Tài liệu miễn phí Giáo dục học

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Social capital, it capability, and the success of knowledge management systems

Many organizations have implemented knowledge management systems to support knowledge management. However, many of such systems have failed due to the lack of relationship networks and IT capability within organizations. Motivated by such concerns, this paper examines the factors that may facilitate the success of knowledge management systems. The ten constructs derived from social capital theory, resource-based view and IS success model are integrated into the current research model. Twenty-one hypotheses derived from the research model are empirically validated using a field survey of KMS users. The results suggest that social capital and organizational IT capability are important preconditions of the success of knowledge management systems. Among the posited relationships, trust, social interaction ties, IT capability do not significantly impact service quality, system quality and IT capability, respectively. Against prior expectation, service quality and knowledge quality do not significantly influence perceived KMS benefits and user satisfaction, respectively. Discussion of the results and conclusion are provided. This study then provides insights for future research avenue.

11/29/2019 6:43:23 AM +00:00

Six years of lessons learned in monitoring and evaluating online discussion forums

This paper presents the plan for evaluating virtual discussion forums held on the Implementing Best Practices in Reproductive Health (IBP) Knowledge Gateway, and its evolution over six years. Since 2005, the World Health Organization Department of Reproductive Health and Research (WHO/RHR), the Knowledge for Health (K4Health) Project based at Johns Hopkins Bloomberg School of Public Health‟s Center for Communication Programs (JHU∙CCP), and partners of the IBP Initiative have supported more than 50 virtual discussion forums on the IBP Knowledge Gateway. These discussions have provided global health practitioners with a platform to exchange evidence-based information and knowledge with colleagues working around the world. In this paper, the authors discuss challenges related to evaluating virtual discussions and present their evaluation plan for virtual discussions. The evaluation plan included the following three stages: (I) determining value of the discussion forums, (II) in-depth exploration of the data, and (III) reflection and next steps and was guided by the “Conceptual Framework for Monitoring and Evaluating Health Information Products and Services” which was published as part of the Guide to Monitoring and Evaluation of Health Information Products and Services. An analysis of data from 26 forums is presented and discussed in light of this framework. The paper also includes next steps for improving the evaluation of future virtual discussions.

11/29/2019 6:43:08 AM +00:00

Situational language teaching in ubiquitous learning environments

Situational language teaching (SLT) is an effective instruction paradigm for English teaching in terms of providing vocabularies and sentence patterns with their frequent situations through learning materials. With the growth of educational technology, we need powerful and suitable techniques to embody SLT’s features in ubiquitous learning (u-learning) and thus to benefit teachers and learners. Although researchers have proposed several innovative types of u-learning scenarios, the improved SLT paradigm in u-learning environment has been rarely investigated. This study indicated a framework of ubiquitous learning school to promote the concept of u-learning and employ SLT pedagogy in u-learning environment; it is called U-SLT. In order to support its innovation and provide situational learning services on demand, situational mashups was suggested to identify learners’ situation and learning requirement by means of integrating situation awareness with service mashups. The comparison between two u-learning modes, learning with situational mashups and learning without situation awareness support, were discussed. Experimental results showed that the students with the situational mashups support had a better learning performance and improved behaviours. Therefore, situational mashups was perceived to be a useful and desirable system for supporting U-SLT as well as the fundamental issue of a ubiquitous learning school.

11/29/2019 6:42:54 AM +00:00

Scaffolding online collaborative critiquing for educational video production

In art, design and media education, learning from examples has been an established way to coach students. To derive greater benefits, teachers should get students to go beyond mere studying of examples. This paper focuses on engaging novice learners in collaborative critiquing of real examples of professional work and past student work in the context of producing an educational video project. While critiquing of such works is not new in art education, there is however scant literature on how to involve students in collaborative critiquing in an online environment involving video projects. A four-step critique model was therefore designed as procedural scaffolding and implemented in an online system, Knowledge Community. A group of Singapore pre-service teachers were engaged in online collaborative critiquing of videos before they embarked on their video projects to illustrate what constitutes good and bad video production. This research points to the value of online collaborative critiquing as a way to facilitate novice designers‟ progress towards expertise. In this environment learners are able to look at problems through multiple perspectives, generate their own solutions and build knowledge that uses the overlapping expertise of the online community.

11/29/2019 6:42:29 AM +00:00

Roles of administrators in ensuring the quality of online programs

Roles of administrators are often overlooked when discussing the quality of online education. Administrators have long assumed the pivotal influence on school policies, faculty morale, and learning atmosphere. This paper will examine the challenges administrators face and their new roles of quality assurance for online education. Recommendations will also be made for improving the quality and success of online programs.

11/29/2019 6:42:18 AM +00:00

Robustness of BW aberrance indices against test length

Many research had shown person fit indices might be influenced by the factor of test length on their detection rates of aberrant responses. The purpose of this study was to examine test length effects on the BW aberrance indices. Three conditions were designed in this study: test length (K, including 25, 50,100, and 200 items), ability ratio (T/K, defined as the total person score divided by test length K), and error ratio (E/K, defined as the number of errors within ability level divided by test length). Four 100-person times varying-item data matrices (100x25, 100x50, 100x100, and 100x200) were randomly generated and permuted 500 times for each data matrix through 20 repeats. Results showed that after partialling out the factors of E/K and T/K, the effect of test length on the association between the two indices was very slight. In nonlinear regression analyses, E/K and T/K can predict more than 76 and 73 percent of the variances of the B index and that of the W index, respectively, but test length with both very slight contributions on them. Furthermore, a very good model fit generated from SEM analyses also showed the effect of test length on the B and W indices were very tiny. All these pieces of evidence endorsed the B and W indices were robust with test length.

11/29/2019 6:42:08 AM +00:00

Recommendation of complementary material during chat discussions

This paper presents a system that analyzes the themes discussed in a chat room and then recommends information sources according to the context of the discussion. In order to produce recommendations, the system considers users’ profiles to complement the knowledge of each individual, reaching what Vygotsky called zone of proximal development. Another important feature is related to the fact that, after the chat discussion session, it is possible to generate statistical analyses. These analyses allow evaluating the discussion (e.g. how many different subjects were discussed, discussion deviate) and thus the knowledge of the whole community and of each member (e.g. about what subject a participant is talking). The system uses text mining techniques to identify the themes discussed in the chat room

11/29/2019 6:41:55 AM +00:00

Online language teaching: The pedagogical challenges

Reflecting on the experience of teaching two fully online papers in Chinese at the Bachelor of Arts (Chinese) program at Auckland University of Technology (AUT) (delivered for a total of ten times since 2008), the object of this paper is to examine the problems along the way, and to address issues which arise. The problems are all pedagogical by nature, instead of being technical concerns upon which a large proportion of online language teaching research has been focused. The issues at stake are two very important assumptions: that there exists a Virtual Classroom, and that one can move the class to the cyberspace and build an Online Learning Community in online language teaching. Discussions are centred on the changing learner profile and the changed learner behaviours in online learning, and their far-reaching impacts on the way we traditionally teach. This author argues that both assumptions are mere myths, and urges a re-think of the online pedagogical approaches which still treat online courses as “classes” and insist on building the online learning community to re-invent traditional classroom-learning in cyberspace. An urgent call is then made for a radical pedagogical shift in online language teaching from teacher-centred approaches towards a personalised, small-group orientated, multi-dimensional model of teaching. In this spirits, a proposal on online language teaching design is formulated with specific and practical suggestions for online language teachers.

11/29/2019 6:41:39 AM +00:00

Negotiating content with learners using technology enhanced teaching and learning solutions

This paper examines issues around learning „content‟ and its place in the new digital learning culture. We focus on the increasing demands of digital learners for content that is relevant and the challenges this poses if educators are to stay relevant to them. We say „relevance‟ is best achieved when content is negotiated with learners in collaboration with instructors. We describe strategies in which technology enhanced teaching and learning solutions have enabled learners to negotiate and create digitised learning content that is educationally, culturally and socially relevant. We cite two case studies that exemplify this approach: a trial of negotiated content with primary school aged digital learners at Brisbane School of Distance Education (BSDE), Australia, and the content decision-making processes used for the development of elearning courses for hearing health professionals and Auditory-Verbal Therapy at Hear and Say WorldWide Brisbane, Australia. We focus on the changing demands and skill sets of digital learners, their learning managers and subject matter experts, and the use of technology enhanced teaching and learning solutions as the negotiating tool in the development of digital content that is academically rigorous and also learner friendly.

11/29/2019 6:41:25 AM +00:00

Multiple literacies: Beliefs and related practices among Chinese kindergarten teachers

Fifty-five Chinese kindergarten teachers from Shenzhen (n = 38) and Hong Kong (n = 17) were surveyed to discern their beliefs and reported practices about multiple literacies related to e-learning and knowledge management. Results indicated that: (1) Shenzhen teachers had a better knowledge about multiple literacies and facilitated the development of multiple literacies in their students more than their counterparts from Hong Kong; (2) Teachers’ educational attainment and their beliefs did not predict the multiple literacies practice; and (3) after controlling for these variables, child-PC ratio significantly contributed to the variation in multiple literacies practice. Educational implications and challenges associated with teacher education are discussed.

11/29/2019 6:41:11 AM +00:00

Microblogging for strengthening a virtual learning community in an online course

This paper examines how a microblogging tool (i.e., Twitter) can be effectively used to strengthen a virtual learning community (VLC) in the two sections of a fully online graduate course. Students in this course were consisted of K-12 teachers, school technology specialists, corporate trainers, and military personnel. The microblogging activities were designed to allow quick peer interaction to build the momentum of social learning in the VLC. In this study, we collected quantitative data on sense of community through a Likert scale survey, and rich qualitative data on students’ perception about microblogging activities. It was found that students’ sense of community was generally high and students were positive about their microblogging experiences. In addition, microblogging was found to be useful and valuable in sustaining students’ learning by doing such as sharing real-world design examples, critiquing design examples with technical knowledge learned in class, and quick and short commenting with peer support in a VLC. Based on the findings, the authors aim to provide design suggestions for educators and instructional designers to incorporate this social web tool in strengthening virtual learning communities in a meaningful and engaging way.

11/29/2019 6:40:57 AM +00:00

Measuring the acceptance and adoption of e-Learning by academic staff

The aim of the study was to investigate Jordanian lecturers' attitudes towards the adoption of e-learning system. A number of hypotheses were formulated for this purpose. The findings of the study show that there existed positive relationship between perceived usefulness, perceived ease of use, computer knowledge, management support and intention to adopt. Whereas there existed negative relationship between normative pressure, computer anxiety and intention to adopt. Based on the results a number of recommendations were proposed, and suggestions for future studies were made.

11/29/2019 6:40:42 AM +00:00

Managing knowledge to enhance learning

The article first summarizes reasons why current approaches supporting Open Learning and Distance Education need to be complemented by tools permitting lecturers, researchers and students to cooperatively organize the semantic content of Learning related materials (courses, discussions, etc.) into a fine-grained shared semantic network. This first part of the article also quickly describes the approach adopted to permit such a collaborative work. Then, examples of such semantic networks are presented. Finally, an evaluation of the approach by students is provided and analyzed.

11/29/2019 6:40:27 AM +00:00

Managing disruptive physician behaviour: First steps for designing an effective online resource

The resource was the recipient of the winner of the International Business/Professional 2010 International eLearning Award. The findings demonstrated the importance of conducting a needs analysis and using a framework to guide the design, delivery and evaluation of effective online healthcare education.

11/29/2019 6:39:59 AM +00:00

Learning and teaching as communicative actions: A mixed-methods Twitter study

Our paper examines the design of a course that utilized the real-time information network Twitter to spark reflective thinking and communication based on classroom topics. A major goal was to increase discourse amongst students and enhance learning through encouraging student time on task. The innovation followed guidelines set forth in the Learning and Teaching as Communicative Actions theory to augment student learning experience via more active communication and increased content sharing among students, towards a goal of building a social learning community. In this mixed methods study, we found diverse student perceptions of the use of Twitter; both very positive views of the tool as a means of supporting discourse and those views of the tool having little benefit to student‟s own learning. The female students in this study, perceived the tool to significantly more support the social learning community in the interactive environment than did male students.

11/29/2019 6:39:43 AM +00:00

Knowledge shared is power: Utilizing knowledge management activities to replicate lean sigma best practices

Lean Sigma programs produce localized gains within corporations. The knowledge generated by these local successes should be manipulated by the organization, so that the gains can be replicated, and savings multiplied across the organization. However, why does knowledge often fail to be successfully manipulated within an organization? This paper discusses a case study analysis in knowledge manipulation activities of a multi- national consumer products company through the lens of the Knowledge Management (KM) Ontology. We then identify and document common obstacles, and offer potential solutions.

11/29/2019 6:38:46 AM +00:00

Knowledge networking for family planning: The potential for virtual communities of practice to move forward the global reproductive health agenda

This paper highlights experience from five years of using virtual communication tools developed by the World Health Organization Department of Reproductive Health and Research (WHO/RHR) and its partners in the Implementing Best Practices (IBP) in Reproductive Health Initiative to help bridge the knowledge-to-practice gap among family planning and reproductive health professionals. It explores how communities of practice and virtual networks offer a unique low-cost way to convene public health practitioners around the world to share experiences. It offers examples of how communities of practice can contribute to the development and dissemination of evidencebased health information products, and explores the potential for online networking and collaboration to enhance and inform program design and management. The paper is intended to inform the reproductive health community, as well as others working in health and development, of the potential for using virtual communities of practice to work towards achieving common goals and provide some examples of their successful use.

11/29/2019 6:38:34 AM +00:00

“KMS-Fit”: a case-based exploration of task/technology fit in an applied knowledge management context

The notion of Task/Technology Fit (TTF) posits that as the degree of overlap increases between the task domain, and the ways in which the capabilities of an information system (IS) are suited to activities within that domain, performance gains experienced via use of the IS should also increase. This research proposes an expanded TTF model that is applicable to the context of Knowledge Management (KM) and Knowledge Management Systems (KMS). In particular, additional individual, technological, and social factors and interrelationships between these factors could provide greater explanatory power of IS user behaviors, perceptions, and outcomes within the realm of knowledge work.

11/29/2019 6:38:19 AM +00:00

Instructor-led or learner-led for elementary learners to learn computer-based music composition?

The purpose of the present study was to examine the effects of instructional strategy (instructor-led vs. learner-led) and grade level (third grade vs. fifth grade) on elementary learners’ music composition performance and attitude with the use of a computer-based music composition software. An experimental learning activity was implemented using 5E learning cycle as a pedagogical framework to facilitate learning. A quasi-experimental design was employed with elementary learners participated in the experiment. The results revealed that (a) fifth grader outperformed third graders in creativity, whereas third graders were extrinsically motivated and perceived that the computerbased music composition software was useful in learning music composition more than fifth graders were and did; and (b) learners with instructor-led instructional strategy outperformed learners with learned-led instructional strategy in creativity and craftsmanship and held high extrinsic motivation than learners with learner-led. The implementations and suggestions for future study were discussed in the present study.

11/29/2019 6:38:07 AM +00:00

Information quality framework for e-Learning systems

Information quality frameworks are developed to measure the quality of information systems, generally from the designers’ viewpoint. The recent proliferation of e-services and e-learning particularly raises the need for a new quality framework in the context of e-learning systems. This paper proposes a new information quality framework, with 14 information quality attributes grouped in three quality dimensions: intrinsic, contextual representation and accessibility. This framework could be useful to e-learning systems designers, providers and users as it provides a comprehensive indication of the quality of information in such systems. We report results based on original questionnaire data and factor analysis supporting our conclusions.

11/29/2019 6:37:54 AM +00:00

Implementing knowledge management in school environment: Teachers' perception

Knowledge Management (KM) can be used as an alternative strategy by schools to help teachers equipped with relevant skills to face the challenges to improve performance as its uses in commercial sectors. However, little research has been undertaken on how KM can be applied to school environment. To put KM into action, it is crucial to understand teachers’ perception of KM at the outset. The study was carried out in a typical Hong Kong secondary school. Interviews, based on relevant KM models, were conducted to understand teachers’ perception of KM. We found that knowledge sharing, people, culture and knowledge storage with IT support were regarded as important from the interviewees’ points of view. Most interviewees might accept that KM can help improve their practice but it needs the support of various dimensions such as people, culture, IT and management. The findings may provide insights for KM implementation in the school.

11/29/2019 6:37:42 AM +00:00

How to leverage virtual learning communities for teaching agile communication skills? The egroups case at the University of Münster in Germany and Massey university in new zealand

Global business life nowadays is marked by quickly evolving forms of cooperation. These are often set in virtual space where various members from different countries are brought together in order to collaborate. This trend calls for specific abilities in communication that respond to the challenges evoked by the ever evolving and newly forming nature of international virtual project teams. In this paper, these abilities are called “agile communication skills”. The paper reports on the conceptualisation and implementation of a Virtual Learning Community (VLC) in a longitude study designed to foster socalled “agile communication skills”. Our research presents an approach where VLCs are used in order to create authentic evolving cooperations between students. For this matter internet technology seemed to prove as a key enabler. However, the mere use of technology does not suffice on its own. We, thus, identified design principles of VLCs that appear to be critical factors for successfully implementing such communities. We applied design-oriented research by grounding our model in prior work and formatively evaluating it in multiple case studies over a period of two years. In this paper we present the matured model and show what features characterise an eLearning environment to teach agile communication skills in a university setting. In addition we report on evaluating this model in a real-life application scenarios by giving illustrating examples from the final case study between the players involved: the Massey University in New Zealand and the University of Münster in Germany.

11/29/2019 6:37:12 AM +00:00

From neophyte to experienced facilitator: An interactive blended-learning course for graduate teaching assistants in Hong Kong

Faculty training in tertiary institutions around the world is receiving increasing attention as it plays a significant role to ensure high quality learning and teaching practices in constantly changing multi-cultural education backgrounds. In the case of Graduate Teaching Assistants (GTAs), designing an effective training course to help them deliver content interactively, using student-centered strategies and approaches in a second language (in this case English), becomes critical. Rather than training GTAs in procedural and declarative knowledge (knowledge of facts and processes), a shift in emphasis to functioning knowledge, e.g., classroom management techniques, course design, formative and summative peer review, presentation skills, is the focus of this intensive course, which is heavily supported by two educational etechnologies, Echo360 Lecture Capturing System and an asynchronous Discussion Board, hosted under the Blackboard (Bb) Course Management System. Adopting an ethnographic approach in which all the researchers have co-taught this course for at least two years, this paper chronicles the effort of using Echo360 and Bb Discussion Board to support the delivery of course content and assessment tasks that yields reflective practices. Achievement of learning outcomes is evaluated through the use of multiple measures: reflections of course attendees, researchers‟ direct observation, and statistics provided by the Learning Management System. Results are very encouraging in terms of significant improvement of graduate students‟ presentation skills and self-reflective practices facilitated by Echo360 and Discussion Board.

11/29/2019 6:36:59 AM +00:00

EPR (Electronic patient record) laboratory - Simulated environment to learn about a hospital EPR system

The “Electronic Patient Record (EPR) Laboratory” is a computer based self-learning system developed for students to acquire practical skills and knowledge required to deal with EPRs. The system is designed to supplement conventional lectures on health information systems given as part of our undergraduate curriculum. Using the Laboratory, the students may learn not only operations of EPR systems but also the subjects connected with patient information handling, including privacy, security and health information ethics. The EPR Laboratory is composed of an eLearing system and an EPR system. The learning materials are arranged in units in the eLearning system, and in each unit, the student learns the materials and the EPR operations through practice. Tests are given at each end of unit, and if a student failed a test, the system shows which questions were answered incorrectly and indicates which parts of the unit he/she should review. For this purpose, we introduced a structure to the learning materials based on an information model. In this paper, the overview of the system, the simulated environment to learn patient flow, information flow and hospital workflow, fundamental EPR operations, and structured learning materials for the test and review cycle are described.

11/29/2019 6:36:22 AM +00:00

Enhancing team projects using an event-triggered knowledge network

Across the disciplines and levels of education, team projects are becoming an increasingly important tool for assessment. However, it is often difficult to make sure that work is fairly distributed, that a reasonable schedule is formed which does not leave everything for the last minute, and that individual students are fairly rewarded/penalized for their respective contributions. To solve these problems, we can model a project using events, rules, and workflows. Depending on the nature of an event, an appropriate rule can be triggered, which can subsequently initiate a workflow that will assign specific tasks to specific roles within the team. Events that occur over the course of the project, fired from a variety of sources, can lead to the derivation of new knowledge, and potentially alter the flow of the team‟s activities. An integration of mobile devices into the system can insure that students are always aware of the current state of the system and their roles within it. At the conclusion and at all prior points in the project lifecycle, a comprehensive log of each student‟s activities will be available and will greatly simplify the task of assigning fair and accurate grades. The result will be a more educational, more equitable, and far more engaging learning experience.

11/29/2019 6:36:07 AM +00:00

Emerging problems in knowledge sharing and the three new ethics of knowledge transfer

Topics related to knowledge management and knowledge sharing have received extensive attention in the recent literature of management and information science. Much of the discussion has focused on how these processes take place - and frequently fail to take place - in formal business, corporate and organizational settings. Knowledge sharing, however, occurs along the entire spectrum of human activity. Often, information and knowledge are shared in ways that appear unregulated and even outright subversive. This paper surveys many of the recent critiques of formal mechanisms of knowledge sharing. It identifies a set of methods, structures and ethics of informal and unauthorized transfer of information, and suggests that these can offer valuable lessons for the further development of the study of knowledge sharing methods, practices and behaviors in all types of settings.

11/29/2019 6:35:53 AM +00:00

Effects of stereoscopic 3D contents on the process of learning to build a handmade PC

We previously developed Web3D contents that simulate the procedure for assembling a handmade PC. The original motivation for this project was to enable media-informatics students to deepen their understanding of PC hardware. However, it was found that due to their lack of perspective, conveying information that relates to such virtual manufacturing was quite difficult using conventional 2D displays. In this study, we optimized the graphical contents for a stereoscopic environment that would allow proper perspective to be realized. No significant differences were identified between stereoscopic 3D cases and 2D cases. This result is considered to be due to learner fatigue specific to stereoscopic 3D cases.

11/29/2019 6:35:42 AM +00:00

Editorial: Web-based learning: Innovations and challenges

This special issue of the Knowledge Management & E-Learning: an international journal(KM&EL) aims to stimulate interest in the web based issues in both teaching and learning, expose natural collaboration among the authors and readers, inform the larger research community of the interest and importance of this area and create a forum for evaluating innovations and challenges. We intend to bring together researchers and practitioners interested in developing and enhancing web-based learning environment. The objectives for this attempt are to provide a forum for discussion of ideas and techniques developed and used in web based learning. In addition the issue can also be used for educators and developers to discuss requirements for web-based education. Both theoretical papers and papers reporting implementation models, technology used and practical results are included in the issue.

11/29/2019 6:35:21 AM +00:00

Editorial: Shifting from technology-enhanced learning to technology-transformed learning

In the past decade, the rapid development of computer and communication technologies brings many opportunities for developing innovative learning environments with rich resources. Technology enhanced learning shifted their focus from technology to support factual learning, memorization and the reinforcement of basic skills to stimulate students to engage in meaningful learning and situated learning. With the support of computer and communication technologies, students are able to develop higherorder skills, such as critical thinking and problem-solving skills individually or collaboratively. Technology enhanced learning has become an interdisciplinary issue that attracts researchers from various fields to work together.

11/29/2019 6:35:11 AM +00:00

Editorial: E-health: Accessing knowledge for global health

Globalization and information and communication technology (ICT) continues to change us and the world we live in, particularly when one considers the influence of ICT on health (e-health). The barriers that have contributed in the past to the inaccessibility of vital health information (and the experience needed to transform such data into actionable knowledge) are beginning to dissipate. Worldwide growth of telecommunications, a groundswell of technology savvy populations, and the dawning awareness of the power of digital health information are fundamentally altering the face of global health. As Thomas Friedman writes, ICT has made everyone a virtual next-door-neighbor, has “flattened” the world, leveled the playing field, and has enabled the exchange data and services from even the most remote locales around the globe. ICT in health is a global game-changer.

11/29/2019 6:35:01 AM +00:00