bluuebunny/crossref_metadata_2025 huggingface dataset:
Online Learning from the Peers in Higher Education
Authors: Sihvonen Mika
Published: August 2024

The main reason for the research is to find out what factors affect the student's participation and engagement to peer learning in the university's online course. Today's higher education has a strong foothold in learning theories and pedagogical approaches that focus on collaborative learning, networking and working with peers. Now when digital technology and eLearning platforms have established their place in the infrastructure of educational institutions, we should have the keys to implementing modern education in practice. The hypothesis of the article suggests that we do not yet know how to exploit the capabilities of modern learning technology in a way that students can learn from their colleagues, peers.
The practical objective of this article is to create information for planning online courses and organizing weekly tasks. The research data for this paper was drawn up from two different online implementations of the single university course. Students conducted a Moodle-based survey in which they were asked about the pedagogical approach and tools of the course. One aspect of the research is to increase the understanding of the students' opinions of peer activities in an online course. The theoretical background of the research is based on theories of active learning and learning communities. The research data are also reflected in the scientific literature on peer learning and peer assessment.
According to the results, students' opinions on peer learning are quite positive. Students are able to appreciate the learning opportunities offered by assignments and activities, which are open and visible to everyone during the course. Most of the students were not interested in peer assessment, but preferred feedback and grade produced by the teacher. Most of the students opposed the small group assignments of the online course. According to the data, students feared that their contribution was considered weak in the eyes of others in the course.
The results of this document underline the need for further research into peer learning in higher education. Many strategies that utilize collaborative learning may be useful, but there are still questions about the individual needs, fears and motivation of peer learning. In addition, it would be important to find a way to strengthen mutual trust through online courses.
Disciplinary digital capabilities of professionals
Authors: Varga-Atkins Tünde
Published: August 2024

This paper is concerned with the digital practices of professionals, and the ways in which educators can support higher education (HE) students with successfully transitioning into professional life by developing relevant digital capabilities according to their disciplines. Digital capabilities have received significant attention in recent years, with various attempts made to develop digital frameworks to support curriculum design in HE. However, few studies have articulated these generic capabilities in terms of specific disciplines. This paper addresses the gap of disciplinary conceptualisations of digital capabilities by exploring how they are planned in HE curricula in two professional disciplines, engineering and management. Originality of the study is achieved in part through a conceptual framework that weaves together Shulman’s notion of signature pedagogies with JISC’s Digital Capability Framework (DigiCap). The study employed a multiple-case study methodology with each discipline as a case, and four undergraduate/postgraduate modules as the units of analysis, drawing on documentary sources, and academic, professional and student perspectives via interviews and focus groups. The research design section presents a practical manifestation of this conceptual framework in the form interview questions, which is one main outcome of this study. The study offers insight into the digital capabilities in engineering and management education, as well as the digital practices of engineers and managers. Findings report on which digital capability elements are prioritised, and how, in the two professions, followed by a discussion of their most distinct, 'signature digital capabilities'. These indicate that the development of digital capabilities is aligned with the respective discipline’s signature pedagogies. In engineering, digital problem-solving and collaboration/communication, followed by data and information literacy, appear to be most prominent. In management, data and information literacy overlap with problem-solving, and, together with digital content communication, form its prominent digital capabilities. The study also identifies management’s overarching signature digital capability. The paper argues that simply just using a descriptive, typological framework (e.g. DigiCap) is not sufficient to identify signature digital capabilities of a subject without tending to their disciplinary aspects. It is the combination of a typological digital capability framework through the lens of signature pedagogies, which can be effective in identifying disciplinary digital capabilities.
Development of a Pedagogical Design Matrix for ICT-based Boundary Crossing in Dual VET
Authors: Riis Marianne , Rasmussen Carsten Lund , Brodersen Anna
Published: August 2024

Research on networked learning is concerned with finding new and productive ways of connecting people and their practice across boundaries in different contexts. Particularly in dual Vocational Education and Training (VET), there is a need to focus continuously on learning in and between boundaries of domains, practices and the school-workplace contexts. Information and Communications Technologies (ICTs) have been proposed as artefacts that enable mediation and bridge the gap between different boundaries. In this paper, we present findings from a research project aimed at understanding Danish VET teachers’ use of ICT as boundary objects in relation to boundary crossing activities. In the first phase of the research project, interviewed VET teachers pointed to the need for new materials directed at the planning stage in their work with design for boundary crossing. As part of the research project a pedagogical design framework, including design principles and a design matrix that focuses on boundary crossing mediated by ICT-based boundary objects, was developed and tested. While the research project has been designed as a multiple case study, the development and testing of the design matrix has been inspired by Educational Design Research (McKenny & Reeves, 2013). Theoretically, the research project is founded on a sociocultural perspective with research on boundary work, boundary crossing and boundary objects (Akkerman & Bakker, 2012, 2011a, 2011b) and research on mediating artifacts (Henningsen & Mogensen, 2013) as the backdrop. By way of combining four dialogical boundary crossing activities (identification, coordination, reflection and transformation) with four main affordances (documentation, simulation, construction and interaction) of the ICT-based boundary objects, the pedagogical design matrix was developed and tested in three iterations. Selected findings show that the participating Danish VET teachers do not fully realize the potentials of using ICT-based boundary objects in their boundary work. Our data show that the VET teachers designed ICT-mediated activities aimed at boundary crossing through identification, coordination and reflection, whereas data point to no activities directed towards transformation. In terms of ICT-based boundary objects, the VET teachers were mainly focused on ICTs that afford documentation with sparse focus on construction and interaction, and no explicit focus on simulation as boundary activity. In the final discussion we point to possible explanations as to why the VET teachers’ use of ICT in boundary work is relatively limited and we suggest further research.
Educational materials as collaborative design space?
Authors: Bülow Morten Winther , Nørgård Rikke Toft
Published: August 2024

The study presented constitutes the first step in a research project aiming at gaining more insight into the processes of creating educational materials through a collaborative design space. Additionally, it focuses on the possibilities of and challenges involved in creating valuable and meaningful educational materials drawing on teachers’ remix practices. The purpose of the study is to investigate how teachers' collaborative interaction with educational tools may influence ongoing improvement of the courses and materials included in design of contextualized learning paths.
By taking our point of departure in existing theories and knowledge, we designed a triangulated methodology using a combination of questionnaires, interviews and user behaviour data focusing on the use of the CourseBuilder as a collaborative space. The article focuses on the possibilities and barriers of developing a collaborative design space that enables a (re)design of digital educational materials which looks at teachers’ interest in: 1) designing their own teaching materials, 2) working professionally with the redesign and remixing of materials from many different sources, and 3) adapting them to the many contexts in which materials of this type are included.
This article should be seen as a step towards a deeper understanding of opportunities and challenges within teachers' cooperation on designing, sharing, redesigning and resharing teaching materials. It shows that there is a high degree of acceptance of digital teaching materials among teachers of upper secondary schools in Denmark. Furthermore, there seems to be a collaborative culture, where the majority of teachers indicate that they already collaborate professionally regarding course planning and they see advantages connected with these practises.
In prior research, factors promoting the adaptation of virtual collaboration are mentioned. These include teachers’ digital skills, professional development through courses, allocated time and integration of tools that allow teachers to enter into re-design networks with colleagues. All the institutions participating in our study show a supportive environment regarding the use of CourseBuilder. However, several factors were identified indicating that CourseBuilder is not the ideal version of a design collaborator. Although the necessary factors for a successful collaborative environment are present, somehow there seems to be a missing link in the fulfilment of CourseBuilder as collaborative design space. Put differently, there are collaborative supportive environments at the specific institutions - but the productive remix practices are not facilitated by CourseBuilder, despite the design intentions and layout.
Situated Readiness and Transformation of Learning Across Situations and Settings
Authors: Hachmann Roland
Published: August 2024

This short paper introduces the concept of Situated Readiness as a set of skills and dispositions required to participate meaningfully across settings and situations, seeing them as networked and intertwined. Following earlier work within the field, networked learning is here understood as learners' connecting of contexts in which they participate, and as their resituation of knowledge and ways of acting across these contexts (Dohn, 2014). The development of the concept of Situated Readiness is based on a conducted study using a Design-Based Research (DBR) approach to investigate, how student teachers at a Danish Teacher Education Program (TEP) transformed knowledge and ways of participation when transitioning between a course and a public-school class. The findings of the study indicate the needs of socio-epistemic skills and dispositions that enable students to resituate, utilise and transform knowledge from known social contexts to new ones e.g. from a learning situation at the TEP to novel situations in school. Situated Readiness is, in this sense, the ability to attune to the specific social and epistemic requirements and demands, also termed "requirement characteristics", pertaining in these new contexts. To aid the analysis of the skills needed to engage in networked situations, an analytical framework of context levels is presented. The framework points out how requirement characteristics at three interacting levels are posed on the learner. The three levels: 1) the life-setting, 2) the activity-internal level and 3) the domain-internal level form a complex whole and as a learner acting competently in a situation, consists of the ability to respond accordingly to this complex whole. The findings of the DBR study points at challenges towards students’ transformation of knowledge between the two settings, suggesting that the development of Situated Readiness on the learners behalf requires educators to design for learning opportunities, that take into account, how settings and situations are networked and that students are given opportunities and support to recognise these temporally connections as part of their learning trajectories. The lack of explicit articulation of the sameness and differences between the setting leaves the students to realize and attune to these by themselves, which the study shows, is a major challenge to students, who have limited experiences with teaching in practice.
Students' views of a networked practice inquiry course
Authors: Cutajar Maria
Published: August 2024

In the higher education sector both networked learning and inquiry-based learning are signalled as flexible pedagogical approaches which support and encourage the development of skills, competences and qualities expected of “21st century” learning. Whereas networked learning distinctively attends to connectedness enhanced and mediated by technologies for the creation of learning networks and socio[1]material assemblages, inquiry-based learning distinctively brings together teaching and researching encouraging students' learning engagement and development. A networked practice inquiry approach was envisaged as helpful to encourage postgraduate students to engage for learning on and with digital technologies and inspire professional practice development. Past the course experience an interpretative study was taken up in an attempt to obtain an initial picture of the student perspective of this course approach. This paper shares a preliminary qualitative picture describing students’ viewpoint of the networked practice inquiry learning experience. It is a first glimpse into technology enhanced and mediated learning experience of the postgraduate student in Malta. These preliminary findings suggest that students are forward looking. Students demand and celebrate innovative digital tools and practices in and for learning, especially when these are seen accommodating them and resonating to their wider life and work practice experiences. They are generally enthused to assume explorative and inquiry attitudes into life and work practices for learning and practice development. They are also into connectedness for learning but on their own terms. This is a threefold appeal coming from mature students regarding their higher education course experience which, in a local context of fast developing socio-technological change, is simultaneously energising and challenging. Considering that in the local context there is currently a lot of work going on the political and executive tables to see artificial intelligence and immersive technologies compellingly transforming mainstream societal sectors including education, in the local higher education scene we urgently need to make a start for making the course experience the first port of call where one has the "an opportunity to think and dream" as one of the research participants put it; constructively and critically laying down our future and that of the generations to come.
Enactivism and Digital Learning Platforms
Authors: Pischetola Magda , Dirckinck-Holmfeld Lone
Published: August 2024

Within the field of education, the concept of active learning building on constructivism has emerged as a dominant framework of the past three decades. This perspective is critical to the objectivist idea that knowledge is something static, as an object to be acquired from the external world. Instead, it states that the learner is responsible for the knowledge construction, and therefore shall become autonomous towards this goal. From an epistemological point of view, despite the important shift of assumptions that this viewpoint has brought to education, constructivism still presents some shortcomings in terms of a change of the instructional paradigm. This paper takes a step forward and explores enactivism, as an alternative philosophical and educational worldview. It presents a theoretical discussion of the enactivist perspective and its differences from objectivism and constructivism. Enactivism proposes a more radical alternative to dualistic and objective approach, as it focuses on the intertwined and multiple interactions between mind, body and the environment. The two main perspectives of enactivism, which we grouped into the categories of “embodied cognition” and “situated cognition”, are present in the field of education. The paper relates them to the two core concepts of reflection and intentionality. Drawing on these theoretical considerations, the paper applies the framework of enaction to a fieldwork research in a Danish school discussing how this concept may provide some new lenses to understand the potential of participatory approaches to the implementation of a digital learning platform. The intervention was organised through two workshops. The first workshop use the technique of the future workshop (Jung & Müller, 1984), which includes a critique phase and a fantasy phase. The second workshop (14 days later) was a design-workshop. This intervention is an example of how to understand enactive modelling, considering the relations between the participants and the environment as a dynamic and emerging relation of autonomy-dependency, a symbiosis. The analysis shows that the implementation takes place into an ecological living system made up of humans, non-humans, things, and societal entities. For the teachers (and more general the humans) to possibly accept, appropriate, act and re-enact such a learning infrastructure, it is of great importance to establish spaces for reflections, which e.g. a future workshop provides, and to support and facilitate (alternative) enactments of some of the more hidden affordances of the digital learning platform.
The ties that bind us as a community
Authors: Öztok Murat
Published: August 2024

This manuscript was concerned with the extent to which the definition of the networked learning is manifest in the networked learning research. To this end, it explored how the definition is utilised in the design and application of the research. Technology (mediation and/or facilitation), connections (interactions), and network (community and/or context) were the three categories I explored the networked learning research. While the definition of the networked learning is open-ended in nature, the findings show that the networked learning researchers have enough commonality in their approach to the networked learning.
Affordance of a learning application for supporting student’s development of academic literacy
Authors: Hansen Jens Jørgen
Published: August 2024

This paper takes as its starting point the problem area that deals with how students at university can develop academic literacy. One of the methods is through learning technology. This paper examines what affordance a new developed learning technology - the study app - has for developing student learning technology. The RQ is: what are the affordances of a learning application and its integrated design of learning tools in order to support student’s development of academic literacy? The study app is an example of technology enhances learning, where technology supports operational improvement in teaching and learning because students with the study app can experience a ubiquitous learning environment, designed on basis of user studies that are designed to be integrated in student’s everyday life. The question is whether a learning technology also supports the student’s activity oriented toward developing study competences and becoming more academic literate?
The background for this research is a project of development and designing an ICT based learning application for supporting student’s development of study skills. The project is supported by the Faculty of Humanities at University of Southern Denmark and is organized in a project group related to department of Design and Communication. The purpose of the learning application is that it: 1) shall supports students in developing and enhancing study skills, 2) that it is relevant and motivating for users to use, 3) that it a new proposal in relation to existing solutions.
The study is based on Leontiev's theory of activity and its three levels - activities, actions and operations - which provide a systematic insight into the interaction of learners with a learning technology in order to develop their study skills. The paper examines here various learning contexts that are defined as central to study skills and which learning technology seeks to support: a general study competence, a concrete study competence and a link between study and future work. Furthermore, the learning theory on which learning technologies are designed is also examined. The paper concludes with a discussion of technology enhanced learning and which type of enhancement of learning that can be supported by learning technology.
Can Networked Learning be defined - and should it be?
Authors: Dohn Nina Bonderup , Hodgson Vivien , McConnell David
Published: August 2024

A recurrent question in the context of the Networked Learning Conference (NLC) is “what do we mean by ‘networked learning’?” This question is raised not only before the conference, by potential submitters of papers to it, but is often discussed during the conferences, too. Several answers have been provided in the literature, and though they do not exactly collide, they do seem to vary somewhat on what they emphasize. A common outset is the early, often-quoted definition of Networked Learning by Goodyear, Banks, Hodgson, and McConnell (2004, p. 1) which stresses connections - between people, and between people and resources - as the defining characteristic of Networked Learning, and ICT as the medium that provides these connections. In later years, however, some researchers have focused more on persons and less on ICT as the loci of connections, understanding a person as networked to others, e.g. in the workplace (De Laat, 2012). Others have viewed the defining point of networked learning as the sociomaterial entanglement of physical, virtual, human, organizational “actants” (Fox, 2005; Wright & Parchoma, 2014), in effect arguing that all learning is networked learning and placing no priority on ICT-mediation.
Student welfare through involvement and networked learning in primary teacher training
Authors: Vrieling-Teunter Emmy , Hebing Rosanne , Vermeulen Marjan
Published: August 2024

What makes students eager to learn? This is a fundamental question for every educator. After all, students who are motivated and involved in their studies are more likely to succeed (Affolter, Gerber, Grund, & Wagner, 2015) and simply 'pleasant to teach'. Student welfare is particularly relevant for primary teacher training colleges in the Netherlands, which struggle with dwindling student numbers, high variety in student population, and the risk of study delay or dropout (Dutch Inspectorate of Education, 2017).
In order to enhance student engagement, teacher training colleges in different regions in the Netherlands - Doetinchem, Utrecht, Rotterdam, and Amsterdam - have formed teacher learning groups (TLGs) on various topics relevant for (pre-service) teachers, consisting of students of different years, teacher trainers, and in-service teachers. TLGs are increasingly acknowledged as a powerful means of enhancing learning and development. On the one hand, they offer students room for social learning and agency, stimulating their involvement and motivation (Vrieling-Teunter, Van den Beemt, & De Laat, 2019). On the other, they stimulate and facilitate in-service teachers’ professional development (Lieberman & Wood, 2003). As TLG participants work together to solve authentic problems (Laferrière, Lamon, & Chan, 2006), both pre-service and in-service teachers gain specific and concrete ideas that can be directly related to their own classroom practice (Guskey, 2002). TLGs can thus be seen as social action evolving around relationships, or ties. TLGs, as collections of ties, enable both collaborative and individual learning and knowledge sharing (Schreurs et al., 2014).
Nordic Approaches to Computational Thinking in Teaching and Learning
Authors: Lundin Johan , Andersen Renate , Leinonen Teemu , Dohn Nina Bonderup , Swensen Håkon , Mifsud Louise , Mørch Anders , Kluge Anders , Hansen Stig Børsen , Spikol Daniel , Mikonen Jussi , Cuartielles David , Chongtay Rocio
Published: August 2024

Nordic countries have recently implemented changes in the curriculum introducing computational thinking integrated in Mathematics, Natural Science, Arts and Crafts and Music. This poses challenges as well as opportunities, in particular for teacher education, as it is responsible for educating teachers who can teach computational thinking skills within these subjects.
Data Visualisation: Visualise your data by connecting to the universe
Authors: Essam Rasha
Published: August 2024

Workshop Description

Data visualisation examples will be presented for asking participants to interpret and draw conclusions from.
The advantages of data visualisation will be highlighted.
A comparison between good and bad data visualization will be highlighted.
Participants can bring their own data to work with, and/or they can work with the presenter’s data in order to analyse and represent data in a visual format.
All participants need to bring with them their laptops and have Microsoft PowerPoint installed on it.
Management of Sideline Medical Emergencies
Authors: Cohn Randy M. , Neufeld Eric V. , Goodwillie Andrew D. , Sgaglione Nicholas A.
Published: August 2024

Sideline medical care is typically provided by musculoskeletal specialists and orthopaedic surgeons with varying levels of training and experience. While the most common sports injuries are often benign, the potential for catastrophic injury is omnipresent. Prompt recognition of sideline emergencies and expeditious medical management are necessary to minimize the risk of calamitous events. Paramount to successful sideline coverage are both preseason and game-day preparations. Because the skillset needed for the sideline physician may involve management of injuries not commonly seen in everyday clinical practice, sideline providers should review basic life support protocols, spine boarding, and equipment removal related to their sport(s) before the season begins. Before every game, the medical bag should be adequately stocked, location of the automatic external defibrillator/emergency medical services identified, and introductions to the trainers, coaches, and referees made. In addition to musculoskeletal injuries, the sideline orthopaedic surgeon must also be acquainted with the full spectrum of nonmusculoskeletal emergencies spanning the cardiopulmonary, central nervous, and integumentary systems. Familiarity with anaphylaxis as well as abdominal and neck trauma is also critical. Prompt identification of potential life-threatening conditions, carefully orchestrated treatment, and the athlete's subsequent disposition are essential for the team physician to provide quality care.
Management of Syndesmotic Injuries in Children and Adolescents: Results of a Cross-Sectional Survey of Pediatric Orthopaedic Surgeons
Authors: Williams Caroline E. , Stewig Blair , Lee Sang Won , Shore Benjamin J. , May Collin J. ,   CORTICES Study Group
Published: August 2024

Introduction:

Although syndesmotic injury management in adults has shown improved outcomes with suture-button versus screw fixation, this has not been demonstrated in pediatric populations. This study investigates trends in syndesmotic injury management by conducting a survey of pediatric orthopaedic surgeons.

Methods:

The Children's Orthopaedic Trauma and Infection Consortium for Evidence-Based Studies group was surveyed for information regarding their surgical fixation preference for syndesmotic ankle injuries.

Results:

A survey response of 100% (30/30 members) was obtained. Most of the respondents practiced in a metropolitan setting (86.7%) and reported working in a pediatric specialty hospital (73.3%). 86.7% (n = 26) treated 0 to 5, 10% (n = 3) treated 6 to 10, and 3.33% (n = 1) treated over 10 pediatric syndesmotic ankle injuries in the past year. 70% (n = 21) of respondents preferred suture-button fixation while 30% (n = 9) preferred screw fixation. Furthermore, 50% (n = 15) of respondents reported a change in their implant preference since the start of their practice, with “avoidance of secondary surgery” and “extrapolation from outcomes in adults” as the most cited reasons at 86.7% and 73.3%, respectively.

Discussion:

Our findings indicate that the shift from screw to suture-button fixation is due to an interest in avoiding secondary surgery for implant removal and by extrapolating results from adult studies.
Strategi Pembelajaran Langsung Menggunakan Pendekatan Keterampilan Bertanya
Authors: Lisan Moh Fasikhul , El-Yunusi Muhammad Yusron Maulana
Published: August 2024

Direct learning, or direct instruction is a very effective approach in teaching explicit concepts and skills, especially for students who need more intensive guidance. The questioning skills approach adds value in hands-on learning by encouraging active interaction between teachers and students. This research was conducted through a qualitative approach through the literature study method. The main sources of data for this article are research articles and books that are relevant to the focus of the research. Articles are searched online in various scientific journals that are indexed on google scholar. Data analysis is carried out qualitatively consisting of data reduction, data presentation, and conclusion drawing. The findings of this study are that the influence of questioning skills on learning outcomes is very significant. Effective communication through questions can improve students' understanding of the material, increase learning motivation, and develop critical and creative thinking skills. Overall, the integration between hands-on learning strategies and questioning skills creates a comprehensive and effective teaching method, which not only improves academic achievement but also builds students' character and skills that are essential for their future. Thus, the application of direct learning strategies using the questioning skills approach is highly recommended to improve the quality of education and student learning outcomes, making them better prepared to face various challenges in the future
5-իզոբութիլ-4-պրոպիլ-2,4-դիհիդրո-3H-1,2,4-տրիազոլ-3-թիոնի ֆրագմենտացիայի ուսումնասիրությունը ESI-MS/MS մեթոդով
Authors: Պետրոսյան Ա․ Վ․ , Դավինյան Ա․ Մ․ , Գալստյան Ա․ Ս․
Published: August 2024

Կատարվել է 5-իզոբութիլ-4-պրոպիլ-2,4-դիհիդրո-3H-1,2,4-տրիազոլ-3-թիոնի ESI-MS/MS մե-թոդով ֆրագմենտացիայի ուսումնասիրություն 5, 15, 25, 35 Վ լարման տակ։ Ցույց է տրվել, որ N-պրոպիլ կապը հեշտությամբ ճեղքվում է նույնիսկ 5 Վ լարման տակ՝ պրոպիլենի անջատմամբ, իսկ տրիազոլային օղակ-ծծումբ կապը բավականաչափ ամուր է և սկսում է ճեղքվել 25 Վ լարումից։ Տվյալ միացության համար ցույց են տրվել նաև տրիազոլային օղակի ճեղքմամբ ընթացող ֆրագմեն-տացիայի և վերախմբավորման այլ ուղիներ։
Исследование фрагментации 5-изобутил-4-пропил-2,4-дигидро-3Н-1,2,4-триазол-3-тиона методом ESI-MS/MS проводили в условиях напряжений 5, 15, 25, 35 В. Было показано, что связь N-пропил легко разрывается даже при 5 В с выделением пропилена, тогда как связь триазольного кольца с серой достаточно прочна и начинает расщепляться при 25 В. Для этого соединения показаны и другие пути фрагментации и перегруппировки с расщеплением триазольного кольца.
The study of fragmentation of 5-isobutyl-4-propyl-2,4-dihydro-3H-1,2,4-triazole-3-thione by ESI-MS/MS was carried out under voltage conditions of 5, 15. 25, 35 V. It was shown that the N-propyl bond is easily cleaved even at 5 V with the release of propene, while the bond of the triazole ring with sulfur is quite strong and begins to cleave at 25 V. Other routes of fragmentation and rearrangement with cleavage of the triazole ring have been shown for this compound.
Adaptive beamforming approach for secure communication in 5G network
Authors: Sharma Arunima
Published: August 2024

The beamforming approach has been emerging as a very important concept for next generation networks. In addition to the improved channel capacity, spectral efficiency, energy efficiency, secrecy rate and secrecy outage probability, the upcoming fifth generation network mainly aims at enhancing the parameters of the channel for secure communication. In this paper, we have implied the allocation of resource blocks adaptively using HMM with a beamforming approach in an intruded network. A system model for secure communication in an intruded network has been discussed using a beamforming approach with the main motive being to provide a security scenario to the data which is transmitted over an unsecured channel in a network. In addition to this we have used the approach of HMM for allocating the resource blocks to the users which have been demanded and applied in order to avoid the intrusion and wastage of resource blocks.
Toplumsal Cinsiyet, Patriyarka ve Cinsiyete Dayalı İş Bölümü Gölgesinde Yükseköğretim Mezunu Kadınların İşsizlik Deneyimleri: Balıkesir İlinde bir Uygulama
Authors: Karaali Gizem Burcu
Published: August 2024

Kadın işgücünün; emek piyasalarında istihdam edildikleri alanlar, istihdam biçimleri, istihdam şartları, ücret düzeyleri açısından erkeklere kıyasla dezavantajlı olduğu ifade edilebilir. İşsizlik oranları arasındaki cinsiyet farkı, kadın işgücünün işsizlik sorununun öncelikli muhatabı haline geldiğini göstermekle birlikte; işsizliğe neden olan etkenler ve işsizlik ile birlikte ortaya çıkan sonuçlara ilişkin açıklamalar büyük oranda kadın işsizliğini göz ardı etmektedir. Özellikle eğitimli kadın işsizliğine dair oranların, eğitimli erkek işsizliği oranları ile kıyaslandığında daha yüksek olmasının, ilave birtakım açıklamaları gerekli kıldığı düşünülmektedir. Bu çalışmada; kadın işsizliği, feminist metodoloji ışığında ele alınmış ve yükseköğretim mezunu kadınların işsizlik deneyimleri toplumsal cinsiyet, patriyarka ve cinsiyete dayalı işbölümü kapsamında değerlendirilmiştir. Çalışmada nitel araştırma yöntemi kullanılmış, fenomenolojik araştırma deseni benimsenmiş ve yarı yapılandırılmış görüşme tekniğiyle veriler toplanmıştır. Bu kapsamda Balıkesir ilinde yaşayan, en az 1 yıldır işsiz olan, yükseköğretim mezunu, 22-40 yaş aralığındaki 35 kadınla derinlemesine mülakatlar yapılmış, toplanan verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Bulgular, araştırma sorularından hareketle belirlenen başlıklar altında toplanarak, eğitimli kadınların işsizlik deneyimleri farklı boyutları ile değerlendirilmiştir. Çalışma neticesinde; eğitimli işsiz kadınların, çalışmaya değer atfettikleri, iş seçiminde farklı değişkenleri göz önünde bulundurmak mecburiyetinde kaldıkları, işsizlik deneyimleri süresince aileleri tarafından desteklendikleri, aldıkları eğitime rağmen işsiz olmalarının toplum tarafından sorgulandığı fakat evliliğin kadınlar özelinde toplum baskısını ortadan kaldırdığı, emek piyasalarında çeşitli düzeylerde ayrımcılık uygulamaları ile karşılaştıkları, uzun süren eğitim hayatları sonrasında işsiz kalmalarının aldıkları diplomaları sorgulamalarına neden olduğu bulgularına ulaşılmıştır.
The Effect of Good Corporate Governance Mechanism on Company Financial Performance with Company Size As a Moderating Variable
Authors: Gogalim Tya Thirani Lea , Pujiati Diyah , Samekto Agus
Published: August 2024

This research aims to examine the influence of good corporate governance mechanism consisting of independent commissioners, institutional ownership, and audit committees on company financial performance which is moderated by company size. This research used 86 companies with a population of manufacturing industry companies in the property and real estate sectors listed on the Indonesia Stock Exchange (IDX) for the 2019-2022 period, with a total sample of 344 financial report data. The data analysis technique used is the multiple linear regression analysis method. The research results show that independent commissioners and audit committees have no effect on financial performance and cannot be moderated by company size. On the other hand, institutional ownership influences the company's financial performance and can be moderated by company size
Pengaruh Kesadaran Pajak, Sosialisasi Perpajakan, Sanksi Perpajakan, Layanan E-Commerce Terhadap Kepatuhan Wajib Pajak Kendaraan
Authors: Yahya Dion Yuzhar , Murdiawati Dewi , Prananjaya Kadek Pranetha
Published: August 2024

Indonesia as a developing country will continue to improve the quality of national development to improve people's living standards. To carry out national development, of course, requires quite a large amount of funding, one source of funding obtained by the government is from tax collection. The aim of this research is to analyze the relationship between the influence of tax awareness, tax socialization, tax sanctions and e-commerce services. The research data used uses primary data. Data was obtained from a questionnaire distributed to registered motor vehicle taxpayers in Sidoarjo Regency. The number of questionnaires distributed was 160 questionnaires, of which only 126 questionnaires could be processed. Data were processed using multiple linear regression analysis tests using the SPPS. The result inform that the tax awareness variable has a partial effect on vehicle tax compliance and the tax socialization variable has no partial effect on vehicle tax compliance. The findings also inform that the tax sanctions variable has a partial effect on vehicle tax compliance and the e-commerce service variable has a partial effect on vehicle tax compliance.
KECEMASAN PADA PRIMIGRAVIDA: PERAN REGULASI EMOSI DAN DUKUNGAN SOSIAL
Authors: Bernadeta Winona Lalita Riadi
Published: August 2024

Pengalaman perempuan yang mengalami kehamilan pertama (primigravida) tentunya berbeda dengan perempuan yang hamil lebih dari satu kali, baik ditinjau dari segi emosional, fisik, maupun psikososial, salah satunya dapat membuat perempuan merasakan kecemasan, ketakutan, dan rasa panik sebagai bagian dari proses adaptasi. Diperlukan adanya regulasi emosi sebagai faktor internal dan dukungan sosial sebagai faktor eksternal untuk dapat menurunkan kecemasan. Penelitian ini bertujuan untuk melihat seberapa besar pengaruh regulasi emosi dan dukungan sosial terhadap kecemasan yang dialami oleh primigravida. Sampel dalam penelitian ini merupakan perempuan yang telah menikah, tinggal bersama pasangan atau keluarga, serta dalam masa kehamilan yang pertama kali. Teknik analisa yang digunakan adalah regresi linier berganda. Hasil analisis data menunjukkan bahwa semua prediktor memengaruhi 17,5% kasus kecemasan pada kehamilan pertama secara signifikan. Secara parsial, regulasi emosi tidak berpengaruh pada kecemasan primigravida.
PENGARUH CITRA MEREK TERHADAP MINAT BELI ULANG MELALUI KEPUASAN KONSUMEN SEBAGAI VARIABEL INTERVERNING PADA WARUNG NASI AYAM SPG BANDUNG
Authors: Dani Hadiansyah  , Rini Mulyani Sari
Published: August 2024

Penelitian ini melihat hubungan antara citra merek dan niat beli ulang di toko nasi ayam SPG Bandung, dengan menggunakan kepuasan pelanggan sebagai variabel independen. Horison waktu yang digunakan dalam penelitian ini adalah cross-sectional, dan setidaknya 90 orang berpartisipasi dalam pendekatan survei yang mengumpulkan data inti untuk penelitian ini dengan menggunakan kuesioner online dengan sedikit interaksi dari para peneliti. Penelitian ini menggunakan perangkat lunak Statistical Program of Social Science (SPSS) versi 25 untuk menguji hipotesis. Salah satu dari lima hipotesis penelitian yang diajukan, mengenai dampak positif secara parsial dan simultan dari citra merek dan kepuasan pelanggan terhadap niat beli ulang, didukung oleh temuan penelitian ini. Kepuasan pelanggan berperan sebagai mediator dalam interaksi antara citra merek dan niat beli ulang. Hasil penelitian ini diharapkan dapat memberikan manfaat bagi penelitian selanjutnya dan juga bagi para pemilik warung nasi ayam SPG.
STUDI HUBUNGAN ANTARA WORK FAMILY CONFLICT DAN WORK ENGAGEMENT PADA WANITA KARIR YANG BERKELUARGA
Authors: Haidar Hilmy  , Deandra N. Alyshia  , Gloria Julyta  , Idhzha Wira Yudha  , Maria Charisse Audrey Ginta  , Jessica
Published: August 2024

Konflik antara pekerjaan-keluarga dan keterlibatan kerja merupakan faktor penting dalam kehidupan kaum muda di tempat kerja. Menurut survei yang dilakukan pada Februari 2023, konflik antara pekerjaan dan keluarga telah meningkat sebesar 0,15% dalam satu tahun terakhir, di mana kaum muda tidak hanya berpartisipasi dalam pekerjaan mereka tetapi juga menghargai pekerjaan mereka sebagai kontributor ekonomi yang signifikan bagi masyarakat. Motivasi anak muda untuk bekerja dipengaruhi oleh aspirasi mereka, termasuk keinginan untuk sukses dan berkontribusi kepada masyarakat. Namun, motivasi ini juga dapat menimbulkan konflik antara anak muda dan orang tua mereka, seperti Work Family Conflict (WFC). Keterlibatan kerja merupakan aspek penting dalam kehidupan anak muda, karena memungkinkan mereka untuk bekerja dan berkontribusi pada keberhasilan organisasi. Keterlibatan kerja adalah sebuah konstruk psikologis yang positif di mana anak muda antusias dan berkomitmen pada pekerjaan mereka, sementara dedikasi didorong oleh antusiasme, dorongan, inspirasi, dan pentingnya pekerjaan mereka.
PENGARUH FASILITAS DAN KEAMANAN WISATA TERHADAP TINGKAT KEPUASAN WISATAWAN BERKUNJUNG DI WANA WISATA BATU KUDA CIBIRU WETAN BANDUNG
Authors: Febrianti  , Imam Ardiansyah
Published: August 2024

Penelitian ini bertujuan untuk menganalisis pengaruh fasilitas dan keamanan wisata terhadap tingkat kepuasan wisatawan yang berkunjung ke Wana Wisata Batu Kuda Cibiru Wetan Bandung. Hasil analisis menunjukkan bahwa variabel fasilitas berpengaruh signifikan terhadap tingkat kepuasan wisatawan dengan nilai thitung 3,060 > ttabel 1,66071 dan signifikansi 0,003 < 0,05. Semakin baik fasilitas yang tersedia, semakin tinggi tingkat kepuasan wisatawan. Variabel keamanan wisata juga berpengaruh signifikan terhadap tingkat kepuasan wisatawan dengan thitung 6,133 > ttabel 1,66071 dan signifikansi 0,000 < 0,05. Keamanan yang baik meningkatkan kepuasan wisatawan. Secara simultan, fasilitas dan keamanan wisata berpengaruh signifikan terhadap tingkat kepuasan wisatawan dengan fhitung 73,042 > ftabel 2,36 dan signifikansi 0,000. Penelitian ini menyimpulkan bahwa penyediaan fasilitas yang memadai dan keamanan yang terjamin merupakan faktor penting dalam meningkatkan kepuasan wisatawan di Wana Wisata Batu Kuda Cibiru Wetan Bandung.
PENINGKATAN LOYALITAS PELANGGAN PENGGUNA BISKITA TRANS PAKUAN MELALUI KEPUASAN PELANGGAN DENGAN KUALITAS PELAYANAN DAN PERSEPSI HARGA DI KOTA BOGOR
Authors: Rizaldi Darmawan  , Ngadino Surip Diposumarto  , Muharam
Published: August 2024

Penelitian ini dilakukan untuk mengetahui pengaruh kualitas pelayanan dan persepsi harga terhadap loyalitas pelanggan melalui kepuasan konsumen. Penelitian ini ini bertujuan untuk menganalisis faktor-faktor yang mempengaruhi loyalitas pelanggan pada penggunaan BisKita Trans Pakuan di Kota Bogor. Metode penelitian ini memakai metode kuantitatif dengan menggunakan teknik survei. Populasi yang digunakan dalam penelitian ini adalah konsumen pengguna BisKita Trans Pakuan. Teknik penarikan sampelnya menggunakan Probability Sampling dengan prosedur Purposive Sampling dengan metode Accidental Sampling, jumlah sampel yang digunakan dalam penelitian ini sebanyak 400 responden. Teknik Analisi yang digunakan yaitu Statistik Deskriptif dan Structural Equation Modeling (SEM). Hasil penelitian ini menunjukkan bahwa kualitas pelayanan berpengaruh terhadap kepuasan konsumen, persepsi harga berpengaruh terhadap kepuasan konsumen, kualitas pelayanan berpengaruh terhadap loyalitas pelanggan, persepsi harga berpengaruh terhadap loyalitas pelanggan, kepuasan konsumen berpengaruh terhadap loyalitas pelanggan, kualitas pelayanan dan persepsi harga bersama-sama berpengaruh terhadap kepuasan konsumen, kualitas pelayanan, persepsi harga dan kepuasan konsumen secara bersama-sama berpengaruh terhadap loyalitas pelanggan, kualtias pelayanan berpengaruh terhadap loyalitas pelanggan melalui kepuasan konsumen, persepsi harga berpengaruh terhadap loyalitas pelanggan melalui kepuasan konsumen.
PENGARUH LIKUIDITAS DAN PROFITABILITAS TERHADAP NILAI PERUSAHAAN DENGAN KEBIJAKAN DIVIDEN SEBAGAI VARIABEL INTERVENING
Authors: Komang Risa Widi Utami  , Luh Gede Sri Artini
Published: August 2024

Salah satu cara mengukur nilai perusahaan adalah Price to Book Value (PBV). Price to Book Value merupakan salah satu rasio keuangan yang cukup representative untuk melihat penciptaan nilai oleh suatu perusahaan. Semakin tinggi rasio Price to Book Value maka semakin berhasil perusahaan menciptakan nilai (return) bagi pemegang saham. Tujuan dari penelitian ini adalah untuk menganalisis pengaruh likuiditas dan profitabilitas terhadap nilai perusahaan dengan kebijakan dividen sebagai variabel intervening. Penelitian ini dilakukan pada perusahaan manufaktur subsektor makanan dan minuman yang terdaftar di Bursa Efek Indonesia (BEI) periode 2018 – 2022, jumlah sampel yang digunakan yaitu 10 perusahaan dengan metode penentuan sampel purposive sampling, yaitu metode penentuan sampel dengan menggunakan beberapa kriteria. Jenis penelitian ini adalah penelitian kuantitatif dan data yang digunakan dalam penelitian ini adalah data sekunder. Teknik analisis yang digunakan dalam penelitian ini adalah regresi linier berganda dan analisis jalur (path analysis). Hasil penelitian menunjukkan bahwa likuiditas berpengaruh signifikan dan positif terhadap nilai perusahaan. Profitabilitas dengan berpengaruh tidak signifikan dan negatif terhadap nilai perusahaan. Likuiditas berpengaruh tidak signifikan dan negatif terhadap kebijakan dividen. Profitabilitas berpengaruh signifikan dan positif terhadap kebijakan dividen. Kebijakan dividen berpengaruh signifikan dan positif terhadap nilai perusahaan. Likuiditas tidak berpengaruh signifikan terhadap nilai perusahaan melalui kebijakan dividen. Dan profitabilitas berpengaruh signifikan terhadap nilai perusahaan melalui kebijakan dividen. Implikasi penelitian ini adalah para investor harus lebih teliti dalam memilah dan menganalisis faktor – faktor yang mempengaruhi nilai perusahaan serta kebijakan dividen suatu perusahaan dalam memaksimalkan keuntungan dan meminimalkan risiko yang kemungkinan dapat terjadi.