Статті в журналах з теми "Reciprocal learning insights"

Purpose – The purpose of this paper is to explore the beliefs held by managers about their roles as facilitators of learning with their employees in a public utilities organisation. Design/methodology/approach – The research was based on Ellinger and Bostrom’s (2002) study on managers’ beliefs on their role as facilitators of learning in learning-orientated firms. Abductive research logic was used in a small sample in depth qualitative study using critical incident interviews. Findings – Managers in the study conveyed strong self-efficacy and outcome beliefs confirming the central role in workplace learning of line managers who adopt a coaching approach. Key new insights were also found in managers’ beliefs on acting as role models within the organisation and their beliefs on the need to manage skills-related organisational risk. Research limitations/implications – A key limitation of the research is inherent in the use of critical incident technique, as it provides information on the nature of “atypical events” as opposed to more gradual, tacit and typically ongoing learning at work. Practical implications – The managers’ belief map derived from the data provides a context-specific “target of change” with which to challenge the wider organisation regarding learning facilitation. The research also shows how industry-specific contexts may provide specific pathways for developing managers in their role as facilitators of learning. Originality/value – The value of the research is twofold: first, providing further validation of the findings from Ellinger and Bostrom’s (2002) research on managers’ beliefs on the effective facilitation of workplace learning; second, additional insights on managerial beliefs regarding role modelling and succession planning are identified, and the implications for management development are discussed.

This study aims to explore the relationship between newcomers’ use of enterprise social media (ESM) and their thriving at work. Adopting the conception of swift guanxi, we propose a model to examine how newcomers’ work-related use of ESM influences their thriving at work through promoting swift guanxi (i.e., mutual understanding, reciprocal favors, and relationship harmony) between newcomers and veterans. A valid sample consisted of 77 new employee-veteran dyads in a large telecom company was used in Smart-PLS to test our research model. The results show that newcomers’ work-related use of ESM positively affects mutual understanding, reciprocal favor, and relationship harmony. Reciprocal favor and relationship harmony exert positive effects on learning and vitality. However, mutual understanding only has a positive effect on learning. Furthermore, swift guanxi mediates the relationships between newcomers’ work-related ESM usage and the two dimensions of thriving. The findings provide new insights for organizations to better manage the use of ESM to improve newcomers’ thriving at work.

The need for advanced automation and artificial intelligence (AI) in various fields, including text classification, has dramatically increased in the last decade, leaving us critically dependent on their performance and reliability. Yet, as we increasingly rely more on AI applications, their algorithms are becoming more nuanced, more complex, and less understandable precisely at a time we need to understand them better and trust them to perform as expected. Text classification in the medical and cybersecurity domains is a good example of a task where we may wish to keep the human in the loop. Human experts lack the capacity to deal with the high volume and velocity of data that needs to be classified, and ML techniques are often unexplainable and lack the ability to capture the required context needed to make the right decision and take action. We propose a new abstract configuration of Human-Machine Learning (HML) that focuses on reciprocal learning, where the human and the AI are collaborating partners. We employ design-science research (DSR) to learn and design an application of the HML configuration, which incorporates software to support combining human and artificial intelligences. We define the HML configuration by its conceptual components and their function. We then describe the development of a system called Fusion that supports human-machine reciprocal learning. Using two case studies of text classification from the cyber domain, we evaluate Fusion and the proposed HML approach, demonstrating benefits and challenges. Our results show a clear ability of domain experts to improve the ML classification performance over time, while both human and machine, collaboratively, develop their conceptualization, i.e., their knowledge of classification. We generalize our insights from the DSR process as actionable principles for researchers and designers of 'human in the learning loop' systems. We conclude the paper by discussing HML configurations and the challenge of capturing and representing knowledge gained jointly by human and machine, an area we feel has great potential.

Lithuanian schools face the challenge of low learning achievement. International and national studies show that the results of Lithuanian school students are not tantamount. There are significant differences among different groups: between boys and girls, between students from different social–economic–cultural backgrounds, different types of localities (cities, towns or rural areas), as well as learners of different languages (Lithuanian, Russian, Polish) (Lithuania. National and Regional Education 2019. Student Achievement Gap). It is clear that the spectrum of factors influencing achievement is wide-ranging, from decisions made by students themselves, the teachers, or the schools, to the ones made in the wider settings or (context) or by municipalities. They all demand scientific discussion, but in this article we focus on the organisation of the teaching/learning process in the neurodidactic context.The work is based on theoretical insights, the core of which is neuroactivation in the learning process as one of the fundamental elements of good teaching and successful learning. In striving for quick, yet not always successful, learning achievement, we do not engage students in an in-depth learning process. Therefore, we fail to arouse interest in the subject taught; the students’ acquired knowledge is not preserved for long and is not used when necessary. By focusing on the teaching/learning process, we can lay the foundations for positive change at the neural level.Searching for the causes of low learning achievement and ways to overcome them, it is important to refer to the findings of contemporary studies concerning the connections between teaching and learning processes with the neuro-structure of children’s brains. A reciprocal connection was identified when learning changes the architecture (structure) of the brain, which in turn affects learning and attaches particular importance to the teacher’s work. It is its nature that can influence how the neuro-structure of the student’s brain changes at the cellular level. Therefore, it is important to consider aspects related to the student’s brain activity in the teaching process, namely excitation, awareness, memory and information transfer. In this respect, it makes sense to continue the research and to conceptually discuss the educational dimension and teaching/learning strategies when working with low achievers.

It is common knowledge for contemporary teachers at all educational levels that reading literacy and learning attainment require adopting a strategic approach. This article reports the results of the classroom-based study in which a group of English Studies students were guided over a span of time in implementing text-based questions as a component of reciprocal reading tasks. The primary goal of the study was to trace changes appearing in the quality in the use of student-generated questioning in one-term reciprocal reading training and in delayed sessions, nine months later. Some changes were identified in the students’ actual performance by assessing the quality of the questions the students asked throughout the training and delayed sessions. Also, the students’ perceptions regarding the instruction routines they participated in, were elicited by means of two interviews. The article puts forward some important insights from the study for organizing efficient classroom instruction in support of EFL students’ reading and learning achievement.

The 22-nominations matrix is proposed for classifying approaches to educational processes management. The matrix is developed based on conceptual insights in the learning, management and system-oriented analysis theories, which have been embodied in a sequential procedure, which, in turn, implies defining two dual and reciprocal factors (namely, «foundations» and «criteria »), classification of systems in general, identifying attributes and features of control (management) systems, ways to form management impact, changes in behavior of appropriately organized education systems, type and orientation of management.

There is growing interest in the contributions of neuroscience to educational practice; however, to date, neuroscience seems to have had little impact on education. Nonetheless, neuroscience has potential value for education on several fronts, as illustrated by the articles in this Special Topic. These articles provide excellent examples for how neuroscientific approaches can complement behavioral work, and they demonstrate how understanding the neural level can help researchers develop richer models of learning and development. These articles further show that, ideally, research efforts in neuroscience and education should be reciprocal. Specifically, education should encourage psychology and neuroscience to develop learning theories that are relevant in the real world and further improve our understanding of how specific instructional practices affect learning and achievement; in turn, psychology and neuroscience can provide insights into underlying neural and cognitive mechanisms of learning, with the overall goal to maximize human potential and learning for all.

Agroecology represents a holistic approach in the transition to food system sustainability, integrating different dimensions, including knowledge creation, practices redefinition and social mobilisation. This study aims to explore the processes underlying the implementation of the agroecological approach and its transformative potential, focusing on the learning processes that lead to the development of new, shared systems of knowledge, values and beliefs, and to the growth of reflexivity and agency. It aims at deepening the understanding of these processes by analysing the reintroduction of agrobiodiversity in crop/food systems, considering this as a founding element of the agroecological model. Three initiatives located in Italy are investigated to that end. The study analyses role, mechanisms and potential of co-learning processes that develop within the multi-actor networks involved, uncovering enabling and hindering factors. It focuses on the role, reciprocal articulation and cumulative effects of three elements: actors involved and ways of interacting, types of knowledge mobilised and facilitation actions carried out. The findings highlight that the factors ensuring effectiveness of mutual learning, such as modes of actor interaction and, particularly, facilitation, are crucial. At the same time, the mechanisms that intervene seem increasingly complex, showing the need for deeper research and adequate forms of support.

Recent developments in contemporary theology and theological ethics have directed academic attention to the interrelationships of theological claims, on the one hand, and core community-forming practices, on the other. This article considers the value for theology of attending to practice at the boundaries, the margins, or, as we prefer to express it, the threshold of a community’s institutional or liturgical life. We argue that marginal or threshold practices can offer insights into processes of theological change – and into the mediation between, and reciprocal influence of, ‘church’ and ‘world’. Our discussion focuses on an example from contemporary British Quakerism. ‘Threshing meetings’ are occasions at which an issue can be ‘threshed out’ as part of a collective process of decision-making. Drawing on a 2015 small-scale study (using a survey and focus group) of British Quaker attitudes to and experiences of threshing meetings, set in the wider context of Quaker tradition, we interpret these meetings as a space for working through – in context and over time – tensions within Quaker theology, practice and self-understandings, particularly those that emerge within, and in relation to, core practices of Quaker decision-making.

Il tema della formazione a una “postura interculturale” fin dai servizi per la prima infanzia è al centro della riflessione contemporanea su come sostenere gli educatori impegnati in contesti educativi multiculturali. Cambiare prospettiva, decentrarsi, provare a vedere i fenomeni educativi da un altro punto di vista, vedere altrimenti sono competenze oggi necessarie per garantire la qualità del lavoro educativo in contesti educativi complessi e multiculturali. Come formare gli educatori che già lavorano nei servizi per l’infanzia a una cultura pedagogica aperta al dialogo interculturale e capace di cogliere nello spiazzamento culturale un’occasione di formazione e di allenamento al pensiero critico-riflessivo?A partire dai dati emersi da una ricerca sulla formazione degli educatori che ha coinvolto alcune educatriciin Italia e negli Stati Uniti, l’articolo propone una riflessione su come i processi di dialogo, confronto e scambio interculturale, mediati da video, possano essere dispositivi interessanti per promuovere lo sviluppo di una postura e non solo di strumenti per l’azione educativa in contesti multiculturali.

This paper describes the challenges and lessons learned from conducting mobile health application (mHealth app) training and focus group sessions for Alzheimer’s disease caregivers. We review the process behind planning, recruitment, and conducting the training and focus group sessions. Insights presented were gained from preparation for the study, participant discussion, participant user experience with the mHealth apps, and the authors’ observations during both sessions. We found that proper preparation for conducting training and focus group sessions goes far beyond literature reviews and pilot testing. Establishing relationships and preliminary volunteerism with potential support group programs can enrich the experience of the researchers and participants involved in the investigation. The impartation of knowledge is reciprocal, but in this case, mutual trust and respect for the adult learning process were the deciding factors behind the authors’ success.

Abstract Aging populations are reshaping how we think about teaching and learning in higher education. As a result, educational opportunities for intergenerational exchange are on the rise with the growth of the Age-Friendly University (AFU) initiative. Endorsed by GSA’s Academy for Gerontology in Higher Education, the AFU principles call for promoting intergenerational exchange to facilitate the reciprocal sharing of expertise between learners of all ages. Age diverse classrooms and learning spaces have distinctive needs and dynamics that instructors, and students, will need to learn how to navigate. This collaborative symposium, that brings together members of the Age-Friendly University (AFU) and Intergenerational Learning, Research, and Community Engagement (ILRCE) Interest Groups, will explore evidenced-based practices that contribute to successful experiences in and beyond the classroom. Montepare and Farah will provide an overview of the AFU initiative and intergenerational classroom issues. Jarrott and colleagues will address how technology and other strategies can prepare individuals for intergenerational learning experiences, including when circumstances limit in-person opportunities, such as during COVID. Dauenhauer and Heffernan will share insights from faculty about ways to develop and sustain a lifelong learning program that incorporates intergenerational interactions in the classroom experience. Leedahl will discuss strategies for developing age-friendly intergenerational internship experiences with community partners. Borrero, co-convener of the ILRCE Interest Group, will serve as the discussant.

PurposeThe purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.Design/methodology/approachThis qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments. Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.FindingsData analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronocity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.Research limitations/implicationsThe study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.Originality/valueThere is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.

This article speaks to the challenges faced conducting an individual, applied dissertation project just months after participating in team-oriented, community-based participatory research (CBPR). As a researcher, I was deeply affected by CBPR's prioritizations of collaborative research designs, reciprocal learning spaces, and more immediately useful research outcomes for the community. After participating in CBPR, I struggled with returning to a project that was far less community-centered. As a result, I integrated CBPR practices into my dissertation research creating a complicated, but worthwhile, CBPR-like approach to a more traditional applied project. Here I share the successes and failures of this process, as well as recommendations that might continue to move us as anthropologists, departments, and a discipline, closer to research that purposefully prioritizes the knowledges, experiences, and desires of communities. In sharing this experience I hope to offer insights to others working toward more equitable and ethical research.

Education has an important role in building the Nation of Indonesia, one of which is in the learning process. Learning is said to be successful if the learning process runs effectively in accordance with the learning plan and objectives. In Indonesia, especially in MAUWH Tambakberas Jombang there was a change in the learning process that was initially face-to-face in school to Be Online ( Remote) because of the Covid 19 pandemic, therefore, this study aims to: 1.) Knowing the learning process pai online at MAUWH. 2.) Know the effectiveness of pai learning online at MAUWH. 3.) Know the advantages and disadvantages during the pai learning process online at MAUWH. In this case the researchers took the title " Effectiveness of Online PAI Learning During the Covid 19 Pandemic at MAUWH Tambakberas Jombang. This study uses descriptive qualitative methods based on the philosophy of postpositivism. The data collection used is obsrvasi, interview and documentation. Data source sampling is done purposively and snowbaal sampling. The results of this study can add new insights and can be used as a reference for further research. In this study, trianggulasi data collection techniques were conducted in 2021. The results of this study showed that the effectiveness of PAI online learning during the covid 19 pandemic at MAUWH Tambakberas Jombang did not work effectively due to the lack of interaction and reciprocal relationships between teachers and students as well as many obstacles in the online learning process such as the lack of discipline of students in following the learning process and the lack of smooth signal in remote areas to access the internet network.

It is widely known that the degeneration of neural circuits is prominent in the brains of Alzheimer’s disease (AD) patients. The reciprocal connectivity of the medial septum (MS) and hippocampus, which constitutes the septo-hippocampo-septal (SHS) loop, is known to be associated with learning and memory. Despite the importance of the reciprocal projections between the MS and hippocampus in AD, the alteration of bidirectional connectivity between two structures has not yet been investigated at the mesoscale level. In this study, we adopted AD animal model, five familial AD mutations (5XFAD) mice, and anterograde and retrograde tracers, BDA and DiI, respectively, to visualize the pathology-related changes in topographical connectivity of the SHS loop in the 5XFAD brain. By comparing 4.5-month-old and 14-month-old 5XFAD mice, we successfully identified key circuit components of the SHS loop altered in 5XFAD brains. Remarkably, the SHS loop began to degenerate in 4.5-month-old 5XFAD mice before the onset of neuronal loss. The impairment of connectivity between the MS and hippocampus was accelerated in 14-month-old 5XFAD mice. These results demonstrate, for the first time, topographical evidence for the degradation of the interconnection between the MS and hippocampus at the mesoscale level in a mouse model of AD. Our results provide structural and functional insights into the interconnectivity of the MS and hippocampus, which will inform the use and development of various therapeutic approaches that target neural circuits for the treatment of AD.

The purpose of this study was to examine the relationships among collective efficacy factors, as measured by the Illinois 5Essentials Survey, and college readiness scores, as reported by American College Testing (ACT), for high schools in the state of Illinois. The 5Essentials have been considered crucial to school success and therefore used to describe learning environments and as basis for decisions on school improvement. However, little research has investigated the efficacy of the 5Essentials in their impact on academic achievement. This study used Illinois 5Essentials Survey and ACT data to interrogate the value of 5Essentials. Analysis of data determined that while correlational relationships do exist among the 5Essentials (collective efficacy factors) and that some have predictive qualities for student achievement, the strengths of those relationships are, at best, weak. Outcomes of this survey provide insights that policy makers should consider when recommending the use of these factors to influence school culture and student achievement. Keywords: collective efficacy, Illinois 5Essentials Survey, reciprocal causality, self-efficacy, student achievement, leadership

Attracting and retaining effective education leaders and teaching staff for regional, rural and remote schools in Australia is a major sustainability and quality issue facing every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities which have a commitment to rural and regional areas. There is a strategic link between teacher education and the sustainability of rural communities with earlier suggestions (White & Reid, 2008, p. 1) highlighting that ―healthy rural communities may be supported via reform of the ways in which teacher education prepares graduates for teaching in rural schools. Likewise, the proposition is made in this paper that the relationship is importantly reciprocal and that, in turn, healthy rural communities and “successful rural schools†can inform and help reform teacher education and professional learning through the insights gathered into the ways in which rural education leaders and teaching staff work closely with their school communities. In this paper we draw specifically from the research findings of a three-year Australian Research Council funded project (2008-2010) of schools and communities where sustainable practices around staff recruitment and retention were identified to explore this reciprocal relationship. The paper will firstly discuss the context of the study, its method and conceptual framework, and then focus in particular on the emerging themes from the twenty case-studies across Australia. Themes discussed include the important linking between rural school leadership and community renewal; the possibilities of developing school-university partnerships to sustain the rural workforce; and the need for social and creative enterprise to be acknowledged as important work of rural teachers and leaders. The paper concludes with the implications of these themes in terms of better preparing a future rural teacher workforce.

Aim:This study aimed to investigate the experiences of children and young people being educated in residential special schools, with a particular focus on how their rights and wellbeing were being promoted by their schools.Method:The study was conducted using participatory research principles and aimed to develop techniques and approaches that would support the inclusion of all children.Findings:The findings indicated that the techniques developed during this study helped to provide insight into the experiences of pupils with a wide range of special needs, and facilitated their voices. The piloting of a method that integrated ethnographic observation techniques with checklists adopted from the SCERTS framework (developed by Prizant and colleagues) provided important insights into the experiences and preferences of children with the greatest learning and communication needs, and is an approach worthy of further development.Limitations:The study was conducted over a very short time frame, one academic term, which influenced the time available to refine techniques and work with our young researchers’ group. Whilst every residential special school in England was invited to participate, the sample was based on those schools that volunteered, many with good and outstanding Ofsted ratings. Therefore, the sample may not be fully representative of the range of experiences provided by residential special schools in England.Conclusions:The development of specific techniques to facilitate an understanding of the views and experiences of children who experience significant challenges in communication is possible. The knowledge, skills and expertise of educational psychologists and other professionals can be harnessed to respond creatively to this challenge and it is important to acknowledge the reciprocal value of professional practice and research skills.

Context: Athletic training education is experiencing major reform. As professionals consider the implications of these initiatives, the perspective transformation approach to change processes and future impact provides a viable model for all constituents. Objectives: Transformative learning is used as a construct for framing perspective transformation. The purposes of this commentary are to contextualize athletic training education reform through perspective transformation as a mechanism for understanding and to facilitate acceptance of the transition process through the use of learning theory. Proactive encouragement for stakeholders uses transformative perspectives to create critical dialogue, cultural shifts, and behavioral changes that are inclusive, reciprocal, and broad focused. Background: Perspective transformation theory encourages critical reflection on personal bias, fears and assumptions, and understanding to promote critical growth. Through a 10-step process, perceptual shifts and ongoing dialogue create a culture for transformative learning. Synthesis: Perspective transformation theory provides a strategy for athletic training education programs across the country to embrace change and create meaning from the disorienting dilemma of considering the impact of the educational directive on their programs and students and the profession as a whole. Results: Ongoing dialogue and inclusive perspectives will help reorient educational programs while protecting the future of the profession. Recommendation(s): Dissonance within a profession creates animosity and divides stakeholders. Providing encouragement and specific mechanisms for dealing with disorienting dilemmas helps adult learners realize their assumptions and how they impact their perspectives on change initiatives. Conclusion(s): As a widely supported construct, perspective transformation provides a viable framework for addressing the emerging dissonance and uncertainty associated with educational reform in athletic training. Despite previously surviving tremendous change in athletic training education, this theory provides insights into resolving new fears and creates perspective transformation within the profession.

Oman Vision 2040 strives to continue shifting the country from an oil to a non-oil-based economy by emphasizing the value of diversification in HEIs. This study aims to provide in-depth insights into implementing the knowledge economy strategy in Oman's higher education system and uses a case study methodology, draws on thematic analysis, and adopts an interpretive perspective employing semi-structured interviews conducted with the dean, assistant deans, and heads of academic departments. The study manifests a common sense among the academic leaders that espousing the policy of the KE in HE is agreed upon. This approbation of KE is ascribed to the discrepancy between developed and developing countries concerning the reality of the higher education systems and the embedded influence of neoliberalism. The study identifies the four fundamental pillars of KE in HE, whereby the study could interpret the existing educational leadership style undertaken and speculate on its future directions. The research indicates three obstacles facing educational leadership; challenges of practicing leadership, lack sustainable system (within the college), and external factors (beyond the college). It also unveils two significant benefits: preparing students for employment in the private sector will reduce the burden on the government to provide careers. Second, the potential reciprocal gains that are pursued in industry and HEIs through funding research, reviewing curriculum and learning outcomes together, and offering a hands-on approach to tackle challenges confronting the national labor market.

Purpose This paper aims to investigate whether the sustainable livelihoods approach (SLA) enables an analysis of the complex interrelations and interdependencies between social entrepreneurs (SEs), destination communities’ livelihood assets and related transforming structures and processes. SEs in tourism are regarded as drivers for linking destination communities with enterprises, aiming to create economic benefits and livelihoods. Design/methodology/approach Data were gathered through participatory action research at a tourism lodge and its foundation, which facilitated agricultural training, and by conducting in-depth interviews with ten key stakeholders. The sustainable livelihoods framework (SLF) served as the theoretical framework. Findings The SLA enables an analysis of interrelations and interdependencies between various stakeholders and to visualise the way SEs forge the impacts tourism has on livelihoods. The agricultural project did not reach its full potential because of, amongst other factors, competing aims between the profit and non-profit business, resulting in the lack of a clear vision and strategy. Additional challenges were dependency on external funding and a lack of reciprocal communication between the stakeholders involved. Research limitations/implications This research is based on one case study, and findings cannot be generalised. Future studies should develop the SLF further, possibly through adaptation and integration of other tools. Practical implications The SLF enables researchers to integrate local knowledge and participatory research methods, thus facilitating engagement and learning between different stakeholders. Originality/value Through empirical research, this paper adds valuable insights into the applicability of the SLF in the context of social entrepreneurship in tourism.

Purpose After many years working with mentors for beginning teachers, both through a formal, Ministry-sponsored program, known in Ontario as the New Teacher Induction Program (NTIP) and through a university-based Faculty of Education practicum, the authors cultivated an understanding of the value of both mentoring and the communities that foster it. The authors observed that pre-service mentors are not offered the same level of support as their induction mentor counterparts. The purpose of this paper is to explore the aforementioned gap by bringing together a small group of pre-service mentor teachers with several highly trained induction mentors from the NTIP program in two full days of professional development: one day of learning and community building among mentors, and the second day of collaboration by pre-service mentors alongside their teacher candidates (TCs). The authors learned that pre-service mentors need and desire professional learning and community mentoring support to develop foundational understandings about the role of mentors and the skills and strategies that support an effective mentoring practice. As a result, the authors advocate for sustainable professional development that leverages existing programs and the clarification of the pre-service mentoring role through continued study and collaboration over time. Design/methodology/approach This qualitative study was designed to explore, understand, and interpret pre-service mentor teachers’ experience of professional learning about mentoring and the role of the mentor, including their responses to participating in a like community of learners. This study brought together educators serving as pre-service and induction mentors to engage them in formal professional learning about mentoring, within an environment that created the conditions for collaboration and community in the context of learning about mentoring. Findings This study surfaces the insights related to the types of knowledge and skills that mentors developed in this study in addition to pointing toward the knowledge and skills they perceive to be necessary to their effective participation in their roles as mentors. The study also identifies both the value that pre-service mentors perceived as a result of being invited into a learning space and the dynamics of professional learning and dialogue in collaboration with their induction mentor counterparts and their pre-service mentees. Research limitations/implications This research study explores a research gap in the area of mentoring as it relates to pre-service mentors or cooperating teachers. Its unique feature involves bringing together two previously segmented groups of mentors: pre-service mentors supporting developing TCs and induction mentors supporting novice teachers. It describes the value and impact of mentoring as understood by pre-service mentors, in particular identifying the reciprocal benefits they experienced. The authors also investigate and shed light on the value and impact of pre-service mentor participation in a community that is intentionally created to support their professional learning about their role. It provides recommendations for practice and indicates areas of potential research. Practical implications This study surfaces the potential benefits of professional learning and community for pre-service mentors who play an integral role in supporting TCs in the completion of their education degrees. It makes practical recommendations which point to uniting pre-service and in-service mentors as participants in learning communities that build leadership capacity and advance mentoring knowledge and skills to impact the mentoring relationship. This study advocates for a restructuring existing practice in the area of pre-service mentoring to encourage professional learning and interaction that connects the work of pre-service and in-service mentors, bridging two currently separate mentoring communities. Originality/value This study offers a re-visioning of mentoring as a community endeavor. It advances the notion that, supported by a targeted program of professional development and participation in communities of inquiry, knowledge creation and mobilization, mentors can build their mentoring and leadership capacity and extend their professional impact.

This project is contextualized in Shijing Xu and Michael Connelly’s (2013-2020) SSHRC Partnership Grant Project, Canada-China Reciprocal Learning in Teacher Education and School Education. The goal of the SSHRC Partnership Grant Project is to compare Canadian and Chinese education in such a way that the cultural narratives of each provide frameworks for understanding and appreciating educational similarities and differences (Xu & Connelly, 2017). The overall goal centers on reciprocal learning in teacher education between Canada and China. Xu and Connelly (2017) emphasize research that focuses on centering the voices of teachers in both Canada and China. This work seeks to help the project by providing data about China’s politics curriculum to create a better understanding of China’s education system, and to gain some insight into the hopes and dreams of Chinese politics teachers.

Purpose – The purpose of this paper is to more thoroughly investigate the role of organizational citizenship behaviors (OCBs) in sales force settings and the reason why salespeople should practice OCBs. In fact, in spite of the huge body of literature on OCBs and their impact on performance, some important knowledge gaps still remain to be filled. Inconsistent and unexpected findings are particularly apparent in the relatively few studies investigating OCBs in sales forces. The authors argue that some specific characteristics of the selling job and related tasks make the analysis of the practice of these behaviors in the sales context particularly interesting. Design/methodology/approach – The authors explore which OCBs salespeople engage in, and analyze the perceived consequences of such behaviors using means-end theory and the laddering technique. They apply means-end theory and the laddering technique to interview a sample of salespersons from three companies operating in different business-to-business settings. Findings – The end result of the empirical analysis is the hierarchical value map showing a set of linkages among OCBs and their perceived consequences. In the perceptions of salespeople, OCBs play a strong utilitarian role in that they facilitate personal goal attainment. In salespeople’s minds, there are no relevant trade-offs between OCBs and task-performance as long as the former can be used to improve the latter. For salespeople, the path from OCBs to performance may vary, depending on whether the performance in question is organizational, individual or customer-focused. Finally, some OCBs apparently contribute to creating customer trust in the salesperson. Research limitations/implications – The findings add some interesting insights to the discussion regarding some controversies in OCBs literature, especially the interplay of contextual performance and task performance. Practical implications – Various types of OCBs can be encouraged through different managerial interventions. As an example, altruism can be fostered by appropriate recruiting criteria (e.g. using “attitude toward teamwork” as a key personnel selection factor), and by training initiatives and leadership style. Altruism can also be stimulated by an adequately designed organizational structure (e.g. team-based) as well as by adopting appropriate integration mechanisms that facilitate interpersonal and interfunctional cooperation. Sales managers can foster some OCBs by promoting knowledge sharing and reciprocal learning among members of the sales team, and by emphasizing the positive consequences of OCBs in all communication with salespeople. Originality/value – Findings from this study challenge some widespread assumptions about OCBs in general. In fact, most of the literature holds that OCBs are an example of prosocial behaviors. Actually, the findings suggest that in the specific case of salespeople, OCBs are ultimately self-directed, for the most part.

Service learning is one of the lately introduced curriculum as well as method of teaching in the world. In practice, it is applicable in both school and higher level. The curriculum is partial one which is made based on students’ direct participation in community. The theory of service learning is basically learning through experience. Many education provider institutions around the world have developed it as mandatory curriculum with objective of making students active and community friendly. The relevancy of the curriculum corresponds with ultimate objective of education. The offered curriculum can have insight to strengthen reciprocal relation between students and society, and let them know about society, knowledge and social issues. As such direct involvement of students in community changes their perspectives toward society and nation.

Within organizations there is reciprocal interplay between identity construction and learning. Processes of learning are enabled and constrained by identity practices; concomitantly, the possibilities for learning are shaped by the identity positions available to individuals. There is a dynamic between the impositions of organizations and people’s freedom to shape their identities and learning plays a crucial role in this. Our purpose in this special issue is to contribute to the understanding of the intersection of identity work and learning as a response to experiences of being different. Experiences of difference include moving into a new role, encountering a disjuncture with others while in a role or a difference in broader life which is reacted to as if it were a problem in an organizational setting. Being different produces a variety of challenges and the papers in this special issue trace how people cope with vulnerabilities, develop resilience and often collaborate in their learning. We focus on how people reflect on their own identity and learn and how, by learning together with people who have similar experiences, micro-communities can support, develop and enhance their insight and identity-positions.

Purpose The purpose of this paper is to highlight the perspectives of employers who participated in a 100-hour, for credit, unpaid, work placement programme in accountancy. Design/methodology/approach A case study method is used involving an interview-based, qualitative approach. Findings The study highlights the potential benefits and costs of the programme with strong themes applicable to the real-world accounting work environment and the interaction with people as essential elements of why students do a work placement; the importance of tasks in the student’s learning; the significance of relating theory to practice; the nature of the costs involved in providing the work placement; the mutual reciprocal benefits obtained by both students and employers involved in the work placement; and the importance of work placements in accounting education prior to graduation. Practical implications This study provides evidence about the nature and value of work placements in accounting from an employer’s perspective, and based on this research, other universities should be encouraged to implement an accountancy work placement programme. Originality/value Little research has been done on the employer perspectives of work placements in accountancy, and the exploratory case study of this intervention, based on sociocultural learning theory, provides an insight into their perceptions.

The paper deals with service-learning as a teaching and learning approach in higher education being embedded in social work education seeking to achieve the synergy of the two reciprocally complementing and contributing phenomena. The aim of the theoretical investigation is to overview the concept of social work education as facilitated by service-learning to develop social work competencies in university students. The contribution of service-learning in delivering social work education curricula usually emphasises the development of core competencies and values in social work students, prospective professionals. The contemporary challenges, expectations and contextual demands are set for the social work profession both globally and locally. Therefore, the present research attempts to explore how the two concepts are bridged to meet for the development of social work competencies in university students and shares the insights on the implementation of this pedagogical approach in academic and broader community contexts.

This study aimed to understand the impact of message acceptance of Ngaji Filsafat preaching through Instagram using the Albert Bandura Social Learning Theory. In achieving the goal, this study used a qualitative approach with the case study method. Data sources of this study were from interviews on 13 informants and documentation. The study result shows that Ngaji Filsafat preaching through Instagram is effective in motivating hijra for the better, such as improving religiosity understanding, providing life values motivation, motivating to continue to improve and reflect oneself, improving knowledge insight, and triggering oneself to create change movements. These behaviors are inherent with environmental factors, knowledge (personal), and informants’ behavior. It is consistent with Albert Bandura’s triadic reciprocal.

This article focuses on how organizations search for the key factors to develop integral changes and determine broader and higher transcendental learning skills in order to achieve healthy and sustainable organizational growth more effectively and efficiently. This study employed qualitative approaches. The research method used is an in-depth interview of 16 key informants in the field of Non-Formal Education, Transformation, and Healthy Organization Development in Thailand, from both private and government entities. The key query was that in the next 10 years, what will the healthier sustainable organizations look like and what are the main factors to enhance integral healthy organizations? The data was analyzed and interpreted with content-analysis techniques in understanding key factors with insights of how to uplift organizational well-being. Results yielded the eight essential factors for development of a healthy organization integrally – Principle, Physical, Mind, Intellectual, Emotion, Organization, Social, and Environment which are all reciprocally interconnected to accomplish a resilient and sustainable healthy organization. To achieve an integral healthy organization, a balanced organizational structure and climate are required to support change through perspective transformation in order to further develop mutual trust and respect. In addition, public consciousness and systematic ecological worldview development are essential for the realization that organizations are whole and at the same time are parts of the higher whole. It is anticipated that these findings will (1) contribute meaningful information of what are the key factors relating to the development of integral healthy organization, (2) contribute insights as to how those factors interact sequentially and systematically to achieve the greater meaning of balanced and resilient organizations, (3) contribute to learning about conditions impacting organizational direction and alignment to meet with sustainable growth and transcendental competitiveness, and (4) be a resource for further study.

PurposeThere has been a long controversy in the literature on assessing the value of human capital – a long-sought but elusive and challenging task. The ability to quantify flexible human capital (FHC) has been a shortcoming in extant literature. We make a meaningful contribution by showing how real options (RO) methodology can be used to quantify FHC and we provide complementary case study evidence from Fortune 500 “best companies to work for” that the value of employee career development is higher in more volatile sectors in line with real options theory (ROT).Design/methodology/approachThis article provides a prescriptive RO methodology for adopting a more flexible, staged SHRM organizational perspective suitable for uncertain environments, and explores its theoretical and empirical implications through the dual use of RO methodological modelling and multi-case study data involving ten Fortune 500 companies. The case study approach is aimed at creating managerially relevant knowledge. The relevance of our approach to managerial practice is shown through guidelines on how a company like Google might use the RO methodology to estimate the career development option value so as to inform its internal development program for employees to create and capture value.FindingsOur focus is on the staging flexibility in HR as exemplified by the internal career development process. This process can be viewed as a multi-stage (compound) option involving various types of HC uncertainty, HC options, and HR practices. We model staging HR deployment via the option to promote staff employees to middle-level management, itself embedding the option to rise to the top management. To empirically validate our valuation approach, we present case study research that enables quantifying the option value of a career development program and allows assessing how much a mismatch exists in a sample of ten public U.S. companies.Research limitations/implicationsThe overall staging quantification idea is important as it offers guidance as to how to value HR as a sequential investment process under uncertain demand or skill conditions. The analysis is limited to the extent that staged career development might interact with other types of human capital (e.g. switch and learning) options and HR practices (e.g. training). Human resources may also interact with other organizational intangibles, such as brand equity. Our analysis also does not account for psychological considerations from the employees' perspective, such organizational commitment facilitating trust to enable reciprocal commitments, which remains a fruitful subject for future extensions.Practical implicationsROT can provide useful guidance and tools for HR scholars and managers. By keeping tabs on HR-based flexibility value and focusing on the key input variables driving HR flexibility, HR managers can determine the flexibility value unleashed from staging the deployment of HC resources in the face of unanticipated demand and skills shifts.Originality/valueThis is the first paper that attempts to quantify the value of staged career development flexibility using the RO methodology. This article will be cited for its innovativeness in being the first to quantify the value of human capital's contribution to corporate value creation and provide objective evaluation in the context of organizational career-development programs. Besides providing useful insights to scholars, the article also demonstrates how the RO methodology can apply to actual companies and inform managerial practice offering guidelines of relevance to HR practitioners on how to quantify the value of staged HC development in an uncertain environment.

The Belt and Road Initiative (BRI) is aimed to strengthen the preferential reciprocal trade between China and the Belt-Road nations. Quantitative evaluations of BRI to determine whether it can explicitly provide more insight into China’s bilateral trade among its partners are needed. Hence, improving prediction accuracy while using more superior algorithms for sustainable decision-making remains essential since decision-makers have been interested in predicting the future. Machine learning algorithms, such as supervised artificial neural networks (ANN), outperform several econometric procedures in predictions; therefore, they are potentially powerful techniques to evaluate BRI. This study uses detailed China’s bilateral export data from 1990 to 2017 to analyze and evaluate the impact of BRI on bilateral trade using gravity model estimations and ANN analysis techniques. The finding suggests that China’s bilateral export flow among the BRI countries results in a slight increase in inter-regional trade. The study provides a comparison view on the different estimation procedures of the gravity model – ordinary least squares (OLS) and Poisson pseudo-maximum likelihood (PPML) with the ANN. The ANN associated with fixed country effects reveals a more accurate estimation compared to a baseline model and with country-year fixed effects. Contrarily, the OLS estimator and PPML showed mixed results. Grounded on the study dataset, the ANN estimation of the gravity equation was superior over the other procedures to explain the variability of the dependent variable (export) regarding the prediction accuracy using root mean squared error (RMSE) and R-square.

The COVID-19 pandemic has demonstrated that although learning can and sometimes does occur without teaching, on any significant scale, and especially among the most marginalized and vulnerable children, a lot of learning does not occur when children are deprived of teachers and teaching. Any questions of learning loss in the short term and learning transformations in the long run cannot therefore be addressed in any meaningful way without examining the short- and longer-term impacts of the pandemic on losses, gains, and transformations in teachers and teaching. This article analyzes actual and likely pandemic consequences of and insights deriving from remote access, digitally based interactions, and physical distancing in relation to three core characteristics of teaching and teacher quality. These are the development of “teacher expertise”, the nature of teaching as an “emotional practice” in which the well-being of students and teachers is reciprocally interrelated, and the ways in which external changes either enrich or deplete teacher’s “professional capital”, especially their “social capital”. Beyond post-pandemic narratives of educational doom on the one hand and of jubilant celebrations of bright spots and silver linings on the other, the article concludes that the future of teaching after COVID-19 will actually be complex, uncertain, and contingent on the policy decisions and professional directions that are set out in the recommendations to this report.

The phenomenon of behaviorally conditioned immunological and neuroendocrine functions has been investigated for the past 100 yr. The observation that associative learning processes can modify peripheral immune functions was first reported and investigated by Ivan Petrovic Pavlov and his co-workers. Their work later fell into oblivion, also because so little was known about the immune system’s function and even less about the underlying mechanisms of how learning, a central nervous system activity, could affect peripheral immune responses. With the employment of a taste-avoidance paradigm in rats, this phenomenon was rediscovered 45 yr ago as one of the most fascinating examples of the reciprocal functional interaction between behavior, the brain, and peripheral immune functions, and it established psychoneuroimmunology as a new research field. Relying on growing knowledge about efferent and afferent communication pathways between the brain, neuroendocrine system, primary and secondary immune organs, and immunocompetent cells, experimental animal studies demonstrate that cellular and humoral immune and neuroendocrine functions can be modulated via associative learning protocols. These (from the classical perspective) learned immune responses are clinically relevant, since they affect the development and progression of immune-related diseases and, more importantly, are also inducible in humans. The increased knowledge about the neuropsychological machinery steering learning and memory processes together with recent insight into the mechanisms mediating placebo responses provide fascinating perspectives to exploit these learned immune and neuroendocrine responses as supportive therapies, the aim being to reduce the amount of medication required, diminishing unwanted drug side effects while maximizing the therapeutic effect for the patient’s benefit.

Parent cooperative preschools are unique educational enterprises because they involve the participation of parents and children. The purpose of this historical qualitative analysis examines the history of parent cooperative preschools and the contributions of this type of early childhood setting, including parent engagement in the classroom, family strengths (both personal and in the community), and the teacher’s role in the classroom as a facilitator, leader, and parent educator. Reflections from past parent cooperative board members of a parent cooperative are included sharing their personal contributions, joys, collaborations, and challenges of engagement in this type of early childhood program. The reflections from the parent cooperative board members share insight into the role they played in the awareness of early childhood education to society, family engagement, advocacy, and the critical importance of this type of early childhood setting for all young children. Parent cooperative preschools encourages families to engage in reciprocal relationships with teachers by offering learning activities for the home and in the community. They are associated with important values and virtues for families to grow and learn with their child.

Purpose The concept of an American Dream was interrogated during a service-learning partnership between university students and a multilingual, racially diverse class of sixth graders. The one-on-one service-learning partnerships were at the heart of the semester-long project and sought horizontalidad, or non-authoritarian democratic communication and shared knowledge creation. The paper aims to discuss these issues. Design/methodology/approach This project leveraged the arts and humanities within the context of social studies education to promote youth civic engagement. This project used Photovoice methodology in which all participants took photos and wrote about their American Dream. Participants then shared their photography and writing at three public gallery events in the community in an effort to educate others about their perspectives, experiences, and hopes regarding the American Dream. Findings Findings from the reciprocally minded partnership centered on the sixth-grade students taking a collective approach to the American Dream. Specifically, they noted their commitment to their families and desire to support others, with some sixth graders even sharing a commitment to promoting social justice. Some participants demonstrated a “we consciousness,” or a collective approach to social justice. Originality/value The study provides insights into how educators can engage middle school students in democratic practice as active citizens in a service-learning partnership. Through a service-learning themed project about the American Dream, middle school students were able to share their voices and experiences with the larger community via a project rooted in horizontalidad.

Learning to discriminate between different sensory stimuli is essential for survival. In rodents, the olfactory bulb, which contributes to odor discrimination via pattern separation, exhibits extensive structural synaptic plasticity involving the formation and removal of synaptic spines, even in adult animals. The network connectivity resulting from this plasticity is still poorly understood. To gain insight into this connectivity we present here a computational model for the structural plasticity of the reciprocal synapses between the dominant population of excitatory principal neurons and inhibitory interneurons. It incorporates the observed modulation of spine stability by odor exposure. The model captures the striking experimental observation that the exposure to odors does not always enhance their discriminability: while training with similar odors enhanced their discriminability, training with dissimilar odors actually reduced the discriminability of the training stimuli. Strikingly, this differential learning does not require the activity-dependence of the spine stability and occurs also in a model with purely random spine dynamics in which the spine density is changed homogeneously, e.g., due to a global signal. However, the experimentally observed odor-specific reduction in the response of principal cells as a result of extended odor exposure and the concurrent disinhibition of a subset of principal cells arise only in the activity-dependent model. Moreover, this model predicts the experimentally testable recovery of odor response through weak but not through strong odor re-exposure and the forgetting of odors via exposure to interfering odors. Combined with the experimental observations, the computational model provides strong support for the prediction that odor exposure leads to the formation of odor-specific subnetworks in the olfactory bulb.

Purpose The purpose for this paper is to share jurisdictional knowledge on local law-making theory and praxis, an area of law not well represented in the literature despite its involvement in day-to-day life. Design/methodology/approach The paper not only shares knowledge about the local law-making process in Melbourne, Australia, but also explores attitudes to local law-making gathered through semi-structured interviews from a sample of relevant stakeholders. Findings The paper reports on findings from a study undertaken in Melbourne, Australia. Stakeholder perceptions and attitudes were canvassed regarding local law-making in the areas of land use planning and waste management. Overall, stakeholders were satisfied that Melbourne is a robust jurisdiction offering a fair and transparent local law-making system, but they see scope for more public participation. Research limitations/implications The findings suggest that even though the state of Victoria offers a fair and transparent system of local law-making, there is still significant scope for more meaningful involvement from the community, as well as space for more effective enforcement of local laws. The stage is set for greater cross-jurisdictional reciprocal learning about local law-making between cities. Originality/value This paper offers meaningful and utilitarian insight for policy and law makers, academics and built environment professionals from relevant stakeholders on the operation and transparency of local law-making.

In recent years, personalized gene regulatory networks have received significant attention, and interpretation of the multilayer networks has been a critical issue for a comprehensive understanding of gene regulatory systems. Although several statistical and machine learning approaches have been developed and applied to reveal sample-specific regulatory pathways, integrative understanding of the massive multilayer networks remains a challenge. To resolve this problem, we propose a novel artificial intelligence (AI) strategy for comprehensive gene regulatory network analysis. In our strategy, personalized gene networks corresponding specific clinical characteristic are constructed and the constructed network is considered as a second-order tensor. Then, an explainable AI method based on deep learning is applied to decompose the multilayer networks, thus we can reveal all-encompassing gene regulatory systems characterized by clinical features of patients. To evaluate the proposed methodology, we apply our method to the multilayer gene networks under varying conditions of an epithelial–mesenchymal transition (EMT) process. From the comprehensive analysis of multilayer networks, we identified novel markers, and the biological mechanisms of the identified genes and their reciprocal mechanisms are verified through the literature. Although any biological knowledge about the identified genes was not incorporated in our analysis, our data-driven approach based on AI approach provides biologically reliable results. Furthermore, the results provide crucial evidences to reveal biological mechanism related to various diseases, e.g., keratinocyte proliferation. The use of explainable AI method based on the tensor decomposition enables us to reveal global and novel mechanisms of gene regulatory system from the massive multiple networks, which cannot be demonstrated by existing methods. We expect that the proposed method provides a new insight into network biology and it will be a useful tool to integrative gene network analysis related complex architectures of diseases.

Fitts’ movement time prediction equation has been applied and manipulated in analyzing movements of the upper and lower extremities in healthy populations. One common job modification for physically challenged workers is the use of a head or chin stick to depress keys on a keyboard, making use of head movements when movements of the extremities are problematic. The purpose of this research was to assess the applicability of Fitts’ law for the prediction of head movement time. Movement was restricted in healthy subjects by limiting body movement below the neck. Subjects were asked to reciprocally move a chin stylus between targets of various widths and separations. The present study found that Fitts’ law was a robust predictor of head movement time in healthy, college-age males using a chin stylus. Although small within-subjects trends were noted, there were no significant learning effects from Session 1 to Session 2. The mean information-processing rate for the experimental head movement was 7 bits/s, much less than that reported for extremities. These results can provide rehabilitation and industrial engineers valuable insight into the added demands of jobs designed to use repetitive head movements.

Special thanks to Marcella Origgi, Selene Vasco & Andrea Emancipato from Janssen Cilag S.p.a. Introduction: Onco-hematological diseases are ones of the most widespread worldwide types of cancer. Affected people usually manifest different forms of distress, such as the physical, psychological, spiritual and existential ones. So, a strategic way to fully take care onco-hematological patients is to identify their unmet needs in all their quality of life dimensions and to target them with adequate interventions. In the last years, Internet has represented a revolution respect to health because it has become the principal tool used by patients to research information. Furthermore, through the Social Network, it represents a powerful communication tool, through which users can interact each other. Being online on Facebook patients can play an active role in their care process, researching information, sharing own needs, and interacting each other. Especially in the oncological field, E-health represents an opportunity for patients to narrate their illness stories and experiences in a virtual context of emotional acceptance and sharing. At the same time, E-health could be used as a precious instrument to target a wide range of patients' unmet needs and improving the quality of their care and life. Objective: To analyze the contents of a social network page dedicated to the onco-hematological diseases, developed by Insight Generation Project, and its users' utilization, in order to evaluate their unmet needs and approach to the page. Materials and Methods: The page contents, such as users' responses to the posts published on the page, were analyzed. Contents of the page, from its opening in January 2016 to June 2019, were considered. Descriptive statistics and content analysis were performed. Users' comments were clustered and categorical variables were created, according to the emerging themes. Statistical analysis was executed with software SPSS Statistics Version 24.0. Results: A total of 348 comments to posts were analyzed. 117 users were identified as patients, who were most affected by multiple myeloma and acute myeloid leukemia in acute phase. Seventy-two users were caregivers, and 43 of them were caregivers of deceased patients. The most emergent unmet needs were relational (n=234), psychological (n=232) and informative/communicative (n=113). The most affected quality of life spheres were the psychological (n=237), the relational (n=228) and the physical one (n=100). Users expressed most angry, sadness and concern. They tended to address most other users with motivational messages of support, encouragement and relief. So, most were comments of sharing and support, while others were informative/communicative. The most required information regarded the course of the disease, the treatments and the lifestyles. Posts most liked, shared and commented were on chronic lymphatic leukemia, on acute myeloid leukemia, on hematological cancer diagnosis and therapies, but also on patients needs and on the management of negative emotions. Conclusions: The social network page represents a virtual place for sharing experiences, emotions and psychological suffering, creating interpersonal relationships and group interchanges and providing reciprocal emotive support in a commonality context. Respect to palliative care, it could be also a useful resource for bereaved caregivers. Moreover, users benefited from the page to obtain medical/assistance information, playing an active role in their care process. So, the page resulted a powerful communicative tool offering opportunities of learning, interaction, and sharing of experiences and feelings. It well represents the E-health contribute to patients with life-threatening diseases and their caregivers. Finally, the analysis of the contents of virtual communities could contribute to the process of care through targeting patients' unmet needs and satisfying them with the promotion of adequate interventions. Disclosures Vitolo: Juno Therapeutics: Membership on an entity's Board of Directors or advisory committees; F. Hoffmann-La Roche: Speakers Bureau; Janssen: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Novartis: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Abbvie: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Celgene: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Kite: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Gilead: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). 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OBJECTIVES/SPECIFIC AIMS: Electronic health records have become the fulcrum for efforts by institutions to reduce errors, improve safety, reduce cost, and improve compliance with recommended guidelines. In recent times they are also being considered as a potential game changer for improving patient recruitment for clinical trials (CT). Although the use of CDS for clinical care is partially understood, its use for CT patient identification and recruitment is young and a great deal of experimental and theoretical research is needed in this area to optimize the use of CDS tools that personalize patient care by identifying relevant clinical trials and other research interventions. The use of CDS tools for CT recruitment offers a great deal of possibilities, but some initial usage has been disappointing. This may not be surprising because, while the implementation of these interventions is somewhat simple, ensuring that they are embedded into the right point of the care providers workflow is highly complex and may affect many actors in a clinical care setting, including patients, nurses, physicians, clinical coordinators, and investigators. Overcoming the challenges of alerting providers regarding their patient’s eligibility for clinical trials is an important and difficult challenge. Translating that effort into effective recruitment will require understanding of the psychological and workflow barriers and facilitators for how providers respond to automated alerts requesting patient referrals. Evidence from using CDS for clinical care that shows alerts become increasingly ignored over time or with more exposure (1, 2). The features, timing, and method of these alerts are important usability factors that may influence effectiveness of the referral process. Focus group methods capture the shared perspectives of a phenomenon and have been shown to be an effective method for identifying perceptions, attitudes, information needs, and other human factors effecting workflow (3, 4). Our objective was to develop a generalizable method for measuring physician and clinic level factors defining a successful point of care recruitment program in an outpatient care setting. To achieve this we attempted to (a) Characterize provider’s attitudes regarding CTs referrals and research. (b) Identify perceived workflow strategies and facilitators relevant to CT recruitment in primary care. (c) Develop and test a pilot instrument. METHODS/STUDY POPULATION: The methods had 3 phases: focus groups, development of item pool, and tool development. Focus group topics were developed by 4 experienced investigators, with training in biomedical informatics, cognitive psychology, human factors, and workflow analysis, based upon a knowledge of the literature. A script was developed and the methods were piloted with a group of 4 clinicians. In all, 16 primary care providers, 5 clinic directors, and 6 staff supervisors participated in 6 focus groups, with an average of 5 participants each, to discuss clinical trial recruitment at the point of care. Focus groups were conducted by the development team. Audio recording were content coded and analyzed to identify themes by consensus of 3 authors. Item Pool generation involved extracting items identified in the focus group analysis, selecting a subset deemed most interesting based on knowledge of the recruitment literature and iteratively writing and refining questions. Instrument development consisted of piloting an initial 7-item questionnaire with a local primary provider sample. Questions were correlated with the item pool and limited to reduce provider burden, based on those that the study team deemed most applicable to information technology supported recruitment. Descriptive statistical analysis was performed on the pilot survey results. An online survey was developed based on the findings of the focus groups and emailed to 127 primary care providers who were invited to participate. In total, 36 questionnaires were completed. This study was approved by the University of Utah Institutional Review Board. RESULTS/ANTICIPATED RESULTS: The results section is organized into 3 sections: (a) Focus groups, (b) Item generation; and (c) Questionnaire pilot. (I) (1) Focus Groups. Themes identified through a qualitative review are presented below with illustrative comments of participants. The diversity of attitudes and willingness to support clinical trial recruitment varied so substantially that no single pattern emerged. Attitudes ranged from enthusiastic support, to interest in some trials to disinterest or distrust in trials in general. Compensation for time spent, which could be monetary, informational, or through professional recognition; and provider relationship with the study team or pre-selection of specific trials by a clinic oversight committee, and importance to providers practice positively affected willingness to help recruit. “I would love to get people into clinical trials as much as possible... If it works for them you are going to help a whole lot of other people.” If we felt like we have done every possible thing that was already established as evidence-based and it didn’t work out, then we would consider the trials. I think that studies are more beneficial for specific specialists... There might be a whole slew of things that I never deal with or don’t care about because it’s not prevalent for my patient population. Local and reputable... A long distance someone asking to do something is just not the same as someone in the trenches with you. The bottom line is how much work is involved at our end and if there is going to be any compensation for that. I think also the providers would like have feedback on what they referred them to. And how did it go? So did we pick the right patient? ... It helps us to know, did they even sign up for the study? Getting your name on a research paper would be nice too. Lack of information regarding trials reduced support for recruitment of patients. Providers stated that they do not know how to quickly find information about studies, nor do they have time to find the information, and therefore cannot efficiently council patients regarding trial participation. Notifications regarding clinical trials that were deemed to be important included: Trial coordinator intention to recruit patients, enrollment of a patient in a clinical drug trial, trial progress and result updates, and reports of effectiveness of provider recruitment efforts. Perceived information needs regarding trials that providers are referring patients to included: trial purpose, design, benefits and risks, potential side effects, intervention details, medication class (mechanism of action), drug interactions with study drug, study timeline, coordinator contact information, link to print off patient handouts, enrollment instructions, and a link to study website. (2) It’s just we don’t know any of the information ... and it can’t take any of our time. ... I don’t have time to research it. Sometimes the patients ask me questions about it and I would like to be in a position where I have some information about it before I am asked. It would be nice to be notified if they [my patients] are enrolled in the trial, when it turns into actual recruitment. I do like to know if they’re in [a trial] so that when they come in for problems, I at least know that they might be on a study medication so I can be safe. I’ll get an ER message, “The patient got admitted. There blood pressure’s, you know, tanked, because they’re on a study drug I didn’t know anything about.” if there’s certain side effects that I need to be watching out for. It would also be good to have a contact person from the study in case we need to notify them of. “this person’s possible having an adverse event. Look into it more.” (3) Provider burden associated with patient recruitment appeared to be a deterrent. These burdens included adding to the providers task list, increasing the time required to complete a visit, and usurpation of control over the patients care plan with the associated effect on provider quality scores. We don’t have time. I mean, we don’t even take a lunch break. I have 15 minutes and now this is taking this many minutes away from my 15 minutes. I am just sick of extra work. We already have so much extra work. It’s just more stuff to do. We are maxed out on stuff to do. Right now, part of our compensation depends on having our patients A1Cs controlled. And so if we’re taking a chance that maybe they’re getting a medicine, maybe they’re not, maybe it’ll help, maybe it won’t, its gonna further delay our ability to get paid. Cause they’re like “I’m not going to let you go mess up my patient and I’m going to have to deal with the consequences is kind of the way they think. If you’re going to put the patient in a study, being able drop them from our registry so we don’t get penalized for a negative outcome [is important]. (4) Patient’s needs were a priority among factors influencing likelihood to help recruitment patients. Providers considered perceived benefit or risk to the patient, such as additional healthcare services, increased monitoring, financial assistance, or access to new treatments when other options have been ineffective, important; as well as continuance of established care that has proven effective, and ethical recruitment that addresses language and mental health to ensure that patients can make decisions regarding study participation. If there’s something great that’s gonna benefit a patient, I would definitely wanna know about it to give them that option. You know that’s what we wanna try to do is make our patients better. Someone who is really well controlled and doing well, I would not tend to put them toward the study. Just keep going with what’s working right now. Sometimes there’s financial incentives for them to participate, so you know, if its a good fit its easy to at least offer that to the patient. They get treatment maybe that they can’t afford. You don’t want to be seen as somebody who's forcing a patient... if their provider is telling them this is a good idea you are more likely to get your patient to do it. I think they have to understand what a clinical trial is, first of all, in that it’s a trial. Right? We’re trying to figure out if a certain treatment is good or not. It may not work. It may work. With many patients, they don’t only have medical problems, but significant mental illness that sometimes interferes a lot with just our treatment of them here for their clinical problems. And so, that probably would interfere with someone’s ability to understand and consent to a trial. And the patients have the right to make that choice. I don’t need to be—I don’t mind influencing them on things I know about, I think are invaluable, but I don’t need to be a barrier to them. (5) Perceived responsibility in trial recruitment varied substantially, from no involvement at all, to prescreening, counseling, or recruiting patients. Some providers felt that they should have the right to say “no” to recruitment of their patients while others believed prescreening was an unnecessary burden, outside of their role as a primary care provider. if someone prescreens and thinks its appropriate and gives me that judgment call to say, do you think it would be a good fit? I think one of them, they sent, and I said, Oh, I don’t think it would be a good fit because of this...So that would be fine. I don’t think I need to be a gatekeeper for studies. I mean, if there’s people that qualify for a study, and there’s a great study that’s been approved, and they can recruit them without me knowing, that doesn’t bother me in the slightest. I liked how it was—I could do a simple referral ... someone else figured out the qualifications. if we knew of ongoing studies and if we thought a certain patient may qualify for a certain study, we just contact the coordinator, and then they just take care of the rest. I think that appropriate ... from our perspective, would be, “Are you interested?” “This is the number for a person who can sit with you, talk with you about a trial, tell you everything about it, answer your questions, and then you can make a decision.” I’m not going to let you go mess up my patient and I’m going to have to deal with the consequences. (6) A clinic-implementation approach that systemizes workflow, limits the number of trials providers are asked to recruit for, and minimizes provider time burden is needed. Suggested methods for informing providers of patient clinical trial eligibility included: email, alerts, in-basket messages, texts, phone-calls, and in-person contact. People are so sick of change, change, change, change ... if there’s no stability whatsoever, then people get frustrated and start to burn out. Having my staff remember how to do it correctly and I remember what studies we have going ... it becomes somewhat of a burden... it’s hard for us to remember as we are flying through our day. There just needs to be a clear understanding with those roles... Who does the patient call? We don’t want to look like we don’t know what we are doing. There probably should be a selection committee put together from various people who have stakes in the community, at least who can say, “This would be applicable for xx clinic.” (7) Provider Suggestions Providers had multiple suggestions regarding notification methods. (II) Development of item pool and construction of questionnaire The specific items were constructed from literature review on physician’s attitudes and results from the focus group. The overarching concern was on readability, brief questionnaire size, and relevance. A large item were constructed and then reduced through piloting. (III) Questionnaire Pilot Results: The 7-item pilot questionnaire was completed by 36 physicians (28% response rate). In this section, we report the empirical results. DISCUSSION/SIGNIFICANCE OF IMPACT: Discussion Relevance of Methods. Overall, the described methods for determining components for a recruitment program in primary care shows early promise. The focus groups that consisted of providers, staff and administrators resulted in insights as to workflows, attitudes, and clinical processes. These insights significantly varied across clinics. This variation supported the need for an individualized clinic-based approach that will meet local needs. During the course of the study, participants were willing to participate in all activities (although some requested payment). We were able to conduct the focus groups as scheduled and obtained the desired input. The analysis of the focus group transcripts was performed using iterative discussions and did not needed any special adaptation for this area of study. The pilot survey response rate was within the expected for this type of study. Focus groups can rapidly provide rich information regarding attitudes and other factors affecting provider participation at the point of care. However, findings from focus groups must always be confirmed through larger studies. It is important to keep the focus groups small and to hold multiple focus groups to offset the more vocal participants that may influence comments of others. This study shows that using our 3-step approach it is possible to gather important information on clinician’s and staff perceptions and needs to participate in point of care patient recruitment for CT. The focus groups also provide an important step for survey construction. Designing surveys empirically requires multiple validation efforts, which will be conducted in the future. However, we can draw preliminary conclusions from the results of the pilot study which are quite informative and they are discussed below. Near future work will be to expand the response rate through additional local survey and conduct formal psychometric testing and validation both locally and nationally. A final validation will be proposed through the CTSA consortiums. Variation in responses. There was a lack of normal curves in our survey results. This points to the need to target education and recruitment efforts by provider type (with similar perspectives). Identification of these types would be useful. Some specific points regarding variability that should be considered in program design. Preferences for trail recruitment methods. Many trial recruitment notification methods have the potential to be successful when used judiciously and done well, particularly if the trial coordinator/provider relationship is supported by reciprocal benefits to the provider. Consistency in workflow within seems paramount to success. Providers can pull some notifications at a time they choose, while other notifications interrupt and must be used sparingly. Some allow review of multiple patients at the same time, and some foster easy access to the patient’s medical record. Conclusions. The authors recommend that recruitment HIT be customizable at the clinic and provider level by responsibility and interest to allow selection of level of information, delivery method, that is, email, text, in-basket, alert, dashboard, mail; frequency of notification, and an opt out feature. These customizable options will allow for better support of clinic workflow or goals. There is the potential with machine learning technology to monitor provider interactions with trial notifications and for the system to automatically make adjustments to the method and level that best supports each physician. Limitations: The major limitation is the focus on one site only and one delivery system (university based). The low response makes generalization difficult. Efforts to improve the rate are underway. Many populations are under-represented in Utah. Full psychometric analysis was not conducted but will part of the final project.

Through collaborative innovation networks (CINs), SMEs access valuable knowledge which requires the deployment of their absorptive capacity (ACAP) to be efficiently used. A small and medium enterprise (SME) absorbs this knowledge to fulfil reciprocal learning for achieving the network innovation goal, but also one-way learning to individually improve its performance. Nevertheless, no study explains how these opposing learnings unfold for SMEs in CINs to guide their ACAP deployment. Based on three cases of CINs including SMEs and two focus groups, we propose a characterisation of ACAP supporting SMEs’ learnings within CINs. As a result, an SME deploys acquisition, assimilation and application actions and attitudes to contribute to the CIN’s setting-up and operational stages, while fulfilling one-way learning. These practices have different focuses and intensity according to the network stage and the SME’s contextual setting. Hence, this study highlights the peculiarities of ACAP that enable SMEs in CINs manage the interplay between reciprocal and one-way learnings.

AbstractThe question of how learners’ motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical relevance and important implications for the field of education. Here, we present our understanding of how influential theories of academic motivation have conceptualized reciprocal interactions between motivation and achievement and the kinds of evidence that support this reciprocity. While the reciprocal nature of the relationship between motivation and academic achievement has been established in the literature, further insights into several features of this relationship are still lacking. We therefore present a research agenda where we identify theoretical and methodological challenges that could inspire further understanding of the reciprocal relationship between motivation and achievement as well as inform future interventions. Specifically, the research agenda includes the recommendation that future research considers (1) multiple motivation constructs, (2) behavioral mediators, (3) a network approach, (4) alignment of intervals of measurement and the short vs. long time scales of motivation constructs, (5) designs that meet the criteria for making causal, reciprocal inferences, (6) appropriate statistical models, (7) alternatives to self-reports, (8) different ways of measuring achievement, and (9) generalizability of the reciprocal relations to various developmental, ethnic, and sociocultural groups.

<p>The purpose of this paper is to build on the insights of educators regarding the relationship between culture and online learning. More specifically, this paper aims to explore the ways in which students’ culture of learning is changing as a result of the introduction of various modes of online learning. It also aims to explore the ways in which culture and cultural values affect the application and success of online-learning strategies. Particular attention is directed to learners’ perceptions of the advantages and disadvantages of online communication. The paper is based on primary data drawn from undergraduate female students’ responses regarding how online education is changing their learning culture and how their culture is influencing online education. Sixty-seven undergraduate Saudi female students participated in the survey. The literature in the field of online and distance education is explored to help answer these questions. The participants indicated that online education helped them to challenge some cultural norms, enhance their learning culture, and improve their communication skills.</p>

Purpose This study aims to explore how professional–cultural knowledge is reciprocally shared between experienced expatriates and novice local nurses. To address this, the situated learning in practice lens is combined with social exchange lens. Design/methodology/approach An interpretive case study methodology enabled an exploratory approach into the knowledge-sharing practices between experienced expatriates and novice local nurses in Saudi Arabia. Findings Insights gained in the fieldwork suggest that professional–cultural knowledge sharing (KS) often occurred through three primary practices, namely, developing a professional–cultural meaning, forming clinical competency development opportunities and intervening in unfamiliar professional–cultural situations. In addition, two micro-level conditions shaped the reciprocity of professional–cultural KS practices between expatriate and local nurses, which were individual differences and situational conditions. Originality/value This study advances and improves the understanding of two intertwined but rarely studied aspects of knowledge-sharing practices. The exploratory lens sought and gained rich insights into the knowledge-sharing practices between experienced and novice individuals and expatriate and local individuals.

Purpose This paper aims to adopt a relational dialectics analysis approach to provide qualitative depth and insight into the ways intercultural families manage intercultural tensions around consumption. The authors pay particular attention to how a relational dialectics analysis reveals a relational change in the family providing evidence to demonstrate how a family’s unique relational culture evolves and transitions. Design/methodology/approach Qualitative insights from a relational-dialectic analysis on 15 intercultural families are used to illustrate the interplay of stability with instability in the management of intercultural dialectic tensions within these families. Findings Intercultural dialectical interplay around food consumption tensions are implicit tensions in the household’s relational culture. Examples of dialectical movement indicating relational change are illustrated; this change has developmental consequences for the couples’ relational cultures. Research limitations/implications This study provides qualitative insights on relational dialectics in one intercultural family context and reveals and analyses the dialectical dimensions around consumption in the context of intercultural family relationships. The research approach could be considered in other intercultural and relational contexts. Practical implications Family narratives can be analysed within the context of two meta-dialectics that directly address how personal relationships evolve; indigenous dialectic tensions within a family can also be identified. Originality/value This paper demonstrates the qualitative value of a relational dialectics analysis in revealing how food consumption changes within families are the result of reciprocal or interdependent learning, which has consequences for relational change.

Background: In 2016, Service Learning (SL) became a curricular requirement for undergraduate medical education (UGME) students at the University of Manitoba. Students partner with a community-based organization for two years to engage in non-clinical activities in community settings. Significant feedback has been collected from students re: their SL experiences. This project specifically collected feedback from community organizations involved with SL. Methods: In June 2019, an electronic survey was distributed to the 36 community organizations involved with SL. Results: Twenty-seven organizations completed the survey. Feedback was grouped into two main themes: 1) Logistics and 2) The SL Experience. About half (52%) of respondents indicated it was “easy” to schedule students for SL; however, students’ busy schedules and differences between hours of organization programming and students’ availability were highlighted. Most respondents described students as “engaged” (70%); respondents indicated SL raised students’ understanding of power and privilege (56%) and systemic oppression (63%). Conclusions: Community organizations shared valuable insights to inform the SL program. Results identified specific aspects of the SL program to address moving forward, such as sharing learning objectives with community partners. Ensuring processes are in place to obtain feedback from community partners is an essential step to improve SL programs, and to strengthen reciprocal community-university partnerships.