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Online Environment (online + environment)
Selected AbstractsEnhancing Knowledge Transfer in Classroom Versus Online Settings: The Interplay Among Instructor, Student, Content, and ContextDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2009Louise Nemanich ABSTRACT This article integrates management education and organizational learning theories to identify the factors that drive the differences in student outcomes between the online and classroom settings. We draw upon theory on knowledge transfer barriers in organizations to understand the interlinking relationships among presage conditions, deep learning process, and product in the 3P model of student learning. We test our model in the context of undergraduate education and find that confidence in the instructor's expertise, perceived content relevance, and the social richness of the classroom learning environment enhance student enjoyment of the course. Confidence in instructor's expertise and perceived content relevance also contribute to greater understanding of causal relationships among course concepts. Enjoyment is positively associated with learning performance in the classroom, but not online, and student ability is positively associated with learning performance in the online context, but not in the classroom. Our results have implications for course designs in the traditional classroom context and the more innovative online environment. [source] Peer observation of teaching in the online environment: an action research approachJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 5 2008D. Swinglehurst Abstract This paper describes a collaborative action research approach used to explore peer observation of teaching (POT) within the online environment. Although POT has become familiar in face-to-face teaching contexts, little is understood of its potential role in online settings. We conducted ,virtual' focus groups to explore the experience and views of 28 teachers and subjected our data to a thematic analysis. This informed the implementation of an innovative programme of POT, ,Peer-to-peer Reflection on Pedagogical Practice' (PROPP) among tutors of a Web-based MSc in International Primary Health Care at University College London. Modeled on an action learning set, the programme encourages collaborative reflection on teaching practices, based on participants' specific examples of online teaching. The PROPP model is consistent with Quality Enhancement, which we distinguish from Quality Assurance. Here, we describe the implementation of the PROPP programme within an action research framework and identify the factors that we consider critical to the success of peer observation within online courses. We highlight examples of aspects of teaching that have been discussed within the PROPP programme and offer suggestions of the kinds of evidence that could be incorporated into a portfolio to demonstrate the effectiveness of such an initiative. [source] Translating networked learning: un-tying relational tiesJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2008J.G. Enriquez Abstract This article explores the social network of learning beyond a functional understanding of social relations. It describes and interprets the realities of networked learning within a particular postgraduate course in an English university setting. It draws attention to some of the limitations of the increasing interest in the use of social network analysis (SNA) alongside content analysis of recent studies in the field of networked learning. In particular, SNA has been used to analyse response relations among participants in online discussions in terms of, for example, density and centrality. It argues for a different approach to a network of learning, focusing on the relational effects of multiple technical and social arrangements and engagements beyond the response relations the online environment is able to capture and store. This approach emphasizes network processes rather than network structures. [source] Researching consumers in virtual worlds: a cyberspace odysseyJOURNAL OF CONSUMER BEHAVIOUR, Issue 3 2002Dr Miriam Catterall Abstract Following Belk's (1991) Consumer Behaviour Odyssey, the authors suggest the need for a new odyssey, one that focuses on consumers in virtual worlds. In this paper the authors discuss the relevance of virtual communities for marketers and how ethnographic research methods can be adapted to the online environment. The unique methodological problems, opportunities and ethical dilemmas for researchers are considered that online ethnography raises before an exploration of how discourse analysis can assist in the interpretation of data collected online. Copyright © 2002 Henry Stewart Publications. [source] Impact of the internet and scholar age distribution on academic citation ageJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 4 2008George A. Barnett This article examines the impact of the Internet and the age distribution of research scholars on academic citation age with a mathematical model proposed by Barnett, Fink, and Debus (1989) and a revised model that incorporates information about the online environment and scholar age distribution. The modified model fits the data well, accounting for 99.6% of the variance for science citations and 99.8% for social science citations. The Internet's impact on the aging process of academic citations has been very small, accounting for only 0.1% for the social sciences and 0.8% for the sciences. Rather than resulting in the use of more recent citations, the Internet appears to have lengthened the average life of academic citations by 6 to 8 months. The aging of scholars seems to have a greater impact, accounting for 2.8% of the variance for the sciences and 0.9% for the social sciences. However, because the diffusion of the Internet and the aging of the professoriate are correlated over this time period, differentiating their effects is somewhat problematic. [source] This Isn't Kansas Anymore, Toto: Team Teaching OnlineNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 87 2000Gabriele Strohschen Collaborative teaching in an online environment offers unique opportunities and challenges for creative curriculum design and student learning. [source] Towards effective evaluation of digital community information systemsPROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2002Kenton T. Unruh Digital Community Information Systems (CIS) are increasing in both size and scale. These systems help people obtain community information (CI) for the myriad situations that arise in everyday life. As these systems migrate to the online environment, increasing complexities and scale provide the impetus for improvements in system design. System re-design, however, relies on the effective evaluation of digital CIS. Despite the plethora of evaluation frameworks from the systems, organizational, and information retrieval fields, minimal research has directly addressed the issue of digital CIS evaluation. Following a selective review of digital CIS and evaluation approaches, a layered evaluation framework is proposed to guide the evaluation of digital CIS. [source] Building customer relationships in an electronic age: The role of interactivity of E-commerce Web sitesPSYCHOLOGY & MARKETING, Issue 7 2008Doyle Yoon This study examines the role of perceived interactivity and other marketing tactics in relationship building with customers in the online retail environment by applying a relationship investment model adapted from De Wulf, Odekerken-Schröder, and Iacobucci (2001). A proposed structure model was tested with data collected from an online survey of 571 respondents. In the model, three subdimensions of perceived interactivity and three marketing tactic variables were incorporated as the antecedents of perceived relationship investment that subsequently influenced perceived relationship quality and behavioral loyalty. Results suggest that two marketing tactics,direct mail (e-mail) and tangible rewards,and two dimensions of perceived interactivity,synchronicity and two-way communication,play as significant antecedents for the relationshipbuilding process of online retail brands. In addition, the findings confirm the relationships among perceived relationship investment, relationship quality, and behavioral loyalty, which indicates that the fundamental process of relationship building remains similar in the online environment. Reflecting the unique nature of the online retail environment, the model also clarifies the roles of interactivity as well as traditional relationship investment strategies in facilitating online retailers' relationship building with customers. © 2008 Wiley Periodicals, Inc. [source] Promoting the skills of knowledge translation in an online master of science course in primary health careTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2006FRCGP, ILTM, Trisha Greenhalgh MA Abstract We present 4 key arguments: (1) knowledge translation requires tacit and explicit knowledge that must be introduced into the organization as well as simply acquired by individuals; (2) educating for knowledge translation must go beyond conveying facts and developing capability; (3) a constructivist and collaborative approach to education can address the needs of learners for knowledge translation; and (4) the online environment, if appropriately used, has many useful features for supporting constructivist and collaborative learning. We illustrate these arguments with reference to a part-time online master of science course whose learners are mostly senior health care professionals engaged in knowledge translation. [source] Conflict and identity shape shifting in an online financial communityINFORMATION SYSTEMS JOURNAL, Issue 5 2009John Campbell Abstract., This paper challenges traditional explorations of online communities that have relied upon assumptions of trust and social cohesion. In the analysis presented here, conflict becomes more than just dysfunctional communication and provides an alternative set of unifying principles and rationales for understanding social interaction and identity shape shifting within an online community. A model is advanced that describes the systematic techniques of hostility and aggression in technologically enabled communities that take the form of contemporary tribalism. It is argued that this tribe-like conflict embodies important rituals essential for maintaining and defining the contradictory social roles sometimes found in online environments. This research offers a critical interpretive perspective that focuses on the link between identity shape shifting behaviours and the power relations within an online financial community. The analysis reveals how conflict between positions of power can help to align the values and ideals of an online community. With this study we seek to motivate a re-examination of the design and governance of online communities. [source] Antecedents of flow in online shopping: a test of alternative modelsINFORMATION SYSTEMS JOURNAL, Issue 4 2009Yi Maggie Guo Abstract Flow is an optimal state of experience that has been studied in various situations, including online environments. In such environments, it has been found to be positively related to exploratory behaviour, revisit and purchase intention, and positive attitude towards web sites. Based on flow theory, this study tests the complete structure of the flow model as it was originally formulated in an online shopping context. The role of the preconditions of flow is elaborated and the effect of web site complexity, an important interface design variable, on flow is examined. Results show that web site complexity affects flow through the mediating effects of the three preconditions of flow. Theoretical and practical implications of this finding are discussed. [source] Measuring online information seeking context, Part 2: Findings and discussionJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 14 2006Diane Kelly Context is one of the most important concepts in information seeking and retrieval research. However, the challenges of studying context are great; thus, it is more common for researchers to use context as a post hoc explanatory factor, rather than as a concept that drives inquiry. The purpose of this study was to develop a method for collecting data about information seeking context in natural online environments, and identify which aspects of context should be considered when studying online information seeking. The study is reported in two parts. In this, the second part, results and implications of this research are presented. Part 1 (Kelly, 2006) discussed previous literature on information seeking context and behavior, situated the current study within this literature, and described the naturalistic, longitudinal research design that was used to examine and measure the online information seeking context of seven users during a 14-week period. Results provide support for the value of the method in studying online information seeking context, the relative importance of various measures of context, how these measures change over time, and, finally, the relationship between these measures. In particular, results demonstrate significant differences in distributions of usefulness ratings according to task and topic. [source] Measuring online information seeking context, Part 1: Background and methodJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 13 2006Diane Kelly Context is one of the most important concepts in information seeking and retrieval research. However, the challenges of studying context are great; thus, it is more common for researchers to use context as a post hoc explanatory factor, rather than as a concept that drives inquiry. The purposes of this study were to develop a method for collecting data about information seeking context in natural online environments, and identify which aspects of context should be considered when studying online information seeking. The study is reported in two parts. In this, the first part, the background and method are presented. Results and implications of this research are presented in Part 2 (Kelly, in press). Part 1 discusses previous literature on information seeking context and behavior and situates the current work within this literature. This part further describes the naturalistic, longitudinal research design that was used to examine and measure the online information seeking contexts of users during a 14-week period. In this design, information seeking context was characterized by a user's self-identified tasks and topics, and several attributes of these, such as the length of time the user expected to work on a task and the user's familiarity with a topic. At weekly intervals, users evaluated the usefulness of the documents that they viewed, and classified these documents according to their tasks and topics. At the end of the study, users provided feedback about the study method. [source] ,You're judged all the time!' Students' views on professionalism: a multicentre studyMEDICAL EDUCATION, Issue 8 2010Gabrielle Finn Medical Education 2010: 44: 814,825 Objectives, This study describes how medical students perceive professionalism and the context in which it is relevant to them. An understanding of how Phase 1 students perceive professionalism will help us to teach this subject more effectively. Phase 1 medical students are those in the first 2 years of a 5-year medical degree. Methods, Seventy-two undergraduate students from two UK medical schools participated in 13 semi-structured focus groups. Focus groups, carried out until thematic saturation occurred, were recorded and transcribed verbatim. Data were analysed and coded using NVivo 8, using a grounded theory approach with constant comparison. Results, From the analysis, seven themes regarding professionalism emerged: the context of professionalism; role-modelling; scrutiny of behaviour; professional identity; ,switching on' professionalism; leniency (for students with regard to professional standards), and sacrifice (of freedom as an individual). Students regarded professionalism as being relevant in three contexts: the clinical, the university and the virtual. Students called for leniency during their undergraduate course, opposing the guidance from Good Medical Practice. Unique findings were the impact of clothing and the online social networking site Facebook on professional behaviour and identity. Changing clothing was described as a mechanism by which students ,switch on' their professional identity. Students perceived society to be struggling with the distinction between doctors as individuals and professionals. This extended to the students' online identities on Facebook. Institutions' expectations of high standards of professionalism were associated with a feeling of sacrifice by students caused by the perception of constantly ,being watched'; this perception was coupled with resentment of this intrusion. Students described the significant impact that role-modelling had on their professional attitudes. Conclusions, This research offers valuable insight into how Phase 1 medical students construct their personal and professional identities in both the offline and online environments. Acknowledging these learning mechanisms will enhance the development of a genuinely student-focused professionalism curriculum. [source] CmapTools: Integrating teaching, learning, and evaluation in online coursesNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 113 2007Barbara J. Daley Concept maps are an instructional strategy that promotes meaningful learning. This chapter examines the use of concept maps in online environments through discussion of CmapTools software. [source] Preparing instructors for online instructionNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 100 2003Adam D. Fein The challenges and opportunities that online education and training present for instructors is discussed, along with strategies that can help instructors succeed in online environments. [source] Creating social presence in online environmentsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 100 2003Steven R. Aragon Recent literature has shown that social presence is one of the most significant factors in improving instructional effectiveness and building a sense of community. This chapter examines strategies for creating social presence within online environments. [source] Self-efficacy in the context of online learning environments: A review of the literature and directions for researchPERFORMANCE IMPROVEMENT QUARTERLY, Issue 3-4 2008Charles B. Hodges The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (Bandura, 1997, p. 3). Traditionally, the four main sources of self-efficacy development are enactive master experiences, vicarious experiences, verbal persuasion, and physiological and affective state (Bandura, 1997). In this paper, self-efficacy is introduced in general. Research related to academic self-efficacy and self-efficacy in online learning environments is reviewed. The study of self-efficacy in online learning environments is new relative to the construct of self-efficacy. Research on self-efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self-efficacy beliefs in online environments is highlighted as well as self-efficacy assessment issues. Possible areas of self-efficacy research in online environments are suggested, including pedagogical agents, persuasive feedback, and self-efficacy assessment. [source] | |||||||||||||||||||