scholarly journals Teaching Religion With Data

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Randall Reed ◽  
Alaina Doyle
Keyword(s):  
Data Analytics ◽  
Religious Studies ◽  
Learning Needs ◽  
Web Based ◽  
Teaching Religion ◽  
Humanities Students

The humanities in general and religious studies in particular are currently seeking new ways to address the learning needs of today’s students. This article discusses one approach whereby humanities students are taught the analysis of data using a variety of web based technology. Using the class we taught as our primary example we discuss the challenges and successes we had trying to bring data analytics to humanities/religious studies majors. In the end we show how humanities students can gain a new understanding of how to answer religious studies questions at the same time gaining skills valued in the contemporary marketplace.

An experimental investigation of the impact of using big data analytics on customers’ performance measurement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marwa Rabe Mohamed Elkmash ◽  
Magdy Gamal Abdel-Kader ◽  
Bassant Badr El Din
Keyword(s):  
Big Data ◽  
Performance Measurement ◽  
Data Analytics ◽  
Positive Impact ◽  
Big Data Analytics ◽  
Unstructured Data ◽  
Future Research ◽  
Web Based ◽  
Content Type ◽  
The Impact

Purpose This study aims to investigate and explore the impact of big data analytics (BDA) as a mechanism that could develop the ability to measure customers’ performance. To accomplish the research aim, the theoretical discussion was developed through the combination of the diffusion of innovation theory with the technology acceptance model (TAM) that is less developed for the research field of this study. Design/methodology/approach Empirical data was obtained using Web-based quasi-experiments with 104 Egyptian accounting professionals. Further, the Wilcoxon signed-rank test and the chi-square goodness-of-fit test were used to analyze data. Findings The empirical results indicate that measuring customers’ performance based on BDA increase the organizations’ ability to analyze the customers’ unstructured data, decrease the cost of customers’ unstructured data analysis, increase the ability to handle the customers’ problems quickly, minimize the time spent to analyze the customers’ data and obtaining the customers’ performance reports and control managers’ bias when they measure customer satisfaction. The study findings supported the accounting professionals’ acceptance of BDA through the TAM elements: the intention to use (R), perceived usefulness (U) and the perceived ease of use (E). Research limitations/implications This study has several limitations that could be addressed in future research. First, this study focuses on customers’ performance measurement (CPM) only and ignores other performance measurements such as employees’ performance measurement and financial performance measurement. Future research can examine these areas. Second, this study conducts a Web-based experiment with Master of Business Administration students as a study’s participants, researchers could conduct a laboratory experiment and report if there are differences. Third, owing to the novelty of the topic, there was a lack of theoretical evidence in developing the study’s hypotheses. Practical implications This study succeeds to provide the much-needed empirical evidence for BDA positive impact in improving CPM efficiency through the proposed framework (i.e. CPM and BDA framework). Furthermore, this study contributes to the improvement of the performance measurement process, thus, the decision-making process with meaningful and proper insights through the capability of collecting and analyzing the customers’ unstructured data. On a practical level, the company could eventually use this study’s results and the new insights to make better decisions and develop its policies. Originality/value This study holds significance as it provides the much-needed empirical evidence for BDA positive impact in improving CPM efficiency. The study findings will contribute to the enhancement of the performance measurement process through the ability of gathering and analyzing the customers’ unstructured data.

Live-action mass-casualty training and virtual world training

2016 ◽  
Vol 60 (1) ◽  
pp. 2103-2107 ◽  
Author(s):  
Keith T. Shubeck ◽  
Scotty D. Craig ◽  
Xiangen Hu
Keyword(s):  
Virtual World ◽  
Domain Knowledge ◽  
Mass Casualty ◽  
Learning Technologies ◽  
Learning Needs ◽  
Web Based ◽  
Tutoring Systems ◽  
Aeromedical Evacuation ◽  
User Input ◽  
Live Action

Live-action training simulations with expert facilitators are considered by many to be the gold-standard in training environments. However, these training environments are expensive, provide many logistical challenges, and may not address the individual’s learning needs. Fortunately, advances in distance-based learning technologies have provided the foundation for inexpensive and effective learning environments that can simultaneously train and educate students on a much broader scale than live-action training environments. Specifically, intelligent tutoring systems (ITSs) have been proven to be very effective in improving learning outcomes. The Virtual Civilian Aeromedical Evacuation Sustainment Training (VCAEST) interface takes advantage of both of these technologies by enhancing a virtual world with a web-based ITS, AutoTutor LITE (Learning in Interactive Training Environments). AutoTutor LITE acts as a facilitator in the virtual world by providing just-in-time feedback, presenting essential domain knowledge, and by utilizing tutoring dialogues that automatically assess user input. This paper will discuss the results of an experimental evaluation of the VCAEST environment compared to an expert-led live-action training simulation.

A Challenge for the Academic Study of Religion: No Such Thing as ‘Sacred’ Cows, Right?

2017 ◽  
Vol 29 (4-5) ◽  
pp. 479-493 ◽  
Author(s):  
Blair Alan Gadsby
Keyword(s):  
Community College ◽  
Public Education ◽  
Religious Studies ◽  
The Public ◽  
Theory Of Religion ◽  
Teaching Religion ◽  
Academic Study

AbstractTeaching religion in public education can benefit from the discourse in Religious Studies (rs) around the problem/problemof defining religion. This is nowhere truer than in community college (cc). However, the notion that the term ‘religion’ is of limited value (represented here asproblem) is of not-much-use inccdue to religion’s perceptible nature. It is evident to citizens that there is ‘religion’, and while not-much-clear about it by way ofrsdefinitions, it is anidentifiable and operative category. I cite the incident of Frank Roque the “9/11 Revenge Killer” to show that there is such a category in the minds of the public and utilize Stark and Bainbridge’sA Theory of Religionto focus the discourse beyond theproblemto the pedagogic and heuristic potentials of the problem for educators and ultimately citizens. The challenge forrsis to find ways for its analyses of religions to have a better effect in society. Otherwise, the categorywillbe shaped by other forces as revealed in the words of the murderer regarding his Sikh victim, “I just viewed them all as just hateful Muslims.”

Empowering Students in Computer-Supported Education

2012 ◽  
pp. 198-207 ◽  
Author(s):  
Yongming Shi ◽  
Si Fan ◽  
Yun Yue
Keyword(s):  
Teaching And Learning ◽  
Learning Theories ◽  
Traditional Learning ◽  
Learning Needs ◽  
Web Based ◽  
Individualized Learning ◽  
Learning And Teaching ◽  
Learner Centred Learning ◽  
Computer Based ◽  
Supported Education

In the past two decades, computers and web-based technologies have created a computer-based focus in the field of education. The computer-supported teaching and learning has revolutionised the concept of education around the world, which creates both opportunities and challenges in the field of education. It is believed that computer-based technologies have developed to augment the traditional learning and teaching at all educational levels. Computer-supported education empowers learners by promoting the notions of learner-centred learning approach, encouraging interactions among students or between students and lecturer, and addressing the individualized learning needs. This chapter explains some important concepts in computer-supported education, and presents the learning theories that underpin this area. Furthermore, it discusses the benefits of web-based technologies for students at various levels and issues that require further research.

Web-Based Synchronized Multimedia Lecturing

2008 ◽  
pp. 1-1
Author(s):  
Kuo-Yu Liu ◽  
Herng-Yow Chen
Keyword(s):  
Online Courses ◽  
Random Access ◽  
Learning Needs ◽  
Web Based ◽  
New Era ◽  
Web Technologies ◽  
Knowledge Domains ◽  
Diverse Learning ◽  
Language Courses ◽  
Multimedia Technologies

Over the last decade, the emerging Web technologies have opened a new era for distance education, where online courses can be created and accessed in a very easy way not previously available. Many online courses based on HTML pages thus are now available in cyberspace for synchronous or asynchronous distance learning (Anderson, Beavers, VanDeGrift, & Videon, 2003; Gregory, 1999; Muller & Ottmann, 2000; Shi et al., 2003; Siddiqui & Zubairi, 2000). However, without the support of multimedia, the static HTML pages can only serve as different kinds of simple “dumb” lecture notes on a network. Thus most students may lose interest quickly and eventually give up self-learning (Zimmer, 2003). Furthermore, this kind of unguided, static HTML pages are clearly insufficient for diverse learning needs and for different knowledge domains. With the dramatic development of multimedia technologies, we can integrate various media and provide students with vivid multimedia lectures on the Web. For example, the presentation techniques of online language courses should stress the importance of multimedia (e.g., voice and video) and document interaction flexibility (e.g., random access and repeated play of a specific speech segment) much more than other courses do (Brett, 1998; McLoughlin, Hutchinson, & Koplin, 2002).

An Intelligent System for Predicting a User Access to a Web Based E-Learning System Using Web Mining

2020 ◽  
Vol 15 (1) ◽  
pp. 75-94 ◽  
Author(s):  
Sathiyamoorthi V.
Keyword(s):  
Data Analytics ◽  
Web Mining ◽  
Intelligent System ◽  
Learning System ◽  
Web Based ◽  
Challenging Tasks ◽  
E Learning ◽  
User Access ◽  
Near Future ◽  
A Company

In this Internet era, with ever-increasing interactions among participants, the size of the data is increasing so rapidly such that the information available to us in the near future is going to be unpredictable. Modeling and visualizing such data are one of the challenging tasks in the data analytics field. Therefore, business intelligence is the way in which a company can use data to improve business and operational efficiency whereas data analytics involves improving ways of making intelligence out of that data before acting on it. Thus, the proposed work focuses on prevailing challenges in data analytics and its application on social media like Facebook, Twitter, blogs, e-commerce, e-service and so on. Among all of the possible interactions, e-commerce, e-education, and e-services have been identified as important domains for analytics techniques. So, it focuses on machine learning technique in improving practice and research in such e-X domains. Empirical analysis is done to show the performance of proposed system using real-time datasets.

Web-Based Learning for Adolescents

2022 ◽  
pp. 228-242
Author(s):  
Cyncia Matsika ◽  
Munyaradzi Zhou ◽  
Tinashe Gwendolyn Zhou ◽  
Wilfreda I. Chawarura
Keyword(s):  
Technology Acceptance ◽  
Time Management ◽  
Future Research ◽  
Learning Needs ◽  
Web Based ◽  
Course Content ◽  
Web Based Learning ◽  
Brick And Mortar ◽  
Adolescent Learning ◽  
Acceptance Model

This chapter assesses the innovations and challenges of web-based learning for adolescents. The technology acceptance model (TAM) was used to establish the determinants for the challenges and innovations of web-based learning for adolescents. Challenges coined include virtual engagement, adaptability, motivation, technical issues, time management, learning styles, destructions, communication skills, and the digital divide. Web-based learning is an emerging and innovative approach to teaching and learning that meets the evolving needs of adolescent learning. Adolescents should embrace the transformation from traditional brick-and-mortar classroom practices to a web-based environment. Stakeholders must continuously overcome the challenges of web-based learning. Future research can concentrate on developing well-defined web-based course content that supports the holistic learning needs of adolescents and the development of a web-based learning model for adolescents.

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