Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
582
result(s) for
"depth of knowledge"
Sort by:
Automation, Research Technology, and Researchers’ Trajectories: Evidence from Computer Science and Electrical Engineering
We examine how the introduction of a technology that automates research tasks influences the rate and type of researchers’ knowledge production. To do this, we leverage the unanticipated arrival of an automating motion-sensing research technology that occurred as a consequence of the introduction and subsequent hacking of the Microsoft Kinect system. To estimate whether this technology induces changes in the type of knowledge produced, we employ novel measures based on machine learning (topic modeling) techniques and traditional measures based on bibliometric indicators. Our analysis demonstrates that the shock associated with the introduction of Kinect increased the production of ideas and induced researchers to pursue ideas more diverse than and distant from their original trajectories. We find that this holds for both researchers who had published in motion-sensing research prior to the Kinect shock (within-area researchers) and those who did not (outside-area researchers), with the effects being stronger among outside-area researchers.
Journal Article
Review article: Instructed second language vocabulary learning
The article overviews current research on second language vocabulary learning. It concludes that a large vocabulary is necessary to function in English: 8000-9000 word families for reading, and perhaps as many as 5000-7000 families for oral discourse. In addition, a number of word knowledge aspects need to be learned about each lexical item. Taken together, this amounts to a substantial lexical learning challenge, one which many/most learners fail to meet. To facilitate adequate vocabulary learning, four vocabulary learning partners (students, teachers, materials writers, and researchers) need to contribute to the learning process. Vocabulary learning programs need to include both an explicit, intentional learning component and a component based around maximizing exposure and incidental learning. The four learning strands (meaning-focused input, meaning-focused output, language-focused learning, and fluency development) suggested by Nation (2001) provide a structure by which to integrate intentional and incidental vocabulary learning. The overriding principle for maximizing vocabulary learning is to increase the amount of engagement learners have with lexical items. All four learning partners need to acknowledge the incremental nature of vocabulary learning, and to develop learning programs which are principled, long-term, and which recognize the richness and scope of the lexical knowledge that needs to be mastered. (Verlag, adapt.).
Journal Article
Knowledge stock and absorptive capacity of small firms: the moderating role of formalization
PurposeDespite the established significance of absorptive capacity, there is a worrying lack of research that empirically examines its antecedents. With a call for investigation guided by the knowledge-based theory, the purpose of this paper is to bridge any probable gap by exploring the effect that an organization’s knowledge stock and its knowledge integrating mechanisms have on the development of its absorptive capacity.Design/methodology/approachOn the basis of a survey administered to a sample comprising owners of small Indian automotive firms, this paper empirically examines the direct effect of an organization’s knowledge stock (including knowledge breadth and depth) and the moderating role of its structure-related mechanisms (e.g., formalization) on its potential and realized absorptive capacities. The study uses survey data from 226 small business owners and multiple linear regression analysis to examine the significance of its hypotheses.FindingsThe results show that knowledge stock has a statistically notable influence on a small firm’s absorptive capacity. The enabling role of formalization in the relationship between knowledge stock and absorptive capacity is also evident.Practical implicationsGiven the handicap of small firms vis-à-vis large firms to deploy internal R&D capabilities, business owners must ensure not to confuse absorptive capacity with the pre-existence of R&D capabilities.Originality/valueThe unbundling of knowledge stock into breadth and depth of knowledge enables business owners and researchers to understand how any particular knowledge stock can relate to an organization’s absorptive capacity.
Journal Article
Evaluating the Impact of an Educational Intervention Using Project-Based Learning on Postpandemic Recovery in Rural Colombia
This study evaluates the impact of a Project-Based Learning (PBL) intervention on postpandemic educational recovery in rural Colombia, focusing on student competencies in mathematics, language, science, and 21st-century skills. Conducted in rural schools, the intervention aimed to address significant learning gaps exacerbated by the COVID-19 pandemic by providing teacher training and direct student support. A pretest–posttest single-group design was used to assess the effectiveness of the intervention, with standardized tests measuring academic competencies and an analytical rubric evaluating 21st-century skills. The results indicate significant improvements in math, language, and science test scores, with notable gains in problem-solving, collaborative work, communication, and critical thinking. However, a decline in creativity scores highlights the need for a stronger emphasis on fostering creativity within the PBL framework. Gender differences were observed, with female students generally outperforming males, suggesting the need for tailored instructional approaches. This study’s limitations, including the absence of a control group, nonrandom sampling, and the use of subjective assessment methods, are acknowledged, with recommendations for future research to address these issues. Despite these limitations, the findings underscore the potential of PBL to enhance student learning outcomes in rural settings, offering valuable insights for educators and policymakers aiming to support educational recovery and development in similar contexts. Further research is recommended to explore the long-term effects of PBL and to refine the intervention for broader implementation.
Journal Article
Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing
This experimental study aimed to replicate and extend a previous efficacy study of an elementary grade content literacy intervention that demonstrated positive effects on students’ vocabulary knowledge depth, argumentative writing, and reading comprehension. Using a cluster (school) randomized trial design, this replication experiment was conducted with 5,494 first- and second-grade students in 30 elementary schools in an urban school district located in the southeastern USA. Teachers implemented thematic lessons (20 lessons) that provided an intellectual framework for helping students who acquire networks of related vocabulary knowledge while learning science and social studies content. Teachers integrated thematic lessons, concept mapping, and interactive read-alouds of conceptually related informational texts to enable their students to build networks of vocabulary knowledge and to transfer this knowledge to argumentative writing and collaborative research activities. Confirmatory analyses replicated positive findings on science vocabulary knowledge depth (ES = 0.50) and argumentative writing (ES = 0.24) and also extended positive findings to social studies vocabulary knowledge depth (ES = 0.56) and argumentative writing (ES = 0.44). Positive and statistically significant findings were not replicated on domain-general reading comprehension. Exploratory analyses indicated that students’ vocabulary knowledge depth partially mediated the impact of content literacy instruction on domain-specific argumentative writing outcomes.
Journal Article
Using Bloom's and Webb's Taxonomies to Integrate Emerging Cybersecurity Topics into a Computing Curriculum
Recent high profile hackings have cost companies millions of dollars resulting in an increasing priority to protect government and business data. Universities are under increased pressure to produce graduates with better security knowledge and skills, particularly emerging cybersecurity skills. Although accredited undergraduate computing programs recognize the need to solve this problem, these computing programs are constrained by accreditation standards and have limited ability to modify their curricula. This paper discusses a case study on how one Accreditation Board for Engineering and Technology (ABET) accredited undergraduate IT program created a strategy to continue to teach existing security-related topics as well as emerging cybersecurity topics within its IT curriculum without increasing credit requirements. The faculty developed an \"IT Security-related and Cybersecurity Curriculum Taxonomy\" to identify strategies to move security-related topics taught in the higher level courses to lower and intermediate courses. Thus emerging cybersecurity topics could be added to high-level courses. The faculty also created the \"IT Student Learning (Security-related) Taxonomy\" by combining \"Bloom's Taxonomy's\" six levels of thinking with Webb's \"Depth of Knowledge Model.\" This student learning taxonomy enabled the faculty to review the student learning outcomes for each of the existing security-related core topics and develop new ones for the emerging cybersecurity topics. Challenges, benefits, and application of this strategy to other disciplines are discussed.
Journal Article
THE EFFECT OF KNOWLEDGE SOURCES ON INNOVATION CAPABILITIES AMONG RESTAURANTS AND CAFÉ BUSINESSES IN INDONESIA
To conduct innovation, firms absorb and utilise internal and external knowledge. This study examines the effect of internal and external knowledge, in terms of the breadth and depth of knowledge sources, on a firm’s innovation. The breadth of knowledge sources refers to the amount of knowledge sources used within the firm. The depth of knowledge sources is the amount of knowledge sources intensively used by the firm. This study is aimed at answering the following questions. a) What knowledge sources are mainly used? b) What type of innovation is frequently conducted? c) What are the effects of the breadth and the depth of knowledge sources on the innovation capabilities among Indonesian restaurants and cafés? The resource-based view and resource dependency theory are used to understand the role of internal and external knowledge on innovation within a firm.We distributed a semi-structured questionnaire to 101 owners/managers, using a purposive, in several cities in Indonesia, such as Bandung, Denpasar Bogor, Malang, Yogyakarta and other cities in East Java. The results show that the Indonesian restaurants and cafés utilised external knowledge sources more often than internal ones. The firms produce more incremental product innovations than radical ones. The depth of the internal knowledge sources has a positive significant impact on the firms’ innovation capabilities, which supports the previous studies. Meanwhile, the breadth of the internal knowledge sources is found not to have a significant effect on innovation. Additionally, the effects of the breadth and depth of the external knowledge sources on the innovation capabilities are also insignificant.
Journal Article
The Word Associates Format: Validation evidence
Although the Word Associates Format (WAF) is becoming more frequently used as a depth-of-knowledge measure, relatively little validation has been carried out on it. This report of two validation studies tackles various important WAF issues yet to be satisfactorily resolved.
Study 1 conducted introspective interviews regarding students’ WAF test-taking behavior along with interviews on featured target words to determine how accurately the most common scoring system for the WAF reflects the examinees’ actual knowledge of the words. Analysis is provided concerning WAF accuracy and item answering strategies and patterns.
Study 2 repeated the interview procedures from Study 1 with several modifications, including the addition of a receptive dimension in the word knowledge interview. The various WAF-scoring methods were compared, and the format types (6 and 8 option), distractor types, and distribution of answers were examined in depth.
Both studies indicate that the WAF reflects true lexical knowledge fairly well at the extremes of the scoring scale while scores in the middle do not lead to any reliable interpretation. Furthermore, there is the likelihood that the WAF may both underestimate and overestimate vocabulary knowledge. Suggestions regarding item construction and use of the WAF are given to improve its accuracy and reliability.
Journal Article
Does Extensive Reading Combined with Form-focused or Meaning-focused Activities Affect Lexical Collocational Knowledge of Iranian Learners?
This study attempted to investigate the effect of an ER program -coupled with form versus meaning-focused activities- on the development of lexical collocations among Iranian Intermediate EFL learners. To this end, 41 students of English language and literature studying at the department of English at the University of Mazandaran participated in this study. A reading comprehension test taken from TOEFL was used to measure candidates' reading ability to homogenize them in terms of their entry behaviour. Moreover, a modified Word Associates Test (WAT) developed by Read (1993, 1998) was administered to examine the participants' lexical collocation knowledge. Participants were divided into two experimental groups: Both groups were assigned to read extensively and do some after reading activities; the first group was given a form-focused activity (FFA) while the second group worked on a meaning-focused activity (MFA). The results of paired and independent sample t-tests revealed the fact that both FFA and MFA groups progressed in the interval between the pre- and post-test, but, there was not a significant difference between the effects of form-focused and meaning-focused activities. Index Terms--extensive reading, depth of knowledge, incidental learning, intentional learning, lexical collocational knowledge
Journal Article