A Case Study of a Knowledge-Sharing Web-Based Platform for Energy Education

2014 ◽  
Vol 5 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Mei-Chen Chang ◽  
Yao-Ming Chu
Keyword(s):  
Knowledge Sharing ◽  
Energy Saving ◽  
Prior Experience ◽  
Personal Characteristics ◽  
Reward System ◽  
Key Factors ◽  
School Students ◽  
Web Based ◽  
Energy Education ◽  
Functional Mechanisms

This study presented the implementation and development of a knowledge-sharing web-based platform for energy education, called “Energy Magician”. The web-based platform was designed for the students who participating in “Energy Saving and CO2 Reduction Innovation Contest” to share their experience and ideas of energy saving. The researchers applied a web-based survey to explore how the participants with different personal characteristics value the key factors of functional mechanism design, reward system, and knowledge sharing of the platform. The research found that the participants valued differently the various key factors such as the reward system, the platform's functional mechanisms, and sustained knowledge sharing. Participants in different groups with different background, such as prior experience in using the platform, usage duration, and degree of participation, valued the platform's reward system differently, Moreover, participants in different groups ordered the importance of the platform's functional mechanisms in distinct ways. As for the key factor of sustained knowledge sharing, the participants with prior experience in web-based knowledge sharing tended to emphasize the “fostering of the ability in data compilation”; elementary school students tended to emphasize “level titles and privileges” and “cash and prize rewards” while contestants with high degrees of participation tended to emphasize the “joy in knowledge sharing”, “joy in taking part in the contest”, and “level titles and privileges”. When building similar platforms in the future, it is recommended that the design should be differentiated in terms of the reward systems and platform functions and be tailored to the participants' characteristics, so as to maximize their effective use.

A Case Study of a Knowledge-Sharing Web-Based Platform for Energy Education

2016 ◽  
pp. 869-879
Author(s):  
Mei-Chen Chang ◽  
Yao-Ming Chu
Keyword(s):  
Knowledge Sharing ◽  
Energy Saving ◽  
Prior Experience ◽  
Personal Characteristics ◽  
Reward System ◽  
Key Factors ◽  
Web Based ◽  
Energy Education ◽  
Key Factor ◽  
Functional Mechanisms

This study presented the implementation and development of a knowledge-sharing web-based platform for energy education, called “Energy Magician”. The web-based platform was designed for the students who participating in “Energy Saving and CO2 Reduction Innovation Contest” to share their experience and ideas of energy saving. The researchers applied a web-based survey to explore how the participants with different personal characteristics value the key factors of functional mechanism design, reward system, and knowledge sharing of the platform. The research found that the participants valued differently the various key factors such as the reward system, the platform's functional mechanisms, and sustained knowledge sharing. Participants in different groups with different background, such as prior experience in using the platform, usage duration, and degree of participation, valued the platform's reward system differently, Moreover, participants in different groups ordered the importance of the platform's functional mechanisms in distinct ways. As for the key factor of sustained knowledge sharing, the participants with prior experience in web-based knowledge sharing tended to emphasize the “fostering of the ability in data compilation”; elementary school students tended to emphasize “level titles and privileges” and “cash and prize rewards” while contestants with high degrees of participation tended to emphasize the “joy in knowledge sharing”, “joy in taking part in the contest”, and “level titles and privileges”. When building similar platforms in the future, it is recommended that the design should be differentiated in terms of the reward systems and platform functions and be tailored to the participants' characteristics, so as to maximize their effective use.

Understanding customer knowledge sharing in web‐based discussion boards

2006 ◽  
Vol 16 (3) ◽  
pp. 289-303 ◽  
Author(s):  
Matthew K.O. Lee ◽  
Christy M.K. Cheung ◽  
Kai H. Lim ◽  
Choon Ling Sia
Keyword(s):  
Knowledge Sharing ◽  
Discussion Boards ◽  
Key Factors ◽  
Web Based ◽  
Customer Knowledge ◽  
Content Type ◽  
Theoretical Perspectives ◽  
The Social ◽  
Helping Others ◽  
Web Designers

PurposeThe proliferation and advance of web‐based technologies create expanded opportunities for retailers to gain a better understanding of their customers. However, the success of these web‐based discussion boards depends solely on whether customers are willing to share their knowledge and experience with other customers in these discussion boards. Thus, this study aims at identifying the factors that drive knowledge sharing among customers in web‐based discussion boards.Design/methodology/approachAn exploratory study with 104 respondents was conducted to identify and categorize the key factors of customer knowledge sharing in web‐based discussion boards.FindingsThe results indicate that the enjoyment of helping others is the most frequently cited reason for customer knowledge sharing in web‐based discussion boards. On the other hand, the lack of knowledge self‐efficacy is the mostly cited reason explaining why customers do not want to share knowledge with others.Research limitations/implicationsThe exploratory analysis suggests that the underlying reasons that motivate and inhibit customers to share are very different. There is a need to integrate multiple theoretical perspectives from across the social and technical domains if this phenomenon is to be better understood.Practical implicationsBuilding upon the findings of this study, some generic guidelines for retailers and web designers for promoting customer sharing in web‐based discussion boards are outlined.Originality/valueThis research is one of the first studies to use the socio‐technical perspective to investigate customer knowledge sharing phenomena in web‐based discussion boards.

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

scholarly journals Or-Based Intelligent Decision Support System for E-Commerce

2021 ◽  
Vol 16 (4) ◽  
pp. 1150-1164
Author(s):  
Ke Zong ◽  
Yuan Yuan ◽  
Carlos Enrique Montenegro-Marin ◽  
Seifedine Nimer Kadry
Keyword(s):  
Information Society ◽  
It Professionals ◽  
Key Factors ◽  
Medium Term ◽  
Web Based ◽  
Intelligent Decision Support System ◽  
Intelligent Decision ◽  
Mechanical Quality ◽  
Fuzzy Logic Theory ◽  
Intelligent Decision Support

Aim: This paper aims to analyze, prepare, and review the general guidelines and rules that govern the development of key factors influencing the enhancement of emotionally supportive networks and selection models using fuzzy logic theory. The researchers have identified eight important components of the information society (IS), representing the computerized economy’s growth to explain a realistic framework for medium-term gauges and proposals. Materials and methods: A discrete-nonstop opportunity paradigm portrays the creation of the general framework, in which the mutual effects of each of the components are spoken to models within the state-space. The software’s mechanical quality offers improvement displayed along these lines that may indicate future interest to programing suppliers. The researchers have given supposed to the developments and interests of information technology (IT) professionals in R&D to provide insightful foundations. For example, this study will demonstrate the development of emotionally supportive networks and recommendations of choices for 3D-web-based businesses and their impact on mechanical advancement, examples of use and social behavior. Results: During an IS/IT foreknowledge undertaking completed in Poland in 2019 and sponsored by the Education Research and Development Foundation ERDF, the results were obtained.

scholarly journals Testing Creativity and Personality to Explore Creative Potentials in the Science Classroom

2021 ◽  
Author(s):  
Tamara Roth ◽  
Cathérine Conradty ◽  
Franz X. Bogner
Keyword(s):  
Science Classroom ◽  
Cognitive Learning ◽  
Personal Characteristics ◽  
Male Students ◽  
School Students ◽  
Fostering Creativity ◽  
Extreme Groups ◽  
Scientific Phenomena ◽  
Science Classes ◽  
Educational Modules

AbstractIntegrating creativity into science classes may pave the way to tapping complex scientific phenomena. Although not yet conclusively defined nor assessed using standardized measures, creativity is understood to support cognitive learning in formal and informal settings. However, the successful integration of creativity in educational modules depends on many factors. As our knowledge of how to identify these factors is still limited, teachers may have difficulties effectively monitoring and fostering creativity. Consequently, a valid means to measure creativity would help teachers to identify creativity and its influencing factors within the limited scope of science lessons. In the present study, we collected data from 538 Bavarian secondary school students (M ± SD = 16.96 ± 2.99; 65.4%, female) focussing on personality and creativity measures. Comparable to previous studies, two subscales for creativity were applied: act, comprising conscious and adaptable cognitive processes, and flow, describing a creative mental state of full immersion. Since personality is understood to be linked to creativity, we used the Big Five scale with its shortened item battery to assess personality. We found that personal characteristics such as conscientiousness and flow, openness and agreeableness, and extraversion and neuroticism were significantly correlated. Anticipated gender and age differences were only evident when extreme groups were compared: age influenced act in younger male students and flow in older female students. Drawing on the literature and our results, we suggest pedagogical approaches to provide opportunities for creativity in science classrooms.

Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest

2014 ◽  
Author(s):  
Amanda Durik ◽  
◽  
Steven McGee ◽  
Edward Hansen ◽  
Jennifer Duck ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Situational Interest ◽  
Expository Texts ◽  
Individual Interest ◽  
School Students ◽  
Web Based ◽  
Web Based Learning ◽  
Before And After ◽  
Text Genre

This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.

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