-
Bouhnik, D.; Mor, D.: Gender differences in the moral judgment and behavior of Israeli adolescents in the internet environment (2014)
0.00
0.0025762038 = product of:
0.015457222 = sum of:
0.015457222 = weight(_text_:in in 1220) [ClassicSimilarity], result of:
0.015457222 = score(doc=1220,freq=24.0), product of:
0.059380736 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.043654136 = queryNorm
0.260307 = fieldWeight in 1220, product of:
4.8989797 = tf(freq=24.0), with freq of:
24.0 = termFreq=24.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0390625 = fieldNorm(doc=1220)
0.16666667 = coord(1/6)
- Abstract
- This study explored differences between genders regarding adolescents' behavioral characteristics and moral judgment in the Internet environment. A questionnaire was administered to 1,048 students in the 7th to 11th grades in six different schools, one class in each grade. The questionnaire included personal data, characteristics of Internet interaction patterns, moral dilemmas in daily life, and moral dilemmas in the virtual environment. No significant differences were found between the genders regarding the age usage of the Internet began, Internet experience, and average daily hours of Internet use. We found that boys prefer, more than girls, to surf at school and in Internet cafés. Girls tend to use the Internet more for doing homework and blogs than boys, whereas boys tend to play Internet games more than girls. Gender differences were found regarding immoral behavior. Boys were involved more frequently than girls in behaviors such as cyberbullying, plagiarism, impersonation, and downloading music and movies illegally from the Internet. A correlation was found between gender and moral judgment. Although both boys and girls made relatively little "humane judgment" in the Internet environment, girls tended to make "humane judgment" more frequently than boys. In the Internet environment, boys tended to make "absence of judgment" evaluations more than girls. Girls tended, relatively more, toward "normative judgment" that reflects adherence to peer-group conventions with minimal reflexivity.
-
Bouhnik, D.; Marcus, T.: Interaction in distance-learning courses (2006)
0.00
0.0019955188 = product of:
0.011973113 = sum of:
0.011973113 = weight(_text_:in in 5266) [ClassicSimilarity], result of:
0.011973113 = score(doc=5266,freq=10.0), product of:
0.059380736 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.043654136 = queryNorm
0.20163295 = fieldWeight in 5266, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.046875 = fieldNorm(doc=5266)
0.16666667 = coord(1/6)
- Abstract
- The article provides an in-depth analysis of previous literature that led to the understanding of the four interactive components of e learning and how we can utilize these components to maximize the positive and minimize the negative results of e learning. The four interactive dimensions of e learning are the following three originally described in Moore's editorial ([1989]): (1) interaction with the content, (2) interaction with the instructor, (3) interaction with the students, and an additional new fourth dimension, interaction with the system, which considered all of the new computer technology since his article. In our viewpoint we will highlight the impact that this fourth technological interactive dimension has on the results of e learning. The question then is not to e or not to e, since e learning is already an essential factor of our contemporary learning environment. The question is how to e, based on the understanding of the four interactive components of e learning, and the understanding that these four types of interactions are different from the ones we are accustomed to in the traditional learning environment.
-
Nakash, M.; Bouhnik, D.: ¬The effects of COVID-19 on information management in remote and hybrid work environments (2023)
0.00
0.0019676082 = product of:
0.011805649 = sum of:
0.011805649 = weight(_text_:in in 1036) [ClassicSimilarity], result of:
0.011805649 = score(doc=1036,freq=14.0), product of:
0.059380736 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.043654136 = queryNorm
0.19881277 = fieldWeight in 1036, product of:
3.7416575 = tf(freq=14.0), with freq of:
14.0 = termFreq=14.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0390625 = fieldNorm(doc=1036)
0.16666667 = coord(1/6)
- Abstract
- This empirical research examines the effects of the COVID-19 pandemic on information management (IM) in remote or hybrid work. We present an in-depth statistical analysis of 716 responses to questionnaires received from employees and managers of four Israeli government ministries. The participants were asked to report characteristics such as accessibility, retrieval speed, ease of locating, and relevance of information, in order to assess the quality of organizational IM before and during COVID-19. The findings reveal that IM quality was maintained even when organizations were forced to quickly adapt to working remotely during the pandemic. Regardless of work location, differences in perception of IM were found among organizations of different sizes: large, medium, and small. The majority of respondents who reported not using IM systems (IMS) before COVID-19 also stated that even after the pandemic's onset, they still did not use them. A lower frequency of IMS use has been associated with a decline in IM quality. Given the far-reaching changes in IM induced by the pandemic, many of which have the potential to be long-lasting, these findings serve as an opening for valuable future research.
