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Journal articles on the topic 'Knowledge Forum®'

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Published: 4 June 2021

Last updated: 29 January 2023

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1

Chua, Wai Fong. "Forum on Knowledge Management." Australian Accounting Review 9, no. 19 (1999): 2. http://dx.doi.org/10.1111/j.1835-2561.1999.tb00111.x.

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2

HOPKIN, JOHN. "Re-energising Subject Knowledge." FORUM 54, no. 2 (2012): 299. http://dx.doi.org/10.2304/forum.2012.54.2.299.

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3

Manegre, Marni, Mar Gutiérrez-Colón, and Mercè Gisbert. "Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom." EuroCALL Review 27, no. 1 (2019): 3. http://dx.doi.org/10.4995/eurocall.2019.11150.

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<p>This paper presents the first phase of a study conducted to analyze Knowledge Building forums for evidence of second language acquisition. This study is an analysis of the posts within an existing forum in search of evidence of foreign language learning. The analysis found that the collaborative writing project shows evidence that the students passed through the stages of construction of knowledge within their foreign language classroom, however factors, such as confounding variables, inconsistencies in error types, and the small number of posts by the participants made it challenging

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4

Sensuse, Dana Indra, and Binsar Tampahan. "PEMETAAN DAN ANALISIS KNOWLEDGE SHARING PADA SITUS FORUM KOMUNITAS ONLINE KASKUS." Jurnal Sistem Informasi 6, no. 1 (2012): 44. http://dx.doi.org/10.21609/jsi.v6i1.277.

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Salah satu kelebihan forum online adalah sifatnya yang asynchronous, semua orang dapat membagikan pengetahuan maupun menanyakan informasi, kapan saja dan di mana saja. Knowledge sharing di forum, umumnya melalui pengiriman pesan. Namun, pola knowledge sharing tersebut sering tidak terpantau oleh pengelola forum, yang kebanyakan hanya mengandalkan data statistik biasa dalam menilai kinerja forum mereka, seperti jumlah kunjungan atau jumlah balasan suatu thread. Oleh karena itu, dalam penelitian ini akan digunakan metode Social Network Analysis (SNA) yang paling tepat dalam mengukur model atau p

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5

Caswell, Beverly, and Katerine Bielaczyc. "Knowledge Forum: altering the relationship between students and scientific knowledge." Education, Communication & Information 1, no. 3 (2002): 281–305. http://dx.doi.org/10.1080/146363102753535240.

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6

Barker, Rachel. "Management of knowledge creation and sharing to create virtual knowledge-sharing communities: a tracking study." Journal of Knowledge Management 19, no. 2 (2015): 334–50. http://dx.doi.org/10.1108/jkm-06-2014-0229.

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Purpose – The main aim of this paper is to address the lack of research on the potential impact of the radical changes in social networking in the so-called network society and indirectly the need to manage and constructively share in the collateral knowledge creation. To do this, a tracking study of the knowledge creation and sharing in a discussion forum has been conducted from a knowledge management perspective. Design/methodology/approach – A quantitative content analysis research design has been adopted in accordance with which content, text and messages on the website were critically exa

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7

Edwards, Deborah, Mingming Cheng, IpKin Anthony Wong, Jian Zhang, and Qiang Wu. "Ambassadors of knowledge sharing." International Journal of Contemporary Hospitality Management 29, no. 2 (2017): 690–708. http://dx.doi.org/10.1108/ijchm-10-2015-0607.

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Purpose The aim of this study is to understand the knowledge-sharing structure and co-production of trip-related knowledge through online travel forums. Design/methodology/approach The travel forum threads were collected from TripAdvisor’s Sydney travel forum for the period from 2010 to 2014, which contains 115,847 threads from 8,346 conversations. The data analytical technique was based on a novel methodological approach – visual analytics, including semantic pattern generation and network analysis. Findings Findings indicate that the knowledge structure is created by community residents who

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8

YANDELL, JOHN. "Classrooms as Sites of Curriculum Delivery or Meaning-making: whose knowledge counts?" FORUM 56, no. 1 (2014): 147. http://dx.doi.org/10.2304/forum.2014.56.1.147.

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Arrizabalaga, María Inés. "The Knowledge Model and the Give-And-Take of Instruction and Research." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 11, no. 1 (2013): 1–22. http://dx.doi.org/10.1075/forum.11.1.01arr.

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10

Tarchi, Christian, Maria Chuy, Zoe Donoahue, Carol Stephenson, Richard Messina, and Marlene Scardamalia. "Knowledge Building and Knowledge Forum: Getting Started With Pedagogy and Technology." LEARNing Landscapes 6, no. 2 (2013): 385–407. http://dx.doi.org/10.36510/learnland.v6i2.623.

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Knowledge Building provides a model of education for a knowledge age—a model of collective responsibility for idea improvement. This article provides two examples of getting started with the pedagogy and the technology, one from Senior Kindergarten, with students working together to understand why leaves change color in the fall, and the other from Grade 1, featuring explorations of the water cycle. In addition to the classroom work that is reported, commentary on school practices from a Librarian-Technology coordinator and Vice Principal are included to provide a broader school perspective on

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11

Pelletier, Janette, Richard Reeve, and Cindy Halewood. "Young Children's Knowledge Building and Literacy Development Through Knowledge Forum®." Early Education & Development 17, no. 3 (2006): 323–46. http://dx.doi.org/10.1207/s15566935eed1703_2.

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12

TOMLINSON, SALLY. "From Defective Loafers to Ignorant Yobs: low attainers in a global knowledge economy." FORUM 55, no. 1 (2013): 133. http://dx.doi.org/10.2304/forum.2013.55.1.133.

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13

Buch Segal, Lotte, Emilija Zabiliūtė, Marco Motta, Resto Cruz, Andrew M. Jefferson, and Veena Das. "Book Forum." Conflict and Society 7, no. 1 (2021): 198–213. http://dx.doi.org/10.3167/arcs.2021.070114.

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Working with Veena Das’s Textures of the Ordinary: Anthropology after Wittgenstein By Lotte Buch SegalRepairing the World: Ordinary Ethics and the Shadows of Moralism By Emilija ZabiliūtėThe Text’s Texture By Marco MottaThe Residues of Kinship By Resto CruzUncertain Relations with People, Practice, and Ethnographic Knowledge By Andrew M. JeffersonThe Moon Shadows: When Arguments Rest By Veena Das

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14

CLARKE, JOHN, and IAN STRONACH. "Bring Back Das Kapital Punishment! Credit Crunch and the Fall of the 'Knowledge Economy'." FORUM 52, no. 1 (2010): 119. http://dx.doi.org/10.2304/forum.2010.52.1.119.

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15

GORDON, JOHN. "Pupils' Knowledge and Spoken Literary Response beyond Polite Meaningless Words: studying Yeats's 'Easter, 1916'." FORUM 58, no. 1 (2016): 7. http://dx.doi.org/10.15730/forum.2016.58.1.7.

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16

Dillinger, Ronna J., and R. Eric Landrum. "Faculty Forum." Teaching of Psychology 29, no. 3 (2002): 230–50. http://dx.doi.org/10.1207/s15328023top2903_12.

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Introduction to the Psychology Major is a course required for beginning psychology majors. Participants (N = 190) completed a pretest and posttest examining their knowledge and perceptions regarding course goals, such as PsycLIT database familiarity, career options with a bachelor's degree in psychology, curriculum requirements, and graduate school options. Statistically significant differences emerged for 18 of 21 questions. At posttest, students indicated less commitment to the psychology major. Those students who continue as psychology majors are better informed and more aware of the realit

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17

Chase, Lynne, Edwin Michael Cortez, and Jaquelina Alvarez. "Online Educator's Forum Report Part II: Knowledge Management." Journal of Education for Library and Information Science 43, no. 1 (2002): 79. http://dx.doi.org/10.2307/40323991.

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18

Nagatsuka, Takashi. "My Commitment to the Information and Knowledge Forum." Joho Chishiki Gakkaishi 18, no. 5 (2008): 439–41. http://dx.doi.org/10.2964/jsik.18-5-13.

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19

Katz-Kimchi, Merav, and Bernhard Goodwin. "FORUM: Organizing and Integrating Knowledge about Environmental Communication." Environmental Communication 9, no. 3 (2015): 367–69. http://dx.doi.org/10.1080/17524032.2015.1042985.

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20

Seitoh, Takashi. "Lectures to Extend Engineers' Technical Knowledge : Company Forum." Journal of the Society of Mechanical Engineers 98, no. 923 (1995): 828–30. http://dx.doi.org/10.1299/jsmemag.98.923_828.

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21

Huang, Wen‐Cheng, Fat‐Moon Suk, Che‐Wei Lin, and Chung‐Yi Cheng. "‘Medical Knowledge Forum’: competitive, educational, game‐based learning." Medical Education 53, no. 11 (2019): 1151–52. http://dx.doi.org/10.1111/medu.13993.

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22

Sivanandan, Premagowrie, Kalai Vaani Rajandram, and Ho Ree Chan. "Online Forum." International Journal for Innovation Education and Research 2, no. 11 (2014): 105–17. http://dx.doi.org/10.31686/ijier.vol2.iss11.272.

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In the current era of globalization, constant and perpetual advances in information technology are reshaping learning styles and the way students learn in higher education. Thus, the purpose of this study was to determine the usage of online forums as a platform and learning tool. It also investigated how online forum affected students’ learning, particularly in active learning and independent learning. A survey was conducted amongst 113 business foundation students from a private university in Malaysia. The study found that learning experience and learning satisfaction gained from online foru

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23

Brewer, Jennifer F., Natalie Springuel, James Wilson, et al. "Engagement in a Public Forum: Knowledge, Action, and Cosmopolitanism." Antipode 49, no. 2 (2016): 273–93. http://dx.doi.org/10.1111/anti.12270.

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24

Hample, Dale. "Issue Forum: Breadth and Depth Of Knowledge In Communication." Communication Monographs 75, no. 2 (2008): 111–35. http://dx.doi.org/10.1080/03637750802088323.

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25

Smith, Antoinette L., Ryan J. Baxter, Scott R. Boss, and James E. Hunton. "The Dark Side of Online Knowledge Sharing (Retracted)." Journal of Information Systems 26, no. 2 (2012): 71–91. http://dx.doi.org/10.2308/isys-50244.

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ABSTRACT Given the growing trend of electronic networks of practice and the growing propensity of individuals to rely on the Internet for problem solving, we examine whether programmers in a hypothetical situation would be likely to disclose confidential information through an online forum in attempt to solve a programming problem. We hypothesize and find in a survey of 187 programmers that online forum commitment and trust lead to greater online forum participation, which in turn predicts a higher likelihood of confidential information disclosure. We also find that programmers with greater aw

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26

THOMAS, LOUISE. "Decentralisation for Schools, but Not for Knowledge: the RSA Area Based Curriculum and the limits of localism in Coalition education policy." FORUM 53, no. 2 (2011): 293. http://dx.doi.org/10.2304/forum.2011.53.2.293.

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27

KESSLER, OLIVER. "Introduction to the Forum." Review of International Studies 38, no. 1 (2012): 187–89. http://dx.doi.org/10.1017/s0260210511000623.

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In the last couple of years, Critical Realism has established itself as an alone-standing intellectual movement in International Relations (IR). It not only seeks to challenge the idea of the middle ground on which most of the more moderate versions of constructivist thought base their convictions, but it also seeks to provide own answers to basic scientific problems around the relationship between facts and values, causation and causality, or agents and structure. If one would want to characterise Critical Realist positions, one has to point to their attempted resurrection of ontology. Taking

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28

Su, Han, Minglun Ren, Anning Wang, Xiaoan Tang, Xin Ni, and Zhao Fang. "A Behavior-Driven Forum Spammer Recognition Method with Its Application in Automobile Forums." Mathematical Problems in Engineering 2021 (August 30, 2021): 1–11. http://dx.doi.org/10.1155/2021/7682579.

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Forum comments are valuable information for enterprises to discover public preferences and market trends. However, extensive marketing and malicious attack behaviors in forums are always an obstacle for enterprises to make effective use of this information. And these forum spammers are constantly updating technology to prevent detection. Therefore, how to accurately recognize forum spammers has become an important issue. Aiming to accurately recognize forum spammers, this paper changes the research target from understanding abnormal reviews and the suspicious relationship among forum spammers

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29

Fadli, Muhamammad, and Majidah Majidah. "Implementasi Knowledge Sharing Dalam Forum Diskusi Kelas Tutorial Online Universitas Terbuka." Jurnal Pendidikan Terbuka Dan Jarak Jauh 22, no. 2 (2021): 1–10. http://dx.doi.org/10.33830/ptjj.v21i2.1991.2020.

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Heterogenitas mahasiswa yang saling terhubung dalam portal e-learning Universitas Terbuka membuka peluang terjadinya knowledge sharing untuk menciptakan pengetahuan baru kolektif dalam kelompok diskusi secara virtual. Artikel ini bertujuan untuk menganalisis kegiatan knowledge sharing dalam dua kelompok kelas tutorial online yang terdiri dari delapan aktivitas diskusi, dengan durasi waktu delapan minggu dalam satu program tutorial online. Metode penelitian kualitatif data dikumpulkan melalui observasi dan studi dokumentasi pada dua kelas tutorial online program studi Ilmu Perpustakaan Fakultas

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30

Ito-Bergerot, Hiromi. "Ecrire un manuel de l'interprétation consécutive pour les étudiants au Japon." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 8, no. 1 (2010): 129–59. http://dx.doi.org/10.1075/forum.8.1.06ito.

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A consecutive interpretation manual, the first manual written in Japanese about training students for five minutes consecutive interpretation, as practiced at ESIT, was published in 2009. As the teaching conditions prevailing at ESIT are lacking in Japan, shortcomings in terms of linguistic knowledge and training structures had to be taken into account in the conception of the manual. This paper describes the solutions adopted. Based on the writings of Seleskovitch and Lederer, it also integrates results of the research conducted on the difficulties of interpreting Japanese discourse. It conta

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GRAY, SANDRA LEATON. "What Does it Mean to Be a Teacher? Three Tensions within Contemporary Teacher Professionalism Examined in Terms of Government Policy and the Knowledge Economy." FORUM 48, no. 3 (2006): 305. http://dx.doi.org/10.2304/forum.2006.48.3.305.

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Morgan, Angela T., Megan Hodge, and Lindsay Pennington. "Scientific forum topic: Translating knowledge to practice in childhood dysarthria." International Journal of Speech-Language Pathology 16, no. 4 (2014): 335–36. http://dx.doi.org/10.3109/17549507.2014.930176.

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33

Chan, Carol K. K., and Yuen-Yan Chan. "Students' views of collaboration and online participation in Knowledge Forum." Computers & Education 57, no. 1 (2011): 1445–57. http://dx.doi.org/10.1016/j.compedu.2010.09.003.

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34

Pfister, Thomas, and Dawid Friedrich. "Editorial to the forum “International Relations of science and knowledge”." Innovation: The European Journal of Social Science Research 28, no. 1 (2015): 1–2. http://dx.doi.org/10.1080/13511610.2014.967665.

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35

Dean, Yvonne. "Forum: Re-thinking the knowledge base for the building industry." Building Research & Information 26, no. 4 (1998): 262–66. http://dx.doi.org/10.1080/096132198369904.

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36

Gripton, Catherine, Georgina Hudson, Toby Greany, Andrew Noyes, and Thomas Cowhitt. "Teacher learning in a shifting school landscape: The implications of academisation for professional development in primary mathematics." FORUM 64, no. 3 (2022): 32–41. http://dx.doi.org/10.3898/forum.2022.64.3.04.

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Alongside new models for government-funded professional development, England's academisation policy has significantly changed access, provision and responsibilities for teacher learning. This article reviews this impact on professional learning in primary mathematics, pointing to increased variability for teachers in the development they experience, increased responsibility for many school-based subject leaders and disrupted flow of professional knowledge around the school system. The article concludes by predicting the challenges for teacher learning in mathematics if a full academisation pol

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37

PAYNE, TERRY, and VALENTINA TAMMA. "Towards Semantic Web agents: Knowledge Web and AgentLink." Knowledge Engineering Review 20, no. 2 (2005): 191–96. http://dx.doi.org/10.1017/s0269888905000500.

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This paper presents an overview on the role of agents in the Semantic Web, which was the topic of the AgentLink Technical Forum Group on ‘Semantic Web Agents’, aimed at fostering closer collaboration between the European communities working in these areas. The paper is structured in three main sections. In the first, we argue how agents are an essential component of the Semantic Web, then we provide a brief history, by no means comprehensive, of how the Semantic Web vision—that includes agents—has evolved over the past fifteen years. We then conclude, reporting on the topics presented and disc

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38

Gunter, Helen M., and Belinda C. Hughes. "The education reform claimocracy and the academisation and MATification of schools in England." FORUM 64, no. 3 (2022): 21–31. http://dx.doi.org/10.3898/forum.2022.64.3.03.

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An education reform claimocracy is rule by assertion, and in this article we examine the claims made for the academisation and MATification of the provision of and access to school places in England. We examine the claimocracy at work in regard to the Conservative government white paper, Opportunity for all. Strong schools with great teachers for your child. We explain the knowledge production processes involved through deploying Arendtian scholarship regarding her work on Lying in politics, with specific attention to how concealment operates in the public realm.

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39

Chalkiti, Kalotina, and Marianna Sigala. "Information Sharing and Knowledge Creation in Online Forums: The Case of the Greek Online Forum ‘DIALOGOI’." Current Issues in Tourism 11, no. 5 (2008): 381–406. http://dx.doi.org/10.1080/13683500802316006.

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40

Kilpatrick, Sue, Sherridan Emery, Jane Farmer, and Peter Kamstra. "Wellness Impacts of Social Capital Built in Online Peer Support Forums." International Journal of Environmental Research and Public Health 19, no. 23 (2022): 15427. http://dx.doi.org/10.3390/ijerph192315427.

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The study reported in this paper sought to explore whether and how social capital resources were generated on online peer support mental health forums, and how they were used by rural users to influence mental health outcomes. Interviews with rural users of three Australian online peer support mental health forums were analysed to identify interactions that accessed social capital resources and mental wellness outcomes that flowed from these. Analysis drew on a model of simultaneous building and using of social capital to uncover the nature of the social capital resources present on the forum

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41

Rabiger, Penny. "Does teaching racial justice and equity have a place in our schools?" FORUM 63, no. 2 (2021): 131–40. http://dx.doi.org/10.3898/forum.2021.63.2.11.

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Schools are a microcosm of society and often tasked with fixing society's ills. We need to explore the purpose of education and the place of educators not only to prepare young people to gain the best qualifications they can but also to challenge ourselves as educators and our young charges to be active citizens with enough knowledge about society and citizenship to shape tomorrow's world. Recent world events have given educators a push towards addressing issues around racial justice and equity. Although this shift is rife with complexity, some schools and groups are actively addressing the is

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42

OMICINI, ANDREA, and PETER McBURNEY. "The AgentLink III Technical Forums: Introduction to the Special Issue." Knowledge Engineering Review 20, no. 2 (2005): 95–97. http://dx.doi.org/10.1017/s0269888905000469.

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This paper introduces the Special Issue of The Knowledge Engineering Review devoted to reports arising from selected Technical Forum Groups at the First and Second AgentLink III Agent Technical Forums, held in 2004 and 2005.

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43

Ye, Hua Jonathan, Yuanyue Feng, and Ben C. F. Choi. "Understanding knowledge contribution in online knowledge communities: A model of community support and forum leader support." Electronic Commerce Research and Applications 14, no. 1 (2015): 34–45. http://dx.doi.org/10.1016/j.elerap.2014.11.002.

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44

Cho, Seonhee, and Youngjoo Yi. "Funds of Knowledge and Cultural Capital: Working toward Diversity and Equity of Knowledges." Applied Linguistics 41, no. 5 (2018): 810–15. http://dx.doi.org/10.1093/applin/amy062.

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Abstract In this Forum article, we discuss issues emerging from utilizing two significant theoretical constructs, Funds of Knowledge and Cultural Capital, in the field of second/multilingual language studies. Some similar underlying characteristics yet opposite perspectives surrounding the concepts and theoretical applications have confused researchers and practitioners. Hence, we address three major issues related to social class-based knowledge distinction, little consideration of diversity and agency, and lack of empirical evidence on the convertibility and transferability of knowledges. Th

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Li, Xuguang, Andrew Cox, and Nigel Ford. "Knowledge construction by users." Journal of Documentation 73, no. 2 (2017): 284–304. http://dx.doi.org/10.1108/jd-05-2016-0060.

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Purpose The purpose of this paper is to develop a content analysis framework and from that derive a process model of knowledge construction in the context of virtual product user communities, organization sponsored online forums where product users collaboratively construct knowledge to solve their technical problems. Design/methodology/approach The study is based on a deductive and qualitative content analysis of discussion threads about solving technical problems selected from a series of virtual product user communities. Data are complemented with thematic analysis of interviews with forum

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46

Joeliaty, Joeliaty, and Ajeng Pritha Aryani. "Perancangan Knowledge Management System pada Bagian Diklat PT Dirgantara Indonesia." Jurnal Manajemen dan Bisnis Indonesia 1, no. 2 (2014): 197–213. http://dx.doi.org/10.31843/jmbi.v1i2.18.

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The problem that emerged on every organization now days especially company is how to increase sustainable knowledge from their human resources that suitable with the challenges faced. However, a lot of organizations such as PT Dirgantara Indonesia is not yet or have not discovered hidden knowledge within their employees. Therefore, the objective of this research is to find a constructive plan, implementation and evaluation of Knowledge Management System (KMS) that should be applied to PT Dirgantara Indonesia. Research method used on this paper is descriptive qualitative methodology, 10-step kn

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Umar, Irfan Naufal, and Samar Ghazal. "Computer-Supported Collaborative Learning: Factors Affecting Students’ Participation and Interaction in a Knowledge Building Environment." WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT 17 (May 24, 2021): 546–55. http://dx.doi.org/10.37394/232015.2021.17.52.

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This study seeks to explore the key factors and barriers that impact the learners' participation and interaction and in the Knowledge Forum environment. Moreover, this study was performed in one of the public universities in Malaysia. A quantitative and qualitative research approach through a questionnaire and interview were used. A total of 28 participants were surveyed using the questionnaire. A 40-items questionnaire was developed based on a review of previous literature. Descriptive statistics were adopted for data collection analysis. Thus, the results indicated the most important factors

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48

Hjortsberg, L., J. M. R. Lambert, and B. Joseph. "Cell death people share their knowledge on killing at Nobel Forum." Cell Death & Differentiation 15, no. 8 (2008): 1333–35. http://dx.doi.org/10.1038/cdd.2008.80.

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49

Benjelloun Touimi, Yassine, Abdeladim Hadioui, Noureddine El Faddouli, and Samir Bennani. "Intelligent Chatbot-LDA Recommender System." International Journal of Emerging Technologies in Learning (iJET) 15, no. 20 (2020): 4. http://dx.doi.org/10.3991/ijet.v15i20.15657.

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With the proliferation of distance platforms, in particular that of an open access such as Massive Online Open Courses (MOOC), the learner finds himself overwhelmed with data which are not all efficient for his interest. Besides, the MOOC has tools that allow learners to seek information, express their ideas, and participate in discussions in an online forum. This tool is a huge repository of rich data, which continues to evolve, however its exploitation is fiddly in the search for information relevant to the learner. Similarly, the task of the tutor seems to be difficult in management of a la

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Soliman, Dina, Stacy Costa, and Marlene Scardamalia. "Knowledge Building in Online Mode: Insights and Reflections." Education Sciences 11, no. 8 (2021): 425. http://dx.doi.org/10.3390/educsci11080425.

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It seems certain that blended learning will be on the rise in higher education, with in-person meetings increasingly precious time, and online synchronous and asynchronous sessions used to complement them. This paper examines Knowledge Building in two graduate courses conducted during the COVID-19 pandemic. There were no in-person sessions; rather, synchronous Zoom sessions were combined with asynchronous work in a knowledge building environment–Knowledge Forum. Knowledge Forum is designed to make transparent and accessible means by which deep understanding and sustained creative work proceed.

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