Forthcoming articles

 


International Journal of Knowledge and Learning

 

These articles have been peer-reviewed and accepted for publication in IJKL, but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

 

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International Journal of Knowledge and Learning (3 papers in press)

 

Regular Issues

 

  • The Impact of Student Attitude, Trust, Subjective Norms, Motivation and Rewards on Knowledge Sharing Attitudes among University Students   Order a copy of this article
    by Syed Ali Raza, Masooma Abidi, Ghulam Muhammad Arsalan, Arshian Sharif 
    Abstract: The aim of the study is to examine the Impact of Student Attitude, Trust, Subjective Norm, Motivation & Rewards on Knowledge Sharing Attitude among University Students. Theoretical model of the study is based on Theory of reasoned action (TRA). Furthermore, the study base on four independent and one dependent variable. Data was gathered from 350 university students of Karachi. The research instrument contains close ended question. The result was summarized and data was interpreted with the help of Smart Partial Least Squares-SEM. The results of the study show that student attitude, trust, subjective norm, motivation and rewards have a significant positive impact on knowledge exchange behavior between university students. On the basis of result, we can say that student attitude is not only the factors that have an impact on knowledge sharing behavior of students but other elements also matter. Therefore, students need motivation, trust factor and perceived behavior that lead the knowledge sharing attitude between them.
    Keywords: Behavior; Knowledge Sharing; Confidence; Theory Of Reasoned Action; Mutual Understating.

  • A Descriptive Statistical Analysis of the Profiles of Massive Open Online Course users and non-users in India   Order a copy of this article
    by Sangeeta Trehan, Rakesh Mohan Joshi 
    Abstract: The current paper presents our research regarding differences between Massive Open Online Course (MOOC) users and non-users. Extant literature, mostly in the Western and also Chinese contexts, has evidence regarding the demographic profiles of MOOC users. Limiting our research to the Indian context, we attempted to study MOOC-users and non-users using self-reported survey data. Our descriptive analysis allowed us to characterize the user base at micro-level and to find significant differences between users and non-users - among other things, age, education, general online efficacy, communicative online efficacy and self-directed learning preference emerge as significant distinguishers. These findings are on expected lines and in practical terms highlight some of the learner-level characteristics and capabilities that facilitate adoption of online learning through MOOCs in a developing country like India.
    Keywords: Massive Open Online Course; MOOC; MOOC adoption; conditional average; subgroup characterization; comparison of means; Tukey simultaneous confidence intervals.

  • Multi-Level Computer Aided Learner Assessment in Massive Open Online Courses   Order a copy of this article
    by Lynda Haddadi, Farida Bouarab-Dahmani 
    Abstract: Assessment is at the heart of Massive Open Online Courses (MOOC) challenges. It is also a core component for any effective learning. In this paper, we provide a general survey of the various forms of assessment in MOOCs. Then, we propose gradual automated learners assessment based on ODALA approach. Our proposition focuses on an assessment pyramid with four levels: Closed-ended questions, Half-open questions, Open-ended questions and Problem Solving (PS). This pyramid is the backbone of the learning process since it needs a gradual progression with an adequate methodology. Various computer aided or completely automated assessment activities are proposed. The transition from a level to another is a conditional one since there are minimal threshold of disciplinary knowledge acquisition. An evaluation prototype was tested with the Algorithmic discipline and was developed to access the feasibility of our proposition
    Keywords: Massive Open Online Courses; Learner Assessment; Automated Assessment; Assessment Pyramid; ODALA approach.