Abstract

This paper discusses culture, as a source of conflict than of synergy, how affects the use of new media to build digital citizenships. It also argues that the cultural dimensions of Geert Hofstede, who demonstrates that there are national and regional cultural groupings that affect the behavior of organizations, are very persistent across time. Global online cultures can be described according to the analysis of Geert Hofstede. These ideas can be first based on a large scale into local and national culture differences across subordinates of a multinational digital society. Furthermore, the authors hope that the underlying assumptions and theoretical constructs through the use of Hofstede's cultural dimensions will help digital citizens understand management in an online community, and have both knowledge and empathy with not only the whole local sight but also the global scene. In spite of calls for enhanced collaboration between online societies and different cultures, there is still altercation between digital citizens, groups and nations. On the other hand, they are uncovered to universal dilemmas, troubles and problems which demand mutual understanding for the clarification of these difficulties. Based on the cultural dimensions of Geert Hofstede, building global culture through new media helps digital citizens appreciate the diversities in the way strategists and their supporters think, offering realistic resolutions for digital citizens to help solve conflict between different groups.

Abstract

The integration of work and learning is becoming the dominant means of workforce training in many organizations today. Though structured classroom learning will likely never entirely recede, a preponderance of current research indicates that the future of most job-related learning will lie in non-traditional methods such as short e-training modules delivered directly to the desktop, podcasts, informal knowledge-sharing sessions, and even structured gaming environments.  This paper will explore why such learning is becoming increasingly more critical, how a successful blend of informal and formal learning can achieve the individualized training that a majority of employees are beginning to demand, and the difficulties involved, specifically with respect to evaluation and the ways in which it can be leveraged by a training department.  These types of learning can be combined with some traditional training events to create a meaningful learning path for new employees and existing ones alike, and training and development specialists will have to find ways to achieve the right blend to achieve improved workforce performance.

Abstract

The focus of this literature review addresses the opportunities which new media can have for design and technology education at university level. Advances in how the public and technology interact  have changed drastically with the impact of New Media and Information and Communication Technologies (ICTs). This research investigates the role of New Media and  Information and Communication Technologies for design and technology education. As more young people participate in a greater variety of new communication modalities, new studies of these forms of communication - and new methods of studying such communication tools- need to be developed. This research will  provide unique insights and recommendations for how new approaches to analysing and understanding New Media and ICTs can enrich the everyday pedagogic practices in design and technology education.  In particular, scenarios for New Media applications will be applied to design and technology education.  It is argued that the results from this research and literature review will have promising implications for the design of New Media applications  appropriate to the educational context they have been researched in.

Abstract

On the verge of 21^st century with the knowledge explosion it has become one of the prime necessities of all the students to become an information literate life-long learner in order to meet the requirements of the fast-paced society. Students differ in the way they seek information, its use and as well as the way they adapt to these information. All these tend to have an affect on their future progress, achievement, classroom environment and learning and interpersonal relationship. Accordingly University teachers task are not only to deliver pieces of information but to support the learning process and skills for information seeking and problem solving behaviour. Therefore Universities are in desperate needs to understand the nature of information seeking behaviour of the students. Information seeking has often been compared to a rational problem-solving process, where a gap in knowledge triggers a conscious search for information. It is dependent on the context and to a large extent on the individual’s psychological mechanism.

The researcher finds out on the line of Wilson’s 2000 model of information behaviour to show how teaching- learning method influences the information-seeking process. The present study aimed at identifying the facilitating and inhibiting factors of information seeking behaviour of the University students.

Abstract

This study examined the perception of the university lecturers on the effectiveness of Closed-Circuit Television (CCTV) in teaching undergraduate students in large classes. One hundred lecturers randomly selected from University of Lagos, Nigeria constituted the sample for the study. The data generated through a self-designed questionnaire was analysed with the t-test and Analysis of Variance statistical procedures with significance fixed at 0.05. The results indicated among other things that sex, academic qualification, and years of experience had no influence on the perception of the lecturers about the effectiveness of C.C.T.V as technological tool  for stimulating students’ attention, and participation in large classes. On the basis of the findings, it was recommended that lecturers should be more interested in the utilization of the vast technological tools that can enhance effective teaching and learning in large classes. Universities’ authorities should endeavour to provide technological devices, such as Closed-Circuit Television for all faculties for effective teaching in large classes.

Abstract

This paper describes an experiment where dialogue-based learning is applied to map acquisition of method effectiveness in learning technology. The class becomes conversant of different teaching methods carried out during course completion followed by dialogic thinking within groups. As dialogic method is effective in assisting teachers’ acquisition of content points and reflection on personal growth, a regular practice was taken up in the class. The eighty graduate teacher trainees, who were taught the same learning technique and strategies, though targeting job opportunity at different organizations, were investigated to study, whether, there is a difference in performance between these groups of trainees in putting across their thoughts in dialogic mapping, and if there is a difference between the cognitive structures of these groups concerning Dialogue map, students’ misconceptions in learning technology are clarified by the process of dialogue mapping and whether there is a correlation between concept mapping ability of students and their performance in dialogic thinking exists.

This research found that the dialogue-map was effective in exhibiting different experience levels of teacher trainees ranging from master-level to graduate teachers. The importance and the effectiveness of proper segmentation of spatial-action space and qualitative inference using estimated mental models on the segmented representation were clearly exhibited. This method greatly aided in strengthening their knowledge of conceptualizing dialogic thinking. The effectiveness of this method was also found in assisting investigator when communicating teaching ideas amongst professional development dialogue groups.

Abstract

This study addresses the notion that online learning and web-based resources act as a useful support system that enhances free expression, critical thinking, student discussion and collaborative writing. The study focuses, specifically, on the combination of a web-based software application designed for collaborative learning, namely, the Seedwiki and the MSN, an instant messaging service or chat log, which enlivens online discussion of a literary text. Examination and analysis of webpage posting of four participants involved in the study, their chat log entries and interviews held with them revealed that network-assisted collaborative learning creates a social, communicative and interactive environment which facilitates the teaching and learning process. The sharing of personal opinions online and presentation of differing but substantiated arguments, allow students to become more independent, competent and autonomous learners in a virtual environment.

Abstract

In this research, we examine whether there is a difference in undergraduate student performance on skills-based exams in an introductory computer literacy course at a state, comprehensive university when exams are administered in-class vs. online.  Two samples, each consisting of approximately 107 students, are considered.  A comparison of exam scores will be used as to identify differences in exam performance between the two groups.