The Construction of a Web-Based Learning Platform from the Perspective of Computer Support for Collaborative Design

Hsu, Cheng-Mei

doi:10.4018/ijopcd.2013100104

Cited by 7 publications

(4 citation statements)

References 30 publications

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“…Researchers found that both the perceived ease of use and perceived usefulness have a positive influence on users' willingness to use online education products, and the perceived ease of use has a positive influence on perceived usefulness [31]. Social influence has a positive impact on users' willingness to use online education and on the perceived usefulness [32]. Individual innovation and access convenience both have a positive influence on users' willingness to use online education, and on the perceived ease of use and perceived usefulness [33,34].…”

Section: A Theoretical Study Of the Acceptance Behavior Of Online Educationmentioning

confidence: 99%

Analysis of Factors Affecting User Willingness to Use Virtual Online Education Platforms

Shen

Jianli

2022

Int. J. Emerg. Technol. Learn.

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With the growing recognition and acceptance of virtual online education, more and more educational institutions are switching from offline business to online business. However, users differ in their willingness to use virtual online education platforms. This paper explores the factors affecting user willingness to use such platforms, laying a theoretical basis for promoting virtual online education. The main findings are as follows: college students are positive and in favor of extracurricular learning; the students’ demand for online learning contents varies with gender, grade, and major; the long-term willingness to use depends on perceived usefulness, satisfaction, and perceived switching cost, of which the last factor is the key contributor to increasing user resistance; the long-term willingness to use online education platforms is influenced by perceived usefulness, expected confirmation, content quality, service quality, system quality, satisfaction, and perceived switching cost, etc.

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Section: A Theoretical Study Of the Acceptance Behavior Of Online Educationmentioning

confidence: 99%

Analysis of Factors Affecting User Willingness to Use Virtual Online Education Platforms

Shen

Jianli

2022

Int. J. Emerg. Technol. Learn.

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“…Electronic platforms are the foundations for remote training based on web technology and serve as spaces through which content is delivered. The learning process is conducted using a set of communication and outreach tools that enable learners to obtain what they need from courses, programs, and information (Hsu, 2012). Therefore, e-learning platforms are a form of social and interactive e-learning, involving conversations about the presented content and interactions about the educational problems, tasks, and procedures followed to solve such problems (Brown & Alder, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effectiveness of a Training Program via E-Learning Platforms in Developing the Technological Competencies of Pre-Service Teachers

Alsharidah

2022

JESR

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This study aims to investigate the effectiveness of a training program via e-learning platforms in developing technological teaching competencies in pre-service teachers at Prince Sattam bin Abdulaziz University. The sample comprised 67 male and female Pre-Service Teachers at the College of Education, Wadi Addawasir. In this quasi-experimental research, only one experimental group was involved. For data collection on the technological competencies of pre-service teachers, a questionnaire and an observation card were used. The results demonstrate significant differences between the pre-service teachers’ pre- and post-measurement mean scores in the cognitive and performance dimensions of technological teaching competencies when using e-learning platforms in favor of post-measurements. Furthermore, for gender and academic achievement, there were no statistically significant differences among pre-service teachers’ mean scores in the cognitive and performance dimensions of technological teaching competencies when using e-learning platforms. The study concludes with recommendations that could contribute to the success of the distance learning experience. Received: 27 June 2022 / Accepted: 13 August 2022 / Published: 2 September 2022

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“…Context-specific challenges make such scenarios ideal for participatory action research (Grundy, 1982). There is, however, some literature that compares the views of stakeholders on instructional technologies to highlight areas of potential difference or to compare views (See for example : Hsu & Chang, 2009;Li, 2007). These are mostly case studies that allow for little or no transferability of outcomes and lessons learnt.…”

Section: Models Of Technology Adoptionmentioning

confidence: 99%

Social Vote Recommendation: Building Party Models Using the Probability to Vote Feedback of VAA Users

Tsapatsoulis

Mendez

2014

2014 9th International Workshop on Semantic and Social Media Adaptation and Personalization

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This paper will present interim reflections on an ongoing pilot educational project being undertaken with the 2013-2014 new undergraduate cohort of Planning students in the three existing programmes at the Bartlett School of Planning (BSP) in University College London (UCL): Urban Planning, Design and Management (UPDM), Planning and Real Estate (PRE) and Urban Studies (US). The main purpose of this project is to enhance the University-level agenda for key transferable skill development (academic, self-management, inter-personal, but most importantly, communication) via active production of design (e-)artefacts of paramount value for employability in the Built Environment -the (i-)portfolio. It also aims to contribute to wider pedagogical and theoretical debates on the nature and value of the use of technology in Built Environment higher education. The project is developed in two stages, over the academic year. During terms 1 and 2 (October-December and January-March), the project will pilot the use of iPads as a dynamic learning tool in graphic communication, and will explore the potential of technology-enabled features and utilities to improve student engagement and foster individual learning. In terms 2 and 3 (April -June) the project will pilot the use of iBooks as a dynamic learning resource in phenomenological pedagogy, with the aim of building on the capacity for our graduates to become reflective practitioners. It will do so by promoting the co-development of i-portfolios as design (e-)artefacts that enable and reinforce the values of self-regulated and flexible learning and ongoing personal/career development.

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The Construction of a Web-Based Learning Platform from the Perspective of Computer Support for Collaborative Design

Cited by 7 publications

References 30 publications

Analysis of Factors Affecting User Willingness to Use Virtual Online Education Platforms

Analysis of Factors Affecting User Willingness to Use Virtual Online Education Platforms

The Effectiveness of a Training Program via E-Learning Platforms in Developing the Technological Competencies of Pre-Service Teachers

Social Vote Recommendation: Building Party Models Using the Probability to Vote Feedback of VAA Users

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