Records: 322
The Duality of Technology: Rethinking the concept of technology in organizations
Wanda J. Orlikowski |
APA Citation
Orlikowski, W. J. (1992). The duality of technology: Rethinking the concept of technology in organizations. Organization science, 3(3), 398-427.
Annotation
The author proposes the structurational model of technology as a “reconstruction” of the concept of technology. Chiefly, the author addresses the “duality of technology,” as human created and individual used yet also institutionalized in its usage in organizations. Dialectic issues in the reality of technology and the social construction of technology within organizations can also be seen in how technology is often viewed as a representative of an objective reality (i.e. a technology does _____) . . . while at the same time human interaction with technology is viewed as a social construction (how technologies are appropriated within an organizational culture). Previously, the author notes, research in technology centered on either the objective approach or the social construction of technology. Though these frameworks were helpful in progressing technology as a concept, each is one-sided and, according to the author, only tells half the story. By allowing for both institutionalized and socially constructed views of technology in organizations, the structurational model is inclusive, dynamic and flexible. With the inclusivity of both objectivity and social construction within technology, the structurational model is applicable to study in technology at essentially all organization levels, ranging from the macro-level (ex. between organizations) to the micro-level (ex. An individual worker).
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Use of Teaching Methods within the Lecture Format
Jennifer Butler |
APA Citation
Butler, J.A. (1992). Use of teaching methods within the lecture format. Medical Teacher, 14, 11-25.
Annotation
This article expands on the research that suggests the traditional lecture format is least effective for generating active thinking on college students. Three general themes emerged for this study as to how the lecture format can still be effective in teaching and learning, (1) “setting clear objectives for each lecture and seminar session with some references, given in handout form to the students at the start of their course,” (2) “Have a break, of ‘quiet time’ in the middle of the lecture to . . . enable students to go over, think about, or make additional notes on the material covered thus far,” (3) “Asking students, at the end of the lecture to identify the ‘Three Main Points’ which they have learned/understood from the lecture material. Then comparison of their main points with those of the lecturer and highlighting any discrepancy between the two.” Ultimately, the author argues that the traditional lecture format is here to stay and with a few minor adjustments can be greatly improved.
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Active Learning: Creating excitement in the classroom
Charles C. Bonwell James A. Eison |
APA Citation
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
Annotation
This book explains what active learning is, and how it can be implemented into the classroom and the barriers that can be experienced when trying to implement it.
Strategies discussed include: Visual-Based Instruction, Writing in Class, Problem Solving, Computer-Based Instruction, Cooperative Learning, Debates, Drama, Role Playing, Simulations, and Games and, Peer Teaching.
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How College Affects Students: Findings and insights from twenty years of research
E. Pascarella P. Terenzini |
APA Citation
Pascarella, E. & Terenzini, P. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.
Annotation
This book is broken into 12 chapters, each covering essential questions policy makers, administrators, educators, and students struggle with years after when the book was published. These challenges include college outcomes, theories of student change and development (including attitudes, values, and morals) and how students relate to others and reflect on themselves. The authors also look at career choices and economic development.
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The Equalization Phenomenon: Status effects in computer-mediated and face-to-face decision-making groups
Vitaly J. Dubrovsky Sara Kiesler Beheruz N. Sethna |
APA Citation
Dubrovsky, V. J., Kiesler, S., & Sethna, B. N. (1991). The equalization phenomenon: Status effects in computer-mediated and face-to-face decision-making groups. Human Computer Interaction, 6, 119-146.
Annotation
The purpose of this article is to examine group communication in face-to-face communication and via e-mail to provide support for an “equalization phenomenon” in computer-mediated communication. In their examination of social order and social hierarchy, researchers divided up students into groups consisting of both MBA students (high-status) and undergraduate freshmen (low-status). The researchers found that in face-to-face settings (expectedly) high-status members were more assertive, had more . . . influence on decision making and were perceived as having more credibility than low-status members. However, indicating the equalization phenomenon, this was not the case in computer mediated communication conducted via e-mail, where these effects were lessened.
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The Effects of Distance Learning: A summary of literature
Michael Moore Melody Thompson |
APA Citation
Moore, M. G., & Thompson, M. M. (1990). The Effects of Distance Learning: A Summary of Literature. Research Monograph Number 2.
Annotation
Provides a review of the research and literature on distance education from the 1980’s.
94 different items are reviewed
Most of this information is outdated today, but does provide a good history of the literature
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Collaborative Learning in a Virtual Classroom: Highlights of findings
Starr Hiltz |
APA Citation
Hiltz, S. R. (1988, January). Collaborative learning in a virtual classroom: Highlights of findings. In Proceedings of the 1988 ACM conference on Computer-supported cooperative work (pp. 282-290). ACM.
Annotation
Using a pre and post course questionnaire major findings included convenience,
increased interest, involvement and motivation.
The qualitative outcomes of the study found that computer mediated courses woks better for well-motivated students.
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Group and Computer-Mediated Discussion Effects in Risk Decision Making.
Timothy McGuire Sara Kiesler Jane Siegel |
APA Citation
McGuire, T. W., Kiesler, S., & Siegel, J. (1987). Group and computer-mediated discussion effects in risk decision making. Journal of Personality and Social Psychology, 52, 917-930.
Annotation
The main takeaway from this piece concerns some of the “limitations” in CMC at the time. “Limitations include the restricted ability to exchange verbal and paralinguistic information, to provide dynamic feedback, to convey social context cues, and to coordinate turn taking.” (p. 926). Overall, the study suggests that “groups that use a computer to communicate might be less influenced by norms than they would be in face-to-face interaction, yet the group members are equally as convinced and . . . confident of the choices they make” therefore “the design of technologies should take into account their effect on social behavior” (p. 927).
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Seven Principles for Good Practice in Undergraduate Education
Arthur Chickering Zelda Gamson |
APA Citation
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.
Annotation
The authors identify seven principles of good teaching which are:
1. Encourages contacts between students
and faculty.
2. Develops reciprocity and cooperation
among students.
3. Uses active learning techniques.
4. Gives prompt feedback
5. Emphasizes time on task
6. Communicates high expectations.
7. Respects diverse talents and ways of
learning.
These principles are still effective in today’s educational environment whether the teaching happens online or in-person.
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Motivational Processes Affecting Learning
Carol Dweck |
APA Citation
Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41(10), 1040.
Annotation
Discusses learning and goals, and learning and goal pursuit.
Research finds that motivational processes have been shown to affect (a) how
well children can deploy their existing skills and knowledge,
(b) how well they acquire new skills and knowledge,
and (c) how well they transfer these new skills and knowledge
to novel situations. This approach does not deny
individual differences in present skills and knowledge or
in “native” ability or aptitude. It does suggest, however,
that the use . . . and growth of that ability can be appreciably
influenced by motivational factors
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