Search Results for
"learning"

Purpose: This study aims to explore the challenges faced by BA students in the Applied English program at the University of Jordan during their practicum experience, focusing on the first semester of the academic year 2022/2023. It seeks to shed light on training environment issues and workplace skills while considering the cultural and economic context of Arab countries, particularly Jordan. Design/methodology/approach: The study employed a qualitative research design using semi-structured focus group discussions. A sample of 24 students were selected through convenient sampling, ensuring accessibility as the researchers are also instructors at the same university. Data collection emphasized ethical considerations, including informed consent and ensuring privacy and confidentiality. Findings: The study identified significant challenges related to the training environments and the alignment of tasks with learning objectives. Familial and cultural factors were found to influence the students’ experiences, highlighting the importance of context-specific support. Recommendations were provided to enhance the practicum experience by improving training site selection, refining tasks and offering targeted support systems. Additionally, the study highlights the potential of virtual training environments as a future area of exploration. Originality/value: This research is among the first to address practicum challenges faced by BA students in the Arab region, with a specific focus on Jordan. By situating findings within the cultural and economic contexts of the region, the study provides unique insights for tailoring support systems and training programs. The results contribute to a better understanding of how to prepare graduates for successful careers in similar contexts. © 2025, Emerald Publishing Limited.

This research aims to measure the influence of green technology competencies (GTC), sociocultural norms (SCN), and perceived long-term benefits (PB) on green technology use behavior (UB) in vocational education and learning. In addition, the mediating role of PB is also tested to bridge the indirect influence of GTC and SCN on UB. Expost-facto research was conducted in vocational education, involving 531 participants who voluntarily joined as teachers and students and had specific criteria tailored to their needs. Data collection was assisted by using a closed questionnaire with four Likert scales, which had been tested for validity and reliability. Structural Equation Modeling was used to analyze data through path analysis and bootstrap methods. This research proves the importance of PB in playing a crucial role as a determinant of UB on teachers and students. This research also provides an essential insight into how GTC and SCN play a significant role in growing PB and determining UB. These results provide an essential signal, especially for vocational education, to balance the power of competence and foundations to stimulate the growth of solid behavior to use green technology sustainably. The synergy between various stakeholders and sociocultural communities is an important key that must continue to be pursued. © 2025 Malque Publishing. All rights reserved.

Blended learning has sharply increased in Bangladesh due to the COVID-19 pandemic. In blended learning, attaining the expected effectiveness is challenging and necessitates the identification of the factors that affect its efficiency. Therefore, the objective of this study is to identify the significant factors in effective blended learning in Bangladesh. After thoroughly examining existing literature, this paper introduces a new theoretical model to facilitate effective blended learning. The data were gathered from 303 university students in Bangladesh. We used random sampling for data collection and the structural equation modeling (SEM) for data analysis. The study identifies that students’ motivation, satisfaction, knowledge construction, and performance directly influence the effectiveness of blended learning. Besides, it reveals the significant but indirect association of attitude, computer self-efficacy, social support, interaction, and technology quality with the efficacy of blended learning. We suggest that using good technological tools and providing social support can enhance students’ motivation, satisfaction, and knowledge construction. The findings are valuable to achieving Sustainable Development Goals 4, 12 and 13. © The Author(s) 2025.

Purpose: This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices. Design/methodology/approach: Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens. Findings: Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts. Originality/value: The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning. © 2024, Niki Chatzipanagiotou, Anita Mirijamdotter and Christina Mörtberg.

Purpose: This paper aims to examine uncertain situations with potential for learning in care work. While the dominant learning strategy in elderly care is lecture-based education, learning from and during daily care work routines is crucial and suitable. However, little is known about the potential for learning in daily work in elderly care. Design/methodology/approach: This paper is based on a doctoral study conducted in Danish nursing homes. Shadowing care workers led to the construction of care work vignettes, which were analyzed and validated in analytic dialogues with field practitioners. Here, a selected vignette forms the empirical base for analyzing uncertainty through the lens of Dewey’s philosophy of learning. Findings: The results suggest labeling uncertain situations as noisy, as they are sensorily felt, prompting doubt and perplexity and, hence, reflection and learning. Noisy situations cause breakdowns in action experienced as a tension that triggers reflection, often with colleagues, alongside work. A critical discussion draws attention to silent situations that proceed undisturbedly, according to routine, and, hence, often without reflection. To handle uncertainty, either noisy or silent, care workers must be considered as learning actors. Space and time for reflection are mandatory. Originality/value: By focusing on uncertainty in care work, this study contributes to the understanding of workplace learning potential by clarifying the characteristics of situations useful for systematic exploration and collaborative learning from specific instances in work. © 2024, Emerald Publishing Limited.