信息技术和现代管理变革

本文首先概括了现代管理变革在管理、组织结构、管理技术和管理策略中的具体表现，然后分析了信息技术在这些变革中所起的作用，最后研究了EIA模型，为企业信息化建设提供了理论基础。     

Improving the learning of Boolean queries by means of a multiobjective IQBE evolutionary algorithm

The Inductive Query By Example (IQBE) paradigm allows a system to automatically derive queries for a specific Information Retrieval System (IRS). Classic IRSs based on this paradigm [Smith, M., & Smith, M. (1997). The use of genetic programming to build Boolean queries for text retrieval through relevance feedback. Journal of Information Science, 23(6), 423–431] generate a single solution (Boolean query) in each run, that with the best fitness value, which is usually based on a weighted combination of the basic performance criteria, precision and recall.     

组织学习、组织创新与企业核心能力关系研究

以我国企业为调查对象,对组织学习、组织创新和企业核心能力之间的关系进行实证研究。结果表明,组织学习对企业核心能力的直接效应与间接效应同时存在,组织创新在二者之间起着中介作用。     

互联网嵌入对创业团队资源获取行为的影响研究——创业学习的中介作用

随着互联网的快速发展与广泛运用,越来越多的创业者通过互联网展开创业活动。本文借鉴俞函斐提出的互联网嵌入的概念,旨在研究互联网嵌入对创业团队资源获取的影响,并验证创业学习是否在互联网嵌入与创业学习间存在中介作用。互联网嵌入用于考察个体与互联网之间的关系,个体应用互联网的频率越多越是有更多机会接收创业相关情报信息,并通过创业学习进一步促进创业团队对资源的获取,本研究证实了互联网嵌入、创业学习与资源获取三者之间的这种关系。     

企业网络与组织间学习的关系链模型

提出了企业网络与组织间学习的关系链模型,该模型包括两个方面：企业网络形成的组织间学习观和企业网络的组织间学习功能。前者包括企业竞争优势的知识驱动、企业缄默知识的高转移障碍以及企业网络转移缄默知识的有效性和高效性。后者包括企业网络的知识平台效应、学习途径关系及其提供的学习保障机制。     

知识存量对科技成果转化影响机理研究:知识距离的中介作用和学习能力的调节作用

在梳理已有文献的基础上,将知识距离与学习能力这二方面引入到知识存量与科技成果转化关系中,构建知识距离、学习能力与知识存量、科技成果转化的概念模型,并运用结构方程模型进行实证检验。研究发现,知识存量对科技成果转化具有显著正向影响,其中知识距离发挥部分中介作用;学习能力对知识距离具有直接的正向影响,并且在知识存量与知识距离、知识存量与科技成果转化关系中发挥调节作用。     

Multimedia augmented m-learning: Issues,trends and open challenges

The advancement in mobile technology and the introduction of cloud computing systems enable the use of educational materials on mobile devices for a location- and time-agnostic learning process. These educational materials are delivered in the form of data and compute-intensive multimedia-enabled learning objects. Given these constraints, the desired objective of mobile learning (m-learning) may not be achieved. Accordingly, a number of m-learning systems are being developed by the industry and academia to transform society into a pervasive educational institute. However, no guideline on the technical issues concerning the m-learning environment is available. In this study, we present a taxonomy of such technical issues that can impede the life cycle of multimedia-enabled m-learning applications. The taxonomy is devised based on the issues related to mobile device heterogeneity, network performance, content heterogeneity, content delivery, and user expectation. These issues are discussed, along with their causes and measures, to achieve solutions. Furthermore, we identify several trending areas through which the adaptability and acceptability of multimedia-enabled m-learning platforms can be increased. Finally, we discuss open challenges, such as low complexity encoding, data dependency, measurement and modeling, interoperability, and security as future research directions.     

谈俄语学习兴趣的培养

近年来,随着英语的普及,非俄语专业学生对大学俄语课的学习兴趣逐渐减弱。只有通过有效地组织课堂教学及开展丰富多彩的课外活动,才能促进学生学习兴趣的提高。     

数字化学习社区创建标准的研究

数字化学习社区的创建已经陆续在一些省市进行,但到目前为止,还没有统一的创建评估标准。建立科学、切实可行的创建评估标准,是大力推动和正确评估数字化学习社区建设的有效途径,也是亟待解决的问题。本文从数字化学习要素和特点出发,通过数字化学习社区的创建实践,对数字化学习社区的创建评估标准进行了深入的研究和探讨,提出了创建数字化学习社区的基本标准。     

Using log variables in a learning management system to evaluate learning activity using the lens of activity theory

As the advance of learning technologies and analytics tools continues, learning management systems (LMSs) have been required to fulfil the growing expectations for smart learning. However, the reality regarding the level of technology integration in higher education differs considerably from such expectations or the speed of advances in educational technologies. This research aimed to evaluate the current activation levels and usage patterns of a LMS. A large data-set was analysed, which included the online activity information from 7940 courses. Through data pre-processing, general indicators reflecting login frequencies of the virtual campus and activity-based indicators presenting the activation patterns of diverse functions provided by Moodle were derived. Activity theory was applied to interpret the results of analysis, since it has been recognised as a powerful framework to understand phenomena encompassing interactive systems. Further, time-series investigation over three consecutive semesters allowed observation of historical changes. The results revealed considerably low use of the virtual campus with only slight changes, as well as significantly different activity patterns across course attributes and colleges. Contradictions among components in the activity system are discussed, along with the implications for improving teaching and learning with LMS in higher education.