Toward Understanding The Role Of Web 2.0 Technology In Self-Directed Learning And Job Performance

Caruso, Shirley J.

doi:10.19030/cier.v11i3.10180

Cited by 16 publications

(10 citation statements)

References 13 publications

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“…On the other hand, the platform used for work can be a system that is indeed developed by the company or organization concerned, or even through social media (Caruso, 2018;Park et al, 2017). The use of social media is considered to facilitate communication and improve employees' performance even though they work online (Park et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Factors influencing employee’s quality of life during COVID-19 pandemic

et al. 2020

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One result of the COVID-19 pandemic for the wider community, especially employees, is the need to carry out physical distancing in the form of work from home. This phenomenon certainly has consequences on the quality of life felt by employees. The purpose of this study was to determine whether the quality of life of employees who work from home is influenced by variables such as type D personality, anxiety, technology overload, and work-life balance. Participants in this study were 486 employees living in Jakarta Greater Area who worked from home because of the COVID-19 pandemic. Participants were recruited by purposive sampling using online questionnaire. Measurements were made using a measuring tool from each variable using a quantitative approach. Hierarchical regression is used as a data analysis technique. The findings of this research show that all independent variables have an influence on quality of life. However, anxiety has the smallest influence and type D personality has the greatest effect. Meanwhile, like work-life balance, technology overload has positive effect on quality of life. That is, internal and external factors can have different effects on the quality of life felt by employees who work from home due to the COVID-19 pandemic.

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Section: Resultsmentioning

confidence: 99%

Factors influencing employee’s quality of life during COVID-19 pandemic

et al. 2020

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“…The expansion of web-based communication and learning tools has opened up new learning opportunities, which include the use of social networks as learning tools in accordance with individual needs and interests (Caruso, 2018;Cuesta et al, 2016).…”

Section: Experience In Implementing Self Organisation Technologies Inmentioning

confidence: 99%

Self-Organisation in Lifelong Learning: Theory, Practice and Implementation Experience Involving Social Networks and a Remote Format

Martino

Gushchina

Boyko

et al. 2020

Vestn. Ross. univ. družby nar., Ser. Psihol. pedagog.

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Currently, in the context of the global transition of the world education system to the remote format, it has become vitally important for a person to be able and ready to independently organise his/her educational and professional activities. The article considers methodological approaches to self-education in the context of its use in the process of lifelong learning/ continuous education. The authors discuss the existing concepts of self-education and ways of its organisation, taking into account age-specific features, forms and types of learning. The concepts of ‘self-organisation’ and ‘self-education’ are analysed. The essence of the scientific categories ‘self-learning’ and ‘self-organisation in education’ is revealed in relation to the system of higher education. The role of tutors as mediators in student self-organisation is shown and their main functions in this process are described. Based on a theoretical analysis of existing forms of self-organisation in education and the experience of using self-organisation, various directions and possibilities of their application in practice are delineated. Careful consideration is given to criticism of the use of self-organisation in learning and its advantages. The authors also discuss the prospects of using self-organisation in higher education, emphasising the importance and relevance of developing self-organisation as a student’s personality trait. A description is made of learning models based on self-organisation of students. Finally, the experience of implementing the self-organisation approach to the educational process is analysed. As a result of the study, the authors conclude that self-learning can be successful if it seems socially significant for students. The use of advanced digital technologies and Internet resources can also contribute to effective self-learning. The results of the study indicate that students should develop the ability to independently organise their educational activities as well as self-control/self-assessment skills, which is especially important in connection with the increase in independent work in curricula and the massive transition to the remote format in higher education during the COVID-19 pandemic.

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“…According to Zhang [14] development of the coordination mechanism and public service platforms motivates workers in the utility sector to share knowledge. On the other hand, people do not share knowledge via Web 2.0 mainly due to information security, confidentiality, openness, sensitivity and people not being ready to accept criticism from colleagues [15]. Concerning mobile apps, although people use them for teaching and learning purposes [16], they are reluctant to use them for knowledge sharing because different operating systems demands customized applications, or unwilling to be controlled when they use mobile apps [17].…”

Section: Motivations and Barriers Of Knowledge Sharing By Social Softmentioning

confidence: 99%

Sustainable Construction Safety Knowledge Sharing: A Partial Least Square-Structural Equation Modeling and A Feedforward Neural Network Approach

Tang

Chau

2019

Sustainability

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Most studies focused on the introduction of new technologies have not investigated the psychological factors affecting the willingness to use them or conducted empirical studies to explore whether willingness and actual construction safety knowledge-sharing behavior are associated with fewer construction incidents. We conducted face-to-face and LinkedIn open-ended interviews as well as a global survey to study the willingness and actual behavior to share construction knowledge via social software Web 2.0, Internet of Things (IoT) and mobile apps. Then, the Partial Least Square-Structural Equation Model (PLS-SEM) for willingness and actual knowledge-sharing behavior, as well as the Multilayer Perceptron (MLP) Neural Network were used to illustrate the effect of various factors on predicting the willingness to share knowledge via Web 2.0, mobile apps and IoT. Results of the interviews found that practitioners use IoT for knowledge sharing, mainly because they do not want to fall behind the curve. PLS-SEM and MLP revealed that practitioners share construction safety knowledge are not driven by safety-related reasons such as safety awareness enhancement but perceived organization support from their companies. Employees who agree that their organization cared about their employees’ well-being was the strongest predictor in influencing people’s decision to use tools for knowledge sharing. Moreover, many respondents claimed that factors such as monetary rewards have little impact on motivating people to use tools for knowledge sharing.

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Toward Understanding The Role Of Web 2.0 Technology In Self-Directed Learning And Job Performance

Cited by 16 publications

References 13 publications

Factors influencing employee’s quality of life during COVID-19 pandemic

Factors influencing employee’s quality of life during COVID-19 pandemic

Self-Organisation in Lifelong Learning: Theory, Practice and Implementation Experience Involving Social Networks and a Remote Format

Sustainable Construction Safety Knowledge Sharing: A Partial Least Square-Structural Equation Modeling and A Feedforward Neural Network Approach

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