Investigating the structural relationship for the determinants of cloud computing adoption in education

This research is one of the first few to investigate the adoption and usage of cloud computing in higher education in the context of developing countries, in this case Thailand. It proposes extending the technology acceptance model to integrate subjective norm, perceived convenience, trust, computer self-efficacy, and software functionality in order to better understand the degree of influence that each has on the adoption of cloud in an educational setting. The instrument development was modified from past studies on technology adoption. Data was collected from two leading universities in Thailand, Mahidol University International College, and Thammasat University. Structural equation modeling was applied to the research, the results of which illustrated that perceived ease of use, perceived usefulness, intention to use, perceived convenience, trust, and software functionality have a statistically positive relationship towards the adoption of cloud computing. However, it is interesting to note that, contrary to most studies, computer self-efficacy and subjective norm did not posit a positive relationship. The research also presents the conclusions, which include a discussion of the findings, the academic and practical implications, and limitations.     

Online news comments: Social network and emergent public

Abstract

The research on online news comments has been dominated by a normative approach and has centered on media engagement. Normativity and media dominance have also featured big in the theoretical discussions on the public sphere. This article presents a case study of online news comments, combining a novel methodological testing of social network hypotheses to examine user–user interactions in online comments with a conceptual discussion of the potential connections between social network research and theories of the public. The social network analysis in this study indicated that users (online commentators) do not constitute highly dense networks, although their relations can be studied as social networks. However, this analysis can only explore limited features of this online phenomenon and requires complementary methods. From a conceptual perspective, this article confirms the role of shared issue for a potential public and also emphasizes the importance of context, actors, and meanings for understanding the public.     

How to Measure Qualitative Understanding of DC-Circuit Phenomena - Taking a Closer Look at the External Representations of 9-Year-Olds

Pupils’ qualitative understanding of DC-circuit phenomena is reported to be weak. In numerous research reports lists of problems in understanding the functioning of simple DC-circuits have been presented. So-called mental model surveys have uncovered difficulties in different age groups, and in different phases of instruction. In this study, the concept of qualitative understanding, and the content or position of reported mental models of DC-circuit phenomena are discussed. On the grounds of this review, new tools for investigating qualitative understanding and analysing external representations of DC-circuit phenomena are presented. According to this approach, the external representations of DC-circuit phenomena that describe pupils’ expressed conceptions of the topic should include both empirical-based models and theoretical explanations. In the empirical part of this study, third-graders (9-year-olds) learning DC-circuit phenomena in a comprehensive school in a small group were scrutinised. The focus of the study is the external representations manifested in the talk of the small group. The study challenges earlier studies, which claim that children exhibit a wide range of qualitative difficulties when learning DC-circuit phenomena. In this study it will be shown that even in the case of abstract subject matter like DC-circuit phenomena, small groups that highlight empirical-based modelling and activate talk can be a fruitful learning environment, where pupils’ qualitative understanding really develops. Thus, the study proposes taking a closer look at pupils’ external representations concerning DC-circuit phenomena.     

Becoming animated when teaching physics,crafts and drama together: a multidisciplinary course for student-teachers

This article examines a physics course for pre-service primary teachers in which physics, crafts and drama were taught together by connecting the standpoints of crafts and drama. The study was carried out by three university educators from these disciplines during an advanced optional course for student-teachers at the University of Helsinki in Finland. This article discusses the impact of the multidisciplinary teaching approach on the participants’ learning outcomes. First, the article explains the multidisciplinary teaching model, an educational energy game that the student-teachers designed as part of the course. Second, it describes the learning that emerged from the student-teachers’ learning process, including (1) learning skills, (2) new pedagogic thinking and (3) a change of attitude towards integrative teaching. Finally, the analysis shows the strength of sociocultural animation, which is traced through a path of becoming animated.