This study investigates the applicability of Davis' Technology Acceptance Model (TAM) in the user acceptance of electronic collaboration technology. A courseware management tool is used to test the various findings of TAM. Perceived usefulness of the technology emerges as a positive impact on perceived usefulness, and usefulness, in turn, has a negative relationship with system usage. Additionally, certain aspects of system usage influenced student performance in the course. Prior use of the system also affected system use.

User Acceptance of E-Collaboration Technology: An Extension of the Technology Acceptance Model

This article introduces a new form of collaborative web-based editing which has become increasingly popular in recent years. It involves web users as reporters and co- roducers for specialist news sites by allowing them to submit their own news reports and pointers to relevant articles elsewhere on the web, and sometimes even hands over editorial control to the online community altogether. Websites of this type move on from traditional journalistic gatekeeping approaches, where editors publish only what they regard as 'fit to print', to what is here termed gatewatching, where almost all incoming material is publicised, but with varying degrees of emphasis. Gatewatching sites frequently become major repositories of specialist information, turning into resource centre sites for their interest community, and are particularly common on the fringes of the open source software development movement. Some of these sites can be seen to directly apply open source ideals (direct involvement of the community, open access to all aspects of the development process) to the reporting of news, in effect making news itself an open source

Gatewatching, not gatekeeping: Collaborative online news

The Internet and U. S. Communication Policy-Making in Historical and Critical Perspective

During the past 10 years, teaching with computer technology, such as e-mail and the Web, has become customary throughout undergraduate economic education. The authors review the literature on the implications for student learning, present specific educational activities that use a number of different computer technologies, and discuss growing problems, such as "cyber-plagiarism," along with suggesting potential solutions. The future of using technology for teaching economics will be the continuation of recent trends: increased portability in the access to instruction and increased opportunities for interaction, including students' interaction with the material and with the instructor and other students.

/pdf/teaching-with-technology-may-you-live-in-interesting-times-3c5b8mrhed.pdf

Teaching with Technology: May You Live in Interesting Times

Many would claim that the development of electronic commerce is reshaping almost all industries, even to the extent that we are undergoing a paradigm shift. This enthusiasm represents a speculative...

https://link.springer.com/content/pdf/10.1080%2F02683960110100418.pdf

After the Goldrush:: deconstructing the myths of the dot.com market

From the Publisher:
Many pundits tell you that the computer is ushering us toward a new Golden Age of Information A few tell you that the computer is destroying everything worthwhile in our culture But almost no one tells you what Stephen L Talbott shows in this surprising book: the intelligent machine gathers its menacing powers from hidden places within you and me It does so, that is, as long as we gaze into our screens and tap on our keyboards while less than fully conscious of the subtle influences passing through the interface After reading The Future Does Not Compute, you will never again be able to sit in front of your computer with quite the same glazed stare

Stephen L. Talbott

Papers

The Future Does Not Compute: Transcending the Machines in Our Midst