Practice for the Internet—Web Site

Practice for the Internet—Web Site

The World Wide Web is expanding and its value is increasing as a method for locating and delivering infor-mation. This creates a significant engineering challenge. Locating applicable information requires thatindexing information be incorporated into Web page development. Once an applicable page has beenlocated, essential information may not be present, resulting in user frustration and a failure of the Web application to meet its purpose.This is a revision of the 1999 accumulation of Web site management “recommended practices.” This revi-sion is based on IEEE Std 2001-1999, extending it based on recommendations since it was developed,addressing “site-wide” issues as well as “managed” Web sites (as opposed to just Intranet and Extranetsites). These can serve to improve the effectiveness of Web pages for users, Web page developers, and thevalue of the Web in corporate and organizational applications. This recommended practice is focused onmanaged Web sites, Intranet (within an organization), and Extranet (between a group of collaborating orga-nizations). Other projects are being evaluated by the Internet Best Practices working group (IBPwg) withinthe IEEE Computer Society. See http://dx.doi.org/10.1041/standard/2001 for current details.Web page engineering often is done with little consideration for the immediate or ongoing implications ofWeb site design or implementation. Some sites reflect “state of the art” delivery that can only be accessedwith the most recent tools. This may be inconsistent with the business objectives for that site. Some sites willlanguish beyond their applicable life, occupying valuable resources (particularly as these are incorporatedinto organizational indexes, and delivered as prospective “query returns” by indexing and search services).Poor Web page engineering results in lost productivity and user frustration, and can result in legal liabilities.

There is no clear prediction of when the World Wide Web or a specific site will be obsolete. There is a legit-imate engineering concern that this lifespan may be significantly underestimated or disregarded entirely inmany Web site designs. Vendor products—past and future versions, format preferences, or selection ofimplementation languages—may require future re-engineering as vendors and products fade. Corporate Websites may not need to live beyond the life of the corporation, however, public sector and other institutionalsites may well span centuries. A significant portion of the content of these sites may not require updating,except in cases of shortsighted design. The Magna Carta and the works of Shakespeare are examples offairly stable content.The recommended practices and requirements set forth in this recommended practice are aimed to reducethe risks associated with Web page investments. Further revision of this recommended practice is expected,partially to reflect changes in the Web environment, but also to reflect increased understanding of “recom-mended practices” in Web page engineering.  click here to view full website

There is a popular awareness of “Web years,” characterized byrapid advances in the platform technology for clients and servers. There is a potentially expensive, misin-formed conclusion that might be drawn from this, which is that Web pages (and more directly, informationcontent and services delivery) either are, or should, move forward at this same rate. Some of today’s Webpages will warrant long-term retention, and within the context of business operations (which is the core ofmanaged sites), re-engineering of last year’s Web pages is an investment that requires justification. The valueof Web-based operations is the delivery of the right information and services to the right persons at the righttime with the least amount of effort. Success in Web-based operations is based more on engineering designin response to an understanding of the target-user community and information, than it is on the rapidlyevolving technology for Web platforms.
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web-based technology

web-based technology
Knowledge sharing among students is one of the essential activities in learning. Recently, it is found that besides face-to-face interactions, students also share their knowledge through online channels such as social software tools. This study aims to examine the relationship between social software characteristics and knowledge sharing behavior of students in Malaysian university context. The findings of the questionnaire survey with 307 students in five different universities revealed that informal setting, communication, network and community, and user-generated content characteristics of social software tools could positively influence students’ knowledge sharing behavior.  

The web-based technology has led to many changes in the higher education. This technology increased the growth in complexity of information and knowledge which are available online and also led to the development in the e-learning technology. Learning management system (LMS) is an example of the e-learning technology which is adopted widely in the academic institutions [1]. However, number of studies had come to the conclusion that this technology was used to support the administrative works rather than the learning process of students [1, 2]. On the other hand, the emerging tools which have been gaining a lot of attention from the students of this generation are social software tools. Social software tools are Web 2.0 tools which support social interaction and collaboration among Internet users. The prominent types of social software which had been taken into consideration in this study are social network sites (Facebook, MySpace), blog (WordPress, Blogger) Wikis (Wikipedia, Wikispaces), content sharing communities (YouTube, Slideshare, Flickr), and microblog (Twitter). Recently, the studies on student’s use of social software tools in many contexts revealed the same trend that students are pervasively using these tools. Furthermore, the tools were believed to become an integral part of students’ lives [3, 4, 5]. Knowledge sharing is an essential activity in learning [6, 7]. It is an inseparable part of the effective learning process which can result in many benefits [8]. Students involve in this activity in their daily lives as they learn and acquire knowledge. The recent studies asserted that the social software tools provide the environment which encourages people to share and at the same time acquire knowledge from others [9, 10, 11]. The tools have been showing a great potential in an educational context as they can support the creation, sharing, and exchanging of knowledge [12]. A growing number of studies supported that these tools can be knowledge sharing tools among students [13, 14, 15]. Furthermore, it is undeniable that today’s students increasingly share information and knowledge through these tools. To date, however, students’ knowledge sharing behavior through these tools is relatively unexplored. Therefore, investigating how the social software tools can influence knowledge sharing behavior of the students is imperative.

Knowledge sharing among students Knowledge sharing is the process which an individual disseminates his/her knowledge to others [16, 17]. It is a social behavior since it involves social interaction among individuals [18, 19]. This study conceptualizes the knowledge sharing as a process through which individuals share their acquired knowledge with others who receive, process, and absorb that knowledge. Knowledge sharing can occur in different circumstances through various modes of communication ranging from the most traditional way such as face-to-face interaction, discussion, and written correspondence to the use of latest technologies such as e-mail and other online communication tools. In organizational context, knowledge sharing is a culture that almost all companies in this contemporary knowledge-based economy are trying to cultivate within their employees. Consequently, knowledge sharing has become one of the employability skills in the 21st century which students should possess [5]. This issue poses a challenge to the higher education institutions on how to prepare the students to be the future knowledge workforces who dwell in the knowledge sharing culture. In the educational context, knowledge sharing is the essential part of the effective learning [8, 12, 19]. Learning is a process of gaining knowledge [15, 20]. As mentioned that, knowledge sharing is the inseparable part of learning. It helps students in problem solving, learning new things and increasing their understanding of a particular topic [8]. While sharing knowledge, students can learn from the others’ opinions, ideas, experiences etc. Therefore, with this activity students can broaden their horizons and at the same time improve their learning outcome [8, 21, 22, 23]. Despite the importance of knowledge sharing among students is realized in the literatures, the studies which examineow today students share knowledge and how the technology can affect their knowledge sharing behavior are lacking. The prior studies on knowledge sharing among students revealed that the main motives for students to share their knowledge with others was for building the relationship with peers while face-to-face interaction was the main channel which they used to share knowledge [8, 19, 23, 24]. The recent studies, however, pointed out that knowledge sharing among students is taking place online [14, 15, 25] and there is no way to share knowledge effectively without technology [13, 26]. Therefore the technology such as social software tools deserves more consideration in research on knowledge sharing study 
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Social software characteristics Social software tools have been receiving a great attention from the researchers in the past few years. Although these tools are not primarily intended for learning purpose, they can encourage the active participatory roles, communication, interaction, collaboration, and sharing of information among students [27, 28, 29]. Furthermore, the tools also can provide richer functionalities and environment for learning and sharing as compared to the traditional e-learning technology such as LMS [30]. The social software characteristics were examined in a number of recent studies [31, 32, 33, 34]. This study summarized and synthesized four common characteristics in these prior studies i.e. (1) informal setting, (2) communication, (3) network and community, and (4) user-generated content. The prior studies on knowledge sharing asserted that knowledge sharing should occur in informal setting [16, 20]. In social software environment, informal setting is the bottom-up nature which allows users to participate, collaborate, and also open to the feedbacks and comments [30, 34, 35]. Unlike formal discussion forum, social software gives space to the users to share information, ideas, opinions etc. without control or authority. Therefore while sharing information and knowledge, the users are allowed to have conversation and socialize. These can lead them to further develop relationship and intention to share more knowledge. Facilitating conversation and communication among users is one of the main goals of social software tools [31, 33, 36]. The users of these tools can select mode of communication with each other either private or public, one-to-one or one-to-many conversation. Moreover, this characteristic also makes the conversation among the users become more interactive with the commentary tools. The empirical findings of recent studies on knowledge sharing among students in Malaysia found that the online communication has become one of the main mechanisms which the students used for sharing knowledge with their friends [14, 15]. Network and community characteristic allows the users of social software tools to be connected to each other and build the network or community easily according to their interests [31, 32, 33, 34]. In addition, this characteristic facilitates the connection not only between people but also between the people and the sources of information and knowledge. Moreover, the social interaction and reciprocal relationship inthe network could also positively affect the knowledge sharing behavior [37]. Last but not least, the user-generated content characteristic is the characteristic that social software inherited from its platform, Web 2.0. With this characteristic, the users of these tools are able to participate in the creation and sharing of content [31, 32, 33, 34]. Different content types can be combined and shared easily with a minimum technical skill required [38]. Therefore, it could open up the opportunities for knowledge sharing among the social software users.https://arudhrainnovations.com/