Effects of Feedback and Task Predictability onTask Learning and Judgment Accuracy

This study examines the effect of different types of feedback on task learning and judgment accuracy across different levels of task predictability. The results of a laboratory study show that outcome feedback, alone, and in combination with task properties feedback, promotes judgment accuracy for both high and medium levels of task predictability. The beneficial impact of outcome feedback resulted from learning effects. Specifically , the outcome feedback improved judgment accuracy because of improved task knowledge and, in contrast to previous psychology research, it did not cause a deterioration in judgment consistency where task predictability was less than perfect. The results suggest that the negative effects of outcome feedback on judgment accuracy found in the psychology literature, where task predictability is less than perfect, may be limited in accounting settings where judges have experience with the task.     

The effects of understanding rules and a worked example on the acquisition of procedural knowledge and task performance

Previous research (for example, Bonner and Walker, 1994) has investigated the impact of alternative forms of instruction and practice on both the acquisition of procedural knowledge and task performance. Responding to the call to consider alternative forms of instruction, this study reports the results of an experiment designed to distinguish between the effects of understanding rules and a worked example. Worked examples (such as previously prepared working papers, analysis sheets and spreadsheet templates) are of particular interest as they constitute an important source, frequently used by novice accountants, for understanding and performing various tasks.
The results indicate that understanding rules increase task performance through the acquisition of procedural knowledge, while a worked example provides task-specific heuristics that increase task performance but not procedural knowledge. The different benefits of the two forms of instruction emphasise the importance of matching instruction methods to learning objectives. Furthermore, combining the two forms of instruction lead to the highest levels of task performance even with limited practice and no feedback.
JEL classification: I20; M41     

An assessment of the learning benefits of using a Web-based Learning Environment when teaching accounting

The impact and use of information and communication technology on learning outcomes for accounting students is not well understood. This study investigates the impact of design features of Blackboard¹ used as a Web-based Learning Environment (WBLE) in teaching undergraduate accounting students. Specifically, this investigation reports on a number of Blackboard design features (e.g. delivery of lecture notes, announcements, online assessment and model answers) used to deliver learning materials regarded as necessary to enhance learning outcomes. Responses from 369 on-campus students provided data to develop a regression model that seeks to explain enhanced participation and mental effort. The final regression shows that student satisfaction with the use of a WBLE is associated with five design features or variables. These include usefulness and availability of lecture notes, online assessment, model answers, and online chat.     

Learning, hubris and corporate serial acquisitions

Recent empirical research has shown that, from deal to deal, serial acquirers' cumulative abnormal returns (CAR) are declining. This has been most often attributed to CEOs hubris. We question this interpretation. Our theoretical analysis shows that (i) a declining CAR from deal to deal is not sufficient to reveal the presence of hubris, (ii) if CEOs are learning, economically motivated and rational, a declining CAR from deal to deal should be observed, (iii) predictions can be derived about the impact of learning and hubris on the time between successive deals and, finally, (iv) predictions about the CAR and about the time between successive deal trends lead to testable empirical hypotheses.     

Learning: The interface of quality management and strategic alliances

In this paper, we investigate the practice of quality management in strategic alliances. By employing a relational view of inter-organizational competitive advantage, the paper addresses the concept of quality management in strategic alliances and networks. We argue that institutional/network relationships influence the practice of quality within a network. In that regard, firms that have adopted quality management practices are more effective in managing and coordinating their interactions with other firms in the network, which results in their enhanced learning capability within the alliance.The proposed framework recognizes the role of trust and cooperative learning as critical factors that affect the success of strategic alliances. It has been argued that firms within an alliance need to achieve the paradox of control and learning. We examine the role of trust as a control mechanism in strategic alliances and address the importance of cooperative learning within alliances. Several hypotheses have been proposed and future research has been outlined.     

Putting the learning curve in context

In implementation of change, people learn new ways of doing things, develop new skills, and adopt new organizational routines. This paper applies learning curve theory to implementation by developing a system dynamics model that includes two extensions to classic learning curve theory. First, the model includes a required output level for the individual. Second, the model includes a budget constraint on time that forces a choice between an old and a new way to achieve the output. Doing work the new way builds experience, increasing productivity and thus favoring continued use of the new skill, but model analysis demonstrates that this reinforcing process works to favor the new skill only at relatively high levels of productivity. Otherwise, the same process is a vicious cycle, driving out the new skill. The model exhibits a mode of behavior in which learning begins and then stalls and another mode in which the new skill becomes the preferred one. The paper identifies the tipping point between these two modes and characterizes the transition problem: Learning by doing is a dynamic process, a transition from use of an old way to a new way that requires accumulating experience beyond a threshold.     

Comparing the accuracy of several network-based COVID-19 prediction algorithms

Researchers from various scientific disciplines have attempted to forecast the spread of coronavirus disease 2019 (COVID-19). The proposed epidemic prediction methods range from basic curve fitting methods and traffic interaction models to machine-learning approaches. If we combine all these approaches, we obtain the Network Inference-based Prediction Algorithm (NIPA). In this paper, we analyse a diverse set of COVID-19 forecast algorithms, including several modifications of NIPA. Among the algorithms that we evaluated, the original NIPA performed best at forecasting the spread of COVID-19 in Hubei, China and in the Netherlands. In particular, we show that network-based forecasting is superior to any other forecasting algorithm.     

Can evolutionary algorithms describe learning processes?

Evolutionary algorithms have attracted more and more the attention of economists in recent years. Repeatedly it is claimed that they are an adequate tool to describe learning processes within a population of individuals. The present paper examines this claim. To this end, a learning model is set up that contains the three elements of variation, elimination, and imitation that are claimed to correspond with the processes of mutation, selection, and replication of biological evolution. Subsequently, this model is compared with a formulation of evolutionary algorithms. The comparison reveals that although both processes have a similar structure there are crucial differences between the two dynamics.     

NON-LEARNING ORGANIZATIONS

Whereas organizational learning and unlearning enjoy a well-established reputation in organization theory, non-learning has rarely if ever been discussed. In this article organizational non-learning is characterized, and techniques for non-learning are identified. It is argued that nonlearning organizations have developed a proficiency in ignoring. They may ignore problems and solutions to problems, as well as their own attitudes to these problems and solutions. Non-learning organizations accomplish this essentially by placing problems and potentially problematic issues with somebody else, to be attended to in the future. Their behavior is supported and reinforced by procedures: by the particular distribution of responsibility that procedures entail, and by the fact that procedures recur. A non-learning option allows for organizational discretion. Organizations are free to account for their work in a contradictory manner — realistic and idealistic at the same time. They are free to learn slowly and to take advantage of their learning.     

The Learning Tourism Destination: The potential of a learning organisation approach for improving the sustainability of tourism destinations

Globalisation, increasing complexity, and the need to address triple-bottom line sustainability have seen the proliferation of Learning Organisations (LO) who, by definition, have the capacity to anticipate environmental changes and economic opportunities and adapt accordingly. Such organisations use system dynamics modelling (SDM) for both strategic planning and the promotion of organisational learning. Although SDM has been applied in the context of tourism destination management for predictive reasons, the current literature does not analyse or recognise how this could be used as a foundation for an LO. This study introduces the concept of the Learning Tourism Destinations (LTD) and discusses, on the basis of a review of six case studies, the potential of SDM as a tool for the implementation and enhancement of collective learning processes. The results reveal that SDM is capable of promoting communication between stakeholders and stimulating organisational learning. It is suggested that the LTD approach be further utilised and explored.