A Comparative Analysis of Style of User Interface Look and Feel in a Synchronous Computer Supported Cooperative Work Environment

The purpose of this study is to determine whether the style of a user interface (i.e., its look and feel) has an effect on the usability of a synchronous computer supported cooperative work (CSCW) environment for delivering Internet-based collaborative content. The problem motivating this study is that people who are located in different places need to be able to communicate with one another. One way to do this is by using complex computer tools that allow users to share information, documents, programs, etc. As an increasing number of business organizations require workers to use these types of complex communication tools, it is important to determine how users regard these types of tools and whether they are perceived to be useful. If a tool, or interface, is not perceived to be useful then it is often not used, or used ineffectively. As organizations strive to improve communication with and among users by providing more Internet-based collaborative environments, the users' experience in this form of delivery may be tied to a style of user interface look and feel that could negatively affect their overall acceptance and satisfaction of the collaborative environment. The significance of this study is that it applies the technology acceptance model (TAM) as a tool for evaluating style of user interface look and feel in a collaborative environment, and attempts to predict which factors of that model, perceived ease of use and/or perceived usefulness, could lead to better acceptance of collaborative tools within an organization

The Impact of Predisposition Towards Group Work on Intention to Use a CSCW System

Groupware packages are increasingly being used to support content delivery, class discussion, student to student and student to faculty interactions and group work on projects. This research focused on groupware packages that are used to support students who are located in different places, but who are assigned group projects as part of their coursework requirements. In many cases, students are being asked to use unfamiliar technologies that are very different from those that support personal productivity. For example, computer-assisted cooperative work (CSCW) technology is different from other more traditional, stand-alone software applications because it requires the user to interact with the computer as well as other users. However, familiarity with the technology is not the only requirement for successful completion of a group assigned project. For a group to be successful, it must also have a desire to work together on the project. If this pre-requisite is not present within the group, then the technology will only create additional communication and coordination barriers. How much of an impact does each of these factors have on the acceptance of CSCW technology? The significance of this study is threefold. First, this research contributed to how a user's predisposition toward group work affects their acceptance of CSCW technology. Second, it helped identify ways to overcome some of the obstacles associated with group work and the use of CSCW technology in an academic online environment. Finally, it helped identify early adopters of CSCW software and how these users can form the critical mass required to diffuse the technology. This dissertation reports the impact of predisposition toward group work and prior computer experience on the intention to use synchronous CSCW. It was found that predisposition toward group work was not only positively associated to perceived usefulness; it was also related to intention to use. It also found that perceived ease of use, at least in this study, had a direct and positive impact on intention, and was not mediated through perceived usefulness. These findings hold implications for academia and how it uses complex collaborative software. Avenues for further research are identified

Information Seeking in a Virtual Learning Environment

Duplicating a time series study done by Kuhlthau and associates in 1989, this study examines the applicability of the Information Search Process (ISP) Model in the context of a virtual learning environment. This study confirms that students given an information seeking task in a virtual learning environment do exhibit the stages indicated by the ISP Model. The six-phase ISP Model is shown to be valid for describing the different stages of cognitive, affective, and physical tasks individuals progress through when facing a situation where they must search for information to complete an academic task in a virtual learning environment. The findings in this study further indicate there is no relationship between the amount of computer experience subjects possess and demonstrating the patterns of thoughts, feelings, and actions described by the ISP Model. The study demonstrates the ISP Model to be independent of the original physical library environments where the model was developed. An attempt is made to represent the ISP model in a slightly different manner that provides more of the sense of motion and interaction among the components of thoughts, feelings, and action than is currently provided for in the model. The study suggests that the development of non-self-reporting data collection techniques would be useful in complementing and furthering research to enhance and refine the representation of the ISP Model. Additionally, expanding the research to include the examination of group interaction is called for to enhance the ISP Model and develop further applications that could potentially aid educational delivery in all types of learning environments

The design and implementation of a customized, web-based learning environment.

by Ka-Po Ma.Thesis (M.Phil.)--Chinese University of Hong Kong, 2000.Includes bibliographical references (leaves 97-105).Abstracts in English and Chinese.Acknowledgments --- p.iiAbstract --- p.iiiChapter 1 --- Introduction --- p.1Chapter 1.1 --- Web-based Education --- p.1Chapter 1.2 --- Customized Web-based Learning --- p.3Chapter 1.3 --- Thesis Overview --- p.6Chapter 2 --- Web-based Education --- p.7Chapter 2.1 --- Impact on Traditional Learning --- p.8Chapter 2.2 --- Theoretical Perspectives on Teaching and Learning --- p.9Chapter 2.2.1 --- Behaviorism Versus Constructivism --- p.10Chapter 2.2.2 --- "Categorization of Individual, Group and Collaborative Learn- ing" --- p.12Chapter 2.3 --- On-line Eduation and Web-based Learning System --- p.15Chapter 2.4 --- Technologies used in Web-based Learning --- p.17Chapter 3 --- General Automated Timetabling --- p.21Chapter 3.1 --- Timtabling Problem --- p.21Chapter 3.2 --- Formulation and Solution Approaches --- p.22Chapter 4 --- "Virtual Campus, Customized Web-based Learning Environment" --- p.25Chapter 4.1 --- Changing Trend in Learning Process --- p.25Chapter 4.2 --- System Design Issue --- p.26Chapter 5 --- System Architecture Issue --- p.31Chapter 5.1 --- Client-server Model --- p.31Chapter 5.1.1 --- Server Side --- p.33Chapter 5.1.2 --- Client Side --- p.34Chapter 5.2 --- Functional-oriented Design --- p.35Chapter 5.3 --- Private Functionality Issue --- p.37Chapter 5.3.1 --- Access Authorizing --- p.37Chapter 5.3.2 --- Availability Updating --- p.40Chapter 5.3.3 --- Personal Information Querying and Modifying --- p.42Chapter 5.3.4 --- Status Selecting --- p.42Chapter 5.3.5 --- Current Online User Querying --- p.43Chapter 5.4 --- Lecture Functionality Issue --- p.44Chapter 5.5 --- Personal Scheduling Functionality Issue --- p.45Chapter 5.6 --- Collaboration Functionality Issue --- p.50Chapter 5.6.1 --- Chatting Room --- p.50Chapter 5.6.2 --- Discussion Board --- p.56Chapter 5.6.3 --- Personal URL-bookmark Keeping and Sharing --- p.57Chapter 6 --- Web-based Learning Scheduler (WL-Scheduler) --- p.59Chapter 6.1 --- "Web-based Customized Timetabling Problem, WCTP" --- p.60Chapter 6.2 --- Solution Approach - Local Search --- p.61Chapter 6.3 --- Algorithm for Approaching Feasible Timetables --- p.63Chapter 6.4 --- Evaluating The Best Timetable --- p.66Chapter 7 --- Multimedia Web Presentation System (MWPS) --- p.67Chapter 7.1 --- Overview --- p.67Chapter 7.2 --- System Components --- p.68Chapter 7.2.1 --- The MWPS Server Machine --- p.69Chapter 7.2.2 --- The MWPS Client Machine --- p.69Chapter 7.2.3 --- The Student Machine --- p.69Chapter 7.3 --- Presentation Flow --- p.69Chapter 7.4 --- Highlighed Features --- p.72Chapter 7.4.1 --- Slides Sequence Capturing --- p.72Chapter 7.4.2 --- Audio/Video Capturing --- p.72Chapter 7.4.3 --- Script-Text On Playback --- p.72Chapter 7.4.4 --- Student Feedbacking --- p.73Chapter 7.4.5 --- White Board Facility --- p.73Chapter 8 --- Illustration via Screen-shots --- p.74Chapter 8.1 --- Login Screen --- p.74Chapter 8.2 --- Functionality provided for Students --- p.75Chapter 8.2.1 --- Personalized Learning Timetable --- p.76Chapter 8.2.2 --- Lecture Delivery --- p.78Chapter 8.2.3 --- Checking active users in Virtual Campus --- p.78Chapter 8.2.4 --- View and Update Personal Information --- p.79Chapter 8.2.5 --- Taking An Entry Test for Interesting Subject --- p.81Chapter 8.2.6 --- Changing Current State --- p.84Chapter 8.2.7 --- Discussion Board --- p.84Chapter 8.2.8 --- Chatting Room --- p.85Chapter 8.3 --- Functionality provided for Teachers --- p.85Chapter 8.4 --- Functionality provided for Administrators --- p.92Chapter 9 --- Conclusion --- p.94Appendix --- p.106Chapter A --- Appendix --- p.106Chapter A.1 --- Internet Technology --- p.106Chapter A.2 --- Web Server --- p.107Chapter A.3 --- Web Client/Server Example --- p.10

Technological innovation and change in the university

It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing international literature to bear on the specific case of Italy. [english version]It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing international literature to bear on the specific case of Italy. [english version

Theacher Training In ICT-Based Learning Settings: Desing And Implementation Of An On-Line Instructional Model For English Language Teachers.

Inmersos de lleno en la Sociedad del conocimiento, la incorporación de las Tecnologías de la Información y la Comunicación en los procesos de enseñanza y aprendizaje suponen un gran reto a alcanzar por parte tanto de instituciones educativas, como de un profesorado todavía poco formado y menos consciente de los cambios metodológicos a los que se enfrenta.En el marco de la formación del profesorado,la formación a lo largo de la vida se establece como prioridad en los programas educativos y de formación de la agenda europea (2007-2013) y a nuestro entender, ésta puede ser claramente ejemplificada por la creación de comunidades virtuales de aprendizaje en las que individuos con objetivos similares se unen para alcanzar retos en común. El uso de herramientas tecnológicas y de modalidades de formación basadas en entornos virtuales ayudan a la comunidad a generar e intercambiar conocimiento en un entorno en el que se participa de forma colaborativa, se comparten experiencias y se solucionan problemas, produciendo procesos de formación y aprendizaje continuos y en constante evolución.Tomando estas y otras reflexiones como punto de partida se originó la tesis doctoral que presentamos. Así pues, nos propusimos, en primer lugar, realizar un análisis de la situación actual de dicho profesorado en el uso de las tecnologías de la información y la comunicación. El primer gran bloque de esta tesis -o marco teórico y referencial- lo constituyen apartados tales como los grandes cambios metodológicos surgidos a raíz de la incorporación de las TIC y su impacto en la enseñanza y aprendizaje de la lengua inglesa. Seguidamente se realiza un exhaustivo y detallado análisis de los órganos que ofrecen formación al profesorado y a la oferta formativa en TIC dirigida específicamente al colectivo mencionado. Posteriormente se lleva a cabo una compilación de herramientas, recursos y actividades electrónicas dirigidas específicamente al profesorado de inglés teniendo muy en cuenta el ámbito pedagógico y su implantación en el aula, proponiendo pautas didácticas de fácil integración.El segundo gran bloque de la tesis lo constituye una investigación llevada a cabo durante tres años para obtener datos fehacientes respecto del conocimiento en TIC que posee dicho profesorado, la detección de sus demandas formativas reales, la situación actual de este colectivo en relación al acceso e infraestructuras tecnológicas y posibles barreras tanto metodológicas como actitudinales. Así pues se desarrolló una investigación tomando como muestra profesores tanto de educación primaria como de secundaria de todo Catalunya. Dicha investigación fue llevada a a cabo entre los participantes de ocho cursos de formación TIC para profesorado de inglés y para ello se utilizó la modalidad formativa semi-presencial. Para dar soporte a la formación a distancia se utilizaron dos plataformas diferentes: BSCW y Moodle que fomentaron la comunicación y la colaboración entre los participantes hasta límites insospechados.Los resultados obtenidos permitieron observar una realidad muy alejada de los parámetros que deberían ser considerados normales por lo que respecta al grado de formación TIC que tienen el profesorado de inglés. Por otra parte, el feedback recibido tras la realización de los diferentes cursos de formación también nos permitió realizar una propuesta de Plan de Acción formativo con el principal objetivo de capacitar al profesorado de inglés en el uso de las TIC. Así pues, se ofrece una propuesta formativa con los diferentes módulos y contenidos que, a nuestro entender, debería conocer y gestionar dicho profesorado. Finalmente, una de las revelaciones de todo el proceso fue la gestación y consolidación de una comunidad virtual de aprendizaje formada por los profesores participantes en el proceso de formación.Deeply immersed in the Society of knowledge, the integration of ICT in teaching and learning processes suppose a great challenge to be achieved both by competent institutions and by a collective of teachers, which is still far from being well-trained and not conscious of the methodological trenes and changes to which they are confronted.Within the framework of teacher training, life-long training is established as a priority in the European agenda (2007-2013) and, according to our opinión this can be exempolified by the creation of virtual learning communities in which individuals with similar objectives unite in order to achieve common goals. The use of technological tools and training modalities help the community to generate and exchange knowledge in an environment in which oparticipation is done collaborately, experiences are shared and problems are solved, producing, thus, continuous processes of learning and training, which are in constant evolution.Taking these and other reflexions as departing point this thesis was originated. We carried in the first place a detailed analysis of the present situation of English as a foreign language teachers in the use of ICT. This first great section of this thesis orreferential and theoretical basis- is conformed by chapters which deal with the great methodological changes emerged out of the integartion of ICT and their impact in the teaching and learning of foreign languages. Followingly, there is an exhaustive analysis of the different organizations which offer teacher training in ICT , especially regarding the collective mentioned. Secondly there is a compilation of tools, resources and e.activities especifically addressed to the English as a foreign language teachers, taking into account the pedagogical field as well as its integration into the classrooms.The second main section of this thesis is conformed by an investigation which was carried out during three years in order to obtain relevant data regarding the knowledge of ICT that teachers have, the detection of their training needs and the real situation of this collective regarding their access to technology and the barriers that prevent them form using ICT.Tus, we Developer an investigation which took as sample teachers belonging to both Primary and Secondary Education from the whole of the catalan territory. The research was carried out with participants of eight courses of teacher training in ICT and used the blended modality. In order to support the virtual teaching we used two different platforms: BSCW and Moodle, which encouraged communication among participants and enhanced collaboration as well.The obtained results allowed us to observe that there are many challenges to be overcome. Otherwise, the feedback obtained after the courses were delivered allowed us to account for a Training Action Plan whose main aim is that of providing training and capacitation to teachers of English as foreign language teachers