Designing IDE Interventions to Promote Social Interaction and Improved Programming Outcomes in Early Computing Courses

As in other STEM disciplines, early computing courses tend to stress individual assignments and discourage collaboration. This can lead to negative learning experiences that compel some students to give up. According to social learning theory, one way to improve students’ learning experiences is to help them form and participate actively in vibrant social learning communities. Building on social learning theory, we have designed a set of software interventions (scaffolds and prompts) that leverage automatically collected learning process data to promote increased social interactions and better learning outcomes in individual programming assignments, which are a key component of early undergraduate computing courses. In an empirical study, we found that students’ interaction with the interventions was correlated with increased social activity, improved attitudes toward peer learning, more closely coupled social networks, and higher performance on programming assignments. Our work contributes a theoretically motivated technological design for social programming interventions; an understanding of computing students’ willingness to interact with the interventions; and insights into how students’ interactions with the interventions are associated with their social behaviors, attitudes, connectedness with others in the class, and their course outcomes.

SOCIAL ACTIVITY OF STUDENTS: EXPERIENCE IN RESEARCH OF SEMANTIC IDEAS

В статье рассматривается социальная активность молодежи в контексте смысловых представлений студентов вузов. На основании материалов регионального эмпирического исследования были проанализированы смыслы, которыми наделяется активность и которые имеют высокую значимость в саморегуляции общественно направленной и индивидуализированной активности студентов. Выявлено, что смысл социальной активности в восприятии вузовской молодежи соотносится с приоритетами органов исполнительной власти, занимающихся реализацией молодежной политики; определена зависимость между частотой участия студентов в практиках социальной активности и готовностью воспринимать данную деятельность посредством институционально организованных форм. Определены доминирующие мировоззренческие установки среди вузовской молодежи и описана их связь с мотивацией социальной активности в исследуемой группе. Выявлено противоречие между смысловым представлением о социальной активности и проявляемой деятельностью: образ определяется студентами через доминирование альтруистических ценностей, а в основе реальной активности молодых людей находятся гедонистические и инструментальные ценности. The article attempts to analyze the social activity of youth in the context of semantic representations of university students. Based on the materials of a regional empirical study, the meanings of activity are analyzed, as well as those meanings that are significant in the self-regulation of socially directed and individualized activity of students. The research shows that the meaning of social activity in the perception of university youth correlates with the priorities of executive authorities involved in the implementation of youth policy; the dependence between the frequency of students' participation in social activity practices and the willingness to perceive this activity through institutionally organized forms is determined. The dominant ideological attitudes among university youth are analyzed and their connection with the motivation of social activity is described. The contradiction between the semantic idea of social activity and the activity manifested is revealed: the students determine this activity basing on the altruistic values, but in practice, hedonistic and instrumental values are at the heart of the activities of young people.

YOUTH CULTURE IN THE NEW SOCIAL REALITY

Статья посвящена рассмотрению специфики культуры молодежи в условиях новой социальной реальности, детерминированной последствиями пандемии новой коронавирусной инфекции и ускорением темпов изменения социальных процессов. Автором акцентируется внимание на сложностях адаптации социальной системы к новым глобальным вызовам и рискам в условиях неопределенности и на трудностях построения жизненных стратегий молодежью как наиболее незащищенной частью общества. Отмечается выраженная актуальность научного исследования процессов, протекающих в молодежной среде на фоне пандемии, в области переосмысления взаимного влияния культуры и различных социально-демографических групп. Особое внимание уделено анализу отношения молодежи к ценностям и рассмотрению механизмов передачи социального опыта старшего поколения. Автором отмечается роль культуры молодежи в формировании самовыражения и мировоззрения молодого поколения в соответствии с социальными реалиями, отмечаются специфика виртуальных форматов коммуникации и стремление к социальной активности молодежи. The paper discusses the specifics of youth culture in the new social reality, determined by the consequences of the pandemic of a new coronavirus infection and accelerating the pace of change in social processes. The author focuses on the difficulties of adapting the social system to new global challenges and risks in conditions of uncertainty and on the difficulties of building life strategies for young people as the most vulnerable part of society. The publication points to the pronounced relevance of scientific research on the processes taking place in the youth environment against the background of the pandemic in the field of rethinking the mutual influence of culture and various socio-demographic groups. Special attention is paid to the attitude of young people to the values and social experience of the older generation. The author notes the role of youth culture in shaping the self-expression and worldview of the young generation in accordance with social realities, as well as the specifics of virtual communication and the desire for social activity of young people.

ORGANISATIONAL APPROACHES TO THE FORMATION OF SOCIAL RESPONSIBILITY OF HIGHER EDUCATION INSTITUTIONS IN THE MARKET OF EDUCATIONAL SERVICES

BACKGROUND AND OBJECTIVES. Social responsibility is a system of innovative working relationships that acts as an essential technology that enhances the effectiveness of a higher education institution with employees, partners, customers and the community, and ultimately contributes to its prosperity and civil society. Social responsibility should focus on enhancing the image of the higher education institution, recognising its successes in society by civil institutions and individual citizens. This will increase the social value of the higher education institution, its competitiveness, sustainability and efficiency, allowing society to use the resource voluntarily provided by the higher education institution to balance organisational and social interests.METHODS. The methods used to conduct the research were: interview, expert. The questions selected for this study were taken either from the literature or from individual interviews. The literature helped to identify important dimensions of the concept of social responsibility. The interviews helped to identify new points and possible dimensions to contextualise organisational approaches to shaping the social responsibility of higher education institutions.FINDINGS. Organizational approaches to the formation of social responsibility of higher education institutions in the market of educational services are proposed. Mechanisms to increase socio-commercial value of socially responsible higher education institutions are argued: creation of public institutions to identify, formulate public interests and present them to corporations; selection of social projects taking into account stakeholder expectations.CONCLUSION. In order to increase the efficiency of using the principles of social responsibility in HEIs, to improve their ratings, students' competitiveness in the labour market and their involvement in the task-setting and decision-making process, it is necessary to develop a programme of corporate social activity, which can become the basis for developing the HEIs' development strategy. The formation and adoption of such a strategy should be based on the interests of all stakeholders, based on the core values of the university to achieve the indicators at micro-, meso- and macrolevels.

Characterization of Groundwater Zones and Salinity Assessment in Aquifers of the Campo District, South Cameroon Using the GIS, AHP and PCA Approach.

In the Campo region, groundwater is critical for human consumption and social activity. Groundwater potential is influenced by a region's geological, geophysical, and hydrogeological factors. The major goals of this research are to determine which regions are ideal for productive groundwater drilling and to assess the source of salinity in the study area's coastal aquifers. The groundwater potential map was created using Geographic Information Systems (GIS) and the Hierarchical Analysis Process (AHP). The process of groundwater mineralization was studied using principal component analysis (PCA). Six variables were taken into account, and weights were assigned to them based on their impact on groundwater recharge. In a GIS environment, spatial integration and a combination of theme layers were conducted. Campo's groundwater potential map was divided into four zones: low 14.4% (389.6 km²), moderate 53.3% (1484.5 km²), high 28.3% (783.3 km²), and extremely high 4.1% (110.9 km²). The results of the PCA reveal a mechanism of water-rock interaction, as a result of geological alteration and a salinization process caused by the intrusion of seawater and human activity The source of salinity in groundwater is manmade (agricultural and residential activities) rather than seawater intrusion. Seawater infiltration is not greatly aided by the low lineament density found near the beaches.

Teaching Quality Analysis of College Ideological and Political Education Based on Deep Learning

A social activity that uses certain ideas, concepts, political views, and moral values in a society or social group enriches students’ ideology and allows learners to form ideological and moral qualities that correspond to their social and political establishment. The continuous improvement of their complete quality and technical skills is at the heart of social and economic growth. In ideological and political education, risk factors are widely influenced, including the impact of educational purposes and education providers. In this paper, Deep Learning-Based Innovation Path Optimization Methodology (DL-IPOM) has been proposed to strengthen data awareness, improve the way of thinking in ideological and political education. The political instructional collaborative analysis is integrated with DL-IPOM to boost Ideological and political education excellence. The simulation analysis is conducted at (98.22%). The consistency of the proposed framework is demonstrated by efficiency, high accuracy (98.34%), overshoot index rate (94.2%), political thinking rate (93.6%), knowledge retention rate (80.2%), reliability rate (97.6%), performance (94.37%) when compared to other methods.

Automated Personal Thesaurus TEZAL: Reconstructing the Psychosemantic Foundations of Interpersonal Relations

The present research featured the psychosemantic foundation of interpersonal relations, the latter represented as a three-level system. The psychosemantic foundation contains implicit models of interpersonal relations; the regulatory level regulates interpersonal relationships in various contexts; the behavioral level manifests itself in direct interpersonal behavior. The research was based on the method of semantic differential. However, the method proved too sensitive to various kinds of heterogeneity of the test subjects, which rendered it impossible to identify the factor structure. As a result, the semantic differential was converted to factorial personality systems through the Automated Personal Thesaurus TEZAL. In this research, the semantic differential vocabulary profile was converted to 16PF personality profile. The semantic differential and converted data underwent statistical and comparative analyses, which singled out the general structures of perception in the system of interpersonal relations. The procedure revealed two bipolar factors. The factor of social self-organization reflected the degree of orderliness of social activity and behavior. The factor of social interaction demonstrated the flexibility, activity and initiative of social behavior. A regression analysis of the psychosemantic foundations revealed a more complex system, when interpersonal relations are perceived through the role image of mother and friend. Thus, initial data conversion provided a more detailed reconstruction of the psychosemantic foundation of interpersonal relations.

Consumers’ Active Reaction to Brands Taking Stands on Public Issues on Twitter

With the growing interest in sustainability, brands increasingly use social media not simply to advertise their products but also to share their positions on ongoing public issues. This study investigates the effect of public-issue posts on consumers’ active reactions and provides comparisons between two samples—public-issue posts and all Twitter posts. After collecting data from Twitter based on tweets from official sportswear brand pages, we find that public-issue posts have a positive influence on consumers’ active reaction (i.e., number of retweets, number of quotes, number of replies, and post-social search behavior). Moreover, the effect of brand activeness, which is brand social activity on Twitter, and media type (photo or video presence in a tweet) are included in the analysis. With user engagement in the public-issue post sample, the effect of the media type is not significant, whereas the effect of brand activeness is significant. This study aggregates literature on brand activism and environmental, social, and governance (ESG) criteria to propose a measurement for a public issue in a single post rather than at the corporate level. The results of this study are useful for brands of all scales taking sustainable marketing strategies and aiming to improve interactions with consumers on Twitter.

PROJECT-BASED LEARNING: A TEACHING APPROACH WHERE LEARNING COMES ALIVE

“Doing projects” is a long-standing tradition in American education. According to Buck Institute for Education (BIE) (www.pblworks.org) the roots of PBL lie in this tradition. But the emergence of a method of teaching and learning called Project Based Learning (PBL) is the result of two important developments over the last 25 years. First, there has been a revolution in learning theory. Research in neuroscience and psychology has extended cognitive and behavioral models of learning—which support traditional direct instruction—to show that knowledge, thinking, doing, and the contexts for learning are inextricably tied. We now know that learning is partly a social activity; it takes place within the context of culture, community, and past experiences.

Evaluation of a Spiritual History with Elderly Multi-Morbid Patients in General Practice—A Mixed-Methods Study within the Project HoPES3

Background: The “Holistic Care Program for Elderly Patients to Integrate Spiritual Needs, Social Activity and Self-Care into Disease Management in Primary Care” (HoPES3) examines the implementation of a spiritual history (SH) as part of a multifaceted intervention in German general practices. While the effectiveness of the interventions was evaluated in a cluster-randomized trial, this article investigates the patients’ views concerning the acceptability of the SH and its effects. Methods: A mixed-methods study was conducted in which 133 patients of the intervention group filled in a standardized questionnaire after the intervention. Later, 29 of these patients took part in qualitative semi-standardized interviews. Results: According to the survey, 63% (n = 77) of patients found the SH helpful. In the interviews, however, many indicated that they either kept the conversation brief or declined the offer to talk about spirituality. Contents of longer conversations referred to difficult life events, personal sources of strength, and experiences with religious institutions. Many patients who had a longer conversation about spirituality reported that their relationship with their general practitioner (GP) had improved. Almost all patients recommended integrating a personal conversation of this kind into primary care. Conclusions: The SH seems to be a possible ‘door opener’ for a trusting doctor-patient relationship, which can then be built upon.