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111.
Charles Steinfield Robert LaRose Han Ei Chew Stephanie Tom Tong 《The Information Society》2013,29(2):110-120
This study examines the relationships between information and communication technologies (ICT) usage, the benefits a company derives from membership in a rural business cluster, and the success of rural companies. Analysis of 333 rural businesses located in northern lower Michigan showed a strong relationship between (a) ICT adoption and benefits derived from the membership in business clusters, (b) ICT adoption and self-reported business success, and (c) benefits derived from business clusters and business success. Although analysis indicates that these relationships may be industry specific, results suggest that ICT adoption by rural enterprises may have advantages for the region's social capital and business success and may help reduce the digital divide experienced in rural communities. 相似文献
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Martin Lea Paul Rogers & Tom Postmes 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):53-63
This paper briefly summarizes the initial development of a computer-supported collaborative learning environment and evaluates its effects in relation to the productivity of CSCL groups. The design of the SIDE-VIEW system is driven by the social identity approach to understanding group behaviour and is premised upon the need to establish congruity between the self-definition of group members and their collaborative learning tasks. We begin by outlining the rationale for the system in relation to productivity and the emergence of team players within collaborative learning groups. We then describe aspects of the design that are intended to enhance both, and report on a field trial of the initial prototype on international groups of higher education students. The preliminary results of the field study indicate that aspects of the design encourage the emergence and influence of team players within groups, with consequential improvements to the quality of the group output. The role of team players in CSCL groups is contrasted with that of group leaders. 相似文献
114.
The first part of the study focuses on the characteristics and analysis of Zlín as an example of a company town. Life in the company town is characterised as a means of forming ‘a new man’ in Bat'a’s Zlín. The second section analyses the aims of worker education in Bat'a’s Zlín (in the so-called Bat'a school of work) and highlights the methods and conditions of education for young men and women, focusing on the area of company education. The third part deals with the question of rationalisation (or scientific management) – an extended concept in the production, social and economic areas of interwar Czechoslovakia – in the context of Bat'a’s Zlín. Attention is given to the technocratic movement and to the problems of psycho-technology and its application in the production process and employee selection in the Bat'a Company. 相似文献
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117.
The study compares the potential effects of a university admission exam model based on program-specific knowledge and an alternative
model relying on general study aptitude (GSA) in the context of a strongly stratified educational system with considerable
excess of demand over supply of university education. Using results of the Sonda Maturant 1998 survey, we show that in the specific context of the Czech Republic, displaying the above characteristics in the given period,
an admission exam model based on general study aptitude tests may improve the access of talented individuals with lower socioeconomic
status to university education. Our simulations show that with the GSA model (provided the model assumptions are met), the
relative chances of an applicant with a university-educated father would be only by one-fourth higher than the relative chances
of a student with a less educated father, as compared to the more than a one-third difference in case of the model emphasizing
program-specific knowledge. The odds ratio for the GSA model is by 28% points lower for mother’s education. 相似文献
118.
Since fall 2009, reference librarians at The George Washington University's Himmelfarb Health Sciences Library have been embedded in online classes through Blackboard within the School of Nursing and School of Medicine and Health Sciences. The authors sought to determine the types of questions asked of the librarian, with the goal of informing future interactions with distance education classes to help develop a standard "protocol" for working with this population of students. Eighty-two questions were categorized and qualitatively analyzed. The findings have prompted librarians to explore tools such as Elluminate Live!, a tool that allows librarians to provide synchronous instruction within the Blackboard environment. 相似文献
119.
Tom Hardy 《The International Journal of Art & Design Education》2012,31(2):153-165
Using Ivan Illich's seminal works, Deschooling Society and Tools for Conviviality as touchstones, this paper returns to further pursue the thrust of my article in iJADE 25.3 (2006), ‘Domain poisoning: the redundancy of current models of assessment through art’, and might be considered as a more radical addendum. The central strand of Illich's work on ‘deschooling’ is an indictment of the trend to dehumanisation and the counterproductivity which results from institutionalisation. This paper argues that it is time to revisit Illich's call for deschooling with particular reference to the teaching of art and design, and, in turn, to look at the construct of the art teacher for the twenty‐first century as connoisseur/critic/animateur, aloof from the world of domain‐based assessment. As has been suggested many times before within these pages and beyond, accountability makes teachers risk averse. In short, this article suggests that it is time that we took a structural risk and removed this glass ceiling to aspiration while calling for complete deregulation of art and design education and the reinstatement of the art teacher as an autonomous ‘agent of change’. 相似文献
120.
This study considers the role and nature of co-thought gestures when students process map-based mathematics tasks. These gestures are typically spontaneously produced silent gestures which do not accompany speech and are represented by small movements of the hands or arms often directed toward an artefact. The study analysed 43 students (aged 10–12 years) over a 3-year period as they solved map tasks that required spatial reasoning. The map tasks were representative of those typically found in mathematics classrooms for this age group and required route finding and coordinate knowledge. The results indicated that co-thought gestures were used to navigate the problem space and monitor movements within the spatial challenges of the respective map tasks. Gesturing was most influential when students encountered unfamiliar tasks or when they found the tasks spatially demanding. From a teaching and learning perspective, explicit co-thought gesturing highlights cognitive challenges students are experiencing since students tended to not use gesturing in tasks where the spatial demands were low. 相似文献