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Perceived organizational performance (POP) is an important factor that influences employees’ attitudes and behaviors such as retention and turnover, which in turn improve or impede organizational sustainability. The current study aims to identify interaction patterns of risk factors that differentiate public health and human services employees who perceived their agency performance as low. The 2018 Federal Employee Viewpoint Survey (FEVS), a nationally representative sample of U.S. federal government employees, was used for this study. The study included 43,029 federal employees (weighted n = 75,706) among 10 sub-agencies in the public health and human services sector. The machine-learning classification decision-tree modeling identified several tree-splitting variables and classified 33 subgroups of employees with 2 high-risk, 6 moderate-risk and 25 low-risk subgroups of POP. The important variables predicting POP included performance-oriented culture, organizational satisfaction, organizational procedural justice, task-oriented leadership, work security and safety, and employees’ commitment to their agency, and important variables interacted with one another in predicting risks of POP. Complex interaction patterns in high- and moderate-risk subgroups, the importance of a machine-learning approach to sustainable human resource management in industry 4.0, and the limitations and future research are discussed.

Non-tenure-track lecturers and adjunct instructors face particular challenges at US colleges, including heavy teaching loads, lack of office space, little control over the selection of course topics or textbooks, and long commutes between jobs at two or more schools. Quick Hits for Adjunct Faculty and Lecturers contains short, practice-oriented articles by experienced instructors that offer valuable teaching and career tips for balancing competing demands, addressing student issues, managing classrooms, and enhancing professional development.

Findings from two ethnographic studies regarding teachers' uses of computers from 1991 and 2004 are compared to discover how teachers' experiences of computer have changed since the proliferation of computers in schools and how teachers' experiences of computers have remained the same. Despite the tremendous increase in availability of computers in schools and modest progress in teachers' computer use, a comparison of data demonstrates continuing token integration of computers by teachers. Such factors as lack of effective training, and need for collaboration and involvement in planning for computer use which inhibited teachers' computer use in 1991 continued to exist in 2004.

This study investigates the factors impacting the achievement of adult learners in a technology certificate program on computer networks. We studied 2442 participants in 256 institutions. The participants were older than age 18 and were enrolled in the Cisco Certified Network Associate (CCNA) technology training program as non-degree or certificate students. Using a multilevel analysis, factors impacting adult learners achievement were identified. The results of Hierarchical Liner Model (HLM) analysis demonstrated that work status, degree orientation, motivation, age, gender, and computer technical ability of the participants at the beginning of the program had impact on adult learner achievement. On the contrary to the past research, the analysis showed that adult learners with full-time jobs achieve more than adult learners with no full-time jobs. Additionally, the institutional level factors did not have any impact on achievement. Findings of this study provide important information for developing a framework that can guide research and practice in technology certificate programs.

The purpose of this study is to describe forum participation of international graduate students who speak English as a foreign language in two Web-based graduate courses. Research questions focused around how linguistic and cultural differences impact nonnative speaking international students' perception of classroom participation, what effect computer-mediated communication has on their forum participation and interaction in Web-based courses and how their discussion participation is different from domestic students. Data was collected through basic information survey, electronic transcripts of student and instructor entries in the course forum, face-to-face and email interviews, and the researcher's observations and field notes. Both quantitative and qualitative techniques were used in data analysis. Participants' actual classroom participation and their perceptions were compared and contrasted for a better understanding. Results show that although Web-based forum discussion creates unique difficulties for international students' discussion participation, its unique characteristics provided them with a more equal opportunity to vocalize.

Information and communication technologies provide the necessary infrastructure for individuals from different cultures and locations to work and learn collaboratively. However the inner workings of such collaboration still keeps its mystery. In this literature review, the issues of how collaborative work comes into being and develops in multicultural virtual teams, the ways to facilitate them and what makes the work in such a team satisfactory and successful are explored. More specifically, how communication works among team members who come from different cultural backgrounds in a context lacking social cues; how potential conflicts due to different cultural understandings on very basic issues are resolved; or how certain notions such as trust is formed, maintained, etc. In pursuit of exploring these concerns, various articles obtained from the conducted literature survey were examined to discover recurring issues. Based on the findings and interpretations from the literature, this paper provides strategies to overcome and leverage similarities and differences inherent in team members. The findings of this literature review are especially important for those people who are planning to organize activities, which involve collaborative multicultural virtual teams.

This mixed-method study investigates distance education students' desire to interact and the support for community building available to them at a department-wide level in a graduate-level instructional systems technology program. Distance education students' interactions are compared to those of the department's residential students. A modified version of Rovai's Classroom Community Scale (Rovai, 2002) for measuring program-level sense of community is piloted. Levels of student interactions with others in the department are compared to students' reported satisfaction with courses and the program as a whole. Student suggestions for changes or additional opportunities for interactions within the program are discussed. (Contains 10 figures.)

Instructional design and technology (IDT) is a young field. Having coalesced as a unified field during the last half of the twentieth-century, IDT is a relative newcomer among educational disciplines. As such, it is not surprising to find its members frequently engaged in processes of reflection and inquiry to define areas of primary concern and to clarify relationships with allied fields. The importance of directing attention to these efforts has recently intensified as growth in fields such as learning sciences, telecommunications. and informatics has increased pressure from both inside and outside the field for IDT to clearly identify and articulate its unique value-added contribution. A number of different tactics have been used in efforts to characterize IDT. Some of these have been very direct, such as when academics in the field have launched efforts to create explicit definitions by fashioning language to be adopted by professional organizations. Other efforts have taken more circuitous routes, defining the field by extrapolating from professional practice or from the official curricula of academic programs dedicated to training instructional design professionals. While these efforts have often drawn heavily upon the informed opinions and practices of professionals in academic and corporate arenas, they have less frequently focused specifically on the perceptions and expectations of students in the field. This paper addresses this omission by reporting the results of a study designed to gather graduate students' responses to the question, \"What is the field of instructional design and technology (IDT) to you?\" The results of this survey suggest that current graduate students have a diversity of views regarding the field, many of which are shared by faculty and professionals in the field. Acknowledging these views allows the field to work collaboratively toward identifying areas of significant concern, and, where needed, devising interventions to address such concerns. (Contains 1 table.)

The \"No Child Left Behind Act\" continues to provide a centerpiece for educational discussions. This federal policy has been the object of praise and criticism and has brought standards-based reform into focus for the nation. In this paper the authors discuss the ways that standards-based reforms may be at odds with efforts to increase technology integration in K-12 schools. They recognize and value the important role that standards can play in bringing focus to a diffuse curriculum. Their reservations with regard to standards-based reform lie primarily in the de facto hierarchy that has been created when large-scale tests are used to measure only a portion of the knowledge, skills and understandings that the standards represent. The authors outline how accountability has brought about a shift in curricular focus, discuss several tensions between this shift and effective technology integration, and conclude with suggestions about how the tensions can be resolved and ideas for further research. (Contains 2 figures.)

Scholars representing the field of communications were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might change our understanding. The scholars included Jeremy Bailenson, Patrice Buzzanell, Stanley Deetz, David Tewksbury, Robert J. Thompson, and Joseph Turow. Scholars representing educational technology were asked to reflect upon implications for our field. They included Barbara Bichelmeyer, MJ Bishop, and Diane Gayeski.