Relevant bibliographies by topics / Online computer skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online computer skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Online computer skills"

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Yang, Bijou, and David Lester. "Buying Textbooks Online." Psychological Reports 91, no. 3_suppl (December 2002): 1222–24. http://dx.doi.org/10.2466/pr0.2002.91.3f.1222.

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Mor, Dalit, Hagar Laks, and Arnon Hershkovitz. "Computer Skills Training and Readiness to Work with Computers." Interdisciplinary Journal of e-Skills and Lifelong Learning 12 (2016): 095–112. http://dx.doi.org/10.28945/3451.

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In today’s job market, computer skills are part of the prerequisites for many jobs. In this paper, we report on a study of readiness to work with computers (the dependent variable) among unemployed women (N=54) after participating in a unique, web-supported training focused on computer skills and empowerment. Overall, the level of participants’ readiness to work with computers was much higher at the end of the course than it was at its begin-ning. During the analysis, we explored associations between this variable and variables from four categories: log-based (describing the online activity); computer literacy and experience; job-seeking motivation and practice; and training satisfaction. Only two variables were associated with the dependent variable: knowledge post-test duration and satisfaction with content. After building a prediction model for the dependent variable, another log-based variable was highlighted: total number of actions in the course website along the course. Overall, our analyses shed light on the predominance of log-based variables over variables from other categories. These findings might hint at the need of developing new assessment tools for learners and trainees that take into consideration human-computer interaction when measuring self-efficacy variables.
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Lester, David, and Bijou Yang. "Who Buys Textbooks Online: A Replication." Psychological Reports 100, no. 1 (February 2007): 30. http://dx.doi.org/10.2466/pr0.100.1.30-30.

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Wang, C. H. "Questioning skills facilitate online synchronous discussions." Journal of Computer Assisted Learning 21, no. 4 (July 11, 2005): 303–13. http://dx.doi.org/10.1111/j.1365-2729.2005.00138.x.

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Yang, Bijou, and David Lester. "Buying Books Online: Follow-up." Psychological Reports 92, no. 2 (April 2003): 393–94. http://dx.doi.org/10.2466/pr0.2003.92.2.393.

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Alamettälä, Tuulikki, and Eero Sormunen. "Learning online research skills in lower secondary school: long-term intervention effects, skill profiles and background factors." Information and Learning Sciences 122, no. 1/2 (January 25, 2021): 68–81. http://dx.doi.org/10.1108/ils-03-2020-0058.

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Purpose The purpose of this paper is to investigate the long-term development of online research skills effects of a teaching intervention in online research skills among lower secondary school students and how various factors such as teaching interventions and students’ to identify students’ skill profiles in online research self-efficacy, attitudes, information and communication technology (ICT) activity and gender are associated with development. Design/methodology/approach Two intervention courses were implemented to improve online research skills among 7th-grade students. In the follow-up test in the 8th grade, students’ skills were measured in Web searching, critical evaluation of sources and argumentative use of Web information. Students’ self-efficacy beliefs in online research, their attitudes toward learning, behavioral intentions in online research and ICT activity were surveyed by questionnaires. Findings The main finding was that the effect observed immediately after the intervention in 7th grade did not last until the following year. A cluster analysis revealed six skill profiles characterizing strengths and weaknesses in students’ performance in the subtasks of online research and indicated that many students suffer from poor evaluation skills. Self-efficacy beliefs stood out as a student-related factor associated with the development of online research skills. Originality/value This study contributed to the pedagogy of online research skills. It indicates that small-scale interventions are not enough to enhance 7th-graders’ online research skills. Students need continuous practice in different contexts during their school years. It is important to support students’ self-efficacy to motivate them to develop their skills in all the subtasks of online research. This study also demonstrated the importance of follow-up studies in online research skills, as they have been rare thus far.
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Mayotte, Seth. "Online assessment of problem solving skills." Computers in Human Behavior 26, no. 6 (November 2010): 1253–58. http://dx.doi.org/10.1016/j.chb.2010.03.033.

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Yu, Chien, and Vance A. Durrington. "Student Perceptions of Computer Skills Needed When Enrolled in Online Courses." Journal of Continuing Higher Education 53, no. 2 (April 2005): 12–23. http://dx.doi.org/10.1080/07377366.2005.10400065.

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Wahyono, Irawan Dwi, Djoko Saryono, Khoirudin Asfani, Muhammad Ashar, and Sunarti Sunarti. "Smart Online Courses Using Computational Intelligence." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 12 (July 31, 2020): 29. http://dx.doi.org/10.3991/ijim.v14i12.15601.

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Computer network security has become an important issue in recent decades, the government and several international organizations have invested in professional education and training for computer network security. In addition, with the increasing incidence of computer network security crimes, the government and several organizations have taken precautions by providing training to students about computer network security. Some parties develop learning models that are suitable for students and find appropriate learning methods to produce professionals in the field of computer network security that is more effective. The purpose of this study is to design a framework-based Learning system in the form of an Adaptive Online Open Course in Computer System Security Subjects for Information Technology (IT) students. The benefits of this framework are to enhance students' skills and abilities in industrial-based computer network security, startup companies and the ability to complete CTF competitions in IT network security. The framework designed is Adaptive in which students learn according to the interests and topics of Computer Network Security. Interest-based on students in completing the pretest per topic. Testing in this study is testing the impact and improvement of students' learning abilities and skills on Computer Security and Security System Competence testing in a small group consisting of 20 students by seeing the success of completing 3 CTF Topics with each topic totaling 100 computer network security problems in the CTF competition, the average validation result was 83.01% and the CTF exam passing rate was 93%
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Cabral, Patrícia Fernanda de Oliveira, Nilcimar Dos Santos Souza, and Salete Linhares Queiroz. "Ensino Baseado em Casos Aliado à Aprendizagem Online em Disciplina de Comunicação Científica." Revista Brasileira de Informática na Educação 25, no. 02 (July 12, 2017): 1. http://dx.doi.org/10.5753/rbie.2017.25.02.1.

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Ways of organization of learning activities based on Computer-Supported Collaborative Learning have been discussed since the beginning of the 80s. With that in mind, educators should be encouraged to use computers in innovative ways to help students gain experience in collaboration and develop critical thinking and argument skills. This paper addresses a didactic activity based on computer-supported collaborative learning principles. We investigate the dynamics of interactions among undergraduate chemistry students within the groups focusing on skills of active learning conversation described in the Collaborative Learning Model. In a virtual learning environment named eduqui.info 37 students divided into 17 doubles and 1 trio solved 4 investigative case studies related to environmental pollution caused by plastic and oil, replacement of aviation gasoline by ethanol and replacement of trans fat found in foods. The messages posted on eduqui.info Forum by 2 doubles were analyzed for the identification of the students’ collaboration. The major sub-skills related to Collaborative Learning Model found in the students’ messages were Inform, Argue and Request. It is possible to conclude that activities like the one addressed in this study can be effectively used to develop critical thinking and argument skills in undergraduate chemistry students.
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Dissertations / Theses on the topic "Online computer skills"

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Britton, Gwendolyn Suzanne. "Using Online Project-Based Capstone Experiences to Enhance Soft Skills Development." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/101.

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Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for graduates to be successful in actual work environments. On-ground universities have tried multiple solutions including integrating soft skills into lower division courses--both technical courses and general education courses. On-ground universities have also suggested incorporating performance-based capstone experiences into technical degree programs. While much research has been done in evaluating the value of capstone experiences in face-to-face environments, research investigating the potential of such an experience to enhance and demonstrate soft skills resulting from the engagement in an online environment is lacking. The purpose of this study was to examine the value of a project-based capstone experience in promoting and assessing the enhancement of soft skills in an online undergraduate information technology degree program. The main goals of this research were to discover whether online competency based programs and the culminating project-based capstone promoted enhancement and demonstration of critical soft skills necessary to succeed in information technology work environments. Results of the study were based on analysis of interviews, curriculum and literature reviews, and extant survey data. A standout outcome of the study includes a new Gains' in Soft Skills Scalelet based on National Survey of Student Engagement (NSSE) survey questions to measure gains in soft skill competence. Several conclusions can be drawn from this study. First, critical soft skills are taught and demonstrated as a result of engagement with the online competency-based undergraduate information program. Second, it appears that some soft skills are more strongly emphasized than others thereby implying that the online learning model may be well suited to teaching and demonstrating some soft skills and not others. Finally, the culminating project-based capstone experience appears to be missing two key requirements: team participation and oral presentations.
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Kaiden, Robert. "A Study of Motivation, Achievement, and Study Skills in an Online Community College Course in Beginning Algebra." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/623.

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This study examined the effects of a study skills intervention on motivation and achievement in an online beginning algebra class at a community college. The study skills treatment was given online and incorporated the Learning and Study Strategies Inventory Instructional Modules to guide the students through a series of study skills lessons. Achievement was measured using pre and post-test scores on the TerraNova algebra diagnostic test. Motivation and other study skills knowledge was measured using the Learning and Study Strategies Inventory. A review of the literature indicated that the teaching of study skills to supplement another course such as algebra has led to greater academic achievement. However, many of the studies did not undergo the rigor required to establish a cause-effect relationship. Furthermore, those that did yielded inconclusive results. There was no study found that presented study skills to an online course in mathematics. Additionally, there were very few studies that taught study skills using online technology. In this study the researcher introduced a series of study skills interventions into an online beginning algebra course. These lessons served as the independent variable. The dependent variables included achievement, completion rate, knowledge of study skills, and motivation. Research questions addressed in this study included the following. Is there a relationship between the knowledge of study skills and course achievement of students enrolled in an online beginning algebra course? Is there a greater rate of completion in the online beginning algebra course for those students who received the study skills treatment? Is there a relationship between the knowledge of study skills and motivation? It was found that there was no relationship between a knowledge of study skills and either course achievement or motivation. Furthermore, there was a greater rate of completion in the online class that did not receive the study skills treatment. Among the study skills that students considered to be the most useful included developing a positive attitude, improving motivation, developing the discipline necessary for online coursework, and becoming more skilled in test taking strategies. Goal setting was considered to be among the least useful study skills. Developing discipline, minimizing procrastination, taking responsibility, the use of study aids, and improving motivation were considered to be the most useful study skills that could be directly applied to other course work.
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Fernandez, Reinaldo. "A Cognitive Apprenticeship Approach for Teaching Abstract and Complex Skills in an Online Learning Environment." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/2.

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Undergraduate courses such as mathematics, science, and computer programming require high levels of decision making, concentration, and cognitive demand. Researchers in the field of instructional design are interested in effective instructional strategies that can aid practitioners in teaching such abstract and complex skills. One example of an instructional strategy that has proven effective in teaching these skills is cognitive apprenticeship (CA). While CA has been applied to courses such as mathematics and computer programming in face-to-face and blended learning environments, there is little evidence of the advantages of applying CA in a fully online computer programming course. Specifically, the introductory programming course, CS1, is the first contact that undergraduate computer science students have with their chosen major. Historically, drop-out rates for CS1 have been high and thus strategies for effective teaching of this course have served as an important topic in the research literature. The goal was to design and validate internally an online CS1 course that incorporates CA strategies. A two-phase design and development research method was used to guide the construction and internal validation of a fully online CS1 course. Phase one resulted in the design and development of the course guide. An expert-review process using the Delphi technique was implemented in phase two to validate the design with regard to its effectiveness, efficiency, and appeal. Three rounds of review by the panel resulted in consensus. Results from the expert-review confirmed the application of CA as an effective, efficient, and appealing instructional strategy to use when designing an online CS1 course. Future research should focus on external validation of the design by implementing the course to evaluate its effectiveness, efficiency, and appeal among stakeholders. In addition, it is hoped that the course guide can be used to help practitioners design and implement a fully online CS1 course that uses CA strategies.
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Morgan, Mia Lynn. "Developing 21st century skills through gameplay| To what extent are young people who play the online computer game Minecraft acquiring and developing media literacy and the Four Cs skills?" Thesis, New England College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10020378.

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Two questions drove this case study. 1) To what extent does playing the online computer game Minecraft at home in a multiplayer environment impact a player's media literacy skills of analysis, evaluation, and access? 2) To what extent does playing the online computer game Minecraft at home in a multiplayer environment impact a player's 21st century skills of critical thinking, creativity, communication, and collaboration? The study employed quantitative and qualitative research methods (pre and posttest, survey, and interview) using a case study design, enabling an opportunity for in-depth data gathering in a naturalistic environment.

Using pre and posttest, the researcher assessed whether participants' 21st century skills changed over the course of a 24 week period. Participants’ media literacy skills were assessed at the beginning and end of the study, using a pretest/posttest method adapted for use with younger children from the Arke and Primack Media Literacy Measure (2009). In addition, media literacy skills and the Four Cs skills were assessed using a combination of survey, reflective questioning, and interview methods. Analysis of the data shows that participants' media literacy skills did improve at the end of six months of gameplay, and playing Minecraft multiplayer did provide opportunities for participants to practice 21st century skills.

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El-Refai, Walid. "Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment." Diss., lmu, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-142692.

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Dominguez, Noraida. "Online Learning Communities: Enhancing the Acquisition of Information Skills by Undergraduate Students of the University of Puerto Rico at Carolina." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/350.

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Despite the efforts that have been made to develop the information skills of undergraduate students, there are still limitations that one shot sessions of face-to-face library instruction or online tutorials present when they are the only options used to develop specific information skills in students. The purpose of this study was to investigate if the design and implementation of online learning communities are effective in supporting students while they are developing specific information skills. To prove this effectiveness, the use of online learning communities was compared to two other options of delivering instruction: online tutorials and one shot sessions of face-to-face instruction. Participants in this study were undergraduate students registered in four sections of an English course. The first group was the control group; they received one session of library face-to-face instruction. The second group participated through the online learning community. The third group completed four online tutorials, and the fourth group completed four online tutorials and participated through the online learning community. Data was gathered through two sources: (1) a pre-test and a post-test administered to all four groups, and (2) focus groups performed on all groups except the control group. After running ANOVA on the pre-test scores and not finding significant differences, ANOVA was run again on the post-test scores. The results from the post-test revealed that there was significant statistical difference among the four groups. The follow-up Tukey test revealed that the scores from the online learning community group significantly differed from the other groups, proving it to be the most effective treatment. On the other hand, the online tutorial group did not perform in a better way than the other groups, but when the online tutorial was combined with the online learning community treatment, the group performed significantly better than when the online tutorial was the treatment alone. When analyzing the results from the focus groups, the results indicated that the students that participated through the online learning community were more satisfied with the experience, than the participants in the other two groups. Lastly, the researcher made recommendations to enhance the development of specific information skills.
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Andrew, Monica, and n/a. "The internet experiences of women living in rural and regional Australia." University of Canberra. Professional Communication, 2004. http://erl.canberra.edu.au./public/adt-AUC20060410.122445.

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This study explores the internet experiences of women living in rural and regional Australia, their motives for internet uptake and use, the benefits they gain from using the internet, the difficulties they encounter in using the internet and whether the benefits are affected by technical factors, such as computer equipment and telecommunication infrastructure, availability of opportunities for developing online skills, and perceptions of the internet. Data was collected via an email snowball technique to contact women living in rural and regional Australia, resulting in participation by 40 women from throughout rural and regional areas. The research drew on the literature of internet research and media uses-and-gratifications. Although the internet is a relatively new communication technology, it has attracted a large amount of scholarly interest. However, there has been little research into internet use by individual populations. Women living in rural and regional areas of Australia experience geographical and social isolation, with limited access to goods, services and information, and could be expected, therefore, to gain significant benefits from use of the internet. However, the potential benefits of the internet could be offset by difficulties with internet use in rural and regional areas. A narrative approach was used to determine the motives for internet use by women living in rural and regional Australia, the benefits they gain from using the internet, the difficulties they encounter in using it and whether the difficulties affect the benefits they gain from internet use. The research findings show that, more than anything else, women living in rural and regional Australia use the internet to build and maintain relationships, including keeping in touch with family and friends, re-connecting with friends for the past and making new friends online. They also use the internet to facilitate involvement in community organisations, to contribute to social issues at the national, state and local level and to participate in community projects and events. In addition, women living in rural and regional Australia use the internet to undertake business and education related activities, pursue personal interests, seek emotional support and undertake practical tasks, such as finding and disseminating information, banking and shopping. However, the many benefits of the internet are offset to some extent by the many frustrations encountered in using it, particularly in regard to technical factors and developing online skills. Spam mail and viruses also cause considerable inconvenience.
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El-Refai, Walid [Verfasser], and Frank [Akademischer Betreuer] Fischer. "Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment / Walid El-Refai. Betreuer: Frank Fischer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2012. http://d-nb.info/1022523600/34.

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Welsh, Johnelle Bryson. "Identifying factors that predict student success in a community college online distance learning course." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5111/.

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The study's purpose was to identify demographics, educational background, finances, formal and informal education and experiences, reading habits, external environmental factors, psychological factors, and computer efficacy factors that predict a student's ability to successful complete an online (Web-based) distance learning community college course. Major student retention theories and student attrition and persistence research guided the study. Distance learners (N = 926) completed four surveys, which collected data for 26 predictor variables that included age, gender, marital status, ethnicity, support others, course load, first-time student, last semester attended, student type and location, financial stability, tuition payment, prior learning experiences, reading habits, family support, enrollment encouragement, study encouragement, time management, study environment, employment, extrinsic and intrinsic motivation, locus of control, self-efficacy, computer confidence and skills, and number of prior online courses. Successful or unsuccessful course completion was the dependent variable. Statistical analyses included Cronbach's alpha, Pearson chi-square, two-sample t test, Pearson correlation, phi coefficient, and binary logistic regression. Variables in each factor were entered sequentially in a block using separate binary logistic regression models. Statistically significant variables were course load, financial stability, prior learning experiences, time management and study environment, extrinsic motivation, self-efficacy, and computer skills. Selected predictor variables (N = 20) were entered hierarchically in a logistic regression model of which course load, financial stability, and self-efficacy were statistically significant in the final block. Correlation coefficients were computed for statistically significant predictor variables to determine whether the significance was confined to the control group or an overall level of significance. Findings were supported through cross-validation and forward stepwise entry of variables in logistic regression. Despite having two or more at-risk factors, distance learners who had high levels of self-efficacy, good computer and time management skills, financial stability, a favorable study environment, were enrolled in more than one course, and believed their prior learning experiences helped prepared them for their course were more likely to be successful.
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Carell, Angela, and Isabel Schaller. "Kreativitätsförderung mit Neuen Medien in der universitären Lehre im Fach Informatik." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-143171.

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Kreativitätsförderung im Studium der Informatik ist eine zentrale Herausforderung, um Studierende auf Anforderungen in ihren zukünftigen Tätigkeitsfeldern vorzubereiten. Um einen systematischen Einsatz von digitalen Medien in der Kreativitätsförderung zu ermöglichen, wird im vorliegenden Beitrag eine Systematik entworfen und begründet, die entlang der Phasen und Aktivitäten eines kreativen Problemlösungsprozesses Möglichkeiten des systematischen Einsatzes digitaler Medien identifiziert. Dabei wird deutlich, dass zum einen eine Verknüpfung von Medien notwendig ist, um den Anforderungen an einen kreativen Problemlösungsprozess gerecht zu werden. Zum anderen müssen Mechanismen entwickelt werden, die auf den Aufbau einer längerfristigen Beziehung zwischen System und Benutzer abzielen, damit Interaktion zu neuen Funktionen und schließlich zur Herausbildung neuer Kontexte führen kann.
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Books on the topic "Online computer skills"

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Beaudoin, Michael F. Online learner competencies: Knowledge, skills, and attitudes for successful learning in online settings. Charlotte, North Carolina: IAP, Information Age Publishing Inc., 2013.

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Biehl, Kathy. Online guide to legal research. Durham, NC: Ventana, 1997.

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Silver-Pacuilla, Heidi. Investigating the language and literacy skills required for independent online learning. Washington, DC: National Insititute for Literacy, 2008.

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Internet research skills: How to do your literature search and find research information online. Los Angeles: Sage Publications, 2007.

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Ana, Donaldson J., ed. Engaging the online learner: Activities and resources for creative instruction. San Francisco, Calif: Jossey-Bass, 2004.

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Debra, Jones. Exploring the Internet using critical thinking skills: A guide for learning to effectively use the Internet and evaluate online information. New York: Neal-Schuman, 1999.

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Debra, Jones. Exploring the Internet using critical thinking skills: A self-paced workbook for learning to effectively use the Internet and evaluate online information. New York: Neal-Schuman, 1998.

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From Gutenberg to the global information infrastructure: Access to information in the networked world. Cambridge, Massachusetts: MIT Press, 2000.

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Borgman, Christine L. Gutenbergitsʻ minchʻev teghekatvakan hamashkharhayin entʻakaṛutsʻvatskʻner. Erevan: Hanragitaran-Armenika, 2007.

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Online Student Skills and Strategies Handbook. Longman, 2005.

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Book chapters on the topic "Online computer skills"

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Lithoxoidou, Angeliki, and Catherine Dimitriadou. "Teaching Strategies to Promote Critical Thinking Skills in an Online Learning Environment." In Communications in Computer and Information Science, 181–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73988-1_13.

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Ng, Wing Shui, Haoran Xie, and Gary Cheng. "Enhancing Academic Reading Skills Using a Peer Assessment of Online Collaborative Annotation Approach." In Communications in Computer and Information Science, 281–92. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4594-2_24.

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Dornaleteche, Jon. "Oratoria Online: The Use of Technology Enhaced Learning to Improve Students’ Oral Skills." In Communications in Computer and Information Science, 85–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13166-0_13.

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van Deursen, Alexander, and Jan van Dijk. "Using Online Public Services: A Measurement of Citizens’ Operational, Formal, Information and Strategic Skills." In Lecture Notes in Computer Science, 195–206. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-85204-9_17.

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Karkina, Svetlana V., Juan J. Mena Marcos, and Roza A. Valeeva. "Improvement of Art Creative Skills by the Means of Signature Pedagogy in Online Musical Education." In Communications in Computer and Information Science, 86–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67435-9_7.

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Andrade, Alejandro, Bryan Maddox, David Edwards, Pravin Chopade, and Saad Khan. "Quantitative Multimodal Interaction Analysis for the Assessment of Problem-Solving Skills in a Collaborative Online Game." In Communications in Computer and Information Science, 281–90. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33232-7_24.

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Machin-Mastromatteo, Juan D., and Sirje Virkus. "Doing Online Relearning through Information Skills (DORIS): A Mutual Shaping Perspective for Information Literacy Research and Practice." In Communications in Computer and Information Science, 380–85. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_50.

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Molnar, Andreea, Vishanth Weerakkody, and Ahlam Almuwil. "Promoting ICT Skills through Online Services: Case Study of Video Use for Adult Education in Municipalities." In Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications, 63–72. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-662-44722-2_8.

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Moeller, Dietmar P. F., and Daniel Sitzmann. "Online Computer Engineering." In Developments in Engineering Education Standards, 194–215. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0951-8.ch011.

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In today’s complex and competitive world of technological innovation, determining the accuracy, financial viability, and utility of new discoveries increasingly depends on a well-educated engineering workforce, but at the same time, European industry worries about engineering skill shortages. In order to develop a well-trained cadre of engineers who meet industry requirements in the field of Computer Engineering, the Online Computer Engineering (VHN-TIO) project fosters national cooperation at the university level. This project offers a unique, forward-looking way to focus on the qualifications needed by engineers in terms of up skilling, i.e., increasing required engineering skills, usually through training and multiple skilling across many fields.
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Zou, Bin. "Computer-Supported Collaboration in Language Learning." In Monitoring and Assessment in Online Collaborative Environments, 218–34. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-786-7.ch012.

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Studies suggest that the computer can support collaborative learning between learners. This chapter discusses collaboration between language learners while using computer-based tasks. The researcher aims to look at in what ways students collaborate when completing tasks using computers during language learning, particularly in developing their listening and speaking skills. This chapter also explores the possibilities of monitoring and assessment for this collaborative language learning. The analysis is based on interview, observation and questionnaire data from both teachers and students at two UK university language centers. The findings indicate that collaboration in computer-based environments organized by teachers is useful for students to develop their language skills. Computer-supported collaboration increases students’ confidence and encourages them to maintain active learning, thus reduces the passive reliance on teachers’ feedback.
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Conference papers on the topic "Online computer skills"

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Glasserman Morales, Leonardo David, and Omar Ivan Gavotto Nogales. "Online simulator of computer skills for primary school teachers." In 2015 International Conference on Interactive Collaborative and Blended Learning (ICBL). IEEE, 2015. http://dx.doi.org/10.1109/icbl.2015.7387643.

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Ponnusamy, Vasaki, Rathija Subramaniam, and Thiruchelvi Murugiah. "Promoting Better Learning Skills through Online Discussion Boards." In 2009 International Conference on Future Computer and Communication (ICFCC). IEEE, 2009. http://dx.doi.org/10.1109/icfcc.2009.89.

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Shaheen, Muhammad, and Zahoor Ur Rehman. "Critical Skills for Computer Academicians - Course Proposal." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3197.

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The numbers of Computer Science professionals are rapidly increasing in Pakistan. Earlier revisions ofthe CS curriculum made by Higher Education Commission (EEC), Pakistan were based upon the critical skills needed for the professionals according to the demands of market. Unfortunately no effort was made to determine the critical skills needed for computer academicians. As part of the course development process for academicians, a study was conducted to determine the expected skills and knowledge required for these academicians. The academicians are divided into three main groups: Computer Programming instructors, Databases Instructors and Computer Networks instructors. These groups were made after the survey of demand from IT industry in Pakistan. It was concluded from the survey that More than 65% Computer professional jobs are required for the mentioned groups. An online survey tool (http://www.qnaire.netfirms.com) was developed to collect the data from respondents about the importance of various skills for computer science academicians. Ph.D professors, Ph.D Assistant Professors and Lecturers having Bachelors degree in Computer Science or relevant discipline are included in the list of respondents. The results indicate that the conceptual knowledge about three groups will be important with handsome emphasis on advanced applications. By applying principal component analysis and correlation analysis on the data collected by online survey the prominent factors were identified on the basis of which a course plan was developed. In coming years the better results will produce by the proposed curriculum.
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Andrade, Maureen, and Ronald Miller. "Virtual Online Teams: The Development of Cross-cutting Skills for Business Students." In 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009446504420449.

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Faizi, Rdouan, Sanaa El Fkihi, and Abdellatif El Afia. "INVESTIGATING THE IMPACT OF ONLINE DISCUSSION FORUMS ON ENHANCING USERS’ COMPUTER PROGRAMMING SKILLS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1655.

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Srivastav, Vinkle Kumar, Britty Baby, Ramandeep Singh, Prem Kalra, and Ashish Suri. "Neuro-Endo-Trainer-Online Assessment System (NET-OAS) for Neuro-Endoscopic Skills Training." In 2017 Federated Conference on Computer Science and Information Systems. IEEE, 2017. http://dx.doi.org/10.15439/2017f316.

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Luxton-Reilly, Andrew, Emma McMillan, Elizabeth Stevenson, Ewan Tempero, and Paul Denny. "Ladebug: an online tool to help novice programmers improve their debugging skills." In ITiCSE '18: 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197091.3197098.

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Chung, Nguyen Thi Kim, Tong Trieu Anh Thu, Le Thi Ngoc Tuyen, and Nguyen Long Tien. "Applying Online Collaborative Writing to Enhance SIU Sophomore English Majors’ Writing Skills." In 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.008.

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Klopfenstein, Lorenz Cuno, Saverio Delpriori, Riccardo Maldini, and Alessandro Bogliolo. "CodyColor: Design of a Massively Multiplayer Online Game to Develop Computational Thinking Skills." In CHI PLAY '19: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341215.3356315.

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Erlin, Unang Rio, and Rahmiati. "Text message categorization of collaborative learning skills in online discussion using support vector machine." In 2013 International Conference on Computer, Control, Informatics and Its Applications (IC3INA). IEEE, 2013. http://dx.doi.org/10.1109/ic3ina.2013.6819190.

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Reports on the topic "Online computer skills"

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Bakhtiar, M. Mehrab, Abu Sonchoy, Muhammad Meki, and Simon Quinn. Virtual Migration through Online Freelancing: Evidence from Bangladesh. Digital Pathways at Oxford, August 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/03.

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Youth unemployment is a major issue in many developing countries, particularly in locations not well connected with large urban markets. A limited number of available job opportunities in urban centres may reduce the benefit of policies that encourage rural–urban migration. In this project, we investigated the feasibility of ‘virtual migration’, by training rural youth in Bangladesh to become online freelancers, enabling them to export their labour services to a global online marketplace. We did this by setting up a ‘freelancing incubator’, which provided the necessary workspace and infrastructure – specifically, high-speed internet connectivity and computers. Close mentoring was also provided to participants to assist in navigating the competitive online marketplace. We show the exciting potential of online work for improving the incomes of poor youth in developing countries. We also highlight the constraints to this type of work: financing constraints for the high training cost, access to the necessary work infrastructure, and soft skills requirements to succeed in the market. We also shed light on some promising possibilities for innovative financial contracts and for ‘freelancing incubators’ or ‘virtual exporting companies’ to assist students in their sourcing of work and skills development.
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