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Timothy Teo 《Interactive Learning Environments》2017,25(4):513-527
Prior research has attempted to incorporate different personal variables within extant theories of technology acceptance models (TAMs). This study further extends TAM by incorporating teachers’ conceptions of teaching and learning (CoTL) in two forms: constructivist and traditional conceptions. The moderating effects of teachers’ demographic variables including age, gender, teaching experience, teaching level, and technology experience were tested. Our findings demonstrated that incorporating CoTL could provide a richer and more nuanced understanding of technology acceptance, although no moderating effects on any demographic variables were found. 相似文献
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Huang Fang Teo Timothy Zhou Mingming 《Educational technology research and development : ETR & D》2020,68(1):575-591
Educational technology research and development - This large-scale study used the extended technology acceptance model to examine the different factors influencing Chinese university... 相似文献
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Multi-agency information management projects are becoming increasingly common. Yet, there is relatively limited research in this area, particularly in the context of electronic government (e-government). This paper fills this gap in the literature by examining a successful information management project called the Online Business Licensing Service (OBLS) that aims to streamline the various licenses (managed by different agencies) required to operate a business in Singapore. The findings suggest that multi-agency projects are inherently more complex than single agency projects. A set of lessons on managing such projects is presented and these lessons should prove useful to researchers and practitioners as multi-agency information management projects become increasingly more widespread. 相似文献
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Yi Y. Lim Thorsten Sterzing Crosby J.Y. Teo Rebecca Alonzo Jing W. Pan Phillis S.P. Teng 《Journal of sports sciences》2020,38(14):1605-1614
ABSTRACT This study investigated the between-limb asymmetry in kinetic and temporal characteristics during bilateral plyometric drop jumps from different heights. Seventeen male basketball players performed drop jumps from 3 heights on two platforms in randomized orders. Vertical ground reaction force data were analysed with respect to the lead limb (i.e. the limb stepping off the raised platform first) and trail limb. Peak forces and loading rates of each limb were calculated. The absolute time differential between the two limbs at initial ground contact and takeoff were determined. The frequency of symmetrical landing and taking off with “both limbs together” were counted using 3 time windows. Results showed that the lead limb displayed higher peak forces and loading rates than the trail limb across all heights (p <.05). As drop height increased, the absolute time differentials decreased at initial ground contact (p <.001) but increased at takeoff (p =.035). The greater the preset time window, the more landings and takeoffs were classified as bilaterally symmetrical. In conclusion, higher drop heights allowed subjects to become more bilaterally symmetrical in the timing of landing but this reduction in temporal asymmetry did not accompany with any reduction in kinetic asymmetry. 相似文献
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Spencer S H Roberts Wei-Peng Teo Brad Aisbett Stuart A Warmington 《Journal of sports sciences》2013,31(23):2691-2701
ABSTRACTThis study investigated effects of total sleep deprivation on self-paced endurance performance, and heart rate (HR) indices of athletes' “readiness to perform”. Endurance athletes (n = 13) completed a crossover experiment comprising a normal sleep (NS) and sleep deprivation (SD) condition. Each required completion of an endurance time-trial (TT) on consecutive days (D1, D2) separated by normal sleep or total sleep deprivation. Finishing time, perceived exertion (RPE), mood, psychomotor vigilance (PVT), and HR responses were assessed. Time on D2 of SD was 10% slower than D2 of NS (64 ± 7 vs 59 ± 4 min, P < 0.01), and 11% slower than D1 of SD (58 ± 5 min, P < 0.01). Subjective to objective (RPE:mean HR) intensity ratio was higher on D2 of SD compared with D2 of NS and D1 of SD (P < 0.01). Mood disturbance and PVT mean response time increased on D2 of SD compared with D2 of NS and D1 of SD. Anaerobic threshold and change in TT time were correlated (R = ?0.73, P < 0.01). Sleep helps to optimise endurance performance. Subjective to objective intensity ratios appear sensitive to effects of sleep on athletes’ readiness. Research examining more subtle sleep manipulation is required. 相似文献
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Paoletti Teo Gantt Allison L. Vishnubhotla Madhavi 《Educational Studies in Mathematics》2022,110(3):413-433
Educational Studies in Mathematics - Although there is much research exploring students’ covariational reasoning, there is less research exploring the ways students can leverage such... 相似文献
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Sing Chai Ching Teo Timothy Huang Fang Chiu Thomas K. F. Xing wei Wang 《Educational technology research and development : ETR & D》2022,70(3):765-782
As Artificial Intelligence (AI) is rapidly integrated into existing technologies which has brought forth the fourth industrial and learning revolution, designing curriculum for AI education has become an important strategic development for education authorities throughout the world. Framed broadly from the Theory of Planned Behavior, this study examined a structural equational model to establish the interrelationships of students’ perceived usefulness, attitude towards using AI, subjective norms to learn about AI, basic literacy about AI and their behavioral intention to learn about AI. In addition, it examines the moderation effects of readiness, social good, and optimism on the research model. The findings confirm the hypothesized model. In addition, various moderation effects were found among students’ perception of readiness, social good, and optimism for AI. The implications of the study point towards the need to consider these factors in designing AI curriculum to foster students’ behavioral intention to learn AI.
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As former and current STEM (science, technology, engineering, and mathematics) school teachers in Singapore, we explore the challenges we both experienced while teaching at different STEM schools. Through this article, we make a case for the teacher preparation programs locally and around the world to give more attention to a changing education landscape with emerging specialized STEM schools. Nonetheless, even though specialized STEM teacher preparation is needed, we also caution that having such a specialized program may limit teachers' horizontal transition to mainstream schools and awareness of the contextualized needs of more diverse learners. 相似文献