Universities with limited resources are being pressured to cover more material within their degree programs. Because of this, schools are looking to integrate material from different classes. This paper sets out to determine if students can learn business writing within the context of another class, specifically, an information systems class. The goal is to eliminate the need for a separate business‐writing course. However, the students will have to learn the material with limited support in order not to place an additional load on the instructor. This study investigates whether individuals can develop their business‐writing skills during the course of repeated group work and whether there are differences in the level of their learning, based on collaborative media. The results show that individuals can learn business‐writing skills with a minimum of support through direct instruction. In addition, there is no difference between individuals working in face‐to‐face (F2F) groups and those working in groups using electronic collaborative work (ECW) systems. 相似文献
INTRODUCTION On Jan. 17, 1995, the Hyogoken-nanbu earth-quake in Kobe, Japan, caused great destructive and damage to underground structures, such as subway structures, mountain tunnels, multipurpose under-ground ducts and other underground structures, which had previously been considered to be resistant to earthquake effects (JSCE, 1996; ECRHAED, 1998). This earthquake revealed that a number of critical issues should be added in the seismic design and seismic strengthening of undergr… 相似文献
INTRODUCTION The rapid evolution of current consumer elec-tronic systems has been demanding that embeddedsystems have extremely short time-to-market simul-taneously with very low costs. As a result, it is betterby implementing large parts of the system function-ality in embedded software running on processor coreThe solutions range from general-purpose processorcores, digital signal processor cores (DSPs) and ap-plication-specific instruction-set processor cores(ASIPs). To achieve hig… 相似文献
Web Enhanced Instruction (WEI) is not intended to replace the traditional classroom setting, but rather to supplement the traditional lecture with course content that can be accessed from campus or the Internet. WEI has the potential to extend the boundaries of traditional classrooms by providing new opportunities for communication and interaction between students and the instructor. While the potential benefits of augmenting the traditional class with WEI have been recognized and discussed, what has remained largely unknown are student reactions to WEI as an addition to the traditional lecture. The Technology Acceptance Model (TAM) has been widely used in the Information Systems research to gather user reactions to information systems. The TAM examines users' perceptions of Usage, Usefulness, and Ease of Use. This research applied the TAM to the academic setting to measure student reactions to Blackboard, the WEI tool used in this study. Using several multivariate methods, results suggest that students (n = 692) found that the Blackboard elements which are associated with Course Content (Course Documents, Lectures, Student Tools, Announcements, and Quizzes) are used more often and are seen as more useful than those items that provide Course Support and communication (Discussion Board, External Web Sites, Faculty Information, and E‐Mail). 相似文献
Purpose: The limited uptake of improved agricultural practices in Africa raise questions on the functionality of current agricultural research systems. Our purpose is to explore the capacity for local innovation within the research systems of Ethiopia, Malawi and Mozambique.
Design/methodology/approach: Using Conservation Agriculture (CA) as a case study, we qualitatively explore with 26 locally based agricultural researchers the context of CA research and promotion, including their perceptions on persistent research gaps and issues in closing them.
Findings: Respondents identified that CA was not yet a finished product, with concerns regarding the benefit, feasibility and relevance of CA implementation. They asserted that while further adaptation was required, they were unable to do this due to institutional constraints within their research, extension and policy contexts.
Practical implications: We find that CA continues to be considered a donor-driven intervention in its current form and requires substantial further adaptation to local contexts before researchers will deem it ready for farmer uptake. The five research gaps identified by respondents highlight practical areas where further adaptations must occur.
Theoretical implications: Our findings suggest a lack of participatory research and extension most likely reflects limited financial, human and social capital to implement more participatory approaches. Without addressing these capacities, widespread adoption of complex farming systems change appears unlikely.
Originality/Value: Whilst many studies have identified a need for local innovation to enable CA utilisation, few have qualitatively explored directly with local researchers the capacity of such systems to do so. We address this gap in the literature. 相似文献