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The influence of flow on one's intention to use e-learning.January 2002 (has links)
by Hwang Fai, Kam Pui Sze. / Thesis (M.B.A.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 56-63). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.v / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Definition of e-learning --- p.1 / Traditional Classroom Learning vs. E-learning --- p.2 / Significance of Interactivity and Multimedia in E-learning --- p.2 / Cultural Difference in Learning Styles and Habits --- p.4 / Benefits of E-learning --- p.5 / Substantial Cost and Time saving --- p.5 / Meet Need-driven Demand --- p.5 / Flexibility and Convenience Enhancement --- p.6 / Create Learner-friendly Environment --- p.6 / Increased Retention --- p.6 / Improved Collaboration and Interactivity among Students --- p.7 / Ease of Information or Materials Update --- p.7 / Limitations of E-learning --- p.7 / Huge Initial Capital Investment --- p.8 / Technology Dependent --- p.8 / Technology cannot completely replace Human Contact --- p.8 / Personnel Resistance --- p.9 / Not all Courses are delivered well by Computer --- p.9 / Not all People are suitable for E-learning --- p.9 / E-learning on the Corporate Level --- p.10 / The Corporate E-learning Market --- p.10 / Barriers of Implementation --- p.11 / Significance of E-learning on the Corporate Level --- p.11 / Cost Savings to Corporations --- p.11 / Performance Improvement --- p.12 / Competitive Position --- p.12 / E-learning Development In Hong Kong --- p.13 / Chapter II. --- OBJECTIVES OF THE RESEARCH / Chapter III. --- RESEARCH HYPOTHESE --- p.17 / Conceptual Framework: Flow construct --- p.17 / Research Hypotheses --- p.19 / Direct Influence on Flow --- p.19 / Direct Influence on Perceived Playfulness --- p.21 / Direct Influence on Intention to Use E-learning --- p.21 / Chapter IV. --- METHODOLOGY --- p.22 / The Sample --- p.22 / Definition of Variables --- p.23 / Chapter V. --- RESULTS --- p.24 / Results for Tests for Direct Influence on Flow --- p.24 / Results for Tests for Direct Influence on Perceived Playfulness --- p.25 / Results for Tests for Direct Influence on Intention to use E-learning --- p.26 / Chapter VI. --- DISCUSSIONS & RECOMMENDATIONS --- p.28 / Chapter VII. --- LIMITATIONS OF THE STUDY --- p.35 / Chapter VIII. --- CONCLUSION --- p.37 / APPENDIX --- p.46 / BIBLIOGRAPHY --- p.56
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Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language ClassroomBuchan, Greg Lynn 22 June 1995 (has links)
This study examined the attitudes of English as a second or other language (ESOL) students who used computers/word processors to develop skills in writing English. Two primary questions were investigated: what are students' attitudes toward using computers to write English and what are students' attitudes toward learning computer and word processing skills? The subjects were 40 ESOL students enrolled at South Seattle Community College (SSCC) in technical programs and were required to complete a transitional English class that included business and technical writing . Students received 10 weeks of writing instruction on word processors. A 38-item attitude inventory created by Neu and Scarcella (1991) was used to measure students' attitudes toward ComputerAssisted Writing (CAW). An additional 13 questions helped identify subjects' native language, computer experience, and amount of time spent studying English. ChiSquare and t-test were used to examine the data. South Seattle Community College students' responses are reported and compared to Neu and Scarcella's ( 1991) results. The results of this study indicated that students' attitudes were significantly positive toward the writing process when using word processors. Foremost, students acknowledged that using a computer helped them develop confidence about their ability to write in English and they would recommend that other international students learn to use word processing for writing their papers. In addition, students' perceptions toward learning and developing personal computer (PC) skills were significantly positive. When SSCC data was compared to Neu and Scarcella's (1991) data, four statistically significant differences with respect to general attitudes towards writing emerged. Students stated that computers helped develop confidence in their ability to write (item I 0), helped them pay more attention to grammar (item 3 ), punctuation (item 33), and spelling (item 21). There were no statistical significant difference with respect to attitudes towards PC's: although SSCC students generally felt less positive about learning PC skills than their California counterparts.
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Comparison of breastfeeding knowledge and attitudes of selected adolescent males and females from rural and metropolitan secondary schoolsJuliff, Dianne Therese January 2005 (has links)
Research has indicated that adolescents hold both negative and positive attitudes and have common misconceptions about breastfeeding that appear to result from their limited knowledge and reduced exposure to breastfeeding. The purpose of this study was to determine the knowledge and attitudes toward breastfeeding of adolescent male and female secondary school students. The study also sought to elicit information on factors that may influence the decision regarding future infant feeding methods. Self-efficacy theory was the theoretical framework to guide the study. This quantitative descriptive study, using a cross-sectional design, involved consenting secondary school students' completing a self-report questionnaire. The study employed purposive sampling and included 1845 males and females in both year-nine and year-12 at designated metropolitan and rural secondary schools in 2001. Analyses of the data were performed using the Statistical Package for Social Science (version 10.7). Statistical procedures involved chi-square analysis, Student's independent t-test and univariate analysis of variance. Spearman's rank order correlation coefficient was used to describe the relationship between the secondary school student respondents' knowledge of and their attitudes toward breastfeeding. The study results indicate that overall Western Australian adolescent secondary school students have less than ideal knowledge of breastfeeding which is consistent with findings from other studies. Higher breastfeeding knowledge scores were reported in year-12 for both male and female students. For both year groups, female students had higher breastfeeding knowledge scores than male students. With regards to attitudes toward breastfeeding, students had a tendency for neutral responses to attitude questions. / However, overall and for both year groups, female students were found to be more positive towards breastfeeding than male students. The comparison of rural to metropolitan students found that metropolitan students had higher breastfeeding knowledge and were more positive towards breastfeeding than rural students. The metropolitan students were also more inclined to consider breastfeeding future children than rural students. Consideration of breastfeeding future children was similar for both male and female students. Comparison of the combination of gender, year and site revealed higher breastfeeding knowledge and more positive attitudes to breastfeeding in both rural and metropolitan female year-12 respondents. Sources of efficacy information, particularly persuasion/education, were more prominent in female secondary school respondents than male secondary school respondents when considering factors influencing adolescent attitudes toward breastfeeding. The adolescent's acceptance of gender identity could be argued as a reason for the more positive breastfeeding attitudes in female respondents. Students who were breastfed or exposed to breastfeeding either through role models (ie mothers), reading about breastfeeding, media or family influence had greater knowledge and were more positive towards breastfeeding. This study suggests that breastfeeding and lactation information needs to be addressed in the early years of development in order to increase breastfeeding knowledge and promote positive attitudes. Information pertinent to the health benefits of breastfeeding needs to be included in health and nutrition education and addressed through targeted education programs. / Education and health promotion activities could be guided using the four sources of efficacy information in relation to the benefits of breastfeeding. Opportunities for the role modelling of positive breastfeeding attitudes, and consistent support from the school-based health professionals may assist to reduce the adolescent student's unmet informational needs in relation to breastfeeding. A recommendation from this study is the provision of lactation and breastfeeding education for community-based high school nurses as these health professionals are a key element in health education and health promotion in the school setting.
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From sister to sister to woman : the role of sororities in the social transmission of genderGilmore, Jennifer 05 June 2002 (has links)
Sororities play an important role in the process by which sorority women
become gendered by influencing members' ideas about what it means to be a
woman. Women and men become gendered through regular social interaction with
other women and men, and sororities have a particularly strong impact on their
members because sorority women spend nearly all of their time with other Greeks.
Gender is one of the major ways that we organize our lives and gender is the
texture and foundation of our social, political, and economic worlds. This is why
we must consider the consequences of gender negotiation in all arenas, including
sororities.
For the most part, the sorority women who participated in this study
negotiated traditional gender arrangements and constructed conservative identities.
Sororities on this Pacific Northwestern university created and perpetuated
conformity, dependence and political apathy in their members. These organizations
developed an environment in which gender stereotyping and victimization was
learned and then legitimized. Within these organizations, however, are pockets of
resistance, non-compliance, empowerment, and what could be called "potentially
feminist" gender negotiation. / Graduation date: 2003
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Forging their way : the experience of single fathers on a community college campusCook, Tim S. 19 November 2004 (has links)
The purpose of this study was to understand the experiences of single
fathers attending a community college. Single fathers comprise one-fifth of all
single parent families, yet little research has been done on this growing segment of
the population. A phenomenological approach was utilized to examine the
attributes, needs, and challenges facing single fathers who were community college
students.
Seven single fathers attending a community college in the Northwest
participated in this study. The fathers had primary responsibility for raising their
children, had been enrolled at least half-time, and were attending the college for a
minimum of one year. Data were collected through individual in-depth interviews
and a focus group.
Seven main themes emerged from the data: 1) Ambivalence, 2) Stability, 3)
Finding support, 4) Mattering, 5) Success Factors, 6) Barriers, and 7) How the
college can assist single father students.
Three factors were identified as a result of the study. (1) Attending
community college improved family relationships. The flexibility of class
scheduling allowed the fathers to spend more time with their children. (2) The
experience of single fathers and single mothers attending community college are
remarkably similar, with the exception of how each accessed support networks.
Single fathers were much less likely to initially identify and utilize support
networks. (3) How single fathers viewed their identity and their definition of
masculinity changed. Prior to attending community college, their primary identity
was related to their work. As students, their identity shifted to being recognized as
good students and good fathers. / Graduation date: 2005
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The process of moral development : a comparison of home economics, business, and liberal arts studentsCoglas, Melinda C. 27 September 1994 (has links)
The present study examined the influence of the
demographic variables of age, gender, major in college, and
level of education or class standing on individuals' stage
of moral development. Trevino's interactionist model,
combined with the basic principles of cognitive moral
development, provided the theoretical basis for this study.
One-hundred and forty-four university students, representing
business, home economics, and liberal arts majors,
participated in this qualitative study.
The research instrument used was the Sociomoral
Reflection Measure (SMR), designed to measure an
individual's level of moral development. The SMR considered
four stages of moral development: 1) unilateral and
simplistic, 2) exchanging and instrumental, 3) mutual and
prosocial, and 4) systemic and standard, in addition to
three transitional stages: a) transition 1/2, b) transition
2/3, and c) transition 3/4. The stage achieved indicated an
individual's level of moral maturity.
One-way analysis of variance statistics were performed
to test the research hypotheses. Frequencies and
percentages were also calculated for both the demographic
and sociomoral stage data with regard to the total sample.
Analogous with previous research, findings indicated
that age directly related to an individual's current stage
of moral development. Concurrently, the class standing
variable also was found to influence one's stage of moral
development.
Conversely, the remaining demographic variables tested
differed from previous studies, failing to prove
significant. A collegian's choice of major was not found to
influence stage of moral development achieved. Furthermore,
the impact of gender-based differences on stage of moral
development did not appear to be of significance. / Graduation date: 1995
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Worldminded attitudes of Japanese college students in Japan and in the United StatesIshida, Etsuko 31 May 1990 (has links)
This study focused on the worldminded attitudes of
Japanese college students in Japan and in the United States.
The effects of studying abroad and the change in attitudes
between Japanese college male students and female students
were examined in terms of worldmindedness, which is defined
as a frame of reference, or value orientation, favoring a
worldview of the problems of humanity, with mankind rather
than nationals of a particular country as the primary reference
group. In this study worldminded attitudes are defined
as attitudes about religion, immigration, government, economics,
patriotism, race, education and war.
This study tested the hypotheses that worldmindedness
scores would increase as a result of the study program in
the United States, and that Japanese women would score
higher worldmindedness scores than would Japanese men.
The data were collected from Japanese students who
studied at Oregon State University for five months, and
those who had not studied abroad before. The results
revealed that woridmindedness scores increased as a result
of the study in the United States, supporting the first
hypothesis. While female students began their foreign study
significantly more worldminded than their male counterparts,
only the males changed significantly. Paradoxically, the
females who did not study abroad scored more worilmindedness
than the females who did. However, the sample size for
females was very small (N=18).
Generalizations drawn from the experimental group data
are limited by the low completion rate: the data were collected
during the last two weeks of a five-month period at
Oregon State University, and only 40 percent of the questionnaire
were completed. Therefore, those who had adopted
more worldminded position might have been over represented.
A replication of the study could insure against partial
data. Also, it would be important to know if Japanese
students revert back to their less worldminded views after
returning to Japan. Longitudinal studies could resolve this
issue. / Graduation date: 1991
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Influence of clothing as a decision criterion on high school students' social participation : comparison of students and teachersDemissee, Debbra W. 01 May 1991 (has links)
This study assessed the differences between
teachers'opinions and students' responses regarding the
influence of clothing on adolescents' decisions to
participate in social activities.
Survey methodology was used with the final samples
consisting of 336 students and 140 teachers who were drawn
from six high schools located in economically depressed and
non-depressed areas of the state of Oregon. All of the
predominantly female students were enrolled in home
economics classes. Their ages ranged from thirteen to
twenty years with the mode being 16 years. The teachers
taught a variety of subjects that spanned from science and
math to liberal arts. The majority of the teachers had
been working in their profession for eleven or more years.
On the student and teacher questionnaires the question
was asked why students did not participate in social events
or school extracurricular activities. The following
response choices were listed on both questionnaires: a)
My parents will not let me go; b) I do not have the "right"
clothes to wear; c) I don't have enough money; d) I really
do not have any interest in going. On the teachers'
questionnaire two additional reasons were listed: e) I do
not have transportation; f) It conflicts with my work. A
7-point Likert type scale was used.
The statistical treatment of data included descriptive
statistics, t-test calculations and qualitative analysis.
It was hypothesized that feelings of perceived clothing
deprivation (not having "the right clothes to wear") would
be the most important reason that students do not attend a
social event. This hypothesis was based on previous
literature that suggested clothing is very important during
the adolescent stage of development. Contrary to this
hypothesis, the students' mean scores revealed that not
having the "right clothes" was the least important reason
for not attending of the four reasons listed.
As hypothesized, teachers rated not having "the right
clothes to wear" as the least important factor for students
deciding not to attend a social event. This hypothesis was
exploratory in nature. One of the most important findings
of this study was that teachers and students responded in
the same pattern. This was not what was expected, but it
was conceptually interesting to know they think alike
rather than differently. / Graduation date: 1991
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Identification of opinions that university bicyclists and pedestrians possess regarding their safety from a bicycle traffic-related injury on campusTuyls, Gary W. 25 April 1986 (has links)
This study investigated the opinions of bicyclists/pedestrians
regarding how safe from a bicycle traffic injury they felt while on
campus. Most earlier studies had been concerned with the taxonomy
of bicycle/pedestrian accidents. Because of the paucity of
research on attitudes of bicyclists and pedestrians, this research
was undertaken.
The survey instrument was developed in accordance with
recommendations from the Oregon State University Survey & Research
Center. It consisted of 19 Likert type, degree of variation
statements, and ten biographical questions. The sample consisted
of 214 students registered for the winter term of 1986 at Oregon
State University.
Participants completed the Traffic Safety Attitude Survey and
then were placed in the following categories: male, female,
bicyclists, and pedestrians. The Survey instrument was designed to
test four null hypotheses and to define other broadly held opinions
regarding traffic safety on campus. Hypotheses One through Three
tested interaction between bicyclists/pedestrians. The fourth
hypothesis tested the difference between male bicyclists and male
pedestrians and female bicyclists and female pedestrians. The Chi
Square Test and a two-way analysis of variance were employed to
test the hypotheses.
Two significant findings emerged from hypothesis testing: 1)
bicyclists and pedestrians differed on the opinion that as much as
possible is being done to provide campus bicycle traffic safety,
and 2) pedestrians endorsed stricter adherence to bicycle traffic
regulations than bicyclists. There was no difference between
bicyclists and pedestrians regarding feelings of safety from a
bicycle traffic-related injury. Finally, gender had no effect on
perceptions of campus bicycle traffic safety.
Analysis of the results of this research provided the
following conclusions:
1. Male bicyclists felt the least at risk of injury from a
bicycle traffic-related injury on campus.
2. Female pedestrians felt the most risk of injury from a
bicycle traffic accident on campus.
3. Female bicyclists, female pedestrians, and male pedestrians
shared similar opinions regarding risk of exposure to a bicycle
traffic accident on campus.
4. Approximately 30% of all subjects felt there is a problem
with interaction between bicyclists and pedestrians on the OSU
campus.
5. Approximately 46% of the pedestrians and 25% of the
bicyclists felt risk of sustaining a bicycle traffic-related
injury on campus.
6. Approximately 38% of the pedestrians and 25% of the
bicyclists support some form of bicycle traffic restriction.
7. Pedestrians endorse stricter adherance to bicycle traffic
regulations that bicyclists do.
8: Pedestrians felt less is being done to ensure bicycle
traffic safety on campus than bicyclists did. / Graduation date: 1986
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Traditional and reentry women nursing majors : motivational factors, vocational personalities, barriers and enablers to participationScott, Doris J. 03 June 2011 (has links)
The purpose of the study was to determine whether the motivational factors, vocational personalities, barriers to enrollment, and enabling factors of the reentry women nursing majors were different from those of women nursing majors of traditional college age. Participants were female nursing majors from all four grade levels of a baccalaureate program at one midwestern university.The Chain-of-Response Model (Cross, 1981) was adapted as a conceptual framework. The sample consisted of 46 reentry women and 73 traditional college age women nursing majors. The Education Participation Scale (Boshier, 1982) and The Vocational Preference Inventory (Holland, 1985) were utilized. Barriers to Enrollment and Enabling Factors questionnaires were compiled by the researcher after a review of the literature and interviews with ten reentry and ten traditional age women nursing majors. The qualitative data were used to strengthen the study by triangulation with the quantitative data.FINDINGS1. The reentry women differed from the traditional age women in terms of motivational factors. The reentry women were found to be less motivated by social contact and more motivated by social stimulation than the traditional age women nursing majors.2. Differences in vocational personality were found on two scales of The Vocational Preference Inventory (Holland, 1985): (a) The reentry women scored higher on Acquiescence, and (b) The traditional age women scored higher on Self-Control. Both groups scored highest on the Social Scale.3. Barriers to enrollment that were of greater importance to the reentry women included: cost of college, other responsibilities, fear of failure, arranging for child care, attitudes towardeducation by family of origin and significant others. Barriers that were of greater importance to the traditional age women included: leaving home and friends and being tired of attendingschool.4. Enabling factors that were of greater importance to the reentry women included: encouragement from husbands and college personnel, change in responsibilities at home, change in priorities, making a decision on a career in nursing, and deciding they could get a degree in nursing if they really tried. The support of significant others was an enabling factor of greater importance to the traditional age women.
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