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The usefulness of information and communication technology has been witnessed around the globe with the occurrence of rapid changes in the field of education i.e. through the formal or informal way. For this, the researchers have assessed Interactive video-based instruction (IVBI) on (N = 95; males = 47 & females = 48 age range between 12 and 15 years) moderate intellectual disability children in Guwahati, Assam, India from three day-care rehabilitation centres. The main objective was to examine the effect of IVBI intervention (IIVBI & CIVBI) on academic performance in association with the cognitive development of children with moderate intellectual disability in a comfortable setting within working hours. The findings conclude that children in the CIVBI group performed more actively as compared to IIVBI and comparison group, and it was due to the involvement of video-based instruction that helped understand the topic more precisely and acts effectively for CIVBI children in an experimental setting. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to empirically examine the relationship between individual learning, organizational learning and employee commitment in the context of health-care industry. Design/methodology/approach: A survey instrument was distributed, and data was collected from 346 employees in the health-care industry in the Southern part of India. Hayes's PROCESS macros were used to test the mediation, moderated moderated-mediation hypotheses. Findings: The results reveal organizational learning as a mediator in the relationship between individual learning and continuance commitment, normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment and three-way interaction between organizational learning, normative commitment and affective commitment to influence continuance commitment of employees. Research limitations/implications: As with any survey-based research, the present study suffers from the problems associated with self-report measures: common method bias and social desirability bias. However, the authors attempted to minimize these limitations by following appropriate statistical techniques. Practical implications: The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contribute to organizational effectiveness. The results highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance. Originality/value: This study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors' knowledge, the multilayered model showing three-way interactions between three dimensions of organizational commitment is the first of its kind and is a novel idea. [ABSTRACT FROM AUTHOR]

Purpose: Earlier studies of social capital have focused on its influence on various aspects of business. There is substantial void in the literature on how social capital enables learning culture in organizations. The purpose of this paper is to explore direct and indirect relations between dimensions of social capital and learning culture in the organizational context. Design/methodology/approach: A survey-based research was conducted in which the questionnaire based on the Dimensions of Learning Organization Questionnaire (DLOQ) and social capital was used. Participants in this study were employees from an IT organization based in India. Data was subjected to structural equation modeling to understand causal relations between social capital and learning culture. Findings: This empirical study emphatically shows that parameters of social capital positively influence individual learning. Results show that shared vision, shared narratives in the cognitive dimension; trust and identification in the relational dimension; and mutual confiding in the structural dimension have a positive influence on individual learning. Originality/value: Findings in this paper indicate that a culture of learning in organizations starts with individuals and it can be fueled and sustained by social capital embedded within the organization if managers focus on enabling the factors identified in this study through policies and practices. [ABSTRACT FROM AUTHOR]