A Preliminary Examination of the Factors for Knowledge Sharing in Technology Mediated Learning

Affective commitment and intrinsic motivation to share knowledge are important issues in developing successful technology-mediated learning (TML) and knowledge management (KM) systems. This paper investigates an individual’s social/self identities and affective commitment as important identity factors for perceived enjoyment to share knowledge by email and knowledge sharing attitude in the TML environment. An empirical test of the proposed model was conducted in the pilot test (n = 155) as well as the main test (n = 411). Identity factors (social/self identities and affective commitment) influence perceived enjoyment (R² = 0.52), and perceived enjoyment influences knowledge sharing attitude (R² = 0.51) in TML. The results of this study will help us understand the antecedents of effective knowledge sharing intervention in the TML environment, based on the integrated model of social identity theory, social influence theory, and self determination theory. Furthermore, information systems practitioners and educators will be able to understand the roles of identity factors in developing and designing TML and KM systems

Exploring the link between language anxiety and learner self-management in open language learning contexts

The Department of Languages at the Open University/UK was set up in 1991 and presented its first course in French for lower intermediate learners[1] in 1995. Intensive course production over a number of years has resulted in a portfolio of courses from beginner to degree level in French, German and Spanish. Language learning resources are varied and include print, video and audio materials as well as ICT components such as, for example, course websites. All students are individually assigned a tutor who advises on learning, marks coursework and holds tutorials. Until recently all tutorials took place face-to-face in the Open University's regional centres throughout the UK and Continental Western Europe, but since 2002 tutorials for some courses have been conducted online using Lyceum, an Internet-based conferencing system originally developed by the university's Knowledge Media Institute which provides multiple synchronous audio channels as well as synchronous text chat and several shared graphic interfaces (for a more detailed description of the tool see Hauck & Hampel, 2005). As a result of the continuing success of this tutorial mode the Department of Languages now offers a choice of face-to-face or Lyceum-based tuition to all students. This paper seeks to enhance our understanding of the interrelationship between affective issues, language anxiety in particular, and successful learner self-management in these learning environments. The findings are based on two phenomenographic studies, with the first one on language anxiety prompting the second one which explores the role of successful learner self-management. After some background information about the Open University's approach to distance education in general and the Department of Languages' approach to teaching languages at a distance in particular, this article looks at the theory underpinning the phenomena of language anxiety and learner self-management. This is followed by a presentation of the aforementioned studies, a discussion of their results and some preliminary conclusions

Metacognitive knowledge, metacognitive strategies, and CALL

CALL Research Perspectives creates a foundation for the study and practice of computer-assisted language learning and provides an overview of ways to conceptualize and to conduct research in CALL. Its core assumptions are that all approaches to research have a place, and that researchers, teachers, and students all have a role to play in the study of computer-enhanced language learning. This is not a how-to-do-research text. Written by top researchers in the field, it offers an open-ended view of what educators need to know and be able to do to answer questions that they have. It is intended to be easy to read, to provide resources for readers to explore the ideas further, and to be non-prescriptive in presenting suggestions for CALL research. The text explores problems with current CALL research and suggests ways that teachers and other researchers can avoid such problems; presents both commonly known and less explored theories that provide a foundation for CALL and language research; and addresses other issues and ideas that affect research outcomes

Affect and strategy use in independent language learning

Affect is about emotions and feelings, moods and attitudes, anxiety, tolerance of ambiguity and motivation. For some it is also connected with dispositions and preferences (Oatley & Jenkins, 1996). It is generally accepted that the affective domain encompasses a wide range of elements which reflect the human side of being, and play a part in conditioning behaviour and influencing learning. We are becoming more knowledgeable about the importance of attention to affective factors, but there is still a huge gap in terms of our knowledge of the affective strategies that students use or could use to promote more effective language learning. Moreover, the research that has been carried out into affect over several years has largely concentrated on language learning in the classroom (Arnold, 1999; Ehrman, 1996; MacIntyre, 1999; Young, 1999) with very few studies devoted to independent learning settings. Independent language learners, whether learning through self-access, distance or other modes, are a fast-growing group, and we need to know more about them, in particular the ways in which their affective needs differ from those of classroom learners (Harris, 2003; Hurd, 2002; White, 2003). This chapter investigates affect and strategy use in independent settings. It looks first at the concept of affect and its interrelationships with other domains, continues with an exploration of strategy definitions and classification schemes in relation to affect, and concludes with a study carried out with a small group of distance language learners using think-aloud verbal protocols

A case study on how language learning strategies are fostered in an EFL chilean classroom context

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)This mixed-methods case study attempted to explore how Language Learning Strategies (LLS) are fostered within a secondary level Chilean EFL public school context, based on a teacher’s pedagogical actions. Through empirical observation, task analysis, and an interview, this thesis intended to unveil the rationale behind the predominance of certain LLS at expense of others. Previous studies and literature served as a reference to later on determine potential cohesion between background records and first-hand evidence, which proved to be in relative alignment. Accordingly, this paper looked forward to extrapolating thoughts and assumptions the teacher had about that strategy-fostering bias with objective information evidenced through the development of the tasks carried out during the observation period. The results drew a tendency placing Memory strategies among the rest as the most fostered category, whereas Compensation befell to be the least favored LLS category overall.El propósito de este estudio de caso con un enfoque de investigación mixto fue explorar el desarrollo de la promoción de Estrategias del Estudio de la Lengua (Language Learning Strategies) dentro de una clase de Inglés como Lengua Extranjera (EFL) en un curso/nivel de educación secundaria inmerso en el contexto de un establecimiento educacional público chileno basado en las acciones pedagógicas del profesor a cargo. A través de observaciones empíricas, análisis de actividades y una entrevista, la intención de esta tesis fue develar la lógica tras la predominancia de ciertas Estratégias del Estudio de la Lengua en desmedro de otras. Varios artículos, tesis y otros tipos de documentos literarios sirvieron como referencia para posteriormente determinar la cohesión entre estos precedentes y la evidencia empírica recolectada, la cual ha probado estar en relativa concordancia. Por consiguiente, este documento buscó extrapolar la subjetividad de las reflexiones y suposiciones que el profesor-muestra del caso en cuestión fue capaz de dilucidar respecto a la tendencia a parcializar la promoción de ciertas estrategias con información objetiva obtenida a través del análisis de las instrucciones y actividades desarrolladas por el profesor durante el periodo de observación. Los resultados arrojaron tendencias favoreciendo a las estrategias de Memoria por encima del resto como la categoría más fomentada, mientras que las estrategias de Compensación resultaron ser aquellas con menos rodaje

Data, Data Everywhere, and Still Too Hard to Link: Insights from User Interactions with Diabetes Apps

For those with chronic conditions, such as Type 1 diabetes, smartphone apps offer the promise of an affordable, convenient, and personalized disease management tool. How- ever, despite significant academic research and commercial development in this area, diabetes apps still show low adoption rates and underwhelming clinical outcomes. Through user-interaction sessions with 16 people with Type 1 diabetes, we provide evidence that commonly used interfaces for diabetes self-management apps, while providing certain benefits, can fail to explicitly address the cognitive and emotional requirements of users. From analysis of these sessions with eight such user interface designs, we report on user requirements, as well as interface benefits, limitations, and then discuss the implications of these findings. Finally, with the goal of improving these apps, we identify 3 questions for designers, and review for each in turn: current shortcomings, relevant approaches, exposed challenges, and potential solutions

Curiosity and its role in cross-cultural knowledge creation

This paper explores the role of curiosity in promoting cross-cultural knowledge creation and competence development. It is based on a study with four international higher educational institutions, all of which offer management and business education for local and international students. The reality of multicultural and intercultural relationships is researched using constructivist grounded theory method, with data collected through indepth interviews, long-term observation and participation, and discussion of the social reality as it was experienced by the participants. The study applies the concepts of cultural knowledge development, cross-cultural competence and cultural distance. Based on the comparative analysis, curiosity emerged as a personal condition conducive to the cultural knowledge development process. The paper presents a cross-cultural competence development process model, which takes into account the cultural curiosity of the learners. The paper also provides tentative recommendations for the steps that knowledge-creating multicultural organizations can take to develop cross-cultural exchange, cultural knowledge creation and cross-cultural competence development.peer-reviewe