Comparative and non-Comparative Studies

Done By : Humood Al-Hajri

Title:

When Technology Meets the Mind: A ComparativeStudy of the Technology Acceptance Model

Authors:

Lucy Dadayan1, Enrico Ferro2

Resource: http://www.enricoferro.com/OFFICE/RESEARCH/TAM.pdf

COMPARATIVE STUDIES

Abstract

Issues related to technology, including diffusion, acceptance, adoption,and adaptation, have been the focus of research for different disciplines includingInformation Systems (IS), System Dynamics, Psychology, and ManagementScience. Of all research conducted and models developed to studytechnology related issues, the Technology Acceptance Model (TAM) stands outas most prominent, particularly in the field of IS. However, technology acceptanceresearch has been relatively limited in its application to the public sector.Therefore, there is a concurrent need to develop and gain empirical support formodels of technology acceptance within the public sector, and to examine technologyacceptance and utilization issues among public employees to improvethe success of IS implementation in this arena. In this paper we present a morecomprehensive, yet parsimonious model of technology acceptance and suggesttesting it both in public and private sectors to help understand the similaritiesand differences (if any) between the two sectors.

Non-Comparative Studies

Title:

Comparing the Impact of Two Different Designs for Online Discussion

Authors: Yuankun YaoUniversity of Central Missouri, Warrensburg MO 64093

Resource: http://dl.acm.org/citation.cfm?id=1428688

Abstract

This study examined the impact of two different designs of online discussion on student participation in the discussions and the type of learning that was generated. The results showed that when students were given an opportunity to respond to each other with the instructor mostly absent in the discussion process until the end of the discussions, they would visit the discussion forums more frequently. They were also more likely to pose follow-up questions for their classmates and engage in meaningful inquires. On the other hand, when the instructor posted frequently in the discussion forums, students would respond to him instead of their peers, and the discussions were seldom carried forth in much depth.