Relevant bibliographies by topics / Online chat groups – Research

Academic literature on the topic 'Online chat groups – Research'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Online chat groups – Research"

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Murphy Odo, Dennis, Christi Pace, and Peggy Albers. "Socialization Through (Online) Design: Moving into Online Critical Spaces of Learning." in education 23, no. 1 (June 7, 2017): 41–65. http://dx.doi.org/10.37119/ojs2017.v23i1.279.

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This research investigates the social and socialization practices within an online professional development web seminar. The aim of this study was to identify the kinds of social and community building practices that occur in online professional development webinars by exploring how communication tools such as chat are used for community building and socializing purposes. Data was comprised of all electronically generated web seminar (webinar), written chat comment transcripts that were automatically generated during this series of webinars. Data were analyzed inductively and recursively using the constant comparative method. Findings revealed that the Online Web Seminars in Literacy project (oWSL) built community through moderators and participants greeting, assisting, and offering one another support. Moreover, social practices found within and across seminars included social talk, thoughtful debate, and the formation of nested affinity groups. This research revealed that this online professional development webinar provided a space where social practices like creating a sense of community through mutual support and engaging in productive disagreement among participants can stimulate informative critical dialogue that webinar organizers can draw upon to form dynamic and productive online professional development communities.Keywords: Online communities of practice; socialization; web seminars (webinars); professional development; critical literacy
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Chen, Julienne, and Pearlyn Neo. "Texting the waters: An assessment of focus groups conducted via the WhatsApp smartphone messaging application." Methodological Innovations 12, no. 3 (September 2019): 205979911988427. http://dx.doi.org/10.1177/2059799119884276.

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Focus groups are a well-used research method in the social sciences. Typically, they are conducted in person to generate research insights through group discussion and interaction. As digital technologies advance, there have been efforts to consider how to conduct focus groups in an online format, often using computer-based tools such as email, chat and videoconferencing. In this article, we test the potential of smartphone-based mobile messaging as a new method to elicit group-level insights. Based on empirical analysis and comparison of in-person and WhatsApp group chat focus groups conducted in Singapore, we find that WhatsApp group chat does have the potential to generate well-elaborated responses and group interaction, particularly among younger, digitally fluent participants. However, the quantity and richness of the conversation still do not match that of the in-person focus groups, and further innovation may be needed to improve mobile messaging as a qualitative research method.
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Futuwwah, Ali Imaduddin. "Fenomena Komunitas Merek Online Berbasis Grup Chat Terkait Perceived Benefit, Brand Community Commitment Dan Brand Loyalty." BALANCE: Economic, Business, Management and Accounting Journal 19, no. 2 (July 31, 2022): 196. http://dx.doi.org/10.30651/blc.v19i2.13899.

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ABSTRACT The development of technology and the internet makes the brand community proliferate by using online media known as online-based brand communities, whose reach is getting wider. This study discusses members' benefits when interacting in community chat groups. When members feel the benefits, members will have a solid commitment to the community and encourage brand loyalty. This research will use the SONY APLHA photography community. The sample was taken from as many as 186 respondents are community members who are members of WhatsApp and Telegram chat groups. The analytical tool used is SMART PLS 3.0. The research findings explain that not all benefits obtained by community members can create a commitment to the community. Only hedonic and social benefits have a positive effect on member commitment. Community commitment positively impacts brand loyalty because members continue to be involved in the brand community. This research has implications for brand community managers to pay attention to activities that support benefits for members because it will create member commitment to continue to survive in the community.ABSTRAK Berkembangnya teknologi dan internet membuat komunitas merek berkembang dengan pesat dengan menggunakan media online yang dikenal sebagai komunitas merek berbasis online yang jangkauannya semakin luas. Penelitian ini membahas manfaat yang dirasakan anggota ketika berinteraksi di grup chat komunitas. Ketika anggota merasakan manfaatnya, anggota akan memiliki komitmen yang kuat terhadap komunitas dan mendorong loyalitas merek. Penelitian ini akan menggunakan komunitas fotografi SONY APLHA. Sampel yang diambil sebanyak 186 responden merupakan anggota komunitas yang tergabung dalam grup chat WhatsApp dan Telegram. Alat analisis yang digunakan adalah SMART PLS 3.0. Temuan penelitian menjelaskan bahwa manfaat yang diperoleh anggota komunitas tidak semua dapat menciptakan komitmen terhadap komunitas hanya manfaat hedonis dan sosial berpengaruh positif terhadap komitmen anggota. Komitmen komunitas berpengaruh positif terhadap loyalitas merek karena anggota terus terlibat di komunitas merek. Penelitian ini memberikan implikasi bagi pengelola komunitas merek untuk meperhatikan aktivitas yang mendukung manfaat bagi anggota karena akan menciptakan komitmen anggota agar terus bertahan di dalam komunitas.
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Kite, James, and Philayrath Phongsavan. "Insights for conducting real-time focus groups online using a web conferencing service." F1000Research 6 (June 12, 2017): 122. http://dx.doi.org/10.12688/f1000research.10427.2.

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Background: Online focus groups have been increasing in use over the last 2 decades, including in biomedical and health-related research. However, most of this research has made use of text-based services such as email, discussion boards, and chat rooms that do not replicate the experience of face-to-face focus groups. Web conferencing services have the potential to more closely match the face-to-face focus group experience, including important visual and aural cues. This paper provides critical reflections on using a web conferencing service to conduct online focus groups.Methods: We conducted both online and face-to-face focus groups as part of the same study. The online groups were conducted in real-time using the web conferencing service, Blackboard CollaborateTM. We used reflective practice to assess the similarities and differences in the conduct and content of the groups across the two platforms.Results: We found that further research using such services is warranted, particularly when working with hard-to-reach or geographically dispersed populations. The level of discussion and the quality of the data obtained was similar to that found in face-to-face groups. However, some issues remain, particularly in relation to managing technical issues experienced by participants and ensuring adequate recording quality to facilitate transcription and analysis.Conclusions: Our experience with using web conferencing for online focus groups suggests that they have the potential to offer a realistic and comparable alternative to face-to-face focus groups, especially for geographically dispersed populations such as rural and remote health practitioners. Further testing of these services is warranted but researchers should carefully consider the service they use to minimise the impact of technical difficulties.
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Yang, Rong. "The use of questions in a synchronous intercultural online exchange project." ReCALL 30, no. 1 (August 16, 2017): 112–30. http://dx.doi.org/10.1017/s0958344017000210.

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AbstractIn this digital era, online intercultural exchange has gained increased popularity in language and culture education. However, concerns arise over its productiveness and efficacy in engaging participants cognitively. In addition, there is a paucity of research on out-of-classroom synchronous online exchange projects, let alone those involving Chinese English learners and English-speaking Chinese learners. Guided by the social constructivist theory, this study examined the productiveness of a small-scale intercultural online exchange project from its quality dimension measured by the participants’ use of questions. The purpose was to gain a better understanding of the dynamics and educational value of online synchronous text communication in language and culture learning. Participants were six English learners from China and six English-speaking Chinese learners from the U.S. Unlike many previous intercultural exchanges, this project was entirely independent from the curricula on both sides. Within a certain time frame, participants chose when and where exactly the synchronous text chat took place. Data analyses focused on the self-generated questions found in chat logs. Although participants seemed to self-generate more lower-order than higher-order thinking questions, the latter were frequently used in the process of online discussion to engage learners from both sides in critical thinking and self-reflection. Differences in the use of questions were found across dyads, languages, and groups of participants. Implications for future research and project design were discussed.
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Kite, James, and Philayrath Phongsavan. "Insights for conducting real-time focus groups online using a web conferencing service." F1000Research 6 (February 9, 2017): 122. http://dx.doi.org/10.12688/f1000research.10427.1.

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Background Online focus groups have been increasing in use over the last 2 decades, including in biomedical and health-related research. However, most of this research has made use of text-based services such as email, discussion boards, and chat rooms, which do not replicate the experience of face-to-face focus groups. Web conferencing services have the potential to more closely match the face-to-face focus group experience, including important visual and aural cues. This paper provides critical reflections on using a web conferencing service to conduct online focus groups. Methods As part of a broader study, we conducted both online and face-to-face focus groups with participants. The online groups were conducted in real-time using the web conferencing service, Blackboard CollaborateTM. We used reflective practice to assess how the conduct and content of the groups were similar and how they differed across the two platforms. Results We found that further research using such services is warranted, particularly when working with hard-to-reach or geographically dispersed populations. The level of discussion and the quality of the data obtained was similar to that found in face-to-face groups. However, some issues remain, particularly in relation to managing technical issues experienced by participants and ensuring adequate recording quality to facilitate transcription and analysis. Conclusions Our experience with using web conferencing for online focus groups suggests that they have the potential to offer a realistic and comparable alternative to face-to-face focus groups, especially for geographically dispersed populations such as rural and remote health practitioners. Further testing of these services is warranted but researchers should carefully consider the service they use to minimise the impact of technical difficulties.
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Rinawati, Ni Kadek Ayu, and I. Nyoman Adi Jaya Putra. "Code-Switching in Online Synchronous Learning." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 2 (July 22, 2021): 148. http://dx.doi.org/10.23887/jpbi.v9i2.33585.

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The Covid-19 outbreak has "forced" face-to-face teaching and learning to be entirely online. This situation also affects prospective EFL teachers in conducting teaching practicums. This study aims to analyze prospective EFL teachers using code-switching in online discussions through WhatsApp group chats. Code-switching is a popular language feature commonly used in communication. Furthermore, this research aims to identify the types of code-switching according to Poplack's theory and to find out the code-switching function based on Sert's theory. This type of research is qualitative. The subjects of this study were six prospective EFL teachers and their students. Primary data was collected from online discussions of student teachers through their WhatsApp chat groups, and then the discussions were transcribed into transcripts. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The first study's results in terms of types of code-switching revealed that all participants practiced code-switching in online teaching and learning through WhatsApp group chats. The discussion provides three types of code-switching based on Poplack's theory: tag-switching, inter-sentential switching, and intra-sentential switching. Furthermore, tag switching is often used in online discussions.
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Ma, Siyuan, and Hongzhong Zhang. "Opinion Expression Dynamics in Social Media Chat Groups: An Integrated Quasi-Experimental and Agent-Based Model Approach." Complexity 2021 (January 9, 2021): 1–14. http://dx.doi.org/10.1155/2021/2304754.

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Social media chat groups, such as WeChat and WhatsApp groups, are widely applied in online communication. This research has conducted two studies to examine the individual level and collective level’s opinion dynamics in those groups. The opinion dynamic is driven by two variables, people’s perceived peer support and willingness of opinion expression. The perceived peer support influences the willingness of opinion expression, and the willingness influences the dynamics of real opinion-expression. First, the quasi-experimental study recruited twenty-five participants as the observation group and found that decreasing perceived peer support would significantly increase individuals’ expression willingness to protect his/her opinion. To generalize the individual level findings to a collective level, the second study treated the social media chat groups as an undirected fully-connected social network and simulated people’s opinion expression dynamics with an agent-based model. The simulation indicated that (1) with the help of increased willingness of opinion expression, the minority opinion supporters as a collective did not fall silent but continue to express themselves and (2) increasing willingness of opinion expression would maintain the existence of minority opinion but could not help the minority reverse to the majority.
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Ma, Siyuan, and Hongzhong Zhang. "Opinion Expression Dynamics in Social Media Chat Groups: An Integrated Quasi-Experimental and Agent-Based Model Approach." Complexity 2021 (January 9, 2021): 1–14. http://dx.doi.org/10.1155/2021/2304754.

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Social media chat groups, such as WeChat and WhatsApp groups, are widely applied in online communication. This research has conducted two studies to examine the individual level and collective level’s opinion dynamics in those groups. The opinion dynamic is driven by two variables, people’s perceived peer support and willingness of opinion expression. The perceived peer support influences the willingness of opinion expression, and the willingness influences the dynamics of real opinion-expression. First, the quasi-experimental study recruited twenty-five participants as the observation group and found that decreasing perceived peer support would significantly increase individuals’ expression willingness to protect his/her opinion. To generalize the individual level findings to a collective level, the second study treated the social media chat groups as an undirected fully-connected social network and simulated people’s opinion expression dynamics with an agent-based model. The simulation indicated that (1) with the help of increased willingness of opinion expression, the minority opinion supporters as a collective did not fall silent but continue to express themselves and (2) increasing willingness of opinion expression would maintain the existence of minority opinion but could not help the minority reverse to the majority.
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Oktaviani, Siska. "ANALISIS PEMANFAATAN WHATSAPP GROUP SEBAGAI MEDIA BELAJAR DARING DI KELAS V SDN 002 SAMARINDA UTARA." Prima Magistra: Jurnal Ilmiah Kependidikan 3, no. 2 (March 12, 2022): 210–16. http://dx.doi.org/10.37478/jpm.v3i2.1565.

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This study aims to describe information regarding the use of WhatsApp Groups as an online learning medium during the Covid-19 pandemic. This research was conducted in class V of SDN 002 North Samarinda, Samarinda City in the odd semester from September to December 2021. This research is a qualitative descriptive. The resource persons in this study were three class teachers and 6 students. Collecting data in this study carried out various techniques, namely observation, interviews and documentation. Activities in analyzing data in this study were carried out through data collection, data reduction, data presentation and drawing conclusions. To test the validity of the data in this study using triangulation techniques. The results of the study obtained information that WhatsApp became the main choice of learning media in the online learning process in class V of SDN 020 North Samarinda because WhatsApp made it easy for all groups to use, both teachers, students and parents of students. Through the WhatsApp Group, learning can also be carried out according to the RPP starting from the opening, core and closing activities. Then the features in the WhatsApp Group help the learning process such as chat features, voice notes, photos, videos and documents. The use of WhatsApp Groups in online learning has several obstacles, behind the existing barriers, teachers can minimize these obstacles.
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Dissertations / Theses on the topic "Online chat groups – Research"

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Porter, Noriko. "Japanese and U. S. mother's concerns and experts' advice content analysis of mothers' questions on online message boards and experts' advice in parenting magazines /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5517.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 15, 2009) Vita. Includes bibliographical references.
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Soukup, Charles. "Communicative performance in a multi-media computer-mediated community." [Lincoln, Neb. : University of Nebraska-Lincoln], 2000. http://international.unl.edu/Private/2000/soukupdis.pdf.

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Thesis (Ph. D.)--University of Nebraska--Lincoln, 2000.
PDF text: [4] leaves table of contents and acknowledgments, [3] leaves abstract, 244 leaves dissertation : col. ill. Includes bibliographical references (leaves 218-239 of dissertation).
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Lam, Cam Le. "Perceived usability foster students interaction through online synchronous chat /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080401.144644/index.html.

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Lau, Fai-kim. "Sociological, psychological aspects of internet swearwords /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474169.

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Lim, Hwee Ling. "Constructing learning conversations: a study of the discourse and learner experiences of online synchronous discussions." Thesis, Lim, Hwee Ling (2006) Constructing learning conversations: a study of the discourse and learner experiences of online synchronous discussions. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/159/.

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The aim of this qualitative case study is to gain greater insight into the impact of online synchronous (chat) interaction on the learning process from a sociocultural constructivist perspective in the context of an online undergraduate unit. Given the sparse research on the effectiveness of chat interaction in supporting knowledge construction processes, few appropriate analytical methods available for examining educational chat discourse, together with the pedagogical imperative to determine the extent to which the real-time computer-mediated communication (CMC) mode satisfies student learning needs, this study fills the gaps in current research by examining the impact of chat interaction in facilitating participation, knowledge construction, and quality of online learning experience of two different online tutorial groups. Although the literature largely regards chat interaction as fragmented and characterized by interactional incoherence that disrupts the dialogic knowledge construction process, findings from this single-embedded case study of tutorial groups 1 and 4 (G1 and G4), involved in weekly critical discussions on set-readings over 11 weeks (one semester), show that chat interaction is more structured and complex than the literature suggests. This study utilizes a new methodological design that integrates discourse and social network analytical methods which are triangulated with self-reports of learning experiences from an online survey instrument. The application of a refined Exchange Structure Analysis coding instrument (Kneser, Pilkington, and Treasure-Jones, 2001) with social network analysis (Wasserman and Faust, 1994; Scott, 2000) to transcripts of chat interaction shows educational chat discourse to be coherent; reflecting the typical structure of pedagogical classroom exchanges. Findings from this study further establish that chat interaction enables participation opportunities in tutorial discussions which are valued as important, with variations in levels of participation within and between groups suggesting a pattern of active and peripheral participation which is not necessarily detrimental to learning. Chat interaction is also found to facilitate collaborative sharing of individual understandings and critical negotiation of meaning which are characteristic of the knowledge construction process, in the form of information-sharing and topic development phases in the exchanges of both groups. Although it is beyond the scope of this study to determine the exact form of knowledge constructed, individual and mutual appropriations of shared knowledge through chat interaction are reported by both groups. A between group comparison of available tutor scaffolding reveals consistently weak G1 tutor presence compared to strong G4 tutor support at the initial learning stages with gradual withdrawal of scaffolding over time. These results suggest differences in quality of online educational experiences which are confirmed by findings that compared to G1, G4 reported greater satisfaction with more chat tutorial factors; indicating an overall more positive, higher quality of experience with collaborative learning and group work processes afforded by the chat interaction. With its methodological design, instruments, and findings, this study contributes to existing knowledge on online interaction, advances on previous studies regarding impact of chat interaction on learning, and offers directions for future work in the fields of educational technology, linguistics, and group dynamics in educational social networks. When extrapolated to comparable cases, findings from this study could guide the pedagogical design of collaborative-constructivist learning activities that takes into account the role of chat interaction in the construction of learning conversations.
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Lim, Hwee Ling. "Constructing learning conversations : a study of the discourse and learner experiences of online synchronous discussions /." Lim, Hwee Ling (2006) Constructing learning conversations: a study of the discourse and learner experiences of online synchronous discussions. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/159/.

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The aim of this qualitative case study is to gain greater insight into the impact of online synchronous (chat) interaction on the learning process from a sociocultural constructivist perspective in the context of an online undergraduate unit. Given the sparse research on the effectiveness of chat interaction in supporting knowledge construction processes, few appropriate analytical methods available for examining educational chat discourse, together with the pedagogical imperative to determine the extent to which the real-time computer-mediated communication (CMC) mode satisfies student learning needs, this study fills the gaps in current research by examining the impact of chat interaction in facilitating participation, knowledge construction, and quality of online learning experience of two different online tutorial groups. Although the literature largely regards chat interaction as fragmented and characterized by interactional incoherence that disrupts the dialogic knowledge construction process, findings from this single-embedded case study of tutorial groups 1 and 4 (G1 and G4), involved in weekly critical discussions on set-readings over 11 weeks (one semester), show that chat interaction is more structured and complex than the literature suggests. This study utilizes a new methodological design that integrates discourse and social network analytical methods which are triangulated with self-reports of learning experiences from an online survey instrument. The application of a refined Exchange Structure Analysis coding instrument (Kneser, Pilkington, and Treasure-Jones, 2001) with social network analysis (Wasserman and Faust, 1994; Scott, 2000) to transcripts of chat interaction shows educational chat discourse to be coherent; reflecting the typical structure of pedagogical classroom exchanges. Findings from this study further establish that chat interaction enables participation opportunities in tutorial discussions which are valued as important, with variations in levels of participation within and between groups suggesting a pattern of active and peripheral participation which is not necessarily detrimental to learning. Chat interaction is also found to facilitate collaborative sharing of individual understandings and critical negotiation of meaning which are characteristic of the knowledge construction process, in the form of information-sharing and topic development phases in the exchanges of both groups. Although it is beyond the scope of this study to determine the exact form of knowledge constructed, individual and mutual appropriations of shared knowledge through chat interaction are reported by both groups. A between group comparison of available tutor scaffolding reveals consistently weak G1 tutor presence compared to strong G4 tutor support at the initial learning stages with gradual withdrawal of scaffolding over time. These results suggest differences in quality of online educational experiences which are confirmed by findings that compared to G1, G4 reported greater satisfaction with more chat tutorial factors; indicating an overall more positive, higher quality of experience with collaborative learning and group work processes afforded by the chat interaction. With its methodological design, instruments, and findings, this study contributes to existing knowledge on online interaction, advances on previous studies regarding impact of chat interaction on learning, and offers directions for future work in the fields of educational technology, linguistics, and group dynamics in educational social networks. When extrapolated to comparable cases, findings from this study could guide the pedagogical design of collaborative-constructivist learning activities that takes into account the role of chat interaction in the construction of learning conversations.
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Cornetto, Karen Marie. "Identity and illusion on the Internet interpersonal deception and detection in interactive Internet environments /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3025207.

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Jorstad, Connie Mae. "Small groups vs. the Internet : two types of personal interaction and their effects on social capital." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115762.

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This study examines the differences between interaction in Internet chat rooms and face to face communication and the effect those differences have on the development of social capital. Much has been written recently regarding the decline of social capital as evidenced by decreasing membership in small organizations. However, relatively little has been written about the potential for social capital to be_ developed through other forms of interaction. Results of this study indicate that though there are differences in the two experimental groups, there are no statistically significant differences between them.
Department of Political Science
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Nagendra, Geetha. "An activity theoretical analysis of synchronous electronic discourse a case study /." Thesis, Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36776968.

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Cutler, Richard Henry. "Creation and maintenance of identity in a voluntary, text-based electronic forum on the Internet /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Books on the topic "Online chat groups – Research"

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Cases in online interview research. Thousand Oaks, Calif: SAGE, 2012.

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Salmons, Janet. Online interviews in real time. Los Angeles: Sage, 2010.

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Salmons, Janet. Online interviews in real time. Los Angeles: Sage, 2010.

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Salmons, Janet. Online interviews in real time. Los Angeles: Sage, 2010.

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Salmons, Janet. Online interviews in real time. Thousand Oaks, Calif: Sage, 2010.

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Online interviews in real time. Thousand Oaks, Calif: Sage, 2010.

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Powers, James. IRC & online chat. Grand Rapids, MI: Abacus, 1997.

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Simpson, Carol. Internet relay chat. [Syracuse, NY]: Clearinghouse on Information & Technology, 1999.

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Inc, ebrary, ed. Online second language acquisition: Conversation analysis of online chat. London: Continuum, 2010.

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Holl, Kristi. Chat freak. Nashville, Tenn: Tommy Nelson, 2000.

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Book chapters on the topic "Online chat groups – Research"

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Bucholtz, Ianis, and Laura Sūna. "‘I Am One of Them’: Exploring the Communication of Identity of Latvian Migrants on Social Networking Sites." In IMISCOE Research Series, 231–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12092-4_11.

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Abstract This chapter analyses how ethnic transnational identities are manifested and negotiated on the social networking sites used by Latvian migrants. Although migrants as well as other people use various personal media, including Skype, chat apps such as WhatsApp and telephones, social networking sites stand out with the diversity of functions in migrant communication. This includes one-to-one exchanges, group communication and the ability to locate and connect with users who may or may not be familiar offline. We argue that social networking sites and particularly thematic groups on these sites that migrants create and join serve as forums or bulletin boards where they exchange practical information and are able to communicate with other Latvians who live nearby – and that these uses have implications for the communication of identity. The empirical data in the chapter comes from 20 semi-structured interviews with Latvian migrants who live in a variety of countries and were recruited for the study on social networking sites, as well as survey data, all of which were collected within the research project The Emigrant Communities of Latvia: National Identity, Transnational Relations and Diaspora Politics. The results demonstrate that migrant interactions on social networking sites do not necessarily lead to the homogenisation of migrants’ conception of what ‘being a Latvian’ means. The increased ability to maintain associations with diverse online and offline social circles provides a migrant with a variety of identity elements to associate with. As a result, hybrid identities may emerge. A migrant can identify with the host society yet still reject some of its characteristics – and choose Latvian alternatives instead.
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Dawson, Catherine. "Online focus groups." In A–Z of Digital Research Methods, 262–67. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351044677-40.

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Abrams, Katie M., and Ted J. Gaiser. "Online Focus Groups." In The SAGE Handbook of Online Research Methods, 435–49. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781473957992.n25.

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Silverman, Robert Mark, and Kelly L. Patterson. "Online Qualitative Interviewing and Focus Groups." In Qualitative Research Methods for Community Development, 103–11. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003172925-7.

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Lobe, Bojana. "Best Practices for Synchronous Online Focus Groups." In A New Era in Focus Group Research, 227–50. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-58614-8_11.

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Latzko-Toth, Guillaume, and Maxigas. "An Obscure Object of Communicational Desire: The Untold Story of Online Chat." In Second International Handbook of Internet Research, 1–14. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-1202-4_8-1.

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Latzko-Toth, Guillaume, and Maxigas. "An Obscure Object of Communicational Desire: The Untold Story of Online Chat." In Second International Handbook of Internet Research, 381–94. Dordrecht: Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-024-1555-1_8.

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Aldhayan, Manal, Mohammad Naiseh, John McAlaney, and Raian Ali. "Online Peer Support Groups for Behavior Change: Moderation Requirements." In Research Challenges in Information Science, 157–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50316-1_10.

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Heyes, Kim. "Coproducing Online Focus or Consultation Groups for Health and Social Care Research." In Handbook of Social Sciences and Global Public Health, 1–17. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-96778-9_55-1.

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Arosio, Laura. "What People Leave Behind Online: Digital Traces and Web-Mediated Documents for Social Research." In Frontiers in Sociology and Social Research, 311–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11756-5_20.

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AbstractIndividuals and groups leave evidence of their lives when they are engaged in their activities. In this way, they create a rich amount of material that tells us about their behaviours, opinions and values. This material is not created for research purposes and is different from that solicited by researchers. In recent decades, the spread of new communication technologies has amplified the possibility of creating and disseminating this kind of data outside the research context.In this chapter, what people leave behind (WPLB) online is studied from a strictly methodological point of view. What kind of evidence are researchers dealing with? Is it possible to reconnect it with the traditional methodological framework? We suggest that data left behind by people and groups on the Internet should be divided into three different categories: online found data (digital traces), online retrieved data (web-mediated documents) and online captured data (online behaviours). The phase of contextualization proves essential in understanding the very nature of (online) data.This work leads to rediscovering the potential of classical methodological tools such as simple observation, documentary analysis and trace analysis. These practices provide methodological value to research projects that analyse WPLB in physical and web-mediated environments.
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Conference papers on the topic "Online chat groups – Research"

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Nyangara, Karen. "Engendering Digital Learning to Enhance Online Interaction in Continuing Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8694.

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Skill building for increased employability, relevance at work or for promotion drives continuing education through flexible learning modes such as digital learning. However, digital learning research continues to focus on formal learning institution, where technologies and learners are more sophisticated than in continuing education. Participants demonstrate gendered differences in ability to access and use online tools and platforms, exacerbating marginalization and lack of inclusiveness. In our training sessions, men dominated: the triple roles of women and girls, access to technology and perception of social position resulted in lower levels of participation during plenary, and in ranking of overall. training experience. Subsequent training utilized synchronous and asynchronous innovations- including heavy use of chat, spider web discussion, pairing of participants to brainstorm before joining breakaway groups, integration of WhatsApp and group email for mobile-based assignments and to preview learning material. Assessment of difference in access and participation was based on length of attendance in sessions, use of feedback streams, and post training evaluation. Results indicate that use of multiple approaches positively impacts on attendance and interaction, and leading to higher attainment of learning goals. These findings show that engendering digital learning technologies facilitates inclusion of technologically disadvantaged learners in informal, low-support settings.
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Sihombing, Hulman, Betty A. S. Pakpahan, and Meditatio Situmorang. "Analyzing the Readiness of Junior High School Educators In the Online Learning Implementation During Covid-19: An Interview Study." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.235.

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This research has the purpose of finding out the ReadinessReadiness of junior high school teachers in the online learning, and efforts which are carried out as well as obstacles that are dealt with in the online learning implementation at the time of Covid-19 pandemic. The kind of research which is used is qualitative-descriptive, with the interview technique. The result of the research shows that the junior high school educators enthusiastically respond the online learning by preparing the online learning devices and promoting the change of learning system to the students, and the online learning system is executed by utilizing applications, such as short message service, Whatsapp group, Zoom, phone, or live chat. The result of this research shows that junior high school teachers are ready to implement online learning in spite of not being optimal and dealing with various obstacles.
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"Exploring the Development of a Framework for Informal E-mentoring of Online Health Education Students: A Formative Evaluation [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4156.

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Aim/Purpose: The purpose of this pilot case study is to provide details on developing a framework for e-mentoring graduate level online health education students as an added component of an online health education course. Background: E-mentoring gives faculty the opportunity to share professional knowledge with students and impart practical experiences. In addition, faculty can show how the course content is teaching skills applicable to student’s personal and professional goals. There is an abundance of research and professional literature that includes mentoring of graduate students, but this literature base has not shown a development in a theory and models used in e-mentoring. As yet, however, literature dealing with e-mentoring the future health educator is scarce or nonexistent even though technology such as mobile apps, email, listservs, chat groups and conferencing could enhance the e-mentoring process. Methodology: The framework is described in the context of a curriculum development and a program planning model. Following the steps designed in this framework, mentees are guided through a course that begins with setting goals and ends with an evaluation process. The steps are similar to what health educator’s use in the program planning process, which is also a component of building a community program. The model uses both psychosocial variables that help build identity and coaching functions as a guide and to obtain measurements. Contribution: The study ends with a mix of evaluations that include the formative and sum-mative evaluations. A formative evaluation is conducted throughout the pro-cess. A summative evaluation will be conducted at the end to gain feedback. For the summative evaluation, constructs from the mentoring scale will be used. Findings: This case study was prepared to serve as a basis for discussion rather than to illustrate either effective or ineffective e-mentoring process for health educators.
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Chandana, P., N. Pragnya Sree, V. Ramya, and G. Bhavana. "Analyzing the Extremist Reviewer Groups on Online Products." In 2021 Third International Conference on Inventive Research in Computing Applications (ICIRCA). IEEE, 2021. http://dx.doi.org/10.1109/icirca51532.2021.9544532.

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Chandana, P., N. Pragnya Sree, V. Ramya, and G. Bhavana. "Analyzing the Extremist Reviewer Groups on Online Products." In 2021 Third International Conference on Inventive Research in Computing Applications (ICIRCA). IEEE, 2021. http://dx.doi.org/10.1109/icirca51532.2021.9544816.

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Wattenberg, Ted L. "Online focus groups used as an accessible participatory research method." In the 7th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1090785.1090819.

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Gemmell, Rebecca, Alison Allam, Margaret Perkins, and Joanne Droney. "3 The use of online videoconferencing for focus groups in palliative care research." In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress 1 Specialty: 3 Settings – home, hospice, hospital 25 – 26 March 2021 | A virtual event, hosted by Make it Edinburgh Live, the Edinburgh International Conference Centre’s hybrid event platform. British Medical Journal Publishing Group, 2021. http://dx.doi.org/10.1136/spcare-2021-pcc.21.

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Sanger, Sally, Peter A. Bath, and Jo Bates. "The sustainability of non-12-step alcohol online support groups: views from group users." In The 18th international symposium on health information management research. Linnaeus University Press, 2022. http://dx.doi.org/10.15626/ishimr.2020.13.

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Online support groups for people with health issues are important digital sources of information for their users, and this includes alcohol online support groups (AOSGs) which provide help to problem drinkers. It is vital that these groups are sustainable as otherwise their usefulness and contribution to patient self-care and wellbeing is limited. The aim of the study drawn upon in this paper was to explore the impact of AOSGs’ discussion forums on users’ beliefs about problem drinking. The study involved semi-structured interviews with twenty-five users of online support groups for people who do not follow the 12-step programme for recovery of Alcoholics Anonymous. This paper focuses on users’ perspectives on sustainability, and the findings suggest that the general approach of the group to recovery and its social dynamics are especially important. It provides a useful contribution to the literature in offering a rare insight into the voices of users of non-12-step groups.
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Wang, Lu. "Research on Different Teacher Groups' Levels of Reflection in Teachers' Online Community of Practice." In 2014 International Conference of Educational Innovation through Technology (EITT). IEEE, 2014. http://dx.doi.org/10.1109/eitt.2014.34.

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Bonangelo, Rafael, and Lisbeth Cordani. "Deciphering the Box-Plot Graph Using CODAP—A Workshop Report." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t9b1.

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Graphs are part of the teaching of statistics in primary school and are important tools in data analysis. One of the appropriate charts, mainly for group comparison, is the so-called box-plot chart. Its construction was presented in a two-hour online workshop. The variables, collected in real time, were age, measure of the palm of the hand (cm) and gender. The statistical application used for analysis was CODAP, online and free. An analysis was made of the behavior of the palm of the hand globally and also according to each gender and the results were compatible with previous research. The students' reactions were positive both with CODAP and with the construction of the box-plot. Gráficos fazem parte do ensino de estatística na escola básica e são ferramentas importantes na análise de dados. Um dos gráficos adequados, principalmente para comparação de grupos, é o chamado Gráfico de Caixa (Box-Plot). Sua construção foi apresentada em uma oficina online de duas sessões de 2 horas. As variáveis, coletadas em tempo real, foram idade, medida do palmo da mão (cm) e gênero. O aplicativo estatístico utilizado para análise foi o CODAP, online e gratuito. Foi feita análise do comportamento do palmo da mão globalmente e também segundo cada gênero e os resultados foram compatíveis com pesquisas anteriores. As reações dos alunos foram positivas tanto com o CODAP como com a construção do Gráfico de Caixa.
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Reports on the topic "Online chat groups – Research"

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Ruzante, Juliana M., Ellen Thomas Shumaker, Sidney Holt, Susan Mayer, Adam Kokotovich, Maude Cuchiara, Andrew R. Binder, Jennifer Kuzma, and Khara Grieger. Eliciting Stakeholder Perceptions Using a Novel Online Engagement Platform: A Case Study on Nano-Agrifoods. RTI Press, January 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0071.2201.

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Stakeholder engagement is an important component in developing policies on critical issues such as the use and development of novel methods and technologies, including biotechnologies and nanotechnologies. Understanding the perspectives, needs, and concerns of stakeholder groups can facilitate the development of transparent and trusted policy recommendations. Innovative online research platforms have been developed as alternatives to typical stakeholder engagement methods such as in-person focus groups, interviews, and online and paper surveys. These platforms facilitate the engagement of geographically and linguistically (i.e., individuals who speak different languages) diverse stakeholders using a wide range of methods, from virtual focus groups to surveys. Stakeholders can participate at their own leisure and anonymously, which can facilitate more open interactions on issues where viewpoints may differ. In this work, we used an online stakeholder engagement platform (OSEP) to engage stakeholders and capture their perceptions and views about the application of nanotechnology in food and agriculture (nano-agrifood) and the role of responsible innovation in the development of nano-agrifood products. The OSEP provided a reliable and interactive environment for stakeholders to share their views and exchange ideas. Such OSEPs should be further explored as novel tools for engaging stakeholders on a range of issues from emerging technologies to public health.
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Zhou, Ruoyu, Wenjie Yang, Ming Wu, Yu Wang, and Liqiong Wang. A meta-analysis of prevalence and risk factors of Internet pornography addiction among adolescents. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0013.

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Review question / Objective: To provide an overview of prevalence and risk factor for Internet pornography addiction in adolescents according to meta-analyses. Condition being studied: Internet pornography addiction：A psychopathic state of being addicted to adult-talking chat rooms and online pornographic literature and videos. Research into the area of addictive sexual behaviors on the Internet began with an inquiry into the various constructs surrounding compulsive sexual behavior. Information sources: For literature on mindfulness practice for adolescent emotional disorders published before December , 20th, 2021, search databases will include Google Scholar, EMBASE, Web of Science, PubMed, the CNKI, the Chinese Science and Technology Periodical Database, VIP, Wanfang, and Cochrane Library.
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Lazdane, Gunta, Dace Rezeberga, Ieva Briedite, Elizabete Pumpure, Ieva Pitkevica, Darja Mihailova, and Marta Laura Gravina. Sexual and reproductive health in the time of COVID-19 in Latvia, qualitative research interviews and focus group discussions, 2020 (in Latvian). Rīga Stradiņš University, February 2021. http://dx.doi.org/10.25143/fk2/lxku5a.

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Qualitative research is focused on the influence of COVID-19 pandemic and restriction measures on sexual and reproductive health in Latvia. Results of the anonymous online survey (I-SHARE) of 1173 people living in Latvia age 18 and over were used as a background in finalization the interview and the focus group discussion protocols ensuring better understanding of the influencing factors. Protocols included 9 parts (0.Introduction. 1. COVID-19 general influence, 2. SRH, 3. Communication with health professionals, 4.Access to SRH services, 5.Communication with population incl. three target groups 5.1. Pregnant women, 5.2. People with suspected STIs, 5.3.Women, who require abortion, 6. HIV/COVID-19, 7. External support, 8. Conclusions and recommendations. Data include audiorecords in Latvian of: 1) 11 semi-structures interviews with policy makers including representatives from governmental and non-governmental organizations involved in sexual and reproductive health, information and health service provision. 2) 12 focus group discussions with pregnant women (1), women in postpartum period (3) and their partners (3), people living with HIV (1), health care providers involved in maternal health care and emergency health care for women (4) (2021-02-18) Subject: Medicine, Health and Life Sciences Keywords: Sexual and reproductive health, COVID-19, access to services, Latvia
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Means, Barbara, Vanessa Peters, Julie Neisler, Korah Wiley, and Rebecca Griffiths. Lessons From Remote Learning During COVID-19. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/116.

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The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors.
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Hammond, Kay, and Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Veland, Siri. Summary report on Workshop 2 laypersons’ perceptions of marine CDR, Deliverable 3.2. OceanNETs, April 2021. http://dx.doi.org/10.3289/oceannets_d3.2.

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This deliverable reports about the successful completion of three group discussions on marine carbon dioxide removal (CDR) with laypersons in Norway. The 2-hour group discussions were held online. In three groups, and a pilot group, between 2 and 7 participants discussed these three topics: (1) the environmental state of the oceans, (2) four selected marine CDR approaches, and (3) responsible research and innovation. The four approaches were ocean fertilization, ocean alkalinization via ocean liming and electrochemical weathering in desalination plants, artificial upwelling, and blue carbon management via kelp forests, mangroves and seagrass meadows.
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Droogan, Julian, Lise Waldek, Brian Ballsun-Stanton, and Jade Hutchinson. Mapping a Social Media Ecosystem: Outlinking on Gab & Twitter Amongst the Australian Far-right Milieu. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/remve2022.6.

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Attention to the internet and the online spaces in which violent extremists interact and spread content has increased over the past decades. More recently, that attention has shifted from understanding how groups like the self-proclaimed Islamic State use the internet to spread propaganda to understanding the broader internet environment and, specifically, far-right violent extremist activities within it. This focus on how far right violent extremist—including far-right racially and ethnically motivated violent extremists (REMVEs) within them—create, use, and exploit the online networks in which they exist to promote their hateful ideology and reach has largely focused on North America and Europe. However, in recent years, examinations of those online dynamics elsewhere, including in Australia, is increasing. Far right movements have been active in Australia for decades. While these movements are not necessarily extremist nor violent, understanding how violent far right extremists and REMVEs interact within or seek to exploit these broader communities is important in further understanding the tactics, reach, and impact of REMVEs in Australia. This is particularly important in the online space access to broader networks of individuals and ideas is increasingly expanding. Adding to a steadily expanding body of knowledge examining online activities and networks of both broader far right as well as violent extremist far right populations in Australia, this paper presents a data-driven examination of the online ecosystems in which identified Australian far-right violent extremists exist and interact,1 as mapped by user generated uniform resource locators (URL), or ‘links’, to internet locations gathered from two online social platforms—Twitter and Gab. This link-based analysis has been used in previous studies of online extremism to map the platforms and content shared in online spaces and provide further detail on the online ecosystems in which extremists interact. Data incorporating the links was automatically collected from Twitter and Gab posts from users existing within the online milieu in which those identified far right extremists were connected. The data was collected over three discrete one-month periods spanning 2019, the year in which an Australian far right violent extremist carried out the Christchurch attack. Networks of links expanding out from the Twitter and Gab accounts were mapped in two ways to explore the extent and nature of the online ecosystems in which these identified far right Australian violent extremists are connected, including: To map the extent and nature of these ecosystems (e.g., the extent to which other online platforms are used and connected to one another), the project mapped where the most highly engaged links connect out to (i.e., website domain names), and To explore the nature of content being spread within those ecosystems, what sorts of content is found at the end of the most highly engaged links. The most highly engaged hashtags from across this time are also presented for additional thematic analysis. The mapping of links illustrated the interconnectedness of a social media ecosystem consisting of multiple platforms that were identified as having different purposes and functions. Importantly, no links to explicitly violent or illegal activity were identified among the top-most highly engaged sites. The paper discusses the implications of the findings in light of this for future policy, practice, and research focused on understanding the online ecosystems in which identified REMVE actors are connected and the types of thematic content shared and additional implications in light of the types of non-violent content shared within them.
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Carter, Becky. Impact of Social Inequalities and Discrimination on Vulnerability to Crises. Institute of Development Studies, April 2021. http://dx.doi.org/10.19088/k4d.2021.049.

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This rapid literature review summarises the key evidence on the impact of social inequalities and discrimination on vulnerability to crises. The review focuses on inequalities among groups in society arising from the discrimination of people based on their gender; age; disability; sexual orientation, gender identity and/or expression, and sex characteristics; and religious belief. It has looked for evidence on whether – and how – these inequalities and associated discriminatory norms and practices affect people’s experiences of a severe humanitarian crisis. The review looks mainly at the impact on individuals, with a final section briefly summarising key points on the impact of social inequalities and discrimination on collective vulnerability to crises. The scope of this rapid review is limited to providing some illustrative examples of the evidence relevant to this broad query. It is not a comprehensive mapping of all the available evidence; the review has been undertaken through nine days of research, through online searching of publicly available and English language materials, and input from a few experts.
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Papí-Gálvez, Natalia, and Daniel La Parra-Casado. Informe 2022. Càtedra de Bretxa Digital Generacional. Les persones majors en l’era de la digitalització a la Comunitat Valenciana (Dades 2021). Càtedra de Bretxa Digital Generacional, 2022. http://dx.doi.org/10.14198/bua.2022.papi.infv.

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The Research Chair in the Generational Digital Divide undertakes activities aimed at furthering knowledge about the causes, consequences and solutions to the digital divides caused by age gaps. This report shows the research project carried out in 2021 to learn more about how the digital divide affects over 54s living in the Valencia Region, by province, with a focus on intergenerational relationships. To this end, an exploratory survey targeted at over 54s years old and over 39s years old in the Valencia Region, based on primary sources and combining quantitative and qualitative techniques, has been conducted. The data reveals that, while a large percentage of over 54s declare that they have access to and are users of new technologies, much remains to be done for access and usage to become universal, especially at older ages. The report analyses how technology is used, considering its purpose and context, according to age and other significant variables. Differences in technology usage have been found across age groups and between women and men. The report contains information on, among other relevant aspects, online services, and especially on e-banking, the healthcare system and e-administration. Differences between age groups have been found for all indicators, shedding light on intergenerational relationships within the family that are crucial for older people. The Research Chair is an initiative by the Valencia Region Government’s Directorate General for the Fight Against the Digital Divide and stems from the collaboration between the Regional Department for Innovation, Science, Universities and Digital Society and the University of Alicante.
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Papí-Gálvez, Natalia, and Daniel La Parra-Casado. Informe 2022. Cátedra de Brecha Digital Generacional. Las personas mayores en la era de la digitalización en la Comunidad Valenciana (datos 2021). Cátedra de Brecha Digital Generacional, 2022. http://dx.doi.org/10.14198/bua.2022.papi.infc.

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The Research Chair in the Generational Digital Divide undertakes activities aimed at furthering knowledge about the causes, consequences and solutions to the digital divides caused by age gaps. This report shows the research project carried out in 2021 to learn more about how the digital divide affects over 54s living in the Valencia Region, by province, with a focus on intergenerational relationships. To this end, an exploratory survey targeted at over 54s years old and over 39s years old in the Valencia Region, based on primary sources and combining quantitative and qualitative techniques, has been conducted. The data reveals that, while a large percentage of over 54s declare that they have access to and are users of new technologies, much remains to be done for access and usage to become universal, especially at older ages. The report analyses how technology is used, considering its purpose and context, according to age and other significant variables. Differences in technology usage have been found across age groups and between women and men. The report contains information on, among other relevant aspects, online services, and especially on e-banking, the healthcare system and e-administration. Differences between age groups have been found for all indicators, shedding light on intergenerational relationships within the family that are crucial for older people. The Research Chair is an initiative by the Valencia Region Government’s Directorate General for the Fight Against the Digital Divide and stems from the collaboration between the Regional Department for Innovation, Science, Universities and Digital Society and the University of Alicante.
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