国外关于高校教师参与远程教育的动机和障碍研究综述

随着技术对教育的逐渐整合,高校现代远程教育也在迅速的发展,教师在现代远程教育的发展中起着极其重要的作用.本文通过搜集和调查国外文献,综述了国外远程教育家有关教师参与现代远程教育的动机和障碍研究,并对我国现代远程教育的发展提出了建议.     

A comparison of educational factors promoting or discouraging the intent to remain in engineering by gender

This study seeks to examine key extrinsic and intrinsic factors that encourage or discourage persistence in attaining an engineering degree and pursuing an engineering-related career among both male and female undergraduates. Quantitative and qualitative findings from nine participating undergraduate degree programmes reveal that career expectations formulated through educational experiences as undergraduates play a key role in motivating students. Among females, faculty interaction in the classroom, such as feedback received and the degree to which the faculty treat them with respect, is an important encouraging factor. For both males and females, discouraging elements of the undergraduate experience include the amount of time for coursework, competition in engineering classes and grades. The findings have several practical implications that faculty and administrators can employ in shaping the undergraduate experience to encourage short- and long-term interest in engineering among both male and female students.     

The study of teachers＇ task values and self-efficacy on their commitment and effectiveness for technology-instruction integration

The city of Taipei has been considered as a leading role of information technology education in Taiwan. However, many questions have been waited to be answered. The purpose of this study was to investigate the current situations and problems of primary school teachers＇ technology-instruction integration. By implementing the approach of cognitive motivators and the human performance technology （HPT） theory, this study also investigated the relationships among teachers＇ cognitive motivators （self-efficacy and task values） and their commitment and effort on technology-instruction integration. The researchers delivered 2,952 questionnaires via Internet, e-mail and airmail in January 2008. Finally, 1,549 questionnaires replied back and turned out to be ok. The findings were described as below. The situation of＂high-tech schools, low-access technology＂ also happened in Taipei primary schools. The time teachers devote to use technology into instruction is about 1-3 hour（s） per week and the level of technology implementation to use was low. Besides, teachers＇ self-efficacy and task values have impact on their commitment and effort on technology-instruction integration. Teachers＇ age and the length of teaching presented opposite correlations with their commitment and effort on technology-instruction integration. Teachers have huge difficulty on comprehending and designing computer-animation related multimedia materials to help students clear their abstract learning concept to concrete. In the future, they hope to take more workshops related with multimedia design principles, how to integrate technology with learning areas, and other multimedia related theories.     

企业员工知识分享行为激励因素实证研究

员工的知识分享行为是企业有效利用内部知识资源的重要基础。本文从企业员工知识分享行为的性质和类别出发,选择IT、化工、咨询等知识密集性行业员工为研究对象,通过访谈和问卷获取320份样本数据,利用SPSS11.5软件,实证研究了经济激励、社会激励和心理激励对员工知识分享行为的影响。结论显示:不同类型的知识分享行为所受激励因素的影响存在差异,社会激励和心理激励对企业员工知识分享行为具有积极的影响,经济激励具有显著的消极影响。结论对目前及未来国内企业的知识分享管理具有重要的实践意义。     

Identifying motivators and barriers to older community-dwelling people participating in resistance training: A cross-sectional study

Participation rates of older people in resistance training (RT) are low despite increasing research showing many health benefits. To increase the number of older people participating in RT it is important to know what would motivate people to become involved, what motivates those who participate to continue, and the factors preventing many older people from commencing participation. To investigate these issues, a questionnaire was mailed to three groups of older people: (1) those receiving home care services, (2) members of a peak non-government seniors’ organisation and (3) those participating in a specific gym-based RT programme. In total, 1327 questionnaires were returned (response rate = 42.5%). To feel good physically and mentally were the main reasons motivating participation among all three groups, and falls prevention was identified as an important motivator for the home care respondents. Pain, injury and illness were the main barriers to participating, or continuing to participate. However, medical advice was a factor influencing participation commencement. The results suggest organisations providing RT programmes for older people should tailor the promotion and delivery of programmes to address key motivators and barriers specific to each group to increase the proportion of older people initiating and continuing to engage in RT.     

Career Choices, Job Selection Criteria, and Leadership Preferences in a Transitional Nation: The Case of Turkey

This study explored the factors that influenced Turkish university students' career choices, job selection criteria, and leadership preferences. Participated in this study were 1,213 senior and junior management students from 17 universities across 6 regions of Turkey. Data collection was accomplished through a self-administered four-part questionnaire. Findings revealed that for the entire sample, having power and authority, peaceful work environment, opportunity for career advancement, and pay were the most motivating factors in job selection, whereas close supervision and guidance, praise from supervisor, feedback on performance, and sense of belonging were the least motivating ones. Charismatic leadership was found to be the most preferred style followed by participative, paternalistic, and bureaucratic styles. Finally, career choices were mostly affected by intrinsic factors (i.e., self aspirations), whereas interpersonal factors (i.e., significant others' expectations) were least influential. Findings were discussed in light of dynamic and changing cultural characteristics of the Turkish society.     

Strategic motivators and expected benefits from e-commerce in traditional organisations

This paper aims to identify the strategic motivators and expected benefits related to the implementation of e-commerce infrastructures in traditional “brick and mortar” organisations. Despite the fact that the clearest benefit from e-commerce might be expected to come from contribution to corporate profits, either from an increase of sales or reduction of costs, but this may not be the case. The literature suggests that there are different ways in which the potential benefits can be assessed. These ways are directly related to the evolution of e-commerce. This research has chosen six representative organisations from different sectors to explore their rationales for their e-commerce strategies. One of the main benefits reported is to increase the focus on the customer and improving internal communications. Additionally, obtaining competitive advantage was found to be a powerful motivator, despite the fact that the recent academic literature suggests that this is very difficult to achieve.     

现代远程教育中智能答疑系统的现状及其分析

在远程教育教学中,由于教师和学生在地理位置上的分离,学习者迫切需要及时有效的答疑和帮助,因此,答疑系统的优劣直接影响着远程教育教学的效果。本文分析了现代远程教育资源中智能答疑系统的现状,指出了其存在的问题,并对其发展趋势进行了展望。     

转型时期国有企业管理创新动因、目的、内容之间内在关系研究

立足于转型背景,以能够体现国企管理创新活动规律的管理创新动因、目的、内容之间的内在联系为契入点,通过对转型三十余年国企管理创新案例资料的全景式考证与分析,全面探讨和研究了国企管理创新活动的产生和运行规律。得出的初步研究结论是:国企管理创新的动因、目的、内容之间存在着一种相对稳定的多元非线性关系。创新动因集以合力作用的形式推动管理创新;创新动因集与内容集之间呈逆向因果关系;创新目的对创新内容域的选择始终发挥着指示和导向作用。     

Test anxiety and learned helplessness is moderated by student perceptions of teacher motivational support

The aim of the present study was to examine the interplay between test anxiety (i.e. worry and emotionality) and learned helplessness in a sample of adolescents (N = 845, aged 13–17 years) in secondary schools in Germany. In accordance with the buffering hypothesis, it was hypothesised that the detrimental association between both components of text anxiety and helplessness in school would be buffered by students’ perception of their teachers as positive motivators (TPM). TPM refers to student motivation within the academic context, which results from their perception of teacher support. Interesting differences between the two components of test anxiety were identified: emotionality was positively associated with helplessness in school, whereas worry was negatively associated. Using latent moderated structural equations (LMS), the findings revealed that TPM functions as a moderator in the interplay between emotionality and learned helplessness. Despite these results, TPM did not operate as a buffer between emotionality and learned helplessness since helplessness in school was the highest when students perceived some degree of TPM. These findings make a case for implementing specific psychological interventions within the school context in order to prevent helplessness in school.