检索结果-内蒙古大学图书馆

Enabling Young Professionals to Learn from errors - the Role of a Supportive learning Climate in Crossing Help Network Boundaries

引用

VOCATIONS AND learning 2019年第2期12卷 217-243页

作者： Grohnert, Therese Meuwissen, Roger H. G. Gijselaers, Wim H. Maastricht Univ Sch Business & Econ Dept Educ Res & Dev POB 616 NL-6200 MD Maastricht Netherlands Maastricht Univ Sch Business & Econ Dept Accounting & Informat Management POB 616 NL-6200 MD Maastricht Netherlands

learning from errors is crucial for individuals' as well as organizations' performance. Yet, learning does not automatically follow from erring: the fear of negative consequences may prevent professionals from learning. These social costs of making an error, receiving negative judgments or experiencing feared punishment, need to be lowered for learning from error to take place. This study explores whether a supportive learning from error climate enables young professionals to engage in help-seeking behavior for learning after making an error. Using a social network approach, information from 157 young professionals in the domain of auditing reveals that not all help-seeking after errors is learning-oriented. Especially help-seeking from hierarchical superiors depends on the organization's learning from error climate: perceptions of this climate moderate the relationship between social costs of help seeking within a hierarchical work setting and the learning value of help sought. This study contributes to existing literature through its focus on a specific learning from error behavior, help-seeking, its triangulation of climate measures, as well as its focus on professionals' actual error experiences in their work environment.

关键词： learning from errors Help-seeking Hierarchy Accessibility learning from errors climate Social network analysis

来源：评论

学校读者我要写书评

暂无评论

learning from errors at Work: A Replication Study in Elder Care Nursing

引用

VOCATIONS AND learning 2013年第2期6卷 207-220页

作者： Leicher, Veronika Mulder, Regina H. Bauer, Johannes Univ Regensburg Inst Sci Educ D-93053 Regensburg Germany Tech Univ Munich TUM Sch Educ D-80290 Munich Germany

learning from errors is an important way of learning at work. In this article, we analyse conditions under which elder care nurses use errors as a starting point for the engagement in social learning activities (ESLA) in the form of joint reflection with colleagues on potential causes of errors and ways to prevent them in future. The goal of our study was to investigate whether exploratory findings from an earlier study on hospital nurses' ESLA (Bauer and Mulder learning in Health and Social Care 6:121-133, 2011) replicate and generalise to the domain of elder care nursing. For this purpose, we surveyed a sample of N = 180 elder care nurses using vignette-based questionnaires. With these data, we tested a mediation model of nurses' ESLA suggested by the earlier study. We firstly found a statistically significant indirect effect of error strain on ESLA that is completely mediated by the estimation of an error as relevant for learning (beta = .16). Secondly, the perception of a safe social team climate at work has a statistically significant indirect effect on ESLA that is completely mediated by nurses' tendency to cover up errors (beta = .31). These results entirely cross-validate the exploratory findings of Bauer and Mulder (learning in Health and Social Care 6:121-133, 2011) on hospital nurses' ESLA and show that they generalise to the domain of elder care nursing.

关键词： learning from errors Workplace learning Elder care nursing Replication study

来源：评论

学校读者我要写书评

暂无评论

learning from errors: Cognition, Emotions and Safety Culture in the Italian Air Force

引用

ORGANIZATION STUDIES 2013年第4期34卷 437-467页

作者： Catino, Maurizio Patriotta, Gerardo Univ Milano Bicocca Dept Sociol & Social Res Sociol Org Milan Italy Univ Nottingham Sch Business Nottingham NG7 2RD England

learning from errors is essential to ensuring organizational safety and improving levels of performance. We consider the interaction between cognition, emotions, and safety culture in the context of a field study on learning from errors in the Italian Air Force. We find that errors often stem from sequential action chains that are concealed in habitual behavior and that become visible only when unforeseen circumstances occur. Furthermore, cognitive appraisal of risky situations triggers emotions of variable intensity that, when rationalized retrospectively, promote the internalization of lessons learned. Finally, cognitive and emotional experiences of errors are grounded in the broader safety culture of an organization, which provides a supportive context for error reporting and encourages the sharing of information and knowledge about error experiences. The analysis further suggests that cognition, emotion, and safety culture interact through sensemaking processes that inform the construction of errors and affect learning outcomes.

关键词： cognition emotions learning from errors safety culture sensemaking

来源：评论

学校读者我要写书评

暂无评论

learning from erroneous examples in the mathematics classroom: do students with different naive ideas benefit equally?

引用

INSTRUCTIONAL SCIENCE 2024年第2期52卷 277-308页

作者： Safadi, Rafi Hawa, Nadera Acad Arab Coll Educ Israel Haifa 22 Hahashmal StPOB 8349 IL-33145 Haifa Israel

Research suggests that troubleshooting activities that require students to reflect on teacher-crafted erroneous examples;i.e., erroneous solutions to problems that correspond to widespread naive ideas, are beneficial to learning. One possible explanation to these beneficial effects is that troubleshooting activities encourage students to test the quality of their own naive ideas, not only the ones driving the erroneous examples, thereby improving learning. Few studies have addressed this claim, and the results are inconsistent. These studies, however, were not designed to examine the extent to which students with different naive ideas benefit from troubleshooting activities. Here, ten 9th grade classes took part in a field experimental study that applied a pre-post-test design after finishing a unit on exponents. Students in each class were randomly assigned to a troubleshooting (114 students) or a self-diagnosis activity (112 students). Self-diagnosis activities are considered to directly nudge students to examine the quality of their own naive ideas by requiring them to reflect on their solutions. The troubleshooting and self-diagnosis activities both capitalized on the pre-test problems. Both groups increased their proficiency in exponents to a comparable extent from the pre-test to the immediate and the delayed post-test. Troubleshooting students with different naive ideas detected the errors in the erroneous examples equally well, and their error detection significantly and positively correlated with their self-repair of their own naive ideas. These findings suggest that all the students benefitted from troubleshooting activities, regardless of whether their own naive ideas resembled the ones driving the erroneous examples or not.

关键词： Erroneous examples learning from errors Peer assessment Productive failure Self-assessment Worked examples

来源：评论

学校读者我要写书评

暂无评论

LegalWriter: An Intelligent Writing Support System for Structured and Persuasive Legal Case Writing for Novice Law Students 24

LegalWriter: An Intelligent Writing Support System for Struc...

引用

CHI Conference on Human Factors in Computing Sytems (CHI)

作者： Weber, Florian Wambsganss, Thiemo Neshaei, Seyed Parsa Soellner, Matthias Univ Kassel Kassel Germany Bern Univ Appl Sci Bern Switzerland Ecole Polytech Fed Lausanne Lausanne Switzerland

ISBN: (纸本)9798400703300

Novice students in law courses or students who encounter legal education face the challenge of acquiring specialized and highly concept-oriented knowledge. Structured and persuasive writing combined with the necessary domain knowledge is challenging for many learners. Recent advances in machine learning (ML) have shown the potential to support learners in complex writing tasks. To test the effects of ML-based support on students' legal writing skills, we developed the intelligent writing support system Legal-Writer. We evaluated the system's effectiveness with 62 students. We showed that students who received intelligent writing support based on their errors wrote more structured and persuasive case solutions with a better quality of legal writing than the current benchmark. At the same time, our results demonstrated the positive effects on the students' writing processes.

关键词： Writing support systems learning systems Adaptive learning learning from errors Legal education

来源：评论

学校读者我要写书评

暂无评论

Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students

引用

BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024年第1期95卷 92-106页

作者： Soncini, Annalisa Matteucci, Maria Cristina Tomasetto, Carlo Butera, Fabrizio Free Univ Brussels Res Ctr Dev Family & Syst Psychol Defasy Brussels Belgium Univ Bologna Dept Educ Sci Bologna Italy Univ Bologna Dept Psychol Cesena Italy Univ Lausanne Inst Psychol Lausanne Switzerland Univ Libre Bruxelles Res Ctr Dev Family & Syst Psychol Defasy Av Franklin Roosevelt 50 B-1050 Brussels Belgium

BackgroundAlthough it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these *** a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning *** total of 250 (Mage = 12.18, SD = .89;46.4% girls) Italian middle school students took part in the intervention. Students were randomly assigned to either a discouraging error feedback condition (n = 124) or a supportive error feedback condition (n = 126).MethodThe intervention consisted of an online teaching unit, which students filled in at home, that was divided into pre-test, intervention and post-test phases. During the intervention, students replied to training questions and every time they made an error, informative feedback appeared: supportive smileys and sentences in the supportive feedback condition, and disappointed smileys and sentences in the discouraging feedback condition. Before the intervention, students filled in the pre-test and after the intervention, students reported their reactions towards errors and filled in the *** supportive feedback resulted in more adaptive affective-motivational reactions towards errors, which in turn were related to more adaptive action reactions towards errors. Differently from our expectations, action reactions towards errors were not related to the post-test *** findings can inform the development of online teaching units that promote an error-oriented approach.

关键词： error feedback learning from errors middle school students reactions towards errors targeted intervention

来源：评论

学校读者我要写书评

暂无评论

Creating meaningful work for employees: The role of inclusive leadership

引用

HUMAN RESOURCE DEVELOPMENT QUARTERLY 2024年第2期35卷 189-211页

作者： Shafaei, Azadeh Nejati, Mehran Edith Cowan Univ Sch Business & Law 270 Joondalup Dr Joondalup WA 6027 Australia Edith Cowan Univ Ctr Work Wellbeing Joondalup WA Australia Edith Cowan Univ Ctr People Pl & Planet Joondalup WA Australia

Meaningfulness is a fundamental psychological need and can result in numerous positive outcomes for employees and organizations. However, little is known about how inclusive leadership can promote employees' sense of meaningful work. Drawing upon self-determination theory, we posit that inclusive leadership enhances meaningful work through creating psychological safety and fostering learning from errors. Inclusive leadership improves work meaningfulness as it contributes to better job attributes. Study hypotheses were tested using a multiple-study research design, including a two-wave field study of 317 full-time employees (Study 1) and a randomized experimental vignette methodology with 440 participants (Study 2). Findings from both studies support the hypothesized mediation model and suggest that inclusive leaders enhance employees' meaningful work mediated through psychological safety and learning from errors.

关键词： inclusive leadership learning from errors meaningful work psychological safety

来源：评论

学校读者我要写书评

暂无评论

How to Make Computer-Based Feedback More Productive: The Power of Erroneous Solutions

引用

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2024年第6期62卷 1419-1439页

作者： Wang, Zhen Pei, Xinrui Zhu, Hejie Gong, Shaoying Wang, Enguo Henan Univ Sch Psychol Jinming Campus Kaifeng 475004 Peoples R China Cent China Normal Univ Sch Psychol Wuhan Peoples R China Minist Educ Key Lab Adolescent Cyberpsychol & Behav CCNU Wuhan Peoples R China

This research aims to expand our understanding of how to facilitate student feedback engagement processes in a computer-based formative assessment environment. In the present research, we designed a new type of elaborated feedback in terms of combining the correct solution and the erroneous solution, and the erroneous solution matched the student's initial answer. Furthermore, we analyzed whether this feedback had a stronger positive effect than the other three types of feedback containing different complexities of correct information (i.e., Knowledge of Correct Response, Problem-Solving Cues, or Complete Correct Solutions). As predicted, students who received correct and erroneous solutions experienced more positive feedback perceptions, perceived lower extraneous cognitive load and higher germane cognitive load, and achieved higher transfer performance. This research is one of the first that provides empirical evidence for the positive impact of incorporating students' errors into the feedback design, and this novel insight can extend current theories on how to optimize feedback design to promote students' active processing and use of feedback.

关键词： computer-based feedback learning from errors erroneous solutions feedback perception cognitive load transfer performance

来源：评论

学校读者我要写书评

暂无评论

learning from our mistakes: How trainer responses to errors can influence trainee learning and development

引用

Development and learning in Organizations 2019年第1期33卷 28-30页

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This paper is prepared by an independent writer who adds her own impartial comments and places the studies in context. Findings: Trainer response to errors plays an important role in trainee learning from errors. Negative trainer responses to errors reduce trainees’ abilities to learn from errors by inducing negative feelings in the trainees and reducing their motivation. Trainer response needs to be consistent with the organization’s error climate for trainees to learn from errors effectively. Practical implications: The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value: The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. © 2019, Emerald Publishing Limited.

关键词： Employee development learning learning from errors learning motives Training

来源：评论

学校读者我要写书评

暂无评论

The trade-off between complexity and accuracy. Preparing for computer-based adaptive instruction on fractions

引用

INTERACTIVE learning ENVIRONMENTS 2023年第10期31卷 6379-6394页

作者： Boomgaarden, Antje Loibl, Katharina Leuders, Timo Univ Educ Freiburg Freiburg Germany

PS-I learning approaches with an initial problem-solving phase (PS) followed by an instruction phase (I) can be optimised by providing adaptive (individualised) instruction that builds on students' problem-solving products. A computer-based implementation of both phases offers the possibility of adaptivity at the transition from the problem-solving to the instruction phase. However, it also poses two challenges for the problem-solving phase, which should allow for (1) complex problem-solving processes (process validity) and (2) accurate diagnosis of problem-solving products. Increased openness of the learning environment can increase the process validity and decrease diagnostic accuracy and vice-versa (complexity-accuracy trade-off). Using two variants of a computer-based learning environment for fraction comparison with different extent of openness (O+ and O-), we investigate whether both requirements (complex problem-solving processes and accurate diagnosis of the problem-solving products) can be met simultaneously. To check process validity (complexity of problem-solving processes), we compare the problem-solving products with those from previous research on an analogous paper-based version. Our results show that valid and comparable problem-solving processes can be achieved in both computer-based learning environments (O+ and O-). Moreover, only the learning environment O- enables an accurate computer-based interpretation of students' products and thus resolving the complexity-accuracy trade-off.

关键词： Problem-based learning learning from errors productive failure fractions diagnosticity learner model

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：