Search Results for
"learning"

Purpose: The purpose of this study was to provide a model for informal workplace learning. Despite the prevalence and recognized importance of informal learning in the workplace, scattered literature and different perspectives have caused a lack of shared understanding about its nature, and little research effort has been made in this direction so far. Design/methodology/approach: This paper identified the most significant components of informal workplace learning using the qualitative meta-synthesis method. For this purpose, after searching sources from different databases and screening them, 17 sources were selected due to compatibility with the research criteria. The texts extracted from the sources were analyzed using a thematic analysis method and synthesized using an aggregation approach. Finally, a themes network was created as a model with 8 main components and 11 sub-components. Findings: The results indicated that eight components were considered significant to informal workplace learning, including learning stimulus, awareness and intent to learn, action or experience, critical reflection on action, facilitators, collective learning, self-directed and context. Originality/value: This meta-synthesis contributes to the coherence and integration of the informal workplace learning literature. The obtained conceptual model, in addition to the general components of informal workplace learning, provides an explanation of the characteristics of each and the relationships between its components to achieve a complete understanding of the nature of informal workplace learning. Since no study has been done so far to comprehensively identify the most significant components of informal workplace learning, it is not possible to refer to their results in comparison with the results of this study. © 2024, Emerald Publishing Limited.

The ongoing evolution of technology in education has highlighted the need for modernized instructional methods. This study explores the development of the Go Electronic game, designed to enhance teaching and learning in digital electronics through gamification. Students often face difficulties in understanding digital electronics, a complex subject that is difficult to learn through traditional teaching methods. This gap highlights the need for teaching aids that simplify concepts and maintain student focus through interactive learning approaches. Using the Waterfall model, a systematic development methodology that progresses through sequential phases: requirements analysis, system design, implementation, integration, testing, and maintenance. This approach ensures that each stage is thoroughly completed before moving to the next, allowing for a structured and efficient development process. Go Electronic was developed to address the confusion often faced by university students in this subject area. The research focuses on the integration of new media resources to make the learning process more interactive and engaging. Data collected from interviews with educators at Universiti Pendidikan Sultan Idris (UPSI) confirmed the tool’s effectiveness, emphasizing its potential to improve student focus and engagement. The research findings indicate that the Go Electronic game, developed using this model, effectively enhances student engagement and focus on digital electronics topics. Feedback from educators highlights that the gamified approach not only captures student interest but also supports a more interactive and productive learning experience. The study suggests that expanding the game’s question bank could further improve students’ comprehension, thus advancing the integration of gamification in higher education course delivery. © 2025 by the authors of this article.

Purpose: This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation. Design/methodology/approach: This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model. Findings: The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education. Practical implications: By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes. Originality/value: This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities. © 2024, Emerald Publishing Limited.

Background: Despite increasing studies underscoring the effectiveness of new media teaching strategies in pharmacology education, the influence of different educational backgrounds is still unclear. We aimed to evaluate the efficacy of new media teaching under various educational backgrounds in pharmacology education using network meta-analysis. Methods: Literature databases were searched from their inception to February 28, 2024 for eligible trials. Educational backgrounds included 3 majors (pharmacy, medicine, and nursing) and 3 degrees (junior college, undergraduate, and graduate). Academic performance, comprehensive competency, and satisfaction were analyzed using Stata (version 17), Review Manager 5.3 software (RevMan 5.3), and R software (version 4.3.1). Results: A total of 46 studies involving 6447 students were included. The surface under the cumulative ranking curve (SUCRA) indicated that compared to other majors, new media teaching among nursing students was the most effective in improving theoretical scores (88.63%), experimental scores (93.28%), learning interest (88.27%), self-learning ability (91.17%), mastery of knowledge (96.81%), and the proportion of satisfaction (97.30%) in pharmacology education. As for degrees, new media teaching among junior college students had the best effect on enhancing theoretical scores (75.60%), experimental scores (86.23%), pass rates (88.33%), self-learning ability (90.36%), mastery of knowledge (97.73%), and the proportion of satisfaction (85.28%) in pharmacology learning. Conclusion: Overall, new media teaching among nursing students or junior college students appears to be more effective in pharmacology education. Thus pedagogues can better implement new media teaching strategies among these students and incorporate more web-based tools. © 2025 Elsevier B.V.

Computing education is often confined to the context of formal education or after-school programs; however, there is a growing industry built around adult education, including workshops, coding intensives, online learning, and apprenticeship programs. Amidst these efforts, little research has explored the workplace as a site for novice adult learners to develop computing skills. In this experience report, we present an integrated training curriculum for adults at DataWorks, an organization that trains and employs novice adults from groups historically underrepresented in computing who seek to advance their career through on-the-job learning. “Data Fellows” are hired to complete client projects by providing data services for local organizations, nonprofits, and businesses. Training is integrated into employees’ weekly responsibilities at DataWorks, and the curriculum consists of four modules: Microsoft Excel, Critical Data Literacy, Python Fundamentals, and Career Development. In this report, we reflect holistically on the evolution of the curriculum over four years. We distill our reflection into insights to inform other integrated training programs that aim to equip novice adults with computing skills in the workplace. © 2025 Copyright held by the owner/author(s).

STEM education is a learning approach developed to equip students with integrated knowledge in Science, Technology, Engineering, and Mathematics. This teaching method has many positive impacts on both students and teachers. Therefore, Indonesia, which has adopted a curriculum "Merdeka" emphasizing educational freedom, has begun to embrace this teaching method in its schools. This study proposes understanding the development of STEM research in Indonesia over the past five years, from 2018 to 2022. The systematic literature review approach was used as the methodology for this study and focused on Scopus-indexed articles. The research findings are based on the following: the number of studies over the five years has been fluctuating; the majority of articles were published in international conferences; Malaysia dominates as the collaborating country; the level of education where research implementation is dominant in high school; and the active STEM learning activities are primarily related to physics. From this study, it can be concluded that further development of STEM education research in Indonesia is possible and a high opportunity. © 2025 American Institute of Physics Inc.. All rights reserved.

By determining the elements that impact VR technology adoption, teachers can create plans to raise student engagement and improve learning outcomes. The purpose of this study is to determine the elements that contribute to the effective use of virtual reality (VR) technology by vocational education students, allowing them to acquire information and skills relevant to the sector and become workforce ready. The research data was collected utilizing a quantitative surveybased methodology with a questionnaire. The Technology Acceptance Model (TAM) is used in this study from the perspective of students pursuing vocational higher education. Data for this study was gathered in June 2023 using an online questionnaire involving 100 vocational students from the Faculty of Engineering from reputable universities in the Province of West Sumatra, Indonesia. The research data was analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM). This study found that perceived usefulness, perceived ease of use, and perceived enjoyment had a significant and positive indirect effect (through intervening variables) on the vocational students' behavior and intention to use VR in learning process. These factors can be considered when determining the appropriate virtual reality to be implemented in the learning process and ensuring its use at the appropriate time and environment. © 2025 American Institute of Physics Inc.. All rights reserved.

This study examined whether there were significant differences between traditional and non- traditional students and gender on six experts- based employability competencies. The study was anchored on social cognitive theory and obtained data from 405 students using simple random sampling and analyzed using an independent T- test. The study established significant differences between traditional and non- traditional students on employability competencies-emotional regulation, lifelong learning, and efficacy beliefs-but not in social competence, metacognitive and oral and written communication. Significant differences were also observed based on gender with emotional regulation, lifelong learning and oral communication but not in social competence, meta cognitive and oral, and written communication. The study established the fact that employability competencies are not universal but contextual and provides the bases for HEIs in emerging economies to re- examine curriculum to prepare students for the world of work. © 2025, IGI Global Scientific Publishing. All rights reserved.

The increasing importance of sustainability accounting in the sustainability agenda has called for the role of accounting professionals to prepare sustainability reports and disclosures to the top management and provide assurance on sustainability data. Accounting professionals, including accountants and auditors, are expected to be well-versed in sustainability matters and develop their technical and critical thinking skills in addressing sustainability-related issues. Therefore, it is essential for the higher education process to equip future accounting graduates with the skills to handle sustainability matters that go beyond basic financial reporting. This study serves as a preliminary study to analyze the level of perception of sustainability reporting and disclosure among accounting students. Using survey research design through the administration on a sample of accounting students in public Higher learning Institutions on the East Coast, the data was analyzed using descriptive analysis and descriptive statistics. The finding showed that accounting students have high and positive perceptions of the concept of sustainability and their motivation and aspiration for their roles as future accountants in sustainability accounting and its functions in the sustainable environment. Therefore, it is concluded that accounting students have adequate awareness and understanding of the sustainability issue and agree on the significant role of future-ready accountants in preparing sustainability reporting and providing assurance on sustainability reporting and disclosure. © 2025 Author(s).

As vocational undergraduate students in China face increasing challenges in the job market, understanding the factors that shape their employment expectations is crucial. Psychological capital is considered a key factor influencing students’ career outlooks. This study aims to examine the relationship between psychological capital (PC) and employment expectations (EE), while exploring the mediating roles of educational flow experience (EFE) and active coping style (ACS) in this relationship. Based on positive psychology and career development theories, a theoretical model was constructed to understand how psychological capital affects employment expectations through the chain mediation of educational flow experience and active coping style. A sample of 693 vocational undergraduate students (316 males and 377 females) from a university in Guangdong Province participated in the study. Participants completed the Psychological Capital Scale (PCS), the Career Expectation Scale (CES), the Educational Flow Experience Scale (EduFlow-2), and the Coping Style Scale (CSS). Results indicate that higher levels of psychological capital significantly predict stronger employment expectations. Moreover, educational flow experience and active coping style both serve as significant mediators in the relationship between psychological capital and employment expectations, with a chain mediation effect also observed. These findings provide valuable insights into the psychological processes that influence career expectations among vocational undergraduates, highlighting the importance of fostering psychological capital and creating supportive learning environments to improve students’ employability. The results offer practical implications for educators and policymakers, suggesting that vocational institutions should integrate strategies to enhance psychological capital, promote educational flow experiences, and support active coping styles to better prepare students for the labor market. © 2025 Huang et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.