Learning In Cyberspace Research Articles

UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY MEDIA IN DISTANCE LEARNING IN THE UPPER GRADE OF ELEMENTARY SCHOOL

Along with the Covid-19 pandemic and the issuance of a Circular Letter from the Minister of Education and Culture regarding the Implementation of Education in an Emergency Period, the Indonesian education system has also adapted by implementing distance learning. This distance learning forces teachers and students to change the concept of learning in class to learning in cyberspace using existing information and communication technology media. This study aims to identify and explain what information and communication technology media are used in distance learning in the upper grades of elementary schools, and how to implement their use. The collection of research data uses the library study method and uses secondary data collected from articles, and journals. The criteria for the selected data are regarding the utilization of information and communication technology media in the upper grades of elementary schools during distance learning From several sources obtained, finally the most relevant was selected and 13 articles were obtained. The results of this literature study research are information and communication technology media used during distance learning in upper grades in several elementary schools are Zoom, Google Classroom, gadgets, animated videos, Google Forms, Google Sites, Quizizz, MS 365, WhatsApp, WPS, Youtube and the Rumah Belajar portal. Blended learning and e-learning systems are also worth trying to use in distance learning.

The Impact of Blended Learning in Mathematics teaching at Rural Higher Educational Institutions

Blended learning is a new strategy for meeting the current needs of the teaching and learning process. Blended learning meets the need for online learning in cyberspace, particularly during the period of disruption caused by COVID-19 last year. Because blended learning incorporates various learning strategies, learners have a better learning experience and make academic progress. Students can advance at their own pace. This strategy's learning outcomes are assessed using standard assessment tools. Swayam Portal assists the learning community in gaining knowledge in a variety of disciplines. This portal incorporates subjects from all fields, such as Science, Social Science, Engineering, and so on. This study focuses on the impact of various pedagogies that rely on technology and how we use them effectively in mathematics teaching.

Political Security Threat Prediction Framework Using Hybrid Lexicon-Based Approach and Machine Learning Technique

The internet offers a powerful medium for expressing opinions, emotions and ideas, using online platforms supported by smartphone usage and high internet penetration. Most internet posts are textual based and can include people’s emotional feelings for a particular moment or sentiment. Monitoring online sentiments or opinions is important for detecting any excessive emotions triggered by citizens which can lead to unintended consequences and threats to national security. Riots and civil war, for instance, must be addressed due to the risk of jeopardizing social stability and political security, which are crucial elements of national security. Mining opinions according to the national security domain is a relevant research topic that must be enhanced. Mechanisms and techniques that can mine opinions in the aspect of political security require significant improvements to obtain optimum results. Researchers have noted that there is a strong relationship between emotion, sentiment and political security threats. This study proposes a new theoretical framework for predicting political security threats using a hybrid technique: the combination of lexicon-based approach and machine learning in cyberspace. In the proposed framework, Decision Tree, Naive Bayes, and Support Vector Machine have been deployed as threat classifiers. To validate our proposed framework, an experimental analysis is accomplished. The performance of each technique used in the experiments is reported. In this study, our proposed framework reveals that the hybrid Lexicon-based approach with the Decision Tree classifier recorded the highest performance score for predicting political security threats. These findings offer valuable insight to ongoing research on opinion mining in predicting threats based on the political security domain.

The Mediating Process of Social Learning in Cyberspace: Korean College Students’ Cyberbullying

Given the massive power of the virtual environment of online networks, the prevalence of cyberbullying and the misuse of information technology continue to increase with the development of more advanced information technology. This study investigated the process of cyberbullying in social media among the Korean college student population. The researchers sought to examine the effect of social structural factors on cyberbullying that are mediated by social learning (differential association, differential reinforcement, definitions, and imitation). A multistage cluster sampling technique was used to implement the in-class self-report survey of 711 undergraduate students from two Korean universities. Using the structural equation modeling (SEM) technique, the results indicated that the social learning constructs of differential association, differential reinforcement, definitions, and imitation substantially mediated the effect of the sociodemographic factors of age and gender on cyberbullying among Korean college students.

PRINCIPLES OF ADULT SUBJECTIVITY DEVELOPMENT IN THE VIRTUAL EDUCATIONAL SPACE

Virtual educational spaces are becoming more widespread in the world as one of the most advanced educational and psychological technologies of individual and group learning on the Internet, based on the principles of activity, initiative and subjectivity of all their participants. Learning in cyberspace, intellectual and personal growth in it are moving to a qualitatively new level that meets the requirements of information society. The development of adult subjectivity in virtual educational space has undeniable social and scientific relevance. The purpose of study is to reveal psychological foundations of adult subjectivity development in virtual educational space. The subject of research is a project of adult subjectivity development in virtual educational space. Research method is a theoretical and methodological analysis of modern sources on research topic. The hypothesis that effective development of adult subjectivity on the Internet is determined by the use of virtual educational spaces and specially designed distance learning and psychological courses has been confirmed. The basic technology for the subjectivity development during distance learning (in particular, group learning) and psychological work on the Internet is a virtual educational space. It’s a specially designed, developed and maintained to achieve certain educational goals information center of the Internet, provides various forms and types of distance learning and operates on the principles of activity, initiative and subjectivity of learners and those who teach. The project of a distance learning course for the adult subjectivity development should include the following main components such as the purpose and objectives of training, distance learning program, psychological-pedagogical scenario, respondent model, facilitator model, conditions for the learning technological platform and more. The study of the adult subjectivity development principles in the virtual educational space, in particular the design of distance learning and psychological courses aimed at achieving this goal, has all the necessary grounds for its continuation and further deepening.

INTERACTION OF VISUAL ARTS LEARNING IN A VIRTUAL COMMUNITY

In cyberlearning, interaction becomes one of the features that determine learning success. This study underlines the interaction of visual arts learning in the virtual community. Virtual community facilitates informal art learning in cyberspace as they have comprehensive capacity related to the strategy of organizing cyber-based learning. This study involved 24 informants consisting of founders, members, and learning instructors of a virtual community in Indonesia. Using virtual ethnography as a research method, this study found three patterns of learning interactions in the virtual community, that are the interaction of learning participants with learning content; learning participant interaction with the instructor; and interaction between learning participants. Through these three interaction patterns, cyber-based art learning can be formulated in a virtual community.

Multi-User Virtual Environments (MUVEs) as Alternative Lifeworlds: Transformative Learning in Cyberspace

Direct instruction (PowerPoint presentations, lectures) often imposes hierarchical classroom structures where the teachers are considered experts, imparting knowledge to passive learners. However, the emergence of tools like Multi-User Virtual Environments (MUVEs) encourages the creation of democratic learning environments. We hypothesize that these tools lead to higher degrees of civil discourse within the classroom and create transformative learning trajectories for students, allowing them to create shared purpose to incite social change. By comparing reflectivity displayed in weekly students’ blogging assignments in a classroom using an MUVE (Second Life), and one using direct instruction, we sought to gauge the effect MUVEs had on students’ reflectivity with the passage of time. Results indicated that MUVEs facilitated more critical reflection and transformative learning trajectories as compared to direct instruction frameworks.

Construction management education in cyberspace: a critical review and analysis

ABSTRACT The learning era of construction management (CM) has been enriched with the introduction of cyberspace, where the traditional learning process was exchanged with a smart learning environment. Despite the benefits of technical improvements, cyberspace has brought pedagogical challenges in motivating and assessing students. The main problem has become finding and choosing the most effective technology for cyber educators, who are challenged with technological improvements and lack of a comprehensive review and analysis on previous cyberlearning applications. This gap in literature has been the motive to prepare a review on a selection of cyberlearning tools and methods in CM education. The purpose of this paper is to present a comprehensive literature review on the history of computer tools and how the key ways of using technology have been used to promote CM learning in cyberspace. A critical literature review was combined with means and methods of teaching in previous studies to assess a variety of cyberlearning applications such as virtual reality technologies, simulation and gaming and Cyber-Physical Systems. This study is valuable for CM education educators and research to learn about the applications and trends in CM cyberlearning, as well as gaps in the knowledge to fill.

Patients' learning in cyberspace: a thematic analysis of patient-patient discussions in a chronic illness Facebook page

Online support groups play an increasingly important role in patients' lived experience of chronic illness. The objective of this study was to explore how learning takes place from patients' interactions in an online chronic illness support group. Qualitative data consisted of 1,478 messages posted to a publicly accessible non-illness specific Facebook support page. Data was analysed using inductive thematic analysis. Four themes were identified from the analysis. This paper presents two themes, information sharing and dis(trust). Employing Wenger's communities of practice theoretical framework (Wenger, 1998), themes are discussed in terms of learning, participation in practices and identity. Online support groups can be pivotal to learning in illness. Patients' online information sharing provides them with opportunities for informal learning about their condition to take place. These online interactions lead to patients developing trust for one another and distrust for the medical care system.

EFL teachers’ perceptions about an online CALL training. A case from Turkey

<p>This paper examined a group of Turkish EFL in-service teachers’ perceptions about a four-week online CALL training they received on a voluntary basis. The data were collected via a background questionnaire, interviews and reflection reports written by the participating teachers. Findings demonstrated that online CALL training was beneficial for the teachers since they gained familiarity with cutting-edge CALL technologies and developed ideas about how to use them in their classes. CALL learning in cyberspace, however, was found to be too challenging for some teachers devoid of the computer skills needed to manage the online experience. Most of the teachers also expected the CALL training to be situated in their classroom contexts providing them with ample opportunities to learn and apply CALL in their local teaching contexts. Taking the various needs of the teachers into consideration, the researcher came up with suggestions for future initiatives for in-service CALL teacher education. </p>

Replicating Peer‐Led Team Learning in cyberspace: Research, opportunities, and challenges

AbstractThis quasi‐experimental, mixed methods study examined the transfer of a well‐established pedagogical strategy, Peer‐Led Team Learning (PLTL), to an online workshop environment (cPLTL) in a general chemistry course at a research university in the Midwest. The null hypothesis guiding the study was that no substantive differences would emerge between the two workshop settings. Students in the PLTL (n = 220) condition were more satisfied with their workshop and earned statistically significantly higher course grades, yet earned comparable standardized final exam scores. They also had lower incidence of students’ earning D or F course grades or withdrawing from the course (DFW rates) than students in the cPLTL setting (n = 175). Interviews with 10 peer leaders and 2 faculty members, as well as discourse analysis of workshop sessions, revealed more similarities than differences in the two conditions. The final exam scores and discourse analysis support the null hypothesis and use of both face‐to‐face and synchronous online peer‐led workshops in early science courses. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 714–740, 2014

Roadmap For A Successful Transition To An Online Environment

Tighter budgets and lower enrollment are changing traditional higher education. The popularity of the World Wide Web (WWW) coupled with faster access to information provides an opportunity for Colleges and Universities to offer online programs. In most cases, traditional universities are not well prepared for the transition to online format and many challenges prevent a successful implementation. A common mistake made by early adopters is assuming that the migration involves two steps, namely selecting the virtual learning environment, and then porting the current classroom-based courses to the online environment. That approach often leads to failure and disappointment, not to mention lower student and faculty satisfaction. Traditional delivery of course materials is done face-to-face with students present and the student/faculty interaction promotes learning. In the online environment, learning is done in an asynchronous mode and course design has to compensate for the interaction that happens in real time during traditional courses. To properly implement online courses, an adequate technical environment must be available. If the environment is available, careful planning is essential in order to proceed. Traditional course modules require revision as they are migrated to cyberspace and should take into account the interaction among students and faculty in order to promote a quality learning process. A typical approach is to include student participation in discussion forae, but this may lead to trivial postings and students responses. In this paper, we present preconditions for a migration to online education and a roadmap to transition traditional courses to cyberspace. We also discuss methods of assessing both quantity and quality of student interaction, since this is a requirement for learning in cyberspace.

A qualitative study on self-directed learning in cyber space

A qualitative study on self-directed learning in cyber space

Relationship Between Interactivity and Popularity in ESL Websites

There are several non-commercial English websites with varying degrees of popularity. This study examines whether interactivity contributes to the degree of popularity and what kinds of interactivity dimensions are used most frequently in language learning websites. Ten popular ESL websites and ten less popular ESL websites were examined using several interactivity evaluation rubric in cyberspace. The results show that a percentage of interactivity positively correlated to the popularity of websites and that ‘playfulness’ is the most frequently used category of interactivity. Other variables that have influence on the degree of popularity are discussed as well. Even though interactivity is an essential element of language learning in cyberspace, only a few studies have examined the effectiveness of interactivity and the relationship between interactivity and popularity in ESL websites. Therefore, this study is expected to give teachers and web designers of ESL websites a better understanding about interactivity in cyberspace.

Learning in cyberspace: an ethnographic perspective on the Scottish ‘chartered teacher’ programme

Although a substantial literature is devoted to the professional development of teachers, emerging dimensions located around e‐facilitation techniques have yet to be documented and their implications understood. This paper is based around a case study of a professional group of highly experienced teachers from the state sector who were undertaking a research dissertation within the ‘chartered teacher’ (CT) programme. The rationale for their studies is embraced by the action‐research paradigm where it is expected that change and improvement in practice occur as the fundamental impacts (Cohen & Manion, 1996). The CT programme was established by the Scottish Executive and the General Teaching Council for Scotland, in partnership with the higher education sector. Its ideological underpinnings, however, go deeper, lying in a concern with the fostering of a dynamic, putative evidence‐based professionalism. It is ‘delivered’ entirely through the Internet with students located throughout Scotland, including the r...

Digital Games and Learning in Cyberspace: A Dialogical Approach

Currently there is considerable enthusiasm for exploring how we can apply digital gaming paradigms to learning. But these approaches are often weak in linking the game-playing activity to transferable social or conceptual processes and skills that constitute, or are related to, learning. In contrast, this article describes a ‘dialogue game’ approach to learning in cyberspace related to Wittgenstein's notion of a ‘language game’ that seeks to explicitly link game-playing activity to the development of generic dialogical and reasoning skills that lead to improved conceptual understanding and collaborative knowledge refinement. This article initially discusses the current articulations of gaming as an approach to learning before justifying and describing the dialogue game approach the authors are currently adopting. This is followed by a summary of empirical evidence in support of this design paradigm and a desciption of a socio-cognitive tool called InterLoc that organises, mediates, structures and scaffolds educational dialogue games. The approach is demonstrated and the implications it holds for designing gaming or other types of educational interaction are then discussed in the context of existing and near-future possibilities within the evolving e-learning landscape.

Essentials of Cyberspace Education for Online Students

In the twenty first century, the development and advancement of the Internet Technology has remarkably transformed and redefined various fabric of human life, from individual communication to the way in which businesses conduct themselves. One of the more significant paradigm shifts has been in the field of education, particularly with the introduction and rapid growth of distance learning. Online education has afforded students, especially working adults, an opportunity to become involved in the learning process, bridging the gap that once existed between the busy lifestyles of working professionals and their goals of obtaining a University degree. Although there are many differences between the conventional modules of face-to-face and the online educational formats, both underscore the importance of learner participation and interaction that assist instructors in developing and initiating effective facilitation techniques to promote learning and retention among adult learners. This document outlines certain skills and nuances of online education and the essential skills that one requires for the successful completion of courses and programs. One of the most important aspects of online learning is communication, wherein online correspondence in the form of emailing, chatting and online discussions are critical when communicating with instructors, colleagues and administrations. Therefore, unlike other literature on cyberspace learning, this document provides a simple format on the essentials of online learning, chatting and emailing, without inserting too much academic literature, and acts as a manuscript for the “know-hows” of online education for prospective online students.

Learning in cyberspace:shaping the future

Proponents of multimedia and Internet based educational tools have long claimed their potential, but the absence of broad based quantitative research from controlled experimental use, continues to mitigate the transfer of that potential to reality. This paper reports on experimental work in Singapore, which was designed to establish a supportable theoretical foundation for the hypothesis that the use of information technology (IT) resources in education, does improve pedagogic outcomes. The authors reach a positive conclusion, and attribute those improved outcomes to the use of IT resources through the conduit of improved student motivation. The paper also draws the important distinction between using multimedia and the Internet as a facilitator of learning rather than teaching, and reports upon the research project in detail, particularly improvements in student understanding and results, quantified at 11% in one semester. There were also productivity gains of 16% for educators as a result of effective use of Internet resources and use of the Internet to deliver course material for learning. Based on the research work done, this paper draws the statistically valid conclusion that use of IT resources does improve student learning.

Acquiring skills for tomorrow today: “Cyberspace learning for kids”

Considers the development of an on‐line electronic learning network , “Cyberspace learning for kids” (CL4K), for children aged 5‐16 across Europe. Examines the impact of information technology (IT) in relation to various learning environments. Focuses particular attention on schools, the incorporation of IT into the National Curriculum and the impact this has on teaching. Presents findings from an analysis of the project’s user needs, that is, those of teachers, children and parents. The main issue expressed by teachers was the lack of training received in IT skills and lack of funds available to purchase equipment necessary to be able to use IT in the classroom. A decline in general levels of communication in the classroom, at home and between pupils was another issue of concern among teachers and parents. Overall, all users perceived “Cyberspace learning for kids” to be exciting and saw the development of IT skills as an essential asset when seeking employment. The children found the use of the Internet to be a fun way of finding out information and would enjoy using it if such a resource was available in the classroom, etc. With commitment to funding for resources and training CL4K has the potential to offer a fun and stimulating means of gaining information and educating children for the future.

Authentic Teaching and Learning in Cyberspace: a Heideggerian perspective

(1997). Authentic Teaching and Learning in Cyberspace: a Heideggerian perspective. Westminster Studies in Education: Vol. 20, No. 1, pp. 75-87.