Beyond grades: developing knowledge sharing in learning communities as a graduate attribute

Brouwer, Jasperina; Jansen, Ellen

doi:10.1080/07294360.2018.1522619

Cited by 32 publications

(27 citation statements)

References 64 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finally, in line with studies of students' comprehension, perception and satisfaction (Al-Zoubi, 2018) and with developing knowledge sharing in learning communities as a graduate attribute (Brouwer & Jansen, 2019), our analyses make an important contribution to the literature by suggesting a correlation analysis comparing the results of experimental and control groups that participated in this research work, in terms of usability and cognitive load-satisfaction. Doing so, we can conclude that the students who used the online laboratory based on ontology design and semantic concept detection had a better perception of cognitive load-satisfaction and usability than the students who did not use it.…”

Section: Discussionsupporting

confidence: 62%

A Study on the Effectiveness of an Undergraduate Online Teaching Laboratory With Semantic Mechanism From a Student Perspective

et al. 2020

View full text Add to dashboard Cite

Aim/Purpose: The current study was conducted to investigate the students’ perceived satisfaction with the use of a semantic-based online laboratory, which provides students with a search mechanism for laboratory resources, such as instruments and devices. Background: The increasing popularity of using online teaching labs, as an important element of experiential learning in STEM education, is because they represent a collection of integrated tools that allow students and teachers to interact and work collaboratively, whereas they provide an enriched learning content delivery mechanism. Moreover, several research studies have proposed various approaches for online teaching laboratories. However, there are hardly any studies that examine the student satisfaction provided by online laboratories based on students’ experiential learning. Methodology: To measure the effectiveness of the laboratory, we performed a case study in a Computer Fundamentals online course in which undergraduate students were able to manage devices and instruments remotely. Participants were a sample of 50 third semester students of Bachelor’s degree in Information Technology Administration who were divided in experimental and control groups (online laboratory vs. traditional manner). Given a laboratory assignment, students were able to carry out the management of devices and instruments through a LabView virtual environment and web services. The data of the experiment were collected through two questionnaires from both groups. The first is a system usability score (SUS) questionnaire concerning lab usability and the second one students’ cognitive load. Contribution: The results of the study showed a high correlation between usability and cognitive load-satisfaction of students who used the online teaching laboratory compared to the students who did not use it. Findings: On the one hand, the online laboratory provided students with an easy way to share and deploy instruments and devices, thus enhancing system usability. On the other hand, it offered important facilities which enabled students to customize the search for instruments and devices, which certainly had a positive impact on the relationship between cognitive load and satisfaction. Recommendations for Practitioners: In this work we propose an intuitive laboratory interface as well as easiness to use but challenging and capable of providing similar experiences to the traditional laboratory. Recommendation for Researchers: This study is one of the first to analyze the cognitive load-satisfaction relationship and compare it with usability scores. Impact on Society: Our analyses make an important contribution to the literature by suggesting a correlation analysis comparing the results of experimental and control groups that participated in this research work, in terms of usability and cognitive load-satisfaction. Future Research: Future work will also investigate other methodological aspects of instructional design with the aim to improve personalized learning and reinforce collaborative experiences, as well as to deal with problems related to laboratory access, such as authentication, scheduling, and interoperability.

show abstract

Section: Discussionsupporting

confidence: 62%

A Study on the Effectiveness of an Undergraduate Online Teaching Laboratory With Semantic Mechanism From a Student Perspective

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Universities have become service providers to students as consumers, which Bunce et al (2017) correlated with lower academic performance. Success, however, is more reliant on knowledge acquisition than credentials (Brouwer & Jansen, 2019). Many UAE students, unfortunately, expect high grades without putting in the requisite work and are accommodated by many universities, inflating graduation rates and mitigating actual knowledge acquisition.…”

Section: Attitude Towards Educationmentioning

confidence: 99%

Quality higher education is the foundation of a knowledge society: where does the UAE stand?

Ashour

2020

Quality in Higher Education

View full text Add to dashboard Cite

Since 1997, the United Arab Emirates (UAE) has invested in higher education and its expansion as part of its commitment to building a knowledge-based society. Though the UAE has prioritised quality higher education, it still faces challenges in producing graduates who are capable of actively participating in building its knowledge base. The literature reveals a clear mismatch between the qualities of university graduates and continually changing labour market needs. Along with demographic challenges, cultural and institutional factors impede progress. This paper discusses these challenges and offers policy recommendations designed to support the UAE in its goal of Emiratisising its workforce and creating a knowledge-based society.

show abstract

“…Most previous research into knowledge sharing focuses on organizational contexts (Majid and Wey, 2009) or if it addresses educational contexts, considers virtual communities (Liou et al, 2016). Little research has been undertaken in understanding knowledge sharing in higher education institutions compared with other sectors (Al-Kurdi et al, 2018;Brouwer and Jansen, 2019). To expand this research stream, the current study is conducted among university employees.…”

Section: Introductionmentioning

confidence: 99%

The effect of workplace ostracism on knowledge sharing: the mediating role of organization-based self-esteem and organizational silence

Takhsha

Barahimi

Adelpanah³

et al. 2020

JWL

View full text Add to dashboard Cite

Purpose This study aims to evaluate the effect of workplace ostracism on organization-based self-esteem (OBSE), organizational silence and knowledge sharing. Design/methodology/approach The statistical population of this research includes the employees of University of Isfahan in Iran. The structural equation modeling method is used to analyze the data and the conceptual model using 130 participants. Findings The empirical results suggest that ostracism and organizational silence influence knowledge sharing, negatively. Ostracism influences organizational silence, positively; and ostracism influences OBSE, negatively. Furthermore, organization-based self-esteem influences knowledge sharing, positively. In addition, the indirect relationship from ostracism to knowledge sharing through organizational silence was confirmed; however, the mediating role of OBSE in the relationship between workplace ostracism and knowledge sharing was not confirmed. Originality/value This research is among the first to evaluate the relationship between workplace ostracism, knowledge sharing, organizational silence and OBSE simultaneously.

show abstract

Beyond grades: developing knowledge sharing in learning communities as a graduate attribute

Cited by 32 publications

References 64 publications

A Study on the Effectiveness of an Undergraduate Online Teaching Laboratory With Semantic Mechanism From a Student Perspective

A Study on the Effectiveness of an Undergraduate Online Teaching Laboratory With Semantic Mechanism From a Student Perspective

Quality higher education is the foundation of a knowledge society: where does the UAE stand?

The effect of workplace ostracism on knowledge sharing: the mediating role of organization-based self-esteem and organizational silence

Contact Info

Product

Resources

About