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Internet education: Potential problems and solutions
Abstract
The Internet has been welcomed by educators as a great tool for use in the classroom or to create virtual classrooms. It can be used to connect students in disparate countries as well as an increase in student comfort with technology. This paper highlights some of the unplanned and unanticipated consequences that might be encountered as the use of the Internet in education increases. These consequences are discussed as potential problems, categorised as problems of judgement, distance, and ethics. Implications for educators and administrators are addressed by suggesting course design, pedagogical, and student activity solutions.
... Namun kemudahan untuk mengakses informasi, menerima banyak informasi dan mendapatkan beragam informasi dapat menimbulkan permasalahan tersendiri secara kognitif. Dalam penjelasan Sharma & Maleyeff (2003) masalah yang muncul dari kebiasan mencari informasi di internet adalah sulitnya membuat penilaian (judgement) informasi. Ketika individu perlu membuat keputusan, mereka akan mencari informasi di internet. ...
... Selain itu berdasarkan data mencari informasi melalui internet, perlu juga disediakan sarana dan prasarana terkait pusat informasi, misalnya perpustakaan yang menyediakan standart textbook. Buku-buku ini bisa dijadikan acuan untuk melakukan crosscheck agar tidak terjadi illusion of accuracy dalam proses judgement terhadap informasi (Sharma & Maleyeff, 2003). ...
This research aims to describe a villager's behavior as a new internet user in a broadband village. Qualitative methods with ethnographic approaches were used, and the data was obtained based on the experience of living in Broadband Village for two months. This research was conducted in Mandalamemar Village, certified as Broadband Village by the Ministry of Communication and Information. Results have shown that internet emerging villagers new behavior from the individual, group and community levels. The new behavior consists such as; the emergence of awareness to find out new things from the internet, a new needs of tertiary things, internet addiction, a new way of online communication between groups, the rise of more people creating new groups and lastly, the public concern due to hoaxes spread through the internet.
... (Volery y Lord, 2000). Según Applebome (1999) parece ser el instrumento perfecto para la educación, que ofrece conveniencia a los estudiantes mientras que las posibilidades para una enseñanza innovadora se incrementan.. (Referenciado por Sharma y Maleyeff, 2003). Selwyn (1999) hace referencia a lo que Maddux (1994) dice: ...
... Las tecnologías pueden ser utilizadas para soportar las actividades de aprendizaje, sobre todo las que no son monitoreadas. Sharma y Maleyeff (2003) reafirman lo anterior diciendo que el Internet es un medio de comunicación que facilita a los estudiantes interactuar con sus maestros, compañeros y expertos. ...
Technology affects in a different way social, scholar and economic levels, depending on economic and cultural situation: educational sector is a clear example, which features a continued evolution. Educational development leads many educators, centres and universities to admit the necessity of change. The argue that the use of technology is a key to educational renewal. One of the the principal challenges is their implementation in colleges as an educational tool, what is partially due to non-technical factors. Many good initiatives have serious handicaps, resistance and frustration. One of most important obstacle is the lack of a deep understanding of IT nature, development and support processes for self-teaching at individual and group levels. This research aims to know the teachers' perception on the use of educational technology, as well as the reasons why they can even put up resistance before these changes; the benefits thy consider obtainable with the use of such a technology. Several way to implement educational IT are proposed.
... To address these potential problems, educators and administrators should suggest course design, pedagogical, and student activity solutions. It is important that these solutions are implemented in a manner that allows for maximum benefit from the use of technology in education while minimizing the potential drawbacks (Sharma, 2003). ...
Purpose: This research paper aims to explore the impact of technology on society in various areas, including social interactions, education, the economy, and the environment. Methodology: The first section will provide an overview of the major technological advancements and their impact on society. The second section will examine how technology has affected social interactions, including whether people are becoming more isolated due to the prevalence of technology and the potential benefits of technology on social interactions. The third section will focus on technology’s impact on education, including the benefits and potential drawbacks of technology in education. The fourth section will explore technology’s impact on the economy, including the potential benefits and risks that come with technological advancements. Finally, the fifth section will examine the impact of technology on the environment, including the potential benefits and risks of technology on the environment. Findings: Through this comprehensive examination, this research paper shed light on the complex relationship between technology and society and provides an insight into the possibility of a brave new world. Value: The study contributes to a better understanding of the multifaceted effects of technology on society, encompassing social, educational, economic, and environmental aspects, ultimately addressing the potential implications of these advancements on the creation of a new societal landscape.
... According to the literature [10], "Internet + education" is a new paradigm for education development, which is the development requirement for education in the Internet era. The model innovation process requires "multi-dimensional docking" and "three-dimensional synergy" between teaching and learning, school and society, and supply and demand. ...
This paper first constructs an Internet online learning path and regards the online learning resource learning path planning problem as a single-objective optimization problem transformed by multiple objectives while solving for the minimum values of four objective functions. A complete learning path is constructed by sorting from the smallest to the largest according to the values of the requested functions. Then the planning process and method of learning path are introduced, online learning resources are initialized by using MIFMM, and the MIFMM-PPA online learning path planning method is proposed. Then the teaching model of English reading on the Internet is elaborated, and its teaching objectives are clarified. Finally, the effects of the Internet teaching model on student achievement, student ability, and learning hope behavior are explored. In terms of student ability, there was a significant difference in students’ problem solving ability before and after the experiment (Sig=0.023, Sig<0.05), and there was a significant difference in students’ information literacy before and after the experiment (Sig=0.047, Sig<0.05). Regarding the changes in reading ability, 72% of the students were able to overcome shyness and anxiety in English learning, 20% of the students were able to overcome shyness and anxiety sometimes, and 8% were less able to overcome shyness and anxiety. Therefore, the Internet teaching mode significantly impacts the development of the English reading ability of college students.
... contribute to the spread of aggressive and offensive comments about fellow students, teachers, and other people. Aggression in online contexts has received an extensive research response over the past decade, and most of the works in this area are devoted to the study of verbal and nonverbal characteristics of online aggression in extremist forums [7,24], including information from users' self-presentation in social network profiles [2], hashtags used [19], cyber-aggression in online games [12,20], etc. However, there is a need to expand the scope of online content analysis, and in this study we aim to fill the theoretical and methodological gaps in the research of online aggression in the course of distance learning. ...
The question of the existence of specific language features for the manifestation of communicative aggression in online distance learning is considered. The relevance of the research is due to the fact that in addition to its significance for pragmalinguistics and communication theory, the research can contribute to understanding the problems of modern digital education in the context of increasing its competitiveness in the general education system. A review of a wide range of empirical studies on communicative conflicts and the manifestation of speech aggression in the online environment is carried out. Special attention is paid to the specifics of building the educational process online and communication between the teacher and the student within the distance format. The results of the analysis of examples from the recording of various online lessons are presented, on the basis of which the authors determine the existence of syntactic, lexical, morphological, stylistic, and non-verbal tools for the manifestation of communicative aggression in the online educational process. It is proved that there is a specific set of verbal and nonverbal means of manifestation of online communicative aggression, used by both teachers and students for the purpose of emotionally negative impact and destabilization of the communication process during online lessons. The scientific novelty of this kind of research is determined by the focus on identifying communicative and pragmatic tools for the manifestation of communicative aggression, taking into account linguistic and pragmalinguistic factors. The application of the communicative-pragmatic approach provides an opportunity to take a fresh look at the specifics of building the educational process in a distance format.
... Probably few had received instruction in virtual learning environments prior to the pandemic. Nevertheless, for a successful implementation of remote education, faculty and students should be prepared for the change towards the use of technological devices to carry out the teachinglearning process [21]. To overcome these new challenges, students and faculty must be trained to confront this new way of learning through digital platforms [22]. ...
Although prior to the pandemic there was some resistance to the virtualization of dental education, the COVID-19 pandemic is providing us a unique opportunity to overcome several barriers that previously blocked the adoption of remote teaching and teledentistry. Thanks to the extended availability of telecommunications, digital technologies, and platforms, remote education and teledentistry appear to be the preferred choice to maintain dental education and patient care active under this pandemic, without contamination risks. In this paper, we review valid remote education strategies and possible alternatives useful in virtual transformation in dental education. Furthermore, the role of teledentistry and its advantages and challenges are also revised. Under the current pandemic context, as dental educators, we are called to be creative and flexible. Every dental school should adapt and use remote education as much as possible until clinical attention can be readopted. The evidence presented in this review supports our position that under this pandemic, remote education and telemedicine/teledentistry may be “the virtual convenient solution”, to adapt and improve the hitherto classic way of teaching dentistry through tele-education.
Indexing terms
Dentistry; Telemedicine; Telecommunications; Videoconferencing
... In terms of education, the Internet has offered many opportunities for students at various levels who can now virtually connect to each other via online campuses, thus revolutioniz ing learning and teaching on a global scale (Sharma & Maleyeff, 2003). It is noted howev er that, particularly in higher education institutions, social inclusion and actual participa tion (rather than access alone) need to be taken into consideration when developing modes of learning and engaging students with learning materials and with one another (David & Marc, 2003). ...
and Keywords This chapter focuses on the history of four important types of digital technology, includ ing the Internet, digital games (all types of games played electronically), virtual reality, and smartphones (particularly smartphone apps). The authors present a varied and bal anced view of different digital technologies, introducing their historical developments as well as an overview of potentially positive and negative applications of each of the tech nologies covered. Increased governmental support is required for research into digital technologies and those applications that have been established to have beneficial effects for users, but equal effort is also needed in developing new policy, educational, and leg islative frameworks that are in tune with the needs of a digital society. Research into digi tal technology use and its context may enable better control of how interactions with digi tal technology continue to shape our behavior.
... Several studies suggest that they constitute useful educational resources that may motivate students and strengthen learning (e.g., Casey & Jones, 2012;Dogruer, Eyyam, & Menevis, 2011;Røsvik & Hausedal, 2017). However, researchers also agree that there are several challenges related to the use of digital technologies and digital media as learning resources, and that students and teachers need assistance if they are to be able to use them critically Around the beginning of the 2000s, researchers were predominantly concerned with the unplanned and unanticipated consequences that are likely to be encountered when the Internet is used in educational settings for finding information (Buckingham, 2006;Julien & Barker, 2009;Leino, 2006;Sharma & Maleyeff, 2003). These studies underlined in particular the problem of judging the credibility of websites and the necessity of developing the students' competences to evaluate and use infor-mation critically (Buckingham, 2007). ...
In today's classrooms, digital technologies and digital media enable an unlimited number of learning resources. Digital tools are one type of digital technology used in pedagogical settings. By digital tools we mean software that is not produced for educational purposes, but which may be used to support learning. Using theoretical concepts from Basil Bernstein and analytical tools from Critical Discourse Studies, the paper provides an in-depth critical analysis of two digital tools that are free of charge and recommended for teaching Physical Education in upper secondary schools in Denmark. The main intention is to discuss the educational problems related to the use of digital tools as learning resources and especially to challenge the idea that they are ‘for free’.
... Currently, the internet connection on campus is still relatively slow, because internet bandwidth provided by the faculty are not proportional with the hundreds students, sometimes it also happen a scramble for the Internet connection between students and lecturers. This is supported by research Sharma and Maleyeff (2003) which said that with the internet, students can connect with students in foreign countries. Thus they can also discuss each of their economic situation in their country. ...
The study states that students have a high motivation when they are following economics learning. At the time of learning conditions of the students are ready to participate in learning and learning situation during economics lessons the students feel comfortable with their classroom. It is also supported by the using of no teaching aids and a boring learning media. The solution to these problems: (1) Add a reference, (2) create a customized power point related to its development, (3) using case studies in teaching, (4) each lecturer is expected to draw up learning materials in line with learning outcome of the department. The study states that the regional economy is the most difficult subject that the can be understood by economic education students. This is because the basic of this subject is mathematical economy because they often calculate matrix.
... Yet, whether discussing plagiarism in all its forms (Fallon, 2008;Howard, 2002), other categories and subcategories, like fabricating, falsifying, and aiding (Howard, 2000), other deceptive methods (Griffin, Bolkan, & Goodboy, 2015), or using traditional or contemporary methods (Witherspoon, Maldonado, & Lacy, 2012), academic dishonesty is an issue of concern on the academic front. The ways in which individuals commit such misconduct may be seen by some as unclear issues (Owunwanne, Rustagi, & Dada, 2010), but what is clear is that academic dishonesty has intensified due to technology and the Internet (Bachore, 2014;Foster & Read, 2006;Harris, 2012;Risquez, O'Dweyer, & Ledwith, 2011;Strom & Strom, 2007;Wasley, 2006) and is creating challenges (Sharma & Maleyeff, 2003;Sieber, 2005) for students, educators, and academic institutions alike. ...
Objective: In varying degrees of severity and seriousness, evidence of academic dishonesty exists in tertiary institutions around the world. This paper examines academic misconduct in a tertiary-level institution in one of the Gulf countries to see if academic dishonesty prevails, and if so, how and why it happens.
Method: To gauge students’ perceptions about academic dishonesty in this context, a survey was distributed to 111 junior, sophomore, and senior level students taking an advanced academic writing course in a private university.
Results: Results show statistically significant evidence that cheating exists.
Conclusions: While research on academic misconduct is extensive in Western contexts, less is documented in the Middle East and North Africa region besides conceptual papers that aim to create a general understanding of this issue and newspaper articles that discuss its prevalence.
Implications for Theory and/or Practice: This paper underscores the existence of academic misconduct in the Middle East and North Africa region, identifying the need for further research and implementation of improved teaching strategies and increased attention regarding academic misconduct.
Source available at/Citation
Ahmed, Khawlah (2018). Student perceptions of academic dishonesty in a private Middle Eastern University. Higher Learning Research Communications, (8), pp.1-11.
... Currently, the internet connection on campus is still relatively slow, because internet bandwidth provided by the faculty are not proportional with the hundreds students, sometimes it also happen a scramble for the Internet connection between students and lecturers. This is supported by research Sharma and Maleyeff (2003) which said that with the internet, students can connect with students in foreign countries. Thus they can also discuss each of their economic situation in their country. ...
The study states that students have a high motivation when they are following economics learning. At the time of learning conditions of the students are ready to participate in learning and learning situation during economics lessons the students feel comfortable with their classroom. It is also supported by the using of no teaching aids and a boring learning media. The solution to these problems: (1) Add a reference, (2) create a customized power point related to its development, (3) using case studies in teaching, (4) each lecturer is expected to draw up learning materials in line with learning outcome of the department. The study states that the regional economy is the most difficult subject that the can be understood by economic education students. This is because the basic of this subject is mathematical economy because they often calculate matrix.
... The size and the composition of the learning communities seem to be important factors in how interaction and communication within the learning community will take place (Dooley & Wickersham, 2007). There are also many unresolved issues, like the provision of the technology and the services, intellectual property rights and digital rights management, the security of data, access restrictions to the content, and information ethics (Attwell, 2006;McGill et al., 2005;Sharma & Maleyeff, 2003). ...
This article explores how social software tools can offer support for innovative learning methods and instructional design in general, and those related to self-organized learning in an academic context in particular. In the first section, the theoretical basis for the integration of wikis, discussion forums, and Weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools that support learning from a student’s perspective. The article concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.
... The size and the composition of the learning communities seem to be important factors in how interaction and communication within the learning community will take place (Dooley & Wickersham, 2007). There are also many unresolved issues, like the provision of the technology and the services, intellectual property rights and digital rights management, the security of data, access restrictions to the content, and information ethics (Attwell, 2006;McGill et al., 2005;Sharma & Maleyeff, 2003). ...
This article explores how social software tools can offer support for innovative learning methods and instructional design in general, and those related to self-organized learning in an academic context in particular. In the first section, the theoretical basis for the integration of wikis, discussion forums, and Weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools that support learning from a student’s perspective. The article concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment. Purchase this chapter to continue reading all 19 pages >
Software patterns are recognized as an ideal documentation of expert knowledge in software design and development. However, its formal model and... Deductive semantics is a novel software semantic theory that deduces the semantics of a program in a given programming language from a unique...
... Thus, using these tools in education can also motivate students and get their attention. Without a doubt, there are also some unplanned consequences of increased internet and computer use (Sharma & Maleyeff, 2003). For instance, students may spend most of their time on the internet and neglect their homework and other responsibilities. ...
Organization for Economic CoOperation and Development (OECD) has conducted a series of educational assessments in many OECD and non-OECD countries to support their sustainable economic growth since 2000. These assessments are named Program for International Student Achievement (PISA); they focus on the capabilities of 15-year olds in three main subjects: mathematics, science, and reading. PISA also measures students' interests and tendencies toward information and communication Technologies. This study investigates the relationship between Turkish students' reading scores and their use of computers for educational and entertainment purposes across males and females, by using the data from PISA 2006. In order to examine the relationship between these variables, Structural Equation Modeling (SEM) is used in the study. Results of this study indicate that while the use of computers for entertainment purposes affects students' reading scores positively, the use of computers for educational purposes affects their reading scores negatively. Also, according to our results, there is not a statistically significant difference between male and female students in this relationship.
... I och med detta försvinner de subtila kommunikationsingredienserna som finns i mänskliga möten 57 Skolverket (1998) -‖…utvecklingen beror då inte på användningen av datorer.‖ -IT-användningen i den svenska skolan våren 1998 s. 14 61 Rask (2002) 62 Sharma & Maleyeff (2003) ansikte mot ansikte. Det är framförallt miner, gester, betoningar och nyanser som går förlorade, ingredienser som vanligtvis spelar stor roll när vi interagerar med andra. ...
... The size and the composition of the learning communities seem to be important factors in how interaction and communication within the learning community will take place (Dooley & Wickersham, 2007). There are also many unresolved issues, like the provision of the technology and the services, intellectual property rights and digital rights management, the security of data, access restrictions to the content, and information ethics (Attwell, 2006;McGill et al., 2005;Sharma & Maleyeff, 2003). ...
This article explores how social software tools can offer support for innovative learning methods and instructional design in general, and those related to self-organized learning in an academic context in particular. In the first section, the theoretical basis for the integration of wikis, discussion forums, and Weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools that support learning from a student’s perspective. The article concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment. Purchase this article to continue reading all 18 pages >
... Although there is a vast amount of literature linked to distance education most research is focused on comparing and contrasting the implementation and delivery of distance education through traditional academic settings [20,21,19,12,7,6,22] or advocate the advantages of using E-Leaning to train employees [14,15]. There does not appear to be an integrative framework that includes technology, content, and people that to assess the impact that E-Learning may have on the student population of developing nations. ...
This study presents a low-cost Wireless Fidelity (WiFi) model network that can be used to introduce economical IP-enabled communications infrastructure and uses the Equivalent Theory proposed by Simonson [20] to analyze underlying factors that may impact the successful implementation of E-Learning in developing nations. Managerial implications are summarized in a conceptual model which can be used by practitioners to assess the effectiveness E-Learning activities in developing nations.
... The same qualities that can enhance one student's learning may de-motivate or hamper another student's development. The anonymity and distance that the web provides can isolate, dissocialize, or emotionally disengage an individual (Sharma & Maleyeff, 2003). Higher levels of depression and loneliness have been directly linked to the amount of time spent online (Kraut et al., 1988). ...
This paper examines the link between emotion and surface-deep learning in the context of the international business curriculum. We propose that 1) emotion and learning have a curvilinear relationship, and 2) the reflective abilities and attitude transformations related to deep-level learning can only arise if the student is emotionally engaged; otherwise, the student will only learn superficially or at the surface-level. We extend the model to take into account the effect of the Internet and related computing technologies. If the student is amenable to the use of the Internet as a learning tool, we argue that it can facilitate deep learning; however, the Internet can create feelings (e.g., isolation, depression, or false confidence) that are counterproductive to in-depth learning. As the business world becomes increasingly complex and diverse, university business school programs will need to develop the critical thinking skills and empathy reflected in deep learning that students need to thrive in this environment. Recognizing the impact that emotion has on learning may bridge the gap between surface and deep learning.
... The size and the composition of the learning communities seem to be important factors in how interaction and communication within the learning community will take place (Dooley & Wickersham, 2007). There are also many unresolved issues, like the provision of the technology and the services, intellectual property rights and digital rights management, the security of data, access restrictions to the content, and information ethics (Attwell, 2006;McGill et al., 2005;Sharma & Maleyeff, 2003). ...
This article explores how social software tools can offer support for innovative learning methods and instructional design in general, and those related to self-organized learning in an academic context in particular. In the first section, the theoretical basis for the integration of wikis, discussion forums, and Weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools that support learning from a student's perspective. The article concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.
... Effectively this observation amounts to opportunities for buying education as those who have the inclination to pay to cheat could easily complete their education on the strength of their purse not necessarily their understanding of concepts and their applications or hard work which should be the case. Sharma and Maleyeff (2003) argue that there is a problem in judging the credibility of the internet in that the appearance and immediacy may give the impression of accuracy, aspects which may cloud the student's understanding of business, may also alienate students from society as it appears the internet is addictive and thereby kill social skills of students. Malhotra et al. (2002) concluded that the new technology and the internet are fundamentally enhancing both the classroom and distance marketing research education experience thereby presenting opportunities and challenges. ...
The advent of a continuous innovation and improvement, particularly in respect of information and communications technology has had a huge impact on the quality of life and in education delivery is an open secret. The benefits from exploiting ICT in education are ernomous but there are abuses that have tarnished its use in education. The excellence ICT is attributed with has been put to the sword and will stretch this innovation to develop tools for redressing these predicaments. ICT is with us from the cradle to the grave. This research reviewed published information and confirmed the overwhelming importance of information technology in marketing education. ICT has revolutionalised learning by enabling easy access to information through online materials and learning has become more convenient as students can combine work and online learning to good effect. However, academics and students have found it easier to access materials and often fail to acknowledge the source thus distorting the originality of the source. Where the systems for guarding against plagiarism are not thorough there is widespread abuse of the learning process. The paper recommends stringent systems for checking against plagiarism and that work submitted should be current if not live so as to avoid students duplicating work from elsewhere and appropriate punishment meted. At the same time there is software for detecting cheating in education which has gone some way in detecting the culprits and that had had a significant effect in reducing the proliferation of education malpractices.
... The emergence of the Internet is having an important impact on the delivery mode of management education, specifically because the Internet is a powerful, convenient medium for commerce and communication, while potentially offering endless possibilities for innovative teaching methods (Sharma and Maleyeff, 2003). Education is indirectly shaped by the corporate world because they are employing graduates who have the skills they require (Helmi, 2002). ...
The emergence of the Internet and the World Wide Web in particular, impact increasingly on the activities of commerce and industry and in the process also change the manner in which courses are delivered in higher education. The aim of this study ws to investigate the relationship between certain antecedent factors and the adoption of a specific technology called WebCT among lecturers within a business faculty at a higher education institution.
The Internet has created unprecedented opportunities for the development of education. The new generation of information technologies such as artificial intelligence and big data plays an important role in optimizing learning methods, improving teaching efficiency, and helping educational equity. This study attempts to design and implement a school-based blended teaching model based on four intelligent platforms. The overall design framework includes a needs analysis, hierarchical teaching objectives, diversified learning resources, and systematic learning processes. The specific implementation strategies include integrated teaching methods, multidimensional teaching interaction, and dynamic teaching evaluation. In addition, qualitative and quantitative empirical studies were conducted to verify the effect of the teaching model. This teaching model has been implemented in a college in China and has achieved satisfactory results.KeywordsInternet + EducationCollege EnglishBlended teaching modelDesignImplementation
Group discussions can be beneficial to keep students engaged during online learning provided that group members form a good match. For instance, the success of the group depends to a great extent on the engagement of its group members. During the COVID-19 pandemic, it became possible to automatically detect engagement using students learning data as all the teaching and learning processes can be recorded. This paper presents an exploratory study that compares the grouping of students with homogeneous engagement levels together to the grouping of students with heterogeneous engagement levels together. We measured the student engagement using their activity logs in an e-book system. We conducted a study with 23 students enrolled in an online class and analyzed the impact of different grouping styles on the learning achievement and student satisfaction of low, mid, and high engagement students. The results show that grouping students with homogeneous engagement levels together is associated with a significant increase in the learning achievement of low-engagement students and the satisfaction of high-engagement students.
This chapter explores how social software tools can offer support for innovative learning methods and instructional design in general and those related to self-organized learning in an academic context in particular. In the first section the theoretical basis for the integration of wikis, discussion forums and weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools which support learning from a student’s perspective. The chapter concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.
In an increasingly digital world, online educational resources, apps, and other technologies can serve as incredibly effective tools to facilitate both teaching and learning. One such online tool is the Google Dictionary. This dictionary, an online service of Google, is probably one of the simplest dictionaries for English learners. The definitions usually use simple words and therefore are easy to understand. In addition to the definitions, examples, pictures, and usage notes, there is a separate pronunciation entry with interesting characteristics. This newly added entry provides users with the pronunciation of a word in two different accents, visemes, slow playback, and an option that lets Google collect feedback about the accuracy and helpfulness of the pronunciation recordings from users. This review paper offers a descriptive account of the entry, along with critical evaluation including its strong points and limitations. The review concludes with some suggestions to improve the educational quality of the pronunciation entry..
With the rise of artificial intelligence, case-based health knowledge management systems (CBHKS) have been widely adopted in hospitals. CBHKS are data-driven intelligent platforms that integrate latest technologies, such as artificial intelligence and cloud computing. As an integral part of smart hospitals, CBHKS can support decision processes at different levels in hospitals. However, researchers have not yet clearly addressed how CBHBKS improves hospital management outcomes. Based on group effectiveness and leadership performance-maintenance theories, we develop a conceptual model to explain the role of CBHKS in hospital management. To test the research hypotheses in the conceptual model, we collected survey data from 214 doctors, and performed data analysis using partial least squares (PLS)-based structural equation modeling. The empirical testing results show that the CBHKS implementation significantly and positively influences group performance, group members’ satisfaction, group learning, and external satisfaction; and group members’ satisfaction and external satisfaction significantly and positively affect management performance and maintenance.
Purpose
Scholars have identified several predictors of learner satisfaction, but little research addresses the impact of intragroup conflict in a virtual learning context. The purpose of this paper is to investigate the potentially deleterious effects of perceived intragroup relationship conflict on virtual learners’ intention to re-enroll.
Design/methodology/approach
Data were systematically collected from virtual learners using an online questionnaire and then analyzed by multiple regression models.
Findings
The results show that emotional expressiveness is an antecedent to perceived intragroup relationship conflict, and the relationship is moderated by individuals’ perceived enjoyment of computer-mediated communication. Virtual learners with a higher emotional expressiveness (i.e. extraverts) experience higher perceived relationship conflict, which in turn, lowers their intention to re-enroll.
Research limitations/implications
The study confirms the antecedent and consequence of perceived intragroup relationship conflict in a virtual learning context.
Practical implications
Educational institutions and businesses may use three proposed strategies to deal with intragroup relationship conflict.
Originality/value
The study contributes to the limited knowledge on how to effectively manage virtual learning interactions by educational institutions and businesses.
Information and Communication Technology (ICT) has become an indispensable part of the 21st century. Having basic ICT skills is now seen as an important attribute that members of the young cohort should possess in order to be successful in life. Thus, countries all over the world, including Turkey, have attempted to adjust their educational policies to this new phenomenon of ICT. In this context, this study aims to investigate the impact of both household- and school-level factors on the ICT usage of students in Turkey. Given the multilevel structure of the data, the hierarchical linear modeling (HLM) method was used for statistical analyses. The results of the analyses show that there are significant differences between schools in terms of students’ ICT usage, both for entertainment and school-related tasks. These differences, however, are mostly explained by the household-level factors. The only school-related factor that seems to be important for students’ ICT usage is the student’s involvement in ICT-related tasks at school.
To a large extent education can be thought of as a communication process among the participants. This article focuses on distance education, which has both the general communication processes that in-person education venues possess, and also communication specific to the technologies that mediate the teaching and learning taking place at a distance. There are various opportunities and barriers to effective communication. An exhaustive review of literature regarding communication barriers to distance education summarizes the technical, psychological, social, cultural, and contextual challenges leading to a significant conclusion: that as technology used for distance education improves so does both the opportunities to overcome many of the barriers to ineffective communication and the complexity of the barriers that are faced by the participants. The hierarchy of this structure is described.
Bladder cancer is the most common malignancy of the urinary tract, presents the highest recurrence rate among solid tumors and is the second leading cause of death in genitourinary cancers. Despite recent advances in understanding of pathophysiology of the disease, the management of bladder cancer patients remains a clinically challenging problem. Particularly, bladder tumors invading the muscularis propria and disseminated disease are often not responsive to currently available therapeutic approaches, which include surgery and conventional chemotherapy. Antibody-based therapeutic strategies have become an established treatment option for over a decade in several types of cancer. However, bladder cancer has remained mostly an "orphan disease" regarding the introduction of these novel therapeutics, which has been translated in few improvements in patients overall survival. In order to shift this paradigm, several clinical studies involving antibody-based therapeutic strategies targeting the most prominent bladder cancer-related biomolecular pathways and immunological mediators are ongoing. This systematic review explores antibody-based therapeutics for bladder cancer undergoing clinical trial and discusses the future perspectives in this field, envisaging the development of more effective guided therapeutics.
Copyright © 2015. Published by Elsevier B.V.
Background:
Cancer-testis (CT) genes are predominantly expressed in the testis and are ectopically activated in a wide range of cancers. The expression of CT antigens has been shown to significantly affect the survival of patients with non-small-cell lung cancer (NSCLC). Recently, a genome-wide association study (GWAS) and expression analysis have identified a novel CT gene (HORMAD2) associated with lung cancer risk in Han Chinese people. Thus, the aim of this study is to evaluate the potential prognostic value of HORMAD2 polymorphisms in Han Chinese patients with advanced NSCLC and undergoing first-line platinum-based chemotherapy.
Materials and methods:
We selected eight single-nucleotide polymorphisms (SNPs) of HORMAD2 with the potential function of affecting the binding of transcription factors, and we genotyped these SNPs in 303 patients with advanced NSCLC using the MassARRAY platform. All patients were treated with first-line platinum-based chemotherapy but without surgery. Log-rank test and Cox proportional hazard models were used for the survival analyses.
Results:
Four SNPs at HORMAD2 (rs9620953, rs8135823, rs5753025 and rs9625921) were significantly associated with the survival of advanced NSCLC patients. Among these, patients with the rs9620953 T allele had a significantly reduced risk of death compared to those with the C allele (additive model: HR, 0.53, 95%CI, 0.32-0.89, P=0.016; dominant model: HR, 0.50, 95%CI, 0.29-0.84, P=0.010). Similarly, the G allele at rs8135823 could decrease the death risk of NSCLC patients compared to the T allele (additive model: HR, 0.63, 95%CI, 0.41-0.95, P=0.028; dominant model: HR, 0.60, 95%CI, 0.39-0.93, P=0.022). Furthermore, both the rs5753025 C allele and the rs9625921 G allele also decreased the death risk in NSCLC in different genetic models (additive model for rs5753025: HR, 0.80, 95%CI, 0.65-0.98, P=0.032; heterozygote model for rs9625921: HR, 0.71, 95%CI, 0.51-0.99, P=0.040). In the joint effect analyses, we found that patients with one, two, and three to eight favorable alleles had a better survival compared with patients carrying no alleles.
Conclusions:
These findings indicate that polymorphisms at the CT gene HORMAD2 might be involved in the prognosis of advanced NSCLC in Han Chinese. Further larger and functional studies are needed to confirm the results.
The objective of this study was to evaluate the expression pattern of PDZ-Binding Kinase/T-LAK Cell-Originated Protein Kinase (PBK/TOPK) and its clinical significance in human bladder cancer (BC).
We detected PBK/TOPK mRNA overexpression in BC and human normal testis tissues using RT-PCR. Using qRT-PCR revealed a higher expression of PBK/TOPK in BC tissues than their adjacent noncancerous tissues (ANCTs) (p < 0.0001). Cytoplasmic expression of PBK/TOPK protein was found to be positive in 64.6% (42 of 65) BC patients. Expression of PBK/TOPK protein was found to be significantly higher in muscle-invasive bladder cancer (MIBC) than in non-muscle-invasive bladder cancer (NMIBC) (86.1% vs. 37.9%, p < 0.001). The immunohistochemical (IHC) expression of PBK/TOPK was found to be significantly (p < 0.001) associated with the stage of disease.
Study findings suggest that the PBK/TOPK mRNA/protein expression is specific to human BC and might be used as a novel target for development of cancer immunotherapy and diagnostic biomarker.
Introduction SMEs in Europe SMEs and eBusiness – European competitiveness and inhibitors SMEs and e-learning – the roadmap to competitive advantage Conclusions References
This paper is based on a review of current literature and addresses issues relating to communication and information technology (C&IT) provision in UK higher educational institutions from a number of perspectives. Suggests that potentially technology can improve the learning environment, but may not yet be the best medium for all situations.
La tecnología afecta con diferente intensidad a los ámbitos sociales, económicos y educativos, dependiendo de la situación económica y cultural: un ejemplo claro es el sector educativo que presenta una evolución constante. El desarrollo de la educación lleva a que muchos educadores, centros educativos y universidades reconozcan la necesidad de cambiar. Argumentan que el uso de la tecnología es la clave para la renovación de la educación. Uno de los retos principales es cómo incorporarlas en las escuelas como herramientas educativas, en parte, debido a factores no-técnicos. Muchas buenas iniciativas tienen serias dificultades, resistencias y frustración. Uno de los mayores obstáculos es la carencia de un profundo entendimiento de la naturaleza y procesos del desarrollo y sustento de las TI sobre el autoaprendizaje, de la importancia de ambientes de redes sociales para propiciar el auto-aprendizaje en niveles individuales y grupales. Esta investigación busca conocer cuál es la percepción de los profesores sobre el uso de la tecnología en la educación, así como los motivos por los cuales pueden llegar a presentar resistencia ante este cambio; los beneficios que ellos consideran que se obtienen con el uso de dicha tecnología.
Se proponen algunas formas para implementar las TI en la educación.
In flexible learning environments there has been an increased focus on developing resources that promote and facilitate the emergence of online communities. The formation of, and active participation in, a learning community has been suggested to facilitate the learning process (Rovai, 2002; Palloff & Pratt, 1999). Current literature examining the formation and development of online communities has predominantly centred on the qualitative analysis of posted messages (within an asynchronous discussion forum) as evidence for community attainment and sustainment (Brook & Oliver, 2003; Hew & Cheung, 2003). The search for key words and phrases is conducted regardless of timing and position within the threaded discussion. Hence, analysis of the postings often occurs in a manner that de-contextualises the discourse throughout the delivery of a subject (Misanchuk & Dueber, 2001). Furthermore, as analysis is limited to a few disparate units of study, an overall picture of the extent to which the online communities formed in individual units are supporting the strategic goals of the university is not formed.
Investment in online technologies and development of learning and teaching strategies is conducted at an enterprise level. However, current methodologies evaluating the development and sustainment of online communities have been focussed at a localised level. This paper proposes a scaleable quantitative approach to identify the degree of learner interactions occurring in specific subject-based forums for further qualitative analysis. It is proposed that the examination of data derived from the wider University context better positions and informs staff undertaking subject-based forums in order to align with University strategic goals.
Communication Barriers: A Study of Eastern Mediterranean University Students’ and Teachers’ of Online Program and Courses Associate Prof. Dr. Aytekin ISMANSakarya University, TURKEYResearch Assistant Fahriye ALTINAYEastern Mediterranean University, NCTR ABSTRACT This research study defines communication barriers in online program and courses by determining the perceptions of students and teachers at Eastern Mediterranean University. It aims to get the answers of question which is what sorts of problems students and teachers face while being involved in online courses and online program. Distance Education, in other words, online programs and online courses is the new challenge that universities face in the knowledge age in order to adapt to contemporary changes. Therefore; most of the universities try to improve their educational systems in relation to the demands of students by presenting alternatives depending on participants’ interests and needs. Eastern Mediterranean University has started to implement distance education program and online courses to meet the demands of its students with the support of developing technologies and trends. Communication is an essential concept in online context to define the effectiveness and quality of these systems in regards of having qualified communication among participants that provides mutual understanding in educational context for efficient outcomes. For having effective online system, defining the communication barriers is an important process. Therefore; multiple qualitative and quantitative research approaches under mixed approach are used to be aware of communication barriers in online context and make participants to revamp the system by eliminating the weaknesses of the existing system and adapting to new trends that teachers and students have experienced.
The lymphatic drainage from a tumour is received in the sentinel node where the immune system encounters tumour derived antigens. We investigated anti-tumoural lymphocyte function in sentinel nodes from patients with urinary bladder cancer.
In 14 patients undergoing cystectomy due to bladder cancer, radioactive tracer and blue dye were used to identify the sentinel node. Cell suspensions from the tumour, sentinel- and non-sentinel nodes and peripheral blood were analyzed by flow cytometry with antibodies against lymphocyte surface antigens and against the tumour cell marker cytokeratin-20. Reactivity against autologous tumour extract and the mitogen Concanavalin A was tested in proliferation assays with 3H-Thymidine incorporation. Lymphocytes were put in long-term culture with IL-2 and autologous tumour extract.
Sentinel nodes were detected in 12 of the 14 patients. Antigen dependent proliferation in response to autologous tumour extract was detected in 6 patients, in 5 cases in sentinel nodes, in the remaining case in a non-sentinel node. Proliferation against Concanavalin A was vigorous in lymph nodes from all patients, whereas tumour infiltrating lymphocytes were unresponsive. Lymphocytes from sentinel nodes could be expanded in vitro.
Tumour reactive lymphocytes are present in sentinel nodes draining human bladder cancers. These cells display immunologic function upon restimulation in vitro, and provide a promising source for expansion and subsequent adoptive T cell immunotherapy.
In the 9 years since its discovery, cancer-testis antigen NY-ESO-1 has made one of the fastest transitions from molecular, cellular, and immunological description to vaccine and immunotherapy candidate, already tested in various formulations in more than 30 clinical trials worldwide. Its main characteristic resides in its capacity to elicit spontaneous antibody and T-cell responses in a proportion of cancer patients. An overview of immunological findings and immunotherapeutic approaches with NY-ESO-1, as well the role of regulation in NY-ESO-1 immunogenicity, is presented here.
Transitional cell carcinoma (TCC), which is the pathological diagnosis for the majority of bladder cancers, is a solid tumor entity that is responsive to immunotherapy as evidenced by a substantial cure rate documented with the use of intravesical bacillus Calmette-Guérin (BCG) therapy in selected patients with high-grade superficial disease. The nonspecific immune modulation that occurs as a result of BCG therapy is not well understood; however, the success of BCG therapy provides a basis for the exploration of mechanisms related to immune responses and the development of novel immunotherapeutic agents for the treatment of high-risk disease. In this review, we discuss the complexity of the immune system and therapies that are considered capable of manipulating it to potentially benefit patients with bladder cancer.
Over the years, distance education has gone under many names: self-learning, correspondence education, external studies, extension studies and, recently, open learning and online learning. This chapter examines the role of educational technology. Today, as higher education institutions adopt online learning to expand their markets, constrain costs, or achieve more flexible and blended learning, distance education departments sometimes have little influence on the planning or costing of the developments. Most massive open online courses (MOOCs) are designed as digital storefronts, providing multi-media taster courses for those interested in university study. The scholarship of integration involves putting isolated facts into some wider context by means of interdisciplinary, interpretive, and integrative studies. Educational technology may provide a variety of distance education or blended learning environments but the principles of design for quality are largely similar to those of face-to-face learning.
This paper examines electronic mail in organizational communication. Based on ideas about how social context cues within a communication setting affect information exchange, it argues that electronic mail does not simply speed up the exchange of information but leads to the exchange of new information as well. In a field study in a Fortune 500 company, we used questionnaire data and actual messages to examine electronic mail communication at all levels of the organization. Based on hypotheses from research on social communication, we explored effects of electronic communication related to self-absorption, status equalization, and uninhibited behavior. Consistent with experimental studies, we found that decreasing social context cues has substantial deregulating effects on communication. And we found that much of the information conveyed through electronic mail was information that would not have been conveyed through another medium.
The Internet is a major technological advancement reshaping not only our society but also that of universities worldwide. In light of this, universities have to capitalise on the Internet for teaching, and one progressive development of this is the use of online delivery methods. This paper draws upon the results of a survey conducted amongst students enrolled in one online management course at an Australian university. Three critical success factors in online delivery are identified: technology, the instructor and the previous use of the technology from a student's perspective. We also argue that the lecturer will continue to play a central role in online education, albeit his or her role will become one of a learning catalyst and knowledge navigator.
The Internet could change the lives of average citizens as much as did the telephone in the early part of the 20th century and television in the 1950s and 1960s. Researchers and social critics are debating whether the Internet is improving or harming participation in community life and social relationships. This research examined the social and psychological impact of the Internet on 169 people in 73 households during their first 1 to 2 years on-line. We used longitudinal data to examine the effects of the Internet on social involvement and psychological well-being. In this sample, the Internet was used extensively for communication. Nonetheless, greater use of the Internet was associated with declines in participants' communication with family members in the household, declines in the size of their social circle, and increases in their depression and loneliness. These findings have implications for research, for public policy and for the design of technology.
Rapid changes in industrial structure and global competition have occurred in the last two decades. The changes herald the post-industrial era, producing an environment of ambiguity and paradox at this point in time, but nevertheless causing profound impacts on our economic and social institutions. The environment of the future will be characterized most notably by unprecedented levels of diversity, knowledge richness, and turbulence. However, marketing's strategy concepts remain rooted in the historical evolution of functional approaches to a customer orientation. In the post-industrial era, unusual forms of marketing organization (that are ambidextrous and highly flexible) will be needed to cope with complex and dynamic task environments. The author discusses two such forms, the marketing exchange company and the marketing coalition company. The marketing companies serve as the organizing hubs of complex networks of functionally specialized firms. The new forms are transorganizational systems in which the critical managerial activities are boundary-spanning ones. To be effective, such systems will evolve elaborate relational norms and sophisticated information, political, and quasijudicial systems.
The rapidly expanding technologies of the Internet have created opportunities for marketing educators as well as potential pitfalls. While there are those who encourage and embrace the use of the Internet in the educational process (Moore and Milliman 1995; “Using electronic mail…” 1982), many of the limitations of the use of the Net in marketing education have not been addressed directly. In fact, potential hazards do exist along the information superhighway. It would be well to recognize some of these hazards before they are encountered.
Computer bulletin board users' perceptions of communication partners with whom they communicated via the computer were compared to their perceptions of the computer itself. In the absence of personal information about the sender, it was proposed that perceptions of computer communication partners would be similar to perceptions of the computer. This process wherein perceptions of communication partners become computer-like is termed mechanomorphism. It was hypothesized that mechanomorphism would operate to encourage computer-like perceptions under two conditions: (a) when little personal information was exchanged in bulletin board messages, and (b) when small amounts of communication took place between computer communication partners. A computer bulletin board with a computerized questionnaire program was used to collect data. The results support the first hypothesis but not the second. Implications of these findings for implementation of computer communication networks are discussed.
Marketing educators are encouraged to consider using computer networks (intranet and Internet) to enhance their students' communication, decision-making, and information search and retrieval skills. This article explores ways that intranets and the Internet can be used interactively to accomplish these goals and discusses the benefits and drawbacks to computer network assignments.
With the spread of computer networks, communication via computer conferences, electronic mail, and computer bulletin boards will become more common in society, but little is known about the social psychological implications of these technologies. One possibility is a change in physiological arousal, feelings, and expressive behavior-that is, affect. These computermediated communication technologies focus attention on the message, transmit social information poorly, and do not have a well-developed social etiquette. Therefore, these technologies might be associated with less attention to others, less social feedback, and depersonalization of the communication setting. In the present study we examined what would happen to feelings and interpersonal behavior in an experiment in which two people met for the first time and discussed a series of questions in order to get to know one another. We measured physiological arousal (pulse and palmar sweat), subjective affect (emotional state and evaluations), and expressive behavior (self-disclosure and uninhibited behavior) in both synchronous computer-mediated and faceto-face discussions. (For comparison purposes, we also examined these effects under high- and low-evaluation anxiety). Communicating by computer did not influence physiological arousal, and it did not change emotions or selfevaluations. However, people who communicated by computer evaluated each other less favorably than did people who communicated face-to-face, they felt and acted as though the setting was more impersonal, and their behavior was more uninhibited. These findings suggest that computer-mediated communication, rather than provoking emotionality per se, elicits asocial or unregulated behavior. Of course, our data are based on a laboratory experiment using just one type of computer-mediated communication, but the results are generally consistent with anecdotal evidence and new field research on how people use computers to communicate in organizations.
This article addresses many new problems facing educators with regard to integrating the Internet in to the marketing curriculum. Traditional modes of education and research have led to abuses of academic integrity by a small percentage of undergraduate students. Recent findings indicate that the Internet has led to an explosion of sites designed to provide research and term papers for a fee to students. This article begins by examining the current state of integration and research regarding the use of the Internet in marketing education. Then it explores current issues of concern facing educators relating to the use of the Internet by students. Areas of interest include student research and reference techniques, plagiarism and accessibility to custom and off-the-shelf term papers.
Getting an innovation adopted is difficult; a common problem is increasing the rate of its diffusion. Diffusion is the communication of an innovation through certain channels over time among members of a social system. It is a communication whose messages are concerned with new ideas; it is a process where participants create and share information to achieve a mutual understanding. Initial chapters of the book discuss the history of diffusion research, some major criticisms of diffusion research, and the meta-research procedures used in the book. This text is the third edition of this well-respected work. The first edition was published in 1962, and the fifth edition in 2003. The book's theoretical framework relies on the concepts of information and uncertainty. Uncertainty is the degree to which alternatives are perceived with respect to an event and the relative probabilities of these alternatives; uncertainty implies a lack of predictability and motivates an individual to seek information. A technological innovation embodies information, thus reducing uncertainty. Information affects uncertainty in a situation where a choice exists among alternatives; information about a technological innovation can be software information or innovation-evaluation information. An innovation is an idea, practice, or object that is perceived as new by an individual or an other unit of adoption; innovation presents an individual or organization with a new alternative(s) or new means of solving problems. Whether new alternatives are superior is not precisely known by problem solvers. Thus people seek new information. Information about new ideas is exchanged through a process of convergence involving interpersonal networks. Thus, diffusion of innovations is a social process that communicates perceived information about a new idea; it produces an alteration in the structure and function of a social system, producing social consequences. Diffusion has four elements: (1) an innovation that is perceived as new, (2) communication channels, (3) time, and (4) a social system (members jointly solving to accomplish a common goal). Diffusion systems can be centralized or decentralized. The innovation-development process has five steps passing from recognition of a need, through R&D, commercialization, diffusions and adoption, to consequences. Time enters the diffusion process in three ways: (1) innovation-decision process, (2) innovativeness, and (3) rate of the innovation's adoption. The innovation-decision process is an information-seeking and information-processing activity that motivates an individual to reduce uncertainty about the (dis)advantages of the innovation. There are five steps in the process: (1) knowledge for an adoption/rejection/implementation decision; (2) persuasion to form an attitude, (3) decision, (4) implementation, and (5) confirmation (reinforcement or rejection). Innovations can also be re-invented (changed or modified) by the user. The innovation-decision period is the time required to pass through the innovation-decision process. Rates of adoption of an innovation depend on (and can be predicted by) how its characteristics are perceived in terms of relative advantage, compatibility, complexity, trialability, and observability. The diffusion effect is the increasing, cumulative pressure from interpersonal networks to adopt (or reject) an innovation. Overadoption is an innovation's adoption when experts suggest its rejection. Diffusion networks convey innovation-evaluation information to decrease uncertainty about an idea's use. The heart of the diffusion process is the modeling and imitation by potential adopters of their network partners who have adopted already. Change agents influence innovation decisions in a direction deemed desirable. Opinion leadership is the degree individuals influence others' attitudes
Rapid changes in industrial structure and global competition have occurred in the last two decades. The changes herald the post-industrial era, producing an environment of ambiguity and paradox at this point in time, but nevertheless causing profound impacts on our economic and social institutions. The environment of the future will be characterized most notably by unprecedented levels of diversity, knowledge richness, and turbulence. However, marketing's strategy concepts remain rooted in the historical evolution of functional approaches to a customer orientation. In the post-industrial era, unusual forms of marketing organization (that are ambidextrous and highly flexible) will be needed to cope with complex and dynamic task environments. The author discusses two such forms, the marketing exchange company and the marketing coalition company. The marketing companies serve as the organizing hubs of complex networks of functionally specialized firms. The new forms are transorganizational systems in which the critical managerial activities are boundary-spanning ones. To be effective, such systems will evolve elaborate relational norms and sophisticated information, political, and quasijudicial systems.
Controversy has always surrounded business schools: they are almost regarded as a necessary evil. Their credentials have been impugned from within academia, and from the outside business community. Periodically committees are formed and reports written on how to overcome the perceived deficiencies. From contemporary literature themes emerge, and the opportunity is taken to both look back and to look forward. Globalisation, partly mediated through the Internet, presents even greater challenges, as do the rise of corporate and virtual universities, heightened competition among schools, finding and nurturing appropriate staff, achieving critical mass and serving the entire economy, working with relevant partners inside and outside the university setting, maintaining quality, and undertaking research meeting the needs of various constituencies. Schools cannot be all things to all people, and need to prioritise their mission objectives in the light of those stakeholders for whom they will decide to dedicate most of their energies.
The present research investigated whether computer-mediated communication enhances users' private self-awareness, while lowering their public self-awareness. Self-report measures of acute private and public self-awareness were administered to 55 subjects following either face-to-face or computer-mediated discussions of two choice-dilemma problems. It was found that, relative to the face-to-face comparison group, subjects using computer-mediation reported significantly higher levels of acute private self-awareness, and marginally lower levels of public self-awareness. Although computer users did not evaluate the social context differently from subjects communicating face-to-face, their evaluations were associated with the degree of acute public self-awareness they were experiencing. Low public self-aware computer users were more likely to evaluate the social context negatively. The social evaluations of face-to-face subjects were not related to their levels of self-awareness. The implications of these findings for future research examining the social psychological impact of computers and their use in different contexts are discussed.
Because of the importance placed on social influence in the group process, this study investigates how the exclusion of the contextual cues provided by face-to-face interaction influences individual judgments in computer mediated contexts. The study employs a computerized revision of the classic procedures of Asch's “majority against a minority of one” investigation. The results of the study indicate that computer mediated communication is likely to diminish the effects of social pressures to conform to majority judgments.
There are many causes for unethical behavior among individuals who use information technologies. This article suggests that some of these reasons may be directly related to the characteristics of the technologies themselves. This is not to suggest that individuals are not responsible for their actions, but to identify factors about technology that may divert ethical attention. The diverting characteristics are identified as the “Seven Temptations”.
From introduction: "Daddy is saying `Holy moly!' to his computer again!" "Those words have become a family code for the way my virtual community has infiltrated our real world. My seven-year-old daughter knows that her father congregates with a family of invisible friends who seem to gather in his computer. Sometimes he talks to them, even if nobody else can see them. And she knows that these invisible friends sometimes show up in the flesh, materializing from the next block or the other side of the planet. "Since the summer of 1985, for an average of two hours a day, seven days a week, I've been plugging my personal computer into my telephone and making contact with the WELL (Whole Earth 'Lectronic Link)--a computer conferencing system that enables people around the world to carry on public conversations and exchange private electronic mail (e-mail). The idea of a community accessible only via my computer screen sounded cold to me at first, but I learned quickly that people can feel passionately about e-mail and computer conferences. I've become one of them. I care about these people I met through my computer, and I care deeply about the future of the medium that enables us to assemble. "I'm not alone in this emotional attachment to an apparently bloodless technological ritual. Millions of people on every continent also participate in the computer-mediated social groups known as virtual communities, and this population is growing fast. Finding the WELL was like discovering a cozy little world that had been flourishing without me, hidden within the walls of my house; an entire cast of characters welcomed me to the troupe with great merriment as soon as I found the secret door. Like others who fell into the WELL, I soon discovered that I was audience, performer, and scriptwriter, along with my companions, in an ongoing improvisation. A full-scale subculture was growing on the other side of my telephone jack, and they invited me to help create something new."
Distance learning: education.com; the on-line revolution is not the end of civilization as we know it
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The best way to take classes - more courses than ever are being offered online; but beware: it isn’t always cheap, and Web classes aren
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