Abstract: Privacy is regarded as a fundamental human right and it is clear that the study of digital privacy is an important field. Digital privacy is influenced by new and constantly evolving technologies and this continuous change makes it hard to create legislation to protect people’s privacy from being exploited by misuse of these technologies.
This study aims to benefit digital privacy legislation efforts by evaluating the awareness and perceived importance of digital privacy legislation among computer science students. The chosen fixed variables for the population are study year and gamer classification.
The use of location based services in mobile applications and games are a concern for digital privacy. For this reason the study focused on computer science students as they have a high likelihood to use and develop this type of software. Surveys were used to evaluate awareness and perceived importance of digital privacy legislation.
The results of the study show that privacy legislation and awareness of privacy legislation are important to people. The perception of the importance of privacy legislation increases with academic experience. Awareness of privacy legislation increases from non-gamers to pro gamers.
Abstract: We have designed and implemented e-Learning materials for a JAVA programming course since 2004 and have found that “normal” students, meaning motivated and capable students, can successfully learn the course material taught in a fully online manner. However, for “weaker” students, meaning those lacking motivation, experience, and/or aptitude, the results have been unsatisfactory, and such students thus fall into the supplementary category. From 2007 to 2008, we offered a face-to-face class with small-group instruction for the weaker students, while we provided the fully online course for the normal students. Consequently, we succeeded in helping the weaker students to overcome their programming phobia and develop the ability to create basic programs.
Abstract: This study examines the media habits of young people
in Saudi Arabia, in particular their use of the Internet and television
in the domestic sphere, and how use of the Internet impacts upon
other activities. In order to address the research questions, focus
group interviews were conducted with Saudi university students. The
study found that television has become a central part of social life
within the household where television represents a main source for
family time, particularly in Ramadan while the Internet is a solitary
activity where it is used in more private spaces. Furthermore, Saudi
females were also more likely to have their Internet access monitored
and circumscribed by family members, with parents controlling the
location and the amount of time spent using the Internet.
Abstract: Educational data mining is a specific data mining field applied to data originating from educational environments, it relies on different approaches to discover hidden knowledge from the available data. Among these approaches are machine learning techniques which are used to build a system that acquires learning from previous data. Machine learning can be applied to solve different regression, classification, clustering and optimization problems.
In our research, we propose a “Student Advisory Framework” that utilizes classification and clustering to build an intelligent system. This system can be used to provide pieces of consultations to a first year university student to pursue a certain education track where he/she will likely succeed in, aiming to decrease the high rate of academic failure among these students. A real case study in Cairo Higher Institute for Engineering, Computer Science and Management is presented using real dataset collected from 2000−2012.The dataset has two main components: pre-higher education dataset and first year courses results dataset. Results have proved the efficiency of the suggested framework.
Abstract: This paper provides an identification of the existing practical skills gap between school-based learning (SBL) and laboratory based learning (LBL) in the Computing Department within the Faculty of Science at Omar Al-Mukhtar University in Libya. A survey has been conducted and the first author has elicited the responses of two groups of stakeholders, namely the academic teachers and students.
The primary goal is to review the main strands of evidence available and argue that there is a gap between laboratory and school-based learning in terms of opportunities for experiment and application of skills. In addition, the nature of experimental work within the laboratory at Omar Al-Mukhtar University needs to be reconsidered. Another goal of our study was to identify the reasons for students’ poor performance in the laboratory and to determine how this poor performance can be eliminated by the modification of teaching methods. Bloom’s taxonomy of learning outcomes has been applied in order to classify questions and problems into categories, and the survey was formulated with reference to third year Computing Department students. Furthermore, to discover students’ opinions with respect to all the issues, an exercise was conducted. The survey provided questions related to what the students had learnt and how well they had learnt. We were also interested in feedback on how to improve the course and the final question provided an opportunity for such feedback.
Abstract: The aim of our study was to compare knowledge of regarding HPV and cervical cancer in female student of 18 to 26 years old, with or without sexual intercourse. We conducted a questionnaire survey of the students (N=568), in Faculty of Natural Sciences, Tirana, Albania. Sexually experienced students were more likely to have heard of risk factors such as multiple sex partners, sexual intercourse before age 18, having contracted any sexually transmitted diseases, having genital warts, smoking cigarettes, use of oral contraceptive, poor diet or nutrition and using tampons. No significant sexually experience differences were observed in knowledge of the way of transmission of the virus associated with cervical cancer knowledge, the virus associated with cervical cancer knowledge, the prevention of cervical cancer knowledge. On the other hand strong significant sexually experience differences were observed in knowledge of the diagnostic way of cervical cancer and what HPV can cause knowledge.
Abstract: One of the major features of hypermedia learning is its non-linear structure, allowing learners, the opportunity of flexible navigation to accommodate their own needs. Nevertheless, such flexibility can also cause problems such as insufficient navigation and disorientation for some learners, especially those with Field Dependent cognitive styles. As a result students learning performance can be deteriorated and in turn, they can have negative attitudes with hypermedia learning systems. It was suggested that visual elements can be used to compensate dilemmas. However, it is unclear whether these visual elements improve their learning or whether problems still exist. The aim of this study is to investigate the effect of students cognitive styles and visual elements on students learning performance and attitudes in hypermedia learning environment. Cognitive Style Analysis (CSA), Learning outcome in terms of pre and post-test, practical task, and Attitude Questionnaire (AQ) were administered to a sample of 60 university students. The findings revealed that FD students preformed equally to those of FI. Also, FD students experienced more disorientation in the hypermedia learning system where they depend a lot on the visual elements for navigation and orientation purposes. Furthermore, they had more positive attitudes towards the visual elements which escape them from experiencing navigation and disorientation dilemmas. In contrast, FI students were more comfortable, did not get disturbed or did not need some of the visual elements in the hypermedia learning system.
Abstract: Debates on residential satisfaction topic have been
vigorously discussed in family house setting. Nonetheless, less or
lack of attention was given to survey on student residential
satisfaction in the campus house setting. This study, however, tried to
fill in the gap by focusing more on the relationship between students-
socio-economic backgrounds and student residential satisfaction with
their on-campus student housing facilities. Two-stage cluster
sampling method was employed to classify the respondents. Then,
self-administered questionnaires were distributed face-to-face to the
students. In general, it was confirmed that the students- socioeconomic
backgrounds have significantly influence the students-
satisfaction with their on-campus student housing facilities. The main
influential factors were revealed as the economic status, sense of
sharing, and the ethnicity of roommates. Likewise, this study could
also provide some useful feedback for the universities administration
in order to improve their student housing facilities.
Abstract: Information systems practitioners are frequently
required to master new technology, often without the aid of formal
training. They require the skill to manage their own learning and,
when this skill is developed in their formal training, their adaptability
to new technology may be improved. Self- directed learning is the
ability of the learner to manage his or her own learning experience
with some guidance from a facilitator. Self-directed learning skills
are best improved when practiced. This paper reflects on a critical
social research project to improve the self-directed learning skills of
fourth year Information Systems students. Critical social research
differs from other research paradigms in that the researcher is viewed
as the agent of change to achieve the desired outcome in the problem
situation.
Abstract: The Internet and the ever growing applications enable
communities to share and collaborate through common platforms.
However, this growing pattern is not witnessed yet even for elearning.
This paper is based on a doctoral research which aimed at
researching the ways students interact in an online campus and the
supports that they look for and require. Content analysis, based on the
Panchoo/Jaillet methodology, was done on four synchronous
meetings between a tutor and his ten students. The UNIV-Rct ecampus,
analogical to a physical campus, was found to be user
friendly and the students enrolled in a master-s course faced no
difficulties in using it. In addition to the environmental aspects, the
pedagogical implementation of the course has driven the students to
interact and collaborate significantly and this has contributed to
overcome the problems faced by the distance learners. This
completely online model was found to be fruitful in helping distant
learners fight their loneliness and brave their difficulties in a socioconstructivism
approach.
Abstract: Virtual environments are a hot topic in academia and more importantly in courses offered via distance education. Today-s gaming generation view virtual worlds as strong social and interactive mediums for communicating and socializing. And while institutions of higher education are challenged with increasing enrollment while balancing budget cuts, offering effective courses via distance education become a valid option. Educators can utilize virtual worlds to offer students an enhanced learning environment which has the power to alleviate feelings of isolation through the promotion of communication, interaction, collaboration, teamwork, feedback, engagement and constructivists learning activities. This paper focuses on the use of virtual environments to facilitate interaction in distance education courses so as to produce positive learning outcomes for students. Furthermore, the instructional strategies were reviewed and discussed for use in virtual worlds to enhance learning within a social context.
Abstract: Today-s Information and Knowledge Society has
placed new demands on education and a new paradigm of education
is required. Learning, facilitated by educational systems and the
pedagogic process, is globally undergoing dramatic changes. The aim
of this paper is the development of a simple Instructional Design tool
for E-Learning, named IDEL (Instructional Design for Electronic
Learning), that provides the educators with facilities to create their
own courses with the essential educational material and manage
communication with students. It offers flexibility in the way of
learning and provides ease in employment and reusability of
resources. IDEL is a web-based Instructional System and is designed
to facilitate course design process in accordance with the ADDIE
model and the instructional design principles with emphasis placed
on the use of technology enhanced learning. An example case of
using the ADDIE model to systematically develop a course and its
implementation with the aid of IDEL is given and some results from
student evaluation of the tool and the course are reported.
Abstract: Postgraduate education is generally aimed at providing in-depth knowledge and understanding that include general philosophy in the world sciences, management, technologies, applications and other elements closely related to specific areas. In most universities, besides core and non-core subjects, a thesis is one of the requirements for the postgraduate student to accomplish before graduating. This paper reports on the empirical investigation into attributes that are associated with the obstacles to thesis accomplishment among postgraduate students. Using the quantitative approach the experiences of postgraduate students were tapped. Findings clearly revealed that information seeking, writing skills and other factors which refer to supervisor and time management, in particular, are recognized as contributory factors which positively or negatively influence postgraduates’ thesis accomplishment. Among these, writing skills dimensions were found to be the most difficult process in thesis accomplishment compared to information seeking and other factors. This pessimistic indication has provided some implications not only for the students but supervisors and institutions as a whole.
Abstract: Does a communication modality matter in delivering e-learning information? With the recent growth of broadcasting systems, media technologies and e-learning contents, various systems with different communication modalities have been introduced. In accordance with these trends, this study examines the effects of the information delivery modality on psychology of students. Findings from an experiment indicated that the delivering information which includes a video modality elicited higher degrees of credibility, quality, representativeness of content, and perceived suitability for delivering information than those of auditory information. However, there is no difference between content liking and attitude. The Implications of the findings and the limitations are discussed.
Abstract: Aims for this study: first, to compare the expertise
level in data analysis, communication and information technologies
in undergraduate psychology students. Second, to verify the factor
structure of E-ETICA (Escala de Experticia en Tecnologias de la Informacion, la Comunicacion y el Análisis or Data Analysis,
Communication and Information'Expertise Scale) which had shown
an excellent internal consistency (α= 0.92) as well as a simple factor
structure. Three factors, Complex, Basic Information and
Communications Technologies and E-Searching and Download
Abilities, explains 63% of variance. In the present study, 260
students (119 juniors and 141 seniors) were asked to respond to
ETICA (16 items Likert scale of five points 1: null domain to 5: total
domain). The results show that both junior and senior students report
having very similar expertise level; however, E-ETICA presents a
different factor structure for juniors and four factors explained also
63% of variance: Information E-Searching, Download and Process;
Data analysis; Organization; and Communication technologies.
Abstract: Currently, most of distance learning courses can only
deliver standard material to students. Students receive course content
passively which leads to the neglect of the goal of education – “to suit
the teaching to the ability of students". Providing appropriate course
content according to students- ability is the main goal of this paper.
Except offering a series of conventional learning services, abundant
information available, and instant message delivery, a complete online
learning environment should be able to distinguish between students-
ability and provide learning courses that best suit their ability.
However, if a distance learning site contains well-designed course
content and design but fails to provide adaptive courses, students will
gradually loss their interests and confidence in learning and result in
ineffective learning or discontinued learning. In this paper, an
intelligent tutoring system is proposed and it consists of several
modules working cooperatively in order to build an adaptive learning
environment for distance education. The operation of the system is
based on the result of Self-Organizing Map (SOM) to divide students
into different groups according to their learning ability and learning
interests and then provide them with suitable course content.
Accordingly, the problem of information overload and internet traffic
problem can be solved because the amount of traffic accessing the
same content is reduced.
Abstract: In online context, the design and implementation of
effective remote laboratories environment is highly challenging on
account of hardware and software needs. This paper presents the
remote laboratory software framework modified from ilab shared
architecture (ISA). The ISA is a framework which enables students to
remotely acccess and control experimental hardware using internet
infrastructure. The need for remote laboratories came after
experiencing problems imposed by traditional laboratories. Among
them are: the high cost of laboratory equipment, scarcity of space,
scarcity of technical personnel along with the restricted university
budget creates a significant bottleneck on building required
laboratory experiments. The solution to these problems is to build
web-accessible laboratories. Remote laboratories allow students and
educators to interact with real laboratory equipment located
anywhere in the world at anytime. Recently, many universities and
other educational institutions especially in third world countries rely
on simulations because they do not afford the experimental
equipment they require to their students. Remote laboratories enable
users to get real data from real-time hand-on experiments. To
implement many remote laboratories, the system architecture should
be flexible, understandable and easy to implement, so that different
laboratories with different hardware can be deployed easily. The
modifications were made to enable developers to add more
equipment in ISA framework and to attract the new developers to
develop many online laboratories.
Abstract: Simulations play a major role in education not only because they provide realistic models with which students can interact to acquire real world experiences, but also because they constitute safe environments in which students can repeat processes without any risk in order to perceive easier concepts and theories. Virtual reality is widely recognized as a significant technological advance that can facilitate learning process through the development of highly realistic 3D simulations supporting immersive and interactive features. The objective of this paper is to analyze the influence of virtual reality-s use in chemistry instruction as well as to present an integrated web-based learning environment for the simulation of chemical experiments. The proposed application constitutes a cost-effective solution for both schools and universities without appropriate infrastructure and a valuable tool for distance learning and life-long education in chemistry. Its educational objectives are the familiarization of students with the equipment of a real chemical laboratory and the execution of virtual volumetric analysis experiments with the active participation of students.
Abstract: Internet is nowadays included to all National Curriculums of the elementary school. A comparative study of their
goals leads to the conclusion that a complete curriculum should aim to student-s acquisition of the abilities to navigate and search for
information and additionally to emphasize on the evaluation of the information provided by the World Wide Web. In a constructivistic knowledge framework the design of a course has to take under
consideration the conceptual representations of students. The following paper presents the conceptual representation of students of eleven years old, attending the Sixth Grade of Greek Elementary School about World Wide Web and their use in the design and
implementation of an innovative course.
Abstract: The adoption of e-learning in Hong Kong has been
increasing rapidly in the past decade. To understand the e-learning
experiences of the students, the School of Professional and Continuing
Education of The University of Hong Kong conducted a survey. The
survey aimed to collect students- experiences in using learning
management system, their perceived e-learning advantages, barriers in
e-learning and preferences in new e-learning development. A
questionnaire with 84 questions was distributed in mid 2012 and 608
valid responds were received. The analysis results showed that the
students found e-learning helpful to their study. They preferred
interactive functions and mobile features. Blended learning mode,
both face-to-face learning mode integrated with online learning and
face-to-face learning mode supplemented with online resources, were
preferred by the students. The results of experiences of Hong Kong
students in e-learning provided a contemporary reference to the
e-learning practitioners to understand the e-learning situation in Asia.