Exploratory Learning Research Articles

Prediction of Fatalities in Vehicle Collisions in Canada

Traffic collisions affect millions around the world and are the leading cause of death for children and young adults. Thus, Canada’s road safety plan is to reduce collision injuries and fatalities with a vision of making the safest roads in the world. We aim to predict fatalities of collisions on Canadian roads, and to discover causation of fatalities through exploratory data analysis and machine learning techniques. We analyse the vehicle collisions from Canada’s National Collision Database (1999–2017.) Through data mining methodologies, we investigate association rules and key contributing factors that lead to fatalities. Then, we propose two supervised learning classification models, Lasso Regression and XGBoost, to predict fatalities. Our analysis shows the deadliness of head-on collisions, especially in non-intersection areas with lacking traffic control systems. We also reveal that most collision fatalities occur in non-extreme weather and road conditions. Our prediction models show that the best classifier of fatalities is XGBoost with 83% accuracy. Its most important features are “collision configuration” and “used safety devices” elements, outnumbering attributes such as vehicle year, collision time, age, or sex of the individual. Our exploratory and predictive analysis reveal the importance of road design and traffic safety education.

An Empirical Study on the Impact of Team Entrepreneurship Passion on the Tobacco Products Entrepreneurial Performance of New Ventures: Mediating Effect Test Based on Bootstrap Model

In this paper, following the research logic of Emotion/Feature-Behavior-Result, the focus is put on how the entrepreneurial passion of interactive-oriented teams in the tobacco products entrepreneurial can improve corporate performance by affecting entrepreneurial learning. The multiple regression method is used to test 238 valid questionnaires of new ventures, and the Bootstrap model is used to verify the mediating effect of entrepreneurial learning according to the multiple mediating effect analysis method proposed by scholars. The results show that: (1) The entrepreneurial passion of the team will affect the tobacco products entrepreneurial process of the new venture team, and the team with high passion atmosphere is more likely to improve the performance of the new enterprise. As a strong positive emotion experienced by the entrepreneurial team in their entrepreneurial activities, can not only influence the entrepreneurial team to identify with their entrepreneurial identity sharing, but also promote the growth of enterprises. (2) There is a significant mediating effect of exploratory learning and exploitative learning in the process of the impact of team entrepreneurial passion on the performance of the innovator but no significant difference in the mediating effects of the two. Entrepreneurial passion drives the tobacco products entrepreneurs to make a strong emotional commitment to the new innovator and invest much effort, and entrepreneurial learning is an effective way to help solve the problem of the new innovator. The research results can help to further interpret the mechanism of the role of the tobacco products entrepreneurial enthusiasm on the performance of innovators, expand the mediating factors between the two from psychological to behavioral factors, enrich the research on the performance promotion mechanism of new innovators, promote the organization learning behavior combined with entrepreneurship research, and also provide references and suggestions for the tobacco products entrepreneurs to improve their entrepreneurial performance through learning behaviors.

Socioeconomic status, ambidextrous learning, and farmers' adoption of biological control technology: evidence from 650 kiwifruit growers in China.

Rural China is characterized as having different rates of economic growth. The resource and socioeconomic statuses of farm households greatly affect their productivity and the activities they engage in. The main objective in this study was to explore the mechanisms concerning how socioeconomic status of kiwifruit growers affects their adoption of biological control technology (BCT). To achieve this objective, field survey data from 650 kiwifruit farmers in specific kiwifruit growing areas of Shaanxi and Sichuan provinces in China were investigated. The binary probit model and Bootstrap dual mediated utility models served to assess socioeconomic status's effect on farmers' BCT adoption. This study discovered a significant positive correlation between socioeconomic status and the adoption rate of biological control technology. Farmers of various socioeconomic status have significant differences in the rate of BCT adoption. This study's empirical analysis found that exploratory learning and exploitative learning under dual learning had a significant mediating effect on farmers' socioeconomic status when it came to BCT acceptance. Results show that the rate of BCT adoption is related to farmers' socioeconomic status and dual learning mode, which provides new insights for understanding how farmers implement new technology. This study will help agricultural extension departments increase their awareness of BCT adoption by farmers, and the development of diverse learning approaches in response to differences in socioeconomic status of farmers may significantly increase their likelihood to implement BCT. © 2021 Society of Chemical Industry.

Developmental research on curriculum, lessons, and evaluation based on the IB philosophy

As the world evolves and becomes more globalised and technologically advanced, so too it is necessary for education to evolve. In the 19th and 20th centuries, education focused largely on literacy and numeracy, as well as on accumulating facts across subjects. This was useful at the time but now information is no longer solely stored in analogue and, in fact, there is a huge surplus of information that can be readily accessed. Furthermore, there is a tendency for education to promote patriotic narratives as opposed to a more global view. Although this can help to create a feeling of togetherness, it can distract from deep thinking in subjects like history and literature and lead to misconceptions of a country, which can be damaging in our increasingly globalised world. Therefore, education must adapt to meet the changing needs of the 21st century. Key skills required include communication, problem solving and critical thinking. Education in many countries is still based on 20th century needs although there are courses and qualifications that better fit the 21st century and these are becoming increasingly important. An example of this is the International Baccalaureate (IB). Although this was developed in 1958, it is well suited to the 21st century with its founding principles being focused on communication, exploratory learning and critical thinking. Indeed, it was designed to be an educational programme that could promote global peace. Professor Kenji Tanahashi, Graduate School of Human and Social Sciences, Hiroshima University, Japan, is exploring the principles of the IB with a view to incorporating them into a reappraisal of the Japanese education system.

Analysis of Improving Mathematical Analogy Ability in Snow Cube Throwing Based on Exploration Learning

<p><em>The snow cube throwing learning was developed to find patterns, make hypotheses, and draw conclusions based on their findings in problem-solving. Students are given five types of teaching materials with similar problems to improve students' mathematical analogy skills. This study aims to analyze the differences in the improvement of mathematical analogy abilities that received snow cube throwing based on exploration (SCTBE), exploratory and expository learning reviewed as a whole, and by school category. This study is a quasi-experimental study with a non-equivalent pretest and posttest control-group design. The research subjects were students of class VIII from three schools in Cimahi City. Overall, the results showed that students who received SCTBE and expository learning improved mathematical analogy abilities and were better than students who received exploratory learning. Reviewed by school category, SCTBE learning is more suitable for middle category schools with active and independent characteristics</em>.</p>

How mood and emotions relate to exploration and exploitation in entrepreneurial learning

In this paper, I explore how mood and emotions (affect) may influence entrepreneurial learning in startups. To succeed, startups must engage in exploitative learning, refining their current product and business model, and exploratory learning, identifying new business opportunities and learning about new markets. While scholars agree that entrepreneurial learning is a key process in startups, the role affect in these learning processes has not been explored. In this paper, I develop a theoretical model, suggesting how entrepreneurs mood and emotions may influence what and how much they learn. Moreover, I suggest that a startups emotional culture, norms and assumption related to the expression of mood and emotions, may influence a startups ability to engage in collective learning. I thereby contribute to literatures on entrepreneurial learning and affect in entrepreneurship, as well as to the literature on exploration and exploitation more broadly.

International competitive strategies, organizational learning and export performance: a match and mis-match conceptualization

PurposeThis study aims to examine the effects of international competitive strategies, i.e. cost leadership and differentiation, on export (market share and strategic) performance. This study further explores the roles of exploitative and exploratory organizational learning in the relationships between international competitive strategies and export performances. To fill research gaps, this study intends to provide guidance on how varied exploitative/exploratory organizational learning and cost leadership/differentiation strategy combinations would affect export performance. The outcomes of this study provide a new match and mis-match conceptualization to extant international competitive strategy and organizational learning literature.Design/methodology/approachThis study selected New Zealand (NZ) exporting as the research setting because exporting plays such a vital role in NZ’s economy and NZ exporting firms have long been highly competitive in international markets (e.g. meat and dairy exporters), with the primary data collected through surveys conducted in 2010 and 2013. This study adopted a three-year lagged performance approach.FindingsCost leadership strategy has a positive effect on market share performance. This effect is enhanced by exploitative learning but dampened by exploratory learning. Cost leadership also has a positive effect on strategic performance, which is not affected by exploitative and exploratory learning. Differentiation strategy bears no relation to market share and strategic performance, even allowing for exploitative and exploratory learning. Collectively, the contingent role of organizational learning in the international competitive strategies and export performance framework is far more comprehensive than was expected.Research limitations/implicationsThis study reveals that a match between cost leadership strategy and exploitative learning may result in a superior market share. The configuration of differentiation strategy and exploitative learning and the integration of cost leadership strategy and exploratory learning are suggested as mis-matches, as these combinations would not lead to any significant and positive market share and strategic performance. Unexpectedly, the co-alliance of differentiation strategy and explorative learning is not suggested as a match, as it does not result in a superior market share and strategic performance. This latter outcome suggests that the differentiation strategy-export performance link may be stimulated by other moderating factors (e.g. business managerial ties).Practical implicationsWhile choosing an appropriate international competitive strategy, managers may use cost leadership over differentiation strategy to achieve successful export performance in both the market share and strategic perspectives. Export managers focusing on cost leadership strategy may further implement exploitative learning instead of explorative learning, when market share is vital. Meanwhile, they may note that explorative learning may not have a moderating effect on enhancing strategic performance through cost leadership. These points signify that exploitation of existing knowledge may be more effective than exploration of new knowledge for market share expansion when cost leadership strategy is devoted to exporting activities. Differentiation strategy, however, does not influence market share and strategic performance in exporting, even with an alignment of exploitative/exploratory learning. Managers are urged to pay attention to the mis-match of differentiation strategy and organizational learning when market share and strategic performance are the priorities in export performance evaluation.Originality/valueThis study contributes to the organizational learning literature by providing a new match and mis-match conceptualization relating to international competitive strategy and export performance. The new framework provides directions on when firms should use organizational learning to enhance their competitive strategies (a match scenario) and when they should not use it (a mis-match scenario). This study broadens the existing research that has mainly focused on alignment combinations such as organizational learning-internationalization strategy and organizational learning-social network.

MODEL PEMBELAJARAN INKUIRI TERBIMBING DENGAN APLIKASI ZOOM UNTUK MENINGKATKAN PROSES DAN HASIL BELAJAR FISIKA MATERI LISTRIK DINAMIS

The guided investigation is a varied process and includes observing activities, formulating relevant questions, performing experiments, or experiments on students. Research on guided exploratory learning models with zoo applications to improve the process and learning outcomes of physical dynamic electrical material. This study aims to determine the Inkuri guided learning model with the Zoom application to improve the process and learning outcomes of dynamic electrical materials physics. This research was carried out on SMA N 1 Remboken in Class XII IPA 1 and XII IPA 2. This research method is experimental research. Research data based on post-test results. The average learning outcomes of students treated with the guided query learning model using the Zoom application was 64.966667 with a maximum score of 87 and a minimum score of 46. While the average learning outcomes of students who were treated with the Zoom application Application guided learning without guided inquiry were 58.48387097 with a maximum score of 78 and a minimum score of 44. From the data, the data normality test was performed, which showed Lcount <Ltable, which means that the experimental and control class data were normally distributed, then a hypothesis test was carried out. Data on student learning outcomes from the post-test. The results of the research by calculating the one-way T-test formula show that in the learning model for guided queries with the zoom application, the value of tcount = 2.9920534101 > ttable = 2.00099538 and then H0 is rejected. It can therefore be concluded that the average learning outcomes of the students using the guided inquiry learning model with the Zoom application are higher than the average learning outcomes of the students using the guided inquiry learning.

On traversing the data landscape: Introducing APIs to data‐science students

AbstractThe explosion in availability and variety of data requires learning experiences that reveal more of the data world faster and develop practical skills with digital technologies. Key high‐level goals of the International Data Science in Schools Project (IDSSP) include having students continually immersed in the cycle of learning from data, and data science being fun to teach and fun to learn. We advocate curiosity‐driven, exploratory learning for pursuing these goals. Our illustrations use tasks embedded in contexts that teenagers can relate to, provide visual rewards for computational actions, use rich data‐contexts, and integrate statistical and computational thinking. They provide engaging introductions to modern data sourced from databases via Application Programming Interfaces (APIs) that are accessible to a broad range of students and facilitate student personalization for investigation. We provide in‐depth discussion of teaching strategies that heavily involve questioning and student tinkering supported by graphical‐user interfaces that enable students to interact with the data sources rapidly in multiple ways.

Learning how to learn and then doing it all over again: The evolving learning modes of migrant entrepreneurs

Building on an in-depth study of 12 Bulgarian migrant entrepreneurial company cases in London, we illustrate how migrant entrepreneurs (MEs) interact with, and learn from, their exposure to a diaspora network. We demonstrate that learning processes need to be studied within the context where they occur as MEs adapt their modes of learning to contextual changes. We use social learning theory to offer a situated process model of learning, which shows why and how learning evolves over time, the learning modes MEs undergo (i.e. observational, participative, and exploratory learning), as well as the process configuration within which these learning modes are rooted. This article adds to the growing body of work showing the boundary conditions and the mechanisms through which MEs learn from networks when operating in a foreign market.

Relational Embeddedness and BOP-Oriented Dynamic Capability—A Multi-Case Study

The Bottom of the Pyramid (BOP) market is composed of a large number of low-income groups around the world and contains huge wealth that has not yet been discovered. An exploratory multi-case study was conducted to analyze the impact of relational embeddedness on dynamic capability (DC). On the basis of theoretical presuppositions, based on the intra- and inter-case analysis of six companies in the China BOP market, this paper explores how relational embeddedness affects the DC of companies through exploitative learning and exploratory learning. Twelve research propositions are presented and the theoretical framework of relational embeddedness affecting the DC of enterprises is constructed. The study found that mutual trust and reciprocity norms in the BOP cooperation network can promote the acquisition and utilization of existing knowledge and new knowledge of the enterprise, thereby enhancing the enterprise environmental sensing, environmental adaptive, and environmental shaping capabilities.

The Relationship Between Unlearning and Innovation Ambidexterity with the Performance of New Product Development Teams

Previous research has suggested that unlearning is not linked to performance improvements in a team setting. Further, unlearning may have deleterious effects on performance outcomes because when it happens, teams are likely to lose the way they perform tasks and the reasons for their operational existence. In contrast, this study predicts that teams can conduct exploitative and exploratory activities in a balanced manner predicated on unlearning practices to improve new product development (NPD) performance. We hypothesized that while unlearning allows NPD teams to balance exploitative and exploratory learning activities, simultaneous yet balanced exploitation and exploration at high levels, namely innovation ambidexterity, links unlearning practices to NPD performance. This occurs by providing task-relevant knowledge for the replacement of outdated routines and beliefs during NPD processes. Data were collected from 198 NPD teams (i.e., 464 individual participants). The examination of ordinary least squares regression-based path analyses revealed that innovation ambidexterity mediates the relationship of unlearning with NPD performance, operationalized as product development speed, cost, and product success. Overall, this study shows that the unlearning-performance relationship occurs through simultaneous exploitative and exploratory learning activities in a balanced manner.

The Sovereign-Bank Nexus in the Face of the COVID-19 Pandemic Outbreak—Evidence from EU Member States

The major focus of this paper is on the sovereign–banks relationship following the COVID-19 pandemic crisis outbreak, with a view to gaining an insight into banks’ exposure to the sovereign. We rely on a series of complementary research approaches, such as desk research, comparative statistical analysis, exploratory learning algorithm, and a deterministic panel regression framework. The analysis reveals that most EU countries were not prepared for the pandemic crisis as they lacked a financial security buffer. The growing fiscal pressure and lockdown restrictions additionally resulted in an increase in banks’ exposure to the government debt market and higher government debt securities exposure on their balance sheets. One of the novelties of the research is the adoption of the gap method in order to measure the changes between banking assets major items (government securities vs. loans) and uncovering the preference for holding a specific type of asset. Additional insight is brought by the clustering solution, which shows increased cross-country heterogeneity in terms of the sovereign–banks relationship. Empirical research shows that banks’ involvement in the sovereign debt market is sensitive mainly to negative information related to pandemic occurrence and, to a lower extent, to positive information reflected by government’s reactions and economic stimulus measures. In addition, our results reveal there is no crowding-out effect triggered by the pandemic, in terms of lending to the sovereign against lending to the real economy. In the pandemic onset banks did not proceed to a sharp portfolio rebalancing in favor of the sovereign.

Integration of exploitative and exploratory learning

Purpose Extensive collaboration has become critical as increasing complexity of products and processes require firms to access specialized knowledge from diverse sources. Such knowledge provides a rich source of organizational learning that can be best captured and stored through the use of bureaucratic structures to facilitate the necessary large-scale coordination across the firm. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Extensive collaboration has become critical as increasing complexity of products and processes require firms to access specialized knowledge from diverse sources. Such knowledge provides a rich source of organizational learning that can be best captured and stored through the use of bureaucratic structures to facilitate the necessary large-scale coordination across the firm. 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.

Explanatory Learning Research: Problem-Based Learning or Project-Based Learning?

Summary Problems in learning are one of the obstacles to student’s success in understanding and achieving success. Learning problems also occur in physical education learning, the problems that have occurred in the last decade are caused by the individual students. To minimize and even overcome these learning problems an appropriate learning approach model is needed. In the last 5-10 years, the learning approach models that are often used are problem-based learning and project-based learning. This study aims to review and examine problem-based learning approaches and project-based learning approaches in designing and improving physical education learning. The literature review that will be discussed is about the characteristics, advantages, and disadvantages of each learning approach model. The results of the literature review are expected to be able to be used as a study or information that can be used as a theoretical basis for further research in the use of a learning approach model to complete or improve physical education learning including problem-based learning and project-based learning.

EDUCATION FOR SUSTAINABLE DEVELOPMENT FROM THE PERSPECTIVE OF CHRISTIANITY: PEDAGOGIES AND PROSPECTS

With rising arguments on the fluid idea of education for sustainable development where an established framework is lacking, this review aims to look into the Christian bible for messages of sustainability and how these messages could enhance education for sustainable development in themes and pedagogies. This review examined only the old and new testaments of the bible common to most, if not all Christian denominations. It examined verses with clear connection to sustainability encompassing the environmental, social and economic aspects, particularly the environmental aspect. Discourse analysis of the verses comprising instructions, dialogues and lines of letters was conducted by delving into the historical and sociocultural contexts of the verses to exegete their sustainability implications. This review yielded ten verses with sustainability themes ranging from human responsibilities, ecological value, balance and conservation, responsible consumption and production, conservation of resources, traditional wisdom, equity, social welfare and sustainability to anthropogenic causes of environmental degradation. The main pedagogies for education for sustainable development implicated from this review are problem-based learning, experiential learning, exploratory learning, scenario- and simulation-based learning, reflective learning and deep learning, with specific references to the biblical sustainability themes. This review constitutes one of the very few literature probing sustainability and its pedagogies from Christianity’s perspective by qualitatively examining the most pertinent biblical verses. It contributes to the enrichment of sustainability education and pedagogies through religious wisdom. It is crucial in advancing sustainability education in religious studies. Article visualizations:

Supporting STEM Education: Needs Assessment of Southeastern Rural Teacher Librarians

A current focus in schools in the United States is STEM education, which prepares students for successful employment and post-secondary studies that require unique and more-technically advanced skills through teaching and learning in the areas of science, technology, engineering, and mathematics (STEM). This approach is grounded in problem solving, discovery, and exploratory learning, which requires students to actively engage in a situation in order to find its solution. Students engage in STEM learning in many different ways, with technology and digital resources playing an important role. The prominence of technology in STEM education provides leadership opportunities for teacher librarians. Yet, teacher librarians must be prepared to lead in the integration of technology to support STEM education. This report presents identified needs of teacher librarians in regards to supporting STEM education and discusses implications for better preparing pre-service teacher librarians to lead in order to address the needs of a new generation of learners.

Microscopes in Education: Unlocking Unseen Worlds and Undreamed-of Futures

The education of children, particularly in scientific inquiry, is a powerful force that has shaped humanity's history and holds the key to our future. Given their power to provoke wonder and awe in child and adult alike, microscopes have proven to be transformative as tools for education. Exploratory learning using microscopes has helped to overcome critical barriers in science, technology, engineering, and math (STEM) education and to broaden participation in these vital fields. Since its inception, the Microscopy Society of America (MSA) has recognized this and made education and outreach to children a priority. Here, we provide a brief review of MSA's efforts in this direction, focusing on current efforts aimed at improving STEM education through the greater adoption and utilization of microscopes.

How firm’s addressing of the dual-challenges in China’s mid-range economy affect innovation performance?

ABSTRACT This article investigates how firms’ addressing of the challenges from the market and non-market conditions in China’s mid-range economy would affect firms’ innovation performance. Based on the multiple informant data from 303 firms in China, we find that formal institutional capital/informal institutional capital has an increasingly positive/inverted U-shaped effect on innovation performance. Exploratory market learning strengthens the formal institutional capital/informal institutional capital-innovation performance relations, while exploitative market learning weaken the inverted U-shaped effects informal institutional capital has on innovation performance.

Developmental research on curriculum, lessons, and evaluation based on the IB philosophy

As the world evolves and becomes more globalised and technologically advanced, so too it is necessary for education to evolve. In the 19th and 20th centuries, education focused largely on literacy and numeracy, as well as on accumulating facts across subjects. This was useful at the time but now information is no longer solely stored in analogue and, in fact, there is a huge surplus of information that can be readily accessed. Furthermore, there is a tendency for education to promote patriotic narratives as opposed to a more global view. Although this can help to create a feeling of togetherness, it can distract from deep thinking in subjects like history and literature and lead to misconceptions of a country, which can be damaging in our increasingly globalised world. Therefore, education must adapt to meet the changing needs of the 21st century. Key skills required include communication, problem solving and critical thinking. Education in many countries is still based on 20th century needs although there are courses and qualifications that better fit the 21st century and these are becoming increasingly important. An example of this is the International Baccalaureate (IB). Although this was developed in 1958, it is well suited to the 21st century with its founding principles being focused on communication, exploratory learning and critical thinking. Indeed, it was designed to be an educational programme that could promote global peace. Professor Kenji Tanahashi, Graduate School of Human and Social Sciences, Hiroshima University, Japan, is exploring the principles of the IB with a view to incorporating them into a reappraisal of the Japanese education system.