A Close Look at Trust Among Team Members in Online Learning Communities

Trust is one of the important factors either fostering or damaging students’ online teamwork learning experience. Building trust among team members has become a necessary step for a successful collaboration experience. The purpose of the article was to understand students’ learning and teamwork experiences and further to investigate the relationships of learner-centered instructions, team trust, and social presence in an online learning community. Also, this article adds to the research on the role of social presence in promoting cognitive and affective trust. The results indicated there were positive correlations between learner-centered instructions and trust, between learner-centered instructions and social presence, and between trust and social presence. The study could provide suggestions for instructors teaching online courses for the implementation of learner-centered instructions and the importance of creating a social presence and building trust for students in a collaborative online learning environment

Modelling job crafting behaviours: Implications for work engagement

In this study among 206 employees (103 dyads), we followed the job demands–resources approach of job crafting to investigate whether proactively changing one’s work environment influences employee’s (actor’s) own and colleague s (partner’s) work engagement. Using social cognitive theory, we hypothesized that employees would imitate each other’s job crafting behaviours, and therefore influence each other’s work engagement. Results showed that the crafting of social and structural job resources, and the crafting of challenge job demands was positively related to own work engagement, whereas decreasing hindrance job demands was unrelated to own engagement. As predicted, results showed a reciprocal relationship between dyad members’ job crafting behaviours – each of the actor’s job crafting behaviours was positively related to the partner’s job crafting behaviours. Finally, employee’s job crafting was related to colleague’s work engagement through colleague’s job crafting, suggesting a modelling process

Meaningful Learning in Mathematics : A Research Synthesis of Teaching Approaches

The premise on which our synthesis is based is the fragmentation of research focused on teaching and learning in mathematics. Our intention is to build an aggregate synthesis from these sources in the context of school education and meaningful learning. Our research targets the links between the different approaches used in teaching, interaction during the teaching-learning process and learning outcomes. Methodologically, our dataset consists of qualitative, quantitative, and mixed-methods studies and meta-analyses. An EBSCO search produced 69 analysis-eligible publications from 2007-2019. According to our findings, the use of contextual, concrete and social approaches promotes meaningful learning in mathematics, although with certain refinements. The analyses revealed that high-quality learning in mathematics requires guidance during student activities and evaluation with immediate feedback during the teaching-learning process. It also requires the skill among teachers to choose suitable contexts and learning tools, and to focus the students’ communication on what is relevant. Additional significant factors in a meaningful learning process include an affectively favourable classroom atmosphere and teachers who treat their students as individuals. Keywords: mathematics, teaching, learning, synthesis, holistic approachPeer reviewe

How Old are You, Really?: Cognitive vs. Chronological Age in Technology Acceptance Decisions

With increasing trends toward global aging and accompanying tendencies of (older) individuals to feel younger than they actually are, an important research question to ask is whether factors influencing IT acceptance are the same across individuals who perceive themselves to be as old as they actually are (i.e., cognitive age = chronological age) and those that perceive themselves to be younger than they actually are (i.e., cognitive age \u3c chronological age). We conduct an empirical analysis comparing these two groups in the context of mobile data services (MDS). Our results show that for the ―young at heart‖, perceived usefulness, perceived ease of use and perceived enjoyment play significant roles in their IT acceptance decisions, whereas for those who perceive themselves to be as old as they actually are, perceived ease of use and subjective norms were significant. Implications for research and practice are discussed

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

THE MEDIATING EFFECT OF GENERAL SELF-EFFICACY ON THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP OF SCHOOL HEADS AND ORGANIZATIONAL COMMITMENT OF TEACHERS

The purpose of this study was to determine the mediating effect of general self-efficacy on the relationship between the transformational leadership of school heads and the organizational commitment of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 elementary public-school teachers who belong to the 3 districts, Magsaysay, Bansalan and Matan-ao under the Division of Davao Del Sur in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r and Medgraph using Sobel z-test. From the results of the study, it was found out that there is a very high level of mean scores for transformational leadership of school heads, a very high level of the mean score for the organizational commitment of teachers and a high level of general self-efficacy for teachers. Also, results revealed that there are significant relationships between the transformational leadership of school heads and the organizational commitment of teachers, between the transformational leadership of school heads and general self-efficacy of teachers, and between general self-efficacy and organizational commitment of teachers. Further, it was revealed that there was a full mediation effect of general self-efficacy on the relationship between the transformation leadership of school heads and the organizational commitment of teachers.  Article visualizations

“Making Generation Y Stay”: The Mediating Role of Organizational Commitment

Job turnover in Generation Y has become a common phenomenon in industry in large cities. They tend to believe that it is not difficult to leave their jobs and not important to immediately settle in an organization. The study aimed to understand the mediating role of organizational commitment (OC) between perceived organizational support (POS) and turnover intention (TO). A purposive sampling technique was used in this study with 284 generation Y employees living in large cities (19-37 years old) as participants. There were three questionnaires used in this study namely Turnover Intention Scale, Organizational Commitment Scale and Survey of Perceived Organizational Support. The investigation discovered that POS positively affected OC and negatively TO. Employing mediation analysis showed that OC was a significant mediator from the relationship of POS and TO. The findings of this research provide organizations with information about how to effectively manage and retain Generation Y employees through POS and OC

Investigating Family and Peer Support on Learning Habits and Achievements in Online Learning

Abstrak: Penelitian ini bertujuan untuk menganalisis peranan dukungan keluarga dan teman sebaya pada masa pembelajaran daring terhadap prestasi belajar mahasiswa melalui kebiasaan belajar. Metode yang digunakan dalam penelitian ini adalah kuantitatif dengan jenis eksplanatori dan teknik analisis data menggunakan partial least square (PLS) dengan konstruk reflektif. Sampel yang diambil adalah mahasiswa pendidikan geografi angkatan tahun 2020 dan 2021 Universitas Siliwangi sebanyak 100 orang mahasiswa secara proportional random sampling. Penelitian ini menganalisis hubungan dukungan keluarga dan teman sebaya menjadi variabel eksogen, kebiasaan belajar menjadi variabel mediasi dan prestasi belajar menjadi variabel endogen. Hasil dari penelitian ini ditemukan bahwa dukungan keluarga dan teman sebaya memiliki tingkat pengaruh yang signifikan terhadap kebiasaan belajar, selain itu kebiasaan belajar mempengaruhi prestasi belajarAbstract: This study aimed to analyze the role of family and peer support during online learning on the students through study habits. The method used in this research is quantitative with explanatory type and data analysis technique using partial least square (PLS) with reflective construct. The samples taken were students of geography education classes of 2020 and 2021 at Siliwangi University, as many as 100 students by proportional random sampling. This study analyzes the relationship between family and peer support as the exogenous variable, learning habits as the mediating variable, and learning achievement as the endogenous variable. The results of this study are that the support of family and peers has a significant level of influence on study habits and that study habits affect learning achievement

Team Learning: A Theoretical Integration and Review

With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed