This study investigates the antecedents and consequences of team learning, which is composed of information acquisition, dissemination, and implementation, in information technology (IT) implementation projects. By investigating 129 IT implementation project teams, we found that (1) information acquisition and information dissemination have a positive impact on project outcomes, such as speed-to-users, lower implementation cost, and operational effectiveness, and (2) team behavior and enabler variables, such as teamwork, team communication, interpersonal trust between team members, team commitment, and senior manager support, positively influence team learning. We also found that team anxiety moderates the relationship between team learning and project outcomes. 相似文献
Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills.
Purpose: The study aims to understand how seventh grade students perceive a collaborative web-based science project in light of Wolff’s design categories. The goal of the project is to develop their technological and collaborative skills, to educate them about technology integration practices, and to provide an optimum collaborative, PBL experience.
Sample: Seventh grade students aged 12–14 (n = 15) were selected from a rural K–12 school in Turkey through purposeful sampling.
Design and methods: The current study applied proactive action research since it focused on utilizing a new way to enhance students’ technological and collaborative skills and to demonstrate technology integration into science coursework. Data were collected qualitatively through interviews, observation forms, forum archives, and website evaluation rubrics.
Results: The results found virtual spaces such as online tutorials, forums, and collaborative and communicative tools to be beneficial for collaborative PBL. The study supported Wolff’s design features for a collaborative PBL environment, applying features appropriate for a rural K–12 school setting and creating a digitally-enriched environment. As the forum could not be used as effectively as expected because of school limitations, more flexible spaces independent of time and space were needed.
Conclusions: This study’s interdisciplinary, collaborative PBL was efficient in enhancing students’ advanced technological and collaborative skills, as well as exposing them to practices for integrating technology into science. The study applied design features for a collaborative PBL environment with certain revisions. 相似文献
Interpersonal cognitive problem solving, one of the most crucial social skills, is a life-long competency that must be supported from the early years of life. In this study, the opinions of 55 Turkish pre-school teachers and 53 Flemish pre-school teachers who work with 3–6-year-old children in private and public pre-schools in metropolitan cities of both countries were obtained using the Teacher's Interpersonal Problem Solving Questionnaire. When the results were considered, it was noticed that Turkish pre-school teachers tend to solve problems as soon as they emerge. They usually prefer to suggest a solution to the problem or give advice. On the contrary, pre-school teachers in Belgium express that they analysed problems together with the children and guided children to produce various solutions. It was revealed that few Turkish and Flemish teachers have specific training in improving interpersonal problem-solving skills in children. 相似文献
In this paper, we are interested in the following general question: Given a module Mwhich has finite hollow dimension and which has a finite collection of submodules Ki (1≤i≤n) such that M=K1 ... Kn, can we find an expression for the hollow dimension of Min terms of hollow dimensions of modules built up in some way from K1 Kn? We prove the following theorem:Let Mbe an amply supplemented module having finite hollow dimension and let Ki (1≤i≤n) be a finite collection of submodules of Msuch that M=K1 ... Kn. Then the hollow dimension h(M) of Mis the sum of the hollow dimensions of Ki (1≤i≤n) ifand only if Ki is a supplement of K1 ... Ki-1 Ki 1 ... Kn in Mfor each 1≤i≤n. 相似文献
The imagination of human beings and the exploration of novel ideas have always contributed to developments in science. These developments lead us to re‐examine the existing structures in our environment and society so that they can be further improved. The review of literature regarding science fiction and its place in education also highlights the need for novel topics in design education. Thus, integrating a course in the curriculum of design education that aims to explore futuristic and visionary oriented environments like Mars Colonies, Orbital Space Colonies or Orbital Space Hotels would seem crucial. Such topics would probably not only stimulate the students in their design process, but also develop their imagination, as they require research and synectic thinking. As to whether stimulating imagination should be among the priorities in teaching, in fact, it is the dreams, imagination and creativity that has shaped and will shape human development and social‐cultural contexts. 相似文献
This paper describes the use of Surface Plasmon Resonance imaging (SPRi) as an emerging technique to study bacterial physiology in real-time without labels. The overwhelming majority of bacteria on earth exist in large multicellular communities known as biofilms. Biofilms are especially problematic because they facilitate the survival of pathogens, leading to chronic and recurring infections as well as costly industrial complications. Monitoring biofilm accumulation and removal is therefore critical in these and other applications. SPRi uniquely provides label-free, high-resolution images of biomass coverage on large channel surfaces up to 1 cm2 in real time, which allow quantitative assessment of biofilm dynamics. The rapid imaging capabilities of this technique are particularly relevant for multicellular bacterial studies, as these cells can swim several body lengths per second and divide multiple times per hour. We present here the first application of SPRi to image Escherichia coli and Pseudomonas aeruginosa cells moving, attaching, and forming biofilms across a large surface. This is also the first time that biofilm removal has been visualized with SPRi, which has important implications for monitoring the biofouling and regeneration of fluidic systems. Initial images of the removal process show that the biofilm releases from the surface as a wave along the direction of the fluid flow. 相似文献
Education and Information Technologies - Among teacher beliefs, technology acceptance has a crucial role in effective technology integration into teaching. There is a need to examine the factors... 相似文献
ABSTRACTThe effects of the emotion regulation skills of the children attending preschool education on their interactions with their teachers are emphasised in recent studies. Therefore, in this study, we examined the effects of emotion regulation skills on the quality of the relationship between the teacher and the child. In total, 39 preschool teachers and 119 preschool children (55 girls and 64) boys from 5 public preschools participated in the study. Teachers were asked to fill Student-Teacher Relationship Scale-Short Form regarding three children in their classrooms and Emotion Regulation Questionnaire for themselves. We conducted four observations by using MPAC-R/S in order to assess child’s abilities to express and regulate emotions. The results showed that children’s emotional states were effective on teacher’s relationship perception, and that teacher’s emotion regulation skills were also effective on his/her relationship perception. In addition, the cognitive reappraisal strategy used by the teacher in emotion regulation has also been found to have an impact on the negative emotional state of children. 相似文献
