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Purpose — This paper presents the process of creating a web-based travel survey tool. It aims to define advantages and disadvantages of using the web as a survey tool as well as explain the methodology involved while conducting online travel surveys and technologies that were used in the described tool.

Methodology/approach – This paper presents a web-based origin-destination travel survey tool that was developed to assess the potential of this medium to complement usual large-scale phone surveys conducted regularly in the Quebec province. The first tool (that was updated twice to answer to new needs — people-based regional survey and household-based regional survey) developed for a generator-based survey is presented and discussed. The paper namely describes the technology used as well as the particular functions, both for respondents and administrators that were developed. Particularities of the tools are introduced.

Findings — The experimentations conducted using the web-based survey tool reveal that the key components of the tool that influences the response rates and quality of responses are ease of use of the multiple elements on questionnaire such as maps and form fields and overall design quality of the user interface. While presentation of actual results after conducting surveys using the tool are not the main goal of this paper, some preliminary results such as response rates reveal that between 10% and 20% of the entire community of trip generators like universities responded to the person-based version and around 10% of the sampled households from the general population of a specific region did complete the household-based version.

Research limitations/implications — Web-based survey tools in the transportation domain are still new and are in need of a much larger research base to be able to generalize results and findings further.

Practical implications — The tool presented is using up-to-date technology and refined questionnaire design. In this optics, it tries to push the development of web-based travel surveys further in order to increase response rates and quality of responses.

Originality/value — This paper is, on one hand, one of the first to present a tool that was used for both a person-based and a household-based survey and on the other hand for trip generator communities as well as households sampled for regional surveys. It also presents in great detail the interface used in the questionnaire and the administration toolkit accompanying the web application.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Extends the concept of e‐service to the whole phase of manufacturing. Develops an e‐service platform prototype based on this concept with Java Web solution including the mobile agent broking technologies and application service provider (ASP) principle. The key point to implement the platform is to enable an open Web information service infrastructure for the whole product manufacturing chain. Inside this infrastructure, product‐specific online manufacturing system can be created by means of using a kind of bidding model. All users participating in the manufacturing process are able to cooperatively finish manufacturing tasks in real time through sharing the same platform. With the help of BOM flow, the global information service flow can be controlled easily. In addition, the legacy hardware/software can also be encapsulated with aglets that are Java mobile agents. As to new ASP software packages, they can be configured simply via the plug and play mode to the e‐service platform. In this way, the on‐line networked manufacturing can be tested.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This study aims to evaluate Web-based tools that are potentially used by universities and college libraries to market e-resources in Tanzania.

This study evaluated Web-based tools that are potentially used to market e-resources in libraries in Tanzania. A sample of 52 universities and colleges was approved by Tanzania Commission for Universities and was purposively selected for this study. The evaluation was conducted with an established checklist to evaluate the websites with a view to identifying Web-based tools, which are potentially useful in marketing e-resources.

The finding of this study indicates that most libraries have websites linked to their institutional websites. The finding has revealed that social media are mostly used by public universities to market e-resources. However, only one university is using WhatsApp to communicate with patrons. The findings show that the majority of public university libraries display a list of e-resources on their websites. Moreover, the displayed e-resources of most websites are not up to date, and some of them are irrelevant. Also, most public universities provide guidelines on how to use the subscribed e-resources as opposed to their counterpart.

The study on the evaluation of Web-based e-resources marketing tools is new in Tanzania. The finding of this study will trigger efforts to adjust the way libraries market their e-resources online.

The purpose of this paper is to explore how to design a web‐based course in the context of China for self‐directed learning from four perspectives – i.e. pedagogical, psychological, social and technological – and also to summarize the design principles for the web‐based course.

The paper reviews literature related to: self‐directed learning, with a view to bringing out its capabilities and capacities for use in a web‐based environment; theories and pedagogies of learning with a view to imbuing them for the design of web‐based courses; and challenges of the design of web‐based courses with a view to gauging its acceptability.

The development of a successful web‐based course needs to focus on multiple perspectives — pedagogical, psychological, social and technological – in order to contextualize it for learner‐centeredness. The results show that the course designed based on these dimensions was flexible, useful and welcomed.

This paper describes a conceptual framework for designing a web‐based course from four perspectives and also presents a series of design principles for a web‐based course.

The purpose of this paper is to develop a collaborative agent-based web architecture and an agent-based green IS assessment tool to aid information technology (IT) practitioners in data centers assess their current green information systems (IS) practice toward attaining sustainability.

The methodology comprises that the collaborative agent-based web architecture, agents’ algorithm and the green IS assessment tool, which is validated by employing focus group questionnaire targeting IT practitioners in seven Malaysian-based enterprises that have an in-house data centers. With 105 valid samples at hand, descriptive analysis and exploratory factor analysis was utilized to determine the applicability of the implemented agent-based green IS assessment tool.

Findings reveal that the agent-based green IS assessment tool possesses the capability to evaluate benchmark and rate enterprise data centers current green IS practice. Additional findings indicate that the agent-based green IS assessment tool provide suggestions on how green IS practice can be improved in enterprise data centers.

This study only collected data from 105 IT practitioners in enterprise data centers based in Malaysia; as such results from this research cannot be generalized to other countries. Moreover, the developed collaborative agents for green IS practice assessment can only be fully deployed after domain experts has added green IS practice assessment questions and alternative answers.

This study presents an autonomous agent-based green IS assessment tool that supports the assessment of enterprise toward inclusion of sustainability considerations to enhance enterprise environmental performance.

This study provides empirical evidence for data centers efficacy leading toward a greener society for environmental conservation for future generations to come.

This study creates awareness by presenting the green IS practice to be implemented by IT practitioners in data centers. In addition, the agent-based green IS assessment tool provides a web-based platform for promoting environmental sustainability by supporting data centers toward evaluating, benchmarking and rating their current green IS practices.

The chapter describes a four-year research project, the objective of which was to design and develop an intervention tool to assist middle school students in their information seeking when engaged in an inquiry-based learning project.

Bonded design method was used to design a proof-of-concept (POC) low-tech Guide, and focus group and Informant Design methods were utilized to develop a Web Guide.

In creating an intervention tool, whether low-tech paper-based or high-tech websites, different methodologies that relied heavily on the participation of students in the design process were successfully utilized.

The research shows that participation of children and adolescents in designing the content of technology for educational use is imperative.

This is a long-term research project, which is unparalleled and unique in its scope, duration, breadth, and depth. Having access to the grade eight classes in a single school over a four-year period has proven to be a remarkable research opportunity, seldom reported in the literature.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.