bluuebunny/crossref_metadata_2025 huggingface dataset:
Failure of Governance, State Legitimacy, and Hate Speech in Ethiopia
Authors: Belay Degwale Gebeyehu
Published: October 2022

Despite social media has supplied a great role in bringing the current political landscape of Ethiopia, a couple of months after PM Dr. Abiy took hold of power, hate speech on social media has become common. This has made the government police social media by drafting laws on hate speech since April 2019. This study has the objective of exploring the interplay between spoil political system, government legitimacy and hate speech on social media. This study adopted qualitative research approach. Data has been gathered data from social media e.g. Facebook, Twitter, and Telegram. Different pages and informal discussions were important tools of data collection. From the findings, the author concludes with the argument that laws are not effective to end hate speech, but can be done by bringing legitimate government, good governance, equality, and justice to the country.
Social Media and E-Participation Research
Authors: Alcaide-Muñoz Cristina , Alcaide-Muñoz Laura , Alcaraz-Quiles Francisco José
Published: October 2022

Citizens increasingly demand an active role in public affairs and decision-making processes. From a critical standpoint, this chapter consolidates existing knowledge and, in turn, provides a better understanding on how social media tools promote the citizens' engagement and participation. The main aim is to assist researchers in the development of their future analyses, identifying trends of research and the methodology used. In so doing, a systematic literature review has been used to examine social media and e-participation research in journals listed in ISI in the field of public administration and information science and library science during the period 2000-2016. The findings reveal that although research on social media and e-participation has increased in the last year, it remains immature. Therefore, further research is needed in order to understand the true impacts of social media tools and their involvement in e-participation.
The Popularization of Political Communication
Authors: Ceccobelli Diego
Published: October 2022

This article presents and adopts a new definition of the popularization of political communication, which is defined as a strategic communicative action through which political actors try to create new connections with those citizens who do not still know, follow and support them and to emotionally strengthen the political bond with their current sympathizers. Second, a comparative analysis of the Facebook pages of the main political leaders of 31 countries shows that the popularization of political communication is a relevant phenomenon on Facebook, while a qualitative comparative analysis (QCA) indicates that the presence of a presidential system, a high digitalization of the media system, and a high level of trust in political institutions are three sufficient conditions for a “pop” communication on Facebook. Finally, the article identifies and discusses its main properties and development under the current hybrid media system.
I Correct or Canceling You
Authors: Felaco Cristiano , Nocerino Jacopo , Parola Jessica , Tofani Roberta
Published: October 2022

This contribution studies the debated terms “politically correct” and “cancel culture” on Twitter and in particular investigates the meaning that people give when they label something or someone as politically correct or indicate a case of cancel culture in the Italian context, where they are not yet widespread as they are in the USA and Britain. A textual analysis of a corpus of tweets selected through a set of hashtags was carried out to identify thematic clusters to understand features and meanings given to these expressions, along with their ways of using in the various situations and contexts. The main results show different meanings of the term, in the negative sense as a limitation of freedom of speech, and in a positive sense as the exclusion of some terms that may offend some people or groups. In this case, the meaning of a word is relative and depends on the situation and context in which it is used. Furthermore, the recourse in the discourses of cancel culture is only rhetorical; there are no actions of cancellation or boycott of someone or something.
Impact of Social Networks in the Exercise of Citizenship in Portugal
Authors: Rosário Cátia , Lorga da Silva Ana
Published: October 2022

In a society where access and presence in social networks is common to most of the population, it is essential to follow this form of access and sharing information, especially when it comes to publicizing the rights and duties of citizens. In this sense, the chapter focused on the analysis of the profile of Portuguese citizens that uses social networks to support the different themes that make up the concept of citizenship. Likewise, the results obtained allow to state that although most respondents do not use social networks to follow and/or support institutions, movements, or organizations associated with the exercise of citizenship, there is room for such. That is, the results suggest that it is possible to promote the exercise of citizenship through social networks in Portugal.
False Information Narratives
Authors: Sylvia IV J. J. , Moody Kyle
Published: October 2022

The issue of Russian interference in the 2016 U.S. Presidential election has been widely debated by scholars and journalists. However, these works have not fully analyzed the ads that have been released by Facebook and the U.S. Congress. This project uses a case study to analyze the ads posted by the Russian-affiliated Internet Research Agency, considering the quantities of ads targeted to particular geographic locations, the frequency of targeting for unique keywords, and the reach and impressions of each of the ads. Further, these results are compared to results from best practices in traditional social media campaigns as a way to better understand the goals and potential impacts of the IRA ads. In conclusion, the project, by analyzing the full set of IRA ads, sheds new light on the way false information narratives were leveraged by the Russian-linked IRA.
Qualitative Research In Online Language Learning: What Can It Do?
Authors: Stickler Ursula , Hampel Regine
Published: October 2022

This article explores the theoretical foundations of qualitative research in online language learning. It will look at the distinction between offline and online language learning and discuss whether different ways of knowledge generation are appropriate for those different learning environments. Quantitative and qualitative methodologies will be examined and their fit with various learning theories evaluated. Fundamental theoretical differences between epistemologies supporting a realist ontology and those favouring relativist ontologies will be presented and set in the context of online language learning research. Finally, an argument will be presented that in a sociocultural framework, going beyond quantitative research approaches is necessary to adequately understand the experiences of learners and teachers who share a common interest in novel digital environments.
Intentionality in Blended Learning Design
Authors: Nussli Natalie , Oh Kevin
Published: October 2022

The purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and culturally responsive teaching (CRT). The goal is to harness the affordances of each paradigm and combine them into an approach that systematically enhances and enriches DML. This chapter will be relevant for teachers in higher education wishing to complement their face-to-face teaching with carefully designed digitally mediated content capitalizing collaboration, interaction, personal relevance, and projects that can provide creativity-enhancing learning.
Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods
Authors: Mahoney Jamie , Hall Carol A.
Published: October 2022

Teaching and learning in the online environment are challenging. Students and instructors must employ technological tools and strategies to be successful. Merely having a computer and software does not equate to being technologically literate in the 21st century world of work. Learning how to incorporate virtual reality games, webcams, video conferencing, and brainstorming platforms such as Padlet, Bubbl.us, Zoom, Twitter, Instagram, interactive whiteboards, chat rooms, YouTube, and screencasting videos is encouraged. Polleverywhere, Socrative, and Flubaroo are a few assessments to investigate interest by examining the world of synchronous and asynchronous learning environments. The digital natives of today's classrooms are the future employees of tomorrow's real-life world of work; therefore, organizations must take control of the situation and prepare workers to meet future job demands. The question of how to do so effectively will be answered in this chapter.
Designing and Teaching for Student Engagement in Online Courses Through UDL
Authors: Owiny Ruby L. , Hartmann Elizabeth
Published: October 2022

Any course must be goal-focused and consider the needs of all learners. However, online courses require instructors to be proactive in planning for learning. Recruiting and sustaining engagement in an online course must be carefully considered and planned for during all learning modules or units. This chapter addresses how to keep students engaged by considering their affect, the general way students feel toward their learning. Affect impacts motivation, which in turn can impact how a student persists in a course. The Universal Design for Learning principle of engagement addresses the affect through three guidelines. These guidelines are explained in this chapter with potential barriers to student learning and motivation explained as well. Furthermore, possible solutions are provided to give readers examples of ways in which they might reduce or remove barriers to engagement in their online courses.
Continuity and Developments in Terms of Challenges, Opportunities, and Trends in Quality K-12 Online Environments
Authors: Boboc Marius
Published: October 2022

This chapter provides updated background information related to K-12 online education, ranging from definitions to benefits and challenges, based on an earlier version of the document. Comparative analyses of the virtual learning landscape reveal the increasingly complex parameters by which it could be evaluated, including the range of programs, service provider types, approaches to blended learning, kinds of instruction delivery, as well as levels of interaction within cyberspace. A theoretical framework introduced in the previous version of the chapter continues to identify academic programs/curricula, student support services, and virtual program/school administration as categories that connect the relevant literature review to recommendations for future research intended to inform policy-setting efforts aimed at supporting the further development of high-quality K-12 online environments.
Applying a Teaching Decision Cycle to the Design of Online Learning Within Faculty Professional Development
Authors: Shambaugh Neal
Published: October 2022

Higher education instructors who will be teaching online for the first time need institutional assistance. Migrating a face-to-face course to an online setting requires some understanding of the differences in a physical and virtual setting. This chapter proposes that the design of courses for online delivery can be facilitated by professional development in which instructional design is used to examine important teaching decisions. A framing of instructional design for college instructors, the teaching decision cycle (TDC), prompts a re-examination of assumptions and F2F teaching decisions. A three-day professional development event is laid out in which the TDC is used to structure instructor re-thinking and designing of a F2F course to a new online or hybrid course. Research opportunities along five categories are suggested.
Self-Directed Learning in Cooperative Online Networks
Authors: Camilleri Vanessa
Published: October 2022

The past decade has seen an exponential rise in online courses, platforms, modules, as well as general online networks that contribute in a general way to learning and education. The more formal structures promise certification and accreditation for short modules or extended courses. Research shows that in terms of learner engagement of those enrolled in MOOCs, either drop out, or else passively lurk without any active participation. On the other hand, other figures show that with certain thematic online forum and discussion boards, users participate more enthusiastically, often at times contributing to content which may or may not be trustworthy. The characteristics and traits of the online learner can affect the outcome of the learning trajectories and this has to be taken into consideration when designing self-directed courses. In this chapter, the authors aim to provoke some thoughts on designing self-directed learning using cooperative online networks. In the discussion, they explore possibilities of setting up alternative pathways for a more genuine approach to education.
Defining Multimedia
Authors: Kennedy Caran
Published: October 2022

Multimedia systems have revolutionized the traditional means of communication that have ultimately enhanced the learning styles in online education. With the advancement of technology, online education has become available to students who would like to pursue a higher education. It has also played an important role in how humans consume, transmit, and process information to one another in the online classroom. This chapter analyzes the importance of integrating multimedia in online education and how it can create students to pursue media entrepreneurship. Consequently, this chapter will show its support of the integration of multimedia tools in communication education by discussing the benefits of these systems and how they are used as a stepping stool to the phenomenon, entrepreneurship.
Strategies for Engaging Students in the Online Environment
Authors: Whiter Kimberly A.
Published: October 2022

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.
Effect of Online-Based Concept Map on Student Engagement and Learning Outcome
Authors: Fatawi Izzul , Degeng I Nyoman Sudana , Setyosari Punaji , Ulfa Saida , Hirashima Tsukasa
Published: October 2022

One of the success factors in online learning is student engagement. Therefore, the use of technology to influence student engagement in meaningful and effective learning experiences is worthy for investigation. Concept mapping is an effective knowledge construction strategy to help students. This study investigates the influence of concept maps as a formative assessment of online learning and its impact on student engagement and learning outcomes. The design of experiment used the non-equivalent comparison group pretest-posttest. It was included in the quasi-experiment to compare two different groups. The results reveal strong evidence that concept mapping not only improves learning outcomes, but also increases student engagement in all types of tested engagements, namely behavioral, emotional, and cognitive.
Understanding the Use of Online Tools Embedded Within a Virtual Learning Environment
Authors: Dommett Eleanor Jane
Published: October 2022

Different learning tools are available within virtual learning environments, including forums, quizzes, and ePortfolios. This article investigates perceptions of helpfulness and ease of use of these three tools, including how they are impacted by learner characteristics and what predicts frequency of use of each tool. Critically, the relationship between perceived helpfulness of the three tools and their ability to support achievement of learning outcomes and development of employability skills is assessed. The findings support previous work showing an impact of learner characteristics on perceived helpfulness and ease of use for all tools. Results also show that the ability of forums to support achievement of learning outcomes predicts their perceived helpfulness, whilst development of employability skills predicts helpfulness of quizzes. In turn, helpfulness but not ease of use predicted frequency of these tools.
MOOCs Learners
Authors: Amina Tabassum
Published: October 2022

Massive Open Online Courses (MOOCs) have brought online learning movement to the forefront of educational research, but one of the major critiques of this learning platform is the very low completion rate. This chapter not only highlights the factors that influence low completion but also interprets how incompletion can fulfill goals of enrollment. Self-motivation is identified as a key factor for success in online learning platforms. This chapter puts together a review of existing research on MOOC enrollment and completion and also explains how success can be defined in a broader way in online learning. Along with that it draws on examples of success through incompletion in MOOCs from a qualitative study on female MOOC users from South Asia. Findings suggest that users enroll into MOOCs with goals to complete but also with specific needs to fulfill. An in-depth analysis of the interviews highlights how women have utilized this platform for their personal, professional or academic development and self-improvement.
Engagement in Emergency Remote Education
Authors: García-Pastor María Dolores
Published: October 2022

Digital storytelling (DST) has been effective for student engagement in second language (L2) education. Yet, its impact on engagement has commonly been examined in the classroom through synchronous DST tools and platforms. This study enquires whether DST can be equally engaging in the context of emergency remote education caused by the COVID-19 pandemic. The participants of the study are 42 student-teachers of English who developed an asynchronous online DST project. Data were collected through a DST questionnaire and were analysed using quantitative and qualitative data analysis methods. DST was found to generate mainly cognitive engagement through self-reflection processes and behavioural engagement in the form of effort and time invested in the speaking and writing parts of the project. Emotional engagement was less frequent and emerged through positive emotions. Insufficient technology skills, the wrong timing and duration of the project, negative emotion arousal, and the absence of teacher and peer feedback and support appeared as potentially disengaging factors.
Engaging Online K-12 Students
Authors: Kiekel Jean , Flores Serena , Walters Nicole McZeal
Published: October 2022

Online learning for K-12 is the fastest growing segment of education. Advantages include access to courses for college and career readiness; world languages; science, technology, engineering, and math (STEM), including electives that might otherwise be unavailable to students. However, K-12 students increasingly miss valuable interactions present in face-to-face classes and, as such, engaging students in online courses can be difficult. For this reason, teachers in an online setting must be flexible and creative and find approaches to make the online classroom feel more like a face-to-face classroom. This would include finding ways to decrease the cognitive and emotional distance often associated with not seeing a teacher or fellow students. It also presents the case of school leadership need for exercising caution while implementing school policy to encourage appropriate social media behaviors.
Investigating Online Instructors' Experiences With Constructivist Pedagogy in a Private University
Authors: Beisser Sally R. , Sengstock Chuck A.
Published: October 2022

This study supports the significance of professional development for online instructors to design and develop online courses. Data collection from an e-survey of 100 instructors, a focus group, and review of online course syllabi revealed that instructors who teach fully online courses lack on-going university wide support for training in using the learning management system (LMS) to launch their courses, as well as knowledge of research-based pedagogies such as constructivism, to teach their courses. In particular, instructors want more training and support in order to teach effectively in an online environment. Results include the need for university wide training and support for online instructors, available centralized resources, software training for instructors, especially adjuncts, a course in online pedagogies such as constructivism, peer mentoring for instructors, formal and informal sharing opportunities, and support for the online students themselves.
Student Behavior in an Online Learning Environment
Authors: Lin Yu Peng
Published: October 2022

While online courses/programs have become a critical component in the strategy of higher education institutions, the majority of the current academic discussions and evidence are from the institutional side rather than from the students' points of view. An understanding of how students behave when studying an online course can provide a great insight into the effectiveness of online delivery which is the task we embark upon in this study. The chapter per the author carried out the task by, first, summarizing the studies on the implementation strategy of online courses, the “no-significant difference” literature, and the research on the unique characteristics of online learners. Second, the author attempt to understand online learner behavior by analyzing students participation in 15 online courses during the years 2012-2015. The sample includes 106 students and their detailed log-on minutes and grades. The author applied descriptive analysis, a one-way ANOVA, and a simple regression model. The result suggests substantially discounted student attention while learning online.
Online Learning Support in a Ubiquitous Learning Environment
Authors: Mphahlele Ramashego Shila
Published: October 2022

The ubiquitous learning environment (ULE) is both an ontological and epistemological problem. For most scholars, ULE provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services. Furthermore, ULE is described as an educational paradigm that mainly uses technology for curriculum delivery. Through reflection and exploration, this chapter argues that online learning support has a symbiotic relationship with ULE because the student, at some point, should move beyond the “text” level into concepts and conceptual organization schemes (ontologies). In line with this viewpoint, this chapter problematizes the gap created by real-world and digital-world resources—and argues that online learning support for teaching and learning processes have not yet emulated ULE as an important pedagogical resource.
Fostering Social Presence on Virtual Learning Teams
Authors: Stone Jennifer
Published: October 2022

Social presence is a key factor in student satisfaction and success in online courses and a marker for whether one has an online learning experience that is engaged, vibrant, and connected, or simply perfunctory. An action-oriented research project was conducted to determine how to foster social presence on the virtual learning teams in the Master of Arts programs in the School of Education and Technology at Royal Roads University. The study findings show that in order to support the development of social presence, the commitment and participation of multiple stakeholders is required. The results of this study suggest a common organizational understanding of social presence, clear delineation of student and faculty roles and responsibilities in its development, intentional program design, and a learning management system that specifically lends to interpersonal relationship building must all be present in order to foster the development of social presence.
Designing Caring and Inclusive Online Classroom Environments for Non-Traditional Learners
Authors: Akella Nirupama
Published: October 2022

Does andragogy successfully satisfy non-traditional learning needs and demands of a contemporary knowledge and performance-oriented economy? In her chapter on designing caring and inclusive online classrooms for non-traditional learners, the author explores the adult learning theory of andragogy supplementing it with an autoethnographic case study listing andragogical teaching strategies and then questions the need and validity of andragogy as the comprehensive holistic adult learning theory and model to design, develop, and implement online learning environments based on the three focal elements of caring, diversity, and cultural inclusivity for non-traditional learners. The author argues for the contemporary learning theory of heutagogy as the mantra of the knowledge and performance-oriented society.
The Transformation of an ESL Teacher From the Face-to-Face to the Online Environment
Authors: Doman Evelyn
Published: October 2022

This chapter records the author's transformation as she develops into an online teacher after teaching face-to-face courses for over 20 years. By using autoethnography as the research approach, the phases of the author's transition from face-to-face, to blended, and finally to fully online teaching are documented. Qualitative data is presented in this chapter from field notes, journals, reflections, and discussion board posts in an online certificate course. Transformative learning theory provides the theory behind this study as it creates a context for making judgments about transformed frames of reference. Findings reveal changes in the mindset of the author while redesigning courses to fit the online platform, as well as immediately after teaching blended and then fully online courses. Implications of this research suggest that obstacles to teaching can be opportunities for personal enrichment and growth and that faculty can adjust to new environments if provided with proper training.
The Potential of English for Social Purposes and Cooperation for Emergency Remote Language Teaching
Authors: Palacios-Hidalgo Francisco Javier , Huertas-Abril Cristina A.
Published: October 2022

Due to the COVID-19 pandemic, it is necessary to explore new practices in language teacher education. English for Social Purposes and Cooperation, a socially-responsive and technology-friendly approach to English language learning, may help students around the world continue learning from home. This chapter analyzes the perceptions of a group of pre-service teachers after designing socially responsive materials specially created for the COVID-19 crisis. Action research is employed to improve teacher educators' activity and pre-service teachers' training, and a mixed-method approach based on grounded theory and content analysis is performed. Findings show that the experience has provided participants with meaningful examples of material design. This encourages teacher educators to include the proposed approach in their teaching and reveals the need for specific training in material design. Results may help prove the potential of action research for improving the teaching practice.
Factors Influencing Student Engagement During COVID-19 Emergency Remote Teaching
Authors: Ekici Murat , Inel Ekici Didem
Published: October 2022

Student engagement is an important construct of education that is strongly correlated with the quality of learning outcomes. Educators have long been looking for ways to increase student engagement. It has become even more critical in the global COVID-19 pandemic where schools and universities switched to entirely online as a consequence of school closures. This chapter reports on the results of a comprehensive study on student engagement during emergency remote teaching. The aim of this study is to take a snapshot and explore the effects of personal and institutional variables on online student engagement. Research data was collected from 1,027 Turkish university students from both state and private universities. Data analysis showed that having a personal computer, owning a room for study and household internet connection, perceived information and communication self-efficacy, past e-learning experience, as well as course delivery format affect behavioral, emotional, and cognitive aspects of online student engagement.
Expectations, Experiences, and Preferences of Students in a Dual Mode Program
Authors: Nguyen Linh Cuong , Davis Kate , Sayyad Abdi Elham , Thorpe Clare , Henry Katya , Partridge Helen
Published: October 2022

While online-only programs are increasingly common, many universities today offer dual mode programs with both online and on campus cohorts undertaking the same program at the same time. This results in students having a range of experiences along a continuum from fully online study to a mix of online and face-to-face study. This research aimed to develop an understanding of preferences, expectations, and experiences of students enrolled in a dual mode postgraduate coursework program in Australia. Outcomes are presented in themes along with rich description and explanation that capture different facets of recurring singular ideas delineating the experiences of students in relation to their learning in a flexible dual mode. The research findings provide insight into the student experience of online study as well as the broader experience of study in a dual mode cohort.
Online Education in India and the Widening Digital Divide
Authors: Ware Ninawari Dilip
Published: October 2022

Due to the COVID-19 pandemic, several sectors across the globe have witnessed widespread disruption, impacting almost every sector of the economy. The education sector is no exception to this; schools across the globe have been shut, and over 1.2 billion children are out of classrooms. Owing to this situation, India's schools have adopted online teaching-learning for children, like many other countries. According to the 75th NSS data of household consumption on India's education, only 10.7% of the total population have computers and other gadgets, and 23.8% have access internet. Based on the data, the feasibility of adopting a complete online education model in a country like India remains uncertain and remote. This chapter aims to study the intricacies of India's digital divide and further suggests inclusive alternative measures to overcome the same.
The Impact of the COVID-19 Pandemic on E-Learning Strata Among University Students in Morocco
Authors: Brigui Hind
Published: October 2022

This chapter investigates the e-learning experience of Moroccan public university students during the COVID-19-prompted quarantine. It aims to identify and analyze the effects of the online learning context during the pandemic on students' actual learning process as divided into three main stages. It consequently attempts to determine and measure means of receiving—technically, mentally, and emotionally—cognizing or understanding, and appropriating class contents online amidst the unintentional shock of the pandemic and the limited affordability and accessibility to web-based education. A sample of 448 students was randomly selected and surveyed by means of an online detailed self-prepared questionnaire in order to test three hypotheses. Results show that learners did not manage to succeed in all the three stages of the e-learning process, which puts their actual e-learning usability and usefulness into question.
Online Strategies for Stimulating Learner Engagement
Authors: Orr Lynne , Weekley Linda , Little Sharon C. , Hogan Robert P.
Published: October 2022

Active student engagement in online classes is an important component of retention, pass rates, and student satisfaction. Although online class enrollment has grown steadily over the past several years, student retention is 8% less compared to on-campus courses. Synchronous instructional strategies can encourage online student engagement. In this chapter, the reader will gain an understanding of the benefits of online student engagement as described by three professors using synchronous strategies in their online courses. The increasing global demand for job training, professional development, and affordable education can only be met with online programs. However, asynchronous delivery fails to develop social skills and analytical thinking. The chapter describes innovative, cost effective synchronous approaches, and concludes with suggestions for further research to improve online student success.
Faculty Resistance to Change
Authors: Gratz Erin , Looney Lisa
Published: October 2022

This study explored university faculty members' willingness to teach online in relation to their resistance to change. Researchers examined whether a relationship exists between resistance to change and motivators or barriers to teaching online. Participants were 131 faculty members of all ranks from a private, comprehensive university in the greater Los Angeles area. Participants reported such barriers as their discipline not being suited to online teaching, an absence of time for online course preparation, and a lack of skills or confidence in teaching online. Reported motivators included financial incentives, increased flexibility, and keeping current with various modes of delivery. Reported barriers were positively correlated with faculty's resistance to change, demonstrating that faculty who were reluctant to change their routines, had negative reactions to the presence of change, and saw short-term change as inconvenient were more likely to see barriers to teaching online. Faculty rank was related to certain study variables. Implications for these findings are discussed.
Managing Online Teaching Faculty
Authors: Kanga Anne W. , Isaboke Caroline Nduku
Published: October 2022

This chapter presents a Kenyan university context on issues surrounding management and mentoring of online faculty. Findings from literature, content analysis of documents, and raw data from experiences of mentees and mentor revealed the following: online teaching and learning is both a well-established discipline and appraised globally. However, levels of its implementation contrast sharply in different contexts, and especially between the developed and developing world contexts. Whereas quality assurance bodies in respective university contexts have standards and guidelines that meet global standards, implementation procedures are highly compromised as reflected by some themes that emerged such as (mis)conception of online learning, expectations and realities of virtual learning environments, lack of readiness/unpreparedness among others. Orientation of instructors, learners, continuous professional development of instructors and effective mentoring and monitoring of key stakeholders have been recommended to ensure quality outcomes.
Considering the Fourth Quadrant Learning
Authors: Huah Goh Lay
Published: October 2022

This action research reports the experiences of introducing blended learning in the delivery of a post-graduate course to students in the university. The research conceptual framework is adapted from the technology acceptance model. The objective is to assess the level of acceptance of online learning and to document the attempts of the facilitator to create an independent, student-directed, and student-centered learning environment. This is the fourth quadrant learning typology. The research participants were a group of Masters in Education students who registered for the course “Strategies for Teaching and Learning.” Blended learning was introduced as a variant from the standard face-to-face instruction. This proved to be a valuable learning experience for both participants and lecturer. The perceived usefulness and perceived ease of use of online learning was not matched with the behavioral intention.
Cross-Cultural Communication Differences in Online Learning
Authors: Peart Tasha
Published: October 2022

This chapter discusses and evaluates research on cross-cultural communication differences in online learning at the university level. It starts out by discussing the growth of online education in recent years and the historical context of online education. The chapter then evaluates research on differences in cross-cultural online learning primarily between university students from the Western part of the world compared to students from the East. Barriers in cross-cultural online education cited in the literature include language, technology, and instructional design. Future research on Western-based online education should assess cross-cultural differences for students from other parts of the world including Africa, the Caribbean, and Latin America.
Sustainable competitive advantage through technology and innovation systems in the local government authorities
Authors: Amesho Kassian T.T. , Edoun Emmanuel I. , Naidoo Vinessa , Pooe Solly
Published: October 2022

Background: Managers in companies often do not know about modern techniques and design tools for creating technological and innovation processes, and about the possibility of their usage for effective management and decision-making.Aim: This study seeks to establish if there are eminent gaps in managing sustainable competitive advantage (SCA) through technology and innovation systems, and its impacts on service delivery in influencing business survival in an unprecedented and unavoidable competitive business world environment, and to build up the impact of these gaps on business performance.Setting: It is essential to have a realistic vision and practical approaches to the management of technology and innovation for SCA and goal-oriented objectives for city governments.Methods: This study examines applicable and accessible literature whilst using a secondary research analysis methodology to examine the objectives and research issues of the investigation.Results: It is concluded that managing technology and innovation for SCA is not a means to an end, but a set of tools and strategies to ensure proper service delivery to the people and communities.Conclusion: This research study endeavours to provide a significant positive impact to business success and additionally, for the improvement of technology and innovation of an organisation. A fundamental issue for industrialisation and governments is the need to support innovation and change amongst industry individuals with a specific end goal to build efficiency and upgrade the business’ competitive position.
Management of smack addiction through adjuvant Ayurvedic treatment
Authors: Sharma Anita , Vishnoi Rinkesh , Yadav Sunita
Published: October 2022

The smack addiction is very much spreading nowadays among the youth, which is injurious for a healthy society. Opiates are highly addictive. Long-term use of opiates causes dependence, leading to tolerance. Overdose incidents occur due to chronic intake or addiction that can lead to life-threatening complications. In the present case, a 21-year-old male with a history of smack addiction for the last three years presented to the outpatient department with withdrawal symptoms including tremors, running nose, watering eyes, body ache, sleeplessness, sweating, nausea, irritability, and diarrhea. The assessment of withdrawal symptoms was based on Clinical Opiate Withdrawal Scale (COWS). The multimodal treatment including Shirodhara (~oil dripping on the forehead) with Ashwagandha taila and Tila taila, Sarvanga abhyanga (~synchronized whole body massage with medicated oil) with Dashmoola taila, Svedana (~sudation) using Dashmoola kwatha, and Nasya (~medications through nasal route) with Jatamansi taila along with internal medications of Vishatinduka vati and Sameeragaja kesari rasa showed promising results. Within one month of the treatment, the withdrawal symptoms of smack addiction were reduced considerably. The COWS score decreased to 3 from 22 after three weeks of treatment, inferring that multimodal Ayurvedic treatment can be an effective and safe solution in case of smack addictions.
Measles Vaccination Immunogenicity and Association with Caste in Chandigarh, India
Authors: Wagner Abram L. , Mathew Joseph L. , Carlson Bradley F. , Kachoria Aparna G. , Bharti Bhavneet , Suri Vanita , Boulton Matthew L.
Published: October 2022

Measles affects those of lower socioeconomic status disproportionately. This study evaluated the impact of measles vaccination on antibody titers 3 months after vaccination across different socioeconomic groups, with a focus on caste. In total, 169 infants in Chandigarh, India, had serum samples collected immediately prior to vaccination at 9 months of age and 3 months later. Overall, 126 infants (76%) were seropositive (antibody titers > 12 mIU/mL), 26 (16%) were borderline (8–12 mIU/mL), and 14 (8%) were seronegative (< 8 mIU/mL). Seropositivity (versus borderline/seronegative infants) was 0.78 times as high among individuals from the historically marginalized scheduled castes/scheduled tribes compared with the others caste grouping (95% CI, 0.62–0.98). Antibody response was not tied to anthropometric measures but was attenuated among scheduled castes/scheduled tribes with higher incomes. This study provides observational evidence that social structures can be associated with individual immune responses.
Rola jakości interakcji rodzic–dziecko w rozwoju komunikacyjno-językowym dzieci przedwcześnie urodzonych. Przegląd wybranych badań i programów terapeutycznych
Authors: Filip Anna , Ochał-Zalewska Anna
Published: October 2022

The Role of the Quality of Parent–Child Interactions in Communication and Language Development in Preterm Born Children. Review of Research and Therapeutic Programs

Preterm infants are at increased risk of difficulties in language development, including speech and language developmental delays. Preterm birth impacts the pattern and the quality of parent–child interactions, which, in turn, may affect the child’s language and communication development. The article presents the results of research on parents’interactions with their preterm born children and describes some programs aimed at improving parent–child interactions.
Wokół badania organizacji imigranckich – stare dylematy, nowe wyzwania
Authors: Nowosielski Michał
Published: October 2022

Projekt „Polskie organizacje imigranckie w Europie” realizowany w latach 2015–2020 (początkowo w Instytucie Zachodnim w Poznaniu, a od 2017 r. w Ośrodku Badań nad Migracjami Uniwersytetu Warszawskiego) miał dwa cele badawcze. Pierwszy z nich, o charakterze diagnostycznym, polegał na określeniu stanu polskich organizacji imigranckich w wybranych krajach europejskich – Norwegii, Szwecji, Niemczech, Holandii, Wielkiej Brytanii, Irlandii, Francji, Włoszech i Hiszpanii. Drugi miał charakter wyjaśniający i polegał na próbie znalezienia odpowiedzi na pytanie, co kształtuje stan polskich organizacji imigranckich w badanych krajach. Poprzez porównanie zjawisk i procesów występujących we wszystkich badanych krajach staraliśmy się odnaleźć zarówno podobieństwa, jak i różnice w sytuacji organizacji i czynnikach ją kształtujących.
Polish Immigrant Organisations in Italy within the Context of Invisibility
Authors: Legut Agnieszka
Published: October 2022

In Italy, there are a number of formal organisations established and run by Polish immigrants and
their descendants. The paper gives a brief account of the associations’ characteristics and describes how their internal factors – particularly social and cultural capital – have been primary determinants of their condition. The impact of human resources is particularly pronounced, since the Polish organisations in Italy remain largely unseen, either from the perspective of the country of origin or the country of residence, as well as relations between them. The invisibility context in which they pursue their goals and activities is discussed. Also, the ramifications of invisibility as a concept are given careful consideration. The analysis is based on the findings of a study that was conducted in the years 2016–2020 within the framework of the ‘Polish Immigrant Organisations in Europe’ research project.
Próby rewindykacji klasztorów bernardyńskich w Kaliszu i Kazimierzu Biskupim w XX wieku
Authors: Sitnik Aleksander Krzysztof
Published: October 2022

W granicach archidiecezji gnieźnieńskiej w XV i XVI wieku zostały ufundowane na rzecz bernardynów między innymi klasztory w Kaliszu i Kazimierzu Biskupim. Obie te placówki należały od 1628 roku do wielkopolskiej prowincji zakonnej. Zostały skasowane po powstaniu styczniowym: Kalisz w 1864 roku, Kazimierz Biskupi w 1898 roku. Po nieudanych próbach rewindykacji prowincjał bernardynów Benedykt Wiercioch oddał w 1922 roku pierwszą Towarzystwu Jezusowemu, drugą zaś Misjonarzom Świętej Rodziny.

The attempts of repossession of the Bernardines’ monasteries in Kalisz and Kazimierz Biskupi in the 20th century
In the boarders of Archdiocese of Gniezno in the 15th and the 16th century the monasteries in Kalisz and Kazimierz Biskupi were founded for the benefit of Bernardines. Since 1628 both monasteries belonged to the Greater Poland monastic province. After the January Uprising they were dissolved: Kalisz in 1864 and Kazimierz Biskupi in 1898. The general of the Bernardines Benedykt Wiercioch attempted to reposess the monasteries but was not able to do it and hence he gave Kalisz to the Society of Jesuit in 1922 and Kazimierz Biskupi to the Missionaries of the Holy Family.
Strącenie niemieckiego bombowca we wrześniu 1939 roku i jego konsekwencje dla ludności polskiej w Konińskiem
Authors: Wach Paweł
Published: October 2022

Tematem niniejszego artykułu są zbrodnie popełnione na ludności narodowości polskiej w powiecie konińskim w związku ze strąceniem niemieckiego bombowca we wrześniu 1939 roku. W pracy zostały wykorzystane relacje świadków zamieszczone w aktach prokuratorskich Okręgowej Komisji Ścigania Zbrodni przeciwko Narodowi Polskiemu w Poznaniu. Przedstawione powyżej wydarzenia mają na celu wykazać, że hitlerowska polityka terroru była wdrażana od pierwszych dni kampanii wrześniowej, a głównym zadaniem agresora było unicestwienie narodu polskiego przy użyciu wszystkich rodzajów sił zbrojnych III Rzeszy w tym także lotnictwa.

Shooting down of German bomber in September 1939 and its consequences for Polish population in Konin county
The main subject of the article is focused on German crimes commited against Polish population in Konin county after shooting down of german bomber in September 1939. The subject is presented in the light of the prosecution files of Commission for the Prosecution of Crimes against the Polish Nation in Poznań. The main aim of the article is depiction of the problem of crimes commited by Nazi invaders which appeared during the Polish September Campaign. Moreover author wanted to prove that all branches of the Bundeswehr were given the order to annihilate Polish nation.