Journal articles: '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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Huang, Albert H. "Challenges and Opportunities of Online Education." Journal of Educational Technology Systems 25, no. 3 (March 1997): 229–47. http://dx.doi.org/10.2190/de8w-da78-fh16-5k89.

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Recently, the continuing development of telecommunication technology has enabled the creation of a new form of education—online education (OLE). OLE provides the flexibility and efficiency of computer-assisted instruction as well as the individual attention and support of instructor-guided instruction. It brings many new opportunities and challenges to schools, instructors, and students. The development of OLE has significant implications for traditional education. The change of communication channels and methods subsequently change the requirements for instructional skills, learning skills, administrative services, and educational facilities. Traditional schools, instructors, and students must prepare themselves with new tools and skills to meet the new challenges.

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Harati, Hoda, Cherng-Jyh Yen, Chih-Hsiung Tu, Brandon J. Cruickshank, and Shadow William Jon Armfield. "Online Adaptive Learning." International Journal of Web-Based Learning and Teaching Technologies 15, no. 4 (October 2020): 18–35. http://dx.doi.org/10.4018/ijwltt.2020100102.

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Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on this model, the Adaptive Self-regulated Learning Questionnaire (ASRQ) was developed. The reliability and validity of the ASRQ were evaluated via the review of a content expert panel, the Cronbach's alpha coefficients, and confirmatory factor analysis. Overall, the results supported the theoretical framework and the new ASRQ in an ALE. In this article, the theoretical and practical implications of the findings were discussed.

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Fu, Yan, Nan Li, Juan Feng, and Qiang Ye. "Incongruent skills and experiences in online labor market." Electronic Commerce Research and Applications 45 (January 2021): 101025. http://dx.doi.org/10.1016/j.elerap.2020.101025.

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Pierce, Tamyra, and Tommy Miller. "Basic Journalism Skills Remain Important in Hiring." Newspaper Research Journal 28, no. 4 (September 2007): 51–61. http://dx.doi.org/10.1177/073953290702800405.

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Newspaper editors said basic journalism skills were rated as most important in new hires, while computer-assisted and online reporting skills and the ability to write for a Web site rose in importance from their ranking in a 1990 study.

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Stephany, Fabian. "One size does not fit all: Constructing complementary digital reskilling strategies using online labour market data." Big Data & Society 8, no. 1 (January 2021): 205395172110031. http://dx.doi.org/10.1177/20539517211003120.

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Digital technologies are radically transforming our work environments and demand for skills, with certain jobs being automated away and others demanding mastery of new digital techniques. This global challenge of rapidly changing skill requirements due to task automation overwhelms workers. The digital skill gap widens further as technological and social transformation outpaces national education systems and precise skill requirements for mastering emerging technologies, such as Artificial Intelligence, remain opaque. Online labour platforms could help us to understand this grand challenge of reskilling en masse. Online labour platforms build a globally integrated market that mediates between millions of buyers and sellers of remotely deliverable cognitive work. This commentary argues that, over the last decade, online labour platforms have become the ‘laboratories’ of skill rebundling; the combination of skills from different occupational domains. Online labour platform data allows us to establish a new taxonomy on the individual complementarity of skills. For policy makers, education providers and recruiters, a continuous analysis of complementary reskilling trajectories enables automated, individual and far-sighted suggestions on the value of learning a new skill in a future of technological disruption.

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Mustakim, Mustakim, Hamim Farhan, Ode Mohamad Man Ladamay, Risky Mila Sary, and Utami Nurlali. "PROGRAM PENDIDIKAN KECAKAPAN LITERASI KOMPUTER MELALUI MAGANG TRADISIONAL MASA PENDEMI COVID-19." Comm-Edu (Community Education Journal) 3, no. 3 (September 30, 2020): 278. http://dx.doi.org/10.22460/comm-edu.v3i3.4970.

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Digital literacy in the face of a new normality for the people's choice menjali daily activities. Computer literacy skills education pandemic period covid-19 learners equality peket C is a new experience trainee (student). This study aims to describe the management of computer literacy skills education program and an overview of the traditional fingering patterns of computer literacy skills education pandemic period covid-19. The research method used is a qualitative method with an ethnographic approach. This research analyzes using the method of data collection, simplification of data, and presentation of data, as well as conclusions and verification. This study Response 20 apprentices equality Package C in SKB Cerme Gresik. The research result shows that as the use of digital technology, the mastery of computers and networks, as well as information. The results of this study illustrate that the management of future pandemic computer literacy program covid-19 in general by using an online home.

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Roos, Carla A., Namkje Koudenburg, and Tom Postmes. "Online Social Regulation: When Everyday Diplomatic Skills for Harmonious Disagreement Break Down." Journal of Computer-Mediated Communication 25, no. 6 (November 2020): 382–401. http://dx.doi.org/10.1093/jcmc/zmaa011.

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Abstract In group discussions, people rely on everyday diplomatic skills to socially regulate the interaction, maintain harmony, and avoid escalation. This article compares social regulation in online and face-to-face (FtF) groups. It studies the micro-dynamics of online social interactions in response to disagreements. Thirty-two triads discussed, in a repeated measures design, controversial topics via text-based online chat and FtF. The fourth group member was a confederate who voiced a deviant (right-wing) opinion. Results show that online interactions were less responsive and less ambiguous compared with FtF discussions. This affected participants’ social attributions: they felt their interaction partners ignored them and displayed disinhibited behavior. This also had relational consequences: participants experienced polarization and less solidarity. These results offer a new perspective on the process of online polarization: this might not be due to changes in individual psychology (e.g., disinhibition), but to misattributions of online behavior.

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Fleetwood, Janet, Wayne Vaught, Debra Feldman, Edward Gracely, Zach Kassutto, and Dennis Novack. "MedEthEx Online: A Computer-Based Learning Program in Medical Ethics and Communication Skills." Teaching and Learning in Medicine 12, no. 2 (April 2000): 96–104. http://dx.doi.org/10.1207/s15328015tlm1202_7.

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Pornpongtechavanich, Phisit, Kawitsara Eumbunnapong, and Pallop Piriyasurawong. "Flipped Classroom with Challenge-Based Learning Model on an Online Streaming Ecosystem to Develop Coping Skills in Cyberbullying." International Journal of Information and Education Technology 11, no. 11 (2021): 523–31. http://dx.doi.org/10.18178/ijiet.2021.11.11.1560.

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The purposes of this research were: 1) to synthesize documents and international research on designing flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; 2) to design a flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; (3) to assess the suitability of the flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying. Ten experts were selected using a specific selection: they had more than five years of relevant experience in the field with expertise in educational technology and information technology. The assessment ensures the suitability of the flipped classroom model with eco-challenging, for online learning to improve cyber bullying coping skills. The results showed that 41 international papers and research studies were synthesized, which concluded that there were eight factors that contribute to cyberbullying. The factors used for online streaming consisted of eight elements. The cyberbullying skills development process used a flipped classroom model and challenging learning to form a new learning model. When the components were completed, they were designed and evaluated. It was found that the flipped classroom with online learning ecosystem improves cyber bullying skills. It is highly suitable for developing cyberbullying prevention skills.

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Stiller, Klaus D., and Regine Bachmaier. "Dropout in an Online Training for Trainee Teachers." European Journal of Open, Distance and E-Learning 20, no. 1 (June 27, 2017): 80–95. http://dx.doi.org/10.1515/eurodl-2017-0005.

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AbstractHigh dropout rates are still a problem with online training. It is strongly suggested that learner characteristics influence the decision to persist in an online course or to drop out. The study explored the differences in domain-specific prior knowledge, motivation, computer attitude, computer anxiety, and learning skills between dropouts and active learners who enrolled in a vocational online training about media pedagogy for teachers. The data were collected from 575 trainee teachers from which three groups were formed: (a) students who only registered (n = 72) and (b) students who started learning but failed to complete any of the course modules (n = 124) and (c) active students who completed at least one module (n = 379). A dropout rate of 34.1% was observed. In general, only small effects were found. Students dropping out were older, had less prior knowledge, and lower skills in arranging an adequate learning environment.

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Pahmi, Pahmi, and Siti Niah. "Students’ Voices Towards Online Debate Through WhatsApp as Alternative Media to Enhance Critical Thinking Skills During Covid-19 Pandemic." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 05 (March 16, 2021): 205. http://dx.doi.org/10.3991/ijim.v15i05.18759.

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This study aims to find out students’ voices towards online debate through WhatsApp as alternative media to enhance critical thinking skills during Covid-19 pandemic. Sixteen undergraduate students participated in online debate for ten sessions throughout one whole semester. At the end of the research, eight students volunteered to participate in semi-structured interviews. The interviews were conducted to find out the participants’ voices about the online debate. The research findings reveal the participants believe that critical thinking skills are important to be mastered. Furthermore, the respondents believe that the online debate is good learning media to help them improve their critical thinking skills during this Covid-19 pandemic. The activity provides flexibility in terms of time and place. Other advantages, as claimed by the participants, include reducing students’ anxiety, improving teamwork skills, and improving persuasion skills. However, some barriers were also found based on the participants’ responses. The participants are concerned with the issue of being distracted, tendency to copy and paste, unstable network, and limited time.

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Lai, Chin-Yuan. "Training nursing students' communication skills with online video peer assessment." Computers & Education 97 (June 2016): 21–30. http://dx.doi.org/10.1016/j.compedu.2016.02.017.

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Ahmed, Shakeel, Munazza Ambreen, Muneer Ahmad, Abdulellah A. Alaboudi, Roobaea Alroobaea, and NZ Jhanjhi. "An Effective Online Collaborative Training in Developing Listening Comprehension Skills." Computer Systems Science and Engineering 38, no. 2 (2021): 131–40. http://dx.doi.org/10.32604/csse.2021.016504.

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Kvasova, Olga, and Natalia Liamzina. "BUILDING STUDENTS’ READING-INTO-WRITING SKILLS IN WEBQUEST." АRS LINGUODIDACTICAE, no. 2 (2018): 38–44. http://dx.doi.org/10.17721/2663-0303.2018.2.05.

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Background: Given the immediate access to multiple online resources and the necessity to utilize them in various professional fields has prompted the need in building ofreading-into-writing skills in English. These skills could be effectively shaped while computer assisted language learning such as WebQuest. Purpose: WebQuest, which has been used in various teaching/learning environments for over 20 years, appeared particularly relevant in teaching English for professional communication. Being based upon internet sources, WebQuest engages students in reading and processing texts offered in the Resources Section and further transforming them according to the Central Task of the WebQuest. This paper focuses on the skills the students need to develop in order to write two types of texts based on the reading online texts – writing brief notes for visual support (slides) and full text of their oral presentation. Discussion: Performing WebQuest in a foreign language suggests that the students have to activate their intellectual resources while doing the professional tasks and face certain linguistic barriers. Therefore, WebQuest Joining a Global Company designed for students of economics (www.zunal.com) provides a variety of scaffolds which were first offered by I. Perez Torrez. These include activation of background knowledge, language workshops (lexical and grammatical exercises), glossaries, etc. The activities that comprise the language workshop are aimed to build such reading-into-writing skills as understanding macrostructure and microstructure of the online texts and fixate the most important information in writing. Each group of activities envisages the development of relevant subskills. Given the computer-based processing of the online texts, attention is paid to the issues of eliminating plagiarism while considering such writing techniques as copying, patchwriting and summarizing information. Results: The role of the internet in obtaining information at today’s workplace is invaluable, however, prospective professionals should be taught skills and strategies of effective processing this information without plagiarizing the sources.

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Apriwanda N., Wimbi, Mangai Solomon Mahanan, Nor Hasniza Ibrahim, Johari Surif, Sharifa Osman, and Muhammad Abd Hadi Bunyamin. "Dual Mode Module as New Innovation in Learning Chemistry: Project Based Learning Oriented." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 18 (September 20, 2021): 47. http://dx.doi.org/10.3991/ijim.v15i18.24549.

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<p class="0abstract">Chemistry is branch of science that is different because of chemical representations. The chemical representation made students assumed that chemistry is difficult. Students must master chemical representation to be able understand chemistry deeply. Besides, science process skills are crucial skills in learning chemistry, however, the students’ science process skills are rare to be involved. Chemical representation and science process skills have relationship each other. Nowadays, it was still difficult to find module could be used either face-to-face learning or online learning. Therefore, this study aimed to develop valid module integrated chemical representation and science process skills, and can be used in face-to-face learning and online learning (dual mode module) and to investigate teachers’ response about module. The research design used was ADDIE, data collected by using online validation form that was given to 6 validators to assess module based on suitability content, potential effectiveness, and overall satisfaction. To investigate chemistry teachers’ response to module, the online questionnaire given to teachers and it was further analyzed using percentage and compare to criteria of validity and criteria of response user. Th result found that module developed is valid with suitability content is 90.7%, potential effectiveness is 92%, and overall satisfaction is 92.5%. The chemistry teachers’ response showed that this module is very good criteria (92.36%). Therefore, dual mode module hopefully would be used in learning chemistry as media in face-to-face learning and online learning and also support chemical representation and science process skills among students. </p>

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Thomas, Jennifer D. E., and Danielle Morin. "Technological Supports for Onsite and Distance Education and Students' Perceptions of Acquisition of Thinking and Team-Building Skills." International Journal of Distance Education Technologies 8, no. 2 (April 2010): 1–13. http://dx.doi.org/10.4018/jdet.2010040101.

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This paper compares students’ perceptions of support provided in the acquisition of various thinking and team-building skills, resulting from the various activities, resources and technologies (ART) integrated into an upper level Distributed Computing (DC) course. The findings indicate that students perceived strong support for their acquisition of higher-order thinking skills and team-building skills from the offline resources, but moderate support from the online resources and technologies provided in the course, which was in opposition to the grades received. It also seems that those in the traditional computer lab setting perceived online resources as more supportive of higher-order thinking skills than those in other sections and those in the electronic classroom perceived the least support. The results were mixed for team-building skills and for offline resources support for higher-order thinking skills. In particular, distance students deemed the text and material in Blackboard less important for developing these skills than onsite students.

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Linke, Markus, and Karin Landenfeld. "Competence-based learning in engineering mechanics in an adaptive online learning environment." Teaching Mathematics and its Applications: An International Journal of the IMA 38, no. 3 (August 10, 2018): 146–53. http://dx.doi.org/10.1093/teamat/hrz006.

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Abstract In engineering sciences like mechanical or automotive engineering, pre-knowledge in mathematics is required to follow deeply specific engineering lectures. Mathematical skills are essential preconditions to successfully complete engineering lectures. It is necessary that these preconditions are identified for each individual student so that suitable learning opportunities can be provided according to the individual student needs. Within this paper an approach of competence-based learning in engineering mechanics is presented. This approach is assisted by an online learning environment that is adapted and extended by several features in order to enable a competence-oriented learning strategy. Computer-assisted tests are used for measuring mathematical pre-knowledge and pre-skills. Moreover, a mastery learning approach based on exercises is utilized in order to secure a certain skill level before students move forward to learn subsequent competencies. Test results influence the individual learning path by offering different learning elements to each student.

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Ntuli, Esther, and Lydia Kyei-Blankson. "Improving K-12 Online Learning." International Journal of Information and Communication Technology Education 12, no. 3 (July 2016): 38–50. http://dx.doi.org/10.4018/ijicte.2016070104.

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Research indicates the need for teachers to be able to locate, evaluate, and use Internet resources in their teaching and learning processes. In addition, the Common Core State Standards require that students are able to think critically and know how to search and use alternative views and perspectives in their assignments. These skills are imperative for teachers and teacher candidates. This article reports the results of a study that sought to examine strategies used by teacher candidates when using Internet search engines, their ability to integrate the information they find into their own assignments, and use the acquired skills for future classroom use. The study employed a mixed-method approach in the collection and analysis of data gathered from a sample of 45 teacher candidates. Data sources included a survey, class assignments that required documentation of the search process as well as the located sources, and semi-structured interviews. Findings from the study revealed the need to teach teacher candidates how to conduct searches effectively, critically evaluate the sources, and integrate the information acquired from the online sources into professional and academic writing that models such behavior for their students. Suggestions for improvement of practice offered in this paper were piloted in one instructional technology course.

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Gim, Nam-gyeong. "Development of Life Skills Program for Primary School Students: Focus on Entry Programming." Computers 10, no. 5 (April 23, 2021): 56. http://dx.doi.org/10.3390/computers10050056.

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There are areas where the competencies obtained through computer coding activities substantially overlap with life skills components. Studies of these common competencies have suggested the possibility of including these contents in a life skills program. Therefore, the purpose of this study was to develop a program through the Entry program that elementary school students could use online to improve their life skills, given the need to increase contactless online classes due to COVID-19. Eight elementary school teachers with 20 years of experience and two curriculum experts participated in the program’s development. For data collection, 360 data points were collected from eight elementary schools located in each Korean province, including urban and rural areas. SPSS 21.0 was used to analyze the data. Upon completing the 8-week program, the difference in life skills between groups was confirmed using variance analysis based on the number of implementation times, and post-hoc testing was conducted. The study’s results confirmed the difference between the groups conducted for two weeks (M = 3.22), four weeks (M = 3.25), and six weeks (M = 3.67), and the group conducted for eight weeks (M = 3.83). In other words, as the number of weeks of participation in the life skills program increased, there was a difference between groups. These findings suggest a life skills program could be included as part of Entry based computer coding activities for elementary school students through a backward curriculum. In conclusion, this study showed the possibility of using contactless online classes with free Entry-based websites to improve the life skills of elementary school students struggling at home due to COVID-19. It also showed that each elementary school teacher could operate the life skills programs as a contactless learning method using a free coding platform and manual.

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Palpanadan, Sarala Thulasi, Iqbal Ahmad, and Tamil Selvan A/L Subramaniam. "Malaysian Undergraduates’ Perceptions of Online Approach via Skype in Developing Speaking Skills." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 18 (September 20, 2021): 168. http://dx.doi.org/10.3991/ijim.v15i18.24543.

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Speaking skill pedagogy has always remained a huge enigma for English as a Second Language (ESL) educators. Despite the challenges, the need to master the skills prevail in academia. The undergraduates especially those from the technical division seem to grapple with the ability to perform well in their studies and market their products upon employment due to the inability to communicate well in English. Nowadays, there are numerous platforms available for ESL learners to improve their speaking proficiency. Thus, this paper intended to study the effectiveness of using Skype as an online platform to help students enhance their confidence in speaking in English. 100 reflective journals of first year undergraduates who enrolled in an English course were collected. Meanwhile, 10 undergraduates were randomly selected to participate in the semi-structured interview. All the participants’ reflections and views were analyzed and thematized using Transana software. Four main themes emerged: account possession; familiarity; challenges; and features. It was found that many participants were aware of Skype but did not have the account prior to the study. Majority of the participants admitted that Skype activities helped them to converse better which enhanced their motivation to speak in English more confidently and fluently.

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Mohammed Amer, Mohammed Elmetwali. "The Impact of Distance Education on Learning Outcome in Computer Skills Course in Prince Sattam bin Abdulaziz University: An Experimental Study." Journal of Curriculum and Teaching 9, no. 4 (September 25, 2020): 1. http://dx.doi.org/10.5430/jct.v9n4p1.

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The present study aimed to explore the impact of distance education on the learning outcome of students in computer skills course in Prince Sattam bin Abdulaziz University in Al-Sulail, Saudi Arabia. In this study, the learning outcome is represented in the students’ academic achievement. The researcher adopted an experimental approach. He selected a sample consisting from 80 male students from 4 sections of a computer skills course. Those students were divided equally into control and experimental groups. The members of the control group were taught through adopting a face-to-face instructional approach. They attended 4 face-to-face lectures. The members of the experimental group were taught online through using the Blackboard system. The researcher used a pre-test and a post-test for assessing students’ academic achievement. SPSS program was used. It was found that both groups share similar levels of computer literacy. It was found that distance education has a significant positive impact on students’ academic achievement in the computer skills course. The researcher recommends adding online instructional activities to the curricula used in Saudi universities.

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Lindner, Rachel. "ESAP Students’ Perceptions of Skills Learning in Computer-Mediated Intercultural Collaboration." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 2 (April 2011): 25–42. http://dx.doi.org/10.4018/ijcallt.2011040103.

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Reports on computer-mediated intercultural exchanges generally focus on their relevance for acquiring linguistic or intercultural competence, but little research exists on other educational outcomes, such as the development of electronic literacies, academic literacies, or study skills. This article uses a multiliteracies approach to telecollaboration, viewing it as an opportunity to develop different skills sets considered important for studying in the 21st century. The discussion is positioned within the field of English for Specific Academic Purposes and describes an online exchange between Sociology students at the universities of Munich (Germany) and Ljubljana (Slovenia). Qualitative research is used to surface participants’ perceptions of skills learning through the exchange and provide insights into the competences that these learning environments facilitate.

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Altakhaineh, Abdel Rahman Mitib, Hiba Alhendi, and Fawzi Fayez Ishtaiwa Dweikat. "Challenges Facing Teachers and Students in English Oral Skills Online Classes." International Journal of Technologies in Learning 28, no. 2 (2021): 21–37. http://dx.doi.org/10.18848/2327-0144/cgp/v28i02/21-37.

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Deming, David J., and Kadeem Noray. "Earnings Dynamics, Changing Job Skills, and STEM Careers*." Quarterly Journal of Economics 135, no. 4 (June 16, 2020): 1965–2005. http://dx.doi.org/10.1093/qje/qjaa021.

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Abstract This article studies the impact of changing job skills on career earnings dynamics for college graduates. We measure changes in the skill content of occupations between 2007 and 2019 using detailed job descriptions from a near universe of online job postings. We then develop a simple model where the returns to work experience are a race between on-the-job learning and skill obsolescence. Obsolescence lowers the return to experience, flattening the age-earnings profile in faster-changing careers. We show that the earnings premium for college graduates majoring in technology-intensive subjects such as computer science, engineering, and business declines rapidly, and that these graduates sort out of faster-changing occupations as they gain experience.

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Bateson, Gordon. "Developing an Online Test to Measure Writing and Speaking Skills Automatically." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 4 (October 2021): 69–78. http://dx.doi.org/10.4018/ijcallt.2021100105.

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As a result of the Japanese Ministry of Education's recent edict that students' written and spoken English should be assessed in university entrance exams, there is an urgent need for tools to help teachers and students prepare for these exams. Although some commercial tools already exist, they are generally expensive and inflexible. To address these shortcomings, a new open-source, online test for assessing English ability was developed. The test features the automatic grading not only of reading and listening, but also of speaking and writing. Thus, the general English ability of large numbers of students can be checked quickly online, making the test suitable for use in entrance exams and placements tests. It is based around the Moodle LMS and features several new plugins to automatically grade speaking and writing. This paper details plugin development, shows preliminary samples, and explains how test reliability will be verified by comparing students' scores with human-ratings and widely used tests such as IELTS, TOEIC, and CASEC.

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Ashar, Muhammad, Waras Kamdi, and Dediek Tri Kurniawan. "Professional Skills Development Through the Network Learning Community Using an Online Learning Platform." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 12 (June 18, 2021): 202. http://dx.doi.org/10.3991/ijim.v15i12.21587.

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Networked learning Community (NLC) that integrates a professional context into the learning experience that uses learning networks to promote self-efficacy and professional development. Online Learning design integrates three techniques: focus on developing personal learning networks, live streaming and online based learning communities and immersive skills and experience mastery for professionals. The hypothesis is that networked learning community among peers in the online learning will help support skills development and confidence in sustainable use of the platform in a personalized way. Meanwhile networking for learning with professionals will strengthen the impact of mastery experience on self-efficacy. Learning experiences as relevant for lifelong learning and professional success are important in today's learning era. NLC aligned with the goals of the 21st century skills movement can be an important mechanism for scaling up efforts to redesign academies that offer skills with a forum for broad but personal learning. The live streaming technique in the learning process in online media has a significant impact in monitoring and monitoring one-on-one learners' abilities. Learning outcomes can be easily corrected and evaluated by relevant experts so that the work can be used as a good portfolio. In the application of the NLC the target output is that there is a promotion mechanism for students to the industrial world by bringing together professional companies and / or developing entrepreneurship with the addition of business training to the relevant NLC. The results of the platform development show that the flow and process of improving skills and professional learning with the community in one field of multimedia industry is getting better

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Hooshyar, Danial, Rodina Binti Ahmad, Minhong Wang, Moslem Yousefi, Moein Fathi, and Heuiseok Lim. "Development and Evaluation of a Game-Based Bayesian Intelligent Tutoring System for Teaching Programming." Journal of Educational Computing Research 56, no. 6 (October 10, 2017): 775–801. http://dx.doi.org/10.1177/0735633117731872.

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Games with educational purposes usually follow a computer-assisted instruction concept that is predefined and rigid, offering no adaptability to each student. To overcome such problem, some ideas from Intelligent Tutoring Systems have been used in educational games such as teaching introductory programming. The objective of this study was to advance Online Game-based Bayesian Intelligent Tutoring System (OGITS) to enhance programming acquisition and online information searching skills, thus improving students’ ability in web-based problem solving through board games. The study sample comprised 79 college students in introductory level Computer Science classes. Qualitative and quantitative data were then gathered. Results of this study revealed generally favorable opinions about OGITS. As OGITS targets individual knowledge acquisition of computer programming and web-based problem-solving skills, it offers a suitable learning environment for students both as a stand-alone course and as a supplement to traditional classroom settings.

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Lam, Mary, Monique Hines, Robyn Lowe, Srivalli Nagarajan, Melanie Keep, Merrolee Penman, and Emma Power. "Preparedness for eHealth: Health Sciences Students’ Knowledge, Skills, and Confidence." Journal of Information Technology Education: Research 15 (2016): 305–34. http://dx.doi.org/10.28945/3523.

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There is increasing recognition of the role eHealth will play in the effective and efficient delivery of healthcare. This research challenges the assumption that students enter university as digital natives, able to confidently and competently adapt their use of information and communication technology (ICT) to new contexts. This study explored health sciences students’ preparedness for working, and leading change, in eHealth-enabled environments. Using a cross-sectional study design, 420 undergraduate and postgraduate students participated in an online survey investigating their understanding of and attitude towards eHealth, frequency of online activities and software usage, confidence learning and using ICTs, and perceived learning needs. Although students reported that they regularly engaged with a wide range of online activities and software and were confident learning new ICT skills especially where they have sufficient time or support, their understanding of eHealth was uncertain or limited. Poor understanding of and difficulty translating skills learned in personal contexts to the professional context may impair graduates ability to con-fidently engage in the eHealth-enabled workplace. These results suggest educators need to scaffold the learning experience to ensure students build on their ICT knowledge to transfer this to their future workplaces.

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Yapinus, Pin Panji, Leon Karsten, Emmanuel F. Sigit Bayu P., Gilberth Giandy Taruna Kesumah, Rudianov Z. A. Parera, and Richard Anderson. "Service Learning to Increase Utilization of X Video Editing Software Features within Limited Facilities for the Youth of Gereja Kristen Pasundan Cideres." Journal of Innovation and Community Engagement 1, no. 2 (May 26, 2021): 121–37. http://dx.doi.org/10.28932/jice.v1i2.3373.

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The service learning in multimedia skills for teenagers and young people as training program for the community was conducted through the expertise of Bachelor Program in Computer Engineering, Faculty of Engineering, Universitas Kristen Maranatha, for Gereja Kristen Pasundan (GKP) Cideres. The purpose of this training was to equip people with skills or knowledge that can be useful in daily activities. As this training was given during the Covid-19 pandemic, by requirement of health and safety protocols, the service learning was implemented online via the internet in a form of webinar. Online digital activities are increasingly important as conventional physical interactions and communication in work or study environment become unsafe and to be avoided or to be done less often than usual. Unfortunately for most people, technical skills for working or studying online are not yet adequate, especially in multimedia using some recent tools and softwares. So in this program, basic multimedia producing skills using Microsoft Photos (video editing feature) and Microsoft Power Point were introduced. The end result of the training was satisfactory, as those who participate are being able to produce simple digital multimedia presentation using the aforementioned tools and softwares. The training program was held online on November 28th, 2020 via Zoom Meeting Application, and was made possible thanks to the collaboration of Bachelor Program in Computer Engineering with the Directorate of Student and Alumni Affairs, Universitas Kristen Maranatha. Keywords: Covid-19 pandemic; multimedia; service learning

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Kozyreva, Alla, Irina Ternovaya, and Petr Bochkov. "Technological approach in training a future specialist on online math classes in a technical university." KANT 36, no. 3 (September 2020): 273–79. http://dx.doi.org/10.24923/2222-243x.2020-36.52.

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This article is devoted to the design and construction of technology for teaching future specialists in online mathematics classes. The relevance, advantages and ways of introducing into the educational process computer tools for teaching mathematics, global Internet services and their role in online education are shown. The materials of the article can be used to improve the qualifications of the teaching staff and to establish requirements for the threshold of knowledge and skills of future specialists sufficient for working with computer training tools, while developing computer training tools for academic disciplines.

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Winograd, David. "The Roles, Functions and Skills of Moderators of Online Educational Computer Conferences for Distance Education." Computers in the Schools 20, no. 3 (November 21, 2003): 61–72. http://dx.doi.org/10.1300/j025v20n03_08.

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Kelsen de Oliveira, Francisco, Max Brandão de Oliveira, Alex Sandro Gomes, and Leandro Marques Queiros. "Statistical Grouping Methods for Identifying User Profiles." International Journal of Technology and Human Interaction 15, no. 2 (April 2019): 41–52. http://dx.doi.org/10.4018/ijthi.2019040104.

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This article contains data from a group of users, divided into subgroups according to their levels of knowledge about technology. Statistical hierarchical and non-hierarchical clustering methods were studied, compared and used in the creations of the subgroups from the similarities of the skill levels with these users' technology. The research sample consists of teachers who answered online questionnaires about their skills in the use of software and hardware with an educational bias. The statistical methods of the grouping were performed and showed the possibilities of groupings of the users. The analysis of these groups allowed the identification of the common characteristics among the individuals of each subgroup. Therefore, it was possible to define two subgroups of users, one with skills in technology and another without skills in technology. The partial results of the research showed two main algorithms for grouping with 92% similarity from groups of users with skills in technology and the other with little skill, confirming the accuracy of the techniques discriminating against individuals.

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Udiasih, Yuli, and Imam Ghozali. "Online test design for computer-based final examination preparation." Journal of English Language and Pedagogy 2, no. 1 (May 7, 2019): 57. http://dx.doi.org/10.36597/jelp.v2i1.3619.

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The objective of this research is to describe the way to design an online test for computer-based final examination preparation for Junior High School Students using Schoology application. The method used in this research is research and development. First, the researcher analyzed graduation competence standards for the 2017 and 2018 National Examinations, English basic competences in 2013 Curriculum, test indicators of 2017 and 2018 National Examinations, and 2017 and 2018 paper-based National Examinations. The result of the analysis was used to determine the skills, the basic competences, and the test indicators for the test blue print of the online test. Based on the test blue prints, the researcher developed the online test in Ms-Words. The developed test instrument was consulted with the researcher’s consultants to get the external validity. After the external validity was obtained, the test was uploaded in the Schoology application. The online test in the Schoology was put into a try out to students of Grade IX G and H of SMPN 1 Pengasih. The student’s scores in the test try out were analyzed using SPSS Product Moment. The result showed that the students’ scores in the test try out coincided with their scores in their end-semester test. This proved that the test is effective to be used. The test items which were not valid were revised through English teacher group discussion in SMPN 1 Pengasih. After being revised, the online test was ready to be used.

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Simpson, James. "Learning electronic literacy skills in an online language learning community." Computer Assisted Language Learning 18, no. 4 (October 2005): 327–45. http://dx.doi.org/10.1080/09588220500335463.

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Octaberlina, Like Raskova, and Imam Rofiki. "Using Online Game for Indonesian EFL Learners to Enrich Vocabulary." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 01 (January 12, 2021): 168. http://dx.doi.org/10.3991/ijim.v15i01.17513.

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<p class="0abstract">For students of English as a Foreign Language (EFL), vocabulary mastery is an essential component of language skills. Vocabulary may contribute to the success of language skills. However, most students had some trouble learning vocabulary. Vocabulary learning requires an advanced technology such as online game. Therefore, this paper aims to investigate the outcome of using an online game named SpellingCity to enrich vocabulary, which is a part of modern gamification. The research design is to have 22 students finish one turn game of SpellingCity and then fill out a survey and interview at the end of the data collection process. The result was that all students agree that using SpellingCity increase their vocabulary acquisition besides of also learning the pronunciation. SpellingCity simple interface design is also found to be one of the factors why SpellingCity considered interesting and easy to play by these students.</p>

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Schönfeldt, Nikki, and Jacqueline L. Birt. "ICT Skill Development Using Excel, Xero, and Tableau." Journal of Emerging Technologies in Accounting 17, no. 2 (August 26, 2020): 45–56. http://dx.doi.org/10.2308/jeta-2020-031.

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ABSTRACT The recent implementation of IES 2 and AACSB 7 has reinforced the importance of the development of ICT skills in accounting students and ensuring that they are work-ready for the demands of today's profession (AACSB 2020; IFAC 2019). This paper provides an overview of an assignment that we have introduced in an online graduate accounting course, which encompasses Excel, Xero, and Tableau software. Excel provides our students with the opportunity to develop skills in spreadsheets and applying formulas to work with financial data. Xero provides our students with an opportunity to get first-hand experience with a commercial cloud-based accounting software product and, finally, Tableau provides our students with skills in the utilization of visualization software. Our assignment features both team and individual components. An online course featuring a computer-based assignment provides a unique learning environment for the student.

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Ferdows, Jannatul, and S. M. Zabed Ahmed. "An empirical investigation of information skills among undergraduate students at Dhaka University." Library Review 64, no. 4/5 (July 6, 2015): 274–84. http://dx.doi.org/10.1108/lr-11-2014-0132.

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Purpose – The aim of this paper is to empirically investigate the information skills of undergraduate students at the University of Dhaka, Bangladesh. Design/methodology/approach – A questionnaire-based survey was administered to obtain data about undergraduates’ information skills. The questionnaire consisted of demographic information, computer and Internet experiences, and a set of ten questions relating to information skills. A total of 199 undergraduate students responded to the survey. Findings – The results indicate that undergraduates’ information skills were poor. Only a few of them were successful in answering some of the questions correctly. There are significant differences in information skills among respondents in terms of gender, age, possession of personal computers and computer and Internet experience. The main reasons for these differences and the general failure in answering the task questions correctly are mostly attributed to the absence of information literacy instruction within the university, lack of online information resources and inadequate information and communication technology facilities. Practical implications – The findings of this study will help universities in Bangladesh and other developing countries to develop appropriate information literacy instruction at undergraduate level. Originality/value – This is the first time an effort has been made to assess task-based information skills of undergraduate students in Bangladesh. The findings of this study will help universities in Bangladesh and elsewhere in the developing world to introduce information literacy instruction at undergraduate level.

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Mantzouranis, Gregory, Sophie Baudat, and Grégoire Zimmermann. "Assessing Online and Offline Adolescent Social Skills: Development and Validation of the Real and Electronic Communication Skills Questionnaire." Cyberpsychology, Behavior, and Social Networking 22, no. 6 (June 2019): 404–11. http://dx.doi.org/10.1089/cyber.2018.0655.

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Tsai, Pei-Shan, and Chin-Chung Tsai. "College students' skills of online argumentation: The role of scaffolding and their conceptions." Internet and Higher Education 21 (April 2014): 1–8. http://dx.doi.org/10.1016/j.iheduc.2013.10.005.

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Estriegana, Rosa, Jose-Amelio Medina-Merodio, Rafael Robina-Ramírez, and Roberto Barchino. "Analysis of Cooperative Skills Development through Relational Coordination in a Gamified Online Learning Environment." Electronics 10, no. 16 (August 22, 2021): 2032. http://dx.doi.org/10.3390/electronics10162032.

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One of the main problems of the sudden digital transition to online education due to the COVID-19 pandemic is the increased isolation of students. On the other hand, one of the main goals of higher education is to develop students’ cooperative competence. This experimental study presents an online learning environment, consisting of a set of web-based resources such as virtual laboratories, interactive activities, educational videos and a game-based learning methodology. The study also examines the influence of the combination of such resources with active and collaborative learning on the improvement of students’ relationships and the development of cooperative competence. To this end, an analysis was conducted based on the data collected from a core subject of the Computer Engineering and Computer Science Engineering degree courses. The answers of an online survey (n = 289) were examined by using the structural equation modeling technique (SEM). The results suggest that the proposed learning environment has a significant and positive impact on the two dimensions of relational coordination; communication and relationships, and plays a key role in the acquisition and development of cooperative competence. Findings also indicate that effective, accurate, frequent and timely communication, positively influences on students’ relationships. Additionally, this study addresses other important issues with significant theoretical and practical implications for higher education.

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Journal articles on the topic 'Online computer skills'

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