Search results

Virtual collaborative learning has been gaining in popularity in open and distance learning (ODL) over the last decade. In collaborative learning environments, the instructors facilitate and initiate discussion on particularissues of concern. Students are given the chance to share their knowledge in a way theyhave not been used to and the possibility of participating in a coordinated effort to solve problems together. A preliminary study showed that collaborative learning activities enhancedstudent satisfaction, achievedthe course learning outcomes and encouragedgroup participation. Peer-to-peer interaction has been shown to be successful and can be engaged in during collaborative learning activities. Wiki is widely promoted as a virtual collaborative tool and has been integrated into several learning management systems. However, there are only limited studies on the effectiveness of moodle-wiki for virtual collaborative learning. Therefore, the aim of this study is to evaluate the effectiveness of moodle-wiki in terms of students' perceptions and performance. The data collected were analysed and evaluated, and the statistical results demonstrate that the students hadpositive perceptions of moodle-wiki and the collaborative tool enhanced their learning performance. This study will be useful for instructors and course designers as a guide to investigating students' perceptions and evaluating the effectiveness of a collaborative tool. The findings of this research are also useful for stakeholders to maximize students' academic learning achievement.

The author investigates whether investors’ online information demand measured by Google search query and the changes in the numbers of Wikipedia page view can explain and predict stock return, trading volume and volatility dynamics of companies listed on the Nigerian Stock Exchange.

The multiple regression model which encompasses both the univariate and multivariate regression framework was employed as the research methodology. As part of our pre-analysis, we test for multicollinearity and applied the Wu/Hausman specification test to detect whether endogeneity exist in the regression model.

We provide novel and robust evidence that Google searches neither explain the contemporaneous nor predict stock return, trading volume and volatility dynamics. Similarly, results also indicate that trading volume and volatility dynamics have no relationship with changes in the numbers of Wikipedia pages view related to stock activities.

This study opens new strand of empirical literature of “investors' attention” in the context of African stock markets as empirical evidence. No evidence from previous studies on investors' attention exist, whether in Google search query or Wikipedia page view, with respect to African stock markets, particularly the Nigerian stock market. This study seeks to bridge these knowledge gaps by examining these relations.

In this volatile and increasingly fast-revolving world, it has become crucially important to monitor, measure and manage nation image and its dynamic changes in real time. However, few studies have been conducted on a model to measure the image and/or its changes. The purpose of this paper is to find an economically affordable methodology to measure nation image and its changes online in real time.

The study took an approach to build dynamic ontology that may reflect to change nation image in real-time. With it, the authors attempted to measure nation image in real time.

Among many social media, the authors found that Wikipedia is particularly suitable for the purpose of measuring nation image. An ontology of nation image was built from the keywords collected from the pages directly related to the big three exporting countries in East Asia, i.e. Korea, Japan and China. The click views on the pages of the countries in two different language editions of Wikipedia, Vietnamese and Indonesian were counted.

The study confirms the objective: the data from a social media service, Wikipedia, may work very well as an economically affordable real-time supplement to offline nation image indices that are currently used.

The creation of a Unified National System of Higher Education in Australia (https://en.wikipedia.org/wiki/Dawkins_Revolution) in the late 1980s resulted in many new universities and significantly increased research funding for the sector. The result was the emergence of the modern Research Management Office (RMO) and eventually the establishment of the Australian Research Management Society (ARMS) to support the development of research management professionals in the region; including Singapore, New Zealand, Pacific Islands, and Papua New Guinea. In 2013, ARMS launched an accreditation program to recognise and develop careers in research management. There are now more than 3,500 ARMS members with nearly 30% only having been in the profession for less than 5 years. The role of ARMS in helping Research Managers and Administrators (RMAs) redefine their roles and upskill is ever important in growing the profession and its leaders.

This chapter compares research management and administration (RMA) associations worldwide and the existing professional development frameworks (PDFs) for RMAs. The comparison is based on a study of 22 national, European Union (EU), and international RMA associations/networks which was carried out between April and June 2020 and revised in 2022; it aims at providing a comprehensive overview of skills and competences of RMAs as a profession to enable worldwide benchmarking and analysis.

The benchmarking analysis could provide useful information for those working on the development of professional frameworks training targeted at RMAs, or the recognition of RMA as a profession.

Recent years have witnessed the rapid development of massive open online courses (MOOCs). With more and more courses being produced by instructors and being participated by learners all over the world, unprecedented massive educational resources are aggregated. The educational resources include videos, subtitles, lecture notes, quizzes, etc., on the teaching side, and forum contents, Wiki, log of learning behavior, log of homework, etc., on the learning side. However, the data are both unstructured and diverse. To facilitate knowledge management and mining on MOOCs, extracting keywords from the resources is important. This paper aims to adapt the state-of-the-art techniques to MOOC settings and evaluate the effectiveness on real data. In terms of practice, this paper also tries to answer the questions for the first time that to what extend can the MOOC resources support keyword extraction models, and how many human efforts are required to make the models work well.

Based on which side generates the data, i.e instructors or learners, the data are classified to teaching resources and learning resources, respectively. The approach used on teaching resources is based on machine learning models with labels, while the approach used on learning resources is based on graph model without labels.

From the teaching resources, the methods used by the authors can accurately extract keywords with only 10 per cent labeled data. The authors find a characteristic of the data that the resources of various forms, e.g. subtitles and PPTs, should be separately considered because they have the different model ability. From the learning resources, the keywords extracted from MOOC forums are not as domain-specific as those extracted from teaching resources, but they can reflect the topics which are lively discussed in forums. Then instructors can get feedback from the indication. The authors implement two applications with the extracted keywords: generating concept map and generating learning path. The visual demos show they have the potential to improve learning efficiency when they are integrated into a real MOOC platform.

Conducting keyword extraction on MOOC resources is quite difficult because teaching resources are hard to be obtained due to copyrights. Also, getting labeled data is tough because usually expertise of the corresponding domain is required.

The experiment results support that MOOC resources are good enough for building models of keyword extraction, and an acceptable balance between human efforts and model accuracy can be achieved.

This paper presents a pioneer study on keyword extraction on MOOC resources and obtains some new findings.

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Faculty can be more intentional in how they engage students in their online course experience.

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

In the present article, the authors tackle the problem of IT documentation, which plays an important role in information technology (IT) project management.

They provide a simple tool based on five complementary views, which should be detailed by the project team using a classic source code management platform.

The proposed tool is open source and may be reused by any IT team in various project contexts and heterogeneous development methods.

This research provides an operational framework, which facilitates IT project management and documentation. The framework is open source and may be easily downloaded by any other IT team.

This chapter advances our understanding of collaborative innovation processes that span across organizational boundaries by providing an ethnographic account of idea generation dynamics in a member-initiated online songwriting community. Applying a science and technology studies perspective on processes “in the making,” the findings of this chapter reveal the generative entanglements of three processes of content-in-the-making, skill-in-the-making, and community-in-the-making that were triggered and maintained over time by temporary stabilizations of provisional, interim outcomes. These findings also elucidate interferences between these three processes, particularly when an increased focus on songs as products undermines the ongoing collaborative production of ideas. Regular interventions in the community design were necessary to simultaneously stimulate the three processes and counteract interfering tendencies that either prioritized content production, community building, or skill development, respectively. The authors conclude that firms seeking to tap into online communities’ innovative potential need to appreciate community and skill development as creative processes in their own right that have to be fostered and kept in sync with content production.

Over the past few decades, university reforms in line with management and enterprise ideals have been well documented. Changes in the ideals underlying the missions of universities have led to changes in their modes of governing and organizing, which in turn drive further transformation of their missions. One set of reforms in Swedish higher education has been the dissolution of collegial bodies and procedures. At the same time, in recent years, we have witnessed an increased interest in collegiality and a reintroduction of collegial bodies and procedures. New translations of collegiality appear not only in how universities are organized, but also in other core aspects of research and higher education. We review examples of peer reviewing, research assessment, and direct recruitment of professors and ask: Can these new translations of collegiality be understood as a revitalization of collegiality, or is it – to draw a parallel with greenwashing – rather a matter of collegiality-washing?