectives and Research 5, no. 1 (December 21, 2016): 11–23. http://dx.doi.org/10.1177/2278533716671616.
Full textAbstract:
This study intends to explore the influence of learning systems (formal and informal) and knowledge process integration on individual level learning outcomes. This article reviews the extensive literature on the role of learning systems to acquire, disseminate, interpret, and store knowledge within the organizational purview, which subsequently leads toward learning outcomes in the workplace. A methodical review of the literature has been conducted to explore the connection among learning systems, knowledge process, and learning outcomes. Based on the theoretical underpinnings, a conceptual framework has been proposed. Furthermore, this study incorporates a discussion on Huber’s (1991) learning components for achieving better learning outcomes. Findings of the study outline that the role of informal learning is preferential than formal learning system, which harmonizes with knowledge processes and subsequently affects organizational learning outcomes. Authors point out the potentiality of contextual factors to affect the aforesaid relationship. Later part of the study discusses implication, limitations, and future suggestions for the researchers.
26
Sharma, Rumesh Kumar. "Understanding Organizational Learning Through Knowledge Management." Journal of Information & Knowledge Management 02, no. 04 (December 2003): 343–52. http://dx.doi.org/10.1142/s021964920300053x.
Full textAbstract:
The literature on organizational learning and knowledge management over the last decade has been extensive and far-reaching. This paper analyses the proliferation of these concepts along different disciplinary perspectives by tracing their evolution. The analysis reveals that organizational learning is a diffused; ill-defined concept with little consideration made for its practical application. Knowledge management on the other hand is a medley of different approaches but lack a unifying vision. As a result, it is difficult to establish synergistic relationship between these two concepts. An attempt is made to show how knowledge management models may be used to facilitate organizational learning. The models discussed include the Intellectual Capital Model, the Socially Constructed Model and the Knowledge Category Model. Each of these models is assessed in order to determine how they contribute towards the practical realization of organizational learning. The review shows that although these models differ in terms of how knowledge is perceived and in terms of the dynamics of learning involved, each of them has the capacity to contribute in unique ways towards organizational learning. The paper proposes that attempts to seek synergistic relationships that link organizational learning and knowledge management should be examined more closely to facilitate the practical realization of organizational learning.
27
Filstad, Cathrine, Boyka Simeonova, and Max Visser. "Crossing power and knowledge boundaries in learning and knowledge sharing." Learning Organization 25, no. 3 (April 9, 2018): 159–68. http://dx.doi.org/10.1108/tlo-02-2017-0024.
Full textAbstract:
Purpose The purpose of this study is to investigate the crossing of knowledge and power boundaries within a bureaucratic organization by using enterprise social media (ESM). (Carlile’s 2002) boundary crossing framework is used to guide this research. Design/methodology/approach This is a qualitative study based on semi-structured interviews and observations in a large Norwegian public sector organization. Findings The authors find that investigating crossing knowledge and power boundaries by using ESM is problematic at syntactic, semantic and pragmatic levels. ESM is used predominantly for sharing, storing and retrieving explicit knowledge, which is a display of crossing the information-processing boundary. Hence, the possibilities of shifts in formal power positions where all employees can participate on equal terms is not achieved. On the contrary, as shared meaning on how to use EMS, taking the perspective of other on how to share knowledge and thus creating new knowledge practices in EMS by overcoming these knowledge barriers is not evident. Therefore, examples of crossing the semantic and pragmatic knowledge boundaries are rarely found. Research limitations/implications The framework could be applied to a variety of contexts to further explore the role of ESM in learning and knowledge sharing and its ability to cross power and knowledge boundaries. Originality/value This paper addresses a gap in the literature around discussions of power, trust, boundary crossing and the use of ESM for knowledge sharing and learning.
28
Sang, Shengtian, Zhihao Yang, Zongyao Li, and Hongfei Lin. "Supervised Learning Based Hypothesis Generation from Biomedical Literature." BioMed Research International 2015 (2015): 1–12. http://dx.doi.org/10.1155/2015/698527.
Full textAbstract:
Nowadays, the amount of biomedical literatures is growing at an explosive speed, and there is much useful knowledge undiscovered in this literature. Researchers can form biomedical hypotheses through mining these works. In this paper, we propose a supervised learning based approach to generate hypotheses from biomedical literature. This approach splits the traditional processing of hypothesis generation with classic ABC model into AB model and BC model which are constructed with supervised learning method. Compared with the concept cooccurrence and grammar engineering-based approaches like SemRep, machine learning based models usually can achieve better performance in information extraction (IE) from texts. Then through combining the two models, the approach reconstructs the ABC model and generates biomedical hypotheses from literature. The experimental results on the three classic Swanson hypotheses show that our approach outperforms SemRep system.
29
Sinaga, Dameria. "IMPROVING LEARNING ORGANIZATION AND PRACTICAL COMMUNITY THROUGH KNOWLEDGE MANAGEMENT." Journal of Scientech Research and Development 6, no. 1 (March 11, 2024): 87–94. http://dx.doi.org/10.56670/jsrd.v6i1.310.
Full textAbstract:
A learning organization is one of the popular concepts in management literature in the 1990's. Learning is a deliberate effort by someone to change behavior out of an interaction. The implications of the learning organization are collective learning, question and answer sessions. The manager expects colleagues are a part of a learning organization. Practice community is the combination of work and learning.
30
Kubsch, Marcus, Israel Touitou, Jeffrey Nordine, David Fortus, Knut Neumann, and Joseph Krajcik. "Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization." Education Sciences 10, no. 1 (January 16, 2020): 20. http://dx.doi.org/10.3390/educsci10010020.
Full textAbstract:
Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one’s knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one’s knowledge is critical for successful transfer. Drawing on data from a larger study on the learning of energy, we employed network analysis to investigate how the organization of students’ knowledge about energy influenced their ability to transfer and what role achievement goal orientation may have played in this. We found that students that had more coherently organized knowledge networks were more successful in transfer. Furthermore, we also found a connection between mastery goal orientation and the organization of students’ knowledge networks. Our results extend the literature by providing evidence for a direct connection between the organization of students’ knowledge networks, their success in transfer, and their goal orientation and hint at the complexities in the relationship between mastery approach goal orientation and successful transfer beyond what is reported in the literature.
31
Rajan, Sharmini Thanga, and Hanita Hanim Ismail. "TikTok Use as Strategy to Improve Knowledge Acquisition and Build Engagement to Learn Literature in ESL Classrooms." International Journal of Learning, Teaching and Educational Research 21, no. 11 (November 30, 2022): 33–53. http://dx.doi.org/10.26803/ijlter.21.11.3.
Full textAbstract:
The introduction of literature into English classes is an attempt to improve students' language skills. In Malaysian schools, students’ interest in the chalk-and-talk method of teaching and learning literature has waned, leading to a decline in students' knowledge acquisition and a reduction in their engagement in learning. One of the ways to solve this problem is to integrate technological platforms, such as social media platform TikTok, into literature assignments. However, there are not many studies that have investigated the use of this application in literature learning for Malaysian secondary school students. In this quasi-experimental quantitative study, the researchers used TikTok as a strategy in teaching literature to 150 Form Two students, selected through purposive sampling, to determine students' engagement in learning literature and improve their knowledge acquisition. The two instruments used were an adopted questionnaire, and pre-tests and post-tests administered to control and experimental groups. Descriptive statistics, such as number, percentage, independent and paired t-tests, were used to analyse the results. The results of the study show that the overall mean of students' engagement with TikTok in learning literature is very high and students' knowledge acquisition in learning literature is positive. The study elucidates how teachers can improve their students' knowledge and promote engagement in literature using TikTok. Both the teaching and learning literature become fun and foster creativity as an appropriate medium, like TikTok, enables student-centred learning.
32
Copur-Gencturk, Yasemin, Debra Plowman, and Haiyan Bai. "Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth." American Educational Research Journal 56, no. 5 (January 11, 2019): 1590–628. http://dx.doi.org/10.3102/0002831218820033.
Full textAbstract:
This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students’ work and solving mathematics problems) were related to gains in teachers’ mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Implications for research and teacher education are discussed.
33
Dau, Luis Alfonso. "Knowledge will set you free." International Journal of Emerging Markets 11, no. 2 (April 18, 2016): 121–47. http://dx.doi.org/10.1108/ijoem-02-2014-0019.
Full textAbstract:
Purpose – The purpose of this paper is to combine notions from the POST Model of Economic Geography and Learning Theory from International Business to study how firms may enhance their responsiveness to institutional processes and changes through different forms of international learning. Focussing on one form of institutional changes, namely pro-market reforms, the paper analyzes how firms may boost the potential benefits from such changes through international strategies that increase their access to knowledge spillovers and absorptive capacity. These strategies include international product diversification, enhancing innovation capabilities, informal institutional exposure, accumulated internationalization knowledge, and overall experiential knowledge. Design/methodology/approach – The hypotheses are tested using generalized least squares models with AR(1) panel-specific autocorrelation and heteroskedasticity correction. Based on the preliminary analyses performed in these studies, the author also executes a Hausman test, Bartlett’s test, and James/Alexander’s test. The results of these analyses indicate that the use of random effects is appropriate; that moderating effects are present; and that multivariate analyses using these moderators are suitable, respectively. Findings – The results indicate that pro-market reforms have a positive and significant effect on the profitability of firms from developing countries. Furthermore, they provide support for the positive moderating effects of international product diversification, innovation capabilities, informal institutional exposure, accumulated internationalization knowledge, and overall experiential knowledge. Together, these findings suggest that through their international strategic decisions, MNEs can enhance their access to knowledge and become more responsive to institutional changes in their home market. Research limitations/implications – This paper contributes to the economic geography literature by linking the POST Model with the classification of types of knowledge from Learning Theory. The paper analyzes how characteristics of place, organization, space, and time play a different role for each of the three basic types of knowledge that is relevant for international firms: institutional, business, and internationalization. Furthermore, the paper contributes to the literature on reforms and firm profitability by delving deeper into the moderating effect of strategic decisions on the relationship between reforms and firm performance. This allows us to have a deeper comprehension of how various sources of international learning may enhance the responsiveness of firms to institutional changes. Originality/value – The paper provides several important contributions to the international strategy literature. First, it contributes to Learning Theory by combining it with the POST Model of Economic Geography to study how each of the three sources of knowledge (and their subcomponents) can be further broken down into factors of place, organization, space, and time. Second, it contributes to the literature of institutional change by studying how knowledge acquired through vastly different means can provide firms with sources of competitive advantage over other local competitors when responding to institutional changes in their home market. Third, it contributes to the literature on reforms and profitability by studying five novel moderators of this relationship.
34
Rosmaladewi, Okke, Raden Yulyul Yuliana Hastuti, and Puji Rahayu. "Penguasaan Technological Content Knowledge (TPACK Mahasiswa Calon Pengajar Dalam Menunjang Pembelajaran Digital)." KOLOKIUM Jurnal Pendidikan Luar Sekolah 11, no. 1 (April 30, 2023): 171–79. http://dx.doi.org/10.24036/kolokium.v11i1.595.
Full textAbstract:
This study aims to discuss the importance of mastering TPACK for prospective teaching students in their readiness to become a teacher with digital learning. Mastery of TPACK must be owned by a prospective teacher in welcoming learning in the industrial era 4.0. Therefore, prospective teaching students need TPACK in making learning media innovations. Because learning media is one of the supporting factors in learning effectiveness.The hope is that by using TPACK, prospective teaching students can apply TPACK skills in real classes when they have graduated from educational science courses. This study uses content analysis or literature studies on a number of articles that have been published in educational journals from 2017 to 2022 regarding TPACK mastery of prospective teachers in digital learning. The purpose of this literature review is to see an overview of the prospective teacher's TPACK mastery in supporting digital learning. The results of a literature review of research articles show that prospective teachers must be able to convey material content by integrating technology into learning. technology in learning.
35
Silva, Felipe Leno Da, and Anna Helena Reali Costa. "A Survey on Transfer Learning for Multiagent Reinforcement Learning Systems." Journal of Artificial Intelligence Research 64 (March 11, 2019): 645–703. http://dx.doi.org/10.1613/jair.1.11396.
Full textAbstract:
Multiagent Reinforcement Learning (RL) solves complex tasks that require coordination with other agents through autonomous exploration of the environment. However, learning a complex task from scratch is impractical due to the huge sample complexity of RL algorithms. For this reason, reusing knowledge that can come from previous experience or other agents is indispensable to scale up multiagent RL algorithms. This survey provides a unifying view of the literature on knowledge reuse in multiagent RL. We define a taxonomy of solutions for the general knowledge reuse problem, providing a comprehensive discussion of recent progress on knowledge reuse in Multiagent Systems (MAS) and of techniques for knowledge reuse across agents (that may be actuating in a shared environment or not). We aim at encouraging the community to work towards reusing all the knowledge sources available in a MAS. For that, we provide an in-depth discussion of current lines of research and open questions.
36
Mastan, Ignatius Adrian, Dana Indra Sensuse, Ryan Randy Suryono, and Kautsarina Kautsarina. "EVALUATION OF DISTANCE LEARNING SYSTEM (E-LEARNING): A SYSTEMATIC LITERATURE REVIEW." Jurnal Teknoinfo 16, no. 1 (January 14, 2022): 132. http://dx.doi.org/10.33365/jti.v16i1.1736.
Full textAbstract:
Research in the field of e-learning is currently experiencing rapid development, especially due to the covid 19 pandemic. The application of e-learning in the world of education is currently the main thing and requires evaluation of its use. This study aims to determine the evaluation of models and trends in the development of e-learning (Learning Management System). Applying the Kitchenham approach, this System Literature Review (SLR) uses three main databases including Science Direct, ACM, SCOPUS. The final result obtained 38 articles published between 2016 and 2021. From this SLR, it was found that there were 7 criteria, namely Platform, Evaluation Model, Evaluation, Model, Approach, Problem, Trend and Challenge. These 7 criteria can be used for further research on e-learning. Thus this research provides knowledge about criteria that can be used further in research on E-learning and provides insight into its state-of-the-art.
37
Zamiri, Majid, and Ali Esmaeili. "Methods and Technologies for Supporting Knowledge Sharing within Learning Communities: A Systematic Literature Review." Administrative Sciences 14, no. 1 (January 20, 2024): 17. http://dx.doi.org/10.3390/admsci14010017.
Full textAbstract:
In an era marked by swift technological advancements and an escalating emphasis on collaborative learning, understanding effective methods and technologies for sharing knowledge is imperative to optimize educational outcomes. This study delves into the varied methods and technologies applied to facilitate and support knowledge sharing within learning communities. To achieve this, a systematic literature review was conducted, systematically collecting and scrutinizing pertinent literature. Employing automated searches, title-based selection, and reputation-based filters ensured the inclusion of high-quality studies. The chosen studies underwent a meticulous evaluation, considering factors like relevance, methodological robustness, and currency. The literature review unveiled a diverse array of methods and technologies employed in learning communities to facilitate effective knowledge sharing. The outcomes of this study offer a comprehensive snapshot of the existing literature, underscoring the significance of methods and technologies in supporting knowledge sharing within learning communities. By comprehending the strengths, challenges, and potential future trajectories, educators, researchers, and policymakers can make informed decisions to enhance the efficacy of knowledge sharing within learning communities.
38
Fazekas, Nóra. "The sectorial context of workplace learning." Journal of Adult Learning, Knowledge and Innovation 6, no. 2 (December 22, 2023): 75–83. http://dx.doi.org/10.1556/2059.2023.00086.
Full textAbstract:
AbstractWorkplace learning is always embedded in a context. The purpose of this study is to compare the characteristics of workplace learning in the market, public and civil sectors with the tool of literature review, and to identify the most important contextual factors for learning practice and effectiveness. The article thus contributes to the scientific discourse in the field of knowledge management and workplace learning research. In the following study, drawing upon classic literature and current empirical research findings, the characteristics of workplace learning in various sectors are first outlined along the themes of knowledge management, knowledge sharing, innovation, organizational learning, the purpose of learning, and the most significant knowledge elements. Subsequently, the main differences are summarized. Finally, factors for the analysis of comparative research on workplace learning are proposed, spanning individual, individual and organizational, organizational, and organizational and system levels.
39
Zhang, Min, and Juanle Wang. "Automatic Extraction of Flooding Control Knowledge from Rich Literature Texts Using Deep Learning." Applied Sciences 13, no. 4 (February 7, 2023): 2115. http://dx.doi.org/10.3390/app13042115.
Full textAbstract:
Flood control is a global problem; increasing number of flooding disasters occur annually induced by global climate change and extreme weather events. Flood studies are important knowledge sources for flood risk reduction and have been recorded in the academic literature. The main objective of this paper was to acquire flood control knowledge from long-tail data of the literature by using deep learning techniques. Screening was conducted to obtain 4742 flood-related academic documents from past two decades. Machine learning was conducted to parse the documents, and 347 sample data points from different years were collected for sentence segmentation (approximately 61,000 sentences) and manual annotation. Traditional machine learning (NB, LR, SVM, and RF) and artificial neural network-based deep learning algorithms (Bert, Bert-CNN, Bert-RNN, and ERNIE) were implemented for model training, and complete sentence-level knowledge extraction was conducted in batches. The results revealed that artificial neural network-based deep learning methods exhibit better performance than traditional machine learning methods in terms of accuracy, but their training time is much longer. Based on comprehensive feature extraction capability and computational efficiency, the performances of deep learning methods were ranked as: ERNIE > Bert-CNN > Bert > Bert-RNN. When using Bert as the benchmark model, several deformation models showed applicable characteristics. Bert, Bert-CNN, and Bert-RNN were good at acquiring global features, local features, and processing variable-length inputs, respectively. ERNIE showed improved masking mechanism and corpus and therefore exhibited better performance. Finally, 124,196 usage method and 8935 quotation method sentences were obtained in batches. The proportions of method sentence in the literature showed increasing trends over the last 20 years. Thus, as literature with more method sentences accumulates, this study lays a foundation for knowledge extraction in the future.
40
Farooq, Rayees. "Developing a conceptual framework of knowledge management." International Journal of Innovation Science 11, no. 1 (March 26, 2019): 139–60. http://dx.doi.org/10.1108/ijis-07-2018-0068.
Full textAbstract:
Purpose Knowledge management is a function of learning orientation, knowledge sharing, organizational memory and knowledge reuse. This paper aims to endeavor to explore a link between knowledge management and value creation which seem to be fragmented in the literature due to various conceptualizations and meanings. The study hypothesized a moderating role of social capital on the relationship between knowledge management and value creation. Design/methodology/approach The study was approached from the theoretical perspective. Study thoroughly reviews and analyzes the literature by developing a link between knowledge management and value creation. The studies were explored from selected databases including “Google scholar”, “Emerald” and “ProQuest” using the keyword search, namely, “Knowledge Sharing”, “Learning Orientation”, “Organizational Memory”, “Knowledge Re-use”, “Knowledge Management”, “Knowledge-based View”, “Competitive Advantage”, “Value Creation” and “Social Capital” to reduce the interpretation bias. Findings Knowledge management is an important predictor of value creation which can be strengthened by developing strong interpersonal relationships with all stakeholders. Organizations can create competitive advantage by managing social capital through knowledge management processes including learning orientation, knowledge sharing, organizational memory and knowledge reuse. Research limitations/implications The study is based on a theoretical model and an apparent limitation is the non-existence here of contributions and discussions that have been based on empirical data. Future study may use other moderating and mediating variables such as industry type, market orientation, human capital and organizational climate to know whether knowledge management directly affects the value creation or indirectly through these variables. The hypotheses emerged from the model can be operationalized by generating the items from the review of the literature. Originality/value The study contributes to the knowledge management literature by developing a theoretical model of knowledge management based on underlying dimensions of learning orientation, knowledge sharing, organizational memory and knowledge re-use.
41
Taherdoost, Hamed. "Towards Nuts and Bolts of Conducting Literature Review: A Typology of Literature Review." Electronics 12, no. 4 (February 5, 2023): 800. http://dx.doi.org/10.3390/electronics12040800.
Full textAbstract:
Literature reviews demonstrate the progress of knowledge and a comprehensive understanding of related phenomena, contexts, and variables in any subject. Learning how to efficiently conduct a literature review is crucial to succeeding in an academic and even up-to-speed career. Summing up and synthesizing previous research in a particular field of interest indicates enjoying a thorough grasp of the available knowledge. It also lends a hand in learning and moving forward towards being professional in a particular milieu. However, an unorganized growth in literature may hinder amelioration by broaching the probability of complicated, competing, and implausible arguments in the scholarly inquiry. This study is a just-out attempt to develop a typology of review types and present an explanatory insight into the most typical and applicable literature reviews by relying on the aim, significance, applicability, and pros and cons. The goals of conducted typology are to study and analysis different types of literature review to assist researchers to commence their evaluations and place their contribution.
42
Di Cintio, Marco. "Knowledge and Export Modes: Which Export Strategy Boosts Firms Knowledge Acquisition?" Review of Economic Analysis 12, no. 4 (December 23, 2020): 461–83. http://dx.doi.org/10.15353/rea.v12i4.1956.
Full textAbstract:
The aim of our research is to investigate whether the choice to export directly versus indirect export plays a role in the level of knowledge acquired by exporting firms. To the best of our knowledge, there is no empirical evidence in this stream of literature and our original contribution consists in considering the outcomes of learning-by-exporting in presence of export intermediaries. Thus, we study whether different export strategies may generate different unobservable productivity premia. In particular, we focused on 25 emerging Countries, and through a machine learning method, we evaluate how the level of knowledge acquired by firms would change if those who chose a specific strategy had instead chosen another one. Our results show that (1) the learning by exporting hypothesis is still valid when firms export indirectly; (2) direct exporters acquire more knowledge than indirect exporters; (3) under the same export strategy, Chinese exporters (direct and indirect) outperform other Asian exporters.
43
Muljo, Hery Harjono. "Pengembangan Knowledge Management Berbasiskan Talent Management untuk Mendukung Knowledge Culture." Binus Business Review 2, no. 2 (November 30, 2011): 1056. http://dx.doi.org/10.21512/bbr.v2i2.1247.
Full textAbstract:
Every organization needs to realize that the inside knowledge should be used efficiently and effectively, and also should get support from knowledge culture. The purpose of the writing is the development of knowledge management based on talent management to support the existence of knowledge culture. The method used is through survey, interview, direct observation and literature study. Survey and interview had been done in Talent Management BINUS University, especially in Learning and Department (L&D) unit. The direct observation is through key performance indicator of lecturers. The literature study is through exploring scientific journals, especially related to the topic of knowledge management through website. The result is that it could be concluded in strategy of policy and award rewarded used to approach knowledge management development in supporting knowledge culture.
44
Chew, Fong Peng, Fonny Dameaty Hutagalung, and Yin Liang Chang. "MOBILE LEARNING AND HUMANISTIC BUDDHISM: A LITERATURE REVIEW." International Journal of Humanities, Philosophy and Language 7, no. 25 (March 5, 2024): 01–10. http://dx.doi.org/10.35631/ijhpl.725001.
Full textAbstract:
Following the explosion of information communication and technology (ICT), mobile has become one of the useful teaching aids in education and is known as m-learning. M-learning has many advantages over other information technologies, such as computers in teaching many subjects including Humanistic Buddhism. This article is a review of literature about the use of ICT in education, m-learning, humanistic Buddhism, and the use of m-learning in the learning of humanistic Buddhism. The study shows that this aspect is still rarely being explored but has great potential to expand the knowledge about humanistic Buddhism to Buddhists.
45
Carr, David. "Narrative, Knowledge, and Moral Character in Art and Literature." Journal of Aesthetic Education 55, no. 3 (October 1, 2021): 1–14. http://dx.doi.org/10.5406/jaesteduc.55.3.0001.
Full textAbstract:
Abstract Although the term “narrative” has been subject to very loose usage, it should be clear that scientific theories cannot be considered as such in the same sense as literary and artistic works. But this clearly calls the latter into serious epistemic question. On the one hand, we are often drawn to saying that agents have learned or come to know (morally or otherwise) something from literary or other artistic fictions; on the other hand, their fictional status seems to preclude regarding this as knowledge. Drawing on insights from Plato’s Socratic and other dialogues, this paper argues that such learning from art and literature should be deemed genuine knowledge of an epistemically uncontroversial kind.
46
Muhtarom, Muhtarom, Sutrisno Sutrisno, Nizaruddin Nizaruddin, and Yanuar Hery Murtianto. "Research on mathematical beliefs: systematic literature review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (April 1, 2024): 693. http://dx.doi.org/10.11591/ijere.v13i2.25968.
Full textAbstract:
This study uses the systematic literature review (SLR) method to identify knowledge trends in beliefs about the nature of mathematics, learning mathematics and identify new development opportunities for further research. The Scopus database was used, and 41 documents were found as the primary source for further analysis. The results show that mathematical beliefs have become a current research trend. The number of publications increased significantly starting in 1989, accompanied by many citations. Based on these primary documents, it is known that the development of mathematical beliefs research topics. The foundation of this topic begins with studying the topic of knowledge, activities, and learning mathematics. Then it is developed into other, more varied studies, including teacher’s beliefs transition; mathematical beliefs comparison; mathematics teacher’s belief, teaching, and learning; mathematical beliefs and problem-solving; inquiry-based learning (IBL); affective factors; technology utilization; common misconceptions; and development of mathematics teacher’s beliefs instrument. This research investigates the core of scientific work to provide information to researchers and institutions as material for consideration of research to be carried out.
47
Chiappe, Andrés, and Silvia Irene Adame. "Open Educational Practices: a learning way beyond free access knowledge." Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 98 (December 18, 2017): 213–30. http://dx.doi.org/10.1590/s0104-40362018002601320.
Full textAbstract:
Abstract Open Educational Practices (OEP) have become a growing educational trend based on Information and Communication Technologies (ICT), which have been linked both from literature and practice with emerging and complex topics such as Massive Open Online Courses (MOOC) and Open Educational Resources (OER). This essay presents a critical approach to Open Educational Practices regarding their conceptual framework and considering a current and rather than an excessive focus on free access to knowledge. We propose that transforming educational content, making it available, is not enough to produce educational innovation and consequently it becomes necessary to transform educational practices, turning them open. Although the transition from OER to OEP has already been considered in the literature, a new perspective beyond free access and costless is necessary to maximize the innovative potential of “openness”.
48
Mahajan, Vibha, and Jyoti Sharma. "Self-Learning and Self-Satisfaction." International Journal of Knowledge Management 17, no. 3 (July 2021): 50–67. http://dx.doi.org/10.4018/ijkm.2021070104.
Full textAbstract:
The awareness towards organizational advantage through knowledge sharing among individuals has gained its significance globally. Numerous illustrations in the field of knowledge sharing behaviour indicate that in order to achieve the benefits of sharing knowledge within organizations, it is essential to understand the perceptions of individuals towards knowledge sharing behaviour. For this purpose, the middle management employees of the service sector in J&K region of India were surveyed to elicit the relationship between knowledge-sharing behaviour, self-learning through knowledge sharing, and self-satisfaction with respect to learning through knowledge sharing. The end results of the study indicate a positive relationship between all the variables. Recommendations in the present study have been made to enhance knowledge sharing among individuals of the service sector. This study contributes to the knowledge sharing behaviour literature from the individual perspective.
49
Sari, Feby Permata, Maryati Maryati, and Insih Wilujeng. "Ethnoscience Studies Analysis and Their Integration in Science Learning: Literature Review." Jurnal Penelitian Pendidikan IPA 9, no. 3 (March 31, 2023): 1135–42. http://dx.doi.org/10.29303/jppipa.v9i3.2044.
Full textAbstract:
Ethnoscience is a learning approach related the actual knowledge of the community to scientific knowledge. This article aims to analyze the study of ethnosciences and their integration with science learning for the last five years published in journals indexed by SCOPUS and SINTA This is qualitative research using a literature review of 20 articles selected based on the paper classification form (PCF). Ethnoscience Learning can be related with culture and local wisdom to the local environment. The results of the paper classification form for research in the field of science, physics, chemistry, and biology. Analysis results show that ethnoscience learning can be integrated with other learning approaches and models, such as contextual, collaborative learning, context-based learning, direct instruction, problem-based learning, and project-based learning. Based on this study, the application of ethnoscience learning can train, improve, and provide a positive effect on competencies in the 21st century, such as critical thinking, creativity, generic science skill, concepts understanding, character, chemical literacy, and scientific literacy
50
Fernandes Rodrigues Alves, Marlon, Simone Vasconcelos Ribeiro Galina, and Silvio Dobelin. "Literature on organizational innovation: past and future." Innovation & Management Review 15, no. 1 (February 5, 2018): 2–19. http://dx.doi.org/10.1108/inmr-01-2018-001.
Full textAbstract:
Purpose The purpose of this paper is to examine what are both the main theoretical basis and the recent perspectives within the organizational innovation literature. Design/methodology/approach The authors have conducted a bibliometric analysis reviewing the research on organizational innovation from 460 articles published in the period from 2007 to 2016 and indexed in the Web of Science through co-citation and bibliographical coupling analyses. Findings The clusters analysis results show that the main theoretical foundations are learning and evolution; implementation of innovation; and leadership, creativity and learning. Regarding recent perspectives, the clusters indicate studies on core concepts, knowledge and capability, learning for resource development and human resources for innovation. Originality/value This study organizes the knowledge basis for future research on organizational innovation, and, unlike most literature reviews, this study provides the current trends on the topic and presents a comprehensive research agenda.