Single loop or double loop learning: English vocabulary learning performance and behavior of students in situated computer games with different guiding strategies

2016 ◽  
Vol 102 ◽  
pp. 188-201 ◽  
Author(s):  
Gwo-Jen Hwang ◽  
Siang-Yi Wang
Keyword(s):  
Computer Games ◽  
Vocabulary Learning ◽  
Learning Performance ◽  
Double Loop ◽  
Single Loop ◽  
Double Loop Learning ◽  
And Behavior ◽  
Learning English

Using tablets in medical consultations: Single loop and double loop learning processes

2016 ◽  
Vol 61 ◽  
pp. 415-426 ◽  
Author(s):  
Iris Reychav ◽  
Richard Kumi ◽  
Rajiv Sabherwal ◽  
Joseph Azuri
Keyword(s):  
Learning Processes ◽  
Double Loop ◽  
Single Loop ◽  
Double Loop Learning ◽  
Medical Consultations

scholarly journals Using Technology-Mediated Board Game on Young Learners

2020 ◽  
Vol 5 (2) ◽  
pp. 136-148
Author(s):  
Niluh Putu Puri Palupi Sukenasa ◽  
Ju-Ling Shih ◽  
Herman Dwi Surjono
Keyword(s):  
Fruits And Vegetables ◽  
Vocabulary Learning ◽  
Learning Motivation ◽  
Learning Performance ◽  
Board Game ◽  
Learning Achievement ◽  
Board Games ◽  
Young Learners ◽  
Quasi Experimental ◽  
Learning English

Background: The use of games and technology for educational purposes can be an appropriate method of enhancing learning performance. Therefore, this study presents a technology-mediated board game and its related course to engage young learners in Indonesia for learning English vocabulary. The study investigated young learners' vocabulary learning performance and learning motivation as the effects of using technology-mediated board game in the course. Methodology: This study employed a quasi-experimental design involving 67 students of one urban and one rural primary school. The vocabularies of fruits and vegetables were implemented online in the game by using QR codes. The instructional practices are to improve students' learning achievement and to find out students' learning motivation. The pre-test, post-test, and Keller's ARCS motivation model were conducted to analyze the effectiveness of technology-mediated board game for learning English vocabulary. Findings: The main finding indicated that technology-mediated board games could improve students' English vocabulary learning achievement. Moreover, the use of technology-mediated board games encouraged young learners to have strong learning motivation. On the other hand, the game could promote students to have a concept in gardening that can be encounter in their daily life. Conclusion: These findings imply that technology-mediated board game becomes an effective way of teaching English vocabulary to young learners in Indonesia.

N-loop learning: part II – an empirical investigation

2017 ◽  
Vol 24 (4) ◽  
pp. 202-214 ◽  
Author(s):  
Bernard L. Simonin
Keyword(s):  
Strategic Alliances ◽  
Structural Equation ◽  
Empirical Investigation ◽  
Structural Equation Models ◽  
Equation Modeling ◽  
Double Loop ◽  
Content Type ◽  
Single Loop ◽  
Know How ◽  
Double Loop Learning

Purpose Through a survey of firm’s experiences with strategic alliances and a structural equation modeling approach, the aim of this study is to stimulate further interest in modeling and empirical research in the area of N-loop learning. Although the concepts of single-loop and double-loop learning, in particular, are well established in the literature, limited research has been directed toward their empirical validation and finer understanding. Design/methodology/approach Based on a large sample of technology firms, a MIMIC model is proposed and tested with respect to the development of collaborative know-how via the adoption and conduct of different structural choices on how to deploy strategic alliances (single-loop vs double-loop approach). Results are cross-validated. Findings Based on the results of two structural equation models, the findings support the fit of the proposed conceptual model and the notion that, overall, the greater the extent of double-loop over single-loop learning, the higher the level of collaborative know-how derived. Originality/value The call for the empirical investigation of N-loop learning is met by providing an example of survey-based research. The possible benefits of “double-loop” over “single-loop” learning are modeled and tested empirically.

scholarly journals Institutional Barriers and Bridges for Climate Proofing Waterway Infrastructures

2018 ◽  
Vol 24 (1) ◽  
pp. 63-70 ◽  
Author(s):  
Jannes J. Willems ◽  
Tim Busscher
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Learning Processes ◽  
Double Loop ◽  
Institutional Barriers ◽  
Single Loop ◽  
Double Loop Learning ◽  
Inland Waterway ◽  
Inclusive Approach

Although the urgency for climate proofing waterway assets grows, to date, little is known about the organizational learning process of infrastructure operators to address this urgency. Climate proofing infrastructure increasingly requires infrastructure operators to rethink the original aims of their networks (such as bringing prosperity by enabling transportation), which relates to the notion of double-loop learning. The goal of this article is to identify institutional barriers and bridges that condition learning processes of infrastructure operators in climate proofing waterway infrastructures. This article is based on a case study of the Dutch national inland waterway network. Our findings suggest that climate proofing infrastructure requires an integrative and inclusive approach, in which the focus on waterway assets is loosened and infrastructure operators become more oriented towards wider, larger regional developments. However, the barriers and bridges encountered in the case study suggest that the Dutch waterway operator Rijkswaterstaat mainly focuses on refining and optimizing the current waterway network, i.e., single-loop learning. The questioning of underlying values, i.e., double-loop learning, is more complicated and has to be actively organized.

Reflection and Double Loop Learning

2013 ◽  
Vol 31 (1) ◽  
pp. 124-134 ◽  
Author(s):  
Michael Synnott
Keyword(s):  
Double Loop ◽  
Double Loop Learning

scholarly journals Profile of Vocabulary Learning of Vocabulary Masters of STIMIK Amikom and ABA Sinema Yogyakarta

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Marita Nurharjanti ◽  
Imam Ghozali
Keyword(s):  
Language Learning ◽  
Adult Students ◽  
Vocabulary Learning ◽  
Private Universities ◽  
Functional Language ◽  
Authentic Material ◽  
Learning English

Vocabulary mastery is one of the goals of language learning. Vocabulary is very important because it is one of the most functional language elements needed to perform communication. This paper reports a case study on vocabulary learning by a group of adult students learning English in two different universities. The objective of this research is to describe the profile of the vocabulary learning of the ten best vocabulary masters in two private universities. The research involved 5 students from STMIK Amikom and 5 students from ABA Sinema; both are in Yogyakarta. Those participants were chosen based three criteria; their cognitive, affective and psychomotor factors. The findings show that the masters develope varying degree of their receptive as well as the productive skills; second, the masters learn from authentic material because it is more effective; third, in order to produce a better translation, the vocabulary masters review results of their internet-based translation due to their lack of grammatical use.

scholarly journals Indigenizing Knowledge for Development: Epistemological and Pedagogical Approaches

2017 ◽  
Vol 43 (2) ◽  
pp. 34-50 ◽  
Author(s):  
Seth Oppong
Keyword(s):  
Indigenous Knowledge ◽  
Current Method ◽  
Double Loop ◽  
Economic Progress ◽  
Double Loop Learning ◽  
The People ◽  
Conducting Research ◽  
Teaching Learning ◽  
Best Fit ◽  
Oriented Approach

Possessing endogenous knowledge can help Africans formulate practical solutions to our problems that best fit our circumstances to improve our livelihood. Endogenous knowledge can be considered as knowledge about the people, by the people and for the people. This suggests that economic progress is most likely to occur in societies that succeed in linking their knowledge base to innovation systems. But can Africans create such indigenous knowledge? This paper outlines an approach that suggests modification in the current epistemology and pedagogy applied in teaching, learning and research. It is being proposed here that the African scholar should adopt a problem-oriented approach in conducting research as opposed to the current method-oriented approach that prevents the African from examining pertinent African problems. Pedagogy should also change from single-loop learning in which assumptions underlying western theories and concepts are not examined to double-loop learning. In addition, there is the need to revise the training of the next generation of African scholars and modes of knowledge dissemination. The African scholar must be educated on how to apply critical theory to screen imported knowledge. African universities should also rely less on publications in the so-called international journals as the criterion for staff promotion and rather rely more on publications in domestic journals, staff contribution to solving African problems and the number of postgraduates successfully supervised. The journey to creating indigenous knowledge will be long. As such, a ‘front’ should be nurtured to clear the path.

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