October 2011 Volume 14 Number 4 - Educational Technology ...

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Bearden, W. O., Money, R. B., Nevins, & J. L. (2006). Multidimensional versus unidimensional measure in assessing national culture values: The Hofstede VSM 94 example. Journal of Business Research, 59, 195-203. Boyd, D. (2007). The significance of social software. In T. N. Burg & J. Schmidt (Eds.), blogs Talks reloaded: Social software research & cases (pp. 15-30). Norderstedt, Germany: Books on Demand. Brosnan, M., & Lee, W. (1998). A cross-cultural comparison of gender differences in computer attitudes and anxieties: the United Kingdom and Hong Kong. Computers in Human Behavior, 14(4), 559-577. Bryant, T.(2006). Social software in Academia. Educause Quarterly, 2, 61-64. Chapman, C. N., & Lahav, M. (2008). International Ethnographic Observation of Social Networking Sites. Paper presented at the CHI 2008, April 5–10, Florence, Italy. Chau, P. Y. K. (2008). Cultural differences in diffusion, adoption, and infusion of Web 2.0. Journal of Global Information Management, 16(1), I-III. 6. Cogburn, D. L., & Levinson, N. S. (2003). US-Africa virtual collaboration in globalization studies: Success factors for complex, cross-national learning teams. International Studies Perspectives, 4, 34-51. Collis, B. (1999). Designing for differences: cultural issues in the design of WWW-based course-support sites. British Journal of Educational Technology, 30(3). 201-215. Collis, B. A., & Williams, R. L. (1987). Cross-cultural comparison of gender differences in adolescent attitudes toward computers and selected school subjects. Journal of Educational Research, 81(1), 17-27. Communications Workers of America (2009). Nationwide Study of Real-Time Internet Connection Speeds Shows U.S. Still Lags behind Other Advanced Nations, Posts Small Gains Last Two Years. Retrieved November 22, 2009, from http://www.cwaunion.org/news/nationwide-study-of-real-time-internet-connection-speeds-shows-u-s-still-lags-behind-other-advanced-nationsposts-small-gains-last-two-years.html. Dotan, A., & Zaphiris, P. (2010). A Cross-Cultural Analysis of Flickr Users from Peru, Israel, Iran, Taiwan and the United Kingdom. International Journal of Web Based Communities, 6(3), 284-302. Dwyer, C. (2007). Digital relationships in the MySpace generation: results from a qualitative study. Proceedings of the 40th Annual Hawaii International Conference on System Sciences, New York: IEEE, 19. Eze, E.O. (2009) Making sense of Web 2.0 technology: do European students use the social media applications for educational goals? Twente: University of Twente. Gudykunst, W. B., & Ting-Toomey, S. (with Chua, E.) (1998). Culture and Interpersonal Communication. Newbury Park: Doubleday. Guo, Z., Tan, F. B., Turner, T., & Huizhong Xu. (2008). An exploratory investigation into instant messaging preferences in two distinct cultures. IEEE Transactions on Professional Communication, 51(4), 396-415. Hall, E. T. (1976). Beyond culture. Garden City, NY: Doubleday & Company. Harris, M. & Johnson. O. (2003). Cultural anthropology (6 th Ed.). Allyn and Bacon. Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: Sage. Hofstede, G. (1984). Cultural dimensions in management and planning. Asia Pacific Journal of Management, 1(2), 81-99. Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301-320. Hofstede, G. (1989). Organising for cultural diversity. European Management Journal, 7(4), 390-397. Hofstede, G. (1991). Cultures and organizations: Software of the mind. London: McGraw-Hill. Hofstede, G. (1994). Value Survey Module 1994 Manual. Maastricht: Institute for Research on Intercultural Cooperation. Hofstede, G. (1998). A case for comparing apples with oranges: International differences in values. International Journal of Comparative Sociology, 39(1), 16-31. Hofstede, G. (2001). Culture’s consequences. Thousand Oaks, CA: Sage. Holmes, (1998). Cross-cultural differences of use of information technology in education: a comparative study of the use of computers in Japanese and British classrooms. Unpublished PhD dissertation, Wolfson College, University of Cambridge. Huang, C.D., & Behara, R.S. (2007). Outcome-driven experiential learning with Web 2.0. Journal of Information Systems Education, 18(3), 329-36. Johnson, L., Levine, A., & Smith, R. (2008). The 2009 Horizon Report. Austin, Texas: The New Media Consortium. 251
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October 2011 Volume 14 Number 4
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Supporting Organizations Centre for
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Time-Quality Tradeoff of Waiting St
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Ibáñez, M. B., García, J. J., Ga
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Situated learning. It states that k
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executed in the client, the server
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The participants were twelve non-na
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Huang, H. M., Rauch, U., & Liaw, S.
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Theoretical background Feedback, is
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There are already a number of tools
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output used were blogs, written by
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Question Table 2: Perceived Relevan
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Black, P., & Wiliam, D. (2009). Dev
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detection, and analysis of affectiv
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experience is a suitable method of
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Collins, 1998). The appraisal theor
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encompasses the finer shades of an
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and can also track faces with glass
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Acknowledgements This research was
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Merill, D. C., Reiser, B. J., Traft
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to the above-discussed issues of th
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The annotation part of the SDM onto
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that enables the office users to ac
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Figure 4. Semantic document browser
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to the group’s shared semantic do
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participants performed less mouse c
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Bastili, V.R., Gianluigi, C., & Rom
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esource contribution, enabling conv
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Semantic Search In contrast to the
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Participation: P i i i NiVadd Vde
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and comment on each page as well. T
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Table 1. Questionnaire results (N=2
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propose for him, as well as calenda
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Discussion and Conclusion Collabora
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Sampson, D. G., & Zervas, P. (2011)
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Obtaining: the first step of the li
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process (Palmer & Richardson, 2004)
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and ratings (the use of star rating
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(K1) is the number of non-reusable
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Case 3: The process of reusing a se
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Washizaki, H., Yamamoto, Y. & Fukaz
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to examine determinants for pre-ser
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Overview of the model The first res
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significance of relationships. All
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Discussion This study represents a
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Davis, F., Bagozzi, R., & Warshaw,
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Ko, C.-C., Chiang, C.-H., Lin, Y.-L
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Interestingly, the Universal Design
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Figure 1. Framework of the TriAcces
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Experiment This experiment aimed to
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Table 2. Descriptive statistics for
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Foulds, R., & Camacho, C. (2003). T
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answer. However, students can choos
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Hartley & Collins-Brown, 1999; Morl
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Subjects Figure 4. Partial misconce
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correct for a four-option MC item i
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from −3 to 3 for any four-option
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Kansup, W. (1973). A comparison of
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The theory of mental models explain
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computer-mediated counter-arguments
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Learning in this study refers to, w
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the experiment process was anonymou
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supported. However, significant dif
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Cannon-Bowers, J. A., Salas, E., &
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Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.
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Many researchers have conducted emp
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Trialability Some studies have empi
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Results Instrument validation Two c
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In this study, Amos 6.0 was employe
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Our results strongly supported the
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Fornell, C., & Larcker, D. F. (1981
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Kimmerle, J., Moskaliuk, J., & Cres
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What becomes clear from this short
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Figure 1. Distribution of informati
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Results In order to test the hypoth
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esults of the present study with th
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Kolbitsch, J., & Maurer, H. (2006).
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A conceptual framework of this stud
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eveal positive effects on students
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learning resources; and able to acc
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Discussion This study suggests that
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146). Also, role of constructivist
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eform strategy, namely, the MOE-Int
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McNaughton, S. (2002). Meeting of m
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Wu, T.-T., Sung, T.-W., Huang, Y.-M
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Ubiquitous English-Reading Learning
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include the number of times and ran
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initial value for the predetermined
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The following Eq. (18) expresses th
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Limitations This experiment adopted
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Table 3 shows the analysis of the p
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enhance learning outcomes, it impor
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Ogata, H., & Yano, Y. (2004a). Cont
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Communication seems to be more effe
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the audience only listened, one whe
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Step 5) Writing the story On the ba
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As indicated in Table 2, the differ
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References Armstrong, S. (2003). Th
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Goh, T.-T. (2011). Exploring Gender
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OPAC has been transformed into AirP
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Perceived Self-Efficacy Figure 3. H
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were asked to rate their confidence
Page 205 and 206: (2001). The correlation table begin
Page 207 and 208: Discussion and Implications Note. S
Page 209 and 210: will become important to identify i
Page 211 and 212: Parker, A. (2007). SMS - Its use in
Page 213 and 214: Find the perimeter of the rectangle
Page 215 and 216: Wait Time Management Issues related
Page 217 and 218: Precision Reduced_Precision ( T T0
Page 219 and 220: learning concept. If the Specialty
Page 221 and 222: Two criteria have been adopted to e
Page 223 and 224: Reduced Recall 0.07 0.06 0.05 0.04
Page 225 and 226: In this work, both recall-oriented
Page 227 and 228: Tsai, C.-C., Chuang, S.-C., Liang,
Page 229 and 230: confidence and self-belief in their
Page 231 and 232: Peng et al. (2006) To explore ISE &
Page 233 and 234: Torkzadeh, Chang, and Demirhan (200
Page 235 and 236: educational level, locus of control
Page 237 and 238: Internet-based learning self-effica
Page 239 and 240: Though Lee and Lee (2008) did not d
Page 241 and 242: Regarding the category of ISE resea
Page 243 and 244: Bandura, A. (1997). Self-efficacy:
Page 245 and 246: Pintrich, P. R., & de Groot, E. V.
Page 247 and 248: In formal learning, Safran, Helic,
Page 249 and 250: that culture is essential when user
Page 251 and 252: Table 3. Analysis of usage frequenc
Page 253 and 254: 7 1.16 137.73 0.25 0.29 0.25 Social
Page 255: discussions freely. So Korean stude
Page 259 and 260: Figure 1. The UE Faculty Web Portal
Page 261 and 262: 2006), and consistency (Sindhuja &
Page 263 and 264: Independent Variables Dependent Var
Page 265 and 266: Meanwhile, as shown in Table 4, Ava
Page 267 and 268: design methods in the development o
Page 269 and 270: Pearson, J. M., & Pearson, A. (2008
Page 271 and 272: Clewley, N., Chen, S. Y., & Liu, X.
Page 273 and 274: As shown in this Table, Holists wil
Page 275 and 276: satisfaction or dissatisfaction wit
Page 277 and 278: 8 I would prefer to learn from huma
Page 279 and 280: the examples need to be more practi
Page 281 and 282: Brotherton, J. A,. & Abowd, G. D. (
Page 283 and 284: Cobos, D. L. (2011). Book review: T
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