THE EFFECTS OF COMPETITIVE INTENSITY AND TECHNOLOGY MANAGEMENT ON THE RELATIONSHIP OF ACCOUNTING INFORMATION SYSTEM AND FIRM PERFORMANCE

In today's conditions, where the intensity of the competition is high, the achievement of the desired performance outputs of the companies is closely related to the better understanding of the performance leaders. The aim of this study is to examine the effect of competitive intensity and technology management on firm performance through the accounting information system. The study covers data obtained from 256 SME managers in the West Marmara region. The data obtained were analyzed with the help of exploratory factor and multiple regression analysis. According to the exploratory factor analysis results, the variables were divided into sub-factors and the regression analysis was performed between the sub-components. As a result, the tendency of companies to preventive technology management and the increase in the use of internal and external accounting information systems increase the financial performance of companies in a meaningful and positive way. On the other hand, the increase in the intensity of competition, the use of company protective technology management and internal accounting information systems increases the market performance of the company in a meaningful and positive way. Again, the intensity of competition and the increase in collaborative technology management increase the use of external accounting information systems. Collaborative technology management increases the use of internal accounting information system. Finally, increased competition intensity increases collaborative technology management.

Enhancing Self-Regulation and Metacognition in Online Learning

Nowadays, online education is in the limelight. During the COVID-19 pandemic, K-12 students endured an abrupt transition from everyday learning in classrooms to online education. In the process, the concept that learning only occurs if students are physically present in a classroom has changed drastically. As the spaces and interactions are different, teachers need formal training, flexibility, and willingness to provide efficient online education that adjusts to the new and fluctuating realities. Simultaneously, students need to enhance self-regulation and metacognition and be the leaders of their education process and results. It is pivotal that teachers keep in mind that close relationships with students and families and personalized support are critically important to fostering ties, developing knowledge, and preventing school dropout. Consequently, curricula must respond to students’ singularities, socioeconomic conditions, contexts, resources, and interests. This chapter advocates that teachers should support students to work on the development of self-regulation, metacognition, collaborative technology-mediated tasks, and problem-solving in online environments. These are tools that help students to be autonomous, engage with their learning process, learn, create knowledge, decide accurately, improve their creativity, and increase intrinsic motivation skills.

Design and Analysis of Cooperative Broadcast Scheme Based on Reliability in Mesh Network

In order to ensure reliable data transmission of sender, the tree-based network is extended to Mesh network by collaborative technology, and the SW-HBH-CARQ broadcast scheme is introduced for the first time. Then, in order to solve the problems of broadcast storm and energy saving, SW-HBH-oiCARQ, SW-HBH-ieCARQ, and SW-HBH-oieCARQ are further proposed. Then, the four broadcasting schemes are analyzed quantitatively, and the performance indicators such as system energy consumption and time delay are obtained. Finally, the relationships between the performance indexes and the parameters are discussed by numerical simulation. At the same time, the effectiveness of the proposed schemes in energy saving is verified by comparing with the corresponding noncollaborative broadcasting scheme. However, the latency of proposes scheme is greater than uncooperative scheme, which is the cost of saving energy and resolving broadcast storms.

INNOVATIVE PEDAGOGY WITH COMPUTER-SUPPORTED COLLABORATIVE LEARNING IN TEACHING ENGLISH LANGUAGE

Today’s society is technology motivated and the educational institutions call for new pedagogical ideas. An education process over hauling is needed in all aspects of education like curriculum improvement, teaching learning aspect, assessment, evaluation procedures, etc. One of the basic requirements for education in the future is to prepare learners for participation in a network, information society in which knowledge will be the most critical resource for social and economic development. Computer - Supported Collaborative Learning (CSCL) is one of the most promising innovations to improve teaching and learning with the help of modern Information and Communication Technology (ICT). Research on collaborative learning and the use of information and communication technologies has been integrated in the research area called Computer-Supported Collaborative Learning (CSCL). Collaborative technology refers to specific technological support for collaboration built into computer networks. Such collaborative technology in connection with corresponding pedagogical practices is usually called CSCL environment. Collaborative learning is very important in achieving critical thinking. Individuals are able to achieve higher levels of learning and retain more information when they work in group rather than individually. The knowledge of English has become a prime factor for a nation’s development as well as an individual’s development. The present paper highlights the distinction made between the collaborative use of technology and collaborative technology for teaching English to undergraduate students.

Open Sourcing the Pedagogy to Activate the Learning Process

Information systems graduates increasingly need to understand the collaborative, technology-driven practices inspired by open source software development that are fundamentally changing today's workplace. To meet this challenge, instructors must bring open source principles and technologies to active learning experiences. In this paper, the authors describe how nineteen undergraduates in a web development and design course at a Midwest university worked collaboratively with leading open-source software provider, Red Hat, to revamp the Teaching Open Source website. Accommodating this semester-length project required making significant revisions to course structure, instructional strategy, and assessments. The authors also describe the challenges of integrating these practices into the classroom and conclude with project reflections, including cautions and suggestions for instructors considering similar initiatives to move away from the “instructor as expert” paradigm to “meritocracy rule” thereby enabling students to make decisions with impacts beyond the classroom.