Literatura científica selecionada sobre o tema "Synchronous e-learning"
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Artigos de revistas sobre o assunto "Synchronous e-learning":
Negash, Solomon, Marlene V. Wilcox e Michelle Emerson. "Synchronous Hybrid E-Learning". International Journal of Information and Communication Technology Education 3, n.º 3 (julho de 2007): 1–13. http://dx.doi.org/10.4018/jicte.2007070101.
Piskurich, George. "Preparing instructors for synchronous E-learning facilitation". Performance Improvement 43, n.º 1 (janeiro de 2004): 23–29. http://dx.doi.org/10.1002/pfi.4140430106.
Berestok, Olha Volodymyrivna. "Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives". Engineering and Educational Technologies 9, n.º 1 (30 de março de 2021): 19–27. http://dx.doi.org/10.30929/2307-9770.2021.09.01.02.
Kazmer, Michelle M. "Produsage in a/synchronous learner-led e-learning". New Review of Hypermedia and Multimedia 17, n.º 1 (abril de 2011): 121–39. http://dx.doi.org/10.1080/13614568.2011.552644.
Fita, Ana, Jose F. Monserrat, Germán Moltó, Eva M. Mestre e Adrián Rodriguez-Burruezo. "Use of synchronous e-learning at university degrees". Computer Applications in Engineering Education 24, n.º 6 (novembro de 2016): 982–93. http://dx.doi.org/10.1002/cae.21773.
Sengupta, Souvik. "OLAP based Scaffolding to support Personalized Synchronous e-Learning". International Journal of Managing Information Technology 4, n.º 3 (31 de agosto de 2012): 73–80. http://dx.doi.org/10.5121/ijmit.2012.4306.
Chau, Ka Yin, Kris M. Y. Law e Yuk Ming Tang. "Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning". Journal of Organizational and End User Computing 33, n.º 6 (novembro de 2021): 1–20. http://dx.doi.org/10.4018/joeuc.20211101.oa26.
Shahabadi, Mehdi Mehri, e Megha Uplane. "Synchronous and Asynchronous e-learning Styles and Academic Performance of e-learners". Procedia - Social and Behavioral Sciences 176 (fevereiro de 2015): 129–38. http://dx.doi.org/10.1016/j.sbspro.2015.01.453.
Nikmah, Khoirin, e Nahdliyyatul Azimah. "A Study of Synchronous and Asynchronous Approaches: Online Arabic Learning During The Covid-19 Pandemic". Alsuna: Journal of Arabic and English Language 3, n.º 2 (21 de novembro de 2020): 115–39. http://dx.doi.org/10.31538/alsuna.v3i2.841.
Jahn, Matthias, Claudia Piesche e Stefan Jablonski. "Flexibility requirements concerning the design of synchronous e‐learning systems". Interactive Technology and Smart Education 9, n.º 4 (23 de novembro de 2012): 233–45. http://dx.doi.org/10.1108/17415651211284020.
Teses / dissertações sobre o assunto "Synchronous e-learning":
Er, Erkan. "Livelms: A Blended E-learning Environment, A Model Proposition For Integration Of Asynchronous And Synchronous E-learning". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610944/index.pdf.
activities efficiently, especially in crowded sessions, and consequently they fail to effectively assess the performance of distant learners. On the other hand, in spite of being physically distant, instructor should monitor students&rsquo
activities and assess their performance effectively so that learners can be informed as quickly as possible of how well they are doing. This thesis aims to develop an e-learning tool for distance education that integrates asynchronous and synchronous learning environments to offer an enriched e-learning platform. The tool enables instructor to keep track of students&rsquo
activities, assesses learners&rsquo
participation during online synchronous sessions dynamically, and provides asynchronous access to assessment data after the lectures. In this way, it is aimed to monitor performance of distant learners by the instructor more efficiently.
Bukhari, Rabia Arfin. "Information Technology For E-learning in Developing C". Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20442.
Sarmiento, Roman Eduardo. "EFFECTS OF USING VIDEO, AUDIO, OR MIXED CHANNELS FOR VICARIOUS LEARNER INTERACTIONS IN A SYNCHRONOUS E-LEARNING ENVIRONMENT". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/881.
ae, hlim@pi ac, e Hwee Ling Lim. "Constructing Learning Conversations: A Study of the Discourse and Learner Experiences of Online Synchronous Discussions". Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070422.203120.
Sund, Sebastian. "Ehh, Lärande Eller E-Lärande : En intervjustudie om medarbetares upplevelser av e-lärande i arbetslivet". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-451944.
The purpose of this study has been to contribute with increased knowledge about e-learning in workplaces. E-learning have in this study been defined as “instruction delivered on a digital device (such as a desktop computer, laptop computer, tablet, or smartphone) that is intended to support learning” (Clark & Mayer, 2016, s. 38) which is in accordance with the definition by Clark and Mayers (2016). However, this study chosen to limit the definition too only include computer as the digital device. Multimedia can be seen as an important part of e-learning and therefore multimedia has been included in this study. In order for the study to serve its purpose two separate research question has been defined to examine; (1) employee’s experience of e-learning and (2) employee’s experience of multimedia in e-learning. Both in the context of workplace learning. Based on the purpose of the study a qualitative method has been chosen and the research materials have consisted of semi-structured interviews with employees in the public sector. Based on the study’s theoretical framework, the research materials have been analyzed through a thematic analysis. The presented result shows that employee’s experience of e-learning is affected by which component of e-learning and the content of the components of e-learning is used. It’s shown that the purpose of e-learning, time and the ability to collaborate with others are key components of e-learning. Furthermore, including multimedia is enhancing for learning which indicates its effect on the employee’s experience of multimedia in e-learning. However, the results indicate that too much information presented through multimedia can impede the learning and therefore the employee’s experience of multimedia in e-learning is affected by the amount of information presented.
Katakalos, George. "Problems of communication, collaboration and cooperation in multicultural groups engaged in e-learning through synchronous text-based communication". Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/14663/.
Ekermans, Gina. "An investigation into the usability of synchronous information technology for a virtual e-learning and information sharing environment at a university in South Africa". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53275.
ENGLISH ABSTRACT: As the information age evolves, society is undergoing changes based on developments in technology that have tremendous implications for the educational systems. Institutions of tertiary education are increasingly facing the pressures of globalisation. Associated with this is the knowledge society that demands experience with technology, different skills and a different learning experience (US, 2001). Furthermore, new information and communication technologies have demonstrated the potential to transform the way that knowledge is packaged, delivered, accessed and acquired, thereby altering higher educations' core production and delivery processes. Institutions of tertiary education that want to remain competitive, both locally and internationally, should, therefore, act proactively to facilitate the successful and innovative integration of relevant technologies into currently established practice and procedures. The University of Stellenbosch (US) recognises the importance of staying abreast with these global and local changes. The Virtual Information Space (VIS) project for optimal information sharing is a research initiative that developed as a direct response to the need for an inquiry into the functionality of alternative synchronous and asynchronous computer-mediated communication media (CMC), to be provided as part of the technological infrastructure of the US for enhanced information sharing and communication. The VIS project provides the framework within which this study was conducted. The aim of this study was to conduct an exploratory study through the use of empirical research and prototyping, by quantification of the usability of synchronous CMC media, for application in the South-African on and off-campus tertiary education environment (focused at post graduate level), in order to enhance information sharing between inter alia, information service suppliers, lecturers, students and researchers at the US. It was anticipated, however, that the degree to which the synchronous CMC media add value to the learning and information sharing processes within the VIS, will be influenced by the usability of the software applications within which the media are embedded, the perceived need of the role-players for the media, as well as the feasibility and viability of the systems when employed within the technological infrastructure of the US. These elements were, therefore, empirically investigated by conducting several usability experiments in a setting which simulated a usability laboratory, in order to acquire the necessary subjective and objective data, related to the identified goals and objectives that encapsulate the aim of this study. In order to demonstrate the value of the VIS environment, a theoretical perspective is provided by means of a literature review of the fundamental concepts of communities of practice and flexible learning. It is proposed that the use of the synchronous CMC media (embedded within the software applications) will assist in the creation of a VIS that supports the more advanced educational paradigm of constructivism by linking users into collaborative conversational networks, thus forming learning communities (better known as communities of practice) in cyberspace. The purpose of these communities is to create a means through which ideas and materials can be shared and exchanged, aiding individuals in building their own conceptual networks of interrelated ideas, strategies and theories and therefore construct and share knowledge. Information was obtained concerning participants' characteristics, preferences, needs and evaluation of the usability of the two software applications, NetMeeting and Yahoo Messenger, when utilised within the technological infrastructure of the US for the purpose of increased information sharing and communication. Performance measurement data (related to selected usability criteria) was obtained during the experimental phase, as well as information about the feasibility and viability of the systems when utilised within the technological parameters of the US. The analysis of the information consisted of descriptive statistics as the research aimed to illustrate the attitudes concerning usability, the perceived needs for the software applications, as well as the feasibility and viability of the systems. The results revealed that both NetMeeting and Yahoo Messenger were perceived by the participants as usable, achieving a positive rating on almost all of the dimensions of usability it was tested on. In the case on NetMeeting, technological limitations imposed on the system (such as bandwidth and network traffic) severely limited the effectiveness of the system as a whole and require further investigation to ensure successful implementation. Technological limitations in the case of Yahoo Messenger mainly centered on the unstable server environment that the system functions within. Hence, further research is therefore needed to ensure successful implementation and utilisation of NetMeeting and Yahoo Messenger within the technological parameters faced by the US.
AFRIKAANSE OPSOMMING: Soos wat die informasie-era ontplooi, is die samelewing besig om ingrypend te verander. Die dramatiese impak van die tegnologiese revolusie op die hoër onderwyssektor dwarsoor die wêreld hou dus aansienlike implikasies in vir tersiêre onderwysinstellings. Hierdie instellings is toenemend onderhewig aan die druk van globalisering en die kennis-samelewing wat al hoe meer vereistes stel in terme van ondervinding met tegnologie, verskillende vaardighede wat vereis word en 'n veranderende leer ervaring. Nuwe informasie- en kommunikasietegnologieë beskik oor die potensiaal om die maniere waarop informasie herwin, verwerk en gestoor word, te transformeer. Dit impliseer noodwendig 'n wysiging in die kern informasie produksie en -aflewerings prosesse van tersiêre onderwysinstellings. Sulke instellings word dus genoop om daadwerklik en pro-aktief op te tree ten opsigte van die suksesvolle en innoverende integrasie van relevante tegnologieë by bestaande prosedures, ten einde internasionale en nasionale mededingendheid te verseker. Die Universiteit van Stellenbosch (US) erken the belangrikheid daarvan om op hoogte te bly met verandering. Die Virtuele Informasie Spasie (VIS) projek vir optimale informasiedeling is 'n navorsingsinisiatief wat ontwikkel het vanuit 'n behoefte vir 'n ondersoek na die funksionaliteit van die verskillende sinkrone en asinkrone rekenaargebasseerde kommunikasie media, wat as deel van die tegnologiese infrastruktuur van die US voorsien sal word - ten einde verbeterde informasiedeling en kommunikasie teweeg te bring. Die VIS projek het 'n raamwerk verskaf waarbinne hierdie studie uitgevoer is. Die doel van hierdie navorsing was om 'n verkennende studie uit te voer, deur die gebruik van empiriese navorsing en prototipering, vir die kwantifisering van die bruikbaarheid van sinkrone rekenaar-gebasseerde kommunikasie media. Die spesifieke toepassingsarea is die Suid-Afrikaanse tersiêre onderwysomgewing (spesifiek gefokus op nagraadse vlak) met die doelom informasiedeling tussen informasiediensverskaffers, dosente, studente en navorsers te verbeter. Daar word egter verwag dat die graad waartoe die sinkrone media waarde toevoeg tot leer- en informasiedelings prosesse binne die VIS, beïnvloed sal word deur die bruikbaarheid van die sagteware waarbinne die media gesetel is, die waargenome behoeftes van die rolspelers vir die media, sowel as die uitvoerbaarheid en lewensvatbaarheid van die sisteme wanneer dit aangewend word binne die huidige tegnologiese infrastruktuur van die US. Hierdie elemente was dus empiries ondersoek deur die uitvoering van verskeie bruikbaarheidseksperimente in 'n omgewing wat 'n tradisionele bruikbaarheids laboratorium simuleer, ten einde the nodige subjektiewe en objektiewe data te ontgin wat gemik is op die doelwitte en mikpunte wat die strewe van hierdie studie omsluit. 'n Teoretiese perspektief word voorsien deur 'n literatuur-oorsig, ten einde die waarde van die VIS omgewing te konseptualiseer. Konsepte wat veral aandag geniet hou verband met die ontwikkeling van elektoniese gemeenskappe en buigsame leer omgewings. Die aanname word gemaak dat die gebruik van sinkrone rekenaargebasseerde kommunikasie media (soos gesetel in die sagteware pakkette, NetMeeting en Yahoo Messenger) die ontwikkeling van 'n effektiewe VIS sal fasiliteer wat 'n nuwe onderrigparadigma ondersteun. Die uitgangspunt van hierdie paradigma is dat kennis nie net weergegee moet word nie, maar dat dit gekonstrueer kan word soos wat die partye betrokke raak in relevante gespreksnetwerke binne die virtuele informasie spasie. So word elektroniese gemeenskappe dus geskep waarbinne individue idees en materiaal met mekaar kan deel en uitruil, terwyl kennis effektief geskep en gedeel word. Informasie is ingewin aangaande die deelnemers se kenmerke, voorkeure, afkeure, behoeftes en persepsies oor die bruikbaarheid van die sagtware pakkette, NetMeeting en Yahoo Messenger, wanneer dit aangewend word binne die tegnologiese infrastruktuur van die US, ten einde verhoogde informasiedeling en kommunikasie te bewerkstellig. Prestasiemetingsdata (gekoppel aan sekere bruikbaarheidskriteria) was ook verkry tydens die eksperimentele fase, sowel as informasie oor die uitvoerbaarheid en lewensvatbaarheid van die onderskeie sisteme wanneer dit aangewend word binne die huidige tegnologiese parameters van die US. Die analise van die data het beskrywende statistieke behels aangesien die navorsing ten doel gehad het om die ingesteldhede betreffende die bruikbaarheid en behoefte aan die sagteware pakkette, sowel as sekere tegniese aspekte rakende die stelsels, uit te lig. Die resultate het getoon dat die respondente beide NetMeeting en Yahoo Messenger as bruikbaar waargeneem het, aangesien 'n positiewe beoordeling op bykans al die dimensies van bruikbaarheid bereik was. In die geval van NetMeeting het sekere tegnologiese beperkinge van die sisteem, soos beperkte bandwyte, egter die effektiwiteit van die sisteem beduidend beinvloed. Tegnologiese beperkinge in die geval van Yahoo Messenger was hoofsaaklik as gevolg van die onstabiele omgewing waarbinne die bediener funksioneer. Verdere navorsing is dus nodig om suksesvolle implementering en aanwending van NetMeeting en Yahoo Messenger te laat realiseer, gegewe die tegnologiese parameters van die US.
Johansson, Agnes, e Aleksandra Voronenko. "Creating a sense of normality : A quantitative study examining how a digital collaborative tool impacts students’ experiences in online synchronous group discussions". Thesis, Jönköping University, Tekniska Högskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53312.
Jönsson, Torbjörn. "Bilder av framtiden". Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23475.
The technological development during the recent past, i.e. information technology (IT), has presented new possibilities for distance learning. IT has, so far, mostly been used to enhance the communication between teachers and students. With e-learning or technology-based learning the emphasis is rather on content in education instead of how education is performed. There is a need of improvements for more efficient e-learning within distance learning. The objectives of this study were to develop synchronous collaborative software application, based on five factors for more efficient e-learning, that researcher in cognition science Maria Larsson presented 2001. The software application was evaluated through a case study in a distance course of Organisation communication. The task was how to identify the culture in a specific organisation.The application was tested on two occasions with three participants at each occasion. The first test was as low-tech concept test and the second test was made with the use of the digital prototype. On both occasions the participants reflections was recorded during the test sessions and after the tests interviews were performed with each participant. My conclusions following the evaluation of the observations and the responses to the interviews are that it is possible to develop an application based on the five factors (learning styles, narrative form, collaboration, interaction and feedback) for more efficient e-learning. However, more research and testing are needed.
Cohen, Annette. "In Situ Vision: The Student Experience of Collaborative Learning in a Virtual Drawing Class". Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363112768.
Livros sobre o assunto "Synchronous e-learning":
Clark, Ruth Colvin. The new virtual classroom: Evidence-based guidelines for synchronous e-learning. San Francisco, CA: J. Wiley & Sons, 2007.
Waterhouse, Hannah, Melanie Burton e Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.
Kwinn, Ann, e Ruth Clark. The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning (Pfeiffer Essential Resources for Training and HR Professionals). Pfeiffer, 2007.
Kinshuk. Campus-Wide Information Systems - The international journal of information and learning technology (Synchronous methods and applications in e-learning, Volume 23 Number 3 2006). Emerald, 2006.
Capítulos de livros sobre o assunto "Synchronous e-learning":
Altıntaş Kaptan, Meriç, Ecem Edis e Aslıhan Ünlü. "Challenges in Synchronous e-Learning in Architectural Education". In Springer Series in Design and Innovation, 409–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65060-5_32.
Kordaki, Maria, e Thanasis Daradoumis. "Critical Thinking as a Framework for Structuring Synchronous and Asynchronous Communication within Learning Design-Based E-Learning Systems". In Intelligent Collaborative e-Learning Systems and Applications, 83–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04001-6_6.
Hernández, Ernesto, Zury Sócola, Lucia Pantoja, Angélica Atoche e Walter Hernández. "Influence of Participation and Tardiness to Synchronous Learning Sessions as a Motivation Factor for E-Learning". In Advances in Intelligent Systems and Computing, 643–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74009-2_82.
Das, Syaamantak, e Rajeev Chatterjee. "A Proposed Systematic User-Interface Design Framework for Synchronous and Asynchronous E-Learning Systems". In Advances in Intelligent Systems and Computing, 337–47. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2247-7_35.
Weng, Pu-Dong, Tzu-Chuan Chou e Tsung-Cheng Wu. "An Interactive Synchronous E-Learning System for Corporate Knowledge Management: Lessons Learned from SaveCom". In Advances in Computer Science, Environment, Ecoinformatics, and Education, 279–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_51.
Hillen, Stefanie Andrea, e Tero Päivärinta. "Perceived Support in E-Collaborative Learning: An Exploratory Study Which Make Use of Synchronous and Asynchronous Online-Teaching Approaches". In Advances in Web-Based Learning - ICWL 2012, 11–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33642-3_2.
"Synchronous e-Learning Design". In Rapid Instructional Design, 409–52. Hoboken, New Jersey, USA: John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781119207528.ch10.
Negash, Solomon, Marlene V. Wilcox e Michelle Emerson. "Synchronous Hybrid E-Learning". In Web-Based Education, 897–909. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch062.
Dron, Jon. "Synchronous Discussion". In Control and Constraint in E-Learning, 189–207. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-390-6.ch010.
C., Juan, Christian Uria, Francisco J. e Daniel F. "Supporting Technologies for Synchronous E-learning". In E-learning Experiences and Future. InTech, 2010. http://dx.doi.org/10.5772/8806.
Trabalhos de conferências sobre o assunto "Synchronous e-learning":
Norzaini, Ahmad Nubli Mohd, e Fauziah Redzuan. "Evaluating user satisfaction on synchronous e-learning in IT training". In 2015 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2015. http://dx.doi.org/10.1109/ic3e.2015.7403500.
Jahn, Matthias, Claudia Piesche e Stefan Jablonski. "Towards Flexibility of Synchronous e-learning Systems". In 2011 IEEE International Symposium on Multimedia (ISM). IEEE, 2011. http://dx.doi.org/10.1109/ism.2011.100.
Shi, Yafei, Mingwen Tong, Jia Sun, Hongbin Dai, Taotao Long e Xin Long. "Investigating Challenges and Benefits of Educational Equalization Oriented Blended Synchronous Learning". In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377592.
Albrigo, Michele, Roberto Burro, Olga Forlani, Franco Bersani, Corrado Ferreri e Giovanni Michele Bianco. "SFIDE: Challenges Towards Synchronous Interaction in e-Learning". In The Third Advanced International Conference on Telecommunications (AICT'07. IEEE, 2007. http://dx.doi.org/10.1109/aict.2007.39.
Xie, Haiyan, Wenfang Liu, Jahanvi Bhairma e Euysup shim. "Analysis of Synchronous and Asynchronous E-Learning Environments". In Proceedings of the 2018 3rd Joint International Information Technology，Mechanical and Electronic Engineering Conference (JIMEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/jimec-18.2018.58.
Zubenschi, Ecaterina. "Popular synchronous, asynchronous and hybrid e-learning systems". In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p114-127.
Vakaloudis, Alex, Antonis Mouhtaropoulos e C. S. Chilas. "Evaluating the incorporation of synchronous video services in eLearning applications". In 2012 International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2012. http://dx.doi.org/10.1109/icelete.2012.6333381.
Worthington, Tom, e Hao Wu. "Time-shifted learning: Merging synchronous and asynchronous techniques for e-learning". In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250285.
Lee, Hye-Jung. "Evolutionary Change of Communication in e-Learning : in the era of synchronous e-text communuication". In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-1814_eel01.
Sengupta, S. "Designing a Scaffolding for Supporting Personalized Synchronous e-Learning". In International Conference of Advanced Computer Science & Information Technology. Academy & Industry Research Collaboration Center (AIRCC), 2012. http://dx.doi.org/10.5121/csit.2012.2349.