scholarly journals Risk of Internet Addiction in Adolescents: A Confrontation Between Traditional Teaching and Online Teaching

2020 ◽  
Vol 13 (1) ◽  
pp. 79-85
Author(s):  
Caterina Viganò ◽  
Laura Molteni ◽  
Alberto Varinelli ◽  
Calogero Virzì ◽  
Sara Russo ◽  
...  
Keyword(s):  
High School ◽  
Internet Addiction ◽  
Online Teaching ◽  
Traditional Teaching ◽  
Problematic Use ◽  
Teaching Group ◽  
Significant Difference ◽  
Different Types ◽  
Use Of Internet ◽  
The Web

Background: The technological evolution has given the opportunities to develop new models of education, like online teaching. However, Internet Problematic Use and Internet Addiction are becoming frequently represented among adolescents with a prevalence that varies worldwide from 2% to 20% of the high school population. Objective: The aim of this study was to analyse the risk of Internet Addiction in a High Schools student sample comparing two different types of schools (online and traditional teaching) and analyzing the associations between pathological use of Internet and socio-demographic factors connected to the different educational orientations and to the daily usage of Internet. Methods: Students were enrolled from four different orientation school programs (different high school, technical and economical Institute, vocational schools). Each student completed a self-reported test to collect socio-demographic data and th Internet Addiction Test (IAT) from K. Young to assess the risk of Internet Addiction. The Mann-Whitney test for quantitative variables was used for statistical analysis. Results: 522 students were enrolled, 243 students from online teaching and 279 from traditional teaching schools. Internet Addiction was observed in 1,16% of the total sample, while 53.83% of subjects was at risk of development Internet Addiction. No significant difference was found between the two different types of teaching, nor considering gender. Considering the amount of time spent on the web in portion of the sample at risk of developing Internet Addiction, the Traditional Teaching group spent between 4 and 7 hours a day on the Web, while the Online Teaching group between 1 to 3 hours/daily. However, no statistically significant difference was found. Conclusion: Although our data demonstrate that there is no clear association between online education and problematic use of Internet, the excessive use of Internet is linked to a massive waste of personal energy in terms of time and social life.

European Jihadi Cells and the motivations behind them

2021 ◽  
pp. 333-354
Author(s):  
Farhad Khosrokhavar
Keyword(s):  
High School ◽  
Group Dynamics ◽  
Significant Role ◽  
Spatial Proximity ◽  
High School Sports ◽  
School Sports ◽  
Different Types ◽  
The Military ◽  
Large Groups ◽  
The Web

Chapter 7 describes the different types of jihadi cells, highlighting their differences as well as some similarities between them. Each cell has a life of its own, and the essence of each is determined by group dynamics, the origins of its leaders, the interactions between its members, and their cultural and economic homogeneity or heterogeneity. Each of these factors plays a significant role in the radicalization and in the effectiveness of the group to implement its goals. In general, cells are loosely structured, and it is very rare to find “egalitarian cells” or “leaderless” groups of friends or buddies, contrary to the claims of some researchers. Sometimes, they have more than one leader, a division of tasks occurring between them (for instance, the ideological and the military). Jihadi actors choose to belong to a group for many reasons: friendship, spatial proximity (they live in the same neighborhood), attendance at the same university, high school, sports association, or mosque, and so on These facets have been frequently studied, some researchers focusing on the horizontal relationships (a group of friends without formal hierarchy) or vertical ones (the presence of a leader and his lieutenants), their actual link with a larger network (al-Qaeda, IS) or imaginary (laying claim or making allegiance without any effective ties), the degree of their dependence on the web, or the greater or lesser scope of the group (from a solo jihadi to large groups of more than ten or fifteen people).

scholarly journals Online Classes in Musical Culture for General-Education High-School Students in Moodle LMS

2018 ◽  
pp. 130-146
Author(s):  
Valida Tvrtković Akšamija
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Teaching Methods ◽  
Web Application ◽  
Online Teaching ◽  
Online Classes ◽  
School Students ◽  
Musical Culture ◽  
The Web

Distance learning can be equally successful as the traditional classes, if appropriate teaching methods, technologies, etc. are applied. This paper is aimed at presenting the prospects of developing, managing, and assessing the online teaching process using the web application Moodle LMS in the musical culture classes in a general-education high school, the way in which students acquire knowledge, and what their role is in online classes using Moodle LMS.

Internet addiction in high school and university students: an evaluation in terms of various psychological, social and personal variables

2020 ◽  
pp. 1-12
Author(s):  
Hatice Odaci ◽  
Fatma Irem Değerli ◽  
Neslihan Cikrikci
Keyword(s):  
High School ◽  
Problem Solving ◽  
University Students ◽  
Interpersonal Relationships ◽  
Internet Addiction ◽  
Interpersonal Relationship ◽  
Automatic Thoughts ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Relationship Styles

Abstract The purpose of this research was to examine internet addiction among high school and university students in terms of interpersonal relationships, automatic thoughts and problem-solving skills. The sample of the study comprised a total of 480 participants: 195 (40.6%) high school and 285 (59.4%) university students. Females constituted 53.3% (256) of the participants and males 46.7% (224). In addition to a Personal Information Form, the Interpersonal Relationship Styles Scale, Automatic Thoughts Scale, Problem Solving Inventory and Internet Addiction Scale, for which validity, reliability and adaptation studies were performed, were used for data collection. A significant difference was determined between the groups with no or limited symptoms of internet addiction in terms of inhibitory interpersonal relationship styles, automatic thoughts and problem-solving skills. Inhibitory interpersonal relationships, automatic thoughts and problem-solving skills were identified as predictive of internet addiction.

Senior high school teachers’ and students’ engagements during the emergency remote teaching (ERT)

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Juland Salayo ◽  
Jann Ernest R. Fesalbon ◽  
Lorena C. Valerio ◽  
Rodrigo A. Litao
Keyword(s):  
High School ◽  
High School Teachers ◽  
Online Teaching ◽  
Senior High School ◽  
Academic Challenges ◽  
Educational Advancement ◽  
Catholic University ◽  
Significant Difference ◽  
Teachers And Students ◽  
E Learning

This quantitative study investigates teachers' and students' perceptions on remote emergency teaching in terms of readiness, attitude, and competence, their significant differences based on their profile, and the significant difference of the respondents' identified variables. Participated by 147 teachers and 409 students of a Senior High School in a comprehensive Catholic university in Manila, results revealed that respondents show their readiness, positive attitude, and competence toward online teaching; however, specific measurements affect student attitude on their online engagement and learning, such as their discomfort and ineffectiveness of this learning modality in producing creativity, interaction, and innovation in e-learning that affects the acquisition of knowledge. Among the respondents' profiles, only their age shows a statistically significant difference, while educational advancement established its significant difference in readiness and competence. Finally, a statistically significant difference between the teachers' and students' readiness, attitude, and competence was evident. Results further proved that behind the sudden shift of the learning environment, the respondents remain positive and resilient in dealing with academic challenges caused by the COVID-19 pandemic. This study further implicates that measuring teachers' and students' readiness, attitude, and competence in different inevitable circumstances remains a significant frame of reference for academic and instructional policy-making.

DETERMINING THE LEVELS OF CYBERBULLYING SENSITIVITY AND INTERNET ADDICTION IN HIGH SCHOOL STUDENTS

2021 ◽  
Vol 0 (41) ◽  
pp. 0-0
Author(s):  
Seda GÖGER ◽  
Ayşe ÇEVİRME
Keyword(s):  
High School ◽  
High School Students ◽  
Internet Addiction ◽  
Descriptive Study ◽  
Educational Programs ◽  
Average Score ◽  
Counseling Services ◽  
School Students ◽  
Significant Difference ◽  
Questionnaire Form

Aim: This study aims to determine the levels of cyberbullying sensitivity and internet addiction among high school students. Methods: The sample of this descriptive study consists of 729 students. The study implemented data collection tools, such as “Introductory Features of Students Questionnaire Form,” “Young’s Internet Addiction Test,” and “Cyberbullying Sensitivity Scale.” The analysis of the data was completed by transferring the data to the IBM SPSS Statistics 23 program. Results: As a result of analysis, Young's Internet Addiction Test mean score was found to be 26.57 ± 8.85, while the average score of Cyberbullying Sensitivity Scale was 31.00 ± 6.43. According to some introductory features of students, a statistically significant difference was found between Young’s Internet Addiction Test and Cyberbullying Sensitivity Scale (p < 0.05). Conclusion: While the internet addiction level of participants was found to be low, their sensitivity to cyberbullying was found to be high. In an effort to deal with cyberbullying, educational programs and counseling services on internet addiction and cyber sensitivity need to be organized in schools involving parents of school children.

Surpassing Online Learning Obstacles

2011 ◽  
pp. 2000-2007
Author(s):  
Dilermando Piva Jr. ◽  
Ricardo Luís de Freitas ◽  
Gilberto S. Nakamiti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Wide Band ◽  
Social Model ◽  
Educational Policies ◽  
Teaching Programs ◽  
Use Of Internet ◽  
The Web

In the last decade, the use of Internet and wide-band access have supported the spread of distance learning through the Web, which we will call Online Teaching. Schools and universities have been rethinking their teaching practices and educational policies in establishing online teaching programs. Online Teaching becomes not only a new pedagogical model or an educational technology, but also a new social model and technology, gathering each time more students at decreasing costs. Nevertheless, Online Teaching is far from achieving its maximum potential. Personal, methodological, technological, and institutional restrictions are usually associated with important limitations. As an example, teachers may not attend many students without affecting the quality of the online learning process. Clearly, this may impose serious restrictions to a major growth of the number of students attended and/or the quality of the learning process.

scholarly journals Science Learning Through Interactive Teaching Method: An Experimental Study

2020 ◽  
Vol V (IV) ◽  
pp. 77-87
Author(s):  
Sajid Ali Yousuf Zai ◽  
Fouzia Ajmal ◽  
Saira Nudrat
Keyword(s):  
Experimental Study ◽  
Science Achievement ◽  
Science Learning ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Interactive Teaching ◽  
Teaching Group ◽  
Achievement Score ◽  
Significant Difference ◽  
The Impact

An experimental study was conducted to find the impact of interactive teaching method on science learning. 70 students from seventh grade were selected to participate in this study. A control group with 35 randomly assigned students was taught by the traditional lecture method, and an experimental group with another 35 students was taught by an interactive teaching method. A pre-test was conducted prior to implementing the intervention to measure the baseline score, while a post-test was administered to measure the impact of the intervention. An ANCOVA (Analysis of Covariance) was used to find the significant difference in science achievement score of students between the traditional teaching method and interactive teaching method after controlling the effect of pretest scores. There was a significant difference in students' science achievement score between students in the traditional teaching group and students in the interactive teaching group, F(2, 67) = 153.47, p <.001n 2 = .82. It was concluded that the interactive teaching method significantly improves student science learning.

scholarly journals "CHALLENGES OF ONLINE TEACHING IN THE BUSINESS LANGUAGE CLASS"

2020 ◽  
Vol 13(62) (2) ◽  
pp. 149-156
Author(s):  
Ioana Paula Armăsar
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Assessment System ◽  
Traditional Teaching ◽  
Advantages And Disadvantages ◽  
Language Class ◽  
Internet Resources ◽  
Economics Students ◽  
Use Of Internet ◽  
Materials Planning

"With escalating SARS-CoV-2 outbreaks, the fight against the disease has become an absolute priority and social distancing measures have been adopted both at the level of the community and at the level of higher education in Romania. The present article emphasizes the advantages and disadvantages of online language teaching for economics students while taking into consideration various aspects such as the flexibility of the program, saving information on the platform for the benefit of the teacher's focus on teaching materials, planning courses and communicating with students, adopting a new assessment system, improving time management, use of internet resources but also drawing attention to the fluctuating internet connection, the crash of the devices or of the platform, potential disturbing factors, students' passivity, the lack of motivation and real connection, the lack of a sense of belonging to a group or an institution, etc. The present paper brings forth several solutions while advocating the integration of the online experience within the traditional teaching system"

scholarly journals Examining the Level of Internet Addiction of Adolescents in Terms of Various Variables

2016 ◽  
Vol 8 (3) ◽  
Author(s):  
Mehmet Fatih Ayaz ◽  
Kasim Karatas
Keyword(s):  
High School ◽  
High School Students ◽  
Internet Addiction ◽  
The Internet ◽  
Time Interval ◽  
Vocational High School ◽  
School Students ◽  
Class Level ◽  
Significant Difference ◽  
Science High School

The aim of the research is to examine the internet addiction of adolescents according to their genders, the type of their high-schools and class level, the time interval that they use internet most widely, their internet usage duration and usage purpose. For that, it is studied with 335 high-school students in Elazig city of Turkey in 2015. The internet addiction scale that Young (1998) developed was used to determine internet addiction of adolescents. In the analysis of data, t-test and unilateral variance analysis were used. At the result of analysis, the mean score of that adolescents got by internet addiction scale was determined as . In analysis between variables it was seen that the internet addiction level of Science-High School students was lower compared to Anatolian and Vocational High-School students. It was observed that the more the usage duration increases the more the internet addiction increases. It was determined the students who use internet mostly for games or social media are more addicted. Besides; as statistical, a significant difference wasn’t determined between genders, classes and the variables that internet is mostly used.

scholarly journals Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Francisco Antonio Nieto-Escamez ◽  
María Dolores Roldán-Tapia
Keyword(s):  
Social Support ◽  
High School ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Small Sample Size ◽  
Teaching Strategy ◽  
Small Sample ◽  
Traditional Teaching ◽  
Subjective Perceptions ◽  
Traditional Lectures

The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.

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