Trust: The Social Virtues and the Creation of Prosperity

What Video Games Have to Teach Us about Learning and Literacy

On Educational psychology: A cognitive view.

Many universities implement e-learning for various reasons. It is obvious that the number of e-learning opportunities provided by higher educational institutes continues to grow in Korea. Yet little research has been done to verify the process of how university students adopt and use e-learning. A sample of 628 university students took part in the research. The structural equation modeling (SEM) technique was employed with the LISREL program to explain the adoption process. The general structural model, which included e-learning selfefficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning, was developed based on the technology acceptance model (TAM). The result proved TAM to be a good theoretical tool to understand users’ acceptance of e-learning. E-learning selfefficacy was the most important construct, followed by subjective norm in explicating the causal process in the model.

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An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning

Business Cycles: A Theoretical, Historical, and Statistical Analysis of the Capitalist Process.

The Internet of Things (IoT) global arena is massive and growing exponentially. Those in the emerging digital world have recently witnessed the proliferation and impact of IoT-enabled devices. The IoT has provided new opportunities in the technology arena while bringing several challenges to an increased level of concern. This research has both practical and theoretical impetus since IoT is still in its infancy, and yet it is considered by many as the most important technology initiative of today. This study includes a systematic review and synthesis of IoT related literature and the development of a theoretical framework and conceptual model. The review of the literature reveals that the number of applications that make use of the IoT has increased dramatically and spans areas from business and manufacturing to home, health care, and knowledge management. Although IoT can create invaluable data in every industry, it does not occur without its challenges. The theoretical framework developed identifies IoT priority areas and challenges, providing a guide for those leading IoT initiatives and revealing opportunities for future IoT research.

The Internet of Things: Review and theoretical framework

One factor in successful implementation of computers in the classroom is user acceptance, which may be influenced a great deal by users’ attitudes. The purpose of this study is to measure attitudes toward computers. Four types of attitudes are defined: anxiety, confidence, liking, and perception of usefulness. Attention is given to some variables such as gender, keyboard familiarity, programming knowledge, word processing, etc., to find out whether these variables are associated with attitudes toward computers. Eighty-one college students participated in this study. Seven separate multivariate analyses of variance (MANOVA) were conducted. Post hoc comparisons (Scheffe’s multiple comparison technique) were conducted for the independent variables of more than two levels. Recommendations were made based on the findings of this study.

A study of attitudes toward computers: anxiety, confidence, liking, and perception of usefulness

This paper presents a learner-centered model for designing e-learning assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories - the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator’s assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.

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E-Learning and Constructivism: From Theory to Application

Introduction Distance learning generally is identified as all types of formal instruction that are conducted when teachers and learners are not located in the same place (Gilbert, 1995). In the mid-1990s, the Internet was hailed as the promising tool for connecting the remote teacher and learner. Indeed the Internet is flourishing in that promise. McNealy (1999) predicted that by 2002 about 84 percent of four-year colleges would be offering on-line courses via the Internet and the American Distance Education Consortium (2002, online) confirms that all forms of technology "are increasingly common components of the instructional experience for American college students." From its incarnations, Web-based distance learning's merits have been touted for their asynchronous benefits. The promise of anywhere, anyplace, anytime education (Rosenkrans, 2001; Downes, 1998; Cooper, 1999; Gubbins, Clay, & Perkins, 1999; Rose, 1999; Seymour, Durante, & Koohang, 1998) has intrigued both instructor and student alike. An increasing number of universities are experimenting with the hybrid instructional model--the newest entrant into the familiar classroom experience (Young, 2002). The hybrid instructional model is a blend of conventional face-to-face instruction and Web-based distance learning. In other words, a hybrid instructional model consists of both classroom face-to-face meetings and distance learning. The hybrid instructional model brings together classroom and technology as essential partners in instructional design. Courses designed in the hybrid instructional model move a significant portion of the learning activities from the classroom to the Web and reduce the amount of seat time. The instructor and the student have the advantages of real-time exchange in scheduled classes but have the benefit of continuing the discussion and assignments in the spaces between meetings (Young, 2002; Garnham & Kaleta, 2002). Adult students were among the first to embrace the asynchronous model for its convenience. Adult students are characteristically independent learners who are self-directed in establishing their learning objectives. They are more likely than other students to be involved in distance education programs (Thompson, 1988). Similarly, adults are particularly suited for the hybrid instructional model because it also relies on students' self-motivation. Adult learners tend to self-select, knowing that their success requires self-discipline and good time management (Koohang & Durante, 1998). The present study took place in a university that has maintained its home campuses in a large U.S. Midwestern urban region--a highly competitive college market for more than 100 years. In the last five years, the university has sought to incorporate Web-based distance learning into its conventional face-to-face programs using the hybrid instructional model. The first program to be dedicated to the hybrid approach was an accelerated undergraduate degree completion program in management designed for working adult learners. In each course, the students are required to meet face-to-face once a week. They are also required to log into a courseware known as WebCT and complete weekly Web-based distance learning activities/assignments portion of the course. These activities/assignments are designed specifically for the Web-based distance learning activities/assignments portion of the course. The hybrid program began in the 2001--2002 academic year. Courses in the program are upper division level and covered the subject areas of organizational behavior, communications, research design, human resources, management, marketing, finance, business ethics, and strategic management. To ensure the quality of the instruction, the Web-based distance learning activities/assignments portion of the hybrid program was designed based on a set of instructional parameters and objectives using appropriate androgogy (pedagogy for adult learners) to meet the specific learning needs of adult learners. …

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Learners' Perceptions toward the Web-based Distance Learning Activities/Assignments Portion of an Undergraduate Hybrid Instructional Model

Introduction Metaphors have proven to be a highly useful tool in the development of theories in the social sciences (Hartzell, 2004; Kendall & Kendall, 1993; Levassuer, 2004; Wang, 2004). At a minimum, they provide a convenient means by which to create a taxonomy; the first step towards description, then prediction and finally to understanding (Kerssens-van-Drongelen, 2001; Lewis & Grimes, 1999; Lynham, 2000). At a practical level, metaphors become essential elements that comprise the everyday language among specialists (Cook-Sather, 2003). For example the statement, "The computer is down," indicates the functional or operational status of a computer (including its programs or software) as opposed to a spatial relationship or orientation. Those familiar with the jargon share this common understanding (Gozzi, 2000). However such common understandings are the exception, not the rule. The term information superhighway as a metaphor for the Internet has been substantially replaced by cyberspace as a metaphor (Barta-Smith & Hathaway, 1999). But are they the same? And will cyberspace be replaced by yet another metaphor when wearable computers move from the realm of the exotic to the realm of mass-produced commodity? These types of questions are of great practical import for educators. Widespread acceptance of online education (as a format of distance learning) has implications far beyond enrollment patterns. It signals underlying, significant changes in how a substantial number of institutions, educators, and their clientele perceive three key factors that essentially frame how online education is implemented: instructional practices (design and delivery), instructional platforms (educational technologies in the broadest sense) and instructional philosophies. The paradigm shift is exemplified by the term e-learning (often used interchangeably with online education and distance learning). The confluence of web-based technologies; continued advances in digital storage; processing and media; and the ongoing boutique approach to software development are at the heart of e-learning. The confluence produces education and learning that become more ubiquitous and more engaging. What emerges is the proverbial "whole that exceeds the sum of its parts." An adroit way to begin to comprehend the "whole" would be to use a proven approach in the social sciences: identifying an appropriate metaphor that promotes common understanding about e-learning. There is nothing revolutionary about such an effort. At the turn of the 20th Century theorists in educational administration adopted a mass production metaphor for public education and subsequently set in motion instructional practices, platforms, and philosophies that remain firmly entrenched today (Dever & Barta, 2001) although new paradigms using naturalistic models such as chaos theory and complexity theory are being considered (Evers & Lakomski, 2001). So here at the turn of the 21st Century educators are presented with this thing known as e-learning where education is delivered online on a mass customized basis using various electronic media. e-learning is often touted as a means to reduce institutional expenses, increase institutional revenues, or both (Harvey, 2004; Moallem, 2004; Porter, 2003). In addition, e-learning applications initiatives by higher education institutions are considering the open source software/product where the software/ product is freely available for delivering education online (Coppola & Neelley, 2004). Siemens (2003) suggests that the benefits of the open source model are increased quality, greater stability, superior performance, and improved functionality. Reduced vendor reliance, reusability, reduced costs, auditability (users validating security), reliability, and rapid fixes to bugs/problems are among other benefits open source model can offer. Regardless of what is real about e-learning versus what is hype, there is a need to identify a metaphor that may be used to better understand e-learning (Kaplan, 2004; Terrio, 2002; Umbach, 2001). …

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Alex Koohang

Papers

The Internet of Things: Review and theoretical framework

A study of attitudes toward computers: anxiety, confidence, liking, and perception of usefulness

E-Learning and Constructivism: From Theory to Application

Learners' Perceptions toward the Web-based Distance Learning Activities/Assignments Portion of an Undergraduate Hybrid Instructional Model

Open Source: A Metaphor for E-Learning