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31.
Borge Marcela Aldemir Tugce Xia Yu 《Educational technology research and development : ETR & D》2022,70(3):661-690
We examined the utility of a technologically enhanced collective regulation system for improving students’ collaborative sense-making processes, i.e., discussion quality, over time. Participants were 27 online undergraduate students enrolled in an introductory information science course. Students were divided into teams tasked with carrying out five online synchronous discussions and collective reflection activities in the system focusing on improving their processes over a ten-week period. Discussion quality was evaluated by a trained graduate student, using the same assessment rubric used by teams. Both qualitative and quantitative analysis techniques were used to examine teams’ collaborative discussion quality and socio-metacognitive processes over time. Findings suggest teams significantly improved discussion quality and used the features in the system to do so. The results also suggested that while individuals were generally inaccurate in assessing their team’s discussion quality, group assessment accuracy and identification of team’s weaknesses improved over time in select areas.
相似文献32.
We propose a conceptual framework to analyze technology adoption in mega infrastructure projects, and assess their potential to innovating large socio-technical systems. Drawing on an in-depth empirical analysis of Heathrow airport's Terminal 5 project, we find that innovation hinges on technology adoption decisions that are governed systematically by two intertwined determinants - assessment of expected profitability and development of absorptive capacity, both of which are distributed across various interdependent actors. On an ad hoc basis, technological decisions are also affected by other factors, namely attitudes toward risk, politics, and (lack of) established standards. We reveal how a schedule-driven project framing creates an underlying boundary condition that constrains the longitudinal process of building a ‘whole collective’ with capacity to absorb new technologies. The innovation potential of mega projects is thus subjected to a fundamental, unifying tension: on the one hand, they offer a one-off opportunity to invest in cutting-edge technologies and innovate socio-technical systems; on the other hand, project stakeholders have limited time to develop capacity to absorb novel technologies and negotiate differences on assessments of profitability and risk. Stakeholders may therefore be compelled to agree to adopt proven technologies upfront to reduce uncertainty and mitigate risks, thus limiting the innovation potential of new infrastructure development. 相似文献
33.
Modularity and innovation in knowledge-intensive business services: IT outsourcing in Germany and the UK 总被引：1，自引：0，他引：1
Drawing on an empirical study of IT outsourcing in the UK and Germany, this paper explores the lessons for modularity that can be drawn from the outsourcing of knowledge-intensive business services (KIBS). Because of the inseparability of information and production technologies, IT outsourcing is frequently accompanied by wider transformations in clients’ production technologies. This results in the need for knowledge and organisational coordination in the form of the transfer of staff from the client and the retained IT organisation. Modularity is often presented as a design strategy that stimulates innovation. Our research findings challenge the generalisability of this claim when examining KIBS outsourcing. We show that intangibility of services exacerbates the conflicts between clients and suppliers, which may present obstacles to innovation. 相似文献
34.
OBJECTIVE: Adaptation of the Multidimensional Trauma Recovery and Resilience (MTRR) in a Chilean sample. METHOD: Participants were 80 mothers drawn from two large metropolitan areas (Santiago and Temuco). Sample participants (in a case control design) were redivided in two groups: 40 mothers identified as physical abusers with history of physical child abuse and 40 mothers identified as nonabusers with history of physical child abuse. Groups were matched on 5 sociodemographic variables. Reliability analysis, item analysis, and group comparisons on the 8 scales of the instrument were performed. RESULTS: Interrater agreement level was .79 (Kendall's W coefficient) and the internal consistency as measured by Cronbach's alpha coefficient was .75. Twenty-five items (26.3%) significantly discriminated between the groups. Group comparison tests (Wilcoxon Rank-sum Test) also indicated that six of the eight domains discriminated between the groups. CONCLUSION: In our sample, the instrument has reliable results which discriminate between the studied groups. These preliminary findings support future work toward the development of a Chilean version of this instrument. 相似文献
35.
Two classes in College Station, Texas and two classes in Mexico City shared artwork via telecommunications. In this arts‐based case study we asked: What cultural similarities and differences manifested themselves through children's artwork shared over geographic distances via videoconference? The cultural similarities and differences manifested through the children's art in the form of murals included the children's choices regarding (a) what to portray and (b) how to convey an artistic message. In addition, characteristics and communication styles of each school's culture were described through analyses of each mural's symbols, labels, and artistic style. 相似文献
36.
Heiner Rindermann Carmen Flores-Mendoza Marcela Mansur-Alves 《Learning and individual differences》2010,20(5):544-548
The investment theory of Cattell supposes an influence of fluid on crystallized intelligence. The development of fluid intelligence largely depends on biological factors, of crystallized intelligence on fluid intelligence and environmental stimulation. To test this theory two contrasting samples representing a broad ability range were chosen, a Brazilian sample (ages 7 to 15, N = 833, mean IQ 92) and a sample with a higher ability level in Germany (ages 11 to 19, N = 722, IQ 118). Analyses of cross-lagged effects across two year intervals show similar effects of fluid intelligence on crystallized and vice versa (around β = .17). Parental socioeconomic status and parental education have in both samples a slightly stronger effect on crystallized than on fluid intelligence. The first result refutes Cattell's theory, the second gives some support. The development of fluid intelligence also seems to be influenced by non-biological environmental factors resulting in a concept of intelligence as a malleable ability. 相似文献
37.
Walter H. Curioso Jesus Peinado Crisogono F. Rubio Marcela Lazo‐Escalante Jesus M. Castagnetto 《Health information and libraries journal》2009,26(3):246-251
Introduction
This issue of the feature column reports on developments in Peru on the use of information and communication technologies to improve public health. The authors describe how cell phones and hand‐held devices are being deployed to monitor diseases. Recent concerns about the spread of swine flu highlight the importance of robust public health systems in developing countries. 1 Jeannete MurphyReference
1 Swine flu could be a disaster for weak public health systems in developing countries . British Journal of Healthcare Computing and Information Management , 30 April 2009. http://www.bjhcim.co.uk/news/2009/n904046.htm (accessed 18/05/09). 相似文献38.
39.
Marcela Pozas Verena Letzel Christoph Schneider 《Journal of Research in Special Educational Needs》2020,20(3):217-230
Given the increasing diversity of the student body, teachers are called to appropriately address students’ various learning needs by means of differentiated instruction (DI). However, empirical research has yielded mixed evidence on teachers’ reported use of DI. Using nationally representative data from the National Educational Panel Study in Germany, this article aimed to explore German (as native language) and Mathematics teachers’ use of DI practices. In addition, this study took into consideration contextual factors, such as school track, and investigated the impact of teachers’ constructivist beliefs on their DI implementation. Results from a mixed analysis of covariance indicated that teachers occasionally implement DI practices. Furthermore, between‐subject effects reported differences across school tracks. It appears that advanced secondary school teachers implement less often DI practices. The covariate of teachers’ constructivist beliefs was also positively linked to overall teachers’ implementation of DI. Implications of the results, as well as further lines of research are discussed. 相似文献
40.
Andrés Chiappe Laverde Yasbley Segovia Cifuentes Helda Yadira Rincón Rodríguez 《Educational technology research and development : ETR & D》2007,55(6):671-681
The present moment in the history of higher education requires setting strategies and specific action plans to guarantee a
place in the highly competitive and demanding world scenario. The incorporation of information and communication technologies
is one of the feasible paths to be considered, but this requires formulating proposals insuring appropriate use of said technologies
seeking improvement of education quality. For this purpose, Universidad de La Sabana has developed an instructional design
model based on learning objects. 相似文献