Research Questions
Does employees’ constant usage of Internet reflects their effectiveness of work productivity?
Can employees with professional background use Internet in a productive way that will benefit its employers?
Instruments Ideas
An existing instrument survey that will measure the person’s productivity and the effectiveness when completing work task in order to see if using technology enhance their effectiveness in their work. In addition, interviews of employees and co-workers that will relate to the effectiveness of work when using Internet.
Thursday, October 25, 2007
Assignment 6, Annotation
Zhang, Yixin. Age, gender, and Internet attitudes among employees in the business world. Computers in Human Behavior 21(1), 1-10.
http://www.sciencedirect.com.libproxy.lib.csusb.edu/science?_ob=ArticleURL&_udi=B6VDC-4BVPRK4-2&_user=521812&_coverDate=01%2F31%2F2005&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000059573&_version=1&_urlVersion=0&_userid=521812&md5=daee8a5a20681fbc9568cfbf4d05f88c
Review
This s study was done to measure employees preferred of Internet attitudes and relationships of their attributes. The following null hypothesis were tested: (1) there are no statistically significant differences among education levels, gender, and age regarding Internet usefulness (2) there are no statistically significant differences among education levels, gender, and age regarding internet anxiety (3) there is no statistically significant predictive effect on Internet enjoyment, anxiety, and efficacy on Internet usefulness, and efficacy on Internet anxiety.
There were a total of 680 employees voluntary participated in this study from a telecommunication enterprise. The majority of the subjects were in the ages of 20-29 years of age. The survey instrument was based on an exiting Internet survey developed by Zhang, Dronet, and VanMetre (1999,2000). In previously studies, it assume that young people already knew about the Internet and the older people were resistant was incorrect. However, this study showed that the younger group of employees (under 20) felt that Internet was more useful than the rest of the age groups. Also, no statistically significant difference was found in terms of Internet subscale usefulness between male and female employees.
Relevance
The study is appropriate because it studies the behavior and the customer needs in the business environment and its changes. This study like many others attempt to identify whether gender and age might affect the use of Internet and so far is relevant because it affects different issues in the work and school environments that needs to be point out. However this study can go even further to research that male use more internet than female which this study did not revealed.
In this study, it seen that younger and educated people were comfortable to use Internet and use it at all times more than older people. Although younger people were successful in using Internet, it does not reveal that younger people were more successful in their work task than older people who occasionally used Internet. This research studies more into the attitudes of people using Internet and not the affectivity in their work tasks.
Ivonne Tapia
http://www.sciencedirect.com.libproxy.lib.csusb.edu/science?_ob=ArticleURL&_udi=B6VDC-4BVPRK4-2&_user=521812&_coverDate=01%2F31%2F2005&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000059573&_version=1&_urlVersion=0&_userid=521812&md5=daee8a5a20681fbc9568cfbf4d05f88c
Review
This s study was done to measure employees preferred of Internet attitudes and relationships of their attributes. The following null hypothesis were tested: (1) there are no statistically significant differences among education levels, gender, and age regarding Internet usefulness (2) there are no statistically significant differences among education levels, gender, and age regarding internet anxiety (3) there is no statistically significant predictive effect on Internet enjoyment, anxiety, and efficacy on Internet usefulness, and efficacy on Internet anxiety.
There were a total of 680 employees voluntary participated in this study from a telecommunication enterprise. The majority of the subjects were in the ages of 20-29 years of age. The survey instrument was based on an exiting Internet survey developed by Zhang, Dronet, and VanMetre (1999,2000). In previously studies, it assume that young people already knew about the Internet and the older people were resistant was incorrect. However, this study showed that the younger group of employees (under 20) felt that Internet was more useful than the rest of the age groups. Also, no statistically significant difference was found in terms of Internet subscale usefulness between male and female employees.
Relevance
The study is appropriate because it studies the behavior and the customer needs in the business environment and its changes. This study like many others attempt to identify whether gender and age might affect the use of Internet and so far is relevant because it affects different issues in the work and school environments that needs to be point out. However this study can go even further to research that male use more internet than female which this study did not revealed.
In this study, it seen that younger and educated people were comfortable to use Internet and use it at all times more than older people. Although younger people were successful in using Internet, it does not reveal that younger people were more successful in their work task than older people who occasionally used Internet. This research studies more into the attitudes of people using Internet and not the affectivity in their work tasks.
Ivonne Tapia
Tuesday, October 16, 2007
Assignment 5, 3 Articles
1.
Namlu, Aysen Gurcan. The effect of learning strategy on computer anxiety. Computers in
Human Behavior 19(5), 565.
http://www.sciencedirect.com.libproxy.lib.csusb.edu/science?_ob=ArticleURL&_udi=B6VDC-4811TNB-9&_user=521812&_coverDate=09%2F30%2F2003&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000059573&_version=1&_urlVersion=0&_userid=521812&md5=8b597548a21db1aff72075eb507eaac8
Article Category: Computer Anxiety and Learning Strategies
2.
Zhang, Yixin. Comparison of Internet Attitudes between Industrial Employees and
College Students. CyberPsychology & Behavior 5 (2), 143-149.
http://libproxy.lib.csusb.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=6778223&site=ehost-live
Article Category: Attitude (Psychology), Internet users
3.
Bray D.E., Pauli, R. & Norris, J.T. Mood change and computer anxiety: A comparison
between computerized and paper measures of negative affect. Computers in
Human Behavior 23 (6), 2875-2887.
http://libproxy.lib.csusb.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=25320198&site=ehost-live
Article Category: Human Behavior, Computer Systems
Namlu, Aysen Gurcan. The effect of learning strategy on computer anxiety. Computers in
Human Behavior 19(5), 565.
http://www.sciencedirect.com.libproxy.lib.csusb.edu/science?_ob=ArticleURL&_udi=B6VDC-4811TNB-9&_user=521812&_coverDate=09%2F30%2F2003&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000059573&_version=1&_urlVersion=0&_userid=521812&md5=8b597548a21db1aff72075eb507eaac8
Article Category: Computer Anxiety and Learning Strategies
2.
Zhang, Yixin. Comparison of Internet Attitudes between Industrial Employees and
College Students. CyberPsychology & Behavior 5 (2), 143-149.
http://libproxy.lib.csusb.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=6778223&site=ehost-live
Article Category: Attitude (Psychology), Internet users
3.
Bray D.E., Pauli, R. & Norris, J.T. Mood change and computer anxiety: A comparison
between computerized and paper measures of negative affect. Computers in
Human Behavior 23 (6), 2875-2887.
http://libproxy.lib.csusb.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=25320198&site=ehost-live
Article Category: Human Behavior, Computer Systems
Assignment 4, Lauer Chapter 5 and 6
1.Locate a quantitative study. Then provide the following:
a.
Wang, Yi-Shun. Development and validation of a mobile computer anxiety scale.
British Journal of Educational Technology 38(6), 990-1009.
http://www.blackwell-synergy.com.libproxy.lib.csusb.edu/action/showFullText?submitFullText=Full+Text+HTML&doi=10.1111%2Fj.1467-8535.2006.00687.x
b.
The purpose of this study was to develop and validate a multidimensional mobile computer anxiety (MCA) based on previous research on computer anxiety and Internet anxiety. Some of the scales used were Mathematical Anxiety Rating Scale and Fennema-Sherman Mathematical Attitude Scale.
c.
This study was conducted with experience surveys and personal interviews regarding MCA with assistance of two professionals, two college teachers and five mobile computer users. Also, the research method included questionnaires that contained demographics questions. The subjects for this research were from organizations from Taiwan with different demographic background. The respondents ranged from 19 to 60 years of age.
d.
Wang states in the article’s abstract that “the empirically validated scale will be useful to researchers in developing and testing mobile learning (m-learning) theories, as well as to educators and m-learning managers in understanding an individual’s MCA and in promoting the use of mobile computing and learning systems (990).”
e.
This research is a step, like the author states, for further research and development. Wang states the cultural differences and the languages barriers that the research encountered and the nonrandom sample of convenience and volunteers in this study may have a risk of sample bias.
2.Locate a qualitative study. Then provide the following:
a.
Cukrowicz, K.C. & Joiner Jr., T.E. Computer-Based Intervention for Anxious and
Depressive Symptoms in a Non-Clinical Population. Cognitive Therapy &
Research,31(5), 677-693.
http://www.springerlink.com.libproxy.lib.csusb.edu/content/y93q083w23k077ml/fulltext.pdf
b.
The purpose of this study was to ascertain the efficacy of a CBASP (Cognitive-Behavioral Analysis System of Psychotherapy) intervention program delivered by computer as a means of decreasing mild symptoms of depression and anxiety in a non-clinical adult population of college students (Cuckrowicz & Joiner Jr., 2007, p.680). There were to hundred thirty eight participants were recruited from the Florida State University Psychology Department’s undergraduate students and composed of 169 women and 69 men. Some of the materials used in the research were Beck Anxiety Inventory, Beck Depression Inventory, Positive and Negative Affect Schedule and State Trait Anxiety Inventory-State.
c.
The sessions were conducted in a computer lab to facilitate computer-based administration of all assessment instruments (questionnaires) as well as the prevention and control programs. Students interacted with the computer program in a manner that encouraged mastery of the CBASP method; and each segment related to CBASP required the participant to answer questions to ensure mastery of the method (Cuckrowicz & Joiner Jr., 2007 p.683).
d.
Cuckrowicz and Joiner Jr. implemented that teaching a random sample of college student’s techniques drawn from CBT could allow them to more effectively cope with stressors and negative life events.
e.
This study over generalized the representation of subjects that were used for mild symptoms of depression and anxiety, which in my perspective was not effective as an intervention.
3.By using only a podcast for content transmission on student learning in graduate classes allows students to emphasize in depth in the content and the descriptions of important elements being highlight by the instructor.
4.One of the effects of using podcasts for content transmission on student learning in graduate classes is that the instructor narrates his or her instructional practices as in lecture and students are able hear and proceed to the instructor’s instructions.
a.
Wang, Yi-Shun. Development and validation of a mobile computer anxiety scale.
British Journal of Educational Technology 38(6), 990-1009.
http://www.blackwell-synergy.com.libproxy.lib.csusb.edu/action/showFullText?submitFullText=Full+Text+HTML&doi=10.1111%2Fj.1467-8535.2006.00687.x
b.
The purpose of this study was to develop and validate a multidimensional mobile computer anxiety (MCA) based on previous research on computer anxiety and Internet anxiety. Some of the scales used were Mathematical Anxiety Rating Scale and Fennema-Sherman Mathematical Attitude Scale.
c.
This study was conducted with experience surveys and personal interviews regarding MCA with assistance of two professionals, two college teachers and five mobile computer users. Also, the research method included questionnaires that contained demographics questions. The subjects for this research were from organizations from Taiwan with different demographic background. The respondents ranged from 19 to 60 years of age.
d.
Wang states in the article’s abstract that “the empirically validated scale will be useful to researchers in developing and testing mobile learning (m-learning) theories, as well as to educators and m-learning managers in understanding an individual’s MCA and in promoting the use of mobile computing and learning systems (990).”
e.
This research is a step, like the author states, for further research and development. Wang states the cultural differences and the languages barriers that the research encountered and the nonrandom sample of convenience and volunteers in this study may have a risk of sample bias.
2.Locate a qualitative study. Then provide the following:
a.
Cukrowicz, K.C. & Joiner Jr., T.E. Computer-Based Intervention for Anxious and
Depressive Symptoms in a Non-Clinical Population. Cognitive Therapy &
Research,31(5), 677-693.
http://www.springerlink.com.libproxy.lib.csusb.edu/content/y93q083w23k077ml/fulltext.pdf
b.
The purpose of this study was to ascertain the efficacy of a CBASP (Cognitive-Behavioral Analysis System of Psychotherapy) intervention program delivered by computer as a means of decreasing mild symptoms of depression and anxiety in a non-clinical adult population of college students (Cuckrowicz & Joiner Jr., 2007, p.680). There were to hundred thirty eight participants were recruited from the Florida State University Psychology Department’s undergraduate students and composed of 169 women and 69 men. Some of the materials used in the research were Beck Anxiety Inventory, Beck Depression Inventory, Positive and Negative Affect Schedule and State Trait Anxiety Inventory-State.
c.
The sessions were conducted in a computer lab to facilitate computer-based administration of all assessment instruments (questionnaires) as well as the prevention and control programs. Students interacted with the computer program in a manner that encouraged mastery of the CBASP method; and each segment related to CBASP required the participant to answer questions to ensure mastery of the method (Cuckrowicz & Joiner Jr., 2007 p.683).
d.
Cuckrowicz and Joiner Jr. implemented that teaching a random sample of college student’s techniques drawn from CBT could allow them to more effectively cope with stressors and negative life events.
e.
This study over generalized the representation of subjects that were used for mild symptoms of depression and anxiety, which in my perspective was not effective as an intervention.
3.By using only a podcast for content transmission on student learning in graduate classes allows students to emphasize in depth in the content and the descriptions of important elements being highlight by the instructor.
4.One of the effects of using podcasts for content transmission on student learning in graduate classes is that the instructor narrates his or her instructional practices as in lecture and students are able hear and proceed to the instructor’s instructions.
Sunday, October 7, 2007
Assignment 3 Lauer Chapters 3 and 4
1. Explain the key differences between descriptive and
experimental research.
The differences between experimental research and descriptive research is that experimental research is refer as “casual” research and descriptive as “nonexperimental” research. Experimental research is design to answer causal questions, such as “Does something cause an effect?” and descriptive research is design to answer research question. Some descriptive questions are “What is happening? How is something happening?” Descriptive research design include simple descriptive, comparative descriptive, and correlational; and experimental research design include true experimental and quasi-experimental. One characteristic that differs descriptive research is the design to collect data to describe persons and organizations and compare two or more groups; and experimental research the researcher manipulates the independent variables and randomly assigns the participants.
2. Explain correlational research.
Correlational research is describes and refers to the relationship between the two variables or more. Two variables can be a class size and mean reading score. Also, one of the correlational studies is bivariate correlation and the necessary pieces to interpret correlations are:
• The numerical value of the correlation coefficient.
• The sign of the correlation coefficient.
• The statistical significance of the correlation.
• The effect size of the correlation (taken from Appendix D).
3. Explain the key differences between quantitative and qualitative research.
The differences between quantitative and qualitative research is number data and narrative description. Quantitative research is based on number data and measurements, such as students’ scores. Qualitative research is based on the interviews and observations. Also, a case study is can be a qualitative data and later be turn into quantitative data to show the results.
4. What is action research?
Action research is research conducted by individuals either by one individual or a group (collaborative action). A teacher can conduct a research in her class and generalize the results of her class to other classes, which results cannot be reliable. A collaborative action the principal and other teacher can conduct the research and they can only generalize their answers in their school site and can’t be reliable results for other schools. Also, action research differs from other education research and has some limitations like rarely employing experimental methods and results are generalized.
experimental research.
The differences between experimental research and descriptive research is that experimental research is refer as “casual” research and descriptive as “nonexperimental” research. Experimental research is design to answer causal questions, such as “Does something cause an effect?” and descriptive research is design to answer research question. Some descriptive questions are “What is happening? How is something happening?” Descriptive research design include simple descriptive, comparative descriptive, and correlational; and experimental research design include true experimental and quasi-experimental. One characteristic that differs descriptive research is the design to collect data to describe persons and organizations and compare two or more groups; and experimental research the researcher manipulates the independent variables and randomly assigns the participants.
2. Explain correlational research.
Correlational research is describes and refers to the relationship between the two variables or more. Two variables can be a class size and mean reading score. Also, one of the correlational studies is bivariate correlation and the necessary pieces to interpret correlations are:
• The numerical value of the correlation coefficient.
• The sign of the correlation coefficient.
• The statistical significance of the correlation.
• The effect size of the correlation (taken from Appendix D).
3. Explain the key differences between quantitative and qualitative research.
The differences between quantitative and qualitative research is number data and narrative description. Quantitative research is based on number data and measurements, such as students’ scores. Qualitative research is based on the interviews and observations. Also, a case study is can be a qualitative data and later be turn into quantitative data to show the results.
4. What is action research?
Action research is research conducted by individuals either by one individual or a group (collaborative action). A teacher can conduct a research in her class and generalize the results of her class to other classes, which results cannot be reliable. A collaborative action the principal and other teacher can conduct the research and they can only generalize their answers in their school site and can’t be reliable results for other schools. Also, action research differs from other education research and has some limitations like rarely employing experimental methods and results are generalized.
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