The Experts below are selected from a list of 297 Experts worldwide ranked by ideXlab platform
Franz W Kellermanns - One of the best experts on this subject based on the ideXlab platform.
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a model of business school students acceptance of a web based course management system
Academy of Management Learning and Education, 2004Co-Authors: Luis L Martins, Franz W KellermannsAbstract:As business schools increasingly seek to incorporate Web-based information and communication technologies into the Instructional Process, there is a need for rigorous research into the factors affe...
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a model of business school students acceptance of a web based course management system
Academy of Management Learning and Education, 2004Co-Authors: Luis L Martins, Franz W KellermannsAbstract:As business schools increasingly seek to incorporate Web-based information and communication technologies into the Instructional Process, there is a need for rigorous research into the factors affecting the successful integration of these technologies into management education. A key factor identified in prior management education research as critical to the successful implementation of such Instructional technologies is student acceptance. We use the literatures on management education, technology acceptance, and change implementation to develop and test a model predicting business school students' acceptance of a Web-based course management system. Arguing that such a system which transitions traditional course-management Processes to the Web constitutes an instance of a Process change, we examine the role played by various change-enabling factors as well as change-motivating factors in students' acceptance of the system. We find that perceived incentive to use the system, perceived faculty encouragemen...
Luis L Martins - One of the best experts on this subject based on the ideXlab platform.
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a model of business school students acceptance of a web based course management system
Academy of Management Learning and Education, 2004Co-Authors: Luis L Martins, Franz W KellermannsAbstract:As business schools increasingly seek to incorporate Web-based information and communication technologies into the Instructional Process, there is a need for rigorous research into the factors affe...
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a model of business school students acceptance of a web based course management system
Academy of Management Learning and Education, 2004Co-Authors: Luis L Martins, Franz W KellermannsAbstract:As business schools increasingly seek to incorporate Web-based information and communication technologies into the Instructional Process, there is a need for rigorous research into the factors affecting the successful integration of these technologies into management education. A key factor identified in prior management education research as critical to the successful implementation of such Instructional technologies is student acceptance. We use the literatures on management education, technology acceptance, and change implementation to develop and test a model predicting business school students' acceptance of a Web-based course management system. Arguing that such a system which transitions traditional course-management Processes to the Web constitutes an instance of a Process change, we examine the role played by various change-enabling factors as well as change-motivating factors in students' acceptance of the system. We find that perceived incentive to use the system, perceived faculty encouragemen...
Murali Sitaraman - One of the best experts on this subject based on the ideXlab platform.
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teaching mathematical reasoning principles for software correctness and its assessment
ACM Transactions on Computing Education, 2015Co-Authors: Svetlana V Drachova, Jason O Hallstrom, Joseph E Hollingsworth, Joan Krone, Murali SitaramanAbstract:Undergraduate computer science students need to learn analytical reasoning skills to develop high-quality software and to understand why the software they develop works as specified. To accomplish this central educational objective, this article describes a systematic Process of introducing reasoning skills into the curriculum and assessing how well students have learned those skills. To facilitate assessment, a comprehensive inventory of principles for reasoning about correctness that captures the finer details of basic skills that students need to learn has been defined and used. The principles can be taught at various levels of depth across the curriculum in a variety of courses. The use of a particular Instructional Process is illustrated to inculcate reasoning principles across several iterations of a sophomore-level development foundations course and a junior-level software engineering course. The article summarizes how learning outcomes motivated by the inventory of reasoning principles lead to questions that in turn form the basis for a careful analysis of student understanding and for fine-tuning teaching interventions that together facilitate continuous improvements to instruction.
Olatoye Mukaila Ayinde - One of the best experts on this subject based on the ideXlab platform.
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Structured Instructional Process And Performance of Junior Secondary School 2 Students in Mathematics (Proses Pengajaran Berstruktur dan Prestasi Pelajar Sekolah Menengah Rendah 2 dalam Matematik)
2017Co-Authors: Olatoye Mukaila AyindeAbstract:This study examined the effectiveness and efficiency of using structured Instructional Process in teaching and learning substitution. The structured Instructional Process (object based card games) was compared with convention teaching methods in promoting achievement outcomes. A total of 120 Junior Secondary Schools II students (JSS2) drawn from three schools in three educational zones of Lagos state, Nigeria and three Mathematics teachers participated in this study. A mixed method of quantitative and qualitative was used with Analysis of Co-variance to analyse the data. Three research questions guided the study. The study was a pre and post test equivalent control group design. The results of the study showed that the treatments (Structured Instructional Object Based Games (SIOBG)) improved the subjects in grades and gained in knowledge over and above control group, that were exposed to the conventional methods. Gender and academic ability were not found to be significantly interacting with treatment. Keywords: S tructured Instructional, object based games, learner’s needs model and forms of technology of instruction , learning instruction, sex and ability Kajian ini adalah untuk mengkaji keberkesanan dan kecekapan menggunakan proses pengajaran berstruktur dalam pengajaran dan pembelajaran penggantian. Proses pengajaran berstruktur (permainan kad berasaskan objek) dibandingkan dengan kaedah pengajaran konvensional dalam mempromosikan hasil pencapaian. Seramai 120 pelajar Sekolah Menengah Rendah yang terdiri daripada tiga sekolah di tiga zon pendidikan di negeri Lagos, Nigeria dan tiga guru matematik telah mengambil bahagian dalam kajian ini. Kaedah bercampur kuantitatif dan kualitatif digunakan dengan analisis varians ko-varians untuk menganalisis data. Tiga soalan kajian digunakan dalam kajian ini. Kajian ini menggunakan reka bentuk kumpulan kawalan ujian pra dan ujian pasca. Hasil kajian menunjukkan bahawa rawatan Permainan Objektif Pengajaran Berstruktur meningkatkan pencapaian responden kajian dari segi gred dan memperoleh lebih banyak pengetahuan berbanding dari kumpulan kawalan yang terdedah kepada kaedah konvensional. Keupayaan jantina dan akademik dalam kumpulan rawatan tidak menunjukkan hubungan yang signifikan ketika berinteraksi. Kata kunci: Pengajaran berstruktur, permainan berasaskan objek, model keperluan pelajar dan bentuk teknologi pengajaran, pengajaran pembelajaran, seks dan kemampuan
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Structured Instructional Process and performance of Junior Secondary School 2 students in Mathematics
JURNAL PENDIDIKAN MALAYSIA, 2017Co-Authors: Olatoye Mukaila AyindeAbstract:This study examined the effectiveness and efficiency of using structured Instructional Process in teaching and learning substitution. The structured Instructional Process (object based card games) was compared with convention teaching methods in promoting achievement outcomes. A total of 120 Junior Secondary Schools II students (JSS2) drawn from three schools in three educational zones of Lagos state, Nigeria and three Mathematics teachers participated in this study. A mixed method of quantitative and qualitative was used with Analysis of Co-variance to analyse the data. Three research questions guided the study. The study was a pre and post test equivalent control group design. The results of the study showed that the treatments (Structured Instructional Object Based Games (SIOBG)) improved the subjects in grades and gained in knowledge over and above control group, that were exposed to the conventional methods. Gender and academic ability were not found to be significantly interacting with treatment.
Pandora Hadzidaki - One of the best experts on this subject based on the ideXlab platform.
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Realism vs. Constructivism in Contemporary Physics: The Impact of the Debate on the Understanding of Quantum Theory and its Instructional Process
Science & Education, 2005Co-Authors: Vassilios Karakostas, Pandora HadzidakiAbstract:In the present study we attempt to incorporate the philosophical dialogue about physical reality into the Instructional Process of quantum mechanics. Taking into account that both scientific realism and constructivism represent, on the basis of a rather broad spectrum, prevalent philosophical currents in the domain of science education, the compatibility of their essential commitments is examined against the conceptual structure of quantum theory. It is argued in this respect that the objects of science do not simply constitute ‘personal constructions’ of the human mind for interpreting nature, as individualist constructivist consider, neither do they form products of a ‘social construction’, as sociological constructivist assume; on the contrary, they reflect objective structural aspects of the physical world. A realist interpretation of quantum mechanics, we suggest, is not only possible but also necessary for revealing the inner meaning of the theory’s scientific content. It is pointed out, however, that a viable realist interpretation of quantum theory requires the abandonment or radical revision of the classical conception of physical reality and its traditional metaphysical presuppositions. To this end, we put forward an alternative to traditional realism interpretative scheme, that is in harmony with the findings of present-day quantum theory, and which, if adequately introduced into the Instructional Process of contemporary physics, is expected to promote the conceptual reconstruction of learners towards an appropriate view of nature.
