Technology Learning Strategies Research Articles

Patterns of technological capability development in Iran's steel industry: An analysis based on windows of opportunity for technological learning

The concept of windows of opportunity is more focused on innovation development. Nevertheless, for accumulating capabilities and reduce gap with the advanced world, latecomers should use these windows of opportunity and technological learning strategies simultaneously. Based on this concept, Iran's steel can achieve innovation in some processes and there for, reviewing the experience of this industry can have lessons learned for other mineral industries as well. Using the mixed method (Case study and Multicriteria decision-making model), this research has tried to investigate and explain the opportunities for technological learning in institutional, demand, and technology dimensions. The Results showed that the government uses planning, investment, financing mechanisms, public procurement, and empowerment policies that open windows of opportunity to firms for learning technology and enhancing innovation capabilities. On the other hand, enhancing absorptive capacity through learning by doing, emergence and development of technical-engineering companies, suppliers of equipment and parts abilities, and Innovation through R&D efforts, buying technology licenses, join manufacturing the equipment with MNCs and suppliers were the most import of windows for technological learning. Result of the DEMATEL technique, not only describe the interrelationship between all windows of opportunity, but also it shows that smart and open relationship with the world which affects by sanctions is the most influential factor for technological learning.

Self-Directed Learning Strategies in Studying Modularized Oral Communication in Context

COVID-19 pandemic required Grade 11 Shielded Metal Arc Welding (SMAW) students to study modularized Oral Communication in Context. Focusing on their specialization, while comprehending this subject independently, brought them learning difficulties. Delving into their experiences, this study sought to examine their self-directed learning strategies through qualitative-phenomenological method. With purposive sampling, the researchers selected self-directed participants as qualified ones for one-shot in-depth interview. Employing Colaizzi’s technique, the researchers analyzed and clustered responses into themes. Results revealed that students experienced subject learning difficulties, home learning environment distractions, concentration difficulties, independent learning adaptation, beneficial self-directed learning strategies, teacher’s valuable role, and optimism for the sake of educational benefits. Their self-directed learning strategies encompassed self-preparatory strategies, learning environment-preparatory strategies, technological learning strategies, non-technological learning strategies, information overloadmanagement strategies, time-management, and persistence-regulatory strategies. These inspired the researchers to craft self-directed learning strategy toolbox as students’ reference in overcoming the challenges. Further, this paper encouraged learning resource writers to ensure the contextualization of self-learning modules and teachers on the modification or delimitation of modular tasks. Finally, future researchers might also pursue a study on educational key players’ perspectives on these findings and evaluation of the toolbox.

Latecomer firms’ technological learning strategies for creative imitation: evidence from the Korean pharmaceutical industry

ABSTRACT This paper examines how accumulated internal R&D investment and foreign technology in-licensing experience independently and interactively affect creative imitation by latecomer firms. Based on the data of 61 listed Korean pharmaceutical firms over 19 years (1999 ∼ 2017), we showed that either accumulated internal R&D investment or foreign technology in-licensing experience has a positive impact on the development of creative imitation by latecomer firms. However, we found that a simultaneous increase in accumulated internal R&D investment and foreign technology in-licensing experience leads to less creative imitation outcomes, implying the existence of an internal tension between these two learning modes.

Using Backward Design to Incorporate Technology into a Non-AIS Course

ABSTRACT The purpose of this paper is to present a prototype using the Backward Design methodology to enhance a non-Accounting Information Systems (AIS) course with accounting and technology learning objectives. The backward design framework also provides an effective means of documenting that technology-learning strategies are being deployed in the curriculum, an important benefit for accreditation purposes. By illustrating backward design in cost accounting, this paper provides a blueprint that can be adapted and applied to other non-AIS courses, a helpful tool for curriculum redesign—especially for those who hesitate to add technology topics to their accounting courses.

Health Literacy Interventions to Improve Health Outcomes in Low- and Middle-Income Countries.

Background:Health care systems in many low- and middle-income countries (LMICs) face considerable challenges in providing high-quality, affordable, and universally accessible care. Feasible solutions to these issues require health literacy (HL) interventions for people who live in LMICs. Low HL is a significant problem in many LMICs because of the low levels of general literacy and poorly resourced and functioning health systems. A comprehensive understanding of HL interventions is essential to determine whether these interventions meet the health information needs of people who live in LMICs and to develop other effective HL interventions specifically for people who live in LMICs, improve health outcomes, and reduce inequalities.Methods:A medical research librarian developed and implemented search strategies to identify relevant evidence. Included studies needed to contain HL in LMICs component to understand or evaluate HL interventions that target people who live in LMICs. Two reviewers selected studies, conducted quality assessments, and extracted data by using standard forms. Discussion or third-party adjudication resolved disagreements. The collected data include the design of the study, type of HL intervention, target audience, theoretical influences, approaches to evaluating the intervention delivered, intervention received, intervention fidelity, intervention reach, data analysis, and study outcomes.Key Results:The reviewers systematically analyzed the data from 23 published research studies, including 20 quantitative, 1 qualitative, and 2 mixed-method studies, on HL interventions to improve the health outcomes in LMICs. The various HL interventions for different groups of the population depend on the health outcomes of the study. The reviewers identified four themes: traditional HL interventions, art-based HL interventions, interactive learning strategies, and technology-based HL interventions. The researchers of a few studies also used multicomponent interventions to improve the HL of the population.Discussion:Despite global improvements in health indicators over time, such as decreased mortality and morbidity, significant challenges remain regarding the quality of the delivery of health care in many LMICs. All of the HL interventions were effective and significantly improved the knowledge and awareness of the population. However, based on the literature review, the reviewers found significant evidence that only a limited number of HL interventions are delivered through innovative and technological learning strategies. In addition, the sustainability and scalability of these interventions is not clear. Therefore, future research on sustainability measures for effective HL interventions in LMICs is still needed. [HLRP: Health Literacy Research and Practice. 2020;4(4):e250–e266.]

Technological learning strategies and technology upgrading intensity in the mining industry: evidence from Brazil

Despite exhaustive research on technology upgrading in firms from emerging economies—latecomer firms—we still know little about micro-level learning strategies underlying technological innovation capability accumulation, also known as technology upgrading intensity, particularly in natural resource-intensive industries. Through an empirically grounded study of Brazil’s mining industry, which holds a globally leading technological and market position, we found that: (1) leading firms implemented technological learning strategies as responses to changing windows of opportunity (demand, technological, institutional, and idiosyncratic problems); (2) these technological learning strategies manifested in various ways from imitative and defensive to offensive with elements overlapping over the technology upgrading process, involving two forms of knowledge inputs: ‘doing, using and interacting’ and ‘science, technology and innovation’, which were operationalised through various learning mechanisms; (3) the use of these learning mechanisms changed qualitatively over time affecting firms’ technology upgrading intensity positively. Thus, we further the understanding of latecomer firms’ technology upgrading by providing in-depth empirical insights through a comprehensive approach to innovation capabilities and learning strategies in an under-researched natural resource-intensive industry in a middle-income resource-rich country.

National system of innovation and technological learning: an integrated framework for understanding technological capability development in the Russian forestry sector

One of the issues in the innovation system literature is examination of technological learning strategies of laggard nations. Two distinct bodies of literature have contributed to our insight into forces driving learning and innovation, National Systems of Innovation (NSI) and technological learning literature. Although both literatures yield insights on catch-up strategies of 'latecomer' nations, the explanatory powers of each literature by itself is limited. In this paper, a possible way of linking the macro- and the micro-level approaches by incorporating enterprises as active learning entities into the learning and innovation system is proposed. The proposed model has been used to develop research hypotheses and indicate research directions and is relevant for investigating the learning strategies of firms in less technologically intensive industries outside East Asia.

Achieving productivity-led growth in Africa: towards an agenda for improving scientific and technological capacity

Improving productivity of African economies is a principal priority of the development agenda. This study examines preconditions for sustained productivity increases, and argues that improved scientific and technological capacity is required along with macroeconomic stability and improved business environments. As competition policy, good governance, and provision of infrastructure and other public goods improves, the degree of technological competency of African economies will play an increasingly decisive role in their success as global competitors. African knowledge institutions should be repositioning themselves to strengthen capacity in fundamental disciplines of science, technology, and engineering, while governments should promote national technology learning strategies.