Academic literature on the topic 'Systematic learning from experience'
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Journal articles on the topic "Systematic learning from experience"
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Schneider, Kurt. "What to Expect from Software Experience Exploitation." JUCS - Journal of Universal Computer Science 8, no. (6) (2002): 570–80. https://doi.org/10.3217/jucs-008-06-0570.
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Software quality management and quality assurance are disciplines that require substantial knowledge of the methods and techniques to be applied. More important than a solid knowledge of methodology, however, is the ability to judge feasibility of approaches, and to tailor activities to the business unit culture and constraints. Software quality activities must be carefully integrated into an existing company or business culture. Making informed decisions requires more than knowledge - it calls for experience of what works and what does not work in a given environment. Experienced quality agents are a scarce resource. Exploiting a scarce resource - like experiences in software quality - more effectively is a straight-forward concept. Five years ago, DaimlerChrysler set up a large research project with business units, called SEC (Software Experience Center). Its purpose was to explore opportunities for learning from experiences within and across different business units. Unlike more general approaches of knowledge management, SEC was entirely devoted to software processes: software development, software acquisition, and in particular software quality in both development and acquisition settings. However, not all expectations that are often related to experience exploitation are realistic. In SEC, some of our initial expectations were met, others were not. This talk reports and reflects on our attempts to capture, engineer, and reuse experiences in the realm of software quality and software process improvement.
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Chen, Guoquan, Qiwei Zhou, and Wei Liu. "Organizational learning from experience." Nankai Business Review International 8, no. 2 (2017): 122–57. http://dx.doi.org/10.1108/nbri-01-2017-0006.
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Purpose Based on a review of previous research of organizational learning from experience, this paper aims to point out the notable gaps and unresolved issues in the research area and proposes a “multilevel integrated model of learning from experience”, which could integrate current research findings and serve as the theoretical framework for further investigation. Design/methodology/approach This paper is a theoretical review. Findings From the individual, team, organizational and multiple levels, in an order of the outcome of success and failure, this study reviews previous research about organizational learning from experience down to the last detail and points out some of their limitations, including relative fragmented-wise, lack of grope about the underlying motivations, lack of overall framework, etc. Then, this study proposes the “multilevel integrated model of learning from experience”, which provides a systematic and fine-grained framework for studies in this field. Research limitations/implications This paper emphasizes that true underlying motivations impelling learning from experience shall be identified and exploration for the antecedents shall be further deepened. Besides, this study figures out that various factors played their parts in the process and outcome of learning from experience through both subjective perception and objective experience. Thus, future research shall distinguish the influence of learning from experience, respectively, into “knowing” and “doing”. Originality/value This study is an attempt to review and integrate current research of learning from experience in multiple levels and further differentiates the influences of different experience outcomes (success vs failure). The proposed theoretical model provides clear suggestions of where future research should be directed.
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LIU, Ying-Dong, Simon MORARD, Dina ADINDA, Eric SANCHEZ, and Marc TRESTINI. "A Systematic Review: criteria and dimensions of learning experience." European Conference on e-Learning 22, no. 1 (2023): 174–82. http://dx.doi.org/10.34190/ecel.22.1.1927.
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There has been an increased interest in evaluating students’ learning experiences in various academic domains. Some authors consider it an important aspect of education to assess the effectiveness of instructional methods, while others aim to enhance the quality of teaching and learning. Various perspectives can be highlighted, as many articles refer to the learning experience and its evaluation differently. However, few studies provide an explicit dimension to characterize it. Therefore, this study investigates how the learning experience is described in scientific literature, and what criteria are used to characterise learners’ learning experiences. This work aims to answer the following questions: Are there any theories used to examine the learning experience? What are the principal dimensions of a learning experience? How did the studies evaluate the learning experience? This literature review aims to provide an overview of research related to the learning experience and its evaluation. The study includes journal articles published in ScienceDirect, Springer, Wiley, IEEE Xplore Digital Library, and Google Scholar from January 2012 to November 2022. The PRISMA method was used to conduct a systematic review for this work. After identifying, screening, and synthesising relevant literature (Moher et al., 2009), 68 articles were selected, of which 20 will be addressed in this research stage. The selected studies employ various methods to evaluate the learning experience, including questionnaires, surveys, and scales, and they are conducted in various educational contexts, such as medical education, biology, language teaching, etc. The review analysis shows three principal dimensions of learning experience: the learner's perception of the learning environment, their attitudes and behavior in learning, and the learning activities. The study’s findings also highlighted that “learning experience” is used as a broad concept to describe specific teaching and learning scenarios or activities. Furthermore, few references from educational sciences have been identified to characterise it. This article delineates the dimensions characterising the learning experience, which helps develop and design new teaching and learning solutions.
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Mao, Yiyi, and Kyungmee Lee. "A systematic review of Chinese students’ online learning experiences." European Journal of Open, Distance and E-Learning 26, no. 1 (2024): 41–59. http://dx.doi.org/10.2478/eurodl-2024-0002.
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Abstract The COVID-19 pandemic prompts a number of university students to engage in online learning. China is one of the countries that has experienced a radical shift in this sense. Before the pandemic, the online mode of university study was not recognised as a legitimate educational experience in China; thus, a small number of Chinese students engaged in online learning. Subsequently, there was a relatively incomplete understanding of their online learning experiences. Given the exponential expansion of online learning in China since the pandemic, it would be a timely effort to synthesise knowledge on online Chinese students’ experiences. For that purpose, the present article presents the results of a systematic literature review of 34 published journal articles concerning Chinese students’ online learning journey. The results give a deep insight into Chinese distance higher education from students’ perspectives and call for more studies on the implications of relevant policy and cultural dimensions on Chinese students’ online learning experiences.
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Fehr, Alexandra E., Rebecca D. Pentz, and Neal W. Dickert. "Learning From Experience: A Systematic Review of Community Consultation Acceptance Data." Annals of Emergency Medicine 65, no. 2 (2015): 162–71. http://dx.doi.org/10.1016/j.annemergmed.2014.06.023.
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Lattacher, Wolfgang, and Malgorzata Anna Wdowiak. "Entrepreneurial learning from failure. A systematic review." International Journal of Entrepreneurial Behavior & Research 26, no. 5 (2020): 1093–131. http://dx.doi.org/10.1108/ijebr-02-2019-0085.
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PurposeFailure plays a pivotal role in entrepreneurial learning. Knowledge of the learning process that enables an entrepreneur to re-emerge stronger after a failure, though considerable, is fragmented. This paper systematically collects relevant literature, assigns it to the stages of the experiential learning process (concrete experience, reflective observation, abstract conceptualization, active experimentation; Kolb, 1984), evaluates the research coverage of each stage and identifies promising avenues for future research.Design/methodology/approachThis systematic literature review follows the guidelines articulated by Short (2009) and Tranfield et al. (2003), using Web of Science and EBSCO as primary data sources. Kolb’s (1984) experiential learning theory provides a basis for organizing the identified material into a framework of entrepreneurial learning from failure.FindingsThe literature provides insights on all stages of the process of entrepreneurial learning from failure. Particularly well elaborated are the nature of failure and its triggering effect for reflection, the factors influencing reflection, the contents of the resulting learning and their application in entrepreneurial re-emergence. Other topics remain under-researched, including alternative modes of recovery, the impact of personal attributes upon reflection, the cognitive processes underlying reflection, the transformation of failure-based observations into logically sound concepts and the application of this learning in non-entrepreneurial contexts.Originality/valueThis review provides the most complete overview of research into the process of entrepreneurial learning from failure. The systematic, theory-based mapping of this literature takes stock of current knowledge and proposes areas for future research.
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González Tánago, Itziar, Julia Urquijo, Veit Blauhut, Fermín Villarroya, and Lucia De Stefano. "Learning from experience: a systematic review of assessments of vulnerability to drought." Natural Hazards 80, no. 2 (2015): 951–73. http://dx.doi.org/10.1007/s11069-015-2006-1.
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Ganira, Khavugwi Lilian, and Paul Amollo Odundo. "Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature." Asian Journal of Education and Social Studies 42, no. 1 (2023): 9–20. http://dx.doi.org/10.9734/ajess/2023/v42i1905.
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Experiential learning model (ELM) is characterized as a four-stage cyclical process of concrete experiences, reflective observation, abstract conceptualization, and active experimentation for driving learning into practice. The four-stage cycle of ELM creates an immediate experience providing opportunities for learners to develop knowledge, skills, and values from direct experience as the foundation for observations and reflections. The observations and reflections are assimilated and refined into abstract concepts producing new implications for actions which when tested effectively, create new experiences for learners from formative years through their lifetime. Through experiential learning, a variety of concepts integrates from extremely theoretical ones to the simplicity of learning by doing for accelerated learning. Since ELM is a four-stage cycle, the learning styles of each individual are components of the four fundamental learning models. In instances where appropriate learning styles are adopted, concrete experiences with abstract concepts are developed for learners to experience an enthusiasm for continued learning. However, a mismatch between teaching and learning styles may lead to detrimental effects on the acquisition of new knowledge. The purpose of this review was to analyze the available literature on ELM to identify its usefulness, strength, weaknesses, and implications for teaching and learning pre-primary social studies. Data were sourced through primary and secondary sources. Secondary data were sourced from journal articles, research projects, texts, internet searches, and libraries. Experiential learning models are founded on the concept that an individual's experiences play an essential role in learning and appreciation of new knowledge. The review established that experiential learning practices aid in developing learners’ preferred learning styles which in turn strengthen the acquisition of new knowledge by doing, discovering, reflecting, and applying. For effective teaching and learning to take place, the review recommends curriculum developers incorporate the use of experiential learning style models in teaching pre-primary social studies curriculum (SSC).
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Witte, Kelly S. "Coaching Philosophy: A Systematic Approach for Development." Journal of Coaching Education 3, no. 2 (2010): 40–49. http://dx.doi.org/10.1123/jce.3.2.40.
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The main purpose of this article is to present a student-centered learning approach for developing a working coaching philosophy. The strategy provided is appropriate for coaching educators to use with students as well as practicing coaches to reflect on their own development through personal experience and practice. It stems from the constructivist approach to learning and guides the reader or student through an active process of recollection, reflection, and critical thinking. During this progression, a personal construct of understanding is created from impact moments that have occurred to-date involving their sport and/or coaching experiences which shape their own philosophy.
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Kuspita, Fitri Chandra, Nursalam Nursalam, and Slamet Riyadi Yuwono. "Factors Related To Citing From Preceptorship Competence: A Systematic Review." Jurnal Ilmiah Keperawatan (Scientific Journal of Nursing) 6, no. 1 (2020): 102–7. http://dx.doi.org/10.33023/jikep.v6i1.448.
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Introduction: Preceptorship is a learning method that involves more experience in conveying their knowledge to someone who is less experienced. In this article, the authors conducted a relevant systematic review in various data used the keywords “preceptorship,”transition and article thinking”. Data based on SCOPUS, Science Direct, Proquest, Pubmed, and Google Scholar. The criteria consisted of the full text published in five years limit journal (2013-2018) and used the article in English. The results as much as 1517 articles found, and selected 15 article that suitable with criteria. Aim: The purpose of this study is to analyze factors that affect the implementation of preceptorship in the hospital and to give the recommendation of monitoring and evaluation preceptorship as well. Method: Papers were critically reviewed and relevant data were extracted and synthesized using an approach based on preferred reporting items for systematic reviews and Meta-Analysis (PRISMA). Result: These factors include the level of education, experience, support, guiding model, and work environment
Dissertations / Theses on the topic "Systematic learning from experience"
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Bengtsson, Andreas. "Systematic Learning and the re-‐use of experiences from already executed projects : Knowledge sharing through Knowledge Management in the Telecommunications sector." Thesis, KTH, Industriell produktion, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-102585.
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The Telecommunications as an industry is a highly innovative industry with rapid development of technology. Companies operating in this industry have a extremely competitive environment and must therefore always have a better offer to customers than their competitors in order to survive. All the innovation and product development that is needed leads to a scenario where the ones that are best at this will have the benefit of being “firsttomarket”, thus having a competitive advantage. How a company could improve these processes has therefore become an important question to all and the following study aims to show that an explicit strategy for knowledge management is the way to go. In the competitive environment that exists one must learn from earlier production projects in order to always improve from time to time. Through interviews working as or has been projectmanagers within three companies in the telecommunications industry as well as a literaturere view conceptionalizing topics such as Projectmanagement, innovation, Organizational Learning and Knowledge management, the following was found. • Knowledge management(KM) leads to gains if implemented with a perfect fit to the company’s internalfactors. • KM may lead to smoother product development and faster, more accurate innovations. • A strategy for KM must regard to factors such as: o Organization – Leadership and management o Resources – human capital, culture and capital o Externalfactors • The pitfalls that hinders Organizational Learning to occur.<br>Telekommunikationsbranschen är en mycket innovativ bransch med snabb utveckling av teknik. Företagverksamma i denna bransch är oerhört konkurrensutsatta och måste därför hela tiden ha ett bättre erbjudande mot kund än vad deras konkurrenter har. All den innovation och produktutveckling som därför sker måste hela tiden förbättras till att vara så snabb, flexibel och pålitlig som möjligt. Hur detta ska gå till är en otroligt viktig fråga och följande studie ämnar visa på om en uttalad strategi för Knowledge Management är rätt väg att vandra. I konkurrenssituationen som råder är det alltså av största vikt att hitta konkurrensfördelar som gör att ens företag kan vara lönsamma. Förhoppningen är att hitta en modell där lärande projekt emellan leder till förbättringar som kommer av att man observerat egna begränsningar och sedan gjort något åt dem. Genom intervjuer med personer verksamma som projektledare inom tre Telekommunikationsbolag samt en litteraturstudie där begrepp som Projektledning, Innovation, Organisatorisktlärande samt Knowledgemanagement har tagits upp, har följande kunnat påvisas. • Knowledgemanagement (KM) blir lönsamt om infört, på ett för företaget i fråga korrekt sätt. • KM kan då leda till att så väl innovationsprocesser som produktutveckling sker smidigare. • En strategi för KM måste ta hänsyn till interna faktorer som: o Organisation - Ledarskap o Resurser – Humankapital, kultur och monetära. o Externa faktorer • De svårigheter som förekommer för att organisatoriskt lärande ska förekomma.
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Klunk, Clare Dvoranchik. "Workplace Devaluation: Learning from Experience." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27337.
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Many successful professionals, recognized for their experience, knowledge, competence and commitment to their field, experience a contradiction when they realize that their contributions are no longer valued by decision-makers in their organizations. Professionals, regardless of gender, position, education, race or profession, who experience workplace devaluation agree that this experience devalues their contributions and demeans their sense of self.
This study illuminates the professionals' perspective of workplace devaluation through their experience. Within the framework of grounded theory methodology, this research examined three research questions: (a) What is the experience of professionals' workplace devaluation? (b) How did professionals learn from the experience? (c) What did professionals learn from the experience? The unit of analysis is the professional within an organization. Four participants were selected who (a) had several years experience with their organization; (b) were previously valued by the organization; (c) were current in their field; (d) had experienced workplace devaluation; and (e) were able to articulate insights, thoughts, and emotions on their experience. Multiple interviews with each participant provided the data.
A comparative, iterative analysis of the data yielded: (a) a seven-phase process of the experience; (b) six constructs embedded in the process, and (c) four categories of learning. The dialogic interview method facilitated the participants' apperception, reflection, and progress through the process. Three emotions--fear, powerlessness, anger--and their interaction with the other constructs (autonomy, communication, personalization, authority, and recognition) influenced coping strategies and actions taken by each participant. The four narratives explicate the interrelationships of the findings.
Three major conclusions are: (a) A rich description of the workplace devaluation experience offers a glimpse into the complexity of this topic and into the professionals' "lived world." (b) The learning process, grounded in the data, depicts how these four professionals used the power of their emotions to create balance within themselves as they attempted to explicate their situation of workplace devaluation. (c) The results indicate that greater learning occurred in organizational knowledge and intrapersonal knowledge for these professionals. Questions for further research are noted along with practical suggestions and recommendations for the praxis of adult educators, decision-makers, and professionals.<br>Ph. D.
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Bills, Christopher John. "Learning from experience : manifestations of young children's learning from pedagogic representations." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391936.
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Purdy, Martha Leete. "Adult Experience of Learning From Novels." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.
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The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome of novel reading, literature on adult learning theories and research have taken little notice of novel reading as an opportunity to learn. Yet reading novels is an activity in which millions engage. The nature of reading as a highly personal,self-directed activity, suggested a literature review of theory pertaining to self-directed learning, informal learning and how adults make meaning.The purpose of the research was to explore the experience of learning novels; how reading contributes to knowledge,understanding of environment, and social and self-understanding in the context of adult learning theory.The research problem asked what evidence novel readers provide for making meaning as a result of their reading and what they do with that learning outcome. Research was conducted with individual interviews of five regular novel readers which served as case studies. Analysis was done by coding each interview paying particular attention to relationships to personal history, types of learning suggested and their effects. Case studies were then cross coded to discover trends and patterns.Findings showed that respondents used novels to be entertained and escape from their daily responsibilities,but along the way they also experienced a variety of types of learning. They collected new information they found personally interesting or added to an existing knowledge base, challenged their perspectives to think abut themselves and others in new ways. There was also a variety of uses for what they had learned. Respondents reported believing they have a broader knowledge base, could more effective interact with others, arrive at greater self-awareness, and in a few instances change behavior.The experience of learning from novels is a remarkable combination of self-motivation and self-direction undertaken for pleasure, yet incidentally can result in a range of learning outcomes including building a more complex knowledge base, constructivist organization and interpretation of information, critical reflection about self and others, and transformation of understanding to result in change.<br>Ed. D.
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Lindberg, Anna-Karin. "Learning from accidents : Experience feedback in practice." Doctoral thesis, KTH, Filosofi och teknikhistoria, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-27212.
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Experience feedback from accidents is important for preventive work in companies, authorities and other organisations. This thesis focused on experience feedback from accidents that take place in everyday life, in our neighbourhoods, in our workplaces, in our schools, in traffic and transportation. Essay I is an overview of the literature on learning from accidents and incidents. The focus in this essay is on literature that evaluates the effectiveness and usefulness of different methods in accident investigations. Conclusions drawn from this literature review are that the dissemination of results and knowledge from accident investigations must be improved, and experience feedback systems should be integrated into overall systems of risk management. Essay II is based on an evaluation of the investigation board for workplace accidents (HAKO) that was carried out on commission of the Swedish Work Environment Authority. It was concluded that the accident reports published by HAKO had a high qualitative level but the dissemination of results from the investigations was weak. Essay III investigates twenty-eight supervision cases from eleven Swedish local Environment and Health Administrations. The overall goal of the study was to find out how, and to what extent, experience feedback occurs in Swedish municipalities. Two major problems relevant for the experience feedback have been found; namely that the inspectors do not have enough guidance on how to interpret the law and that they would like more information on what happens to legal cases that they have handed over to the public prosecutors and the police. Essay IV is a document study of incident reports from two municipal fire and rescue services. The overall purpose of this study was to investigate if information from the rescue services could be used to improve experience feedback in sectors where it is weak or non-existent. In the 1120 incident reports that were studied, we found 217 proposals for improvement but these proposals were not used for experience feedback. It is concluded that the reports contain valuable information but this information is not used to prevent future accidents. Essay V investigates experience feedback in Swedish authorities working with accident prevention. The essay is based on two interview studies. In the first study, 21 Swedish authorities participated, and several of these authorities seem to have a functioning experience feedback despite the lack of systematic routines and methods. Yet, only four of the 21 authorities actually handle the whole experience feedback process. These four have at least one common denominator; they have an experience feedback that is turning more inwards than outwards. The second study was a follow-up study of some of the results from the first study, concerning the dissemination of results from experience feedback.<br>QC 20101209
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Lai, Polly Kuan-Ling. "Learning Nanoscience From A Nanoparticle’s Perspective: A Computationally Embodied Learning Experience." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16406.
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An important new area of science and engineering relates to nanoscience and nanotechnology, which has been defined as “the emerging capability of human beings to observe and organise matter at the atomic level”. The purpose of this study is to examine a technology enabled learning approach that is informed by perspectives from an embodiment framework of cognition. The study aimed to enhance students’ understanding of challenging nanoscience concepts at the undergraduate level, such as surface area to volume relationships and size dependent properties. Students learned the targeted nanoscience knowledge using two different learning technologies: (a) the experimental group with Agent-Based Models (ABMs) and (b) the comparison group with dynamic visualisations. An empirical study was conducted to compare students in these two groups in terms of learning outcomes and reasoning strategies on assessments of declarative and procedural knowledge as well as solving transfer problems. Given earlier research that proposed ABMs provide an embodied approach for learning, three indicators based on an embodiment framework of cognition were used to compare these two learning approaches: (a) perspective taking, (b) causal inference making, and (c) reasoning strategies. The results of this study revealed no significant differences on declarative knowledge gains between the two groups; however, the ABM group significantly outperformed the dynamic visualisation group on the procedural knowledge and knowledge transfer assessments. Moreover, analyses of the post-test think-aloud video protocols revealed that the majority of the ABM students used first- to third-person perspectives, made causal inferences, and spontaneously used gestures, whereas students in the dynamic visualisation group did not. These results suggest that the ABM students were employing sensorimotor processes and mental simulations associated with an embodiment framework of cognition as they generated their solutions to these problems, while the dynamic visualisation students seemed to rely on memory retrieval of information from the videos. Overall, the findings of this study demonstrate that using ABMs to learn nanoscience phenomena can be more effective than learning with dynamic visualisations. In addition to the superior learning outcomes, students using the ABM approach demonstrated thinking and gestural behaviours that are consistent with an embodied framework of cognition. Given the extensive use of dynamic visualisations in science teaching, further research is needed to determine if ABMs might provide a superior approach for helping students to learn challenging scientific knowledge in nanoscience and other areas. Finally, it is hoped this study might stimulate further interest in research areas the nature of innovative learning experiences for understanding difficult scientific knowledge and their underlying theoretical mechanisms.
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Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.
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Lawday, G. D. "Problems in practice : learning from experience in management consulting." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273481.
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One of the strengths of experiential learning in practice is the meaning that we give our actions and therefore our thinking. The inquiry is a reflective account involving participative research amongst 81 management consultants in which the author functions as a researcher and as a consultant. The research explores the subjective experiences of undertaking management consultancy and is concerned with the development of professional knowledge and practice. The researcher positions himself at the centre of the study as he examines the multiple ways in which management consultants reflect and learn as they undertake their practice. The principal aim is to assist the development of the researcher's own reflective practice, and to explore how learning from experience can enhance the way he undertakes management consulting. The researcher describes his own experiences within the research project and reflects upon the dynamics of management consultancy. He illustrates some of the mechanismst hat underlie client-consultantd ynamics and highlights some of the emotionally-chargedr elationshipst hat occur in client systems. The research involves the use of participatory approaches. During the inquiry the researcher reflects upon his own experience, attending to his feelings and values, and re-evaluates the experience in the light of interactions with a core group of the participants. His relationship to the research field and setting is that of immersion or "being fully there". An analysis is undertaken of the participants' psychological type and Learning Style preferences using data from self-report inventories. Comparisons are made with previous studies about consultants and change agents. A qualitative approach is considered for the study. This encourages interpretative human skills and is concerned with description and interpretation rather than with measurement and prediction. Two extended case studies using an Action Science methodology assist the reflective accounts amongst consultants, sponsors and clients, whose experiencesd rawd eeplyo n their personasl elvesi n rolep erformance. The researcher develops his own framework of learning from experience, by linking learning style with specific processes of reflection and reflexivity, and points the way towards a more reflexive approach in informing consultants' practice.
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Compton, Christa M. "Learning from experience : a study of clinical pastoral education /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Bruce, Jake. "Learning from limited experience: Real-world robot navigation from a single traversal." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205492/1/Jacob_Bruce_Thesis.pdf.
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If you want to do something, first you have to go somewhere. Navigation is a crucial capability for any intelligent agent that is expected to operate in the world, be they human, animal, or robot. In this work, we present techniques for teaching robots to navigate in the real world, given only a single prior traversal of the environment. We employ an online adaptive approach to sequence-based localization, and a novel framework for model-based deep reinforcement learning, to develop robot systems that can successfully localize and navigate in a city.
Books on the topic "Systematic learning from experience"
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Lee, Weng Fook. Learning from VLSI Design Experience. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03238-8.
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Food and Agriculture Organization of the United Nations., ed. Safeguarding deposits: Learning from experience. Food and Agriculture Organization of the United Nations, 1995.
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Maggie, Challis, and Raban Colin, eds. Higher education: Learning from experience? Sheffield Hallam University Press, 1999.
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Alpern, Steve. Unemployment through 'learning from experience'. Centre for Economic Policy Research, 1990.
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Walter, Menninger W., ed. Military psychiatry: Learning from experience. Menninger Foundation, 1987.
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Project for Enhancing Effective Learning (Melbourne, Vic.), ed. Learning from the PEEL experience. The Editors, 1992.
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International Association for the Study of Traditional Environments and University of California, Berkeley. Center for Environmental Design Research, eds. "Traditional" knowledge: Learning from experience. Center for Environmental Design Research, University of California at Berkeley, 2000.
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King, Whyte Kathleen, ed. Learning from the field: A guide from experience. Sage, 1988.
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1949-, Aggarwal Anil, ed. Web-based education: Learning from experience. IRM Press, 2003.
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1949-, Aggarwal Anil, ed. Web-based education: Learning from experience. Information Science Pub., 2003.
Find full textBook chapters on the topic "Systematic learning from experience"
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Badie, Kambiz. "A Systematic Approach to Learning from Past Experiences in Diagnostic Problem-Solving Environment." In Systems Thinking in Europe. Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3748-9_22.
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Gahl, Megan K., Abha Ahuja, Raquel H. Ribeiro, Maia Averett, and James Genone. "Active Learning and Integrated Assessment: Minerva’s Approach to Teaching Future Skills." In Creating the University of the Future. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_22.
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AbstractThe Minerva Project works with global higher education partners to build transformational education programs based on Future Skills. Within our learning taxonomy, we identified practical knowledge as distinct Learning Outcomes (LOs). What differentiates Minerva programs from other Future Skills-focused programs is: 1) active learning pedagogy, 2) direct feedback and assessment of Future Skills, and 3) systematic reinforcement throughout students’ learning experience. The goal in our lessons is to practice skills and broad concepts, therefore we use flipped classrooms with active learning techniques. To guide students’ improvement of Future Skills in our programs, we directly assess LOs and provide feedback on specific LO applications in both synchronous (e.g., in-class polls) and asynchronous (e.g., assignments) aspects of each course. Learning Outcomes from the learning taxonomy may be introduced in one course but are assessable in any other course in the curriculum, ensuring that skills are reinforced throughout a student’s learning experience. In this chapter, we outline principles that underlie the development of learning taxonomies and curricular approaches in Minerva programs. We employ the same principles to collaborate with partners and build custom learning taxonomies and curricula; throughout this chapter we illustrate partner adaptations using examples from our collaborations.
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Odéen, Martina, Charlott Sellberg, Gesa Praetorius, Oskar Lindwall, Linn Englund, and Anders Andersson. "Intelligent Learning Systems for Simulator-Based Professional Training: A Systematic Literature Review." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-84170-5_10.
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Abstract This article presents the results of a systematic literature review on the use of Intelligent Learning Systems (ILS) in simulator-based professional education contexts aiming to provide guidelines on how to design a personalized, flexible, and adaptive learning experience to be used in remote simulator training for maritime cadets. The PRISMA protocol was employed to identify empirical studies published in international academic journals between 2018–2023. In the first step, 782 records were identified through searching through Scopus and Web of Science. After screening abstracts and full texts, a total of 10 studies remained. The article synthesizes results from three different domains where ILS have been used for simulator-based professional training: social science education, healthcare, and transportation. The results show a wide variety of applications and approaches to ILS design, such as to enhancing motivation and satisfaction in the students’ learning process through adaptive feedback, or to provide real-time evaluations and feedback to trainees. The review shows the importance of considering end-user groups and how these may make use of the system in the design of an ILS. While systems can offer modules to both instructor and trainee, it is important to recognize that the two are different in terms of what is needed to facilitate an effective, efficient, and learner-centered training path.
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Bongo, Mathis Persen, and Inger Marie Gaup Eira. "Learning by Herding – Transmission of Sámi Reindeer Herding Knowledge and Skills." In Reindeer Husbandry. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17625-8_5.
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AbstractThe chapter addresses the issues of disseminating the knowledge and skills of the Sámi reindeer herders: frameworks, methodologies, and ways of knowledge transmission in reindeer husbandry. The chapter overviews existing teaching practices, learning levels, and learning arenas, comparing traditional knowledge transmission and academic curriculum. The authors discuss lifelong learning, systematic learning methods, and responsibilities. The chapter findings are based on the interviews with the Sámi reindeer herders from Guovdageaidnu/Kautokeino, a literature review, and author’s reindeer herding experiences.
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Assayed, Suha Khalil, Manar Alkhatib, and Khaled Shaalan. "A Systematic Review of Conversational AI Chatbots in Academic Advising." In BUiD Doctoral Research Conference 2023. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56121-4_33.
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AbstractPurpose – This paper aims to review several studies published between 2018 to 2022 about advising chatbots in schools and universities as well as evaluating the state-of-the-art machine learning models that are deployed into these models.Methodology – This paper follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), it demonstrated the main phases of the systematic review, it starts with screening 128 articles and then including 11 articles for systematic review which focused on the current services of the advising chatbots in schools and universities, as well the artificial models that are embedded into the chatbots.Findings– Two main dimensions with other sub-dimensions are extracted from the 11 included studies as it shows the following: 1- Advising chatbots AI Architecture which includes other sub-dimensions on identifying the deep learning based chatbots, hybrid chatbots and other open-resources for customizing chatbots; 2- The goals of the advising chatbot as it includes both the admission advising and academic advising.Conclusion – Most of studies shows that advising chatbots are developed for admission and academic advising. Few researchers who study the chatbots in high schools, there is a lack of studies in developing chatbots for students advising in high schools.Limitations and future work – This study is constrained to review the studies from 2018–2022, and it is not exposed to the chatbots artifacts, even though, the human-chatbot interaction has an essential impact on students’ experiences. Future research should include the impact of chatbots interactive design and students’ experiences.
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Ennals, Richard. "Learning From Experience." In Executive Guide to Preventing Information Technology Disasters. Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-0383-7_6.
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Crawford, Elspeth. "Learning from Experience." In Faraday Rediscovered. Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-11139-8_12.
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Mutschler, Christopher, Georgios Kontes, Sebastian Rietsch, and Sebastian Rietsch. "Learning from Experience." In Unlocking Artificial Intelligence. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-64832-8_3.
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AbstractReinforcement Learning (RL) is one of the branches of Machine Learning (ML) that aims to learn from the interaction with an environment. In contrast to approaches such as supervised or unsupervised learning, where data samples usually are assigned to a ground truth label (supervised learning) or where they follow some stationary distribution (unsupervised learning), in RL, the agent is learning in direct interaction with the environment. This also defines what data is being collected as a result of which actions are being executed. The agent is hence learning from experience. While more traditionally, RL was focused purely on continuously arriving data, lately also approaches that resort to a given data pool of past environment interactions have gained more and more interest. This chapter covers the basics of RL and discusses the latest research in interactive environments, learning with available data or knowledge, and challenges that arise from the actual deployment of agents to the real world.
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Fish, Jessica, Shai Betteridge, and Barbara A. Wilson. "Learning from experience." In Rare Conditions, Diagnostic Challenges, and Controversies in Clinical Neuropsychology. Routledge, 2023. http://dx.doi.org/10.4324/9781003228226-28.
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St. John, Edward P., Kim Callahan Lijana, and Glenda D. Musoba. "Learning from Experience." In Using Action Inquiry in Engaged Research. Routledge, 2023. http://dx.doi.org/10.4324/9781003448549-6.
Full textConference papers on the topic "Systematic learning from experience"
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Keserovic, Amela, Frode Wiggen, Thom Fosselie, Katrine Sivertsen, Jo Inge Lilleengen, and Kjell Einar Eriksson. "From Joint Industry Project to Digital Business – the CUI Risk Manager." In CORROSION 2019. NACE International, 2019. https://doi.org/10.5006/c2019-12965.
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Abstract Corrosion Under Insulation (CUI) is a major challenge for different process industries. Today it is managed in many ways, ranging from full removal of insulation to minimal maintenance, including some inspection methods with insufficient non-destructive testing. These extremes exhibit a lack of understanding and systematic approach in managing the CUI risk, globally. A joint industry project (JIP) on CUI has developed a methodology that would help identify, assess and mitigate the CUI risk in a systematic manner. Living in the age of digital transformation, the resulting recommended practice is being digitalized into a web tool that will offer its users an industry-recognized best practice in managing the CUI risk of their assets. The users will have the possibility to share their knowledge and learn from other users’ experiences through a Global CUI Database. Such synergy across the industries will enable a continual methodology improvement and future development of the machine learning within the tool. Furthermore, a separately developed feature uses digital twins of the assets, linked with assets’ integrity data and other relevant data, providing more efficient communication and work processes. The goal of the tool is to ensure safe and reliable operations, and thus – improve the safety of life, property and the environment.
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Oliveira, Wilk, and Juho Hamari. "Flow Experience Analysis in Gameful Educational Environments: A Systematic Literature Review." In 2024 IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2024. http://dx.doi.org/10.1109/icalt61570.2024.00019.
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Adorjan, Alejandro. "Blockchain Hackatons: Reflections From a Learning Experience." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834359.
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Elshehaly, Mai, Mirela Reljan-Delany, Jason Dykes, Aidan Slingsby, Jo Wood, and Sam Spiegel. "Visualising Lived Experience: Learning from a Master Narrative Framing." In 2024 IEEE Evaluation and Beyond - Methodological Approaches for Visualization (BELIV). IEEE, 2024. http://dx.doi.org/10.1109/beliv64461.2024.00006.
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Lu, Yuchen. "A Systematic Review: Chinese Undergraduates’ Learning Experience From 2012 to 2022." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2113849.
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Lu, Yuchen. "A Systematic Review: Chinese Undergraduates’ Learning Experience From 2012 to 2022." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2113849.
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Santos, Bianca Lima, and Luciano A. Digiampietri. "User Experience Evaluation using Machine Learning and Facial Expressions: A Systematic Review." In Encontro Nacional de Inteligência Artificial e Computacional. Sociedade Brasileira de Computação - SBC, 2024. https://doi.org/10.5753/eniac.2024.245150.
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This systematic review investigates the application of machine learning in facial expressions and emotion recognition within the realm of user experience (UX). The main objective is to identify advances in the state of the art regarding using facial expressions to detect emotions and, consequently, predict or improve user experience. The methodology provided a comprehensive analysis of existing literature, highlighting diverse definitions of UX and their implications for assessing user interactions with systems. Despite efforts to evaluate and enhance UX through various methodologies, few studies focus on predicting UX by integrating emotional states before interaction and user-reported experiences. This gap stems from the absence of a unified UX definition, complicating methodological standardization and result comparability across studies. Many reviewed works emphasize developing recommendation algorithms tailored to music, news, and other content to optimize UX through emotional data. The review identified the challenge of establishing a consistent framework for UX definition across research, revealing varied approaches using different datasets aimed at enhancing recommendations, improving user satisfaction, comparing perceived attitudes, and integrating with established questionnaires.
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Soares, Tales Schifelbein, Ricardo Luiz Hentges Costa, Estefano Soares, et al. "Machine Learning-Assisted Tools for User eXperience Evaluation: A Systematic Mapping Study." In Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2025. https://doi.org/10.5753/sbsi.2025.246512.
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Context: Information Systems (IS) have grown exponentially, significantly influencing professional and personal environments. Both scenarios require a distinguished User Experience (UX), which generates positive feelings such as loyalty, learning, and satisfaction from end users. Consequently, tools, software, and applications that integrate Machine Learning (ML) techniques with UX are necessary for enhancing the quality of IS and increasing the productivity of UX specialists. Problem: There is a continued need for more experimental evidence regarding the development, employability/ applicability, evaluation, and evolution of current technologies that automate manual tasks performed by experts. Specifically, such technologies aim to reduce workload, eliminate evaluation biases, and identify patterns that might go unnoticed during assessments. Method: This work aims to summarize and characterize, through a Systematic Mapping Study (SMS), the tools that employ ML techniques to assist in the UX evaluation process. To help us, we defined seven sub-questions that will be addressed based on the data collected from the selected studies. Contributions and Impact: Based on the selected studies, we analyzed and characterized the assessment tools to provide a comprehensive understanding for both the academic and professional communities. This work presents the current state of tools that integrate ML techniques for UX evaluation, offering valuable insights into their effectiveness and application within the IS domain.
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Gangahar, Meghaa, Akash Goenka, Sandeep Kachhawa, et al. "Hospital Energy Consumption Survey: The Lived Experience." In ENERGISE 2023. Alliance for an Energy Efficient Economy (AEEE), 2024. http://dx.doi.org/10.62576/qhrj9543.
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As part of the effort to foster a more systematic approach to commercial building energy data collection and reporting, this paper aims to bring out the "lived experience" of on-ground data collection from the recently concluded Hospital Energy Consumption Survey conceptualized and conducted by the National Centre for Disease Control (NCDC), Directorate General of Health Services, Ministry of Health & Family Welfare, Government of India, under the aegis of the National Program for Climate Change and Human Health. It was administered and overseen by the Alliance for Energy Efficient Economy (AEEE) and the Centre for Chronic Disease Control (CCDC). This paper captures the authors' on-ground survey experience and transferable learning, typically precluded from technical survey reports. The authors believe that given the challenges in collecting relevant energy data from the buildings sector, their experiences can offer a unique insight into the on-ground realities of collecting technical data and suggest transferrable learnings that can help make future commercial building energy consumption surveys quicker, less cumbersome, less costly, and more effective.
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Reyna, Jorge, Victoria Baker-Smith, and Ellen Cooper. "A systematic approach to learning design for supervisor training in a specialist medical college." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0104.
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Specialist medical education aims to develop clinical knowledge in conjunction with professional attributes such as communication skills, collaboration, health advocacy, management, and professionalism. RANZCO is undertaking a 3-year curriculum redesign plan that incorporated feedback received from the Australian Medical Council and is moving towards a systematic approach to supervisor and trainee teaching and learning interventions to improve the quality of the learning experience. In parallel to the new curriculum, the college has established the Digital Learning Transformation initiative by developing theoretical frameworks to guide a systematic approach to learning design. The frameworks informed the design, implementation, and evaluation of interactive modules to support supervisors in educational topics. This concise paper aims to present the theoretical underpinning and the Modus Operandi of the intervention. The authors hope this initiative could inspire other medical colleges to take an evidence-based educational approach to supervisor training.
Reports on the topic "Systematic learning from experience"
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Giuffrida, Antonio. Learning from the Experience: The Inter-American Development Bank and Pharmaceuticals. Inter-American Development Bank, 2001. http://dx.doi.org/10.18235/0008956.
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The IDB has supported the governments of Latin America and the Caribbean in their efforts to improve their pharmaceutical systems. The objectives of this paper are twofold. First, it intends to present a brief description of the characteristics of the pharmaceutical sector in the region and discuss the rationale for Bank involvement. The second aim is to carry out a systematic review of IDB activities in this sector, analyzing the scale and scope of these activities during the last decade. Section 2 describes the pharmaceutical sector in Latin America and the Caribbean and discusses the characteristics that make medicines different from standard commodities. Section 3 describes Bank activities in the pharmaceutical sector and its evolution through time and by regions. Section 4 provides a detailed analysis of Bank interventions in the various areas of the pharmaceutical sector. Section 5 concludes with a discussion of future challenges for IDB activities in this sector.
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Guerrero, Isabel, and Johanan Rivera. Scaling, Innovations in Development: The Experience of IDB Lab. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004847.
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The approach to scaling up innovations in development is broken due to insufficient skills and funding for intermediation. Intermediation involves the essential technical assistance required by organizations and projects to achieve scale, such as strategic planning, convening, and coordinating stakeholders, and investment packaging. This report derives lessons on how to effectively scale innovations in development through an analysis of 39 IDB Lab projects and approximately 100 interviews. It proposes adhering to four principles for enhancement: establishing a consistent and systematic definition of scale, measuring success based on the maturity of the solution, acknowledging, and fostering the intermediation function, and investing in agile tracking while learning from errors. By implementing these strategies, development organizations can seamlessly incorporate scaling up innovation into their operations.
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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.
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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3891.
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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Carter, Becky. Integrating Local Voices into Programme Governance in Fragile and Conflict-Affected Settings. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.110.
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This rapid literature review explores how local people’s views and perspectives on their concerns, needs and capabilities (beyond asking about their experiences with aid) have been integrated into the national-level governance mechanisms of humanitarian assistance and development programmes in fragile and conflict-affected settings. There is limited systematic evidence available on this topic. There are a few cases of including civil society in national-level programme or sector governance bodies; there is more documented experience of including local actors in humanitarian response coordination. There is also relevant learning from feedback mechanisms, analysis and research, and people-centred approaches to aid planning and management more generally. The literature highlights the importance of conflict-sensitive approaches underpinned by regular conflict and political economy analysis; consulting with local actors on how they want to communicate and engage, and setting up safe and effective spaces for engagement; investing in long-term partnerships and capacity building to strengthen local organisations; and undertaking participatory, qualitative research that starts from ‘people’s own reading of how their lives are changing over time’ (Daigle, 2022: 15).
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Debs, Luciana, Yanchao Zheng, Jesutoba Ademiloye, Yunfeng Chen, and Jiansong Zhang. Synthesis Study on Employing Snowplow Driving Simulators in Training. Purdue University, 2023. http://dx.doi.org/10.5703/1288284317614.
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Departments of Transportation (DOTs) need to mobilize workers under harsh weather conditions for winter operations.Traditional snowplow driver training at INDOT is usually conducted annually before the snow season; therefore, it does not replicate the conditions which drivers will be exposed to during winter operations. To this point, some state DOTs have incorporated simulators in their snowplow driver training. Despite this raised interest, few studies have (1) surveyed other state DOTs about the use of this equipment in winter operations driver training, or (2) provided a systematic consideration of all factors involved in the decision to use driving simulators in snowplow driver training. To fill these gaps, the present study synthesizes information from previous literature, revises current information from INDOT, and surveys other state DOTs to identify the benefits and challenges of driving simulators for snowplow driver training. A mixed methods approach was utilized including a review of current INDOT practices, interviews with stakeholders, a survey of other state DOTs, and results from a pilot training. Based on the findings, the researchers recommend that INDOT continues to explore the use of driving simulators for training purposes in addition to the yearly snowplow driver training, due the ability to reinforce learning in a safe environment. Moreover, the research team suggests the following areas for further research: evaluating optimal simulator “seat time,” peer learning in simulator training, and the impact of experience level and work assignment in the perception of driving simulator training effectiveness.
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Steil, Benn. Regional Financial Market Integration: Learning from the European Experience. Inter-American Development Bank, 1997. http://dx.doi.org/10.18235/0011547.
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The so-called "European model" of market integration has evolved over many decades. In particular, the original plan to integrate Europe economically via a progressive program of harmonizing national legislation has, particularly in the area of financial markets, given way to a radical alternative based upon Member State "mutual recognition" of existing national legislation and regulation. Whereas this shift had been initiated largely on pragmatic grounds, the mutual recognition approach has since taken on an ideological and strategic dimension in political negotiations which makes the study of its effects on the ground all the more important.
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Ranson, Matthew, and Robert Stavins. Linkage of Greenhouse Gas Emissions Trading Systems: Learning from Experience. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w19824.
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Jimenez, Emmanuel, Hugh Waddington, Neeta Goel, et al. Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes. Centre for Excellence and Development Impact and Learning (CEDIL), 2018. http://dx.doi.org/10.51744/cip5.
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Recent books about evaluations to study the quantitative impact of development programs and projects typically devote a chapter or two of the need to complement the analysis with other methods – specifically qualitative techniques. They often cite how qualitative techniques help explain the reason for positive or negative quantitative results. This is key if the one is to draw conclusions for accountability or for learning to improve future program design. Or they explain how qualitative work is critical to make sure that quantitative data are collected in the right way. Despite these textbook recommendations, there has been a wide range of experiences in how using both quantitative and qualitative methods have affected the overall quality of evaluations. In many cases, the qualitative analysis consists mostly of quotes to justify findings from the quantitative work. While this helps provide context, there is not much value-added beyond making the an otherwise ‘dry’ quantitative presentation more interesting. Some recent evaluations have begun to change this practice and have arguably improved the quality of impact evaluations in terms of their relevance, the inferences that are drawn from them and their applicability to policymakers and programme implementers. This includes the use of innovative techniques to form the specific evaluative questions being asked and tested, to gather the right type of data and information on outcomes and intermediating variables, to explain findings and to disseminate them to the appropriate decision-makers. This paper will review this work. It will canvass a purposeful sample of experts from a variety of disciplines to gather the success stories, and where apparently well-planned approaches have failed to add the value expected of them. It will then draw lessons for future evaluations as a basis for guidance on the use of mixed methods.
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Bunker, Kerry, and Amy Webb. Learning how to learn from experience: Impact of stress and coping. Center for Creative Leadership, 1992. http://dx.doi.org/10.35613/ccl.1992.2000.
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