Collaboration-Aware Hybrid Learning for Knowledge Development Prediction

The evolving societal landscape and technological advancements have redefined educational demands, leading to notable improvements in teaching methodologies driven by continuous technological evolution. Blended learning, a widely embraced approach, transcends traditional educational boundaries, emphasizing the paramount role of student communication and interaction in an era of extended education beyond physical classrooms. Collaborative learning groups are increasingly integrated into blended teaching, with group formation as a pivotal element. This study draws upon cognitivism, collaborative learning, and social interdependence principles to address issues within group cooperative activities in blended teaching. It leverages the strengths of blended teaching and collaborative learning, designing instructional activities and conducting action research in practical teaching settings. The research methodology unfolds in phases: a literature review explores the current landscape of blended collaborative learning, providing insights into challenges; a theoretical exploration, grounded in educational theory, delves into the design of teaching activities within blended environments; the technical investigation combines collaborative grouping with machine learning to propose innovative grouping strategies; and the action research phase validates findings through specific instructional courses and research subjects.

Background: The World Health Organization (WHO) has recently declared Covid 19 to be a pandemic that poses a threat to humanity. The existing Conventional and other instructional methods have been canceled and the online learning has been broadly revised to allow learners to educate themselves through online platforms.
 Aims: This article was written to identify the teaching practices throughout Covid 19 with key terms, virtual mastering during the lockdown, on-line teaching during a pandemic, and application of blended learning during Covid-19 and post Covid implication.
 Methodology: The mini review was conducted to identify the online teaching practices during Covid-19 and blended mode of teaching in higher education and its implication during post Covid-19. The different database searches identified more than ninety articles, of which 35 full-textual content articles had been assessed and nineteen had been included in this paper.
 Results: Blended learning is a modern, powerful, and effective tool for increasing universities' competitiveness, meeting the diverse needs and interests of instructional service consumers, imposing the concept of continuing education, and integrating classroom and distance learning to facilitate independent, interactive, and collaborative learning among students.
 Conclusion: The article finishes with an overview of the most pressing issues, as well as suggestions and brief recommendations for expanding the use of blended learning in the post-Covid-19 era.

The intensification of the international competition and the necessity to compete in a global context push companies to introduce new organizational forms; the continuous evolutions of the contexts both in terms of market demand and available technologies, the progressive reduction of the time-to-market, the necessity to personalize the offering according to the expectations of the single customer favour the development of new organizational paradigms such as the ”networked enterprise”. Supply-chain organization constituted by clients and suppliers has to consider also a series of actors with very different competences and specializations. If the concept of innovation is interpreted as the output of a new recombination of existing factors, nets of companies appear proper and coherent with the development activities. In many industries the access to tacit and distribute knowledge constitutes one of the principal critical success factor: for example, in the textile industry, the interaction with actors such as research centre, designer, design services, etc. allows to access and to interpret the diffused knowledge along the entire development chain. In this kind of scenario the ICTs cover a critical role. The identification of a model able to describe potential interrelations and synergies between ICTs and organizational structures has to consider a double aspect: (i)On the one hand the diffusion of new organizational models based on the networked enterprise constitutes a continuous stimulus for the creation of new technologies able to improve the effectiveness and the efficiency of the knowledge flows; (ii)On the other hand the availability of new information technologies offers the opportunity to create new organizational models. The increasing presence of international competition as well as the importance of socio-cultural and contextual settings are transforming the future of industrial and social scenarios. The increasing pressures of international competition are challenging companies that find themselves unable to reach international sources of supply of components and knowledge, as well as unable to offer their products and services worldwide. Moreover, historical, social, demographic and industrial factors are also forcing companies to develop a system of offerings that merge profitability with social and cultural values. Couple these factors with an ever-increasing standard of living means that the development of products and industrial processes in order to survive must not only be profitable for the manufacturers, but also socially constructive. For this reason companies must develop the knowledge and new product development processes that can support them in designing and developing socially, culturally and physically constructive products. The obstacles that obstruct the development of this kind of products are related to two fundamental capabilities: the capability to develop new technologies, and the capability to understand and design new lifestyles. While several methods exist that support companies in understanding the needs from a technically functional basis (such as Quality Functional Deployment) or in managing the explicit knowledge of organisations (Knowledge Management Systems), a methodology for the identification, capturing and interpretation of value intensive information related to socio-cultural trends and latent needs is less formalized.KeywordsInnovation ProcessInnovation ManagementInternational CompetitionHarvard Business ReviewProduct Development ProcessThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Promoting patient safety among nursing students: A mixed-method study on collaborative cross-cultural learning

ABSTRACTThis study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.] was adopted. This research highlights that the process of knowledge development in physical education teacher education (PETE) is socially constructed and complex. Much of the PSTs’ development was influenced by various communities of practice, particularly their school placements’ PE departments, but also their university-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to PSTs’ development. University-based learning was credited by PSTs with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. This study identifies the capability of school/university partnerships to facilitate enhanced knowledge development in PETE. Taking into consideration the evolving nature of PETE within a political context that is progressively moving towards an entirely school-based model, an evidence-based debate over the manner and nature of the subject knowledge to be developed is needed.

Collaborative learning has been utilised throughout the years to deliver educational content for various levels of students in schools. Previously, less emphasis was given to the online support mode as the conventional method exists. However, as schools across the globe closed in response to the Covid-19 pandemic, students from various levels experienced a severe disruption to their learning process. Though most schools quickly began offering some online learning, there have been growing concerns about the effects of this unprecedented shift. In addition, such a paradigm shift has also witnessed parents' significant role in ensuring the effective delivery of educational content through online platforms. In such a situation, parents were expected to support the learning process. However, less support from other stakeholders makes it challenging for parents to support their children's learning online. Although various strategies and best practices exist globally, engaging students, parents, teachers, and relevant stakeholders towards collaborative online learning is crucial. Based on relevant previous studies, engagement towards online learning is highly influenced by the user's cultural background in getting successful collaboration among all stakeholders. Thus, the proposed study aims to investigate and propose a conceptual framework for a collaborative online learning model based on a cultural-based approach. It applies a Systematic Literature Review (SLR) based on relevant previous studies. A preliminary study has conducted a comparative review based on strategies and best practices. Initial findings divulge that cultural background influences the teacher-parent engagement towards collaborative online learning provided by the school and relevant authorities. Therefore, findings from the proposed study could improve the quality of learning in primary schools, in line with SDG4 and 4IR.

This study aims to comprehend the function of the organisation and its personnel in the process of knowledge production and innovation for the success of the organisation. The market is highly competitive as a result of new technology and services that have the ability to make small, unforeseen modifications that give rise to whole new products. The goal of the organisation should be to continuously develop its goods and services in order to stay competitive. In order for this innovation to take place, internal organisational knowledge must be created and effectively externalised. Innovation uses fresh concepts and ideas that are produced during the knowledge development process. The first factor to encourage knowledge production is transparency regarding the performance of the organisation, where employees are aware of their workplace and may give suggestions or ideas if the organisation is not performing properly. The company culture, where employees are free to socialise and so share their tacit knowledge, is the subject of the second element. A knowledge management team is required to close the gap between knowledge development and innovation. The knowledge management team's job is to collect concepts or ideas from the workforce, screen, filter, and qualify them before comparing them to the organisational goals. Making useful, sound decisions can be aided by this information redundancy. It also keeps in regular contact with the team responsible for research and innovation. Every idea or concept that the knowledge management team receives must be recorded so that the innovation team and the employees can access them later. The study offers a model where knowledge development starts with problem identification. The issue is brought up, the team discusses it, and each employee submits an idea or opinion to the knowledge management team. This procedure facilitates innovation

Research is “a systematic process by which investigators gather information, organize it in a meaningful way, and analyze and interpret it” (Asmus & Radocy, 1992, p. 141). While this definition does not indicate why investigators gather and work with information, a clue is in “a meaningful way”— the research process should be meaningful. Organizing, analyzing, and interpreting is a process of developing knowledge. Another way to express this is to say that research is a systematic process of data acquisition and knowledge development. The terms “data acquisition” and “knowledge development” resonate clearly with the current computer lexicon (Knowledge Discovery in Databases or KDD). This is intentional because technology is one of the most influential forces affecting research in the past 30 years. I have selected these terms to serve as “lenses” with which to examine trends in research. A trend is direction of movement, a course, an inclination.

The worldwide spread of the COVID-19 pandemic has compelled researchers and practitioners to investigate and implement alternative teaching methodologies due to the disruption caused to conventional face-to-face instruction. This study examined the efficacy of integrating the Blackboard platform and face-to-face classroom learning in a blended learning model for teaching writing skills to Saudi EFL university students via amalgamating the advantages offered by both online platforms and face-to-face learning. The study adopted a mixed-methods research design, incorporating qualitative as well as quantitative methodologies. It employed a survey methodology, utilizing a questionnaire to identify the students' perceptions with respect to the use of blended learning in the context of writing instruction. In addition, interviews were conducted to determine the students' level of acceptance and willingness to participate in blended learning. The findings indicate that the participants exhibited a predominantly favorable attitude towards blended learning of writing. Furthermore, they demonstrated an awareness of the interconnectedness between engaging the Blackboard platform and face-to-face learning in writing instruction. The positive perspectives and receptiveness exhibited by the students towards blended learning underscore its potential to cultivate engagement, collaboration, and enhanced learning outcomes of writing instruction. The empirical evidence obtained from this study serves as a strong impetus for educational institutions and EFL instructors to utilize blended learning in writing instruction.

It is generally noticed that all the teaching learning practices have changed over a period of time, with changing needs and demands of the society as well as the Nation. Teacher education is one such area that is experiencing phenomenal changes as a result of the advancement and use of technology. Latest innovations and technological revolution has drastically affected the affordability, accessibility and adaptability to these modern ICT and ICT related tools and gadgets. With these technological changes, the way and means of imparting education has also been revolutionized. The wide use of online technologies and available Internet in the field of education and the opportunity of blending face-to-face instruction with online teaching environments have caused a paradigm shift in the way of delivering instruction to the learners. An important implication of this shift is the need for a recommitment to create an ideal learning environment for students and employing new pedagogies and technologies, where appropriate. One such technology is ‘Blended Learning’. Blended learning is a strategy that creates a more integrated approach to teaching learning process where different learning environments like Face-to-Face, online, social networking etc are mixed with a goal to provide most efficient and effective instruction experience. Blended learning is a potential outcome of advanced technology-based learning systems. Blender learning approaches makes use of advance technology to provide training and development in higher education and within industry. Its rapid growth has been facilitated by the Internet and other emerging technologies like cloud computing, cybernetics, artificial intelligence etc. Over the past few decades, a lot of research work has been done on blended learning and its utility in institutions of higher learning. In the present research study, the author has tried to explore the role of blended learning technology in developing and enhancing pedagogical skills among the teacher educators and prospective teachers. The author through this paper have provided directions for creating a blended learning environment, which can be used by institutions of higher learning to take decisions about the learning and teaching initiatives. The present paper also discusses about how blended learning can improve the teaching, working environment, quality of teacher education and help in managing and improving the costly and expensive education of today that the student community have to bear. The author has tried to highlight the various challenges and implications which are there in implementing and integrating such a technology in teacher educational initiations. The general conclusion which is drawn from this research study is that blended learning approach offers the most efficient and effective way of teaching learning process in today's fast changing, competitive global arena of higher education in general and teacher education in particular. Further research work can be done, where we can compare the students’ academic achievement using this blended learning approach in comparison to traditional or conventional approach of learning.

Industry 4.0 and the COVID-19 pandemic are shaping the future of higher education, industry, and organizations, acting as a catalyst for digitalization with enormous challenges for mobile connectivity, collaboration, and blended teaching and learning. This paper focuses on the didactical concept of remote interaction and collaborative learning for students in electronics. We present the Education 4.0 Lab for Digital Innovation Units (E4LDIU). In this regard, we implemented for two courses ("Optoelectronic Devices", and "Photonic Sensors and Transducers'') a remote lab, experimental-based interactions with the learning environment. E4LDIU offers a foundation for collaborative learning and sustainable development with knowledge produced in situational contexts. E4LDIU is here to stay after the pandemic.

As technology continued to advance, the educational landscape evolved, leading to the development of learning management systems, online platforms, and multimedia resources. Blended learning has since become a cornerstone in educational strategies. The purpose of this study is to describe the research trend data on Blended learning . The Systematic Literature Network Analysis (SLNA) method was employed for the investigation. This study's data is made up of non-time-limited research articles on Blended learning. The articles were retrieved from the Scopus database. The data was evaluated using a bibliometric and network analysis technique with programs R and VOSviewer. The findings indicate that the number of studies and research citations fluctuate. Keyword cluster analysis indicates that the predominant focus of research lies in Blended learning. Simultaneously, the terms 'personnel training' and 'academic performance' exhibit interconnections with inquiries into Blended learning . Subsequent scholarly investigations ought to broaden and elaborate upon facets of Blended learning conceptualization, assessment methodologies, pedagogical instruction, and organizational backing, to furnish a more exhaustive and all-encompassing research outlook.

PurposeThe establishment of free trade zones (FTZs) is an important experiment as part of the reform and opening up policy. This paper aims to focus on the issue of production efficiency of environmental protection enterprises in FTZs. Changes in the external and internal environments of enterprises can easily lead to changes in the production efficiencies of enterprises. The establishment of FTZs can change the external environment of enterprises. Knowledge accumulation changes the internal environment of enterprises. However, traditional efficiency analysis has usually ignored the internal and external heterogeneity of decision-making units, resulting in the distortion of the evaluation results.Design/methodology/approachThis paper examines the relationship between knowledge accumulation and development potential based on financial data of environmental protection enterprises that were listed in Shanghai and Shenzhen A stocks, from 2009 to 2016. Then, through data envelopment analysis cross-efficiency analysis of the listed environmental protection enterprises from external heterogeneity, BP neural network model is set up.FindingsThe results show that the model set up in this paper is stable and reliable. The paper makes policy suggestions such as stimulating trade inside industry, quickening technological progress and enhancing environmental protection.Originality/valueThis paper analyzes the economy, environmental protection, science and technology and education to simulate the external environment of enterprises. Based on the experience data from the completion of Shanghai FTZ, this paper predicts the future development potential of Hainan FTZ enterprises.

This study investigates the impact of hybrid learning and digital literacy on student satisfaction within Islamic Religious Education. As educational institutions increasingly adopt digital technologies, understanding their influence on student satisfaction is essential. A quantitative approach was employed using regression analysis to examine the relationship between hybrid learning, digital literacy, and their combined effects on student satisfaction. The study population consisted of 242 active students in the Islamic Education program at STIT Bustanul Ulum Anak Tuha, Lampung Tengah. A purposive sampling method was applied, selecting 65 students from the main campus based on specific criteria, including ownership of electronic devices and active enrollment. The findings demonstrate that flexibility and accessibility in hybrid learning, coupled with students' digital literacy, significantly enhance their overall satisfaction. Hybrid learning provides adaptive and personalized educational experiences, while digital literacy fosters comfort and engagement with online platforms. These factors collectively contribute to improved student satisfaction and learning outcomes. The results emphasize the need for universities to invest in robust digital infrastructure and provide targeted training programs to optimize hybrid learning environments. The implications of these findings extend beyond Islamic Religious Education, offering insights for other educational institutions aiming to enhance teaching strategies in the digital era. By prioritizing hybrid learning strategies and promoting digital literacy, universities can elevate student satisfaction and academic achievement, creating effective and adaptable learning environments for the future.

Organizational Learning (OL) is important for a firm’s productivity growth. According to some literatures, information and communication technology do not support organizational learning and therefore not enhanced productivity. This research however has demonstrated that in the case of manufacturing companies some computer-based systems representing organizational knowledge—knowledge management systems (KMS) do support organizational learning. For OL to take place through KMS, our findings suggest that a deliberate organizational learning structure must be in place within the organization. This article demonstrates how knowledge management systems deliberately developed and implemented by management, can support the development of operating routines for manufacturing industries. KMS, if deliberately implemented for the purpose of empowering employee participation, may be a supporting mechanism for process and product improvement and innovation in manufacturing organizations. Such a structure may results, as our case demonstrates, in a dynamic and iterative employee—management knowledge development process resulting in productivity enhancement.