Useful and Challenging Characteristics of Web-Based Training: Comparing Perceptions of U.S. and Korean Employees
Employees who participate in web-based training (WBT) often have perceptions of course effectiveness that differ from course designers. The focus of this presentation is to report those characteristics of WBT that employees of two major corporations, one in the US and one in South Korea, indicate as helpful or challenging to their success. The purpose of this study is to investigate the components of the WBT that employees recognize as helpful in their learning process and the components of WBT that students identify as challenging. To guide this research, there are three primary research questions: What WBT components do US and South Korean employees recognize as helpful in the learning process? What WBT components do US and South Korean employees recognize as challenging? How do perceptions of WBT differ among US and South Korean employees?
Secondary Students Perceptions of Web-Based Learning
This article presents the results of a survey study of secondary students’ perceptions of useful and challenging characteristics of Web-based learning environments. Data were collected using a modified version of a questionnaire from earlier studies. More specifically, the author focuses on what Web-based learning looks like for secondary students, along with their perceptions of the benefits, challenges, and helpful components of Webbased learning environments. As this study utilized similar instruments to earlier studies that looked at the perceptions of postsecondary students and corporate Web-based trainees, comparisons will be made between the secondary students in this study and the populations in those other studies.
The politics of becoming bodies: Sex, gender and intersubjectivity in motion
Abstract This paper presents readers with one (research) story about (sexed and gendered) bodies not as objects with inherent boundaries and properties but as material-discursive phenomena. In telling such a story I examine the role that the screendance, Becoming Bodies , has played in knowledge production and argue for a less ontologically ‘old fashioned’ view of what counts as ‘evidence’. Throughout the paper I draw from a range of feminisms: biological, phenomenological, poststructural, psychoanalytical, and post humanist and performative scholarship of sex and gender. These discourses contest nature/nurture, male/female, body/mind dualisms, and take the political and ethical view that bodies are not neutral; that sex and gender, being a woman or a man are both socially and biologically constructed forms of identity (similar to class and race) that are acquired and learned through socio-cultural regimes of discipline and intersubjective bodily practices. Building on this dynamic and developmental bio-psycho-social view I discuss selected aspects of interview data: (1) the material-discursive tensions and contradictions of sexing and gendering bodies and (2) troubling the intersubjective implications of this for clinical practices.