This paper reports on findings of a comparative study conducted among small and medium-sized enterprises (SMEs) in the USA, Spain, Portugal and Poland regarding different aspects of the business digital divide. Specifically, this study explores a shift in the perception and ranking of barriers to implementation of information and communication technology (ICT)-based solutions among SMEs, which can be attributed to the degree of ICT readiness exhibited by a given country. We have verified a hypothesis that the more knowledge-based a given economy is (as measured by ICT indexes), the more likely it is that perception of the key ICT implementation barriers among SMEs will shift away from mere lack of funds and technology toward lack of knowledge, education and information system planning. The conclusion of this study may well serve a better distribution of resources allocated by the governments to overcome the business digital divide that limits productivity of so many SMEs.
An online upper division undergraduate MIS course has been designed and delivered over consecutive five semesters to a sample of over 200 students. The same course was also delivered in a web-enhanced version (paperless course with regular classroom lectures). This paper reports on a study, which attempts to answer numerous questions regarding impact of an elearning format on quality of educational experience. Specifically, in this part of the study we will try to find out whether online testing with an open book format is compromising integrity of assessment in e-learning by encouraging cheating among students, and what is the difference in online testing and assessment between students in web based (fully online) class versus web enhanced class.
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