As the coming of digital knowledge economic era, knowledge and human resources have become the most important capital of organization. Therefore, how organizations can preserve and develop knowledge is every business¡¦ concern. Because the cost of traditional training is high due to the limitation of time, space and facilities, ¡§e-Learning¡¨ can provide timely, cost-efficient, as well as high-quality lessons if there exists caring and sharing organizational culture to support organizational learning. In this study, the Technology Frame theory suggested by Orlikowski & Gash is adopted to analyze a business that implements an e -Learning system. The analysis shows that three groups, including IT staffs, HR staffs and users, exhibit positive attitude to the e-Learning system although they have different interpretations on this system. A f urther analysis shows that business strategy, culture of organization, government sponsorship, and the human resource quality influence the technology frames of IT staffs, HR staffs and users.

Abstract Corporate managers are constantly looking for more cost-effective ways to deliver training to their employees. E-learning is less expensive than traditional classroom instruction. In addition, many expenses-booking training facilities, travel costs for employees, plus employee time away from the job- are greatly reduced. Distance learning has existed for a long time. When computers became available, educators were tempted by this new means to deliver education at a distance. Today, what was once an obscure sidebar to education has become big business. This is what people now are talking about e-learning. The value of the computer may seem to be its ability to deliver information anytime and anywhere, but its value in education is potentially much more important. E-learning is fueling efforts to integrate distributed learning systems in organization. The purpose of this study is to examine the some factors that determine intention to adopt e-learning in Kaohsiung Rapid Transit Corporation. The studied system enables online or web-based learning, which has grown in popularity in the new millennium as an innovative and useful enterprising training tool. This paper takes a social, organizational, and technical approach in its investigation to identify the factors that affect intention to adopt e-learning. Regression Analysis was used to assess the relationships in the constructs. The paper presents some findings on e-learning adoption intention determinants in order to giving some suggestions to KRTC for future implementing e-learning training system.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2002. / Vita. Includes bibliographical references (leaves 84-93).

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

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[English abstract]The objective of this work is to show the present state of education as far as collection development , in the new technological environment in which we are immersed, besides of informig about the results of a study carried out in the international scope of faculties and departments of Library and Information Science (LIS) through their Web pages, by means of the revision as much of the courses that contemplate the education of collection development , as of the specific syllabus. The results of the study indicate that, at the present time, the English-speaking countries are those that offer specialized courses developing collection and those that have their education integrated in the syllabus. In most of cases, education one takes place within the second cycle and with prerequirements for inscription. On the contrary, mainly in many Schools and Faculties of Europe, Latin America, Asia and Africa, the index of specific courses on collection development is very low. Another new field that also is approached in this work is education of virtual library providing data of the proposed courses in the universities visited, since, in their contents it always appears collection development.

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This thesis examines the application of Information and Communication Technologies (ICT) to Second-language (L2) learning. It analyzes the use of electronic mail as a cognitive tool and aims at providing a better understanding of the learning process in a computerized environment. In this meta-analysis, qualitative data were drawn from independent studies (n=29) published between 2000 and 2010. The thesis briefly reviews historical and theoretical perspectives on Computer-Assisted Language Learning (CALL) and language learning strategies. Then, with reference to Oxford’s (1990) typology, it investigates the use of learning strategies in email exchanges or projects of L2 learners. The identification of five categories of learning strategies (cognitive, social, meta-cognitive, compensatory and affective) constitutes the ground work to defining the paradigms of L2 learning associated with the use of electronic mail. The study draws parallels between this electronic learning environment and Jonassen et al.’s (1999, 2008) five principles of meaningful learning, namely active, constructive, intentional, authentic and cooperative learning. Furthermore, a (non-exhaustive) list of five variables associated with successful L2 learning via email interaction (sustained communication, proficiency level in L2, audience interaction, structure of the language-related task and the topics of email correspondence) is presented. As demonstrated in this research, this ICT’s ability to provide a favorable L2 learning environment is threefold. First, the use of electronic mail, as a cognitive tool, fosters learners’ activation of learning strategies. Second, patterns reflecting the principles of self-appropriated learning in the electronic environment suggest its role in the development of transversal skills. Finally, attitude changes towards L2 culture and stereotypes and towards L2 learning, among others, indicate modifications to learners’ behavior. This study also provides updates to Oxford’s (1990) typology of learning strategies in the five categories identified, based on data from the 29 studies. The pedagogical implications, discussed in the conclusion, draw attention to the qualitative and non-linguistic learning outcomes, as well as to the social, affective and cultural dimensions related to the use of email interaction in L2 learning.