Challenges Encountered during Synchronous On-Line Collaborative Writing via Google Docs

This study investigated (1) the challenges encountered by a heterogeneous group of first year undergraduates during a synchronous on-line collaborative writing activity conducted through Google Classroom using Google Docs and (2) their perceptions of the pedagogical approach. Five sub-groups of undergraduates participated in the study, and their written transcripts were analysed for patterns of interaction in terms of equality and mutuality based on the Taxonomy of Writing Change Functions and Scaffolding Strategies (Li and Zhu, 2017). Data on learner perceptions were analysed for underlying themes. The findings, which were interpreted from the perspective of the Complex Dynamic Systems Theory, revealed that synchronous on-line collaboration is complex and challenging due to the dynamic patterns of interaction. This study concludes that Google Docs is a useful pedagogical tool and could be used for second language writing development despite the challenges. However, in transferring the findings to other second language learners or learning contexts, caution needs to be applied.

Algorithm for detecting attacks on Web applications based on machine learning methods and attributes queries

Abstract—Almost developed applications tend to become as accessible as possible to the user on the Internet. Different applications often store their data in cyberspace for more effective work and entertainment, such as Google Docs, emails, cloud storage, maps, weather, news,... Attacks on Web resources most often occur at the application level, in the form of HTTP/HTTPS-requests to the site, where traditional firewalls have limited capabilities for analysis and detection attacks. To protect Web resources from attacks at the application level, there are special tools - Web Application Firewall (WAF). This article presents an anomaly detection algorithm, and how it works in the open-source web application firewall ModSecurity, which uses machine learning methods with 8 suggested features to detect attacks on web applications. Tóm tắt—Hầu hết các ứng dụng được phát triển có xu hướng trở nên dễ tiếp cận nhất có thể đối với người dùng qua Internet. Các ứng dụng khác nhau thường lưu trữ dữ liệu trên không gian mạng để làm việc và giải trí hiệu quả hơn, chẳng hạn như Google Docs, email, lưu trữ đám mây, bản đồ, thời tiết, tin tức,... Các cuộc tấn công vào tài nguyên Web thường xảy ra nhất ở tầng ứng dụng, dưới dạng các yêu cầu HTTP/HTTPS đến trang web, nơi tường lửa truyền thống có khả năng hạn chế trong việc phân tích và phát hiện các cuộc tấn công. Để bảo vệ tài nguyên Web khỏi các cuộc tấn công ở tầng ứng dụng, xuất hiện các công cụ đặc biệt - Tường lửa Ứng dụng Web (WAF). Bài viết này trình bày thuật toán phát hiện bất thường và cách thức hoạt động của tường lửa ứng dụng web mã nguồn mở ModSecurity khi sử dụng phương pháp học máy với 8 đặc trưng được đề xuất để phát hiện các cuộc tấn công vào các ứng dụng web.

Impacto de las tecnologías disruptivas en el proceso de enseñanza aprendizaje: caso UTM online.

En la actualidad los entornos educativos en línea mediados por tecnologías han desarrollado ambientes de innovación en los procesos pedagógicos que facilitan el aprendizaje de los educandos, la presente investigación tiene como objeto de medir el impacto que tiene el uso de las tecnologías disruptivas en el proceso de enseñanza y aprendizaje de las carreras en línea de UTM online. Con el propósito de integrar estas innovaciones a los centros de Educación Superior, y de proveer nuevos mecanismos de construcción de significados. En cuanto al estudio, parte de una intencionalidad exploratoria, el enfoque utilizado en esta investigación fue de corte cuantitativo con un diseño no experimental y transversal, de alcance descriptivo, realizando un estudio del fenómeno comparado con otras asignaturas. Por otra parte, en los resultados se observa que el 80% de los participantes dieron una calificación correspondiente a totalmente satisfactorio. Lo que demuestra que los participantes perciben un mejor aprendizaje al implementar aplicaciones digitales y plataformas colaborativas en el desarrollo de prácticas en tiempo real discrepando inquietudes. La investigación sugiere que las herramientas digitales como Google Docs, Quizizz y Flipgrid son herramientas de aprendizaje útiles en su adaptación para fomentar la interacción y la retención del aprendizaje en línea.

Los profesionales de la información y las fake news durante la pandemia del covid-19

Desde que en diciembre de 2019 comenzó a ser noticia en España el nuevo virus que provocaba la enfermedad denominada COVID-19, la población empezó a demandar más información. Ante esta situación, se expandió gran cantidad de informaciones falsas con las que el periodismo ha tenido que convivir, llegando incluso a colarse en las propias agendas mediáticas. Se parte de estas hipótesis: H1) Con la llegada de noticias sobre la COVID-19 aumentó el número de fake news en los medios televisivos, H2) El acceso a las fuentes de información cambió con el uso de plataformas de videollamada, no usadas hasta ahora de forma profesional para esta labor. Por tanto, en este trabajo se estudia qué papel han tenido los profesionales de la comunicación en esta pandemia y cuáles son las posibles causas del incremento de fake news. Para ello, se recogen los testimonios de periodistas, mediante muestreo aleatorio, que durante este periodo han trabajado en televisión desde Andalucía. La técnica utilizada ha sido el cuestionario a través de Google Docs, mezclando preguntas cerradas y abiertas relativas al acceso de los profesionales a las fuentes de información, los tiempos disponibles para contrastar datos, el volumen de publicaciones sin contrastar o sus posibles causas, entre otras. De las conclusiones destacan la constatación del aumento de la emisión de noticias falsas o sin contrastar, la variedad de causas que han motivado este fenómeno y la influencia positiva de las videollamadas para el acceso a las fuentes de información.

Exploring Frontiers in Electronic Evidence: The Philippine Experience

This paper is the first formal empirical study on electronic evidence (EE) since the promulgation of Rules on Electronic Evidence (REE) by the Philippine Supreme Court in 2001. A basic qualitative research design was employed in the study. A total of 29 litigation lawyers and 13 trial judges from the Province of Cavite and the National Capital Region were the participants in the study. A qualitative survey questionnaire was used to gather data from the participants through Google Docs. Results showed that EE was more commonly presented in criminal cases, a few in civil cases, and none in quasi-judicial and administrative cases. Text messages were found to be the most frequently presented EE at trial. Results further revealed three major themes such as (1) admissibility of EE, (2) authentication of EE, and (3) suggestions on the implementation of REE. The vagueness of REE provisions on the admissibility of electronic evidence results in varying interpretations of judges, which ultimately affect their appreciation of the evidence presented at a trial. The present empirical study would indeed contribute to the scholarly discourse of electronic evidence showcasing the Philippine experience.

Speaking to write: examining language learners’ acceptance of automatic speech recognition as a writing tool

This mixed-methods one-shot study examines L2 writers’ perceptions of using Automatic Speech Recognition (ASR) to write using the Technology Acceptance Model (TAM), based on three criteria: usefulness, ease of use, and intention to use. After receiving training on Google voice typing in Google Docs, 17 English as a Second Language (ESL) students carried out two ASR-based writing tasks over a two-hour period. After the treatment, participants filled in a TAM-informed survey and participated in semi-structured interviews to measure their perceptions based on the target criteria. Findings indicate positive perceptions of ASR as a writing tool in terms of usefulness (language learning potential) and ease of use (e.g. user-friendly voice commands). We believe that these positive perceptions might lead to an intention to continue to use ASR, suggesting that the technology has L2 pedagogical potential.

Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University

The sudden transition to online learning during the COVID-19 pandemic has been challenging for many learners and teachers due to the fact that most universities suddenly shifted to online learning without providing adequate time for preparing and training teachers and learners in using interactive educational technologies. Such challenges are even more pronounced for language instructors in cultivating and sustaining interactions among learners, especially in writing courses that demand active engagement and interactions. Therefore, this study focused on what and how a writing instructor did through technology in creating an interactive writing environment for KSA learners joining five online writing courses and how learners perceived interactions and identifies the major factors affecting their perceptions. The data were collected from multiple sources: WhatsApp chats, Google Docs chats and comments, screencast recorded discussions, students’ texts, and their responses to an electronic (e-) survey as well as follow-up interviews. The study revealed that in connecting Google Docs to the Blackboard Collaborate Ultra, the instructor engaged learners in multidirectional and multimodal interactions and text writing and revising. The WhatsApp group was also used for individual learner-learner and learner-teacher interaction illustrating support and consultation-seeking behaviors of learners beyond the online classroom time. The learners’ perceptions of technology-mediated interactions (overall, learner-learner and learner-teacher) in the online writing courses were at high levels, though such perceptions varied according to several factors, including socio-demographic characteristics. The study concludes by offering useful pedagogical and research implications.

Levantamento do perfil da farmácia e do farmacêutico hospitalar em um estudo transversal prospectivo do Estado de São Paulo no ano de 2018-2019

Objetivo: Identificar as estruturas das farmácias hospitalares e a atuação do farmacêutico hospitalar no Estado de São Paulo. Métodos: Trata-se de um estudo transversal, desenvolvido pelo Grupo Técnico de Trabalho de Farmácia Hospitalar do CRF-SP por encaminhamento de e-mails para os Farmacêuticos do Estado de São Paulo e divulgação no Portal do CRF-SP no período de outubro de 2018 a fevereiro de 2019, o instrumento de coleta foi um questionário no formato Google Docs contendo 55 questões abordando os aspectos caracterização geral do hospital, farmácia hospitalar e do farmacêutico. Os dados qualitativos foram tabulados em planilha Excel e analisados por frequência absoluta e relativa sendo apresentados em formas de tabelas. Foi utilizado os testes estatísticos não paramétricos com o valor de p< 0.05 e o intervalo de confiança de 95% pelo sistema JAMOVI (versão 1.6.23). Resultados: Participaram da pesquisa 434 farmacêuticos representando 4,8% com atividade laboral na área hospitalar. Observa-se que administração da área hospitalar está mais relacionada ao serviço privado na administração própria 173 (45,9%) (p< 0,001), o segmento com o hospital de especialidades 246 (65,3%) (p< 0,001), especialidades com oncologia 40 (14,9%) (p= 1,000), contribuindo com decisões estratégicas, táticas e operacionais, aprimorando as estruturas técnicas e o fortalecimento do serviço de saúde e as atividades dos farmacêuticos relacionados a orientação de alta com 148 (48,5%) (p< 0,001), intervenção nas prescrições 236 (77,4%) (p< 0,001), visita multidisciplinar 229 (75,1%) (p< 0,001), conciliação medicamentosa 220 (72,1%). Conclusão: Observamos o desafio e a necessidade de aprimorar o estreitamento da comunicação entre os profissionais e a entidade, e às novas tecnologias poderão aproximar e estimular uma dinâmica produtiva da categoria.

Teacher Written vs. Audio Feedback on Undergraduates’ Written Assignments

Due to the importance of instructor’s feedback on students’ written assignment as part of formative assessment and the relatively new way of delivering audio feedback, this case study aimed to explore instructor’s audio vs. written feedback provided on 15 pairs of undergraduates’ written tasks through Google Docs over an academic semester in a Saudi public university. The data was collected from actual feedback comments in both modes and follow-up interviews with the students. The content analysis of feedback revealed that audio feedback differed from written feedback in terms of quantity and content. Despite the potential of audio feedback revealed through the content analysis, the majority of students (16) preferred written feedback over audio feedback for its clarity, easiness, easy access to feedback and its focus on a certain issue in the assignments, whereas 14 of them preferred audio feedback. Several challenges highlighted by the students, including its length and detailed instruction and the difficulty in accessing it served as good points for several pedagogical implications for instructors in this study.