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Hongmin Lin - One of the best experts on this subject based on the ideXlab platform.
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using e Learning and Situated Learning Theory practical lessons from the vocational special education students
International Conference on e-Business Engineering, 2011Co-Authors: Yoauchau Jeng, Hongmin LinAbstract:The purpose of this study was to investigate "Combining Situated Learning Theory with E-Learning" as well as its impact on vocational educational students' Learning outcome. An online traffic rule situational E-Learning system was developed for this study. The participants were vocational special education students and were divided into the experimental and control groups. Both groups took the pretest and posttest regarding Learning achievement and motivation. After the experimental teaching, data were collected, statistically analyzed with the pretest score as covariance and conducted a one-way ANCOVA analysis. Finally, the researchers conducted a questionnaire survey to determine the opinions of the experimental group students on the combination of situational Learning and E-Learning. The results indicated that using the teaching strategies of "Combining Situated Learning Theory with E-Learning", the students' achievement and motivation were significantly better than those with traditional teaching methods.
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ICEBE - Using E-Learning and Situated Learning Theory: Practical Lessons from the Vocational Special Education Students
2011 IEEE 8th International Conference on e-Business Engineering, 2011Co-Authors: Yoauchau Jeng, Hongmin LinAbstract:The purpose of this study was to investigate "Combining Situated Learning Theory with E-Learning" as well as its impact on vocational educational students' Learning outcome. An online traffic rule situational E-Learning system was developed for this study. The participants were vocational special education students and were divided into the experimental and control groups. Both groups took the pretest and posttest regarding Learning achievement and motivation. After the experimental teaching, data were collected, statistically analyzed with the pretest score as covariance and conducted a one-way ANCOVA analysis. Finally, the researchers conducted a questionnaire survey to determine the opinions of the experimental group students on the combination of situational Learning and E-Learning. The results indicated that using the teaching strategies of "Combining Situated Learning Theory with E-Learning", the students' achievement and motivation were significantly better than those with traditional teaching methods.
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implementing Situated Learning Theory into e Learning vocational special education students Learning outcomes
數位學習科技期刊, 2010Co-Authors: Yoauchau Jeng, Hongmin LinAbstract:本研究旨在探討「結合情境學習理論之數位學習」教學策略應用於高職特教班學生之學習成效，以及瞭解實驗組學生對數位學習的看法。本研究採不等組前後設計，以某國立高職綜合職能科學生為研究對象，以班級為單位隨機分派一班為實驗組；一班為控制組。兩組學生均接受「學習成就」、「學習動機」前測、後測。經過8週實驗教學後，將實驗資料進行統計分析，以前測分數為共變數，對研究對象進行單因子共變數分析。教學實驗結束後兩週，再對實驗組學生檢驗保留成效。最後對實驗組學生進行學後問卷調查，了解實驗組學生對結合情境學習之數位學習的看法及意見。研究結果顯示採「結合情境學習理論之數位學習」教學策略，在學習成就、學習動機方面，顯著優於傳統教學法，且學生在學習後有良好的保留效果。同時實驗組學生對於數位學習教學方式持肯定態度。
Yoauchau Jeng - One of the best experts on this subject based on the ideXlab platform.
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using e Learning and Situated Learning Theory practical lessons from the vocational special education students
International Conference on e-Business Engineering, 2011Co-Authors: Yoauchau Jeng, Hongmin LinAbstract:The purpose of this study was to investigate "Combining Situated Learning Theory with E-Learning" as well as its impact on vocational educational students' Learning outcome. An online traffic rule situational E-Learning system was developed for this study. The participants were vocational special education students and were divided into the experimental and control groups. Both groups took the pretest and posttest regarding Learning achievement and motivation. After the experimental teaching, data were collected, statistically analyzed with the pretest score as covariance and conducted a one-way ANCOVA analysis. Finally, the researchers conducted a questionnaire survey to determine the opinions of the experimental group students on the combination of situational Learning and E-Learning. The results indicated that using the teaching strategies of "Combining Situated Learning Theory with E-Learning", the students' achievement and motivation were significantly better than those with traditional teaching methods.
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ICEBE - Using E-Learning and Situated Learning Theory: Practical Lessons from the Vocational Special Education Students
2011 IEEE 8th International Conference on e-Business Engineering, 2011Co-Authors: Yoauchau Jeng, Hongmin LinAbstract:The purpose of this study was to investigate "Combining Situated Learning Theory with E-Learning" as well as its impact on vocational educational students' Learning outcome. An online traffic rule situational E-Learning system was developed for this study. The participants were vocational special education students and were divided into the experimental and control groups. Both groups took the pretest and posttest regarding Learning achievement and motivation. After the experimental teaching, data were collected, statistically analyzed with the pretest score as covariance and conducted a one-way ANCOVA analysis. Finally, the researchers conducted a questionnaire survey to determine the opinions of the experimental group students on the combination of situational Learning and E-Learning. The results indicated that using the teaching strategies of "Combining Situated Learning Theory with E-Learning", the students' achievement and motivation were significantly better than those with traditional teaching methods.
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implementing Situated Learning Theory into e Learning vocational special education students Learning outcomes
數位學習科技期刊, 2010Co-Authors: Yoauchau Jeng, Hongmin LinAbstract:本研究旨在探討「結合情境學習理論之數位學習」教學策略應用於高職特教班學生之學習成效，以及瞭解實驗組學生對數位學習的看法。本研究採不等組前後設計，以某國立高職綜合職能科學生為研究對象，以班級為單位隨機分派一班為實驗組；一班為控制組。兩組學生均接受「學習成就」、「學習動機」前測、後測。經過8週實驗教學後，將實驗資料進行統計分析，以前測分數為共變數，對研究對象進行單因子共變數分析。教學實驗結束後兩週，再對實驗組學生檢驗保留成效。最後對實驗組學生進行學後問卷調查，了解實驗組學生對結合情境學習之數位學習的看法及意見。研究結果顯示採「結合情境學習理論之數位學習」教學策略，在學習成就、學習動機方面，顯著優於傳統教學法，且學生在學習後有良好的保留效果。同時實驗組學生對於數位學習教學方式持肯定態度。
Nicholas Theodorakopoulos - One of the best experts on this subject based on the ideXlab platform.
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Diversifying into Technical Clothing Manufacture: A Situated Learning Theory Perspective
2017Co-Authors: Nicholas Theodorakopoulos, Nada K. Kakabadse, David Bennett, Catarina Figueira, Breno NunesAbstract:An organisation’s ability to internalise external knowledge and learn from various sources in undertaking new product development and/or entering a new market is crucial to its competitive performance. Nevertheless, little attention has been paid to how growth-oriented small firms identify and exploit entrepreneurial opportunities, i.e. take entrepreneurial action, related to such methods of development, in a mature, contracting industry. The latter is particularly relevant to recent discussion and debate in academic and policy-making circles concerning the salvage of the clothing manufacture industry in developed industrialised countries, by intensifying efforts relating to diversification into high value manufacturing sectors. This paper, based on an instrumental case-firm, demonstrates analytically how Learning as entrepreneurial action relating to diversifying into /technical clothing – i.e. a high value manufacturing/innovatory sector - takes place, drawing on Situated Learning Theory. It is argued that Learning relating to such entrepreneurial action is dynamic in nature and is founded on specific organising principles that foster both inter- and intracommunal Learning.
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Diversifying into technical clothing manufacture as entrepreneurial Learning : A Situated Learning Theory perspective
Journal of Manufacturing Technology Management, 2014Co-Authors: Nicholas Theodorakopoulos, Nada K. Kakabadse, David Bennett, Carmel Mcgowan, Catarina FigueiraAbstract:Purpose - The purpose of this paper is to demonstrate analytically how entrepreneurial action as Learning relating to diversifying into technical clothing - i.e. a high-value manufacturing sector - can take place. This is particularly relevant to recent discussion and debate in academic and policy-making circles concerning the survival of the clothing manufacture industry in developed industrialised countries. Design/methodology/approach - Using Situated Learning Theory (SLT) as the major analytical lens, this case study examines an episode of entrepreneurial action relating to diversification into a high-value manufacturing sector. It is considered on instrumentality grounds, revealing wider tendencies in the management of knowledge and capabilities requisite for effective entrepreneurial action of this kind. Findings - Boundary events, brokers, boundary objects, membership structures and inclusive participation that addresses power asymmetries are found to be crucial organisational design elements, enabling the development of inter- and intracommunal capacities. These together constitute a dynamic Learning capability, which underpins entrepreneurial action, such as diversification into high-value manufacturing sectors. Originality/value - Through a refinement of SLT in the context of entrepreneurial action, the paper contributes to an advancement of a substantive Theory of managing technological knowledge and capabilities for effective diversification into high-value manufacturing sectors.
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Human resource development for inclusive procurement by intermediation: a Situated Learning Theory application
International Journal of Human Resource Management, 2013Co-Authors: Nicholas Theodorakopoulos, Monder Ram, Beckinsale MartinAbstract:This paper fills an important gap in the human resource development (HRD) literature by considering the role that NGO intermediation initiatives can play in bringing together and developing corporate procurement officials (CPOs) and ethnic minority business owner-managers (EMBOs) supplying goods and services. It has been suggested that such initiatives hold great promise in helping ethnic minority businesses escape from their disadvantageous sectoral concentration in the UK. Using Situated Learning Theory as an application lens, the main aim of this paper is to demonstrate how nurturing communities of practice of CPOs and EMBOs and facilitating their interaction can help their professional development and their approaches to procuring and supplying, respectively. The paper reports on the authors' experience with an action research programme encompassing two intermediation initiatives of this kind. The lessons drawn from this study are useful for all those concerned with HRD for inclusive procurement; intermediaries promoting inclusive procurement, large procurers who are willing to engage with supplier diversity and ethnic minority suppliers who wish to access corporate procurement systems and 'break-out'.
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What can Situated Learning Theory tell us about leading to develop organizational Learning capabilities for entrepreneurial performance? lessons from a knowledge-intensive small firm
Thunderbird International Business Review, 2012Co-Authors: Nicholas Theodorakopoulos, Catarina FigueiraAbstract:Although the role of strategic leadership in developing organizational Learning capabilities has been examined to a certain extent, the specific behaviors and mechanisms through which these capabilities are developed have not been adequately understood. Paucity of research in this direction is even more conspicuous in a small firm/entrepreneurship context, which has been linked to innovation, economic growth, and employment generation. Reporting on an ethnographic study of a knowledge-intensive, growth-oriented small firm, this article addresses this gap in the literature by integrating strategic leadership and organizational Learning Theory in an entrepreneurship context. In this undertaking, Situated Learning Theory is used as the major analytical lens, to shed light on how strategic leadership can build organizational Learning capabilities that underpin entrepreneurial performance in small firms. Finally, implications for Situated Learning Theory as an organizational Learning perspective and leadership practice in an entrepreneurship context are submitted.
Catarina Figueira - One of the best experts on this subject based on the ideXlab platform.
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Diversifying into Technical Clothing Manufacture: A Situated Learning Theory Perspective
2017Co-Authors: Nicholas Theodorakopoulos, Nada K. Kakabadse, David Bennett, Catarina Figueira, Breno NunesAbstract:An organisation’s ability to internalise external knowledge and learn from various sources in undertaking new product development and/or entering a new market is crucial to its competitive performance. Nevertheless, little attention has been paid to how growth-oriented small firms identify and exploit entrepreneurial opportunities, i.e. take entrepreneurial action, related to such methods of development, in a mature, contracting industry. The latter is particularly relevant to recent discussion and debate in academic and policy-making circles concerning the salvage of the clothing manufacture industry in developed industrialised countries, by intensifying efforts relating to diversification into high value manufacturing sectors. This paper, based on an instrumental case-firm, demonstrates analytically how Learning as entrepreneurial action relating to diversifying into /technical clothing – i.e. a high value manufacturing/innovatory sector - takes place, drawing on Situated Learning Theory. It is argued that Learning relating to such entrepreneurial action is dynamic in nature and is founded on specific organising principles that foster both inter- and intracommunal Learning.
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Diversifying into technical clothing manufacture as entrepreneurial Learning : A Situated Learning Theory perspective
Journal of Manufacturing Technology Management, 2014Co-Authors: Nicholas Theodorakopoulos, Nada K. Kakabadse, David Bennett, Carmel Mcgowan, Catarina FigueiraAbstract:Purpose - The purpose of this paper is to demonstrate analytically how entrepreneurial action as Learning relating to diversifying into technical clothing - i.e. a high-value manufacturing sector - can take place. This is particularly relevant to recent discussion and debate in academic and policy-making circles concerning the survival of the clothing manufacture industry in developed industrialised countries. Design/methodology/approach - Using Situated Learning Theory (SLT) as the major analytical lens, this case study examines an episode of entrepreneurial action relating to diversification into a high-value manufacturing sector. It is considered on instrumentality grounds, revealing wider tendencies in the management of knowledge and capabilities requisite for effective entrepreneurial action of this kind. Findings - Boundary events, brokers, boundary objects, membership structures and inclusive participation that addresses power asymmetries are found to be crucial organisational design elements, enabling the development of inter- and intracommunal capacities. These together constitute a dynamic Learning capability, which underpins entrepreneurial action, such as diversification into high-value manufacturing sectors. Originality/value - Through a refinement of SLT in the context of entrepreneurial action, the paper contributes to an advancement of a substantive Theory of managing technological knowledge and capabilities for effective diversification into high-value manufacturing sectors.
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What can Situated Learning Theory tell us about leading to develop organizational Learning capabilities for entrepreneurial performance? lessons from a knowledge-intensive small firm
Thunderbird International Business Review, 2012Co-Authors: Nicholas Theodorakopoulos, Catarina FigueiraAbstract:Although the role of strategic leadership in developing organizational Learning capabilities has been examined to a certain extent, the specific behaviors and mechanisms through which these capabilities are developed have not been adequately understood. Paucity of research in this direction is even more conspicuous in a small firm/entrepreneurship context, which has been linked to innovation, economic growth, and employment generation. Reporting on an ethnographic study of a knowledge-intensive, growth-oriented small firm, this article addresses this gap in the literature by integrating strategic leadership and organizational Learning Theory in an entrepreneurship context. In this undertaking, Situated Learning Theory is used as the major analytical lens, to shed light on how strategic leadership can build organizational Learning capabilities that underpin entrepreneurial performance in small firms. Finally, implications for Situated Learning Theory as an organizational Learning perspective and leadership practice in an entrepreneurship context are submitted.
Janet Bowers - One of the best experts on this subject based on the ideXlab platform.
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cognitive and Situated Learning perspectives in Theory and practice
Educational Researcher, 1999Co-Authors: Paul Cobb, Janet BowersAbstract:In their recent exchange, Anderson, Reder, and Simon (1996 Anderson, Reder, and Simon (1997) and Greeno (1997) frame the conflicts between cognitive Theory and Situated Learning Theory in terms of issues that are primarily of interest to educational psychologists. We attempt to broaden the debate by approaching this discussion of perspectives against the background of our concerns as educators who engage in classroom-based research and instructional design in collaboration with teachers. We first delineate the underlying differences between the two perspectives by distinguishing their central organizing metaphors. We then argue that the contrast between the two perspectives cannot be reduced to that of choosing between the individual and the social collective as the primary unit of analysis. Against this background, we compare the Situated viewpoint we find useful in our work with the cognitive approach advocated by Anderson et al. by focusing on their treatments of meaning and instructional goals. Finall...