Refine
Language
- English (4)
Is part of the Bibliography
- yes (4)
Keywords
- COVID-19 (2)
- TAM (2)
- digital learning (2)
- discipline differences (2)
- e-learning (2)
- technology acceptance (2)
- technology-mediated teaching (2)
- university teaching (2)
- Industry 4.0 (1)
- Open innovation (1)
Institute
- Wirtschaftswissenschaften (4) (remove)
Technological advancements are giving rise to the fourth industrial revolution - Industry 4.0 -characterized by the mass employment of smart objects in highly reconfigurable and thoroughly connected industrialproduct-service systems. The purpose of this paper is to propose a theory-based knowledgedynamics model in the smart grid scenario that would provide a holistic view on the knowledge-based interactions among smart objects, humans, and other actors as an underlyingmechanism of value co-creation in Industry 4.0. A multi-loop and three-layer - physical, virtual, and interface - model of knowledge dynamics is developedby building on the concept of ba - an enabling space for interactions and theemergence of knowledge. The model depicts how big data analytics are just one component inunlocking the value of big data, whereas the tacit engagement of humans-in-the-loop - theirsense-making and decision-making - is needed for insights to be evoked fromanalytics reports and customer needs to be met.
In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice.
In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice.
This paper presents an exploratory study investigating the influence of the factors (1) intermediary participation, (2) decision-making authority, (3) position in the enterprise, and (4) experience in open innovation on the perception and assessment of the benefits and risks expected from participating in open innovation projects. For this purpose, an online survey was conducted in Germany, Austria and Switzerland. The result of this paper is an empirical evidence showing whether and how these factors affect the perception of potential benefits and risks expected within the context of open innovation project participation. Furthermore, the identified effects are discussed against the theory. Existing theory regarding the benefits and risks of open innovation is expanded by (1) finding that they are perceived mostly independently of the factors, (2) confirming the practical relevance of benefits and risks, and (3) enabling a finer distinction between their degrees of relevance according to respective contextual specifics.