Tài liệu miễn phí Giáo dục học

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Learning analytics platform in higher education in Japan

The aim of the project is to support education and learning through research into educational big data accumulated on these platforms. We also discuss the future direction of our research into learning analytics platforms. This includes introducing a model in which learning analytics tools and the results of research can be shared between different education institutes.

11/29/2019 5:44:13 AM +00:00

Knowledge sharing intention at Malaysian higher learning institutions: The academics’ viewpoint

Knowledge sharing (KS) is a culture that has been fostered and supported in higher learning institutions (HLIs) in Malaysian. This research applies Theory of Planned Behavior (TPB) and Social Capital Theory (SCT) to determine the factors associated with Malaysian academic's KS intention in HLIs. The results indicate that social networking is an important factor of academics’ attitude to KS, while commitment and trust do not influence their attitude to KS. Using social media is found to be a significant factor of perceived behavioral control towards KS. Further, academics’ attitude to KS and perceived behavioral control towards KS are found to be significant determinants of their KS intention, while management support for subjective norm of KS is not significant for KS intention.

11/29/2019 5:44:00 AM +00:00

Knowledge sharing in organizations: Roles of beliefs, training, and perceived organizational support

The main objective of this study was to test the effects of two types of beliefs about knowledge sharing, i.e., individual and collective, on the intention and behavior of knowledge sharing. In addition, this study considered the moderating roles of organizational support and training among variables. Data were obtained from 1056 participants (55.7% women and 44.3% men), all of whom were knowledge workers. A model was constructed for the relationships between the variables. The results showed that collective beliefs about knowledge sharing were good predictors of knowledge sharing intention and behavior. By contrast, individual beliefs about knowledge sharing were not good predictors of knowledge sharing intention and behavior. The results also indicated moderating roles for training and organizational support. Finally, the knowledge sharing intention predicted knowledge sharing behavior. The results of this study improve our understanding of the human factors involved with knowledge sharing.

11/29/2019 5:43:47 AM +00:00

Knowledge sharing behaviour among non-academic staff in higher learning institutes: The role of trust and perceived risk

The purpose of the paper is to analyse knowledge sharing behaviour among non-academic staff of higher learning institutions. This research focuses on the mediation impact of perceived risk on trust and knowledge sharing behaviour. The research also proposes actions that can be taken by higher learning institutions to enhance trust among the staff in order to create a knowledge sharing environment at the workplace. This research applied confirmatory factor analysis and Structural Equation Modeling (SEM) to evaluate the proposed measurement model and proved the research hypotheses. The findings from the research show that perceived risk plays a strong mediating role between trust and knowledge sharing behaviour among the nonacademic staff of higher learning institutions. The SEM analysis also confirmed that the research model shows a good fit. This research highlights issues concerning knowledge sharing practices among non-academic staff and provides some recommendations to the managers to address these issues. The researchers agreed that more research needs to be done in this area as there are aspects that are yet to be explored. The findings of this research serve to add to the literature on knowledge sharing focussing on non-academic staff of higher learning institutions.

11/29/2019 5:43:35 AM +00:00

Knowledge scaffolding visualizations: A guiding framework

In this paper we provide a guiding framework for understanding and selecting visual representations in the knowledge management (KM) practice. We build on an interdisciplinary analogy between two connotations of the notion of “scaffolding”: physical scaffolding from an architectural-engineering perspective and scaffolding of the “everyday knowing in practice” from a KM perspective. We classify visual structures for knowledge communication in teams into four types of scaffolds: grounded (corresponding e.g., to perspectives diagrams or dynamic facilitation diagrams), suspended (e.g., negotiation sketches, argument maps), panel (e.g., roadmaps or timelines) and reinforcing (e.g., concept diagrams). The article concludes with a set of recommendations in the form of questions to ask whenever practitioners are choosing visualizations for specific KM needs. Our recommendations aim at providing a framework at a broad-brush level to aid choosing a suitable visualization template depending on the type of KM endeavour.

11/29/2019 5:43:20 AM +00:00

Knowledge retention in capstone experiences: An analysis of online and face-to-face courses

This research chronicles the development of a capstone experience by a regional comprehensive university. The process began with a multi-year project during which the faculty annually reviewed the results with a view to determining if the class provided the deep learning culminating experiences anticipated. A major measure of success was the desire to replicate the deep learning common in face-to-face classes in the online environment. The results of 166 students were analyzed, 82 online and 84 face-to-face, to determine if a difference existed. A one-way ANOVA tested the score differences among 10 sections and determined the students’ scores did not differ significantly. Finally, a two-sample t-test between proportions determined that there was not a significant difference between the online and face-to-face students with respect to the level of assessment scores earned.

11/29/2019 5:43:07 AM +00:00

Knowledge management systems in support of an induction programme: An action research approach

Higher education institutions are in the knowledge business since they are involved in knowledge creation, dissemination and learning. However, not many higher education institutions get the most benefit out of managing their knowledge. Most of these institutions are so busy delivering knowledge that they fail to capture the best practices in their knowledge delivery. The induction programme for new lecturers is therefore very important to improve the quality of teaching. In teaching, lecturers might be the subject matter experts but could lack knowledge related to teaching, such as theories of teaching and learning, classroom organization and management, development of curriculum and course content, and professionalism. This paper examines if knowledge management systems (KMS) can support the induction programmes for new lecturers in an academic setting at the Bina Nusantara University in Indonesia. Action research is used as the underlying methodology. Specifically, a 5-step canonical action research was used to conduct the study. Our findings post intervention suggests that most lecturers understand the importance of the induction programme and the lecturers have positive attitudes towards the implementation of KMS to support the induction programme.

11/29/2019 5:42:55 AM +00:00

Knowledge management mechanisms in e-learning environment: A conceptual model

The purpose of this study is to design a conceptual framework for application of electronic mechanisms of knowledge management in e-learning environment. A three-step strategy has been adapted in this research. The first step deals with designing an initial framework for the research based on review and analysis of the related literature. The proposed conceptual framework has considered typology of knowledge including the knowledge “from”, “for” and “about” the learner to introduce electronic mechanisms of knowledge management. In the second step of research, validity of the suggested framework is evaluated by experts’ opinion. Totally, 37 knowledge management mechanisms were confirmed by the experts. Thereby, the most important electronic mechanisms for management of the three major types of learner knowledge were introduced as “electronic community of practice”, “learner complaining recording/satisfaction collecting system” and “web seminar”. Then, the extent of knowledge management mechanism utilization was explored in four Iranian virtual universities (two state universities and two non-governmental universities) using the conceptual framework of research.

11/29/2019 5:42:40 AM +00:00

Knowledge management adoption and its impact on organizational learning and non-financial performance

This paper aims to investigate the determinants of knowledge management (KM) adoption on organizational and individual level, as well as its impact on non-financial performance through an intermediary of organizational learning (“OL”). The KM adoption model was constructed by using a combination of TOE (Technology, Organizational and Environment) for the organizational level and TPE (Technology, Personal, and Environmental) framework for the individual level; this we called the TOPE (Technology, Personal, Organizational, and Environment) framework. Questionnaires were sent to 60 Indonesian big companies which participated in the Most Admired Knowledge Enterprise (MAKE) Award. Data from 139 respondents (51 companies) was analysed using partial least squares (PLS).

11/29/2019 5:42:22 AM +00:00

Knowledge convergence among pre-service mathematics teachers through online reciprocal peer feedback

This research focused on pre-service mathematics teachers’ sharing of knowledge through reciprocal peer feedback. In this study, pre-service teachers were divided into groups of five and engaged in an online reciprocal peer feedback activity. Specifically, after creating an individual concept map indicating high school students’ possible solutions to an algebra problem, preservice teachers shared their individual maps with team members and engaged in online discussion, commenting on the concept maps of other group members and responding to peers’ feedback. Similarities in team members’ knowledge representations before and after this peer feedback activity were compared in order to analyze their knowledge convergence. It was found that a team member’s knowledge was more likely to match that of other team members after the online reciprocal peer feedback activity. Qualitative analysis was also conducted in order to explore the possible influence of a team’s interaction process on members’ knowledge convergence. It was also found that, after engaging in this peer feedback process, pre-service teachers demonstrated greater improvement in their convergence of concepts relating to problemsolving strategies than in the concepts representing problem context and domains.

11/29/2019 5:42:08 AM +00:00

Justifying the usage of concept mapping as a tool for the formative assessment of the structural knowledge of engineering students

This paper briefly describes elements of concept maps, defines the concept of structural knowledge and discusses the process of formative assessment. Suitability of concept mapping for the formative assessment of structural knowledge is considered in the light of three questions: Do concept maps allow seeing clearly differences between experts’ and novices’ structural knowledge? Does concept mapping support the main aspects of formative assessment? Is it possible to minimise the cost of formative assessment based on concept mapping?

11/29/2019 5:41:53 AM +00:00

Project knowledge management: An ontological view

In this research, “Domain Ontology for Project Knowledge Management” is presented by literature and reliable resource reviews and analysis in three layers: “People”, “Technology” and “Process”. This ontology consists of 115 cells. The layer of “People” has been divided into two subgroups: “Culture” and “Leadership”, in12 cells. The layer of “Technology” has been classified into two subgroups: “Technology Component” and “Application”, which has 72 cells. Finally the layer of “Process” has been divided into five groups: “Initiating a Project”, “Planning a Project”, “Executing a Project”, “Monitoring and Controlling a Project” and “Closing a Project”, and has 31 cells. Consequently, the proposed ontology has been evaluated by survey research benefiting from experts’ opinions. In this step, by purposeful sampling and the snowball technique, experts in project management and knowledge management scopes have been determined. Using an online questionnaire; the “Domain” of the designed ontology has been evaluated. After confirming the ontology’s domain, the “Quality” of the ontology has been evaluated with the aid of some criteria extracted from literature reviews by another online questionnaire.

11/29/2019 5:41:37 AM +00:00

Integrating virtual manipulative with the use of iPad in the teaching and learning of fractions

Several reports have suggested that students have difficulties in understanding the concepts of fraction, particularly on fraction equivalence and addition of fractions that involved unlike denominators. It is envisaged that the implementation of Virtual Manipulative using iPad would enhance students’ conceptual understanding. The purpose of this study is to examine the effectiveness of Virtual Manipulative with the use of iPads in teaching equivalence and addition of fractions. The target groups were two Year 7 classes in one of the secondary schools in Brunei, one class comprising highachieving students, while the other consist of low-achieving students. An action research design that included quantitative and qualitative data analyses was conducted. The findings revealed that the implementation of Virtual Manipulative using iPad has significant effect on students’ performance ingroup activities, and it has significant effect for students with low abilities. The study also revealed that students’ motivation to learn fractions increased as they found the use of iPads to be fun and interesting. However, the results also revealed that the use of iPads as a teaching tool appeared to be challenging for teachers.

11/29/2019 5:41:23 AM +00:00

Integrating inquiry learning and knowledge management into a flipped classroom to improve students’ web programming performance in higher education

In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students’ communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student webprogramming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students’ programming skills and code compreh.

11/29/2019 5:41:08 AM +00:00

Informing physicians using a situated decision support system: Disease management for the smart city

We are in the midst of a healthcare paradigm shift driven by the wide adoption of ubiquitous computing and various modes of information communications technologies. As a result, cities worldwide are undergoing a major process of urbanization with ever increasing wealth of sensing capabilities – hence the Internet of Things (IoT). These trends impose great pressure on how healthcare is done. This paper describes the design and implementation of a situated clinical decision support (SCDSS) system, most appropriate for smart cities. The SCDSS was prototyped and enhanced in a clinic. The SCDSS was then used in a clinic as well as in a university hospital centre. In this article, the system’s architecture, subcomponents and integrated workflow are described. The systems’ design was the result of a knowledge acquisition process involving interviews with five specialists and testing with 50 patients.

11/29/2019 5:40:51 AM +00:00

Information management competencies for practicing nurses and new graduates

Nursing informatics skills are required at all levels of nursing practice. Of those basic skills, management of information through the electronic health record (EHR) is paramount. Previous research has explored computer literacy of nurses but has not investigated the competencies that relate specifically to information management. The purpose of this research study was to gather practicing nurses’ views of current information management competencies published by the Technology Informatics Guiding Education Reform (TIGER) initiative, as they pertain to new graduates. A convenience sample of members from the InspireNet online user group was surveyed. The results suggest that overall, nurses tend to agree with the information management competencies; however, informatics education is most needed for those who have been practicing nursing for longer, rather than for novice nurses.

11/29/2019 5:40:26 AM +00:00

Improving auscultatory proficiency using computer simulated heart sounds

This study aimed to examine the effects of 'Heart Sounds', a webbased program on improving fifth-year medical students' auscultation skill in a medical school in Egypt. This program was designed for medical students to master cardiac auscultation skills in addition to their usual clinical medical courses. Pre- and post-tests were performed to assess students' auscultation skill improvement. Upon completing the training, students were required to complete a questionnaire to reflect on the learning experience they developed through 'Heart Sounds' program. Results from pre- and post-tests revealed a significant improvement in students' auscultation skills. In examining male and female students' pre- and post-test results, we found that both of male and female students had achieved a remarkable improvement in their auscultation skills. On the other hand, students stated clearly that the learning experience they had with 'Heart Sounds' program was different than any other traditional ways of teaching. They stressed that the program had significantly improved their auscultation skills and enhanced their self-confidence in their ability to practice those skills. It is also recommended that 'Heart Sounds' program learning experience should be extended by assessing students' practical improvement in real life situations.

11/29/2019 5:40:14 AM +00:00

Implementation of a mobile peer assessment system with augmented reality in a fundamental design course

This study proposes a framework that incorporates mobile peer assessment and augmented reality (AR) technology to enhance interaction and learning effectiveness. According to the framework, a mobile AR peer assessment system has been developed to facilitate students to improve work interpretation, frequently interact with peers, represent their thinking and reflect upon their own works anytime anywhere. Moreover, the mobile AR technology provides personalized and location-based adaptive contents that enable individual students to interact with the mixed reality environment and observe how works are possibly applied to the real world in the future. In a fundamental design course, students used the system to acquire sufficient information in indoor and outdoor situations and mark peers’ work accurately based on appropriate assessment criteria.

11/29/2019 5:40:01 AM +00:00

Impacts of mobile technologies, systems and resources on language learning: A systematic review of selected journal publications from 2007-2016

This study examined the mobile-assisted language learning studies published from 2007 to 2016 in selected journals from the aspects of adopted mobile devices, mobile learning systems/resources, and the benefits and challenges of utilizing mobile devices or learning systems/resources. The results revealed that the traditional mobile devices (e.g., Personal Digital Assistants, PDAs) and the current popular mobile devices (e.g., smartphones and tablet PCs) were frequently adopted for language learning in different time periods, while wearable devices have not been adopted by any language learning research so far. In addition, most of the studies used researcherdeveloped learning systems/resources, while the use of educational affordances of free applications or resources needs to be promoted. Furthermore, the abundant benefits of using mobile devices or mobile learning systems/resources for language acquisition were found in many studies, such as providing substantial chances for learning, and providing or building authentic environments for learners’ meaningful knowledge construction; on the other hand, the studies also reported several challenges (e.g., insufficient practice time and the lack of effective learning strategies) to be overcome in the future. Finally, several suggestions are provided for researchers or practitioners to conduct their future work.

11/29/2019 5:39:47 AM +00:00

Impact of self-regulated learning on academic performance and satisfaction of students in the online environment

The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students’ satisfaction and academic performance.

11/29/2019 5:39:31 AM +00:00

ICT for e-learning in three higher education institutions in Tanzania

The advancement in Information and Communication Technology (ICT) has brought new opportunities for learning. Tanzania is adopting the new technologies in Higher Education Institutions (HEIs) through e-learning and mlearning. However, delivery of learning contents is becoming a challenge for HEIs due to the constraints in resources and network bandwidth. This study discussed learners’ perceptions on using e-learning applications and mobile devices for learning in three HEIs in Tanzania. Findings show that majority of the students own more than one mobile devices which can be used as a tool for facilitating the learning process. It is suggested that in order to improve elearning content delivery and accessibility under limited resource settings, HEIs in developing countries should make an effective use of emerging mobile computing technologies which are relevant to their respective environments.

11/29/2019 5:39:19 AM +00:00

ICT enabled classroom effectiveness scale development and validation: A case of multi-campus university

The research work aims at developing a valid and reliable scale for ICT (Information and communication technology) enabled classroom effectiveness from student’s perspective in a multi-campus university setting. A standard methodology for scale development is used for developing and validating the scale which comprises of exploratory and confirmatory factor analysis. The sample population was the students from a premier multi-campus university. The results revealed ICT enabled classroom effectiveness as a multi-dimensional construct comprising of four factors namely class design and infrastructure; scheduling and coordination; technical support staff; and resource availability. Although a plethora of literature is available in the domain of e-learning, none of them have considered the aspects of ICT enabled classroom effectiveness specifically in an Indian multi-campus university. The limitation of the study lies in terms of sample size and generalizability. Emphasizing the identified factors will give a cutting edge advantage for the universities by enhancing the effectiveness and efficiency of ICT enabled classroom teaching.

11/29/2019 5:39:05 AM +00:00

How to advance our understanding of flipped learning: Directions and a descriptive framework for future research

With the growing number of research articles published on flipped learning, many aspects of this instructional approach have been well researched and thoughtfully discussed. At this point, how can future research advance our understanding of flipped learning? This article sheds light on three possible directions for future studies of this instructional approach, including (1) longitudinal studies, (2) examining its effects on different learning objectives, and (3) incorporating gamification into flipped courses. A descriptive framework for flipped classroom interventions is then proposed, comprising of four dimensions: (1) research background, (2) course design, (3) course activities, and (4) outcome of interventions. By applying this descriptive framework, the knowledge created in future research can be well-documented, disseminated, used, and evaluated by other practitioners and researchers. The present work can provide a foundation for further efforts to research flipped learning.

11/29/2019 5:38:52 AM +00:00

How people acquire knowledge from a web page: An eye tracking study

The article describes a pre-experimental research study that focuses on learning objects. Web objects that capture the attention of users and that characterize the content of a website were examined. The main goal was to identify the most relevant design of three web objects by using the eye-tracking tool Areas of Interest and feedback questioning as research methods. Eye tracking was used to gather data about students’ learning activity and questioning to gather students’ learning achievements. The eye movement analysis shows exactly in which order and how long participants spend on viewing selected items. In all three experimental stimuli, the majority of students started the learning process with a focus on the headline and headline and illustration (diagram), not on the box with information with written text. Heat maps and gaze plots document the learning process (Tobii Pro, 2017). As the findings of the learning process show, the students from the third quartile, which paid more attention to the learning process, achieved the best learning performance. The study contributes to our understanding of learning objects as small (reusable) “knowledge packages”.

11/29/2019 5:38:39 AM +00:00

How good is my concept map? Am I a good Cmapper?

There have been many efforts reported in the literature to score or rate the quality of concept maps. In many cases the objective was to standardize procedures for grading student concept maps, but other efforts have served a variety of purposes, including guiding workshop participants to construct better concept maps or monitoring the advances in concept mapping techniques on a large population of users. We examine some of the criteria used by others for rating or scoring concept maps as “good” and propose a scheme that takes into account both graphical structure criteria and semantic or subject matter accuracy that we propose can lead to better, “excellent” concept maps. It has been said that presentations that are concise but capture the complexity of the content involved are elegant—and producing these kinds of concept maps should be our goal.

11/29/2019 5:38:08 AM +00:00

Hasilpedia: Transforming knowledge management at Inland Revenue Board of Malaysia

This paper provides a working example of how technology plays an important role in knowledge management for the Malaysia’s federal tax collection agency, Inland Revenue Board of Malaysia (IRBM). The IRBM had successfully gone through a five year organizational transformation process that had resulted in significant performance improvements duly recognized by the Malaysian government. Led by its visionary Chief Executive Officer (CEO), various initiatives had been implemented, including those which placed technology as a key driver in its operations. The focus of this paper is on the organization’s ‘knowledge base’ system, or the ‘k-base’. A computerized database for internal use, the k-base was developed in-house and currently managed by IRBM’s Information Technology Department. Originally created to support information sharing among the organization’s auditors, the k-base today features a myriad of information and is accessible by all employees. This paper will trace the journey of the k-base from its original version to being IRBM’s prized possession today as well as the organization’s plans for its future.

11/29/2019 5:37:43 AM +00:00

Growing the intention to adopt educational innovations: An empirical study

In order for the Open Access (OA) to learning concept to a have wider impact in formal education, it is important that faculty members intent to adopt new educational innovations. However, little is known about which variables influence the intention of faculty members. Therefore, the purposes of this study are to empirically determine: 1) which of the characteristics of the educational innovation significantly influence the intention to adopt educational innovations, 2) which variables influence the readiness of faculty members intention to adopt educational innovations, and 3) how the characteristics of the innovations moderate the relationship between faculty readiness and intention to adopt the innovations. Participants of this study include 335 faculty members in ABET certified computer science and electrical engineering programs in the United States.

11/29/2019 5:37:29 AM +00:00

Gender still matters: Employees’ acceptance levels towards e-learning in the workplaces of South Korea

To facilitate the integration of virtual training and development in workplace learning, this study examined technology acceptance level differences towards e-learning between genders in the South Korean workplace. This study is one of the first to examine this issue in the workplace of South Korea, and it was situated in a food service company in South Korea due to its high training needs and dispersed workplaces. Of the 172 valid datasets (112 female employees and 60 male employees) analyzed, the study found that males have a higher performance expectancy, effort expectancy, and intention to use e-learning than females in integrating e-learning. In addition, males were more strongly affected by social influences than females. The findings reaffirm the importance of considering gender differences when integrating e-learning into learning in the workplace.

11/29/2019 5:37:16 AM +00:00

Gender differences in collaborative learning over online social networks: Epistemological beliefs and behaviors

Online social networks are popular venues for computer-supported collaborative work and computer-supported collaborative learning. Professionals within the same discipline, such as software developers, often interact over various social network sites for knowledge updates and collective understandings. The current study aims at gathering empirical evidences concerning gender differences in online social network beliefs and behaviors. A total of 53 engineering postgraduate students were engaged in a blogging community for collaborative learning. Participants’ beliefs about collaboration and nature of knowledge and knowing (i.e. epistemological beliefs) are investigated. More specifically, social network analysis metrics including indegree, out-degree, closeness centrality, and betweenness centrality are obtained from an 8-interval longitudinal SNA.

11/29/2019 5:37:03 AM +00:00

Future trends and research issues of technology-enhanced language learning: A technological perspective

With recent advancements in information technologies and language learning models, rapid innovations of technology-enhanced language learning have been widely witnessed by research communities and educational institutions globally. Powerful new technologies, such as social media and networks, mobile applications, wearable computing, cloud computing, and virtual reality have been integrated into language learning to facilitate various aspects, such as interactivity, immediacy, and authenticity. In this study, we present the Future TELL Model considering learning objectives, theories, and strategies by briefly reviewing recent progresses in this area. Future trends and research issues in technology-enhanced language learning are also discussed in relation to cutting-edge technologies, such as deep neural networks, which have not yet been fully recognized by education technology communities.

11/29/2019 5:36:50 AM +00:00