Search results

On account of competence‐led market demands, it is important that employees gain new knowledge efficiently. One solution is to set‐up IT‐based courses using interactive media for learning (IML) so that employees can learn at their workplace and also learn as a part of their ordinary work. Choosing technology as a media for learning is not simply chosen for its own sake rather because it is more efficient for the task. However, for a number of reasons, it is becoming increasingly difficult to assess the efficient use of technology. Thus there are needs for processes to quality assure usability or even to create a process to certify usability. Before this is possible a number of issues have to be resolved. All issues are fundamental to assure usability. We address each issue in our paper. The purpose of this paper is to review current approaches to quality assurance as applied in the field of IML. This paper discusses the difficulties of distinguishing between learning and usability in an IML context. We discuss quality‐assuring usability in terms of learning and we outline a certification process for IML in terms of usability. Our concluding remarks indicate possible future research directions.

This bibliography was originally compiled for the purpose of a Doctoral degree submitted to Loughborough University of Technology in March 1993. The information in this bibliography, which was started in the last quarter of 1989, was continuously updated by collecting data from all the important current journals and abstracting and indexing sources. It covers all of hypertext, including HyperCard and other hypertext/hypermedia systems which are being used for teaching and training. These systems are also used for conducting research in this field. Full efforts were made to cover all the publications such as periodical articles, conference papers/Proceedings, books and reports that were published until the first quarter of 1993.

Main goal in this paper is to show the experience of a web-based program in information literacy from different perspectives: students, teachers and librarians. The study focuses on freshmen in business administration.

The empirical research uses a mixed qualitative and quantitative methodology. A qualitative study is used to analyse the opinions from teachers and librarians, whereas a quantitative study is developed to study the students' perceptions.

Students find information literacy competencies to be useful and perfectly applicable to their assignments. In this sense, there is no need to provide additional incentives (extra points) for the course. At the light of the work assignments, teachers and librarians suggest that there is a necessity for greater depth in questions of citation and plagiarism.

Results have to be interpreted within the context of study. There is a need to use alternative methodologies and activities in different groups to check and compare the effectiveness of each action.

The paper can be used as a guide for teachers and librarians to develop courses of information literacy. Results obtained from this experience show some key points that may be useful for teachers and librarians.

This article complements previous literature by providing new findings from different angles. The information gathered from the librarians, teachers and students involved provides a holistic view about the effectiveness of web-based tutorials for information literacy learning.

This study aims to investigate the use of social networking sites (SNS) by researchers and their behaviours when conducting research-related activities by applying the unified theory of acceptance and use of technology (UTAUT) theory.

An online survey was distributed. This study’s design is derived from the UTAUT framework’s questionnaire items. The sample of this study comprised 216 respondents from 40 universities in the United Kingdom. Descriptive statistics were used to analyse the data.

Respondents revealed a positive relationship between the four constructs of the UTAUT framework (performance expectancy, effort expectancy, social influence and facilitating condition) associated with their intention to use SNS.

Most of the respondents were from the University of Strathclyde, so the authors cannot generalize the findings to other universities.

The findings will offer an extensive understanding of the value of SNSs, which will aid researchers to increase their visibility, and research activities online.

The results will provide an in-depth knowledge of the importance of SNSs, helping scholars to become more visible and engage in online research. A number of factors impacted how researchers behaved on SNSs and what they intended to use for research-related activity. School administrators, experts and other sponsors could take action to promote the use of SNSs in educational settings based on the findings. The study’s findings offer insightful knowledge to those who create SNS websites. By using this information, they will be able to improve these sites for research and study and gain a better understanding of the demands of SNS users.

The purpose of this paper is to address two major challenges faced by sustainable building owners: first, address the gap between an occupant’s expectations of sustainable building outcomes and what the building actually provides and second, overcome the lack of user knowledge about sustainability design and operation for a particular with regards to performance.

This study used a focus group approach to investigate the gap between: user expectations and sustainable building performance. The study surveyed occupants of sustainable office buildings in Melbourne, Australia.

There is no significant relationship between users’ expectations and users’ experience of sustainable building performance and users’ knowledge about sustainability and the building they were worked in.

The research was limited to sustainable office buildings. New office buildings seeking to incorporate sustainability which need to focus on the needs of tenants in order to maximise value.

There is an urgent need to ensure sustainable office buildings meet the needs of present and future occupiers without compromising short and long-term occupier satisfaction levels with regards to sustainability and operation of the building.

Increasing the level of sustainability in office buildings has been a major trend over the past decade however the tenants need to be consulted in the post-occupancy phase.

Little attention has been given in the property management literature to sustainable office buildings and value drivers. This is an original and innovative study, partly due to the recent developments in sustainable buildings.

The purpose of this paper is to consider how to form and compose work‐groups for teaching and learning in diverse classrooms comprising internationally mobile students.

This study uses survey data from 150 MBA students from 25 countries.

The way members are allocated to a group impacts on both affective and performance outcomes.

For educators and trainers, these results emphasize the importance of group allocation and composition methods for affective and performance outcomes.

With the infusion of the multimedia technology into the education arena, traditional educational materials can be translated into interactive electronic form through the use of multimedia authoring tools. This has allowed teachers to design and incorporate multimedia elements into the content to convey the message in a multi‐sensory learning environment. The focus in education is thus moving towards using multimedia as the instructional media and a platform in teaching and learning. This paper focuses on using the multimedia design process to enable educators to re‐design their educational curricula into an interactive and media‐rich learning environment. This multimedia educational design process will reinforce and strengthen the traditional instructional communication process and foster a number of innovative methods to communicate knowledge to the learners. In this context, there is a need to adjust the educator's approach to teaching, preparing content and delivering learning materials.

This study examined the impact of cultural differences (individualism‐collectivism) on potential users' receptivity towards distance learning. Using a sample of 424 students enrolled in two northeastern universities, we addressed three research questions: Would an individual's culture affect his or her receptivity towards distance learning? Would an individual's culture affect his or her preference for particular distance learning media? Would an individual's culture affect his or her preference for distance learning in a particular course type? Findings reveal that an individual's culture affects his or her overall attitude towards distance learning. Specifically, we found that individualists' motives and communication patterns are in synch with distance learning as a medium of instruction or communication; whereas collectivists' motives and communication patterns shun any form of mediated instruction or communication as in distance learning. Implications and direction for future studies are discussed.