Using Online Programs to Centre Students in the Twenty-First Century

Author(s):  
Pedro José Arrifano Tadeu ◽  
Carlos Brigas

Because of the exponential growth of the internet and ICT, we, as promoters of education, should always be aware of the changes that society is endorsing outside of the classroom. The student is no longer the same introverted child that studied in the workbenches years ago. Today students belong to a time with smartphones, tablets, and a wide range of new portable technologies. Today's students are used to seeking different forms and ways of motivation in and out of the classroom, and they want the teaching and learning process to integrate with society and its latest technologies. The number of internet users has increased tenfold from 1999 to 2014. The first billion was reached in 2005, the second billion in 2010, the third billion in 2014. This means access to the world wide web is increasing rapidly. In 2020, the percentage will rise again, and consequently, an incredibly large number of people, youngsters and adults, will have access to the internet. The slogan that drives the world today is anywhere… anytime!

2016 ◽  
pp. 1164-1189
Author(s):  
Angelia Yount ◽  
Kwesi Tandoh

This chapter explores online learning and the pedagogical techniques needed to create an effective learning environment. In addition, it emphasizes the advances in contemporary online learning tracing its difficult beginning and the progress made due to advances made in technology especially the World Wide Web and the Internet. The chapter also discusses the importance of immediacy in online learning, and its ability to allow students to learn from anywhere and at any time. Student problems include lack of access to the technology, readiness to work online, and the erroneous impression that they know the technology more than the instructor. Interaction includes the effective application of scenarios of student and content, interaction between instructor and students, and the interaction between students which help promote social presence. We strongly believe the application of the afore-mentioned strategies will ensure successful development and implementations of an effective online course.


2011 ◽  
Vol 4 (14) ◽  
pp. 201-208 ◽  
Author(s):  
Jamal Hasan

Analysis of E-marketing Strategies The Internet has led to an increasingly connected environment, and the growth of Internet usage has resulted in declining distribution of traditional media: television, radio, newspapers and magazines. Marketing in this connected environment and the use of that connectivity to market is e-marketing. E-Marketing embraces a wide range of strategies, but what underpins successful e-marketing is a user-centric and cohesive approach to these strategies. While the Internet and the World Wide Web have enabled what we call New Media, the theories that led to the development of the Internet have been developed since the 1950s. This paper focuses on only e-marketing strategies, not the plan of e-marketing.


HortScience ◽  
1994 ◽  
Vol 29 (5) ◽  
pp. 579a-579
Author(s):  
Tim Rhodus

Effective communication of horticultural information over long distances requires the ability to present and receive not only text-based information but also images, sounds, and live-action video. Until recently, the Internet enabled users to communicate in each of these four modes, but not simultaneously. However, as a result of the World-Wide Web (WWW) project and the creation of NCSA Mosaic software, Internet users are able to access and deliver practically any form of communication, as long as it can be digitized. Information from around the world on literally thousands of subjects is now available 24 hours a day. Opportunities to communicate with the general public, primary and secondary science students, or practicing horticulturists are no longer limited by publication delays, travel distances, or media limitations.


Author(s):  
Sathiyamoorthi V.

It is generally observed throughout the world that in the last two decades, while the average speed of computers has almost doubled in a span of around eighteen months, the average speed of the network has doubled merely in a span of just eight months! In order to improve the performance, more and more researchers are focusing their research in the field of computers and its related technologies. World Wide Web (WWW) is one of the services provided by the Internet medium for sharing of information. As a result, millions of applications run on the Internet and cause increased network traffic and put a great demand on the available network infrastructure. With the increase in the number of Internet users, it is necessary to enhance the speed. This paper addresses the above issues and proposes a novel integrated approach by reviewing the works related to Web caching and Web pre-fetching.


Author(s):  
Mike Sandbothe

My considerations are organized into three parts. In the first part I expand upon the influence of the Internet on our experience of space and time as well as our concept of personal identity. This takes place, on the one hand, in the example of text-based Internet services (IRC, MUDs, MOOs), and through the World Wide Web’s (WWW) graphical user-interface on the other. Interactivity, the constitution characteristic for the Internet, stands at the centre of this. In the second part I will show how the World Wide Web in particular sets in motion those semiotic demarcations customary until now. To this end I recapitulate, first of all, the way in which image, language and writing have been set in rela-tion to one another in the philosophical tradition. The multimedia hypertext-uality which characterizes the World Wide Web is then revealed against this background. In the third, and final, part I interpret the World Wide Web’s hypertextual structure as a mediative form of realization of a contemporary type of reason. This takes place on the basis of the philosophical concept of tranversality developed by the German philosopher Wolfgang Welsch.


Author(s):  
Angelia Yount ◽  
Kwesi Tandoh

This chapter explores online learning and the pedagogical techniques needed to create an effective learning environment. In addition, it emphasizes the advances in contemporary online learning tracing its difficult beginning and the progress made due to advances made in technology especially the World Wide Web and the Internet. The chapter also discusses the importance of immediacy in online learning, and its ability to allow students to learn from anywhere and at any time. Student problems include lack of access to the technology, readiness to work online, and the erroneous impression that they know the technology more than the instructor. Interaction includes the effective application of scenarios of student and content, interaction between instructor and students, and the interaction between students which help promote social presence. We strongly believe the application of the afore-mentioned strategies will ensure successful development and implementations of an effective online course.


Author(s):  
James Dye

The advent of the Internet has forever changed the way people interact, communicate, and share information. The World Wide Web allows Internet users to send a letter in a matter of seconds, to instantly find out the latest sports scores and stock prices, or to learn of breaking world news. The Internet even allows people to have realtime conversations with other Internet users anywhere around the world. The Internet has also provided users a medium through which they can engage in any number of illicit acts. One of the more popular illicit acts, engaged in by millions of Internet users, involves trading music files across file sharing networks. Users accomplish this file sharing, or pirating, by copying the music from a compact disc onto their computers and uploading a file of the copied music onto a network created by software such as Kazaa or Napster. An infinite number of other users can then access this network, providing them an instant ability to copy the file of that song to their own computers.


Author(s):  
Ihsan Saif ◽  
Kamelia Chaichi

This study intends to identify factors that may influence the adoption of WWW (7 usage) for job seeking in Bangladesh Although Bangladesh has a growing number of Internet users, it is still lagging behind other countries in the context of e-recruitment. The three factors–Trust, performance expectancy and facilitating conditions were selected from the available literature. A survey was conducted and questionnaire that includes 25 questions was distributed randomly to a sample of 81 participants. The collected data was analysed by using SPSS software. The result indicates one hypothesis has been accepted and facilitates condition showed significant impact on the Internet usage for job seeking among Bangladeshi people.


Author(s):  
Ioannis Tarnanas ◽  
Vassilios Kikis

That portion of the Internet known as the World Wide Web has been riding an exponential growth curve since 1994 (Network Wizards, 1999; Rutkowski, 1998), coinciding with the introduction of NCSA’s graphically-based software interface Mosaic for “browsing” the World Wide Web (Hoffman, Novak, & Chatterjee, 1995). Currently, over 43 million hosts are connected to the Internet worldwide (Network Wizards, 1999). In terms of individual users, somewhere between 40 to 80 million adults (eStats, 1999) inthe United States alone have access to around 800 million unique pages of content (Lawrence & Giles, 1999), globally distributed on arguably one of the most important communication innovations in history.


Author(s):  
Татьяна Александровна Мирвода

С момента наступления эпохи Web 2.0 и по сей день в Интернете востребованы истории о всевозможных ужасах, в обилии представленные на его просторах в виде различных жанров и форм и именуемые самими пользователями крипипастой. Но, как это ни парадоксально, существуя в виде самодостаточной традиции сетевой культуры более пятнадцати лет и продолжая развиваться, данное явление до сих пор остается слабо изученным. Чтобы разобраться в этом обилии присутствующих в Интернете страшных историй и родственных им явлений, мы были вынуждены ввести два интерферирующих понятия: «сетевой “страшный” фольклор» и «“страшный” фольклор в Сети», а также исследовать повсеместно употребляемый интернет-пользователями в отношении содержимого обоих понятий термин «крипипаста». По нашему определению, «“страшный” фольклор в Сети» - это все представленные в Интернете и каким-либо образом ассоциирующиеся со страшным у пользователей и/или исследователей произведения народного творчества как сетевого, так и несетевого происхождения. Сетевым «страшным» фольклором мы назвали пласт собственно интернет-фольклора, к которому относятся подпадающие под его определение произведения, тематически и функционально связанные с переживанием страха, а также все возникшие в Интернете пародии на них, рьяно эксплуатирующие макабрическую стилистику оригиналов, но на деле лишь прикидывающиеся пугающими. Что же касается термина «крипипаста», то, суммируя множество пользовательских трактовок, мы выделили три самых распространенных его понимания: 1) как жанра «страшного» интернет-фольклора; 2) как традиции сетевого «страшного» повествования; 3) как семантической категории, включающей в себя все каким-либо образом связанное со «страшным» в Интернете. From the beginning of the era of Web 2.0 and to this day, stories about all kinds of horrors are in demand on the Internet. They appear in abundance on the World Wide Web in a wide variety of genres and forms, called “creepypasta” by users themselves. But, paradoxically, this phenomenon, which has existed as a self-sufficient tradition of network culture for about fifteen years and continuing to develop, remains insufficiently explored. In this article, we offer two intersecting definitions of this material: “scary” folklore on the Web and the web’s “scary” folklore, and we also explore the term “creepypasta,” which is generally used by Internet users in relation to both phenomena. “‘Scary’ folklore on the Web” indicates all works of folk art, both of web and non-web origin, presented on the Internet and perceived by users and researchers as related to what is frightening. “The web’s ‘scary’ folklore” designates Internet folklore itself that is thematically and functionally related to the experience of fear, as well as Internet parodies which energetically exploit the macabre style of the originals, but in reality only pretend to be frightening. As for the term “creepypasta,” we sum up three of its most common understandings: 1) as a genre of the web’s “scary” folklore; 2) as the web tradition of “scary” narration; 3) as a semantic category including everything in any way connected with the “scary” on the Internet.


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