Action Research Methods

2005 ◽  
pp. 1-5
Author(s):  
Patrice Braun
Keyword(s):  
Action Research ◽  
Technological Innovation ◽  
Electronic Mail ◽  
Small Firms ◽  
The Internet ◽  
Process Innovations ◽  
Resource Poor ◽  
Ict Adoption ◽  
E Mail ◽  
The Web

To date, most research into the implications of the Internet for SMEs has focused on individual business barriers to ICT and e-commerce adoption. Such research has shown that SMEs tend to be time- and resource-poor, with their size being their main disadvantage vis-à-vis ICT adoption (OECD, 2000; Van Beveren & Thompson, 2002). Perhaps the question is not whether small firms have adopted ICT, but rather where are small firms in terms of their ICT adoption. ICT encompasses a series of separate yet interrelated components; for example, electronic mail (e-mail), the Internet, the Web, and e-commerce, which can be adopted in a variety of social and business settings. Hence, it is suggested that ICT cannot be considered as a single technological innovation but rather as a series of (process) innovations, potentially resulting in variable ICT adoption patterns (Walczuch, Van Braven, & Lundgren, 2000).

Action Research Methods

2008 ◽  
pp. 3112-3118
Author(s):  
Patrice Braun
Keyword(s):  
Action Research ◽  
Technological Innovation ◽  
Electronic Mail ◽  
Small Firms ◽  
The Internet ◽  
Process Innovations ◽  
Resource Poor ◽  
Ict Adoption ◽  
E Mail ◽  
The Web

To date, most research into the implications of the Internet for SMEs has focused on individual business barriers to ICT and e-commerce adoption. Such research has shown that SMEs tend to be time- and resource-poor, with their size being their main disadvantage vis-à-vis ICT adoption (OECD, 2000; Van Beveren & Thompson, 2002). Perhaps the question is not whether small firms have adopted ICT, but rather where are small firms in terms of their ICT adoption. ICT encompasses a series of separate yet interrelated components; for example, electronic mail (e-mail), the Internet, the Web, and e-commerce, which can be adopted in a variety of social and business settings. Hence, it is suggested that ICT cannot be considered as a single technological innovation but rather as a series of (process) innovations, potentially resulting in variable ICT adoption patterns (Walczuch, Van Braven, & Lundgren, 2000).

scholarly journals Congress Opts Out of Canning Spam

2004 ◽  
Vol 66 (2) ◽  
Author(s):  
Matthew E. Shames
Keyword(s):  
World Wide Web ◽  
Electronic Mail ◽  
World Wide ◽  
The Internet ◽  
The Road ◽  
The World ◽  
The Face ◽  
In The Beginning ◽  
E Mail ◽  
The Web

And in the beginning, there was e-mail! At least, that may be the perception of the millions of people who use electronic mail (“e-mail”) every day. In fact, the pervasiveness of the Internet in general, and the World Wide Web and e-mail in particular, has made it difficult for many people to remember the world before these technologies changed the face of communications forever. But it was only a decade ago that e-mail was a novelty outside of academic and scientific settings, the Web was not yet viable as a commercial mechanism, and the promise and exuberance surrounding the developing technologies masked the dangers of the road that would lie ahead.

Issues in Using Web-Based Course Resources

2010 ◽  
pp. 1771-1779
Author(s):  
Karen S. Nantz ◽  
Norman A. Garrett
Keyword(s):  
United States ◽  
Online Courses ◽  
The United States ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Socially Isolated ◽  
Rss Feeds ◽  
E Mail ◽  
The Web

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

Electronic Mail Security

2011 ◽  
pp. 147-160 ◽  
Author(s):  
Edwin I. Achugbue
Keyword(s):  
Electronic Mail ◽  
The Internet ◽  
Security Threat ◽  
The Future ◽  
History Of ◽  
The Individual ◽  
Mail Address ◽  
E Mail

The chapter focuses on the history of the internet system of e-mail; e-mail security; threat to e-mail security, usefulness of e-mail address and country codes, how e-mails can be secured by the individual and electronic mail policy. The future of e-mail security is also described.

Codes of Ethics in Virtual Communities

2008 ◽  
pp. 1434-1442
Author(s):  
Calin Gurau
Keyword(s):  
Virtual Communities ◽  
Online Discussion ◽  
Codes Of Ethics ◽  
The Internet ◽  
Discussion Forums ◽  
Public Discussion ◽  
Online Discussion Forums ◽  
The Difference ◽  
E Mail ◽  
The Web

The development of the World Wide Web has created new opportunities for interpersonal interaction. The Internet allows one-to-one (e-mail), one-to-many (Web sites, e-mail lists) or many-to-many (online discussion forums) interaction, which represent a unique feature in comparison with traditional communication channels (Armstrong & Hagel, 1996). On the other hand, the Internet has specific characteristics, such as: • Interactivity: The Internet offers multiple possibilities of interactive communication, acting not only as an interface, but also as a communication agent (allowing a direct interaction between individuals and software applications) • Transparency: The information published online can be accessed and viewed by any Internet user, unless this information is specifically protected • Memory: The Web is a channel not only for transmitting information, but also for storing information¾in other words, the information published on the Web remains in the memory of the network until it is erased. These characteristics permit the development of online or virtual communities¾groups of people with similar interests who communicate on the Web in a regular manner (Armstrong & Hagel, 1996; Goldsborough, 1999a, 1999b; Gordon, 2000). Many studies deal with the ethics of research in Cyberspace and Virtual Communities (Bakardjieva, Feenberg, & Goldie, 2004), but very few publications relate with the Codes of Ethics used in Public Discussion Forums (Belilos, 1998; Johnson, 1997). Other specialists have analyzed specific categories or uses of online discussion forums, such as online learning (Blignaut & Trollip, 2003; DeSanctis, Fayard, Roach, & Jiang, 2003) or the creation of professional communities of practice (Bickart & Schindler, 2001; Kling, McKim & King, 2003; Millen, Fontaine, & Muller, 2002), and in this context, have also discussed briefly the importance of netiquette and forum monitoring (Fauske & Wade, 2003, 2004). The difference between these online communities and public discussion forums is the degree of control exercised on the functioning and purpose of the forum by a specific individual or organization. This article attempts to investigate, analyze and present the main patterns of the codes/rules of ethics used in the public discussion forums, otherwise known as Newsgroups, and their influence on the profile and functioning of the community.

Future of Small Business E-Commerce

2011 ◽  
pp. 2159-2163 ◽  
Author(s):  
Simpson Poon
Keyword(s):  
Small Business ◽  
Small Businesses ◽  
Electronic Mail ◽  
The Internet ◽  
File Transfer Protocol ◽  
File Transfer ◽  
Research Findings ◽  
Use Of The Internet ◽  
In The Beginning ◽  
E Mail

The use of the Internet for business purposes among small businesses started quite early in the e-commerce evolution. In the beginning, innovative and entrepreneurial owners of small businesses attempted to use rudimentary Internet tools such as electronic mail (e-mail) and file transfer protocol (FTP) to exchange messages and documents. While primitive, it fulfilled much of the business needs at the time. Even to date, e-mail and document exchange, according to some of the latest research findings, are still the most commonly used tools despite the fact that tools themselves have become more sophisticated.

scholarly journals Wired to the World: Anonymisers

2009 ◽  
Vol 60 (1) ◽  
pp. 30
Author(s):  
Ralph L Scott
Keyword(s):  
The Internet ◽  
The World ◽  
Use Of The Internet ◽  
E Mail ◽  
The Web

We have all become increasingly aware that, for commercial and perhaps other reasons, our use of the Internet can and is being tracked. For most of us this tracking has become a major concern as unwanted e-mail (commonly called SPAM) has begun to clog our incoming mailboxes.  There are a variety of ways to combat both the tracking and the receipt of unwanted e-mail. One of the ways of dealing with this problem is the use of an anonymiser service, many of which are available over the Web.

Issues in Using Web-Based Course Resources

2010 ◽  
pp. 2266-2272
Author(s):  
Karen S. Nantz ◽  
Norman A. Garrett
Keyword(s):  
United States ◽  
Online Courses ◽  
The United States ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Socially Isolated ◽  
Rss Feeds ◽  
E Mail ◽  
The Web

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

Social and P2P Networks on the Internet

2008 ◽  
pp. 545-550
Author(s):  
Milica Stojmenovic
Keyword(s):  
Electronic Mail ◽  
Instant Messaging ◽  
Discussion Groups ◽  
The Internet ◽  
Internet Service ◽  
Mailing Lists ◽  
Bulletin Boards ◽  
On Line ◽  
Voice Chat ◽  
E Mail

This article studies social networks on the Internet created by popular applications such as e-mails, Web, chat, file sharing via peer-to-peer interaction, and online gaming. The Internet has its roots in military and academia. Connections are available around the world at academic institutions, military installations, government agencies, commercial enterprises, commercial information providers (AOL, CompuServe, and MSN), and Internet service providers. The Internet offers the following services: sending and receiving e-mail (electronic mail), transferring files between computers, participating in discussion groups through newsgroups and mailing lists, searching and retrieving information, chat, Internet relay chat, instant messaging, Internet telephony (voice chat), and on-line shopping. Newsgroups contain databases of messages on topics. They are similar to mailing lists, except that e-mail messages are posted to newsgroup sites. Bulletin boards and discussion groups offer similar services. People “surf the net” to find information and download files and connect directly to other computers. Web pages are used to communicate with customers and suppliers, describe organizations and products, tender documents, and provide services (banking, stocks, and software).

Web Portal Gateways

2011 ◽  
pp. 1217-1221 ◽  
Author(s):  
Arthur Tatnall
Keyword(s):  
First Generation ◽  
The Internet ◽  
Web Portal ◽  
Multiple Sources ◽  
General Terms ◽  
Start Up ◽  
Base Site ◽  
Starting Point ◽  
E Mail ◽  
The Web

The term Web portal is overused and takes on a different meaning depending on the view of the author. This article will investigate the concept of a portal, the various types of portal, and how portals are currently being used. A Yahoo search of the Web in February 2004 revealed 85 million entries for the word portal, and even allowing for a considerable degree of overuse and overlap, portals are seen everywhere and span a bewildering range of topics and interest areas. It would be difficult to make any use of the Web without encountering one. In general terms, unrelated to the World Wide Web, the Macquarie Dictionary defines a portal as “a door, gate or entrance” (Macquarie Library, 1981, p. 1346). More specifically, a Web portal is seen as a special Internet (or intranet) site designed to act as a gateway to give access to other sites (Tatnall 2005a). A portal aggregates information from multiple sources and makes that information available to various users. In other words a portal is an all-in-one Web site whose prime purpose is to find, and to gain access to other sites, but also one that provides the services of a guide that can help to protect the user from the chaos of the Internet and direct them towards an eventual goal. More generally, however, a portal should be seen as providing a gateway, not just to sites on the Web, but to all network-accessible resources, whether involving intranets, extranets, or the Internet. In other words a portal offers centralised access to all relevant content and applications (Tatnall 2005b). Historically, the Web-portal concept probably developed out of search engine sites such as Yahoo!, Excite, and Lycos, which can now be classified as first-generation portals. These sites, however, quickly evolved into sites providing additional services such as e-mail, stock quotes, news, and community building rather than just search capabilities (Rao 2001). Eckerson (1999) outlines four generations of portals whose focus, in each case, is: generic, personalised, application, and role. The success of a portal depends on its ability to provide a base-site that users will keep returning to after accessing other related sites. As an entranceway onto the Web (or an intranet) it should be a preferred starting point for many of the things that a particular user wants to do there. A useful goal for those setting up a portal is to have it designated by many users as their browser start-up page.

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