Electronic Social Networks as Supporting Means of Educational Process in Higher Education Institutions

Given research describes experience of electronic social networks use in educational practices. It was determined that electronic social networks can be a powerful tool for support of educational process in higher education institutions, namely to support study of different disciplines. There are main advantages of electronic social networks use for education: universal accessibility and free of charge; possibility of instant messaging and multimedia data; user-friendly intuitive interface; ability to search data and information; availability of event scheduling, invitations, reminder settings; support for synchronous and asynchronous communication between network members; access from different devices. It is emphasized that one of the main advantages of electronic social networks is receipt of quick feedback and convenience of their tools and services. Nowadays, it is important to include network educational interaction in existing models of study organization. It is advisable to use electronic social networks to manage educational process in higher education institution. Efficiency of electronic social networks use depends on intensity and need for their use in educational system management for implementation of organizational, educational, psychological and pedagogical functions and ensuring universal communication with subjects of educational process. Expediency of electronic social networks use to carry out research work at university is described. Electronic social networks are convenient tool to conduct surveys and questionnaires, to create thematic groups for specific issue discussion. Also it is possible to interact with researchers from different countries, share experiences and disseminate research findings, invite those who wish to participate in various scientific activities using these networks

Assessment of online reflections: engaging english second language (ESL) students

Online discussion boards are increasingly being used by tertiary educators as a tool for encouraging greater student interaction and developing learning communities. In particular, educators who have adopted a learner-centered, socio-constructivist approach to teaching have sought to facilitate collaborative learning in which students reflect upon and share their experiences and perspectives, and construct knowledge together through developing shared meanings. In this paper, the findings of an electronic survey of the perceptions of 70 distance education EFL and ESL students concerning a compulsory assessment item involving contribution to an online course discussion board are presented. The study revealed that the majority of the students enjoyed the assessment item and agreed that posting to the online course discussion board had allowed them to achieve a range of cognitive and social learning outcomes, as well as, to develop some important graduate skills. In particular, ESL students reported the benefits of posting to the discussion board in terms of sharing their experiences with others and reducing the feeling of isolation. Further, when considering social outcomes, ESL students perceive the discussion board provided them with an opportunity to meet and develop a closer relationship with other students in the course and encouraged them to keep up with their studies

Means of interorganisational co-ordination of production: The role of transport and telecommunication

The purpose of this paper is to analyse the respective role of travel and telecommunication in interactions between the economic actors involved in particular production systems. Transportation and telecommunication systems are crucial to the efficient co-ordination and organisation of production systems, and the recent technological and organisational developments in both areas (new technologies of information and communication NTIC, high speed rail etc.) have important impacts on the way that firms organise the circulation of information and people. Most analyses of their respective roles refer to the antagonist theses of substitution versus complementarity of travelling and telecommunications. Schematically speaking, two very different forms of "immaterial" (i.e. not concerning goods transport) interactions in production systems can be opposed: exchange of codified, standardised information, which is possible over long distances through telecommunication devices, and co-ordination necessitating specific knowledge and collective learning processes. We will base our theoretical discussion on the well-known distinction between information and knowledge, derived from the theory of information. According to this definition, information, as long as it is codified and explicit, can travel through various channels, independently from people. Knowledge, in the sense of tacit, non codified information, is embedded in people and cannot travel in space independently. This distinction thus determines the choice between travelling (in order to establish face-to-face interactions) and telecommunication. The distinction is also important for understanding the need for proximity (permanent or temporary) in networks of producers: interactions involving a high content in idiosyncratic of tacit knowledge usually imply proximity between the participants. We will compare empirical data on the utilisation of travel and telecommunication in intra- and inter-firm co-ordination from several industrial and service sectors, collected in a qualitative survey of production plants in the North of France. These data allow us to analyse the characteristics of interactions between plants and headquarters and between firms and their suppliers, subcontractors and customers (frequency, duration, nature of information etc.) as well as the means chosen to support these interactions (e.g. meetings, EDI, telephone etc.). The comparison of behaviour in various industries gives interesting insights in sectoral patterns of interactions. It also shows that the determinants of choice go beyond the nature of information and include also history and social aspects such as conventions (sectoral or local).

Distributed situation awareness in dynamic systems: Theoretical development and application of an ergonomics methodology

The purpose of this paper is to propose foundations for a theory of situation awareness based on the analysis of interactions between agents (i.e., both human and non-human) in subsystems. This approach may help promote a better understanding of technology-mediated interaction in systems, as well as helping in the formulation of hypotheses and predictions concerning distributed situation awareness. It is proposed that agents within a system each hold their own situation awareness which may be very different from (although compatible with) other agents. It is argued that we should not always hope for, or indeed want, sharing of this awareness, as different system agents have different purposes. This view marks situation awareness as a 1 dynamic and collaborative process that binds agents together on tasks on a moment-by-moment basis. Implications of this viewpoint for development of a new theory of, and accompanying methodology for, distributed situation awareness are offered

Exploiting tacit knowledge through knowledge management technologies

The purpose of this paper is to examine the contributions and suitability of the available knowledge management (KM) technologies, including the Web 2.0 for exploiting tacit knowledge. It proposes an integrated framework for extracting tacit knowledge in organisations, which includes Web 2.0 technologies, KM tools, organisational learning (OL) and Community of Practice (CoP). It reviews a comprehensive literature covering overview of KM theories, KM technologies and OL and identifies the current state of knowledge relating to tacit knowledge exploitation. The outcomes of the paper indicate that Internet and Web 2.0 technologies have stunning prospects for creating learning communities where tacit knowledge can be extracted from people. The author recommends that organisations should design procedures and embed them in their Web 2.0 collaborative platforms persuading employees to record their ideas and share them with other members. It is also recommended that no idea should be taken for granted in a learning community where tacit knowledge exploitation is pursued. It is envisaged that future research should adopt empirical approach involving Complex Adaptive Model for Tacit Knowledge Exploitation (CAMTaKE) and the Theory of Deferred Action in examining the effectiveness of KM technologies including Web 2.0 tools for tacit knowledge exploitation

Social media and tourism : a wishful relationship

For decades hospitality firms were used to domain the communication process. Thematic social network sites such as TripAdvisor became very important tools for travelers when deciding which hotels to book, and what restaurants and tourist attractions to visit, been a visible part of tourism communication evolution. Evidence suggests that e-WOM serves as a primary information source when tourists choose destinations, hotels, and other experiences. The role and use of social media in tourists’ decision making has been widely discuss in tourism and hospitality research, especially in the research phase of the tourist’ travel planning process. With the wide adoption of social media the influence of customers’ word-of-mouth increased and influences not only the research phase, but the repetition and overall customers’ experiences. To answer these questions a model assessing e-wom was developed and data was gathering from TripAdvisor regarding customer’s opinion in restaurant experiences. The results found establish the bases for understanding tourists’ engagement level and profiles.N/

Cultural consequences of computing technology

Computing technology is clearly a technical revolution, but will most probably bring about a cultural revolution\ud as well. The effects of this technology on human culture will be dramatic and far-reaching. Yet, computers and\ud electronic networks are but the latest development in a long history of cognitive tools, such as writing and printing.\ud We will examine this history, which exhibits long-term trends toward an increasing democratization of culture,\ud before turning to today's technology. Within this framework, we will analyze the probable effects of computing on\ud culture: dynamical representations, generalized networking, constant modification and reproduction. To address the\ud problems posed by this new technical environment, we will suggest possible remedies. In particular, the role of\ud social institutions will be discussed, and we will outline the shape of new electronic institutions able to deal with the\ud information flow on the internet

Proceedings of the Conference on Human and Economic Resources

The aim of this study is to develop an understanding of the factors influencing participants’ knowledge-sharing in an electronic network of practice. The study builds on a theoretical framework derived from the theory of reasoned action and theories of social capital and social exchange. A model of knowledge sharing in an electronic network of practice has been developed based on this framework, which attempts to integrate factors validated through recent empirical studies (Kankanhalli et al., 2005; Wasko and Faraj, 2005; Bock et al., 2005). The model that considers the factors influencing the knowledge contributor and the knowledge seeker has been empirically tested using a survey in the Financial Management Community of Practice (COP) in the USAF Portal. Figure 1 shows the research model adopted for the study, which incorporates constructs from social exchange theory and social capital theory. Data were collected from members of the Financial Management (FM) Communities of Practice (COP) on the AF portal. Partial least squares (PLS) was chosen as the structural equation analysis method to the test the hypotheses. The study demonstrated that experience in the profession influenced the amount of contribution, but that self-rated expertise did not. The findings indicate that relational capital may not be as important to usage, but it is strongly related to the intention to share knowledge. The study also indicated that commitment to the community of practice was not a factor in knowledge contribution. Concerning anticipated extrinsic benefits, the results show that individuals are not motivated by these types of rewards whether monetary in nature or reputation-based. The hypothesis regarding the sense of self-worth through the intention to share knowledge was not supported. Secondly, the results showed that the anticipated loss of knowledge power that occurs when an individual shares personal knowledge, did not influence an individual’s intention to share knowledge in the COP. Finally, an individual’s codification effort indicated only a relationship with number of messages posted. The results provide some evidence that cognitive social capital influences intention to share knowledge.knowledge-sharing, cognitive social capital