By Institute of Electrical and Electronics Engineers, E. Lawrence
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Extra resources for 2009 International Conference on Mobile, Hybrid, and On-line Learning (El&ml 2009)
General demographic information consisting of 11 self developed questions. 668). icant differences were found between faculty members in preparation and focus on use. 244) illustrate the perception of faculty regarding the condition Commitment (C8) which is understood as the “visible” support by the upper level leaders or powerbrokers in the implementation of WBIT. , focus on impact). In other words, there is evidence that as faculty advance in their use of WBIT, the need for commitment increases.
While promising initiatives are quickly filling in the technology gap [5, 6], adoption of location-based technologies still lags behind the expanding offer . 23 II. TEAM WORK AND LEARNING To collaborate, individuals must establish a common knowledge base rooted in communications and a mutual understanding. The more diverse the team, the more efforts must be put into building that common ground. In a team of mobile workers, opportunities for ad hoc or serendipitous learning through casual contacts with colleagues are infrequent, when not completely absent.
Faculty and Administrator Perceptions of Instructional Support for Distance Education. INTERNATIONAL JOURNAL OF INSTRUCTIONAL MEDIA, 29(1):27–46, 2002.  R. Albury. ON BEING HEAD –REFLECTIONS ON LEADING AN EDUCATIONAL INNOVATION INVOLVING COMPUTER TECHNOLOGY. In Meeting at the Crossroads. Proceedings of the 18th Annual Conference of ASCILITE, Melbourne, pages 23–29, 2001.  L. O Quinn and C. Michael. Factors that Deter Faculty from Participating in Distance Education. Online Journal of Distance Learning Administration, 5(4), 2002.
2009 International Conference on Mobile, Hybrid, and On-line Learning (El&ml 2009) by Institute of Electrical and Electronics Engineers, E. Lawrence