/pdf/research-design-qualitative-quantitative-and-mixed-methods-1m92m1x5gg.pdf

Research Design: Qualitative, Quantitative, and Mixed Methods Approaches

Three Types of Interaction

Proceedings of the 32nd Annual ARCOM Conference, 5-7 September 2016, Manchester. UK, Association of Researchers in Construction Management

The Oxford Handbook of Empirical legal Research

Rapid advances in educational and information communications technology (ICT)have encouraged some educators to move beyond traditional face to face and distance education correspondence modes toward a rich, technology mediated e-learning environment. Ready access to multimedia at the desktop has provided the opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. However, despite this opportunity, the adoption and integration of educational technologies by academics across the tertiary sector has typically been slow. This paper presents the findings of a qualitative study that investigated factors influencing the manner in which academics adopt and integrate educational technology and ICT. The research was conducted at a regional Australian university, the University of Southern Queensland (USQ), and focused on the development of e-learning environments. These e-learning environments include a range of multimodal learning objects and multiple representations of content that seek to cater for different learning styles and modal preferences, increase interaction, improve learning outcomes, provide a more inclusive and equitable curriculum and more closely mirror the on campus learning experience. This focus of this paper is primarily on the barriers or inhibitors academics reported in the study, including institutional barriers, individual inhibitors and pedagogical concerns. Strategies for addressing these obstacles are presented and implications and recommendations for educational institutions are discussed.

Bringing academics on board : encouraging institution-wide diffusion of e-learning environments

With the spread of COVID 19, almost every higher educational entity initiated online delivery whereby teaching is undertaken remotely on digital platform. A massive shift like this arises an onslaught of questions. A case study was conducted in March and April 2020 to determine the challenges affecting the adoption of e-learning in 6 university colleges in Sri Lanka. A comprehensive literature survey was carried out. A questionnaire survey was administered to 90 teachers and 650 students and analyzed through the use of simple descriptive statistics. Besides, a narrative analysis was undertaken to identify shared views expressed in a series of telephonic inquiries. It was found that data as it is a survey based paper. The paper concludes with some solutions implementable in three stages. The findings of the study will help work out a digital policy, revisit the existing educational taxonomies and enhance the effectiveness of online delivery particularly in a future context similar to COVID 19.

/pdf/factors-influencing-orderly-transition-to-online-deliveries-10e3i74ibr.pdf

Factors Influencing Orderly Transition to Online Deliveries during COVID19 Pandemic Impact

Construction project costs frequently deviate from their estimated costs. Cost controlling techniques/tools (CCTTs) can be used to monitor these deviations. However, the effectiveness of these tech...

Contractor’s Perspective on Key Performance Indicators of Cost Control in Asian, Middle Eastern, and European Construction Projects

Construction delays are a common phenomenon in construction projects that adversely affecting the time and cost targets of those projects. When there are delays, contractors tend to submit delay cl...

Improving the efficacy of delay notification process of construction projects in Sri Lanka

Lateral entry schemes are intended to admit meritorious Diploma holders to the second year/third semester of various Bachelor degrees in a given discipline. Lateral entry has been accepted as a mode of admission in principle by the Sri Lankan qualification framework. Lateral entry schemes have been basically introduced at medical faculties and agriculture faculties in a couple of universities in Sri Lanka. However, there was no proper review so far undertaken to assess the criterion adopted in admitting students. Thus, this study is to contextualize the meaning of lateral entry at the outset and reveal the level of emphasis given to lateral entry schemes in both local and international arena. A literature survey, desk review and an expert interview were conducted to expose a normative criterion of admission with a future direction.

/pdf/deriving-an-objective-criterion-contextualizing-the-meaning-4iygymw4ta.pdf

Deriving an Objective Criterion Contextualizing the Meaning of Lateral Entry Schemes

/pdf/deriving-a-baseline-score-for-selecting-adaptive-reusable-36tdn220o4.pdf

Deriving a baseline score for selecting adaptive reusable projects: a quantitative approach

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