Purpose: The study addresses four vital issues in the area of organizational learning (OL) literature. The purpose of this study is to elucidate the following: definition of OL, accepted dimensions of OL, antecedents and consequences of OL and the link between OL and performance and innovation. Design/methodology/approach: The study presents a…

Educational research suggests that interactivity is one of the most important tools for learning. This paper analyses the learning process in online communities by examining three types of interactions among learners: (1) interactions involving the active contribution of content ('digitally speaking'); (2) interactions involving the consumption of…

The aim of this mixed research is to analyze the students' perception about the use of the collaborative wall in the educational process of global climate change considering data science. The collaborative wall is a web application that allows the active participation of students and discussion of ideas in the classroom. During the face-to-face…

This study examined how, and under what conditions, teacher clarity (i.e., structure/signaling) impacts student learning. One hundred and forty eight students reported their propensity to approach their studies with a mastery orientation and were randomly exposed to a lesson on persuasion that was either signaled or not. After the lesson, students…

Purpose: The purpose of this paper is to explore a new idea presenting the possible relationship between organisational learning and organisational design. Design/methodology/approach: The establishment of this relation is based upon extensive literature review. Findings: Organisational learning theory has been used to understand several…

Mastery of learning processes, social processes, methodological processes, and institutional processes is fundamental if students are to function effectively in their many present and future worlds--the most difficult of which may be their school world. (Author)

Research supported by U.S. Office of Education. Reprints from: Robert M. Gagne, Department of Educational Research, Florida State University, Tallahassee, Florida 32306.

Tested were six levels of a twelve-level hierarchical model for the attainment of concepts leading to the conservation of displacement volume. Presentation was by individual interview using either objects or drawings to present tasks. Results show five of six tested followed anticipated order and that method of presentation showed no significant…

Sixty subjects learned four different 16-word lists in four different conditions. Within each list, every word was repeated. The four conditions were defined by a 2 (whole vs. blocked presentation) by 2 (same order vs. random order repetition) factorial design. An unexpected final free recall followed the immediate free recall of the fourth list.…

An experiment was conducted to test the generalized response suppression hypothesis by comparing the amounts of retroactive inhibition for items whose retrieval cue was the same on both lists to the retroactive inhibition for items whose retrieval cues were different on the two lists. Subjects were 56 adults randomly assigned to experimental…

This document discusses how the organization of instruction influences the encoding and structuring of new material in the memory and the subsequent transfer of such information to novel situations. A theory of instruction for problem solving that considers relevant cognitive variables and that specifies the conditions for productive learning is…

The experiment tested the effects of presentation word orders in a multitrial free-recall task. Three types of presentation were used: (1) randomized; (2) constant order; and (3) maintained order (maintenance of subjects order of recall on the subsequent presentation). In addition, the effects of number of recalls per presentation (1 or 3) were…

Subjects read a textual passage encompassing hierarchically related topics. A structural outline presented in advance of reading the text facilitated reproductive recall of facts. The recall of specific facts was superior to that of general facts, implying an experimental demand to be precise in learning and recalling specific factual material.…