The Knowledge Society: a manifesto for knowledge and learning

Lytras, Miltiadis D.; Sicilia, Miguel Ángel

doi:10.1504/ijkl.2005.006259

Cited by 111 publications

(34 citation statements)

References 19 publications

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“…By continuously empowering individual skills and competencies [13], learning improves corporate competitiveness, since "continuous learning is essential for surviving in dynamic and competitive environments" [14:186]. It is widely acknowledged that companies and countries that invest in human capital can generally reach a better position to acquire long term benefits [11,15].…”

Section: Corporate Universities: Definition and Main Traitsmentioning

confidence: 99%

The antecedents of e-learning adoption within Italian corporate universities: a comparative case study

Iannotta¹,

Meret²,

Gatti³

et al. 2016

EAI Endorsed Transactions on e-Learning

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The implementation of Information and Communication Technologies (ICT) in business education appears to be influenced by a number of organizational issues, such as culture and technological sophistication. However, extant research has had very little to say about the antecedents that shape the adoption and diffusion of ICT across companies. In order to shed light on the phenomenon under investigation, this paper presents a comparative case study between five Italian companies that have instituted a corporate university. By distinguishing companies in typical cases and deviant cases with regard to the extensive use of e-learning technologies, our findings provide some useful insights about the antecedents that make companies more or less prone to employ the new frontiers of technology in their CUs.

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Section: Corporate Universities: Definition and Main Traitsmentioning

confidence: 99%

The antecedents of e-learning adoption within Italian corporate universities: a comparative case study

Iannotta¹,

Meret²,

Gatti³

et al. 2016

EAI Endorsed Transactions on e-Learning

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“…Ubiquitous learning helps in the development of knowledge society [6] . The objective is a society with access to knowledge and learning for everyone [7] . Ubiquitous technologies and mobile devices create such opportunities for flexible and collaborative learning modalities, anywhere and anytime, at the same time ensuring close relationships between learning in the workplace, at home, at school and/or in a community by anyone on any subject (the Tim Kelly's 4A vision: "anywhere, anytime, by anyone and anything" ).…”

Section: Related Researchmentioning

confidence: 99%

A Mode Design Research On Ubiquitous Learning

Xu¹,

Pan²

2013

Proceedings of the 2013 International Conference on Information, Business and Education Technology (ICIBET-2013)

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The emergence of ubiquitous technologies has completely reshaped the area of education in recent years. Mobile devices can be used to promote learning anywhere and anytime, to foster lifelong learning and knowledge sharing, or to promote building a learning society. This paper is to describe the basic elements of ubiquitous learning and to design an effective ubiquitous learning mode which can utilize the technology of ubiquitous computing and information to make a productive learning process. Then a typical ubiquitous learning mode is given. The paper might be useful for anyone interested in designing, preparing and implementing a ubiquitous learning system.

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“…The Internet not only constitutes a new communicative medium between the patient and the therapist but is also the future of psychology (González et al, 2000;Kenwright, Marks, Gega, & Mataix-Cols, 2004;Lytras, Damiani, & Ordóñez de Pablos, 2008;Lytras & Ordóñez de Pablos, 2009;Marks, Shaw, & Parkin, 1998;Richter & Naumann, 2000;Riva, Molinari, & Vincelli, 2002;Vincelli, 1999;). An Internet environment designed and built for psychology purposes may use such tools as e-mail, chat rooms, discussion forums and audio and video conference for the communication and interaction of the therapist with the patient, tools which are also used for educational purposes in traditional e-learning environments (Albano, Gaeta, & Salerno, 2006;Lytras, 2007;Lytras & Garcia, 2008;Lytras & Ordóñez de Pablos, 2007;Lytras & Sicilia, 2005;Ordóñez de Pablos, 2002;Rodriguez Pérez & Ordóñez de Pablos, 2003).…”

Section: Introductionmentioning

confidence: 99%

Towards an ICT-based psychology: E-psychology

Drigas

Koukianakis

Papagerasimou

2011

Computers in Human Behavior

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a b s t r a c tCognitive science is the scientific domain which studies, analyzes, simulates and infers for various aspects, functions and procedures of human mentality such as, thinking, logic, language, knowledge, memory, learning, perception and the ability to solve problems. E-psychology is in close relation with the cognitive science domain, but expands beyond it, as e-psychology is the efficient convergence of psychology and Information and Communication Technologies (ICTs). E-psychology offers a number of services such as supporting, diagnosis, assessment, therapy, counseling, intervention and tests through an effective exploitation of ICTs. This article presents a user-friendly, flexible and adaptive electronic platform, which supports both synchronous and asynchronous e-psychology activities through the use of informative and communicative tools and services, which can be adapted to support various methods of e-psychology activities. It is important to underline that e-psychology is not an alternative psychology field, but a resource to enhance the conventional psychology process.

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The Knowledge Society: a manifesto for knowledge and learning

Cited by 111 publications

References 19 publications

The antecedents of e-learning adoption within Italian corporate universities: a comparative case study

The antecedents of e-learning adoption within Italian corporate universities: a comparative case study

A Mode Design Research On Ubiquitous Learning

Towards an ICT-based psychology: E-psychology

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