Scaffolding and supporting use of information for ambitious learning practices

How Green Transformational Leadership Affects Employee Individual Green Performance-A Multilevel Moderated Mediation Model

Rapid economic growth puts the natural environment under tremendous pressure. As a traditional chemical company, it is important to reconsider outdated business development models, develop innovative green initiatives for long-term growth, and choose approaches to address environmental issues. Determining how to encourage employees' green performance while balancing environmental issues is crucial for chemical companies in the current social and economic environment. This study investigates the green transformational leadership style to enhance green performance of chemical company employees. It expands the field of environmental protection by employing two novel constructs: creative process engagement and green creativity. We collected 623 valid questionnaires from 98 teams (98 leaders and 525 employees) and used SPSS 26.0, HLM 6.0, and MPlus 8.3 to test the hypothesis. The findings revealed that (1) green transformational leadership positively influences individual green performance, (2) creative process engagement and green creativity mediate the relationship between green transformational leadership and individual green performance, and (3) individual environmental awareness positively moderates the relationship between green transformational leadership and green creativity. These novel findings contribute to the environmental literature and help chemical company managers in enhancing employee innovation and performance.

An exploration into physician and surgeon data sensemaking: a qualitative systematic review using thematic synthesis

Providing electronic health data to medical practitioners to reflect on their performance can lead to improved clinical performance and quality of care. Understanding the sensemaking process that is enacted when practitioners are presented with such data is vital to ensure an improvement in performance. Thus, the primary objective of this research was to explore physician and surgeon sensemaking when presented with electronic health data associated with their clinical performance. A systematic literature review was conducted to analyse qualitative research that explored physicians and surgeons experiences with electronic health data associated with their clinical performance published between January 2010 and March 2022. Included articles were assessed for quality, thematically synthesised, and discussed from the perspective of sensemaking. The initial search strategy for this review returned 8,829 articles that were screened at title and abstract level. Subsequent screening found 11 articles that met the eligibility criteria and were retained for analyses. Two articles met all of the standards within the chosen quality assessment (Standards for Reporting Qualitative Research, SRQR). Thematic synthesis generated five overarching themes: data communication, performance reflection, infrastructure, data quality, and risks. The confidence of such findings is reported using CERQual (Confidence in the Evidence from Reviews of Qualitative research). The way the data is communicated can impact sensemaking which has implications on what is learned and has impact on future performance. Many factors including data accuracy, validity, infrastructure, culture can also impact sensemaking and have ramifications on future practice. Providing data in order to support performance reflection is not without risks, both behavioural and affective. The latter of which can impact the practitioner's ability to effectively make sense of the data. An important consideration when data is presented with the intent to improve performance.Registration This systematic review was registered with Prospero, registration number: CRD42020197392.

Secondary Education Students’ Knowledge Gain and Scaffolding Needs in Mobile Outdoor Learning Settings

Science education enhances students’ scientific literacy in order to interact with the world responsibly and contribute to democratic and informed decision-making. The emergence of place-responsive pedagogy and mobile technology with a variety of affordances has refocused attention on students’ direct embodied experience. P-responsive pedagogy combined with mobile technologies provides numerous opportunities for investigating, across contexts, everyday socio-economical environmental problems inherent to a particular location. Forming an evidence-based decision on socio-economical environmental real-life problems requires a more in depth understanding of natural processes than just making use of everyday knowledge that is based on perceptions and direct observations. Therefore, this paper aims to explore the secondary education students’ (a) awareness and understanding about a timely socio-environmental challenge, (b) development of the scientific vocabulary, (c) scaffolding needs during the mobile outdoor collaborative inquiry-based learning event. To fulfill the aims, action research with an experimental technology-enhanced collaborative inquiry learning design was created to investigate students’ knowledge gain and scaffolding needs. Three interventions with a total of 68 secondary education students (age 14–15) were conducted. Both quantitative and qualitative data were collected and analyzed. The results demonstrate the change in students’ opinions about the complex socio-economical environmental challenge and transformation from everyday concepts to more scientific knowledge, and their need for conceptual and procedural scaffolding. This paper adds new insights on how to utilize non-gamified use of mobile technology to empower secondary students’ scientific literacy and understanding in authentic settings.

Being mobile: a call for collaborative innovation practices?

Purpose

The purpose of this study is to examine mobile technology as being a key apparatus and interface for collaborative innovation, which allows organisations to develop their information ecology.

Design/methodology/approach

The qualitative research was performed by in-depth interviews, observations and field notes. The eight main interviews are supported by an interdisciplinary narrative literature review of knowledge management and associated fields.

Findings

This study validates the following propositions: mobile technology can offer users timely information, mobile technology can foster collaboration beyond physical and organisational boundaries, in general, mobile technology enables a wider amount of interactions between people. Thereby, this paper draws some implications about the knowledge management of creative (and non-creative) workers.

Research limitations/implications

The collected data sheds light on how organisations and individuals positioned themselves about mobile technology co-creative practices before the COVID era. Therefore, it shall be pertinent to further investigate these findings through a quantitative approach to better ascertain path models and to strengthen the new results with another qualitative perspective, in the post-COVID era.

Practical implications

The study highlights how mobile devices are facilitating collaborative innovation practices by improving management decisions, enabling new business and/or operating models, developing a flow of ideas inner/outer an organisation and fostering the ability to make innovation.

Social implications

Mobile technology transforms the way to work (knowledge creation and/or conversion) and it changes the relations between collaborators in a working environment (beyond physical boundaries). This study deciphers how a creative and/or decision-making person can change their work schedule and/or routines based on the use of mobile devices.

Originality/value

The added value of this transdisciplinary study is that it improves research on collaborative innovation and collective knowledge by revealing three pertinent characteristics of mobile technology: enabling quick decision; connecting with a glocal network and fostering collective creativity. It also creates a bridge between the fields of education and business.

“When I saw my peers annotating”

Purpose

Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction and knowledge production. This study aims to examine the perceived value of SA as contributing to learning in multiple undergraduate courses.

Design/methodology/approach

In total, 59 students in 3 upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community.

Findings

A majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged and how widely SA was used during course activities. While findings of the perceived value of SA as contributing to the course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas and engagement with diverse perspectives.

Research limitations/implications

Studies about the relationships among SA, learning and student perception should continue to engage learners from multiple courses and from multiple disciplines, with indicators of perception measured using reliable instrumentation.

Practical implications

Researchers and faculty should carefully consider how the technical, instructional and social aspects of SA may be used to enable course-specific, personal and peer-supported learning.

Originality/value

This study found a greater variance in how undergraduate students perceived SA as contributing to the course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students.

Collaborative inquiry play

Purpose

This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the relationship between the design goals and the game-based learning environment.

Design/methodology/approach

Drawing on conjecture mapping (Sandoval, 2014), this paper presents an iterative development of the conjecture map for crystal island: ecojourneys and highlights the development of the story and tools in crystal island: ecojourneys, an immersive game based on PBL pedagogy. By articulating this development, the authors highlight the affordances and constraints of designing for collaborative inquiry play and address challenges in supporting learner agency.

Findings

The PBL inquiry process served as the foundation of collaborative inquiry play. Attending to the rules of inquiry fostered student agency, and in turn, playful engagement in the game-based learning environment. Agency however meant holding students accountable to actions undertaken, especially as it pertained to generating group-based explanations and reflecting on productive collaboration. Moreover, socially shared regulation of learning and systems thinking concepts (i.e. phenomenon, mechanisms, and components) must also be externalized in representations and interactions in the game such that students have the agency to decide on their learning paths.

Originality/value

This paper presents the model of collaborative inquiry play and highlights how to support player agency and design content-rich play environments which are not always completely open.