www.sharexxx.net - free books & magazines

More documents

Recommendations

Info

E-Learning is a Social Tool for E-Commerce at Tertiary Institutions 167 that technology quality and reliability, accessibility is important determinants within the e-learning environment. Serdiukov (2001) divided technologies into two parts. The first being computer technology, which offers computer-based courses, computerized tests, word processors, graphics software, spreadsheets, databases and presentation software to the learning process. The second part is telecommunications technology, which offers distance courses, distributed educational resources, e-mail, video-conferencing, bulletin boards, whiteboards and chat rooms. Roderic (2002) agreed and suggested some technologies vital to the technology-enhanced e-learning process. Text is likely the most common used media types on the web. Audio or Video also primary multimedia components assists bringing about richer course content. Data in the form of quantitative or qualitative aspects can be a very important aspect of online learning. E-mail and instant messaging are technologies that are useful within the online technologies architecture. Bulletin boards or discussion groups and newsgroups are forums, which contains lists of messages posted by users. Chat is another method of interaction between students and facilitators or students and students. Shared applications and remote control software are the technologies that allow users to share applications with selected users. Simulations are the technology that attempts to model the environment where learning takes place. Peer-to-Peer or File transfer protocol are technologies that are used for sharing of files. The same e-learning technologies can be used to support different learning models according to (Piccoli et al., 2001). E-learning technologies will increase as a channel of communication between learner and teacher (Pennel, 1996). Tools such as email, file transfer protocol, computer conferencing and web browsing demand a serious learning effort from their users. Not only students as learners but also facilitators as administrators. This extra learning effort acts as a barrier between learner and facilitator in the learning process according to Pennel (1996). A partial list of desired communications includes (see Table 1): Application of e-learning technologies for the sake of going online will not improve the learning process. Educators need to be aware that technology should be used to enhance the learning process, rather than replicating the current practice (O’Keefe & McGrath, 2000). E-Learning at the Cape Technikon The author was involved with the implementation of e-learning in the faculty of Business Informatics at Cape Technikon. The technology-enhanced e-learning approach was adopted and the course management software system being used is WebCT. WebCT, at Cape Technikon, is an adjunct to the traditional lectures. It Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
168 Parker Table 1: Desired Communications (Source: Pennel, 1996) No. Communication Typical tools 1. Free-form text messages between lecturer and Email software, Eudora individual students and vice-versa 2. Messages from lecturer to entire class Mailing list software 3. Delivery of learning materials and assignments to student when, where and as they need them 4. Response by student to short structured questions to allow lecturers and students to assess learning achieved 5. Text-based commentary between students about Telnet, Fetch or Gopher session, or a Web page with links to download files to the student’s own machine Forms-based Web pages backed with CGI scripting to extract results the learning resources IRC Chat session or computer conference 6. Transfer of image files between students for Whiteboard facility included in discussion, together with manipulation of such many forms of desktop video images visible to many students concurrently conferencing 7. Submission of assignments by students e-mail with attached documents electronically, together with return of 8. assignments to students by the lecturer Synchronous audio communication between a Audio-conferencing equipment. student or students and the lecturer Party-line call or Internet Phone 9. Asynchronous audio communication between Answering machine or audio relevant parties download from a Web page 10. Face-to-face visual communication between a Video-conference, desktop video- student or students and the lecturer conference is used in and out of class as the facilitator decides the learning structure of the class. Cape Technikon currently has 196 registered courses using WebCT. WebCT provides a secured environment for the placement of course materials on the Web. WebCT also uses Web browsers as the interface to produce the courses and for the course-building environment. It also has a variety of tools and features that can be added to a course. Students at Cape Technikon can access their WebCT course materials using a Web browser (Netscape and Internet Explorer are used at Cape Technikon) from any computer connected to the Internet or the technikon’s Intranet. Students, too, can place assignments and other materials in WebCT in courses for which they are registered. It also provides course management tools, for facilitators, for grading, tracking student interaction and monitoring class progress. Summary of the Literature Study The relationship between the Internet and education are inseparable according to Zepke (1998) and Rogers (2001) pointed out that the interaction of teaching, Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
Page 1 and 2:
www.sharexxx.net - free books & mag
Page 3 and 4:
Acquisition Editor: Mehdi Khosrow-P
Page 5 and 6:
The Economic and Social Impacts of
Page 7 and 8:
vi Preface E-commerce is not new, t
Page 9 and 10:
viii the e-commerce’s experience
Page 11 and 12:
x In the sixth chapter, Rick Gibson
Page 14 and 15:
TrickE-Business: Malcontents in the
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
The Economic and Social Impact of E
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Chapter III Adverse Effects of E-Co
Page 48 and 49:
Adverse Effects of E-Commerce 35 pr
Page 50 and 51:
Adverse Effects of E-Commerce 37 en
Page 52 and 53:
Adverse Effects of E-Commerce 39 En
Page 54 and 55:
Adverse Effects of E-Commerce 41 Ma
Page 56 and 57:
Adverse Effects of E-Commerce 43 su
Page 58 and 59:
Adverse Effects of E-Commerce 45 pe
Page 60 and 61:
Adverse Effects of E-Commerce 47 Co
Page 62 and 63:
Adverse Effects of E-Commerce 49 Kl
Page 64 and 65:
The Emerging Need for E-Commerce Ac
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Figure 4: Source: Wang, 1999 Small/
Page 80 and 81:
Page 82 and 83:
Managing the Strategic Alignment of
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Chapter VI Online Customer Service
Page 110 and 111:
Online Customer Service 97 they hav
Page 112 and 113:
Online Customer Service 99 Video co
Page 114 and 115:
Online Customer Service 101 the inf
Page 116 and 117:
E-Commerce and Executive Informatio
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131: E-Commerce and Executive Informatio
Page 132 and 133: E-Commerce and Executive Informatio
Page 134 and 135: Chapter VIII SMEs in South Africa 1
Page 136 and 137: SMEs in South Africa 123 tions and
Page 138 and 139: SMEs in South Africa 125 an e-busin
Page 140 and 141: SMEs in South Africa 127 • Contex
Page 142 and 143: SMEs in South Africa 129 Table 1: P
Page 144 and 145: SMEs in South Africa 131 • Proble
Page 146 and 147: SMEs in South Africa 133 Cloete, H.
Page 148 and 149: Key Indicators for Successful Inter
Page 166 and 167: Correlations Kendall's tau_b Spearm
Page 168 and 169: E-Learning is a Social Tool for E-C
Page 198 and 199: Relating Cognitive Problem-Solving
Page 206 and 207: (5) a serious problem (4) a rather
Page 214 and 215: Table 5: Summary of Findings Relati
Page 226 and 227: Electronic Commerce and Data Privac
Page 228 and 229: Electronic Commerce and Data Privac
Page 230 and 231:
Figure 1: Research Model ANTECEDENT
Page 232 and 233:
Electronic Commerce and Data Privac
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Figure 2: Final Model TK Gender Age
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Privacy Concerns a. The government
Page 246 and 247:
Purchasing Habits During the past y
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Impersonal Trust in B2B Electronic
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
About the Authors 259 Eric Cloete B
Page 274 and 275:
About the Authors 261 Technikon. He
Page 276 and 277:
A absenteeism 191 accreditation 247
Page 278 and 279:
low mean values 171 M management 14
Page 280 and 281:
30-Day free trial! InfoSci-Online D
show all

www.sharexxx.net - free books & magazines

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?