全球社会中的公民教育

公民是有知觉的道德主体,每个社会都要求有公民教育,而公民道德教育又是其重要的方面。教学者总是希望公民的教与学成为课程的一部分,对学生来说,就要求他们在实践中运用说教、经验、反思这三个方法。如果要形成某种意义上的全球公民的概念,那么教育的作用是至关重要的。要使全球公民成为现实,就需要有合作和相互依存的心态,超越国家界限和传统的束缚,这也将寄希望于未来的一代。     

Crowdsourcing as an Approach to Customer Relationship Building in Academic Libraries

Library initiatives to first-year students not only present an opportunity to offer information literacy instruction for student advancement, but they also serve a key marketing function by communicating the library's ongoing value and building customer relationships. Library orientation tours are an example of how to effectively market to first-year students. Combining peer-to-peer learning and user-generated content via social media known as crowdsourcing, Newman Library sponsored a contest challenging first-year students to create a video sharing a useful library tip. The contributions and benefits of this cocreation approach to fostering relationships are examined, and the implications to strengthening other library-user bonds are explored.     

Towards the integration of culture into the Unified Theory of Acceptance and Use of Technology

Educational technology is increasingly used in multicultural contexts and across national cultures. Educational technology users with different national and professional backgrounds may, however, exhibit different attitudes towards technology. Previous research provides isolated evidence of the relationship between learning technology acceptance and culture, and so an overall picture is missing. Therefore, this study attempts to integrate culture (sensu Hofstede) into an established technology acceptance model (ie, Venkatesh's Unified Theory of Acceptance and Use of Technology, UTAUT). Examining a large sample (n = 2866) of learning technology users from Germany and Romania by means of questionnaire survey, we investigate the differences in culture and technology acceptance between sample subgroups. The collected data reveal the presence of cultural differences both between countries and between professions. In line with previous research, these differences are associated with dissimilar acceptance profiles, ie, different values of acceptance variables and of path coefficients between them. Based on the findings, this study makes headway in cross‐cultural research by proposing an extended model of UTAUT—one which integrates three of Hofstede's culture dimensions. As a practical implication, national and professional culture may shape computer‐based learning environments.