Advanced Knowledge Acquisition Research Articles

Implicit Knowledge Acquisition and Potential Challenges for Advanced Chinese and Spanish EFL Learners: A Word Monitoring Test on English Questions.

This study aims to explore whether advanced EFL learners can acquire implicit knowledge of basic sentence structures, such as English questions. We ran a reaction-time experiment, a word monitoring test experiment to test learners' implicit knowledge by checking advanced EFL learners' grammatical sensitivity to English questions with five types of grammatical errors. The study recruited three groups of participants: native English speakers (n = 12), advanced Chinese EFL learners (n = 32), and advanced Spanish EFL learners (n = 37). Our results revealed that advanced EFL learners had not yet attained native-equivalent implicit grammar knowledge in English questions, despite their English proficiency level. The results also indicated that the learners' different L1 languages do not impact advanced learners' overall implicit knowledge acquisition but constitute influential factors for particular morphosyntactic inflections in English question formation.

Providing Creativity Ineducational Enviroment During the Epochofartificial Intelligence: Philological Perspectives

This research explores the relevance and scientific novelty of conceptual features in the design of effective creative learning environments in the sphere of foreign philology. It emphasizes the often-overlooked extended intermediate phase of learning, proposing an advanced knowledge acquisition stage situated between initial creative learning and domain expertise. The article examines the interactive effects of contextual elements in various creative computer-based and AL learning environments while studying English language and addresses learning deficiencies associated with them. It underscores the importance of aligning learning and instruction with contextual factors. The relevance of this research is determined by its exploration of innovative practices, including technology integration, project-based learning, and AI applications in foreign philology. By addressing deficiencies in advanced knowledge acquisition, the research aims to guide philology and other specialists in adapting to 21st-century challenges in education and fostering inclusive creative and impactful learning environments. The scientific novelty of the research consists in its contribution into the educational field by proposing an advanced knowledge acquisition stage. It explores the dynamic interplay of contextual creative elements in computer-based learning, AI and hybrid educational environments while studying English language for special purposes, addressing learning failures and emphasizing the need for alignment with instructional design. This article aims to explore the structure of creative teaching methods and assessment strategies employed into the studying process of Professional English; to investigate and emphasize the critical relevance and scientific novelty of conceptual features in designing effective learning environments. It explores the often-overlooked extended intermediate phase of creative learning and introduces the concept of an advanced knowledge acquisition stage. The research delves into the interactive effects of contextual elements in various computer-based learning environments and identifies learning deficiencies associated with them. Furthermore, the article upholders for the alignment of learning and instruction with contextual factors. The methodology involves a comprehensive literature review on cognitive differences, contextual elements, and recent innovations in education. The ultimate goal is to contribute valuable insights to guide educational institutions in adapting to the 21st-century landscape and fostering inclusive and impactful creative learning environments. The purpose of this article is to investigate and underscore the critical relevance and scientific novelty of creative of using computer-based learning and Artificial intelligence in educational process, partially in studying Professional English, associated with conceptual features in the design of effective creative learning environments. This research aims to bring attention to the often-neglected extended intermediate phase of creative teaching and learning Professional English and introduce the concept of an advanced knowledge acquisition stage. Through an exploration of the interactive effects of contextual elements in various computer-based and AI creative learning environments, the article identify patterns of learning deficiencies. The methodology involves a comprehensive literature review focusing on cognitive differences, contextual elements, and recent innovations in education. Ultimately, the article provides valuable insights that reflects an experience of adapting to the teaching and learning Professional English in the epoch of AI. The methodology involves a comprehensive review of literature on cognitive differences between novice and expert learners, the interplay of contextual elements in learning environments, and recent innovations in education. The research also incorporates an analysis of patterns of deficiency in advanced knowledge acquisition and explores various strategies for incorporating innovations into university education.

Social Networks in the Learning Community

The purpose of this study is to explore how social networks impact learners’ knowledge sharing in the context of a learning community. The findings indicate that the various networks collaboratively support learners’ knowledge sharing in a local community. A better social position gives rise to more networks and correspondingly more knowledge accessible to learners. The between-group ties such as residential committees are crucial for knowledge exchange through connecting various social networks. Social isolation impacts learners’ interactions with others. However, more networks do not necessarily lead to more advanced knowledge acquisition. Accessing social networks cannot guarantee that learners will successfully access substantial knowledge in other fields. Social networks targeting learners’ need influence learners’ interest in social networks.

Analysing the Malaysian Higher Education Training Offer for Furniture Design and Woodworking Industry 4.0 as an Input Towards Joint Curriculum Validation Protocol

An education programme at the master’s level normally aims to facilitate graduates’ acquisition, mastery and application of advanced knowledge in specialised areas of education. However, there is no learning pathway that aims to improve the level of specific and transversal competencies and skills, with particular regard to those relevant for the labour market in the furniture sector, such as management, entrepreneurship, language competences and leadership toward wood and furniture industry 4.0. The methodology for this research inquiry was based upon a survey questionnaire of 54 respondents during the MAKING4.0 Seminar at Universiti Teknologi MARA (UiTM) in Shah Alam, Selangor, Malaysia. The results were analysed from the Work Package 1 (WP1) “Analysis and comparison of the current Higher Education training offer and furniture and woodworking industry”, before the learning outcomes were defined for each of the identified topics. The definition of learning outcomes was made considering the Recommendations of the European Qualifications Framework (EQF), and subsequently harmonised with the Programme Learning Outcomes defined in the Malaysian Qualification Framework 2nd edition (MQF2.0) for a Master´s Degree Level 7. The identified learning outcomes have been grouped into four modules: (1) Processes and Production of Furniture, (2) Intelligent and Sustainable Design, (3) Wood and New Materials, and (4) Innovation Management. Results of the study indicated that MAKING4.0 is in line with the actions highlighted in the Malaysian Education Blueprint (2015–2025) and the objectives of the Ministry of International Trade and Industry in developing the National Industry 4.0 policy framework. MAKING4.0 aims to ensure an adequate supply of human capital and skills, as well as develop an innovative master’s degree to modernise the current training offer in wood and furniture technology processes and design around Industry 4.0 in Malaysia.

Mechanistic Insights of the Interaction of Plant Growth-Promoting Rhizobacteria (PGPR) With Plant Roots Toward Enhancing Plant Productivity by Alleviating Salinity Stress.

Agriculture plays an important role in a country’s economy. The sector is challenged by many stresses, which led to huge loss in plant productivity worldwide. The ever-increasing population, rapid urbanization with shrinking agricultural lands, dramatic change in climatic conditions, and extensive use of agrochemicals in agricultural practices that caused environmental disturbances confront mankind of escalating problems of food security and sustainability in agriculture. Escalating environmental problems and global hunger have led to the development and adoption of genetic engineering and other conventional plant breeding approaches in developing stress-tolerant varieties of crops. However, these approaches have drawn flaws in their adoption as the process of generating tolerant varieties takes months to years in bringing the technology from the lab to the field. Under such scenario, sustainable and climate-smart agricultural practices that avail bacterial usage open the avenues in fulfilling the incessant demand for food for the global population. Ensuring stability on economic fronts, bacteria minimizes plant salt uptake by trapping ions in their exopolysaccharide matrix besides checking the expression of Na+/H+ and high-affinity potassium transporters. Herein we describe information on salinity stress and its effect on plant health as well as strategies adopted by plant growth-promoting rhizobacteria (PGPR) in helping plants to overcome salinity stress and in mitigating loss in overall plant productivity. It is believed that acquisition of advanced knowledge of plant-beneficial PGPR will help in devising strategies for sustainable, environment-friendly, and climate-smart agricultural technologies for adoption in agriculture to overcome the constrained environmental conditions.

Cognitive flexibility and undergraduate physiology students: increasing advanced knowledge acquisition within an ill-structured domain.

Cognitive flexibility is defined as the ability to assimilate previously learned information and concepts to generate novel solutions to new problems. This skill is crucial for success within ill-structured domains such as biology, physiology, and medicine, where many concepts are simultaneously required for understanding a complex problem, yet the problem consists of patterns or combinations of concepts that are not consistently used or needed across all examples. To succeed within ill-structured domains, a student must possess a certain level of cognitive flexibility: rigid thought processes and prepackaged informational retrieval schemes relying on rote memorization will not suffice. In this study, we assessed the cognitive flexibility of undergraduate physiology students using a validated instrument entitled Student's Approaches to Learning (SAL). The SAL evaluates how deeply and in what way information is processed, as well as the investment of time and mental energy that a student is willing to expend by measuring constructs such as elaboration and memorization. Our results indicate that students who rely primarily on memorization when learning new information have a smaller knowledge base about physiological concepts, as measured by a prior knowledge assessment and unit exams. However, students who rely primarily on elaboration when learning new information have a more well-developed knowledge base about physiological concepts, which is displayed by higher scores on a prior knowledge assessment and increased performance on unit exams. Thus students with increased elaboration skills possibly possess a higher level of cognitive flexibility and are more likely to succeed within ill-structured domains.

Intellectual entrepreneurship under a new paradigm of economic activity

The article theoretically grounds approaches to defining intellectual entrepreneurship as a new social phenomenon and explains its role in the formation of a knowledge-based economy. It also develops a holistic understanding of essential characteristics that intellectual entrepreneurship has acquired under a new paradigm of economic activity. The essence of intellectualization and its manifestations as well as structural and qualitative transformations of an entrepreneurial environment are highlighted. Specific features of an innovative enterprise, viewed as a key business model in a knowledge-based economy, are identified. It is emphasized that the concepts of free enterprise and intellectual entrepreneur have a new understanding. The importance of qualitative changes is underlined, and the peculiarities of intellectual entrepreneurship are determined, particularly those related to acquisition and use of advanced knowledge. The latter is considered as the most important resource. A systematic review of factors influencing the formation and development of intellectual corporate entrepreneurship is com- pleted. It is proved that under current conditions, intellectual entrepreneurship requires a new holistic approach which is based on organizational synapses created by experience or training opportunities. In addition to giving a critical analysis of development outcomes of innovative entrepreneurship, the article reveals key negative factors and trends that hinder spreading of innovative activities in domestic enterprises.The key role of intellectual capital as an inter-specific resource for the development of intellectual enterprise is emphasized, because the described business model develops on the basis of intellectual abilities of knowledge entrepreneurs, or creative class, able to serve as an engine for innovative modernization. The interdependent components of intellectual capital are divided into: human capital (people, their knowledge, education, professional competence) and innovations (intellectual product as a result of creative work). A particular attention is paid to the development of corporate culture in the context of actualization of human capital. Based on the research findings, some areas of applying the study results are suggested. In this way, the necessary preconditions for the formation of intellectual entrepreneurship will be fulfilled. The observance of them will contribute to consolidating the foundations of innovation breakthrough at the stage of development of intellectual entrepreneurship in Ukraine.

Translational Cancer Nursing Research: What Will Your Contribution Be?

Over the past decade, reference to translational research has increasingly dominated our research semantic. There are multiple definitions of translational research, but the most commonly understood is the transfer of biomedical knowledge from bench to clinical trial and from clinical trial to bedside as a component of usual care. As an international community of cancer nurse clinicians, researchers, educators and leaders, it is our collective responsibility to redress this omission. This article depicts ways in which cancer nurses can, and already do contribute to knowledge translation.

Strategic Alternatives for Transforming Public Egyptian Universities to World-Class Universities

In the past decade, the term “world-class university (WCU)” - also called “globally competitive universities”, “world-class”, “elite”, or “flagship” universities- has become a catch phrase. This is simply not only for improving the quality of learning and research in higher education, but is also more significant for developing the competency to compete in the global higher education marketplace through the acquisition and formation of advanced knowledge. The main objective of this paper is to propose strategic alternatives for transforming public Egyptian universities to world-class universities. In achieving this objective, the paper starts by attempting to construct an operational definition of a world-class university. Then, it outlines the features of world-class university, the requirements for transformation into world-class universities, the challenges involved in achieving world-class universities, and the key problems and challenges of the Egyptian higher education system. Finally, the selected statistical population of the research include higher education experts [N=57]. Thus, a mix method of using a questionnaire and conducting interviews were used. The research questions are: 1- What does it mean for a university to be a world-class university? 2-What are the essential features and characteristics of a world-class university? 3-How does the ecosystem influence the performance of universities? 4-What are the present performance, problems, and challenges of the Egyptian higher education system? 5-What are the higher education reform initiatives in Egypt? 6-What are the requirements that could upgrade public Egyptian universities to world-class universities? 7- What are the existing challenges of developing world-class universities? 8-What strategic alternatives have been developed for transforming public Egyptian universities to world-class universities? Therefore, one-Sample Kolmogorov-Smirnov Test was used to analyze the data. In addition, the result obtained in the study shows the use of collaborative strategic alternative rather than to upgrade the present Public universities, or create or merge them together.

The Belo Horizonte Observatory for Urban Health: its history and current challenges

Abstract The Belo Horizonte Observatory for Urban Health (OSUBH), housed in an academic setting, was founded in 2002 as part of a broader agenda to strengthen local and national health systems. Its mission is to build the capacity of the workforce in research on population health and to conduct studies on urban issues that can guide the planning of activities aimed at improving the health of populations, especially in heavily urbanized areas, associated with intra-urban inequalities. It focuses on the acquisition of advanced knowledge on urban health (metric) through scientific research, to contribute to public policies that may interfere with health, both at individual and community levels. During its lifetime, many partnerships and studies have been developed, but many challenges still exist in order for it to consolidate its position as a legitimate space and as a tool to generate systematic information for governments and populations.

‘How Am I Doing?’: Advancing Management Skills Through the Use of a Multi-source Feedback Tool to Enhance Work-based Learning on a Post-qualifying Post-graduate Leadership and Management Programme

The acquisition of advanced skills and knowledge in leadership and management is cited as key to delivering a vision for quality care services. Managers need concrete tools for promoting their own learning within organisational cultures for self-managed learning to thrive. We report on the application of a tailor-made multi-source feedback tool to promote the advancement of management skills on a post-qualifying award for social work managers. This particular tool was based on English national leadership and management standards and its 10 ‘key principles’. Managers were required to analyse and reflect on their current level of skill using line-management, peer, supervisee, staff and service user appraisal. They then developed a work-based learning and development plan, supported by mentoring and supervision. How we actually measure skill and associated knowledge and values is an under-researched area. Determining the ideal structure for defining and measuring outcomes of skill development highlights the complexities involved. Data from the managers' own evaluations are used to debate the value of using skill definitions flexible enough to enable individual use and interpretation but not so general as to be meaningless. The discussion suggests that use of a multi-source assessment tool and the process were found to be useful on a number of dimensions.

A Cognitive Approach to Teaching English for Special Purposes (ESP)

Cognitive science today makes it possible to combine independent studies under the auspices of one focal problem - the workings of the human mind in knowledge acquisition. Foreign language teaching draws heavily on linguistics, psychology, and philosophy. In this article we come up with a cognitive approach to teaching language for special purposes. The focus of our attention is on terms belonging to a specific domain (options). The acquisition of terminology in a foreign language presupposes knowledge of a non-linguistic conceptual structure (conceptual content) and means of verbalization (linguistic content). To expose the conceptual content of an individual term we employ the notion of qualia which allows us to study a term from four cognitive aspects. In order to give students a holistic picture of the domain in question we make use of cognitive modeling which means constructing an abstract "infrastructure" of the subject area and showing possible links among its elements. The objective of teaching is to help students create a "personal construct" - a personal model of knowledge - which enhances their information processing capacity and lays down the foundation of their future progress in advanced knowledge acquisition and comprehending and generating professional discourse.http://dx.doi.org/10.5755/j01.sal.0.18.414

CONCEPTUAL DESIGN EMPLOYING SELECTED HEURISTIC METHODS

The article presents the conceptual design methodology employing Synectics to build space design representation of a new system. This space is a set of parametric attributes. All of the attributes describe parametric value limits to define the technical specifications of an innovative system. Synectics is one of the heuristic methods applied in the process of basic and advanced knowledge acquisition to develop innovative concepts. In the paper conceptual design with the use of selected analogies is presented.

Examining the Nature of Expertise in Reading Instruction

Teacher educators examined three aspects of expertise in reading instruction in 15 preservice, classroom, and intervention teachers at three distinctively different points in their professional development. In one sitting, participants responded to two video clips showing the same first-grade child reading familiar text in a Reading Recovery lesson to the same teacher at the beginning and again in the middle of the school year. Teachers responded to written prompts that invited them to use their current knowledge to interpret, infer, and recommend a tentative instructional course for the child. A qualitative content analysis was conducted to categorize responses and contrast perspectives among these groups. Preservice teachers' statements were tied to clearly observed behaviors and a limited view of the reading process. Classroom and intervention teachers understood behaviors as indicators of current processing strengths and changes that are likely as the child attempted to deal with more complex materials and literacy tasks. Differences that emerged provide insights into the nature of developing expertise through university course work and continued professional practice and professional development. Findings hold implications for assessment in teacher education and call for further research to elaborate the nature of advanced knowledge acquisition related to literacy instruction and the effectiveness of professional development for supporting that knowledge.

Role Ambiguity and Speech-Language Pathology

Role Ambiguity and Speech-Language Pathology

An Application of the AKADAM Approach to Intelligence Analyst Work

This paper emphasizes the use of cognitive task analysis to gain significant insight into the unique domain of intelligence analysts, how intelligence analysts view this domain, and how this domain can be replicated in a controlled simulation environment in which innovative tools and procedures can be empirically tested. Details of two comprehensive knowledge elicitation sessions involving intelligence analysts are provided as an example of using the Advanced Knowledge Acquisition and Design (AKADAM) methodology to obtain contextually relevant information for use in developing a homeland defense-oriented simulation/experimental task. Several distinctive characteristics of intelligence analyst functionality were discovered, including the multi-source integration of relevant information, complex cognitive analysis, and team collaboration in decision-making. Additional themes such as social interaction and the limitations of current analysis tools were identified.

An instructional design framework for authentic learning environments

The instructional technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning. The purpose of this three-part study was first, to identify critical characteristics of a situated learning environment from the extensive literature base on the subject; second, to operationalize the critical characteristics of a situated learning environment by designing a multimedia program that incorporated the identified characteristics; and third, to investigate students' perceptions of their experiences using a multimedia package based on a situated learning framework. The learning environment, for preservice teachers, comprised a multimedia program on assessment in mathematics together with recommended implementation conditions for the classroom. Eight students were observed and interviewed to explore their perceptions of the situated learning environment. Findings suggest that the use of the situated learning framework provided effective instructional design guidelines for the design of an environment for the acquisition of advanced knowledge.

Effects of Cognitive Flexibility Theory‐based instruction on Korean high school history teaching

Understanding complex conceptual relationships is crucial for Korean high school history learning. The motivating hypothesis for this study is that a Cognitive Flexibility Theory‐based Hypertext instructional module will promote acquisition of advanced knowledge associated with complex conceptual relationships. This study focussed on improving Korean history teaching and learning in terms of these learner characteristics based on Cognitive Flexibility Theory, an influential constructivist approach in the field of educational technology. A referential hypertext program based on Spiro and his colleagues’ (1988, 1990) Cognitive Flexibility Theory (CFT) was developed for this study. Three learning programs were presented: (1) Cognitive Flexibility Theory‐Based Hypertext (CFTH), (2) hierarchical hypertext, similar to CFTH except for its hierarchical node connections, and (3) a textbook representing the typical Korean high school history instruction process. The effects of these three treatments on history achievement were examined in terms of post‐test item characteristics. Independent variables were students’ IQ, and prior knowledge and motivation toward each learning program that was measured after the treatment. Students’ achievement was the highest among three groups, especially in complex items: comparison, analysis and synthesis. In the CFTH group high IQ and low PK students’ achievement was most improved, and motivation was the chief influential factor in explaining the achievement.

Interactive Multimedia: An Alternative Context for Studying Works of Art

The purpose of this study is to investigate the effectiveness of instructional aids for art history survey students. Use of an interactive multimedia (IM) computer program designed to help students acquire and retain a deeper understanding of works of art is compared to traditional slide study. Analysis of students' written responses to works of art revealed that IM users searched more extensively for information, demonstrated both more understandings and misunderstandings, and experienced carryover effects from the first experiment to the second. These results indicate that once students are familiar with the technology, IM is an effective instructional format for facilitating the acquisition of advanced knowledge and skills necessary for insightful responses to works of art.

AKADAM: Eliciting user knowledge to support participatory ergonomics

A participatory ergonomics approach to design requires knowledge of users, their tasks, and their task environments. User participation is a necessity because designers often misjudge the impact of design artifacts on users. As a consequence of misunderstanding their respective domains of expertise, designers may generate inappropriate solutions, and users may formulate cryptic descriptions and specifications. Because obtaining and incorporating users' knowledge is difficult, designers are increasingly emphasizing knowledge elicitation as a research issue. This paper presents the Advanced Knowledge And Design Acquisition Methodology (AKADAM), intended to elicit knowledge from domain experts (i.e., the users). Eight case studies applying AKADAM are described. The implications of these applications and directions for future research are discussed. The term ecography is introduced to highlight AKADAM's unique aspects.