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1 – 3 of 3Alan Bain, Allan Walker and Anissa Chan
The paper aims to describe the application of theoretical principles derived from a study of self‐organisation and complex systems theory and their application to…
Abstract
Purpose
The paper aims to describe the application of theoretical principles derived from a study of self‐organisation and complex systems theory and their application to school‐based capacity building to support planned change.
Design/methodology/approach
The paper employs a case example in a Hong Kong School to illustrate the application of the principles and discuss their potential to sustain the effect of capacity building in schools.. The descriptive case study is used to illustrate six theoretical propositions of self‐organization. The case is then unpacked using each of the propositions to illustrate the application of the theory to capacity building in a secondary school setting.
Findings
The case illustrates the way each of the principles are reflected in a design process undertaken by the school's principal and its leadership team to create a self‐organizing approach to capacity building.
Originality/value
The value of this paper is threefold. First it shows the way in which capacity building can be theorized for practical benefit in school settings. Second, the theoretical approach described in the case study addresses the longstanding and largely unresolved issue of the sustainability of capacity building efforts in school settings. The case analysis links theory to practical strategy that can be used by school leaders to design their own capacity building efforts that disperse control to the community, are sustainable, and self‐organizing within the school.
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Samar Mouakket and Anissa M. Bettayeb
There is a growing demand worldwide for the adoption of Learning management systems (LMS) by academic institutions to support e-Learning platform. Yet limited research has…
Abstract
Purpose
There is a growing demand worldwide for the adoption of Learning management systems (LMS) by academic institutions to support e-Learning platform. Yet limited research has been conducted to investigate the factors affecting its usage, particularly by university instructors. To fill this research void, the expectation-confirmation model (ECM) was used as the core framework for analysis, while additional critical independent factors related to organizational, technological and individual characteristics were added to find a better model to understand university instructors’ continuance intention to use Blackboard system as a popular LMS.
Design/methodology/approach
Sample data were gathered from 158 university instructors at a university in the United Arab Emirates (UAE) who volunteered to participate in this study. Structural equation modeling technique was used to verify the causal relationships between the constructs.
Findings
Perceived usefulness (PU) affected satisfaction of Blackboard system. Both PU and satisfaction affected instructors’ continuance intentions to use Blackboard system. User-interface design affected both PU and satisfaction. Technical support influenced perceived usefulness. Training influenced perceived usefulness, but it had no influence on satisfaction. Computer self-efficacy had no influence on perceived usefulness.
Originality/value
Based on the ECM, this study contributes significantly to the limited body of research on capturing the influence of organizational, technological and individual motivators to explain university instructors’ continuance intention to use LMS.
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Faten F. Kharbat, Abdallah Alshawabkeh and M. Lynn Woolsey
Students with developmental/intellectual disabilities (ID/DD) often have serious health issues that require additional medical care and supervision. Serious health issues…
Abstract
Purpose
Students with developmental/intellectual disabilities (ID/DD) often have serious health issues that require additional medical care and supervision. Serious health issues also mean increased absence and additional lags in academic achievement and development of adaptive and social skills. The incorporation of artificial intelligence in the education of a child with ID/DD could ameliorate the educational, adaptive and social skill gaps that occur as a direct result of persistent health problems.
Design/methodology/approach
The literature regarding the use of artificial intelligence in education for students with ID/DD was collected systematically from international online databases based on specific inclusion and exclusion criteria. The collected articles were analyzed deductively, looking for the different gaps in the domain. Based on the literature, an artificial intelligence–based architecture is proposed and sketched.
Findings
The findings show that there are many gaps in supporting students with ID/DD through the utilization of artificial intelligence. Given that the majority of students with ID/DD often have serious and chronic and comorbid health conditions, the potential use of health information in artificial intelligence is even more critical. Therefore, there is a clear need to develop a system that facilitates communication and access to health information for students with ID/DD, one that provides information to caregivers and education providers, limits errors, and, therefore, improves these individuals' education and quality of life.
Practical implications
This review highlights the gap in the current literature regarding using artificial intelligence in supporting the education of students with ID/DD. There is an urgent need for an intelligent system in collaboration with the updated health information to improve the quality of services submitted for people with intellectual disabilities and as a result improving their quality of life.
Originality/value
This study contributes to the literature by highlighting the gaps in incorporating artificial intelligence and its service to individuals with ID/DD. The research additionally proposes a solution based on the confounding variables of students’ health and individual characteristics. This solution will provide an automated information flow as a functional diagnostic and intervention tool for teachers, caregivers and parents. It could potentially improve the educational and practical outcomes for individuals with ID/DD and, ultimately, their quality of life.
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