Experience-based learning of Japanese IT professionals: A qualitative research

Matsuo, Makoto; Wong, Christina W.Y.; Lai, Kee‐hung

doi:10.1016/j.jsis.2008.03.001

Cited by 14 publications

(3 citation statements)

References 49 publications

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“…The purpose of this research is to explore the influence of Co-regulated Learning (CRL)defined as comprising self-regulation and co-regulating other learners, even with each individual in a particular environment (Chan, 2012) -and Experience-based Learning (ExBL) -which refers to acquiring knowledge and skills from one's experience (Matsuo et al, 2008) -teaching interventions…”

Section: Motivation and Purpose For The Studymentioning

confidence: 99%

The Effects of Facebook Live-Stream Teaching on Improving Students' Dance Skills

Chao

Tsai

2021

International Journal of Mobile and Blended Learning

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The purpose of this study is to enhance the effect of dance skill learning, learning motivation, and physical activity class satisfaction. Moreover, the outcome of these quasi-experiments illustrate the effects of Facebook Live-stream teaching, co-regulated learning (CRL), and experience-based learning (ExBL) on improving students' learning performance. The experimental design in this study was a 2 (CRL vs. non-CRL) × 2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes of a course titled ‘Physical Education: Dance' at university level were chosen for this study in one semester. According to the analysis of results, conclusions of this study are that students who receive ExBL have significantly higher physical activity class satisfaction than students who do not receive ExBL. In addition, in the case of ExBL teaching, the concurrent implementation of CRL can improve students' dance skill learning more than ExBL alone.

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Section: Motivation and Purpose For The Studymentioning

confidence: 99%

The Effects of Facebook Live-Stream Teaching on Improving Students' Dance Skills

Chao

Tsai

2021

International Journal of Mobile and Blended Learning

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“…However, as a first step, we have to clarify what experience-based learning is, relative to standard forms of learning. According to Matsuo, Christina, Wong and Kee-hung (2008), experience-based learning differs from other learning methods in that the acquisition of knowledge, experience and skills is derived from one’s own experiences. Several studies argue for a more experiential learning when teaching about sustainable development.…”

Section: Experience-based Learningmentioning

confidence: 99%

Integrating Sustainable Development in Higher Education through Experience-based Learning: Insights from Experts in Team (EiT) for Developing a Combined Theoretical Framework

Otte

2016

Journal of Education for Sustainable Development

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Universities are understood to play an essential role in the promotion of sustainable development. However, the recognition of sustainable development in higher education poses multiple challenges to the traditional higher education system. This article introduces a course concept called 'Experts in Teams' (EiT) as a new platform of learning which makes use of experience-based learning to address sustainable development in an academic context. The article investigates the ways in which these new forms of learning lead to sustainable lifestyle behavioural changes among participants. Based on the results from the case study, the article presents a combined framework for implementing sustainable development as part of a curriculum that not only provides theoretical education about the topic but also furthers a behavioural change among its participants towards more pro-environmental actions.

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“…Following a general shift in information system research away from technological to managerial and organisational issues, there is a growing interest in the application of qualitative research methods (Matsuo et al, 2008;Mangan, 2004;Jabar, 2009) and consequently qualitative research has achieved an essential strand in this field of study (Walsham, 1993;Dube and Pare, 2003). Interpretive research can help IS researchers to understand human thought and action in social and organisational contexts; it has the potential to produce deep insights into information systems phenomena including the implementation of information systems (Kelin and Myers, 1999).…”

Section: Review Of Qualitative Research Methodologies In the Field Of...mentioning

confidence: 99%

Development of a user-resistance-aware framework for implementing enterprise resource planning systems

Bagheri¹

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Although Enterprise Resource Planning (ERP) systems are one of the most important developments in corporate information systems, their implementation process is usually problematic, and many challenges in different aspects come along during the implementation of these large integrated systems. Amongst them, the human-related issues potentially affect ERP implementation projects and decrease their success rate dramatically. Numerous studies have shown that user resistance is the most influential failure factor for such projects. Existing ERP implementation process models usually cover the technical aspects and steps of the implementation and do not face the humanrelated aspects of the process such as resistance to the new system and processes, and organisational conflicts and politics which arise during this huge organisational change. Also, the extant theories of resistance to IS implementation largely adopt a narrow approach to dealing with user resistance and, hence, the solutions provided by them are fragmented and cannot present a holistic approach to our problem (i.e. understanding and dealing with human resistance in the process of implementing ERP systems). This research proposes to use change management body of knowledge as an overarching perspective to deal with resistance in the process of ERP implementation which could provide a more holistic and coherent approach to understand and address such problem, and could enrich the implementation process models in terms of encountering human-related issues (i.e. user resistance). Accordingly, the Kotter’s change model was identified as an appropriate model for such projects, particularly due to the role of power and politics in the system implementation process. The study maps Kotter’s change ii model with ERP implementation process models, and introduces a userresistance-aware framework. To improve this framework, the theories of resistance to information systems implementation are reviewed, and sources of resistance and also the strategies suggested by each theory are categorised according to the process stages. The framework is evaluated and improved through conducting three case studies, during which it is also investigated that how people’s reactions (resistance instances) to the new system could be mapped chronologically against the implementation stages. The final framework mainly helps in understanding the complexity of the issues and improving the change readiness, and can be used as a practical guide for companies and IT project managers. It encourages the organisations to proactively deal with the situation and hence, help people cope with the new routines and environment more conveniently and smoothly, which ultimately improve the success rate of adopting such systems.

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Experience-based learning of Japanese IT professionals: A qualitative research

Cited by 14 publications

References 49 publications

The Effects of Facebook Live-Stream Teaching on Improving Students' Dance Skills

The Effects of Facebook Live-Stream Teaching on Improving Students' Dance Skills

Integrating Sustainable Development in Higher Education through Experience-based Learning: Insights from Experts in Team (EiT) for Developing a Combined Theoretical Framework

Development of a user-resistance-aware framework for implementing enterprise resource planning systems

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