Domesticating Computers and the Internet   总被引：1，自引：0，他引：1  

Jonathon N. Cummings  Robert Kraut 《The Information Society》2002,18(3):221-231

The people who use computers and the ways they use them have changed substantially over the past 25 years. In the beginning highly educated people, mostly men, in technical professions used computers for work, but over time a much broader range of people are using computers for personal and domestic purposes. This trend is still continuing, and over a shorter time scale has been replicated with the use of the Internet. This paper uses data from four national surveys to document how personal computers and the Internet have become increasingly domesticated since 1995 and to explore the mechanisms for this shift. Now people log on more often from home than from places of employment and do so for pleasure and for personal purposes rather than for their jobs. Analyses comparing veteran Internet users to novices in 1998 and 2000 and analyses comparing the change in use within a single sample between 1995 and 1996 support two complementary explanations for how these technologies have become domesticated. Women, children, and less well-educated individuals are increasingly using computers and the Internet and have a more personal set of motives than well-educated men. In addition, the widespread diffusion of the PC and the Internet and the response of the computing industry to the diversity in consumers has led to a rich set of personal and domestic services.  相似文献   

Undergraduate science research: a comparison of influences and experiences between premed and non-premed students     

Pacifici LB  Thomson N 《CBE life sciences education》2011,10(2):199-208

Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non-premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non-premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non-premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non-premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school.  相似文献   

Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction     

Jennifer L. Maeng  Bridget K. Mulvey  Lara K. Smetana  Randy L. Bell 《Journal of Science Education and Technology》2013,22(6):838-857

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Negotiating Academic Learning and Research: The Spiritual Praxis of Graduate Students of Color     

Riyad Ahmed Shahjahan  Lara Barker 《Equity & Excellence in Education》2013,46(4):456-472

Drawing on data collected in a qualitative study of racially minoritized faculty members, this article examines the challenges these faculty members faced in bringing different aspects of their spirituality into their scholarly work as graduate students. This article explores the questions: How do racially minoritized graduate students negotiate their spiritual identities and integrate their spiritual epistemologies and cultural knowledge into academic practices, and what challenges do they face in doing both? This article presents three salient themes: sacred subjectivity in student-focused research, spiritual praxis in the classroom, and new visions for inclusive spiritual expression in the academy. By focusing our analysis on study participants' strategies for resisting pressures to closet their beliefs, this article affirms the importance of legitimizing the spiritual epistemological perspectives of racially minoritized graduate students in creating a more equitable and diverse higher education culture.  相似文献   

Faculty Perceptions of Loughborough's Online Reading List System (LORLS) at Dublin Business School (DBS)     

Marie O'Neill  Lara Musto 《New Review of Academic Librarianship》2017,23(4):353-376

Using a mixed methods research approach this study explores faculty perceptions of LORLS at DBS. Data generated by the study will inform advocacy, marketing and training initiatives to promote the platform. The study concludes with a number of deductive and inductive findings. The first is that although DBS faculty are highly predisposed to using LORLS, there are a number of variables that impact its use that must be considered in the context of advocacy, marketing and training activities. Grounded theory analysis of the focus group data also revealed that faculty would like LORLS to have greater interoperability with the virtual learning environment (VLE) Moodle. A key output of the study is a LORLS Process Implementation Chart for proposed inclusion on the LORLS developers' implementation blog to assist other organizations with LORLS adoption. The chart synthesizes the key findings of the literature review and of the data generated in this study.  相似文献   

亚洲在基础研究上的崛起:对国际趋势的反思     

威廉K.库明斯  钟周 《清华大学教育研究》2008,29(1):10-21

政治、经济和社会发展战略及现实,文化传统以及独特的教育体系尤其是高等教育体系,使得亚太地区确立了不同于西方的科研模式,这为亚太地区的科研研究发展奠定了基础.从数据中,我们已经能够看到亚太地区在科学研究领域在世界范围内呈现的崛起之势.虽然还存在影响亚太国家科研进一步发展的不利因素,但亚太地区在全球知识生产舞台上的实力扩展是毋庸置疑的.  相似文献   

The Vestiges of Childhood Interparental Conflict: Adolescent Sensitization to Recent Interparental Conflict     

Patrick T. Davies  Morgan J. Thompson  Meredith J. Martin  E. Mark Cummings 《Child development》2021,92(3):1154-1172

This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (M_age = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild.  相似文献   

An examination of the relationship between Facebook groups attached to university courses and student engagement     

Nicola Sheeran  Daniel J. Cummings 《Higher Education》2018,76(6):937-955

Educators and researchers are increasingly interested in the benefits of using Facebook groups attached to university courses, largely around connectedness, engagement and sense of belonging. However, thus far, there have been no broad-scale investigations on the potential outcomes of course-attached Facebook groups. The current study used both within- and between-group analyses on 471 participants, in order to investigate whether courses with an attached official or unofficial Facebook group was related to increased student engagement (in the categories of relationships with faculty members, peer relationships, behavioural engagement, cognitive engagement, valuing and a sense of belonging) and degree identity compared to courses without Facebook groups. Results indicated that students reported interacting more with unofficial than official Facebook groups. Courses with an official Facebook group had significantly greater staff connectedness compared to courses without an official Facebook group, while courses with either an official or unofficial Facebook group had a significantly higher peer relationships compared to courses without any Facebook group. Students with either an official or unofficial Facebook group had a significantly higher sense of belonging. Though students with either an official or unofficial Facebook group reported higher degree identity, this may be primarily due to the unofficial, rather than official Facebook groups; this difference may only exist in the unofficial, but not the official Facebook groups.  相似文献   

III. Study 2: Relations Between Interparental Conflict, Child Emotional Security, and Adjustment in the Context of Cognitive Appraisals     

Patrick T. Davies  Gordon T. Harold  Marcie C. Goeke-Morey  E. Mark Cummings  Katherine Shelton  & Jennifer A. Rasi 《Monographs of the Society for Research in Child Development》2002,67(3):41-62

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The service university in comparative perspective     

William K. Cummings 《Higher Education》1998,35(1):1-8

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