With the help of enhancements in communication technologies, especially within the framework of opportunities provided by the internet, learning can be done both in traditional environments and online environments. Besides numerical content, online learning content has the ability to offer multiple learning tools together. The one which steps forward among these tools for providing communication and interaction is virtual classroom applications. In this study, virtual classroom structure in online learning environments is examined. Within the framework of the study, academic personnel who have experience with distance education and who have given courses in virtual classroom application are defined. In order to gain detailed information, research is designed qualitatively. After the data is analyzed, suggestions are provided by reporting the research. Action research design of qualitative methods is used in this study.
{"title":"Use of Virtual Classrooms in Online Learning Environments","authors":"S. Gümüs","doi":"10.4018/jea.2011040102","DOIUrl":"https://doi.org/10.4018/jea.2011040102","url":null,"abstract":"With the help of enhancements in communication technologies, especially within the framework of opportunities provided by the internet, learning can be done both in traditional environments and online environments. Besides numerical content, online learning content has the ability to offer multiple learning tools together. The one which steps forward among these tools for providing communication and interaction is virtual classroom applications. In this study, virtual classroom structure in online learning environments is examined. Within the framework of the study, academic personnel who have experience with distance education and who have given courses in virtual classroom application are defined. In order to gain detailed information, research is designed qualitatively. After the data is analyzed, suggestions are provided by reporting the research. Action research design of qualitative methods is used in this study.","PeriodicalId":354119,"journal":{"name":"Int. J. E Adopt.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114740999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Folorunso, R. Vincent, Adewale Akintayo Ogunde, B. Agboola
Knowledge Sharing Adoption Model called (KSAM) was developed in this paper using Artificial Neural Networks (ANN). It investigated students’ Perceived Usefulness and Benefits (PUB) of Knowledge Sharing among students of higher learning in Nigeria. The study was based on the definition as well as on the constucts related to technology acceptance model (TAM). A survey was conducted using structured questionnaire administered among students and analysed with SPSS statistical tool; the results were evaluated using ANN. The KSAM includes six constucts that include Perceived Ease Of Sharing (PEOS), Perceived Usefulness and Benefits (PUB), Perceived Barriers for Sharing (PBS), External Cues to Share (ECS), Attitude Towards Sharing (ATT), and Behavioral Intention to Share (BIS). The result showed that Students’ PUB must be raised in order to effectively increase the adoption of Knowledge Sharing in this domain. The paper also identified a myriad of limitations in knowledge sharing and discovered that the utilization of KSAM using ANN is feasible. Findings from this study may form the bedrock on which further studies can be built.
{"title":"Knowledge Sharing Adoption Model Based on Artificial Neural Networks","authors":"O. Folorunso, R. Vincent, Adewale Akintayo Ogunde, B. Agboola","doi":"10.4018/jea.2010100101","DOIUrl":"https://doi.org/10.4018/jea.2010100101","url":null,"abstract":"Knowledge Sharing Adoption Model called (KSAM) was developed in this paper using Artificial Neural Networks (ANN). It investigated students’ Perceived Usefulness and Benefits (PUB) of Knowledge Sharing among students of higher learning in Nigeria. The study was based on the definition as well as on the constucts related to technology acceptance model (TAM). A survey was conducted using structured questionnaire administered among students and analysed with SPSS statistical tool; the results were evaluated using ANN. The KSAM includes six constucts that include Perceived Ease Of Sharing (PEOS), Perceived Usefulness and Benefits (PUB), Perceived Barriers for Sharing (PBS), External Cues to Share (ECS), Attitude Towards Sharing (ATT), and Behavioral Intention to Share (BIS). The result showed that Students’ PUB must be raised in order to effectively increase the adoption of Knowledge Sharing in this domain. The paper also identified a myriad of limitations in knowledge sharing and discovered that the utilization of KSAM using ANN is feasible. Findings from this study may form the bedrock on which further studies can be built.","PeriodicalId":354119,"journal":{"name":"Int. J. E Adopt.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116914353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The business environment of the 21st century require organizations to respond quickly to market demands and thus traditional organization structures and strategy are no longer capable of sustaining the needs of this relentless pace. New forms of organizations in the form of virtual organization (VO) hold promise in the network world. Several organizations worldwide have already been experimenting virtual organizations’ structures and processes. These new virtual structures and processes, however, will require newer strategies to succeed. This paper attempts to highlight some strategy and structural issues of a VO. The study is conceptual in nature and inferences have been drawn from existing literature and practices.
{"title":"Strategy and Structure in a Virtual Organization","authors":"N. Ahmed, Ray Montagno, S. Sharma","doi":"10.4018/jea.2010100104","DOIUrl":"https://doi.org/10.4018/jea.2010100104","url":null,"abstract":"The business environment of the 21st century require organizations to respond quickly to market demands and thus traditional organization structures and strategy are no longer capable of sustaining the needs of this relentless pace. New forms of organizations in the form of virtual organization (VO) hold promise in the network world. Several organizations worldwide have already been experimenting virtual organizations’ structures and processes. These new virtual structures and processes, however, will require newer strategies to succeed. This paper attempts to highlight some strategy and structural issues of a VO. The study is conceptual in nature and inferences have been drawn from existing literature and practices.","PeriodicalId":354119,"journal":{"name":"Int. J. E Adopt.","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116962048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The constant comparative method (Lincoln & Guba, 1985) was used to analyze preservice teachers’ discussions and interactions in wiki discussion sections regarding geometric lessons that were written by other preservice teachers in the year before. The data was compared for the following interaction aspects of knowledge building: dialogical actions, participants’ roles, and discussion tracks. Research shows that building their content and pedagogic content knowledge, the preservice teachers together with the lecturer used mainly proposing, asking, requesting, arguing, presenting, and moving the discussion forward as dialogical actions. Proposing and asking were used for various goals such as proposing various ideas and actions, and asking about different issues concerned with geometric content and pedagogic content knowledge. The lecturer asked questions more than the preservice teachers, while the preservice teachers proposed more than the lecturer. The knowledge building was collaborative in nature, and one important aspect which enabled the collaboration is the topology of the wiki discussion section. This topology enables presenting the content of the messages; not just the titles, where the contents are presented as having the same level and thus the same importance.
{"title":"Wiki Interaction Tracks in Geometry Learning","authors":"Wajeeh M. Daher","doi":"10.4018/JEA.2010100102","DOIUrl":"https://doi.org/10.4018/JEA.2010100102","url":null,"abstract":"The constant comparative method (Lincoln & Guba, 1985) was used to analyze preservice teachers’ discussions and interactions in wiki discussion sections regarding geometric lessons that were written by other preservice teachers in the year before. The data was compared for the following interaction aspects of knowledge building: dialogical actions, participants’ roles, and discussion tracks. Research shows that building their content and pedagogic content knowledge, the preservice teachers together with the lecturer used mainly proposing, asking, requesting, arguing, presenting, and moving the discussion forward as dialogical actions. Proposing and asking were used for various goals such as proposing various ideas and actions, and asking about different issues concerned with geometric content and pedagogic content knowledge. The lecturer asked questions more than the preservice teachers, while the preservice teachers proposed more than the lecturer. The knowledge building was collaborative in nature, and one important aspect which enabled the collaboration is the topology of the wiki discussion section. This topology enables presenting the content of the messages; not just the titles, where the contents are presented as having the same level and thus the same importance.","PeriodicalId":354119,"journal":{"name":"Int. J. E Adopt.","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123720026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines what happens when young learners in a primary school in Hong Kong start from learning about information and communication technologies (ICTs) to learning with and through ICTs. The authors focus on how students used learning technologies when an H1N1 outbreak closed the school for three weeks and teachers were required to use ICTs to initiate at-home learning. This gave the researchers an opportunity to assess the capacity of young students using Web 2.0 technologies to support learning and the impact that these tools have on teacher views and practice. Data includes interviews with teachers and examples of students’ work. Findings demonstrate how confident and comfortable young learners are with new technologies, raising questions about prevailing assumptions that young students have the capacity to easily use the existing school-based learning management system and Web 2.0 applications. The authors provide evidence that students can effectively engage with ICTs and demonstrate very high levels of skills. However, students did not do so automatically, and required assessment tasks were often key drivers for initiating student engagement and learning.
{"title":"Digital Natives and H1N1: How Adversity Can Drive Change","authors":"Peter Woodhead, David M. Kennedy","doi":"10.4018/jea.2010070105","DOIUrl":"https://doi.org/10.4018/jea.2010070105","url":null,"abstract":"This paper examines what happens when young learners in a primary school in Hong Kong start from learning about information and communication technologies (ICTs) to learning with and through ICTs. The authors focus on how students used learning technologies when an H1N1 outbreak closed the school for three weeks and teachers were required to use ICTs to initiate at-home learning. This gave the researchers an opportunity to assess the capacity of young students using Web 2.0 technologies to support learning and the impact that these tools have on teacher views and practice. Data includes interviews with teachers and examples of students’ work. Findings demonstrate how confident and comfortable young learners are with new technologies, raising questions about prevailing assumptions that young students have the capacity to easily use the existing school-based learning management system and Web 2.0 applications. The authors provide evidence that students can effectively engage with ICTs and demonstrate very high levels of skills. However, students did not do so automatically, and required assessment tasks were often key drivers for initiating student engagement and learning.","PeriodicalId":354119,"journal":{"name":"Int. J. E Adopt.","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133226758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Successful knowledge transfer or diffusion of e-learning practice goes beyond precursor incentives and anticipated rewards for the individual lecturer. It also involves wider enabling of learning attributes and cultural capabilities in an organization. This paper examines how some of these attributes and capabilities play out in an educational institution in the context of web-enabled technology. An organizational-learning model is used to examine diffusion of practices after initial design and development. This paper is based on a case study of eight course-level e-learning projects in a university based in Hong Kong. The study illustrates a number of issues and challenges for the wider uptake of the initial idea from the individual course to the programme and wider institution.
{"title":"Diffusion of E-Learning Practice in an Educational Institution: Organizational Learning Attributes and Capabilities","authors":"K. Thomas, P. Lam, A. Ho","doi":"10.4018/jea.2010070101","DOIUrl":"https://doi.org/10.4018/jea.2010070101","url":null,"abstract":"Successful knowledge transfer or diffusion of e-learning practice goes beyond precursor incentives and anticipated rewards for the individual lecturer. It also involves wider enabling of learning attributes and cultural capabilities in an organization. This paper examines how some of these attributes and capabilities play out in an educational institution in the context of web-enabled technology. An organizational-learning model is used to examine diffusion of practices after initial design and development. This paper is based on a case study of eight course-level e-learning projects in a university based in Hong Kong. The study illustrates a number of issues and challenges for the wider uptake of the initial idea from the individual course to the programme and wider institution.","PeriodicalId":354119,"journal":{"name":"Int. J. E Adopt.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115338405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study considers the impact that different levels of interactivity have on the memory and understanding. In particular, it focuses in the use of interactive self-assessment questions (ISAQs) as a mechanism to help students learn better. An ISAQ is a computer-based multiple-choice or text-entry question that requires input from the learner, and provides feedback based on that input. This study extends some of Mayer’s (1990) multimedia design principles and considers their applicability in this context. The study also takes into account whether the incorporation of ISAQs has a measurable impact on learning as indicated by their performance in tests. The study considers three different types of ISAQs, designed to engage either memory or understanding, in an effort to determine which one is the most effective. It considers the effect of adding interactivity in the form of memory (retention) and understanding (transfer) self-assessment questions in a learning-object content management system used by undergraduate students at Brunel University in West London, UK. It was predicted that both types of ISAQ would increase the performance of learners in tests but with different degrees. The results indicate that transfer tests have a significant impact on retention.
{"title":"Interactive Self-Assessment Questions within a Virtual Environment","authors":"C. Evans, Luis Palacios","doi":"10.4018/jea.2011040101","DOIUrl":"https://doi.org/10.4018/jea.2011040101","url":null,"abstract":"This study considers the impact that different levels of interactivity have on the memory and understanding. In particular, it focuses in the use of interactive self-assessment questions (ISAQs) as a mechanism to help students learn better. An ISAQ is a computer-based multiple-choice or text-entry question that requires input from the learner, and provides feedback based on that input. This study extends some of Mayer’s (1990) multimedia design principles and considers their applicability in this context. The study also takes into account whether the incorporation of ISAQs has a measurable impact on learning as indicated by their performance in tests. The study considers three different types of ISAQs, designed to engage either memory or understanding, in an effort to determine which one is the most effective. It considers the effect of adding interactivity in the form of memory (retention) and understanding (transfer) self-assessment questions in a learning-object content management system used by undergraduate students at Brunel University in West London, UK. It was predicted that both types of ISAQ would increase the performance of learners in tests but with different degrees. The results indicate that transfer tests have a significant impact on retention.","PeriodicalId":354119,"journal":{"name":"Int. J. E Adopt.","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130644104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.
{"title":"Impact of E-Adoption on Teaching and Learning in the Context of Teaching French","authors":"Christèle Joly, Nathalie Iseli-Chan","doi":"10.4018/jea.2010070103","DOIUrl":"https://doi.org/10.4018/jea.2010070103","url":null,"abstract":"Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.","PeriodicalId":354119,"journal":{"name":"Int. J. E Adopt.","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129755625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study focuses on ‘horizontal’ and ‘vertical’ adoption of e-learning strategies at The Chinese University of Hong Kong as revealed through computer log records in the centrally supported learning management systems. Horizontal diffusion refers to whether e-learning has spread to influence the practice of more teachers and students. In vertical diffusion, the authors examined whether or not teachers tend to adopt more varied online learning activities in successive years. The overall findings are that, while adoption of simple strategies is increasing, there is little evidence of horizontal and vertical diffusion of more complex strategies. Indeed, the use of some of the more complex strategies, which may relate to greater potential learning benefits, decreased. Results have led to discussions about new focuses and strategies for our institutional eLearning Service.
{"title":"Examining Diffusion and Sustainability of E-Learning Strategies through Weblog Data","authors":"P. Lam, Judy Lo, A. Yeung, C. McNaught","doi":"10.4018/jea.2010070104","DOIUrl":"https://doi.org/10.4018/jea.2010070104","url":null,"abstract":"The study focuses on ‘horizontal’ and ‘vertical’ adoption of e-learning strategies at The Chinese University of Hong Kong as revealed through computer log records in the centrally supported learning management systems. Horizontal diffusion refers to whether e-learning has spread to influence the practice of more teachers and students. In vertical diffusion, the authors examined whether or not teachers tend to adopt more varied online learning activities in successive years. The overall findings are that, while adoption of simple strategies is increasing, there is little evidence of horizontal and vertical diffusion of more complex strategies. Indeed, the use of some of the more complex strategies, which may relate to greater potential learning benefits, decreased. Results have led to discussions about new focuses and strategies for our institutional eLearning Service.","PeriodicalId":354119,"journal":{"name":"Int. J. E Adopt.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129734535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the potentially powerful role e-assessment practices can have on culture change in learning and teaching. This paper demonstrates how new e-assessment practices can ‘push back’ through educational institutions. This is done by applying the work of Gibbs and Simpson (2004/5) to e-assessment practices. To illustrate the practical effects of this evidence-based framework, the authors use UNSW@ADFA to demonstrate the possibilities for new e-assessment practices and their potential to drive systemic change. The authors conclude that the incorporation of these structured, evidence-based e-assessment practices demonstrably improve learning outcomes and student engagement without increasing the workload of staff and students.
{"title":"E-Assessment as a Driver for Cultural Change in Network-Centric Learning","authors":"Henk Eijkman, A. Herrmann, Kathy Savige","doi":"10.4018/JEA.2010070102","DOIUrl":"https://doi.org/10.4018/JEA.2010070102","url":null,"abstract":"This paper explores the potentially powerful role e-assessment practices can have on culture change in learning and teaching. This paper demonstrates how new e-assessment practices can ‘push back’ through educational institutions. This is done by applying the work of Gibbs and Simpson (2004/5) to e-assessment practices. To illustrate the practical effects of this evidence-based framework, the authors use UNSW@ADFA to demonstrate the possibilities for new e-assessment practices and their potential to drive systemic change. The authors conclude that the incorporation of these structured, evidence-based e-assessment practices demonstrably improve learning outcomes and student engagement without increasing the workload of staff and students.","PeriodicalId":354119,"journal":{"name":"Int. J. E Adopt.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132851219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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