Accelerating The Use Of Weblogs As An Alternative Method To Deliver Case-Based Learning

Weblog technology is an alternative medium to deliver the case-based method of learning business concepts. The social nature of this technology can potentially promote active learning and enhance analytical ability of students. The present research investigates the primary factors contributing to the adoption of Weblog technology by students to learn business cases. A theoretical framework is proposed to address this issue based on the Unified Theory of Acceptance and Use of Technology (UTAUT) theory. Statistical evidences show that three major factors can contribute to users' intention to adopt Weblogs: (a) performance expectancy, (b) effort expectancy, and (c)social influence. It is also found that behavioral intention is a significant antecedent to actual use of Weblogs to learn business cases. Implications of the results for educators as well as possible future research paths for researchers are also discusse

Organisations as complex adaptive systems : implications for the design of information systems

Today a paradigm shift in the field of organisation and management theories is no longer disputed and the need to switch from the Command-and-Control to the Leaming Organisation Paradigm (LOP) in the area of organisational theory is well understood. However, it is less well appreciated that learning organisations cannot operate effectively if supported by centralised databases and tailor-made application programs. LOP emphasises adaptability, flexibility, participation and learning. It is important to understand that the changes in organisational and management strategies will not on their own be able to produce the desired effects unless they are supported by appropriate changes in organisational culture, and by effective information systems. This research demonstrates that conventional information system strategies and development methods are no longer adequate. Information system strategies must respond to these needs of the LOP and incorporate new information systems that are capable of evolving, adapting and responding to the constantly changing business environment. The desired adaptability, flexibility and agility in information systems for LOP can be achieved by exploiting the technologies of the Internet, World Wide Web, intelligent agents and intranets. This research establishes that there is a need for synergy between organisational structures and organisational information systems. To obtain this desired synergy it is essential that new information systems be designed as an integral part of the learning organisational structure itself. Complexity theory provides a new set of metaphors and a host of concepts for the understanding of organisations as complex adaptive systems. This research introduces the principles of Complex Adaptive Systems and draws on their significance for designing the information systems needed to support the new generation of learning organisations. The search for new models of information system strategies for today's dynamic world of business points to the 'swarm models' observed in Nature

An analysis of online and blended learning environments : measuring approach and learning outcomes in corporate settings

Organizations use training as an investment with the desirable end goal of gaining a valuable employee, despite cost and time constraints on their organization. This review investigates how e-Learning and blended learning training methods are currently used in organizations. It measures the Return-On-Investment of e-Learning and blended learning training methods within corporate learning environments and examines means to improve learning outcomes for learners and the organization. For this review, peer-reviewed journals were evaluated to analyze e-Learning and blended learning methods and outcomes. Conclusions reveal that both e-Learning and blended learning training models are being successfully used in corporate training modules. Factors such as development costs, training time, and course design will affect learner outcome and productivity and profitability for organizations. Additional research is needed to verify long term ROI for organizations using online or blended learning methods for means of training

Effects of a Professional Development Initiative on Technology Innovation in the Elementary School

This non-equivalent group study explored the impact of teacher participation in the development and use of a web-based instructional resource on computer utilization by students. The effects of participation in the technology initiative on teacher attitudes toward computers, technology proficiency, and stages of adoption of technology were also investigated. Teacher volunteers participated in a treatment group that received a professional development intervention and a comparison or web access group (WAG) that received no professional development. The treatment, or Professional Development Group (PDG), received instruction that modeled a constructivist hands-on approach to creating technology-rich lessons based on classroom curricula and Internet technologies to encourage technology integration in the classroom. The lessons were posted online using identical web sites for both groups and accessed by students of the PDG and WAG teachers promoting the school-wide use of technology as a tool for active, directed learning. Use of the online resource was analyzed descriptively through computer lab usage logs, teacher-reported weekly logs, and number of hits on the websites. Utilization of the online resource by students of the professional development group of teachers was slightly higher than by students of the comparison group of teachers. The findings also indicated that exposure to the professional development intervention increased reported use of integrated applications and encouraged higher stages of adoption by the experimental group of teachers (PDG) than the comparison group of teachers (WAG)

Mobile Learning Application with Cloud Computing

This project focuses on the development of M-Learning and Performance Tracking System at university level. The system provides mobility for the University students to do revision through the exercises and perform immediate tracking and analysis on the results. The project also served as a channel for students to access the latest information and news in the industry. The core problems that I had identified before I initiate this project are the immobility and limited features of current learning system which might causing the ineffective of learning among the university student. The inconvenience of the current system also included the trouble in checking their academic performance constantly from time to time. The primary goal of this research is to investigate the acceptability of the university students of m-learning, designing m-learning features that would help students to improve their academic performance, and develop the system which is able to cater the needs and meet the expectation of the students and lecturers. The methodology adapted in this project is phased development methodology that breaks the projects into 3 stages which are development of quizzes, development of performance tracking and last stage is the library function. The process involved planning, analysis, design, and last but not least implementation. As the result at the end of the project, the result found that the project is feasible with high acceptance level from the university students who believe that mobile learning is useful in learning. However more improvement has to be made on the project especially on the performance tracking method. For future development suggestions, we can adopt several methods in knowledge management in performance tracking to provide more accurate suggestions for the students. Cross platform can be achieved by adapting the HTML5 technology into the development. Cloud computing is important for the development of smartphone program with limited memory and capacity ability

Together we know more than we know we know : collaborative learning with information technology students

This study describes the collaborative learning experiences of a community college instructor and her students in an information technology course. Peters and Armstrong\u27s (1998) Types of Teaching and Leaming model served as a framework for the instructor\u27s introduction of collaborative learning �to a traditionally-taught course, and Peters\u27 ( 1998) approach to action research was used as the principal method of inquiry. Phenomenological and semi-structured interviews, field notes, and researcher journal entries generated the data. The ethnographic methods of Spradley (1980) and Hatch (2002) were used to analyze data. The inductive analysis surfaced four themes: relationships, positioning, dialogue, and mindfulness. These themes described the participants\u27 experience with learning how to learn software applications. The themes also closely approximated the description of three of four elements of Peters and Armstrong\u27s Type III Teaching and Leaming. The addition of collaborative learning to the course design enhanced students\u27 learning experience and led to changes in the instructor\u27s practice. Implications for other college instructors who teach information technology courses are discussed, as are suggestions for employing action research in the college classroom

Using Web 2.0 technology to support collaborative learning in distance education

Distance education continues to grow in popularity with higher education institutions across the country. A shift in pedagogy towards collaborative learning activities within the online learning environments is designed to bring students together as a group. This review of research investigates how Web 2.0 technology has proven to be useful in these collaborative activities. Various issues and obstacles are addressed which may arise in the use of this social software for collaborative learning within a distance education setting. The introduction of Web 2.0 software to distance education may hold the key to creating powerful collaborative learning experience for students who live across the state, nation, and possibly the world

Flexibility and Academic Credits within Higher Education trends

La globalización en la Educación Superior y el nuevo marco de mercado dentro del sistema universitario ha introducido el concepto de flexibilidad. Uno de Ios instrumentos principales en el desarrollo de este proceso ha sido el Sistema de Crédito Académico (el Marco de Crédito), que es un modo de reestructurar el currículum hacia la Flexibilidad de Suministros. Muchos países en el mundo entero han introducido este modelo, después del Sistema de Crédito americano. Este trabajo explorará conceptualmente los eslabones entre las tendencias principales en la enseñanza superior y este nuevo concepto.Globalisation in Higher Education and the new market framework within the University System have introduced the concept of flexibility. One of the main tools in the development of this process has been the Academic Credit System (Credit Framework), which is a way of restructuring the curriculum towards Frexibility of Provision. Many countries around the world have introduced this model, following the American Credit System. This paper will conceptually explore the links between the main trends in higher education and this new concept.Fil: Restrepo Abondano, José Manuel. Universidad de Rosario (Colombia