103 Slices
Medium 9781601322401

A Comparative Study of Multiple Social Network Sites Based on Google Analytics Data

Hamid R. Arabnia, Azita Bahrami, Fernando G. Tinetti, Leonidas Deligiannidis, George Jandieri, and Ashu M. G. Solo CSREA Press PDF

264

Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

A Comparative Study of Multiple Social Network Sites

Based on Google Analytics Data

S. M. Horng

Department of Business Administration

National Chengchi University, Taiwan (ROC)

Abstract

This study collects the data from four social network sites to study user behavior. Data are retrieved from their Google Analytics measures, including visits, percentage of new visits, bounce rate, average time on page, and average time on site. Through statistical analyses and in-depth interviews with the founders of the web services, several patterns from analyzing the measures are identified and categorized into two groups, visiting behavior and user behavior. Managerial implications are proposed and discussed based on the analyzed results and discussions with practitioners.

Keywords: Google Analytics, user behavior, social network sites

Introduction

The term “web 2.0” was first documented by O’Reilly (2005) and its impact on the internet has been studied widely. An important development of web 2.0 services is the increasing user-generated content on the Web, and the ability to combine parts of it to form new content. Three web 2.0 collaborative tools, Blogs, Mashups, and Wikis

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Medium 9781601322401

Designing an online course to promote deep learning outcomes

Hamid R. Arabnia, Azita Bahrami, Fernando G. Tinetti, Leonidas Deligiannidis, George Jandieri, and Ashu M. G. Solo CSREA Press PDF

28

Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

Designing an online course to promote deep learning outcomes

B. Morgan

Western Oregon University

Monmouth, Oregon, United States

Abstract - Online courses are seen as a means to deliver an educational experience to a wider audience. Often it is believed that face to face courses can simply be put online, in a plug and go model, and that will be sufficient to deliver deep learning outcomes. This paper first considers the difference between surface and deep learning then seeks to provide a pedagogical paradigm that promotes deep learning. The

Communities of Inquiry (CoI) model for online course delivery models this paradigm and supports the assertion that deep learning is an obtainable objective, but is far more nuanced and requires far greater resources than the plug and go model suggests.

Keywords: e-learning, online education model, Communities of Inquiry, deep learning outcomes, collaborative learning

1

Introduction

As the tertiary educational system continues to work to minimize expenses, many institutions are turning to distance education as a solution to their financial shortfalls [1].

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Medium 9781601323149

Session - Management, Tools, Web, Virtual Communities + Applications, Standards, Policies

Hamid R. Arabnia, Azita Bahrami, Fernando G. Tinetti, Leonidas Deligiannidis, George Jandieri, and Ashu M. G. Solo CSREA Press PDF
Medium 9781601322401

Improving Knowledge Management in e-Learning: A Contingent Framework for Efficient Knowledge Transfer

Hamid R. Arabnia, Azita Bahrami, Fernando G. Tinetti, Leonidas Deligiannidis, George Jandieri, and Ashu M. G. Solo CSREA Press PDF

Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

17

Improving Knowledge Management in e-Learning:

A Contingent Framework for Efficient

Knowledge Transfer

1

Dr. Anitha Chennamaneni1 and Jayson G. Brown1

Computer Information Systems, Texas A&M University – Central Texas, Killeen, TX, USA

Abstract - Knowledge management (KM) is the top most important factor in e-Learning. This research paper explores the role of KM in e-Learning and develops a conceptual framework for successfully managing and transferring knowledge. We review different types of knowledge and discuss how varied KM techniques, e-Learning technologies, platforms and possible solutions improve KM and knowledge transfer in e-Learning programs. Our research framework is grounded theoretically in the knowledge creation theory and the media richness theory. This framework is extremely useful to the academicians and practitioners alike as it guides them in implementing a respectable pedagogy for effectively managing and transferring knowledge in the e-Learning environment.

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Medium 9781601322401

Teaching Teams and Project Management in a Virtual Environment

Hamid R. Arabnia, Azita Bahrami, Fernando G. Tinetti, Leonidas Deligiannidis, George Jandieri, and Ashu M. G. Solo CSREA Press PDF

Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

61

Teaching Teams and Project Management in a Virtual

Environment

C. Balch

Department of Business & Administration Northern Arizona University, Yuma, Arizona, USA

Abstract - My signature class is a junior level Teams and

Project Management learning experience. An important part of this class is crafting learning outcomes to address changing stakeholder needs, incorporating constantly changing tools for virtual team interaction and project management, and measuring outcomes. This paper provides a snapshot of the current evolution of this class as taught within the ACBSP accredited Northern Arizona University Business and

Administration program. Paper content includes best practices in virtual team building; review of current technology to facilitate virtual teams; overcoming BlackBoard

Learn limitations; and useful third-party associations.

Synthesis of technologies is demonstrated and time-saving macros are described.

Keywords: Virtual

Management

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