Comparative non-Comparative
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The document contains two studies: 1) A comparative study examining the Technology Acceptance Model in both public and private sectors to understand similarities and differences in technology acceptance between the two. It suggests testing an expanded technology acceptance model in both sectors. 2) A non-comparative study examining the impact of two different online discussion designs on student participation and learning. It found that a design with more student-student interaction led to more active discussions that carried on in greater depth.
Comparative non-Comparative
- 1. Comparative and non-Comparative Studies Done By : Humood Al-Hajri
- 2. COMPARATIVE STUDIES When Technology Meets the Mind: A Comparative Study of the Technology Acceptance Model Lucy Dadayan1, Enrico Ferro2 http://www.enricoferro.com/OFFICE/RESEARCH/TAM.pdf
- 3. Abstract Issues related to technology, including diffusion, acceptance, adoption, and adaptation, have been the focus of research for different disciplines including Information Systems (IS), System Dynamics, Psychology, and Management Science. Of all research conducted and models developed to study technology related issues, the Technology Acceptance Model (TAM) stands out as most prominent, particularly in the field of IS. However, technology acceptance research has been relatively limited in its application to the public sector. Therefore, there is a concurrent need to develop and gain empirical support for models of technology acceptance within the public sector, and to examine technology acceptance and utilization issues among public employees to improve the success of IS implementation in this arena. In this paper we present a more comprehensive, yet parsimonious model of technology acceptance and suggest testing it both in public and private sectors to help understand the similarities and differences (if any) between the two sectors.
- 4. Non-Comparative Studies Comparing the Impact of Two Different Designs for Online Discussion Yuankun Yao University of Central Missouri, Warrensburg MO 64093 http://dl.acm.org/citation.cfm?id=1428688
- 5. Abstract This study examined the impact of two different designs of online discussion on student participation in the discussions and the type of learning that was generated. The results showed that when students were given an opportunity to respond to each other with the instructor mostly absent in the discussion process until the end of the discussions, they would visit the discussion forums more frequently. They were also more likely to pose follow-up questions for their classmates and engage in meaningful inquires. On the other hand, when the instructor posted frequently in the discussion forums, students would respond to him instead of their peers, and the discussions were seldom carried forth in much depth.