Search results

The purpose of this paper is to examine the evolution of collaboration among researchers in Library Hi Tech based on the co-authorship network analysis.

The Library Hi Tech publications were retrieved from Web of Science database between 2006 and 2017. Social network analysis based on co-authorship was analyzed by using BibExcel software and a visual knowledge map was generated by Pajek. Three important social capital indicators: degree centrality, closeness centrality and betweenness centrality were calculated to indicate the co-authorship. Cohesive subgroup analysis which includes components and k-core was then applied to show the connectivity of co-authorship network of Library Hi Tech.

The results indicated that around 42 percent of the articles were written by single author, while an increasing trend of multi-authored articles suggesting the collaboration among researchers in librarian research field becomes popular. Furthermore, the social network analysis identified authorship network with three core authors – Markey, K., Fourie, I. and Li, X. Finally, six core subgroups each included six or seven tightly connected researchers were also identified.

This study contributed to the existing literature by revealing the co-authorship network in librarian research field. Key researchers in the major subgroup were identified. This is one of the limited studies that describe the collaboration network among authors from different perspectives showing a more comprehensive co-authorship network.

The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness.

This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented.

This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women.

This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system.

Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome.

This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.