Use of Internet to enhance learning/teaching capabilities

Neste livro "ENSINO DE LÍNGUA PORTUGUESA PARA A CONTEMPORANEIDADE: escrita, leitura e formação docente" (Editora PONTES),  encontram-se resultados de pesquisas inseridas no campo aplicado dos estudos da línguagem relacionados ao ensino da Língua Portuguesa, com ênfase nos processos de escrita (maioria dos capítulos), de leitura e formação docente. O livro está dividido em três partes: 1) a escrita como objeto de ensino e pesquisa;, com três capítulos cap 1: A função da escritae do ensino da escrita: a formação inicial de professores de língua portuguesa (Emerson de Pietri); Cap 2: Escrita como acontecimento: construção do humor e mudança de perspectiva como experiências (Edilaine Buin e Milenne Biasotto); Cap 3 Sustentabilidade e letramento do professor em formação inicial: demandas para atividades de ensino e de pesquisa (Wagner R. Silva; Janete S. dos Santos; Barbara  de F. Farah); PARTE 2)  Metodologias para o ensino da escrita - Cap 4 Ensino da escrita: teoria e prática aplicadas à análise dialógica do discurso, à correção e à reescrita textual (Rute I. S. Conceição); Cap 5: O procedimento sequência didática": uma análise pelo viés das capacidades de linguagem e dos dispositivos didáticos (Eliana M.D. de Barros);  PARTE 3) Os desafios trazidos pela internet para o ensino da escrita e da leitura - Cap  6: O processo de construção de um webjornal laboratório: a reescrita colaborativa em foco (Clara Dornelles); Cap 7: Colaboração via escrita em fórum virtual: construção de conhecimentos em um curso de morfologia da língua (Fabiana P. Biondo); Cap 8: Recursos de navegação em  website de reportagem 360° (Virgínia Laborão; Inês Signorini). O livro foi organizado pelos docentes Adair G. Vieira, Edilaine Buin e Rute I. S. Conceição pesquisadores do PPG Letras UFGD, com verba do Edital PAPOS - Programa de Apoio à Pós-Graduação do Estado do Mato Grosso do Sul Chamada CAPES/FUNDECT n° 44/2014, coordenado pela profa. Dra Rute Izabel S. Conceição (PPG Letras -UFGD)

Even if assessment of teams with several levels of hierarchy has been done through ages, this process has never been formalized with theoretical models and published until this actual research project and also not taught at college and university levels except for the work of Professor Nance [1]. In the conventional assessment paradigm all individuals have the same assessment at the opposite of Hierarchical Aggregate Assessment (HAA) where the assessment changes with the hierarchical level of the team member. That type of assessment gives scores on the task to be done and on leadership soft skills. This brings changes to the theories and paradigms of conventional assessment. A hierarchy is found in the results, the positions assigned to the members and the assessment tasks. So Hierarchical Aggregate Assessment (HAA) implies a hierarchy of team members, assessment tasks and assessment results. The actual research includes a definition, a process, theories, two software applications that computerized the aggregation process as well as four experiments. The computerized assessment of teams at several levels of hierarchy has existed for a long time, but in the field of management information systems (MIS). However little research has been done in the field of education. The concept of HAA is based on the assessment of teams with several levels of hierarchy in education. This assessment process is done on a treelike organization similar as the ones in management information systems (MIS). The process is done in three phases, the first phase consists in the team formation and the attribution of hierarchical levels to team members that is the aggregation process, the second phase is the presentation of a test or an assessment task done in team to the student and the third phase is the team dislocation and the return to the initial phase until the course is done. This iterative process consists of the course curriculum management. While the process iterates, assessment data is collected through the process as summative (marks and scores) and formative assessment (self-assessment and peers assessment) data that can be used to determine the course success or to guide student for improvement, More research will be done for the development of teamwork with multiple hierarchy levels assessment tasks in the Hierarchical Aggregate Assessment (HAA) field by computer applications that could be implemented in parallel programming, cloud computing and distributed computing paradigms. Hierarchical Aggregate Assessment (HAA) computer applications could also be seen as a large teamwork electronic portfolio that records teams work, productions, performances, scores, marks, and also team member's self-assessment and peers assessment for the entire course duration. Group dynamics, soft skills, soft skills leadership abilities, resistance to change and influence on work environments of teamwork assessment computer applications could also be interesting to study.

In recent years, there has been a huge increase in the number of bots online, varying from Web crawlers for search engines, to chatbots for online customer service, spambots on social media, and content-editing bots in online collaboration communities. The online world has turned into an ecosystem of bots. However, our knowledge of how these automated agents are interacting with each other is rather poor. In this article, we analyze collaborative bots by studying the interactions between bots that edit articles on Wikipedia. We find that, although

This study was planned to examine the hard and soft form of learning resources available on the internet accessed by the teaching faculty. This study was conducted at the Peshawar Medical College, Peshawar, Pakistan from January 2to April 2017. As the target population was not too large, no sampling technique was employed and census-based approach was adopted. For data collection, the pre-tested questionnaire was distributed among 115 faculty members of both basic and clinical sciences groups with a response rate of 66(57.39%). Data was analysed using SPSS. Among the respondents, 38(57.6%) were males and 28(42.4%) were females. A majority 51 (77.27%) of the respondents used the internet for teaching and research. Library was the most frequently 22 (33.33%) used place for the internet use. Low internet speed, virus on computers and a lack of modern trainings were the major barriers. E-journals, e-books, online databases and theses and dissertations were the major sources consulted by the participants.

The rapid proliferation of information the internet era has important implications for the education of health professionals including medical professionals just as sources of information available via the internet are increasing exponentially. (Thanuskodi, 2010). This comes with a steady increase in internet use for education and for research. Nigeria has a large educational system comprising of colleges and universities along with several institution of higher learning and centres of excellence. The Internet is described by Ayo (2001) as a global collection of many different types of computers and computer networks interconnected together for the purpose of communication, information transfer and resource sharing. It consists of a prowling collection of computer networks that spans the globe, connecting government, military, educational and commercial institutions, as well as private citizens to a wide range of computer services, resources and information, thus reducing the whole world to a global village (Ayo, 2001). The Internet provides the platform for web-resources and databases of information resources and has emerged as an important source of evidence and diagnosis for medical and health practitioners. Many scholarly journals, government publications, and other important materials on medicine and health related issues are now available online. Some sites provide links to hundreds of journals and newspaper as well as offer virtual encyclopedias of information on topics ranging from the latest medical research to developments in the entertainment industry. The internet has the most economical, easy, instant and vast resource of current information and has served as an ideal tool for medical literature search, physician education, patient education and telemedicine. Organizations, journals, educational resources, academic departments, patient-oriented, corporate and index sites individual and group practices are some of the categories of website. Internet based communication are evolving at a tremendous rate, hence it is very difficult to determine the size and distribution of medical professional who have access to internet (Jagboro, 2003). The Internet facilitates, clarifies and enables the exchanges of information, knowledge and news which can vary from local news to business or education development to health. Moreover, the use of modern computer and internet technology will result in more effective medical education (Gouth, 2008). However, Hennek (2000) reiterated that evaluating internet sources can be difficult for several reasons, not the least of which is the sheer number of sites currently available. Other obstacles to accurate evaluation are also apparent. Also, quality internet searching for the best sources goes beyond merely " finding something in a wit-or-mis way " and is definitely more difficult and requires much more patience and constant updating of techniques than does traditional library research. Abstract : This study investigated the medical-based sources and resources available on the web. It presented a brief description of some medical resources and sources including databases and guides available on the Internet for medical research. The findings of the study revealed that the web has a variety of information resources for medical research in large quantity while also affirming the cost saving and ease of access attribute of these resources. Problem of infrastructure and lack of adequate search skills on the part of the of the researcher were among the major factors identified as major constraint to effective search and retrieval of medical resources from the web.

The purpose of this study was to explore current situation students’ computer usage at home. To do
this, students’ views, in regard to students’ computer and Internet usage at home were investigated.
The study group consisted of 149 students, who own computers, from two schools, one elementary school and
one high school, in Ankara. Students from elementary school were from grades 4th through 8th, and students from high
school were from grades 9th through 11th.
Data collection was done through a survey questionnaire developed by the researchers. The data analysis was
done with Statistical Package for Social Sciences (SPSS). The data were presented by using frequencies and
percentages.
According to the students the main reason for why computer was purchased for home use was “using it as a tool
for courses and playing games”. Other reasons are listed as accessing information, using Internet services, using
Office programs, and using educational CDs. Students stated that they use computers for 2 hours in a session. On the
other hand, students’ use of Internet is low comparing to their computer usage.
Results about the kind of programs students use indicated that students mostly use computer games. In addition,
when needed help in using computers students get it from various sources, mainly from family members.

Internet is shown among the main ways of learning in many recent research findings. Many masses like personnel and students prefer meeting their need for obtaining knowledge with internet above all. This positive impact of internet on learning can be better increased with the determination and direction of various psychological perceptions of the learners’.
One of these psychological traits is attitude towards internet. In this study, 265 undergraduate students’, from various departments of Tunceli Vocational School of Tunceli University, attitudes towards internet were investigated. The Attitude Towards Internet Scale was used as the data collection instrument. The opinions gathered with the application of the scale were compared in terms of gender, grade, experience of computer education, age and field of study variables. Some of the findings are as following: the attitude towards internet does not differentiate meaningfully in terms of gender and grade variables; whereas there is a meaningful difference of opinions in terms of the field of study variable.

The notion of a digital divide between Internet haves and have-nots has now evolved into the broader concept of digital inequality. Based on this framework, people get greater or fewer opportunities from Internet use according to their cultural, social and professional resources. However, empirical research has focused mainly on the description of Internet usage between different social groups, without testing whether these differences actually translate into social inequalities. In this study we use learning outcomes as a proxy for high-school students’ future social opportunities. Using the Italian dataset of the PISA 2009 survey we test whether students from advantaged social backgrounds gain more benefits from Internet use than their less privileged counterparts. The results show that using the Internet for schoolwork does not prove to have different impacts on students’ learning outcomes depending on their social background. The challenges of these results for theories of digital inequality are discussed.

These days technology enables people to collaborate on work, despite being separated by large physical distances. A variety of such systems have been developed to support organisations such as universities or companies. Most of these platforms are focused on conveying information rather than dealing with collaboration around physical activities that are common in product development or university laboratory activities, where, if such work exists, tend to be confined to the use of simulations. In this paper we introduce a system and associated set of techniques that enables teams of physically dispersed workers to collaborate on the construction of products that comprise both physical (hardware) and information (software) based objects in a so-called mixed-reality environment. The work aims to support dispersed development teams such as students, company R&D members or hobbyist (e.g. enabling the creation of virtual hackerspaces). As such the work focuses around the use of Internet-of-Things technologies to enable people to collectively build new products. In this work-in-progress paper we describe the implementation of xReality objects and their communication within an interreality system, extending our previous work towards the creation of a holistic option for enable geographically dispersed teams to collaborate on the construction of mixed hardware and software products.

Background: While Brazilian governmental initiatives focused on home broadband Internet access, availability of computers for students in schools has been drastically reduced since 2010. Furthermore, schools usually prohibits mobile Internet access in its premises, contrarily to the migration of students' access to smartphones. Objectives: This study investigates the impact of the increasing home and mobile Internet access on the existing educational inequalities. Design: This study made use of quantitative, locally statistical research to investigate the reproduction or closing of existing educational digital divide across already contrasting Brazilian regions. Setting and Participants: Child or adolescent from 9 to 17 years of age and their guardians, interviewed by CETIC.br. Data collection and analysis: Data was obtained from the CETIC.br data portal and the Google Trends webpage. Data were analysed by means of local geostatistical measures of spatial autocorrelation and inequality, as well as bivariate choropleth maps. results: Our results suggest that the Brazilian school system is failing to cultivate in their students the more productive use of Internet access and therefore contributing to the widening of the existing second-level digital divide between regions and social classes. Conclusions: This digital divide was critically exacerbated by the arrival of the ongoing COVID-19 pandemic and the suspension of presential classes. Brazilian policymakers should concentrate efforts and resources in addressing this large-scale second-level digital divide, possibly by equipping educators and students with the knowledge and skills towards the educational, productive and responsible use of the Internet, as well as allowing mobile Internet access in school premises.

Purpose: The study was planned with a clear purpose to examine how Management Science students incorporate the internet in their education and what outcomes it has on their academic performance.
Research Design: A quantitative survey approach was adopted. For this purpose data were collected from a sample of 225 Management Science students scattered in five selected universities of Khyber Pakhtunkhwa, Pakistan using non-random proportionate sampling technique.
Key Findings: The findings of the study indicate that 55% of students do not possess personal computer/Laptops. A vast majority of the respondents (79%) used the internet at their homes and 80% students agreed to the importance of internet use training. Students’ Internet use for chatting with friends and family and for spending leisure time negatively affect CGPA but spending more time on academic online resources enhance their academic results. Similarly, their computer problems solving skills have positive effects on their CGPA but the problems of slow internet connectivity, electricity shortage, and much more information to deal with badly effect students’ academic performance.
Conclusions: The internet use has a significant co-relationship with the students’ academic success. Therefore, the research suggests the authorities to provide training in the light of findings of this study, which would undoubtedly improve the academic output of the Management Science Students in the Universities of Khyber Pakhtunkhwa.