This paper presents the findings from the first stage of a preliminary study which assessed the potential for an electronic commerce portal in Sri Lanka's Central Province. Sri Lanka is an island state of contrasts in terms of its electronic commerce and overall ICT capability. In the Capital of Colombo, ICT and electronic commerce capability are relatively sophisticated while in regional Sri Lanka even the most basic ICT infrastructure is almost non-existent and/or non-reliable. The proposed electronic commerce portal in Central Province is well aligned with the key strategic objectives of the E-Sri Lanka Initiative. The portal will be a resource enabler and facilitator for the adoption of electronic commerce by SMEs and MEs. It is also envisaged that the portal will facilitate the development of regional ICT capability as well as providing significant benefits to general community. This paper concludes with an outline of the infrastructure and implementation plan for the proposed electronic commerce portal in Central Province.
The ICT profession is characterised by constant change, uncertainty and innovation. It is widely postulated that ICT professionals should be adaptable and enjoy new challenges and opportunities. This exploratory study uses an appropriate scale to examine the adaptability of several cohorts of undergraduate ICT students. The findings suggest that ICT students are less adaptable than might be expected of people who have chosen to make a career in the area. It is also noted that a significant proportion of students do not have a sound understanding of the nature of the modern ICT career. Full version of this paper has been fast-tracked for publication in the Journal of IT Education
The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university.
The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university.
Norm-based assessment is under fire from some quarters because it is often unfair and is out of touch with the demands of the job market. Criterion-referenced assessment is touted as the answer by others but problems remain, in particular with regards to the maintenance of standards. This study examines the use of competency-based assessment in an undergraduate database course. The findings suggest that it is possible to create an assessment instrument that is relevant to particular skills required in the job market but does not inflate grades across the board. A remarkable idiosyncrasy emerges in that the distribution of scores assumes a bi-polar shape with a significant number of high grades and a significant number of grades at the lowest passing level or failing grades.
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