Network-based Education Research Articles

Simulation of education digital network security and anomaly detection based on neural networks

With the popularization of digital applications, network security issues are also receiving increasing attention. The security issue of educational digital networks has attracted much attention. This article adopts a neural network-based method for anomaly detection in educational digital networks. A neural network model was constructed by analyzing and processing network data. First, we need to preprocess the network data, including Data cleansing, feature extraction and other steps. Then, the preprocessed data is used as input and trained and tested using a neural network model. During the training phase, the model will automatically adjust parameters to adapt to the features of the data, thereby achieving better recognition and classification results. After experimental verification, the neural network-based education digital network security and anomaly detection model proposed in this article can effectively detect and identify network abnormal behavior, improving the security of education digital networks.

Impact of Continued Social Network-based Learning Based on Midwives Knowledge and Implementation of the Helping Babies Breathe Program.

The Helping Babies Breathe (HBB) program is a simple neonatal resuscitation protocol implemented in low-resource clinical systems. Therefore, it is necessary to train midwives on the implementation of this program and ensure the sustainability of the learned materials. The present study aimed to assess the impact of continued social network-based learning based on midwives knowledge and implementation of the HBB program. This randomized controlled field trial was performed on 50 midwives who were selected by the available sampling method. All midwives attended the HBB workshop; thereafter, in the intervention group, the learned materials were reinforced for 3 months using WhatsApp messenger. Data were collected using Objective Structured Clinical Examination (OSCE), which was administered before the HBB program and 3 months later (HBB guide; 2th Ed, 2018). The data were analyzed in SPSS software (version 19) using independent and paired t-tests. Based on the results, the mean knowledge score was not significantly different in both groups (control and intervention) immediately after the workshop. The mean scores of knowledge and skill variations did not decrease significantly in the WhatsApp group during the 3 months; nonetheless, a marked decrease was observed in the control group (t21 = 16.68, p < 0.05). The results of this study pointed out that continued social network-based education promoted the knowledge and skills of health care providers, highlighting the importance of social networks in education.

Social Network-based Education and Education 3.0: Application for education on Design and teaching of Industry 4.0 concepts

Social Network-based Education (SNE) and Education 3.0 are new education paradigms which addresses emergent challenges in education. Education on Design is one of the subjects that need to adapt to these changes. In this paper, SNE methodology and Education 3.0 as an educational paradigm are presented, as well as their application in the CAD module of the curricular unit CAD/CAPP in the course Integrated Master on Industrial Engineering and Management at the University of Minho. Further this application also enables the students to use the Industry 4.0 concepts and some inherent technologies. Results shows the preference of students for the SNE methodology when compared with “classical” education methodology, such as Project-lead Education (PLE).

The effectiveness of social network-based blended learning in comparison with face-to-face education and social network-based education on student self-efficacy and academic achievement

The effectiveness of social network-based blended learning in comparison with face-to-face education and social network-based education on student self-efficacy and academic achievement

Transformation of education as a metatrend of the digital economy

Subject. The study focuses on the impact of the digital economy determinants of the education transformation. Objectives. The article provides our own approach treating the education capital as a specific asset of the digital economy, which has an acceleration effect and sets up new trends in education through integrative networks. Methods. The study is based on principles of the systems integration, cross-disciplinary and multidisciplinary approaches. Results. The socio-economic progress was found to be determined with properties of human capital, which are solely specific to the digital economy. In new circumstances, it gets more important for actors of global, national, corporate and social networks to more actively cooperate within distributed networks in order to train high professionals, who would have skills in information networks. Thus, they would raise a new form of human capital – the capital of network education (network-based education capital). We describe positive externalities that arise when the educational sector joins communication processes. We illustrate how educational forms evolves, which are typical of a certain phase of the socio-economic development. The education capital was discovered to grow into a specific asset generating the quasi-rent and working as a social ladder only provided more actors are involved into the network. Conclusions and Relevance. Studying the evolution of educational forms through the cross-disciplinary method, we discovered the need for a system approach, which would help substantiate its transformation in the time of the digital economy, and the emergence of network-based education. These are technologies and tools of the digital economy that become unique factors generating the acceleration effect of the educational capital and ensuring the use of diverse network effects for the formation of intellectual capital and their social transformation.

The effect of network based science teaching on students problem solving skills and science attitudes (Izmir sample)

The purpose of this research is to investigate the effect of network-based teaching on the problem-solving skills of high school first year students and their attitudes towards science. For the purpose of the research, a website has been developed which aims to attain the goals and behaviours of the “Cell Division” unit from the high school first class biology curriculum by the researcher. While developing the pages on the website, attention was paid to supporting the collaboration inherent in network-based education, accessing visual and auditory records, enabling student-student and student-teacher interaction and so on. The research was carried out as an experimental study in accordance with the group pre-test-post-test model. In the research, network-based teaching was used in the experimental group and traditional teaching methods were used in the control group. The research was carried out on 64 students studying in a high school in the city centre of Izmir (N Experiment =32, N Control =32). Solving Inventory adapted in Turkish by Sahin, Sahin and Heppner (1993) as a data collection tool in the research, Scale towards Science and Personal Information Form developed by Baykul (1990) were used. In the analysis of the data, t-test was used to determine the significance of the difference between the experimental and control groups. As a result of the research; it was determined that network-based science teaching significantly improved students' problem-solving skills compared to traditional teaching and positively affected their attitudes towards science. Keyword: Network-based teaching, Problem solving skill, Attitude

Effect of lymphedema self-management group-based education compared with social network-based education on quality of life and fear of cancer recurrence in women with breast cancer: a randomized controlled clinical trial

BackgroundBreast cancer-related lymphedema (BCRL) and its associated symptoms harm the quality of life (QoL) of cancer survivors and can stimulate fear of cancer recurrence (FCR). Self-management education for lymphedema has been introduced as an effective method in controlling FCR. This study investigates the effect of lymphedema group-based education compared to the social network-based and control group on QoL and FCR in breast cancer patients.MethodsThis three-arm clinical trial studied 105 patients with breast cancer-related lymphedema referred to Seyed_Khandan rehabilitation center. Sampling was done by random allocation method in blocks of 3 with 35 subjects in each group. All subjects received routine lymphedema treatments. The group-based education (GE) and social network-based education (SNE) groups received self-management education in the clinic and Telegram™ messenger channel, respectively. Impairment in QoL and mean score of FCR were assessed before, immediately after, and three months after the intervention by using the Persian version of Lymphedema Life Impact Scale (LLIS) and Fear of Progression Questionnaire-Short Form (FoPQ-SF), respectively. Mixed-model ANOVA was applied for statistical analysis.ResultsThere was a significant time effect on total LLIS (P = 0.007), psychosocial (P = 0.038) and functional (P = 0.024) subscale changes in three groups of study. Interaction between the main effect of group and time on psychosocial subscale changes was statistically significant (P = 0.017). The multicomparison results illustrated that the main effect of time, the main effect of group, and interaction of them on the mean score of FCR were P = 0.084, P = 0.380, and P = 0.568, respectively.ConclusionDespite no significant reduction in the FCR score, results showed the improvement of most QoL aspects after three months of intervention. Although the social network-based education method was effective, the group-based education method was more beneficial. Applying these educational methods in lymphedema treatment protocols needs cost-effectiveness studies.Trial registrationThis study was registered at the Iranian Registry of Clinical Trials (IRCT2017052834176N1).

Learning material co-creation infrastructure in Social Network-based Education: An implementation model

Learning material co-creation infrastructure implies adoption of new features such as Education 3.0 paradigm, social network-based organization of the education process, procedures/protocols for sharing elements of teaching material, advanced information and communication technologies, collaborative management involving both professors and students, and innovative system thinking based on complexity thinking. This paper describes the infrastructure and the implementation model within two curricular units within the fourth year of the Integrated Master on Industrial Engineering and Management course at University of Minho. Learning material co-creation implementation model provides to teachers a framework for redefinition of the actual practices in education for Design, and continuous alignment with student’s needs and requests for continuous updating of the actual learning material.

Experiential Learning of CAD Systems Interoperability in Social Network-based Education

Experiential learning model for acquiring skills on CAD Systems interoperability, using the Social Networked-based Education model and the Learning Factory platform, is presented. The experiential learning leads students to acquire knowledge on CAD Systems interoperability through the principle of “Project-first, just-in-time principles”. The experiential learning is applied in Computer Aided Design/Computer Aided Process Planning (CAD/CAPP) and Computer Aided Manufacturing (CAM) curricular units, within the fourth year of Integrated Master on Industrial Engineering and Management course and along seven years in row. The experiential learning model developed and implemented proved that experiential learning provides capacity of teaching of new features and experience of Industry 4.0 environment while keeping the actual “curricula”.

Design and testing of “SpeakOut,” a social network-based contraceptive education intervention for adolescents

Design and testing of “SpeakOut,” a social network-based contraceptive education intervention for adolescents

A Virtual Learning Environment for The Support of Learning in Technology Education

This article provides an account of the development of a pedagogicalmodel and an application for teaching, studying and learning with3D Virtual Reality (VR) technologies for the support of innovationeducation on a Network-Based Education (NBE) (formerly calledopen and distance learning) basis.

A virtual classroom for undergraduate periodontology: a pilot study.

The Integrated Distributed Learning Environments or virtual classrooms constitute a new promising structure in education of health care personnel. A virtual classroom was developed aiming to teach periodontology to an international group of 28 dental students using a problem-based learning (PBL) approach. The course was web-based and included synchronous and asynchronous communication, on-line libraries and multimedia material. Students were organised in 4 independent groups and each group was appointed a tutor. The results of the study indicate that one of the most positive effects students experienced was competence in using the computer. They also rated highly the use of multimedia for learning of clinical procedures. It was found that web boards and email were too slow to allow group work in the virtual classroom. Real time communication programs were found to be superior for problem discussion and hypothesis formulation. However, email and the web board played a significant role during certain steps of the PBL method. The students expressed a positive attitude for the combined use of network-based learning and problem-based education. Our present experience suggests that distance learning should be organised with a mixture of different media, allowing communication of knowledge and skills between the resources and the students, as well as cooperation between the students. Computer literacy among teachers and students is limited and should be enhanced. Finally, personal contact between the resource persons and the students before the distant learning course commences helps the learning process.

Workflow and end-user quality of service issues in Web-based education

The option of obtaining education over networks is quickly becoming a reality for all those who have access to the Internet and the World Wide Web (WWW). However, at present, network-based education (NBE) over the WWW and the Internet in general faces a number of pitfalls. The problems range from inadequate end-user quality of service (QoS), to inadequate materials, to shortcomings in learning paradigms, and to missing or inappropriate student assessment and feedback mechanisms. In this paper, we discuss some major issues that, although mostly solved for NBE, still face Web-based education (WEE). These include the required workflow-oriented technological and quality of service support. In discussing the issues, we use examples from a wide-area NBE/WBE system called NovaNET and a WEE system called Web Lecture System (WLS). We recommend that WEE system developers construct operational user (workflow) profiles before building their content and interfaces. Our experience is that, especially for synchronous WEE systems, user-level round-trip keystroke delays should not exceed about 250 ms and the overall availability of the system (including network-related service failures) should be at least 0.95. We also suggest that a successful WEE system will have a sound auto-adaptive knowledge assessment component, a virtual laboratory capability, and a set of strong collaborative functions.