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1
Munoz, Isabel, Michael Dunn, Steve Sawyer, and Emily Michaels. "Platform-mediated Markets, Online Freelance Workers and Deconstructed Identities." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–24. http://dx.doi.org/10.1145/3555092.
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We advance the concept of deconstructed identity to explain how online workers' identities are being reshaped, diminished and controlled by digital labor platforms. We focus on online freelance workers and contribute to contemporary conceptualizations regarding worker's self-presentation. The empirical basis for our analysis and theorizing build from two rounds of a longitudinal panel study of online freelance workers and their interactions with online labor platforms. Findings illuminate how online freelancer's identity presentation is constrained by the structuring of their profile, the ratings and client feedback, the algorithms used by the digital platform, and platform's terms of use. Data demonstrate that workers' profiles are focused on skills, reflecting the realities of competing for work in under-regulated labor markets. Study participants report the centrality of client and platform ratings of their work, and the need to manage client feedback and ratings as a core part of their online identity presentation. These findings suggest that, far from a subjective and personal story, a freelancer's identity on a digital labor platform is better understood as a standardized depiction of skills, ratings, and metrics controlled by platform algorithms. Coupled with use policies and evolving platform designs, this platform control creates what seems to be a form of indentured servitude. We further note online freelancers both recognize this control and resist their deconstructed identity.
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Waterson, Aimee Peta, Lebogang Mototo, and Tinashe Chuchu. "Does online ideal self-matter? Consumer perceptions of online brand advertisement." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 5 (August 8, 2021): 11–21. http://dx.doi.org/10.20525/ijrbs.v10i5.1258.
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The internet and online space have created numerous platforms for users to communicate and interact, where each platform provides access to different sources of information. The purpose of the study was to investigate the online ideal self and its influence on brand attitude and attachment towards consumer purchase intention. A unique conceptual model was developed to test the proposed hypotheses of the study. Social media is one of the leading communication platforms that have emerged in the online space. Social media allows consumers and brands to interact in an informal manner from anywhere in the world. The study adopted a quantitative approach utilizing the survey method. Data was collected from 300 consumers. The data was then processed in SPSS 24 for descriptive statistics and AMOS 24 for hypotheses testing. A key finding suggests that social media consumers’ attachment is considerably dependent on their attitudes towards those brands. Brands can use social media to receive real-time feedback from customers as well as track this feedback. Implications emerged from the findings and further research direction is proposed.
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Uong, Tran Gia Tri, Duy Khoi Nguyen, and Huu Nhon Nguyen. "Teachers’ Feedback on Using Discord as an Online Learning Platform." International Journal of TESOL & Education 2, no. 4 (July 20, 2022): 84–104. http://dx.doi.org/10.54855/ijte.22246.
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The COVID-19 pandemic has called for a shift in the teaching and learning landscape from conventional classes to e-learning. This propels the use of a range of online learning and distance learning platforms massively, notably MS Teams, Zoom US, and Google Classroom. However, the fact that the aforementioned require a monetary subscription to unlock their full potential proves detrimental to the accessibility to education during the pandemic, i.e., not all students and/ or educational institutions have the available means. This paper thus seeks to affirm the capability of Discord as an alternative online learning platform that is not only efficient in its own right but also comes at no expense. To this end, a handful of English teachers who had been teaching online via either of the three platforms above were offered to switch to Discord for a fixed amount of time. They received instructions and support from the research team concerning the platform along the way and were asked to participate in a survey afterward. With the use of SPSS for statistical data analysis, the paper pointed out that Discord achieved a high compatibility level for both parties in use, namely the teachers and the students.
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Li, Jie. "Design, Implementation, and Evaluation of Online English Learning Platforms." Wireless Communications and Mobile Computing 2021 (May 12, 2021): 1–11. http://dx.doi.org/10.1155/2021/5549782.
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With the rapid development of internet technology, various online learning platforms have emerged. The combination of the internet and education is an inevitable trend, and smart online learning platforms based on neural network become popular. This paper introduces how to design online English learning platforms through a neural network. It proposes the construction of a universally designed online English learning platform and the design of an online English learning platform server development architecture. Then, the implementation of online English learning platforms is discussed. Evaluation of the platforms is also very important, which is conducted through two questionnaire surveys. The first survey is general and the second one is more specific. Results of both surveys show that the learners’ demand for online English learning platforms is still growing, especially among the young learners. In addition, this paper reports the results of the feasibility analysis and performance test of online English learning platforms: (1) The well-designed online English learning platform has relatively complete functions and meets the needs of both students and teachers. It includes a series of functional modules such as students’ registration, analysis of students’ profile, courseware and learning resources management, test management, test score analysis, interactive discussion, online monitor and feedback. (2) There are no major defects in the implementation of the online English learning platform in this experiment. (3) The reliability and security of the online English learning platform are relatively high.
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Rihl, Alexander, and Claudia Wegener. "YouTube celebrities and parasocial interaction: Using feedback channels in mediatized relationships." Convergence: The International Journal of Research into New Media Technologies 25, no. 3 (October 31, 2017): 554–66. http://dx.doi.org/10.1177/1354856517736976.
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Young media consumers are increasingly using online video platforms, as YouTube in particular registers extremely high numbers of viewers and subscribers. These numbers then increase the popularity of the celebrities who present themselves in the videos on the platform. With their far-reaching influence, through involvement in the public sphere as well as broad marketing concepts, they draw in viewers and gain attention worldwide. It can thus be understood that YouTube users also form a bond with the celebrities featured online, as formulated theoretically in the concept of parasocial relationships. In this study, an exploratory online survey examines quantitatively whether these parasocial relationships are predominantly formed with YouTubers via the platform’s feedback channels. As the results show, however, the strength of these parasocial relationships is not influenced to any great extent by use of the feedback functions.
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Ramadhani, Irma, and Gusti Nur Hafifah. "Teachers’ Feedback in Writing Class through Online Platforms in Higher Education." Borneo Educational Journal (Borju) 4, no. 2 (August 1, 2022): 42–57. http://dx.doi.org/10.24903/bej.v4i2.1012.
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The purpose of this study is to explore the types and implementation of online feedback that the teacher use during online writing class. It also investigates the students’ responses to the teacher’s feedback. This research was conducted using a qualitative descriptive method. The participants of this study were 4th-semester students in writing class. The results of the study show that the teacher uses three online platforms in teaching writing, namely: What’s App Group, Zoom, and the university e-learning program Moodle. It is found that the teacher applied verbal and written feedback during the teaching-learning process. The feedback was given that are given directly and indirectly in synchronous and asynchronous class activities via Zoom meeting and assignments features via Moodle. However, what’s app group was only used for daily class communication. the study found that the WhatsApp application is not suitable for giving feedback in writing class, because writing feedback needs longer sentences and it is not practical for the teacher to give feedback via What’s app. Additionally, Students show positive perceptions toward the types and techniques of the feedback given by the teacher. Students generally agree that teachers' feedback motivates and give a positive impact on writing learning activities and improves their writing ability.
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AbuSa'aleek, Atef O., and Abdullah N. Alotaibi. "Distance Education: An Investigation of Tutors’ Electronic Feedback Practices during Coronavirus Pandemic." International Journal of Emerging Technologies in Learning (iJET) 17, no. 04 (February 28, 2022): 251–67. http://dx.doi.org/10.3991/ijet.v17i04.22563.
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The current study investigated the patterns of English language tutors’ e-feedback practices during the coronavirus pandemic, learners’ response to tutors’ e- feedback and the important issues that emerged from e-feedback practices. Quantitative and qualitative analysis of the online questionnaire and the semi-structured interviews were performed. The findings indicate that (1) English language tutors concentrate slightly more on local issues than global issues, provide eight main types of e-feedback; clarification requests, general explanations and clarification, questions and commands, repetition, explicit feedback, elicitation and recasts respectively. In addition, tutors employ more written and audio e-feedback compared with the screencast via various online platforms such as Blackboard collaborative tools, Zoom, Microsoft Teams, Email, and WhatsApp. (2) The findings indicate that the students ask for more clarifications, express their understanding of the e-feedback, engage in discussions, comprehend the e-feedback and make successful revisions, express their misunderstanding of the e-feedback and just a few students ignore the e-feedback they receive. (3) The qualitative analysis of the semi-structured interviews revealed some important issues such as the tutors' preferences to online learning, the appropriateness of online platform tools in providing e-feedback, ways and timing of providing e-feedback.
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Suliandari, Ris, Ahmad Zamzam, and Khusnul Khotimah. "Exploring the Teachers and Learners’ Perceptions of Online Corrective Feedback through Multiple Platforms." Research and Innovation in Language Learning 5, no. 1 (July 12, 2022): 61. http://dx.doi.org/10.33603/rill.v5i1.5855.
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The shift to online learning milieu due to the Covid-19 pandemic has brought some impact in the practices or teaching learning including the nature of writing corrective feedback (WCF) that should also be migrated to online platforms. Although much research has been conducted on the effectiveness of WCF, less has explored student and teacher preferences and perceptions of online corrective feedback through various platforms in student thesis writing in response to this abrupt learning transformation. Lensing from a case study, we recruited two English teachers and fifteen learners non-randomly with a purposive sampling technique. This study used closed-ended questionnaires and semi-structured interviews. In analyzing the data, the researchers used the formulation of Sudijono (2006) for a closed-ended questionnaire and adapted the steps formulated by Creswell (2003) to analysis the interview data. The result showed that there were differences in preferences and perceptions between teachers and learners regarding the use of different types of WCF: direct and indirect feedback. The teachers prefer to use both types of feedback: direct and indirect feedback. Meanwhile, learners preferred direct corrective feedback. Thus, some pedagogical contribution is also discussed, accordingly.
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Rusko, Rauno. "Interactive Online Learning." International Journal of Online Pedagogy and Course Design 7, no. 3 (July 2017): 54–69. http://dx.doi.org/10.4018/ijopcd.2017070104.
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This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.
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Shahad Saleh Al Asadi and Nasser Al-Issa. "Using Online Platforms to Improve Writing." Journal of the College of Education for Women 33, no. 2 (June 29, 2022): 43–54. http://dx.doi.org/10.36231/coedw.v33i2.1587.
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Due to the difficulties that Iraqi students face when writing in the English language, this preliminary study aimed to improve students' writing skills by using online platforms remotely. Sixty first-year students from Al-Furat Al–Awsat Technical University participated in this study. Through these platforms, the researchers relied on stimuli, such as images, icons, and short titles to allow for deeper and more accurate participations. Data were collected through corrections, observations, and feedback from the researchers and peers. In addition, two pre and post-tests were conducted. The quantitative data were analysed by SPSS statistical Editor, whereas the qualitative data were analyzed using the Piot table, an Excel sheet. The results have shown improvement of more than (0.5). This indicates that the study is effective and beneficial for the Iraqi students. Moreover, students were generally satisfied with the experience, as it allowed them to easily communicate, research and rely on themselves when learning to write in English as a foreign language. In addition, semiotic awareness and learning via e-learning platforms can be greatly adopted in teaching English in Iraq. The study has further concluded that there is an improvement in the performance of the Iraqi learners, and that their writing skills were enhanced after the improvement of their semiotic awareness. The is, the improvement of their semiotic awareness has deepened their understanding and enhanced their ability to analyze and criticize. It also developed their communication skills and motivate them to write better and search for details
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., Pai, and Chiplunkar . "Training Faculty for Better Online Teaching – Need & Issues." Journal of Engineering Education Transformations 36, no. 1 (July 1, 2022): 76–82. http://dx.doi.org/10.16920/jeet/2022/v36i1/22139.
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Abstract: Online teaching and learning is a necessity rather than a choice in all forms of education today. Faculty are one of the important element in this online teaching / learning process. There are several issues pertaining to faculty and one important issue is the training of the faculty and their orientation towards online teaching. There are several platforms, services and MOOCs available, which provide training to faculty regarding different aspects related to teaching better online. This paper explores the need for training the faculty to do better online teaching. The author has conducted a 4-hour short course on “online learning – theory and practice” for 23 faculty in his institution. Feedback collected from the faculty through a questionnaire survey support the need for such training by emphasizing the need to understand both theoretical and practical aspects, but expect freedom in selection of the platform to be used, consider student satisfaction and delivery as more important, support online assessment and consider regular student feedback important for online teaching. The findings of this study have some implications for development and implementation of training and support programs to help faculty to teach online. Keywords: online teaching, pandemic, faculty training, feedback
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Surarajah, Saravanamalar. "Significance of eLearning at Sunway University: A perspective from Art and Design Students." Journal of Education and Vocational Research 6, no. 3 (September 30, 2015): 16–21. http://dx.doi.org/10.22610/jevr.v6i3.196.
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Online learning platforms give a great opportunity for various types of learners with different learning abilities to learn at their own pace anytime, anywhere and at any cost. Some of the most common online platforms are Moodle, Blackboard and Virtual Learning Environment (VLE). Each platform has its own impact to the learners. It can be a positive or negative impact depending on the content of the subject matter, layout, design and user friendliness of the course site. However, online platforms can be significant for many learners but not for all. This paper studies the significance of using Blackboard (known as eLearn at Sunway University) in teaching and learning at Department of Art and Design, Sunway University. 79 students at this department had participated in the survey and given their feedback on using eLearn and about 74.7% of them are local students and the rest are international students. Teaching mathematics online can be different from history; teaching spiritual values can be different from science. However, all online teachings and learnings have something in common. There are some factors that make the online facilitators rise and fall at times. This paper also discovers learners’ expectation for a better eLearn experience.
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Ameer Ali and Maya Khemlani David. "Online Education during Covid-19: A Safe and Effective Way of Learning Research Techniques from a Mentor." IARS' International Research Journal 11, no. 2 (August 29, 2021): 06–14. http://dx.doi.org/10.51611/iars.irj.v11i2.2021.160.
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The Covid-19 pandemic has changed social mechanisms of our world causing many countries to impose either partial or complete lockdowns. Consequently, many people have resorted to online platforms for undertaking their daily business activities and jobs. Similarly, there is also an increasing trend of online education followed by both teachers and students around the world. Therefore, the aim of this research paper is to explore how a mentee learnt research techniques from a mentor through online platforms. Although researchers have studied the challenges and opportunities of online education during the pandemic, this research will explore how the mentee learnt research techniques from the mentor through emails, WhatsApp interaction, and Microsoft Word track changes feature. In this paper, we have used experiential research methodology for carrying out research. Employing qualitative method of data analysis, we have found out that the feedback and suggestions provided by a mentor to a mentee’s research work through the online platforms have been very safe and effective in improving the mentee’s research skills. Moreover, purposively selected chunks from the mentee’s six revised drafts have been discussed to demonstrate how online education facilitates practical learning during the pandemic. Finally, we are of the view that online platforms may be used as effective pedagogical tools because these facilitate learners to read their mentor’s feedback and suggestions as many times as they desire to improve their performance.
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Jiang, Yiyang. "Social Media Platforms and Public Relations for Brand Promotion." BCP Business & Management 34 (December 14, 2022): 769–75. http://dx.doi.org/10.54691/bcpbm.v34i.3095.
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Throughout a half century’s evolvement, public relations have become a bridge that extends the idea of organizations to the public mind. One of the challenges public relations meets is getting customers’ attention to the advertisement. In the current world, online social media gradually substitute conventional media to serve as a communication channel. They are a variety of online platforms, including business networks, collaborative projects, enterprise social networks, microblogs, photo and video sharing, products review, social bookmarking, and virtual worlds. Unlike traditional media, which is one-way communication, consumers only receive messages delivered to them without giving feedback to spreaders. Social media software is two-way communication, meaning that customers are supported to give feedback on goods and services. The social media platform is expected to be a new way of advertising, while it encourages dynamic communication between marketers and consumers. Because of this, the application of social networks plays a crucial role in promoting public relations activities. This study targets to analyse how public relations practitioners find it possible to depend on different social media platforms to gain customers’ attention for the organizations or brands they serve. The natures of platforms, influencers, and followers will be the objectives of starting this research.
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Vijayan, Asha, Chaitanya Nutakki, Dhanush Kumar, Krishnashree Achuthan, Bipin Nair, and Shyam Diwakar. "Enabling a Freely Accessible Open Source Remotely Controlled Robotic Articulator with a Neuro-Inspired Control Algorithm." International Journal of Online Engineering (iJOE) 13, no. 01 (January 18, 2017): 61. http://dx.doi.org/10.3991/ijoe.v13i01.6288.
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Internet-enabled technologies for robotics education are gaining importance as online platforms promoting skill training. Understanding the use and design of robotics are now introduced at university undergraduate levels, but in developing economies establishing usable hardware and software platforms face several challenges like cost, equipment etc. Remote labs help providing alternatives to some of the challenges. We developed an online laboratory for bioinspired robotics using a low-cost 6 degree-of-freedom robotic articulator with a neuro-inspired controller. Cerebellum-inspired neural network algorithm approximates forward and inverse kinematics for movement coordination. With over 210000 registered users, the remote lab has been perceived as an interactive online learning tool and a practice platform. Direct feedback from 60 students and 100 university teachers indicated that the remote laboratory motivated self-organized learning and was useful as teaching material to aid robotics skill education.
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Ahmad Khan, Shad, and Hesham Magd. "EMPIRICAL EXAMINATION OF MS TEAMS IN CONDUCTING WEBINAR: EVIDENCE FROM INTERNATIONAL ONLINE PROGRAM CONDUCTED IN OMAN." JOURNAL OF CONTENT COMMUNITY AND COMMUNICATION 14, no. 8 (December 31, 2021): 159–75. http://dx.doi.org/10.31620/jccc.12.21/13.
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The quick adoption of digital platforms in the education sector will always give credit to covid-19. The imposition of lock downs and closure of border as remedial measures forced educational institutes to shift to online platforms for their routine teaching and learning activities. The higher education institutes (HEIs) were found to be more dynamic, as they utilised their online presence in interacting with external members by way of other online activities predominantly webinars. The researchers suggest that online learning will remain to be a vital part of higher education and is going to stay along with other online activities like webinar as it is flexible, accessible, and convenient for the larger section of the students. This study examines the MS team’s platform from the learner’s perspective through technology acceptance model. The 320 responses were gathered from the participants of 22 countries who participated in one-week international webinar organised by two leading HEIs in Oman an online feedback form was analysed through PLS-SEM in SmartPLS 3.3.3. The study aimed to test the degree to which the participants were able to accept MS teams, a popular online learning platform in Oman, as a suitable webinar platform. The results indicate that MS teams is found to be a sufficiently good platform to conduct webinars however, it lags in terms of ease of use or user-friendliness. The study also confirms that attitude towards e-learning influences behavioural intention that subsequently influences the actual use of the platform.
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Zhao, Kai, Qingxue Yang, and Xinming Ma. "Exploration of An Open Online Learning Platform Based on Google Cloud Computing." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (July 12, 2017): 17. http://dx.doi.org/10.3991/ijet.v12i07.7249.
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With the progress of society, traditional online learning platforms have demonstrated the uneven distribution of information resources, and teacher–student communication exhibits a certain delay. At present, cloud computing, which is a new product of information technology, has been favored in many areas because of its superior feedback mechanism and storage space. Therefore, to improve the integration of online learning information resources and facilitate interaction between teachers and students, we designed our own online learning system based on the Google cloud computing platform. We used Google’s cloud computing platform and the Google App Engine to develop a unified and open online learning platform that is capable of storing large amounts of data, integrating considerable amounts of learning resources, and storing them on cloud. Through a test, we determined that the designed online learning platform for sharing information resources and integrating teacher–student exchanges is highly beneficial. The platform helps the classroom learning atmosphere become active, and has a positive effect on teaching methods. The proposed platform can promote further development of online learning.
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Kim, Sejun. "Regulating online platform on operating of consumer review and rating system." Legal Studies Institute of Chosun University 29, no. 3 (December 31, 2022): 3–29. http://dx.doi.org/10.18189/isicu.2022.29.3.3.
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No market can survive without trust. The same applies to transactions on online platforms. However, because of the nature of online platforms, the existing mechanism for establishing trust is hardly effective. As a result, online platforms use a kind of review(feedback) system to establish trust. In other words, the review and rating system is designed to function as the basis for and purpose of their trustworthiness. Therefore, their regulatory environment should also warrant systematic trust, whose existence becomes the basis for confidence in the necessity of the functions of the regulatory regime. In this paper, the principles of ISO 20488:2018 are introduced and six elements for the regulation are presented: Tramsparency and consumer information, Submission of reviews, Moderation of reviews, Publication of reviews, Consolidated Ratings, Right to reply. Consumer reviews may reduce the asymmetry of information among the market participants by providing information concerning the actions of the platform users in trading. Furthermore the review and rating system could be a means of controlling the market indirectly by performing the functions of information transmission, verification and monitoring. Therefore, for such a system to fuction properly based on reliability, the factors related to its reasonable regulation should be examined carefully.
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Withers, John Dermott Alexander, and Cecilia Sik-Lanyi. "Sustaining Inclusive, Quality Education during COVID-19 Lockdowns." Sustainability 13, no. 23 (December 6, 2021): 13481. http://dx.doi.org/10.3390/su132313481.
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With the sudden emergence of the COVID-19 pandemic forcing countries to close schools, the education of students worldwide had become a major challenge. Schools were forced to switch to online education, as that proved to be the only feasible option considering the adverse circumstances. The purpose of this research is to facilitate a quick transition to distance education should another lockdown be implemented. This is achieved by performing a literature review to determine how online education is regarded by students, along with what its advantages and challenges are. A survey has also been administered, with the purpose of assessing the usability of certain web conferencing platforms used in online education. The findings and results indicate an improving attitude towards degrees and courses acquired by online education, whilst also including the pitfalls and challenges teachers currently face during online education. The results of the survey suggest that certain web conferencing platforms appeal to the students more, with Big Blue Button being the platform most respondents rated favourably in the survey. Student feedback indicates that the transition to online education was successful, albeit somewhat challenging.
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Zelena, András. "The Psychology of Inclusion on New Media Platforms and the Online Communication." Acta Universitatis Sapientiae, Communicatio 7, no. 1 (December 1, 2020): 54–67. http://dx.doi.org/10.2478/auscom-2020-0005.
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Abstract Following the tabooistic and rejective attitude of the 20th century, in the processing and announcement method of the 21st century, there is is a growing emphasis on sharing various life events on the platforms of new media (Web 2.0). Such platforms can be social media sites or one of the file or video sharing pages or blogs. In addition to presenting user habits shaped by the COVID pandemic, which have temporarily changed the online communication, I aim to answer the question of how new media (Web 2.0) becomes the platform of communal loss for users of different ages, genders, social statuses, and diverse Internet usage habits and socialization. I attempt to present the comprehensive picture of the transformation of personal loss into communal grief experience on the different platforms of new media and what supportive acts help the person who shares his/her loss experience in the processing of the events. By means of feedback (reactions, comments, replies with different emoticons), the user’s loss experience “expands” into communal loss experience. In the present research paper, the findings of the international discipline are only applied to Hungary (its current population is 9.6 million), a Central Eastern European country where, according to a representative study published in 2015, there are 5 million Facebook users.
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Kaur, Amanpreet, Ritu Sharma, Sarita Gulati, and Rupak Chakravarty. "Mobile app analytics for assessing MOOC platforms: a study of online learners’ sentiments." Library Hi Tech News 39, no. 1 (February 1, 2022): 5–6. http://dx.doi.org/10.1108/lhtn-11-2021-0086.
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Purpose In distance education, massive open online courses (MOOCs) are recent innovative approaches, which strive to provide learning content to all the participants without any demographic-related barriers. The purpose of this research is to analyse and evaluate the popularity of two MOOCs platforms, Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM) and Coursera, on an android app by pursuing the paradigm of mobile analytics and deep learning. Design/methodology/approach The analytics are performed by using the Web application AppFollow (AppFollow.io), which captured, monitored, measured and analysed the app review results. Findings The findings of the paper suggest MOOCs designers should consider sentiment analysis to check and evaluate users’ ratings and feedback to improvise its design. Research limitations/implications The findings of the study will provide the necessary inputs and feedbacks to the app developers to understand the users’ problems, users’ perspectives and users’ requirement in a scientific and precise way. By removing the bugs and incorporating the value-added features, the MOOC platforms will become more productive and beneficial in terms of knowledge sharing, skill development and capacity building. Originality/value This research is novel in getting an insight into the behaviour of users towards usage of SWAYAM and Coursera apps on Android platforms through the AppFollow software and provides valuable results for the app developers in monitoring the feedbacks to enhancing the features for the satisfaction of users. The present analysis is expected to provide a benchmark for future research in this domain.
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Piatnychuk, Iryna, Iryna Boryshkevych, Antonina Tomashevska, Iryna Hryhoruk, and Dariusz Sala. "Online Tools in Providing Feedback in Management." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 3 (October 31, 2022): 6–17. http://dx.doi.org/10.15330/jpnu.9.3.6-17.
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The article deals with the issue of online tools in providing feedback in management in today's dynamic environment. The article aims to study the use of modern online services for the organization of feedback in management and identify opportunities for their wider use. It is investigated that the application of the concept of feedback has a broad functional field: in the public sphere for the establishment of public feedback from the public; in the field of business - to determine the needs and levels of customer and consumer satisfaction; in general, in the production and services sectors to conduct research and improve the level of implementation of their main processes. It is established that by providing feedback, employees can receive information that will help them improve their tasks, reduce uncertainty and explore prospects for new tasks, as well as develop a sense of responsibility in employees. One of the most common forms of feedback is a survey, which collects information about the object of study during direct or indirect communication between the interviewer and the respondent. With online survey tools, you can quickly organize and analyze their results, provide feedback and offer information that can be useful in management reporting or to implement various opportunities. Based on the study, it is proposed to classify services according to the following characteristics: time-based online tools for instant and delayed (non-real-time) feedback; taking into account the involvement of respondents, online tools for cooperation, for evaluation. You can use online tools such as Mentimeter, and Kahoot to get real-time feedback. To conduct online surveys in real-time, you can use online tools: Survio, Surveymonkey, Google Forms, and Typeform. Classtime, Socrative, Quizalize, and Quizizz platforms can be used for evaluation. Services that help in establishing cooperation and receiving feedback are Padlet, Jamboard, Linoit, and Google Presentations. It is established that, depending on the purpose of the survey and the form of feedback, it is advisable to use appropriate online tools, taking into account the conditions of the organization of feedback. The study results are the basis for further research in terms of more effective use of modern online tools for feedback in management.
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Liu, Bo. "Internet-Based Approaches to Designing an Online Fitness Platform." Journal of Healthcare Engineering 2022 (January 25, 2022): 1–9. http://dx.doi.org/10.1155/2022/9113569.
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In recent years, national fitness has become a hot topic. How to take healthy and effective exercise on a daily basis is an urgent problem to be tackled. Web-based platforms are accessible through cellphones, which include fitness records, teaching videos, and result feedback. These three aspects assist users in completing their initial evaluation, which further contributes to health improvement. Additionally, enhancement in the well-being of individuals is carried through video recommendations. In order to proceed fitness related videos suggestions, this platform uses a collaborative filtering algorithm, which is based on videos recommendation. To receive suggestions, this methodology acquires five queries to be completely addressed at the preliminary stage. This initial assessment is commonly known as a cold-start evaluation strategy. Furthermore, popularity punishment measures are incorporated to enhance productivity. Finally, this platform offers an online-based approach for the inspection, assessment of the national fitness, and orientation for the future improvement of the fitness database.
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Sherbino, Jonathan, Nikita Joshi, and Michelle Lin. "JGME-ALiEM Hot Topics in Medical Education Online Journal Club: An Analysis of a Virtual Discussion About Resident Teachers." Journal of Graduate Medical Education 7, no. 3 (September 1, 2015): 437–44. http://dx.doi.org/10.4300/jgme-d-15-00071.1.
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ABSTRACT Background In health professionals' education, senior learners play a key role in the teaching of junior colleagues. Objective We describe an online discussion about residents as teachers to highlight the topic and the online journal club medium. Methods In January 2015, the Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated an open-access, online, weeklong journal club on the JGME article “What Makes a Great Resident Teacher? A Multicenter Survey of Medical Students Attending an Internal Medicine Conference.” Social media platforms used to promote asynchronous discussions included a blog, a video discussion via Google Hangouts on Air, and Twitter. We performed a thematic analysis of the discussion. Web analytics were captured as a measure of impact. Results The blog post garnered 1324 page views from 372 cities in 42 countries. Twitter was used to endorse discussion points, while blog comments provided opinions or responded to an issue. The discussion focused on why resident feedback was devalued by medical students. Proposed explanations included feedback not being labeled as such, the process of giving delivery, the source of feedback, discrepancies with self-assessment, and threats to medical student self-image. The blog post resulted in a crowd-sourced repository of resident teacher resources. Conclusions An online journal club provides a novel discussion forum across multiple social media platforms to engage authors, content experts, and the education community. Crowd-sourced analysis of the resident teacher role suggests that resident feedback to medical students is important, and barriers to student acceptance of feedback can be overcome.
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Kristina, Fajar, Syahrial Syahrial, and Wisma Yunita. "PLATFORMS, PROBLEMS AND SOLUTIONS OF ONLINE ENGLISH LANGUAGE TEACHING AT VOCATIONAL HIGH SCHOOL." JURNAL BASIS 8, no. 2 (October 26, 2021): 299–310. http://dx.doi.org/10.33884/basisupb.v8i2.4480.
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The study aimed to discover and to describe online learning platforms used, the problems faced and the solutions that offered by the English teacher in Vocational High School. The descriptive qualitative research was used as the research design in order to describe in detail the issues which had been discovered. The researcher selected 7 English teachers from each state vocational high school of Bengkulu city as the representative sample for this research. The instrument of this research was the interview guideline and data were collected by using the interview. After collecting the data, the researcher analyzed the data by using descriptive analysis. The result Google classroom and WhatsApp were effective platforms to have online English language teaching in the pandemic era, especially, for the students at the vocational high school. The problems of using the platforms were the internet connection, lack of students’ motivation, lack of students’ understanding, and inefficient teaching time. While the problems of teaching language skills through the use of platforms were miss understanding and lack motivation, in adequate time, lack of interaction, and overload the use of data plan. The solution that the teacher used for solving the use of platform were providing the extended time and offline module or having face to face class. However for solving the problems of teaching language skills, the teachers did Whatsapp discussion, peer feedback and having question and answer session in Whatsapp, decreasing listening activity and providing additional time for writing.
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Chen, Qian, Mats Magnusson, and Jennie Björk. "Collective firm-internal online idea development." European Journal of Innovation Management 23, no. 1 (August 16, 2019): 13–39. http://dx.doi.org/10.1108/ejim-02-2018-0045.
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Purpose New opportunities to nurture good ideas for innovation arise as firms use web-based ideation platforms for collective idea generation and development. What influences creative performance in firm-internal collective idea development is however not as well researched as idea generation and thus an important area of research is the feedback and commenting on ideas. More specifically, the purpose of this paper is to explore the role of feedback timeliness and knowledge overlap between feedback providers and ideas in collective firm-internal online idea development. Design/methodology/approach An empirical study has been performed, drawing on data collected from a Swedish multi-national company using a web-based system for collective firm-internal ideation. The investigation explicitly captures the effects on ideation performance played by idea development contributions, in terms of feedback timeliness and knowledge overlap between feedback providers and ideas. Findings The empirical results show that idea development is significantly influenced by feedback timeliness as well as by the knowledge overlap between feedback providers and ideas. Specifically, it is found that longer time to feedback and an increased knowledge overlap result in an increased likelihood of idea acceptance. However, beyond a certain point, the positive effects of a longer time to feedback and increased knowledge overlap decrease, resulting in curvilinear relationships with idea acceptance. Research limitations/implications The results do not only shed new light on theory about collective idea development, but also provides management implications for collective firm-internal ideation. As the data used in the study has been collected in one single firm, care should be taken in generalizing the results to other domains. Practical implications The results inform managers that it is not always better to involve more individuals in these emergent and distributed ideation systems, but that it might be beneficial to take measures to exercise some control in terms of when distributed and diverse employees can freely join in and out, especially considering the diversity of ideas, comments and creators. Originality/value The results from the empirical study reveal the effects of feedback timeliness and knowledge overlap on idea development. This provides us with new insights on the complex dynamics at place in collective firm-internal idea development and offers implications for how we can fruitfully manage this process.
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Vredenburgh, Michael J., Paul B. Stone, and Caroline G. L. Cao. "User Experience: An evaluation of the Pilot Education Platform and Online Learning at Wright State University." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, no. 1 (September 2021): 1215–19. http://dx.doi.org/10.1177/1071181321651190.
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American college students’ lives were upended when the global pandemic reached our shores. Instead of interacting face-to-face, they were forced to attend classes online. This new learning environment required students and faculty to rely on digital platforms provided by their universities. This study evaluated the effectiveness of the Pilot platform at Wright State University, and the user experience by its two primary user populations: students and faculty. Attributes studied include the usability of elements including feedback, assignments, and communication. Recommendations focus on adjusting the grading input for faculty and to standardize an assignment posting method.
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Navrotska, Iryna, Alla Pavliuk, Iryna Kalynovska, and Iryna Kuzhel. "ONLINE LANGUAGE TEACHING EFFICIENCY IN COVID-19 ENVIRONMENT." ГРААЛЬ НАУКИ, no. 6 (July 6, 2021): 220–25. http://dx.doi.org/10.36074/grail-of-science.25.06.2021.037.
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The article represents the results of the survey conducted among the group of university and high school teachers to establish the specific tendencies in online language teaching and learning within the COVID 19-affected environment. The study hypothesis presupposed verification of the thesis that language learning needs adjustment to new circumstances. During 2020-2021, the major platform adopted by Lesya Ukrainka Volyn National University has been MS Office. It provided the participants of learning process with necessary tools such as calendar planning, lecture and seminar moderation, data submission and storage as well as assessment options and statistics. Incorporating the platform required tutorials for teachers since there were certain issues with registration and running the MS Office programme on various gadgets. At the initial stages alternatives were allowed to be used for online classes. The survey was conducted and analysed by means of quantitative and descriptive methods and on the basis of continuous academic discussions. It was concluded that the teachers treated the challenges of new learning environment differently. Namely, the respondents were invited to rate the general effectiveness of constant online language or language related subject learning, characterise institutional support, specify the prioritised digital platform and share feedback regarding their satisfaction with the educational process within late 2020 – first half of 2021. The majority of the respondents denoted the satisfactory effectiveness of online English language system. The educational institution was reported to provide sufficient support on distant learning platforms. Roughly one third of the answers pointed at the use of several distant learning platforms. Zoom has been defined as the main teachers’ preference probably due to simplicity of installation and running flexibility on various gadgets for both sides. The most burning issues of online learning during the COVID-19 period were associated with internet connection and access.
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Kavytska, Tamara, Viktoriia Drobotun, and Olha Draginda. "ONLINE WRITING INSTRUCTION IN EMERGENCY SETTING: EXPLORING THE INSTRUCTIONAL CAPACITY OF DIGITAL SUPPORT." АRS LINGUODIDACTICAE, no. 8 (2021): 4–12. http://dx.doi.org/10.17721/2663-0303.2021.8.01.
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Introduction. This paper reports on the results of the initial stage of the study targeted at carrying out a comprehensive comparative research into the educational capacity of two online tools that were used to teach academic writing to university students in the emergency online learning under the COVID-19 pandemic. Since this kind of online educational activity was meaningfully different from well-planned online experiences in terms of planning, preparation, and development, the authors were required to find the tools and online platform to match a range of criteria, such as: accessibility of the tool/platform; high task generation capacity; feedback generation capacity as well as the capacity to disable academic dishonesty. The objective of this paper is to consider the impact of technological support of online writing instruction on the quality of the students’ cause-effect essays as well as on building writing skills of the learners. Methodology. The research is designed as an experimental online training of the 3rd-year students of the Institute of Philology, Taras Shevchenko National University of Kyiv (n=42). Authors 1 and 2 acted as teachers in the process of online writing instruction with the involvement of ZenGengo and PaperRater platforms, which, presumably, adds limitations to this research. Results and discussion. The research results prove a positive impact of the indicated online platforms on improving the overall quality of students’ written products. However, the data obtained show an uneven impact of the platforms on both improving the quality of a written product and the development of students’ integrated writing skills. Language, rhetorical, and textual skills of students were more influenced as opposed to the ability to integrate information from reading/listening sources. The overall conclusion drawn from the research exploration is that only targeted choice of online tools can lead to significant improvement in targeted skills. For online learning to be effective, the tools used in it need to be user-friendly and have a strong potential for optimization in terms of time-consumption and labor-intensiveness. Further prospects for research lie in exploring the educational potential of other platforms as well as investigating the impact of using multimedia tools on other aspects of academic writing
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Kaur, Ramneet, Deepali Gupta, Mani Madhukar, Aman Singh, Maha Abdelhaq, Raed Alsaqour, Jose Breñosa, and Nitin Goyal. "E-Learning Environment Based Intelligent Profiling System for Enhancing User Adaptation." Electronics 11, no. 20 (October 18, 2022): 3354. http://dx.doi.org/10.3390/electronics11203354.
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Online learning systems have expanded significantly over the last couple of years. Massive Open Online Courses (MOOCs) have become a major trend on the internet. During the COVID-19 pandemic, the count of learner enrolment has increased in various MOOC platforms like Coursera, Udemy, Swayam, Udacity, FutureLearn, NPTEL, Khan Academy, EdX, SWAYAM, etc. These platforms offer multiple courses, and it is difficult for online learners to choose a suitable course as per their requirements. In order to improve this e-learning education environment and to reduce the drop-out ratio, online learners will need a system in which all the platform’s offered courses are compared and recommended, according to the needs of the learner. So, there is a need to create a learner’s profile to analyze so many platforms in order to fulfill the educational needs of the learners. To develop a profile of a learner or user, three input parameters are considered: personal details, educational details, and knowledge level. Along with these parameters, learners can also create their user profiles by uploading their CVs or LinkedIn. In this paper, the major innovation is to implement a user interface-based intelligent profiling system for enhancing user adaptation in which feedback will be received from a user and courses will be recommended according to user/learners’ preferences.
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Kostadinova, Mariana. "KINDERGARTEN ONLINE LEARNING." Education and Technologies Journal 11, no. 2 (August 1, 2020): 342–46. http://dx.doi.org/10.26883/2010.202.2357.
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Online kindergarten education is a novelty for the practice of the kindergarten teacher. In the conditions of social isolation, the need arose to look for opportunities for contact with children and their families. There was a need for a professional solution for training outside the kindergarten. In the present development innovative forms for distance learning in the kindergarten are presented. Teachers together with the children’s parents conduct online training. Teachers are based on training links from the publishing house „Arts“. The topics are divided by educational areas and for the age groups for children from the first to the fourth group. For younger children, educational topics are tailored and adapted to age. Information platforms are used, such as closed Facebook groups. The specificity is in receiving active feedback on the game tasks assigned to the children, by sending photos and videos from the parents.
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Williams, Spencer, Ridley Jones, Katharina Reinecke, and Gary Hsieh. "An HCI Research Agenda for Online Science Communication." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–22. http://dx.doi.org/10.1145/3555591.
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Social media, blogs, podcasts, and other computer-mediated communication technology have become an integral way for the public to access and engage with research. However, despite the evolving challenges researchers face navigating these platforms, and the high stakes of online science communication, relatively little HCI research has focused on understanding and supporting online science communication through these participatory platforms. Through a review of the literature and a set of interviews with HCI researchers (n = 24), we identify challenges currently facing researchers who try to engage with the public about their work, and establish a research agenda for HCI to study, design, and evaluate technology to support science communication. Specifically, we advocate for the design of tools to support audience analytics, automated summary and outreach workflows, and providing quantitative and qualitative feedback about online outreach efforts, as well as additional research to elucidate the impacts of self-directed science communication efforts and the evolving roles of scientists on the participatory web. With shifting online platforms placing researchers in the role of advocates and participants in science communication, understanding and supporting these interactions is now more important than ever.
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Rasool, Jihan A., and Sarhan S. Dawood. "Evaluate the Use of Moodle Platforms for Education in University of Duhok Using Online Survey Application." International Journal of Machine Learning and Computing 11, no. 2 (March 2021): 152–57. http://dx.doi.org/10.18178/ijmlc.2021.11.2.1028.
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Development countries uses E-Learning as a form of education to cooperate with the challenges of globalization, the birth of the internet and so on. Moodle is a Learning Management System (LMS) which is a free open source platform designed to assist educators in creating online courses with opportunities for dynamic interaction. In this paper the meaning of Moodle was carried out, then the web form (Google Form) is created as a Database to store the answers, gathering feedback and as statistical software to provide analytics of the effect of using Moodle by the lecturer’s opinion or perspective in College of Engineering, University of Duhok (UoD), Kurdistan Region of Iraq; their questioners are completed on the internet. The study results point out that 72.55% of lecturers were interested in services provided by Moodle@uod, mostly utilized as a depot for getting the course’s materials but the interactive learning tools are not effectively invested. Where 29.73% used the application in making quizzes; 32.43% for communicating with their students this is because of the instability of internet services. For that, the authors suggest satisfying academic staff desires in taking training courses to be more familiar with using Moodle Platform.
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Nguyen, Bang, Van-Ho Nguyen, and Thanh Ho. "Sentiment Analysis of Customer Feedback in Online Food Ordering Services." Business Systems Research Journal 12, no. 2 (December 1, 2021): 46–59. http://dx.doi.org/10.2478/bsrj-2021-0018.
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Abstract Background: E-commerce websites have been established expressly as useful online communication platforms, which is rather significant. Through them, users can easily perform online transactions such as shopping or ordering food and sharing their experiences or feedback. Objectives: Customers’ views and sentiments are also analyzed by businesses to assess consumer behavior or a point of view on certain products or services. Methods/Approach: This research proposes a method to extract customers’ opinions and analyse sentiment based on a collected dataset, including 236,867 online Vietnamese reviews published from 2011 to 2020 on foody.vn and diadiemanuong.com. Then, machine learning models were applied and assessed to choose the optimal model. Results: The proposed approach has an accuracy of up to 91.5 percent, according to experimental study findings. Conclusions: The research results can help enterprise managers and service providers get insight into customers’ satisfaction with their products or services and understand their feelings so that they can make adjustments and correct business decisions. It also helps food e-commerce managers ensure a better e-commerce service design and delivery.
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Ayu, Mazwani, Tengku Adil Tengku Izhar, Mohd Sazili Shahibi, and Mohd Ridwan Seman Kamaruzzaman. "Hashtags: Social Media Community Information Dissemination Ultimate Tools." International Finance and Banking 9, no. 1 (June 24, 2022): 18. http://dx.doi.org/10.5296/ifb.v9i1.20016.
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We often hear about the online battles between social media users on contradictory beliefs, advocation, events feedback and petty viral arguments. They show their solidarity through the use of hashtags (#), that allow them to spread news quickly and keepit up dated. This article explores the concept of a social tagging or commonly known as hashtags in social media platforms, which supports, knowledge exchange, research, and networking opportunities for the social media community. Creating content is one of the virtues in social media platforms to advocate awareness among its users and followers. Past researchers of the study are discussed exponentially to provide a holistic view. Challenges faced by the social media users and social media platform providers are also mentioned in this paper.
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Gharibshah, Zhabiz, and Xingquan Zhu. "User Response Prediction in Online Advertising." ACM Computing Surveys 54, no. 3 (June 2021): 1–43. http://dx.doi.org/10.1145/3446662.
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Online advertising, as a vast market, has gained significant attention in various platforms ranging from search engines, third-party websites, social media, and mobile apps. The prosperity of online campaigns is a challenge in online marketing and is usually evaluated by user response through different metrics, such as clicks on advertisement (ad) creatives, subscriptions to products, purchases of items, or explicit user feedback through online surveys. Recent years have witnessed a significant increase in the number of studies using computational approaches, including machine learning methods, for user response prediction. However, existing literature mainly focuses on algorithmic-driven designs to solve specific challenges, and no comprehensive review exists to answer many important questions. What are the parties involved in the online digital advertising eco-systems? What type of data are available for user response prediction? How do we predict user response in a reliable and/or transparent way? In this survey, we provide a comprehensive review of user response prediction in online advertising and related recommender applications. Our essential goal is to provide a thorough understanding of online advertising platforms, stakeholders, data availability, and typical ways of user response prediction. We propose a taxonomy to categorize state-of-the-art user response prediction methods, primarily focusing on the current progress of machine learning methods used in different online platforms. In addition, we also review applications of user response prediction, benchmark datasets, and open source codes in the field.
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Zulpukarova, Damira, and Salidin Kaldybaev. "CURRENT STATUS AND PROBLEMS OF ORGANIZATION OF TRAINING ONLINE." Alatoo Academic Studies 20, no. 2 (April 30, 2020): 9–15. http://dx.doi.org/10.17015/aas.2020.202.01.
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The article will focus on the status and problems of online learning in a pandemic. Provides information on the means of communication used during online training: Internet services, educational platforms. We will also discuss the learning process, feedback from students, their performance and the implementation of the given training materials during this period. We will focus on how the student learned the material, what problems arose during the training, in order to determine the level of knowledge, skills and competencies of the student.
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Kas-Osoka, Chioma N., Lilanta Joy Bradley, Robert Coffman, and Pamela Orpinas. "Developing Online Modules for a “Health and Wellness” Course: Adapting Active Learning Strategies to the Online Environment." Pedagogy in Health Promotion 4, no. 4 (December 31, 2017): 254–59. http://dx.doi.org/10.1177/2373379917750167.
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Active learning refers to activities that engage students in the learning process. To make the learning process more active, instructors should add opportunities for reflection. However, reflection is not limited to the classroom environment. Instruction is shifting toward incorporating opportunities for active learning through online platforms. We developed four online health topic modules—sexual health, nutrition, environmental health, and alcohol awareness—and evaluated 1,090 student responses to course content. Students provided feedback on the activities that aided in learning course content. Thematic analysis was conducted to systematically review the data and elicit meaning. Using an inductive approach to students’ feedback, we synthesized the excerpts, quotations, and entire passages from students’ open-ended responses. Three major themes constructed from the data were (a) mode of delivery of the course content, (b) applicability of the content to students’ lives and the community, and (c) structure of the modules. The design and implementation resulted in six lessons for educators: students were engaged when the content was applicable to their personal life, students valued learning about how public health affects their community, course content must provide opportunities for critical thinking and self-reflection, students valued the hybrid nature of the course, student feedback of the online modules promoted self-reflection, and students and instructors appreciated the worksheet that guided the online class.
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Robinson, Anthony C., and Jonathan K. Nelson. "Evaluating Maps in a Massive Open Online Course." Cartographic Perspectives, no. 80 (October 28, 2015): 6–17. http://dx.doi.org/10.14714/cp80.1299.
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New forms of cartographic education are becoming possible with the synthesis of easy to use web GIS tools and learning platforms that support online education at a massive scale. The internet classroom can now support tens of thousands of learners at a time, and while some common types of assessments scale very easily, others face significant hurdles. A particular concern for the cartographic educator is the extent to which original map designs can be evaluated in a massive open online course (MOOC). Based on our experiences in teaching one of the first MOOCs on cartography, we explore the ways in which very large collections of original map designs can be assessed. Our methods include analysis of peer grades and qualitative feedback, visual techniques to explore design methods, and quantitative comparison between expert ratings and peer grades. The results of our work suggest key challenges for teaching cartography at scale where instructors cannot provide individual feedback for every student.
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Sharova, Tetiana, Ostap Bodyk, Valentyna Kravchenko, Alina Zemlianska, and Natalia Nisanoglu. "Quantitative Analysis of MOOC for Language Training." International Journal of Information and Education Technology 12, no. 5 (2022): 421–29. http://dx.doi.org/10.18178/ijiet.2022.12.5.1636.
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The article provides a quantitative analysis of online language courses located on such online platforms as Coursera, Udemy, Edx and Alison. Communicative and linguistic competencies are necessary characteristics of an active citizen who interacts effectively with the surrounding society. Also, in the conditions when the internationalization processes are increasing knowledge of a foreign language becomes very important. Massive open online courses (MOOC) are considered to be a promising and powerful means of language training. Today, they have combined the possibilities provided by the Internet, the quality content, and the best teaching practices. We have found that MOOC can be used for distance and blended learning, as well as in the process of self-education. When designing online language courses for MOOC you should consider certain criteria and requirements. The topics of the online courses, level of complexity, quality educational content, practical orientation, interactivity, availability of feedback, etc. are of special importance. We found that the analyzed platforms have several identical functional features: multilingual interface, a possibility to choose the language of courses, a possibility to obtain a certificate, the availability of links to related courses, the availability of headings, a possibility to search for courses by keywords. In total, we identified 5,159 online courses for learning 21 languages. The Udemy platform has the largest number of online language courses (4,270 courses). The most popular languages appeared to be English (1,760 courses), Spanish (544 courses), French (451 courses), and Chinese (450 courses). The least popular languages, which are represented by only one online course, are Swedish, Latin, Noongar, and Tibetan. We found that such online platforms as Coursera and Edx provide courses that give users an opportunity to obtain a professional certificate, specialization, or a degree.
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Narciso, Madalena. "The Regulation of Online Reviews in European Consumer Law." European Review of Private Law 27, Issue 3 (June 1, 2019): 557–81. http://dx.doi.org/10.54648/erpl2019028.
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Most consumers consult online reviews before entering a contractual relation. Online reviews are written feedback or a rating left by consumers on a good or service they have experienced. Online review mechanisms are designed and controlled by online platforms. From a legal perspective, online reviews can be perceived as pre-contractual information: they tackle information asymmetries between businesses and consumers and they shape consumers’ contractual will. However, online reviews are often unreliable: they are not representative of all consumers’ opinions, they can be vitiated by biases or they can be faked in order to increase a business’ reputation. These issues can be detrimental to consumer protection, since online reviews can mislead consumers and hinder their trust in the market. Additionally, these issues raise questions regarding the recent role of online platforms as gateways to consumer information, their responsibility in assuring online review mechanisms’ reliability and how prepared European consumer legislation is for the platform economy. Even though the European legislator has not explicitly regulated online reviews so far, it has demonstrated interest in doing so, having had characterized unreliable online reviews as a threat to consumer protection. Furthermore, the regulation of contractual information has been one of the European Union’s main concerns in consumer law, which means that the existing regulatory framework can be applicable to online reviews. This article explores online reviews’ relevance for private law by determining to what extent existing European consumer Directives apply to them, focusing particularly the E-Commerce Directive and the Unfair Commercial Practices Directive.
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Beniuk, Olesia, Kateryna Kyrylenko, Viktoriia Stratiuk, Liudmyla Boiko, and Olena Kunderevych. "USING THE MENTIMETER INFORMATION PLATFORM FOR FORMATION OF A COMMUNICATIVE EDUCATIONAL ENVIRONMENT." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (December 29, 2021): 143–54. http://dx.doi.org/10.31499/2307-4906.4.2021.250224.
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The objective of the article is to highlight and analyze the pedagogical experience of the Department of Philosophy and Pedagogy of Kyiv National University of Culture and Arts (KNUC&A) in attracting the Mentimeter platform in the forming an innovative, communicative and educational environment of the higher education institutions during lectures on the example of educational course “Philosophy”. The article notes that the communicative component of the educational process has a great significance for humanitarian education in the field of culture, which is aimed at forming competencies related to creativity and using communication skills. The demand of the society for these competencies actualizes the urgency of studying the experience of using online educational platforms in the educational process of cultural and artistic education, which have significant communicative potential. The article uses such research methods as pedagogical observation and experiment, methods of analysis, synthesis and generalization. The scientific novelty of the study is to highlight the experience of the department in attracting online educational platforms to work with students during lectures (on the example of teaching in terms of distance learning). It is found that the use of the Mentimeter platform, which is used by lecturer while working with students during lectures both for educational purposes and getting feedback from students about the content of the course or lecturer’s methodological developments, significantly increases the interest of students in the materials of educational course and the learning process in general. Online surveys, created employing the platform, provide an opportunity to establish synchronous communication with students during lectures, which is extremely important for both full-time and distance institutional education. Students’ assessment of the communication and educational components of distance learning has much higher rates. Communicative practices in the educational process in the context of the pandemic are important not only for learning but also for the harmonious development of personality and overcoming the socio-psychological challenges of the time.
Keywords: feedback; lecture; online survey; Mentimeter; communicative educational environment; learning experience of KNUC&A; distance learning; humanitarian education.
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Magalhães, Sandra, Marta Estrela, Tânia Magalhães Silva, Tainá Costa, Gabriella Crexinski, Catarina Simões, Margarida Pisco Almeida, Adolfo Figueiras, Fátima Roque, and Maria Teresa Herdeiro. "Improving Pharmacists’ Awareness of Inadequate Antibiotic Use for URTIs through an Educational Intervention: A Pilot Study." Healthcare 10, no. 8 (July 25, 2022): 1385. http://dx.doi.org/10.3390/healthcare10081385.
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The inadequate use of antibiotics led to the development of multi-resistant bacteria that are now causing millions of deaths worldwide. Since most antibiotics are prescribed/dispensed to treat respiratory tract infections, it is important to raise awareness among health professionals to optimize antibiotic use, especially within the primary care context. Thus, this pilot study aimed to evaluate pharmacists’ feedback about the eHealthResp platform, composed by an online course and a mobile application (app) to help in the management of upper respiratory tract infections (URTIs). Ten community pharmacists were invited to participate in this study, exploring the contents of the eHealthResp platforms and answering a content validation questionnaire composed by eight qualitative and thirty-five quantitative questions about the online course and mobile app. The eHealthResp platform is a comprehensive, consistent, and high-quality e-learning tool. Median scores of 5.00 were attributed to the course contents’ and clinical cases’ adequacy and correction. Most qualitative feedback was about completeness and objectivity of the course, and its usefulness for clinical practice. This study showed that eHealthResp has great potential as an e-health tool for the management of URTIs’ symptoms, which may ultimately aid in reducing inappropriate antibiotic use.
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Abdul Rahman, Noorihan, Zuriani Ahmad Zukarnain, Nor Asma Mohd Zain, and Rozianiwati Yusof. "AN EXPLORATORY SEQUENTIAL SENTIMENT ANALYSIS OF ONLINE LEARNING DURING THE MOVEMENT CONTROL ORDER IN MALAYSIA." Malaysian Journal of Learning and Instruction 18, No.2 (July 31, 2021): 235–61. http://dx.doi.org/10.32890/mjli2021.18.2.9.
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Purpose – Online learning is an essential platform to support varying learning conditions, anytime and anywhere. It helps connect online communities regardless of one’s geographical location and time zone. During the COVID-19 outbreak in Malaysia, the use of online learning platforms has become a crucial option for accomplishing learning objectives. During this challenging time, universities have been looking for suitable solutions to address issues regarding the online learning process. This paper discusses the challenges in online learning, as well as the importance of collaborative learning activities during the Movement Control Order (MCO). Challenges in emotion and changes of routine among students have been detected during the MCO imposed by the government of Malaysia. Methodology – An exploratory sequential approach was carried out in this study to obtain students’ feedback in terms of their emotions and routine changes during the outbreak of COVID-19 and the subsequent implementation of the MCO. Convenience sampling was used for this research, and in order to obtain feedback on online learning during the MCO an online interview was conducted with 42 students from the Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA branch in the state of Kelantan. The feedback items were recorded and transcribed in Excel format. Next, sentiment analysis was carried out using Rapidminer software. Findings – The results showed that higher education institutions or universities had to play their part in providing a virtual learning environment as convenient as possible during the Movement Control Order period. The results also showed that educators had to ensure the success of online learning by maintaining the motivation of their students Significance – The findings in this study can also benefit educators and higher education institutions or universities in executing suitable teaching and learning plans during the COVID-19 outbreak.
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Nguyen, Huyen Uyen Nhi, Ly Nhat Tam Duong, and Vu Phi Ho Pham. "Written Corrective Feedback Strategies Applied by Van Lang University’s EFL Lecturers in Teaching Online." AsiaCALL Online Journal 13, no. 2 (April 6, 2022): 21–41. http://dx.doi.org/10.54855/acoj.221322.
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During the covid-19 pandemic, many changes occurred that disrupted our lives. Authors must adapt to survive, and learning through online platforms is a change that forces us to adapt to avoid disrupting the learning process. The primary goal of this research project is to investigate the WCF techniques used by 30 teachers while teaching writing English online. The research instrument sets comprised 16 questions, including open and closed ones. The study uses quantitative and qualitative methods. This research paper is a timely complement to the topic of WCF strategies. It will serve as a resource for many teachers who are unsure about using the WCF approach when teaching writing online.
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Audina, Ira Putri, and Made Heri Santosa. "Teachers’ Perceptions of the Platforms Used for Assessing Learners’ Speaking Performance: Types, Benefits, and Challenges." Soshum: Jurnal Sosial dan Humaniora 12, no. 3 (November 30, 2022): 323–33. http://dx.doi.org/10.31940/soshum.v12i3.323-333.
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In the teaching and learning process, one of the roles and responsibilities of teachers is to assess the skills and what is taught to students. In the assessment activity, the teacher can get feedback on the extent to which students understand what the teacher teaches. Even though the learning is done virtually, the assessment still has to be done. This study investigates teachers’ perceptions of the types, benefits, and challenges of platforms used to assess young learners’ speaking performance. The research data was obtained by conducting interviews with respondents through Google Meet and adopted the interview questions by Mpungose (2020) about the online assessment platforms. The researcher determined the respondents by using a purposive sampling technique where respondents used an online platform in assessing young learners’ speaking performance during distance learning. After the data was collected, the researcher analyzed it using an interactive model by Miles et al. (2014). This study indicates that there are various platforms that teachers can use to assess young learners’ speaking performance, including Zoom, Google Meet, Google Classroom, WhatsApp, and YouTube. The five platforms were revealed to be very useful to make it easier for teachers to assess learners’ speaking performance. Teachers can easily assess aspects of their pronunciation, fluency, grammar, and vocabulary through these five platforms. Besides helping assess learners’ speaking performance, this study also shows various challenges in its implementation, such as connection problems, assignment submission, and poor video and audio quality.
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Kabil Khan, Abdul, and Anna Shnaider. "The development trends and features of online news websites in Bangladesh." EUREKA: Social and Humanities, no. 3 (May 31, 2021): 41–58. http://dx.doi.org/10.21303/2504-5571.2021.001858.
Full textAbstract:
This article refers to the brief history of the development of online media in Bangladesh starting from the beginnings of the Internet to the contemporary stage.
Since 2006 Bangladeshi news organizations have been reshaping their strategy towards being a digital-only news outlet. News organizations are now using different features of mobile devices and social media to tell stories and engage with their target audiences. Today both the digital-only news outlets and mainstream media use QR codes, messengers, social media platforms, which enable them to reach a wider area of audiences. By using yet inexpensive digital tools journalists can easily create and distribute content for digital-only platforms.
We consider digital-only platforms as new media, social media, and convergence media platforms. Social media platforms have provided the opportunity for traditional journalists to share news quickly, get feedback from the audience, and have two-way communication with the reader.
Previous studies have looked at the genres of online journalism from a western perspective. Little has been done on the topic from the context of Bangladesh.
In this article, we analyze the basic features of online news media that exist in contemporary Bangladesh and provide an account of the development trends. We outline the new genres, techniques, and use as a sample two most famous online news platforms: The Daily Star and bdnews24. A series of semi-structured interviews were conducted with 5 different professionals from Journalism and mass media. This study is based on both primary and secondary sources of qualitative data to understand the new genres of online news media, challenges, and opportunities to work in the ever-changing media landscape.
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Keynan, Irit, and Alon Lazar. "Defining the Good Citizen: Online Conceptions of American Members of the Yahoo! Answers Community." International Journal of Social Science Studies 5, no. 4 (March 8, 2017): 6. http://dx.doi.org/10.11114/ijsss.v5i4.2265.
Full textAbstract:
Educators invest serious effort in bringing their students to adopt the notions of the 'good citizen'. Based on the growing impact of informal learning through social media, especially when asking for online help in civic education assignments, previous studies called for investigating the role of online platforms as arenas of informal civic education. This paper takes up this gauntlet, analyzing inputs of American members of the Yahoo! Answers online community in response to students' queries concerning the definition of the 'good citizen'. The results show a passive and conformist concept of the 'good citizen' that corresponds with previous studies' findings about this image in educational programs and among pre-service teachers, contrary to formal statements regarding the goal of civic education. The paper suggests that there is a feedback loop between offline and online platforms concerning the 'good citizen', which calls for the attention of educators and researches.
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Ceh, Simon M., and Mathias Benedek. "Where to Share? A Systematic Investigation of Creative Behavior on Online Platforms." Creativity. Theories – Research - Applications 8, no. 1 (June 1, 2021): 108–23. http://dx.doi.org/10.2478/ctra-2021-0008.
Full textAbstract:
Abstract Digitalization, underpinned by the ongoing pandemic, has transferred many of our everyday activities to online places. In this study, we wanted to find out what online outlets people use to share their creative work and why they do it. We found that most people posted creative work online at least a few times per year. They especially shared creative content related to creative cooking, visual art, and literature but hardly related to performing art. YouTube, Facebook, and Instagram were the three platforms with the highest familiarity and usage rates; among these, YouTube was most strongly used passively (i.e., to view creative content), while Instagram was most strongly used actively (i.e., to post one’s own creative content). We could further differentiate platforms that were domain-specific (e.g., Stackoverflow for scientific/technological creativity) from platforms that offer a broader variety of creative content (e.g., Reddit, Blogger). The reasoning behind posting one’s creative work online resembled a mixture of technological facilitation, alongside heightened accessibility that allows for feedback and bringing pleasure to one’s followers and friends. All in all, this study provides a first overview of where and why people share their creative products online, shedding light on timely forms of creative expression.
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Sağlamel, Hasan, and Şakire Erbay Çetinkaya. "Students’ Perceptions Towards Technology-supported Collaborative Peer Feedback." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 2 (May 15, 2022): 189. http://dx.doi.org/10.21093/ijeltal.v6i2.978.
Full textAbstract:
The enhancement of English writing skills is essential for academic success, and as one form of alternative assessment, peer feedback implementations are utilized to enrich writing instruction process. The advent of Web 2.0 tools has helped writing practitioners utilize various Cloud-based technologies including Google Docs to encourage learners collaborate and exchange comments on their written products. Responding to the frequent calls to conduct further investigations utilizing diverse e-platforms to find out the most effective ones, thereby helping informed practitioner decisions, the current study examined the opinions of preparatory students enrolled in an English Language and Literature Department towards peer collaboration through Google Docs. Overall, computer-supported collaborative writing process created a sense of community and was found welcoming both for feedback provider and receivers who had diverse gains. Yet, the implementation is not without its limitations with personal and technical dimensions. The findings suggest that for a rewarding online peer editing experience, practitioners need to justify their attempts to extend writing instruction and assessment outside school borders, negotiate the e-platform with learners, and train them about how to comment on written products objectively