bluuebunny/crossref_metadata_2025 huggingface dataset:
A COGNITIVE MODEL FOR CLASSIFY AND SELECT TOPICS OF INTERACTIVE ELECTRONIC EXERCICES AND TESTS
Authors: Boldea Afrodita liliana , Boldea Costin radu
Published: February 2023

E-learning is considered in present as an important research area in the domain of education's sciences, as it has opened new ways of learning for many people.
E-assessment has been widely used since the development of e-learning exist. However, what most electronic exercises and test do, is to transform the paper exercises and exams into electronic format. This is clear from the types of questions used by most e-learning and e-assessment platforms.
In order to overcome such limitations and gain more control over types of questions, we have developed a model of classifying, indexing and selecting the topics for multiple choice questions. Our model was inspired from the graph theoretical knowledge model of Kasyanov and uses a graduate hierarchical representation of knowledge, from basic definitions of simple notions, concepts or principia until the relationship understanding.
We used the following four grades which divide all students on novices, beginners, advanced students and expert. The novice are possess only knowledge of basic notions; the beginners can define composite concepts and exemplify them, eventually to identify connection relationship between concepts related at distance <= 2 , the advanced are able to to identify connection relationship between concepts, methods or principia related at distance grater that 2, and the experts can compare different methods or principia, by putting in evidence similarities and differences, or can propose generalizations of some concepts or methods. This classification moves the accent of the knowledge evaluation of a student from the concept definition understanding to relationship understanding.
We also proposed a random computer-based selection of questions' topics in order to propose a graduated questionnaire to the students, where the questions are classified in the four levels of difficulties according with the above classification of the student's knowledge: novice questions, beginner's questions, advanced questions and, expert's questions. The final tests will contain a pondered selection of questions, from the lowest level of difficulty to the highest one.
This method moves the accent of the knowledge evaluation of a student from the concept definition understanding to relationship understanding.
WHAT DO PISA 2012 RESULTS TELL US ABOUT EUROPEAN STUDENTS' ICT ACCESS, ICT USE AND ICT ATTITUDES?
Authors: Chisalita Oana , Cretu Carmen
Published: February 2023

This study focuses on identifying the European students' access, use and attitudes towards Information and Communication Technologies (ICT) as reflected by the data gathered in 21 European countries during the 2012 Programme for International Student Assessment (PISA). ICT access, use and attitudes are important factors that support the integration of the technology in education. Analyzing students' answers in the ICT Familiarity Questionnaire, this paper highlights that there continues to exist an important gap regarding the access at the technology. The lack of access affects students' ICT attitudes. Moreover, students from countries with a low level of ICT access in school tend to start developing ICT competences later than the students from ICT front-runners countries. The lack of competences influences the students' activities either as a stand-alone game player, or a team member during collaborative games. However, when analyzing the internet use at the school and outside the school, whether it is used in order to communicate via the email or the social networks, these differences tend to fade away. Thus, since more than 50% of all students, regardless of the country of origin, access daily the social networks. Regarding the ICT attitudes, PISA 2012 results indicate that European students see the computer as a very important tool which supports their school learning and transform their homework. Moreover, two out of three European students use the internet to gather information in order to do their homework. Despite the positive attitudes mentioned above, an increased level of negative attitudes was noticed among the students from those countries with low level of ICT access.
COMPUTER ANXIETY AND MOTIVATION FOR LEARNING OF FUTURE TEACHERS
Authors: Cocorada Elena
Published: February 2023

Using information technology in learning is more frequent and common, but some students encounter difficulties dealing with the new learning environment. Regarding the negative emotional feelings associated with the computer, the teacher's role is essential. The teacher can offer a model of learning organization through computer-based learning environments, but some teachers have negative attitudes toward computers. They rarely or never use the computers in their classroom, so the development of positive attitudes toward computers is a goal for pedagogical training. A sample of students enrolled to the pedagogical module was included in the present research. The aim of this study is to analyze the relationship between computer anxiety and learning motivation. Several dimensions were assessed: anxiety, learning motivation and their relationships with age, gender, and familiarity with the use of computer. Computer Anxiety Rating Scale (Heinssen, Glass, & Knight, 1987) and Achievement Motivation Scale (Elliot et al., 2008) were used. We anticipate that anxiety is lower for the participants who used computer for many years. We also expect that women present a higher level of anxiety towards computer use comparing to men. This result can be worrying or challenging, giving the current situation regarding the increasing feminization of education. Other differences can occur between people who studied computer systematically during formal education and those who learned through their own experience, during informal or non-formal education. The results can be used in the organization of a learning environment which can reduce anxiety towards computer use for the future teachers. This can have a double impact: a direct impact for the future teachers and indirect, but as important as the direct one, for their students.
INQUIRY-BASED LEARNING USING MOBILE PHYSICS LABORATORY - IPAD, BLUETOOTH AND SENSORS
Authors: Cziprok Claudia daniela , Miron Cristina , Popescu Florin
Published: February 2023

This paper presents the didactic concept and the implementation of inquiry-based learning in teaching physics using the iPad. The very good quality of scientific content provided in the dedicated apps available and the opportunities that arise through the use of internal and external sensors for making measurements supports the teaching approach. The iPad is a device that, by its internal sensors and camera, can "feel", can record and respond to physical movement and acceleration. Using external sensors, connected via Bluetooth, we can collect data in real time and through dedicated applications for viewing and analyzing the data, the iPad turns into a mobile laboratory. Thus, many Physics laboratory activities working with this equipment are effective learning experiences. The classic way of making experiments remains, students actually handle objects and equipment to assemble the experimental device; the difference appears only in much more accurate collection and processing of data. Implementation of digital interactive graphics and animations, the interaction with digital learning elements such as interactive simulations make it easier for students to understand complex processes in Physics. The paper presents some designs of learning scenarios for Newton's laws of motion which offer students the opportunity to explore scientific processes following the concept of inquiry based learning. Teaching focused in competences enables students to organize their knowledge, to gain experiences and to draw conclusions. Using the iPad with one Motion Sensor, designed for easy use almost anywhere, greatly encourages group work and it is perceived as a significant increase in students' motivation to engage in scientific issues.
PREDICTABILITY POSSIBILITIES BASED ON MATHEMATICAL MODELS OF CONFLICT SITUATIONS
Authors: Dinicu Anca , Oancea Romana
Published: February 2023

The mathematical models of decision-making process related to conflict situations are possible to be designed with the help of the "lessons learned" taught us by the history of the last two decades and by approaching in a much wider frame of a multicriterial data bases concerning security features. Thus, every model must be created depending on the characteristics of the geopolitical region which is analyzed according to those indicators considered to be relevant for a given situation at a certain time.
According to priori data, imposed criteria or alternatives, the mathematical models of decision making can be used in many ways and they are: identification and selection of best alternatives; sorting alternatives - from the best to the weakest one; clustering - assigning each alternative to a predefined uniform group; and identification of the important features for every possible alternative. For each category there are specific methods which are necessary to be implemented in order to obtain the best analysis.
This paper aims to analyze some models of predictability in the field of decision making concerning regional security ensuring and the roots of this objective are not only evident but dual too, according with the two scientific domains on which the research is based. One the one hand is mathematics which gives us the opportunity of putting together data due to specific relations, and on the other hand is security studies which provides information that are processed and materialized in a result supposed to be the possible evolution of a security matter. It is an attempt of predicting real life through an abstract representation of it.
By using representative data bases, the essence of this research is in fact to compare the probabilistic model and the artificial intelligence techniques one which could be involved in the decision making process.
BENEFITS OF SETTING UP ACADEMIC PORTALS ON GOOGLE APPS
Authors: Ionita Mirela , Pastae Veronica , Stoica Alexandru
Published: February 2023

As far as the academic field is concerned, the use of Google applications has constantly increased. The facilities which at the beginning benefited only the business domain now have become quite popular among educational institutions. Nowadays, the possibilities of using Google Apps in universities go beyond the learning process and can influence various aspects of academic life. As a result, Google Apps have become an inherent part of data processing in universities, ensuring performance and quality management, by facilitating research and cooperation among educational institutions, as well as communication among teaching staff. Free of charge, Google Apps for Education provide integrated services on a domain which bears the acronym and the website of the respective educational institution in the form of a g-mail account, provided and hosted by Google. One of the major advantages of such applications is the speed of the data traffic, accelerated by storage in a cloud system which offers multiuser, quick access to information, as if it were stored in one's own server. The services provided include a multitude of technical possibilities to be explored in teaching and research, such as g-mail, drive, sites, calendar, google plus, etc., which can all enhace the quality of the educational offer. The present article primarily focuses on the advantages of using Google Apps in the attempt to improve academic standards. Consequently we shall analyse the cooperation possibilities among members of the academic community - staff and students - in the virtual environment. Last but not least, we shall discuss the impact of computer technology on the process of learning, emphasizing the importance of accepting change and seeking self-improvement.
COMPARISON OF GENERATING CONCEPT MAPS AND USING CONCEPT MAPS ON STUDENTS ACHIEVEMENT
Authors: Korganci Nuri , Miron Cristina , Dafinei Adrian , Antohe Stefan
Published: February 2023

Concept mapping is widely used to facilitate learning tool to help students organize information and improve long-term retention. Student generated concept maps have been recommended for studying content area materials, because the learner plays an active role in creating and modifying the concept map. It is an innovative classroom pedagogy that promotes development of self-learning. This study aims to compare the effect of concept maps between construct-by-self, construct-on- scaffold and construct by paper-and-pencil on students' comprehension in electricity. Forty-seven high school students were evaluated by a pre-post-test design. Four tenth grade science classes of students at a high school were assigned to three treatment groups. Assessment tests focused on whether the student has acquired the knowledge that is a part of the objectives using concept maps, but also find out what the students knows, understands, or is able to achieve on his own. Group I, individually concept mapped which was used to track their understanding of electricity. Group II, those who used fill in the blank concept map, within which some nodes and links were set as blanks for the scaffold. Group III, construct by paper-and-pencil with the assistance of the feedback. The findings revealed that fill in the blank concept maps on computers positively influenced concept learning compared to those who used individually generating concept maps. The two computer-based procedures are helpful for students in completing their concept maps than constructing with paper-and-pencil.Group III, construct by paper-and-pencil with the assistance of the feedback. The findings revealed that fill in the blank concept maps on computers positively influenced concept learning compared to those who used individually generating concept maps. The two computer-based procedures are helpful for students in completing their concept maps than constructing with paper-and-pencil.
AMERICAN FILM NOIR, MYSTERY CLASSICS AND LEGAL CLASSROOM: AN E-LEARNING INTERDISCIPLINARY APPROACH
Authors: Magiru Anca , Magiru Ionel
Published: February 2023

This paper shows how to explore, in the English class for law students, the film noir based on novels, some classic films which are seen as vehicles in order to go deeply into popular beliefs about law and society. The paper wants to be the support for a course to-be syllabus. It will be a systematic, comprehensive film-as-law approach which asks how film about law can constitute a legal culture beyond the film. The paper is an example of law and film studies, itself a sub-discipline of law and cultural studies. Beyond methodological innovation, cultural studies can promote change in legal studies by widening the moments of subjectivity that are even considered in the analysis of law and legality.
This research of classic American film noir and mystery classics, based on American cultural studies, political and social conflicts, is quite new in Romania. Therefore, the investigation will be a complex process in which seven classic American film noirs (1940s-1950s) and the novels which they are based on will interact dinamically with the social background in order to create the agenda of changes on the homefront, postwar years, international tensions, gender and family uncertainties in an American unsettled decade. As movies and literature scholarship is one of the most exciting of recent interdisciplnary ventures, it has an enormous potential in the law school classroom as a positive and popular measure. Some general features of the American film noir will provide the background to the topics and the legal system will be set within the framework with\ particular reference to the social conflicts.The way in which law and the protagonists are portrayed in film noir and literature is a fascinating subject for the professors of law and law students. I think that in Romanian law schools, films and classic literature with a legal theme should/could be used to identify various aspects of legal activity ranging from legal practice (i.e. intrinsic lawyer skills including legal argument, negotiation and advocacy) to various aspects of the legal process (e.g. the function of the judge and jury) as well as important elements of legal and ethical theory. I will conduct research on the Law Through Film and Literature with a viewpoint to writing a textbook and related teacher's manual that can be used by myself and other professors to teach this subject.
E-LEARNING HELPERS IN TEACHING COMMUNICATION SKILLS TO ENGINEERING STUDENTS
Authors: Nistor Cristina mihaela
Published: February 2023

Teaching engineering students is, by definition, a challenge, as all these 'digital natives' master those theoretical and technical skills that will later recommend them as either proficient Internet and computer users, code writers, debugging experts, developers or programmers. In the language class, where students are supposed to focus on acquiring both linguistic and communication skills, teachers frequently find that students reject those activities that they consider obsolete (such as writing). More often than not, teachers have to resort to various methods of persuasion when it comes to asking students to write a formal letter of any type (and here I will only mention a complaint letter or a cover letter, as they are among the most likely types anyone will have to write in one's life). At the same time, there is a tendency among all students to trust and, therefore, use (and abuse) e-learning helpers (such as computer and Internet programs) when they are asked to perform such activities as translating and/or filling in the gaps. The results of those actions are, most of the time, disastrous: students learn next to nothing in terms of language, whereas, as communication is concerned, they are equally deceived in their hopes. Turning to traditional activities alone and pretending that Google translate does not exist or that students do not resort to Internet services during the language class is not considered an option by either party, as both teachers and students are fully aware of the fact that the Internet age has invalidated that choice. There is, therefore, a need for both teachers and students to adjust to the new, modern strategies and techniques that will help both categories perform successfully on the global market. That is why, in this paper, I will discuss some methods that will assist teachers in their mission to bring the language class to the next level, by using e-learning helpers.
EXPERIMENTING WITH DECISION TREES AND INSTANCE-BASED LEARNING ALGORITHMS
Authors: Paun Alexandru
Published: February 2023

The use of e-learning systems has gradually increased through last years, becoming more and more pregnant in universities or just self-study. This is because the amount of information is rapidly growing and people often need it available at a click's distance. The plentiful information can be seen as a true blessing, but it can also be a real hassle through the unclassified information leaving the user without any articulate knowledge about the searched subject. Data mining can be seen as the solution for this kind of problem, being used already in various research areas such as medicine, business, market research with immense chunks of provided data. Simply put, data mining techniques can be used to "mine" knowledge from e-learning systems by analyzing information and detecting patterns of teachers and students and, maybe the most important one, knowing and learning the students' assimilation process and learn pattern, information that can't be seen easily with the naked eye. The results can be then applied so that the learning process is more effective, by adding functionalities such as personalized learning process, feedback for professors of the didactic contents or intrusion detection tools. Data mining classification algorithms can be used, ultimately, to predict and classify students (student success, grades). Also, students can be grouped and predict or analyze their response to different teaching techniques. The objective of this study is to improve the performance of one algorithm of data mining classification using another one, having in mind their strengths and weaknesses. The test of their performance was made with the same training sets for all algorithms, firstly testing the "clean" algorithms, taken separately and then the combination of the algorithms. The algorithms used in the study are decision-trees and one instance-based algorithm, k-NN. I used the C4.5 decision trees implementation (both pruned and unpruned tree) and 1-NN and 3-NN algorithms for the instance-based one. We will see in the study whether the combined algorithm performed better than the solitary algorithms and what combination of algorithms outperforms the others.
E-LEARNING SUPPORTED SQL TEACHING
Authors: Siepermann Markus , Lackes Richard , Borgermann Chris
Published: February 2023

Most database systems that are used in enterprises are based on the database language SQL. As a kind of programming language, SQL cannot only be taught with paper and pencil. Instead, it is evident to use computers so that students can make their own practical experiences. But then, students may "get lost" in the database: They can destroy the underlying data base scheme or delete too many data sets. Then, case studies or exercises that build upon each other cannot be solved correctly or students cannot verify if they solved the exercises correctly because they work on a modified data base different to the one that is assumed for the reference output of SQL queries. Besides, if students work on the same data base the learning progress of a student can be negatively affected not only by himself but by other students. The e-learning system presented here solves this situation. It provides a database environment to each single student separated from other students so that it cannot be influenced by others. There, students can build their own "private" data base with which they can work during the courses. Predefined databases and schemes are provided for case studies and consecutive exercises so that students can always return to different milestones provided in the learning process. We analysed the usefulness of the system concerning the learning progress of students. In bachelor as well as master courses, the use of the system has clearly led to a better understanding of SQL.
EXPLOITING LINKED OPEN DATA FOR SUPPORTING MOBILE LEARNING EXPERIENCES
Authors: Taibi Davide , Fulantelli Giovanni , Arrigo Marco
Published: February 2023

In this paper we present MeLOD, a mobile learning environment which exploits the huge amount of dataset in the Linked Open Data (LOD) cloud to provide contextualized and updated information based on students' location. The position of the student, sent by the mobile device, is used to interlink Geonames, DBpedia and Europeana datasets in order to provide information about all the cultural heritage sites close to the student. One of the advantages of using LOD datasets as the knowledge base (KB) of the system, is that new datasets can be easily interconnected to the existing KB. From a pedagogical point of view the MeLOD environment has been designed with the aim of supporting: a) personalized learning experiences, since students can select their preferences related to language, categories of interest and preferred media type to experience a unique learning journey; b) location based learning, by providing geo-located information depending on the mobile learners localization and by exploiting the Linked Open Data capabilities; c) social learning activities by making explicit the ties between the students profile and their interactions with peers and learning material. Data regarding the cultural heritage visited by each student, the educational materials accessed by him/her, the votes and comments published by the learners, provide feedback to teachers and can provide recommendations for next students' visits. From a technical point of view the MeLOD environment is composed by two main modules: a mobile application, with a friendly user interface, that shows the information to the students during their visit, and a set of web services that elaborate the requests coming from the mobile application to provide interlinked information from different open datasets. A prototype of the MeLOD mobile application has been developed for iOS devices and it is available for free on the Apple Store. More information about the environment are available at: http://melod.pa.itd.cnr.it/.
USE OF NEW TECHNOLOGIES IN EDUCATION
Authors: Todoran Gyorgy , Suciu George , Militaru Traianlucian , Vulpe Alexandru
Published: February 2023

New technologies like Cloud Computing and Bring Your Own Device (BYOD), the new trend in using Information and Communication Technologies (ICT), are creating opportunities in the field of education, especially e-learning, distant learning and may enhance traditional learning to. In this article we are studying some of the opportunities opened by these technologies. Opportunities like the possibility of assessing the knowledge of the students before enrolling or starting a specialization or a specific module, personalization of curricula for every student, real time checking if the information was learned by the student after he or she finished part of the curricula. The use of mobile devices can offer relevant information's about the students whereabouts, allowing the supervision of them. This way it can be checked if the students are taking part in mandatory activities like conferences, courses or if they complete the tasks assigned to them. This tasks can include laboratory activities, mentoring sessions, internships or other specific activities. We also take in consideration some of the risks that could rise due to the use of these technologies. These risks include, between others, aspects like the identity of the student that executes a specific task or takes an exam, the possible use of automation software to simulate the attendance at learning modules, unauthorized access to confidential materials, the verification of the identity of the examined person, possibility of cheating by duplicating solutions or answers, possible use of external help at tests or possible other risks. We also propose and test some means to eliminate some or all of the presented risks.
INFLUENCES OF BEHAVIORISM IN DESIGNING INSTRUCTIONAL MODELS WHICH MIGHT PROVE USEFUL IN DEVELOPING MULTIMEDIA MATERIALS
Authors: Trif Letitia
Published: February 2023

Developments in the domain of training design reflects both behavioral principles in the management of student's behavior in the classroom and how training is designed and conducted and the principles of cognitive psychology, particularly by information processing theories. Like behaviorists, researchers and practitioners of designing training models consider that a range of behaviors can be observed, measured, planned and evaluated in a fair and valid manner. Some authors distinguish between a design model of training, whose role is to build an environment to provide conditions that support student learning processes required and model instructional systems designs that have a much broader scope. The second covers five phases: analysis, design, development / implementation, implementation and evaluation, while the first only covers the stages of analysis and design, focusing on analysis skills or knowledge to be formed to be purchased and then on converting the analyses in a training strategy (Sortrakul and Denphaisarn, 2009). Thus, the systems combine training instructional practices, research and theory into a methodology that promotes systematic learning (input produces output then becomes input) and systemic (there is a symbiotic relationship between the elements). The purpose of these systems is to create successful learning experiences and facilitate the transfer of learning (Zimnas, Kleftouris and Valkanos, 2009). Depending on the type of training that we produce, these models can be (Gustafson and Branch, 1997): those used in the classroom, where the learning activities and resources are selected by the teacher - depending on the philosophy that underpins the teaching activity, the student primarily acquires information from the teaching procedure, than those that consist of a training product for a specific context (useful in developing multimedia materials), focusing on pilot testing and review - in order to place the product in appropriate learning environment, which are widely used systems, designed and developed to a whole curricular experiences (courses or distance education programs). As an outcome of the work of a team, the instructional design must be learner -centered and on the performance the latter needs to achieve, and it is necessary to have well defined and consistent objectives according to the experience to which it addresses, the formulation of objectives should also reflect the environment where the student is expected to apply knowledge and skills acquired, and the results can be measured with available instruments (Gustafson and Branch, 1997, 2002 ). By knowing how the interaction between the elements of educational situations and a systematic and rigorous approach, this can increase the efficiency and effectiveness of training (Gustafson and Branch, 1997, 2002 ). Gagn? (1984 , as cited in Chen, 2007) states that a well-designed training stimulates cognitive structures during learning and it increases the success of learning.
DYNAMIC: HYBRID CASE-BASED RECOMMENDER SYSTEM FOR ASSIGNING EXAMINATION'S ROOMS TO SUPERVISORS
Authors: Ben messaoud Montassar
Published: February 2023

The examination is the pivotal axis around which the educational system evolves and the success or failure of that process is an indicator of the quality of education that we provide to our youth. The Higher Institute of Commercial Studies in Carthage (IHEC-Tunisia), which is a public higher educational institution well equipped with necessary modern facilities and academic experience, has opted to provide a personalized examination's rooms recommendation system in order to curb the malpractices that threaten the integrity of the examination process and enter a new era in which growing number of e-transparency systems will be employed. The goal of this work is to explore all aspects of the examination problem and employ an intelligent system that can be more accurate and provide better recommendations to the examination's supervisors. The adopted strategy is based on a Case-Based Reasoning (CBR) mechanism by analyzing user's behaviors. The main reason for the choice of this technique is that examination management focuses particularly on the use of experience. A system largely relying on old cases that contain supervisor's preferences, previously recorded conflicts and presence states will enable obtaining more convenient recommendations and avoid making conflicting assignments. The recommender system, which we named "Dynamic" software, is already finished and it has been successfully tested by the IHEC examination's office. The Dynamic software created a competitive advantage, increased the job satisfaction and also inspired other tunisian higher institutes to adopt and replicate its model for their own administrative needs.
QUALITATIVE ASPECTS REGARDING THE ASSESSMENT OF CORPORATE E-TRAINERS
Authors: Chircu Sorina
Published: February 2023

Marketing specialists are realizing the need to perfect themselves in using online marketing as a priority method to promote their businesses and an ever growing number of young people that are graduating a university wish to start their own business or market one and understand that having a good grasp of digital marketing and how to use it in promoting and selling the company's products and services is essential in succeeding. Although online marketing distinguishes itself as a priority in developing and maintaining a business nowadays, the training offer for digital marketing is very weak.
Digital Marketing Institute is a leader in Digital Marketing Education from Dublin, internationally accredited to deliver Digital Marketing training and e-training programs for corporations, also present in Romania since 2013.
The program is structured in 10 relevant modules (delivered through videos, webinars and interactive e-workshops): Introduction to Digital Marketing, Search Engine Optimization, Search Engine Marketing, Email marketing, Display Advertising, Social Media Marketing, Mobile Marketing, Web Analytics, Digital Marketing Campaign Planning and is delivered via the Moodle e-learning system. The modules are in video format, webinars and interactive e-workshops, presented by a trainer with expertise in their field. Chat sessions, forum discussions in the Moodle platform are regularly organized between trainers and participants in order to clarify any issues and give practical subject matter advice. The relevancy and utility of the information for attendants depends both on the curriculum as well as the human resources involved in delivering these modules.

The present paper aims to identify the way in which the human resources involved in delivering these modules (the online marketing e-trainers) produce new and real digital marketing competences in adults that either choose to convert professionally at the end of their career in a certain field or are young adults aspiring to be entrepreneurs and online marketers.

We are assessing the degree of satisfaction of participants in regards to how the e-trainers delivered, judging on criteria such as: Presentation skills, Involvement, Availability (for questions, discussions in the chats, forums and webinars), Professionalism and knowledge level in the field, the trainer's expertise in the field they are teaching.

As research methods we have used document analysis and the survey-based research. The target group is formed of 100 adults with ages 24-46. Data evaluation was realized with the help of IBM SPSS, the results having indicated an optimal degree of satisfaction regarding the trainers' delivery of this course and they are very useful for the future improvement of e-teaching methods.
ADVANTAGES AND DIFFICULTIES OF IMPLEMENTATION OF NEW INFORMATION TECHNOLOGIES IN EDUCATION
Authors: Gaitanaru Andrei
Published: February 2023

On the move towards a knowledge-based society professional training represents a decisive factor that requires a solid educational background. With the rise of teamwork, professional skills should be backed by personal skills such as objectivity, tolerance, sense of responsibility, communication skills, etc.. The key benefits of an educated society lie in its ability to choose the road to progress and prosperity.
The access to broadband Internet and the employment of modern technologies in schools resulted in significant changes in the education process. Thus, ICT-based training is changing the attitude towards learning of both students and teachers. The student becomes the center of the learning endeavor, his/her role is active because he/she builds his/her own knowledge and the teacher mediates knowledge completing his/her personal experience through eLearning platforms and educational software. This change in the education system aims to increase the efficiency of learning and communication skills and study. Achieving these objectives depends on the readiness of the teachers in the use of the modern means of learning, on the teaching style, on the number of students, on the interest, knowledge and students' skills, on the learning environment and type of software used, etc. The means of modern technology are naturally present in the daily life of students, and one for each family. It is therefore necessary and useful to employ most of these advanced means as early as possible in the learning process, starting from preschool, so the students become very familiar with the use of ICT for educational purposes.
DIGITAL LOGIC INTRODUCED IN A GRADUAL APPROACH
Authors: Pavaloiu Ionel bujorel , Stoica Dragos , Nedelcu Andreea , Petrescu Ionel , Dragoi George
Published: February 2023

We describe in this paper the best practice used at the Faculty of Engineering in Foreign Languages from the University POLITEHNICA of Bucharest for the introduction of digital logic to the students from the first year of study in the fields of Information Engineering and Applied Electronics, where the subjects are given in English and French. The particularities include the position of the subject in the first year and the wide-ranging backgrounds of the students, which come from a large number of countries.
Many disciplines in the computer science curriculum, like as digital design, computer organization and architecture, embedded systems, etc... contain hardware components. The support of the course includes laboratory and homework assignments concluded sometimes with moderate projects and comprises computer simulation or/and practical prototyping. While the laboratory practical prototyping covers usually simple designs using breadboards, when one chooses the simulation as support for a given subject, several decisions should be taken regarding the simulation paradigm, environment and pedagogical methodology.
The parameters that should be considered in the selection are on one side the cost and on the other side the learning curve, the insight and the satisfaction the student get in the laboratory. Taking these parameters into account, we chose a sequence of methodologies that help the students to learn digital logic and digital design in a gradual and enjoyable fashion. We start with circuits design and simulation in "Multimedia Logic", a free capture tool developed by Softronics. The next stage is the practice with "Java Breadboard", a free circuit simulator replicating the breadboard hardware development environment, created at the University of York. When the students are familiar with the breadboards and with the digital integrated circuits, they get to the hardware practice, making simple digital circuits on breadboard. Te next stage is to learn how to sold electronic components and how to make simple designs using perfboard.
E-LEARNING IN LEARNING: THE ANALYSIS OF THE POSDRU/87/1.3/S/63906&ACIRC;
Authors: Trif Victorita
Published: February 2023

Problem statement: In the academic year 2012 â
THE IMPACT OF DIGITAL EDUCATIONAL RESOURCES ON LEARNING MATHEMATICS
Authors: Unianu Ecaterina maria , Purcaru Monica ana paraschiva
Published: February 2023

Background: Learning has a different meaning since the beginning of the digital era. This is the main reason for which a large part of pedagogy has been adapted to new educational policies, practices, teaching and learning strategies and evaluation. The digital era allows a changed approach regarding learning environment, learning strategies and learning resources. This change is even better seen on distance learning educational systems where e-learning platform is the most important digital educational resource. This platform offers answers for many questions regarding the learning objectives, learning strategies, exchange of information, communication between teachers and students and a good learning network.

Purpose of study: The main purpose of our study is to identify the role and importance of e-learning platform for students from distance educational programs. We tried to identify student's perception on strengths and limits of this platform in order to improve it. We also want to identify the relation between this perception and student's motivation for learning.
Methodology: In our study we had two main categories of instruments: a questionnaire regarding student's perception on the role of e-learning platform in learning Algebra and Geometry, and the Didactics of Mathematics. The second instrument was a SWOT analysis made by students from distance learning educational programs. This research was made with 70 students of Pedagogy for Preschool and Primary Education. The third instrument is a questionnaire regarding student's motivation for learning.
Results and discussion: This study revealed the fact that e-learning platform has many benefits regarding communication both with the teacher and their colleagues, an immediate answer and feedback on homework, educational resources (suggestions of web sites for additional learning, courses, Algebra and Geometry problems, e-books, educational strategies for teaching Mathematics to preschool or primary school pupils, lesson plans for teaching Mathematics, evaluations tests and so on). But this platform has also limits: the students need a face to face feedback sometimes, especially when it comes for problem resolving, interactive teaching regarding elaboration of a graphic image or graphic representations.
Conclusions: This research revealed the necessity of a better understanding and knowing of the role of e-learning platform among students. It also revealed better ways to adapt e-learning teaching strategies in order to improve student's learning.
NEUTROSOPHIC APPROACHES IN E-LEARNING ASSESSMENT
Authors: Albeanu Grigore , Vlada Marin
Published: February 2023

Due to the large number of variables necessary to evaluate the e-learning and their imprecision or uncertainty aspects, a new approach based on neutrosophy [4] can provide a better interpretation of the assessment results.

The following classes of variables will be modelled by neutrosophic entities (sets, numbers, logics, probabilities, statistics): learner variables - including learner attitude and motivation, learning environment variables - including real, augmented or virtual environments, contextual variables - including informal, formal, or adult education, technology variables - including classic and new paradigms like mobile, and cloud/fog environments, and pedagogic variables - including methodologies, examination, and certification.

Every variable is defined under both crisp and neutrosophic views. E-learning metrics are reviewed and extended to support neutrosophic computing models using [1]. Finally, considerations on implementing an automated tool for e-assessment of e-learning under classic and neutrosophic approaches are presented.

The work uses the Smarandache's development on neutrosophy [4], neutrosophic computing models [1], e-learning metrics and assessment procedures available in literature [5] or developed by authors [2, 3].

References:
1. G. Albeanu, Neutrosophic computational models, Analele Universitatii Spiru Haret, Seria Matematica-Informatica, 2(2013).
2. G. Albeanu, e-Learning metrics, Proceedings of ICVL, 2007: http://www.cniv.ro/2007/disc2/icvl/documente/pdf/invited/invited2.pdf
3. G. Albeanu, Quality indicators and metrics for capability and maturity in e_learning, http://adlunap.ro/eLSE_publications/papers/2007/lucrare_21.pdf
4. F. Smarandache, Neutrosophy, http://www.gallup.unm.edu/~smarandache/neutrosophy.htm
5. Graham Attwell (ed.), Evaluating E-Learning: A Guide to the Evaluation of E-Learning, Evaluate Europe Handbook Series Volume 2, Leonardo da Vinci Programme, 2006.
ONLINE LEARNING, A SOLUTION FOR HUMAN RESOURCE DEVELOPMENT IN ORGANIZATIONS
Authors: Andronie Irina elena , Andronie Mihai
Published: February 2023

The goal for managers is to create responsive, robust and resilient organizations in a turbulent era when the society is constantly changing. This can only be achieved by attracting and training qualified employees who are concerned about performance at both organizational and personal level.
The first part of the paper provides a model of the type of learning required for the professional development of employees that leads to performance in organizations and describes the educational trends of human resources development.
One of the biggest challenges for managers has proven to be the ability to develop their subordinates. Research shows that these skills can be improved by following an effective professional development program that takes into account the employee's needs and is transparent in establishing the criteria and objectives.
The chosen training program must take into account what skills need to be improved, the costs of each method, the time of learning and the employee's motivation.
In this context, a new technology emerging in education is represented by the online learning platforms that offer flexibility of the learning opportunities and a number of different skills that can be improved at a relatively low cost. There were identified numerous free online learning sources, some dedicated, some in the form of information collections that can be used in educational processes.
The platforms for online study have characteristics that facilitate the access to information and the online navigation through the course content. They offer search facilities and help the students choose the study fields by domain of interest. They also offer facilities like initial information about courses, multilingual presentations and do not require expensive resources from the computers from which the courses are accessed.
The paper also aims to identify future development directions regarding the training of employees in institutions for achieving superior performance.
THE ROLE AND IMPORTANCE OF THE INSTRUCTOR IN ACHIEVING LEARNING OBJECTIVES USING SIMULATION TECHNIQUES IN STUDENT CENTERED EDUCATION
Authors: Lupu Sergiu , Toma Alecu , Serban Sergiu , Pocora Andrei
Published: February 2023

In the educational process, the simulator is a means by which a number of specialty learning objectives can be achieved. In the naval domain, the maritime simulators are used in the learning process because the virtual environment can simulate unusual naval situations and also for economic reasons.
Since 2009, ,,Mircea cel B?tr?n" Naval Academy (MBNA) has aligned to the requirements of the Standard of Training, Certification and Watch-keeping for Seafarers (STCW) that states the fact that naval universities must develop competences of initial operational level for undergraduate students, managerial level for master students and professional improvement for seagoing personnel. The MBNA uses a top notch "Integrated simulator for driving of watercraft" that meets the Standard Certification No. 2.14 for Maritime Simulator Systems, adopted in January 2011 and is a Class A (NAV) full mission simulator
In order to acquire the necessary skills for the integration to the labor market, in accordance with the European Union Directives, the student centered education principle and ,,learn to practice - practice to learn" principle are respected. The maritime simulators integrates modern equipments that manage to provide virtual training in terms of gaining onboard standard routine for seafarers and to improve the safety in exploiting of the merchant vessels and navy ships.
The simulator instructors have an important role in developing the competences of students. The simulator instructors must meet the professional competences acording to the Standard for Certification No. 3.323 and 3.324 (October 2009). Quality training of students depend on the capabilities of the maritime simulator and especially to the competences of the simulator instructors.
The simulator instructor is the person that creates training scenarios on the simulator, establishes the learning objectives to be acquired, the minimal requirements and the assessment criteria.
This paper aims to present the rules and methods of the simulator instructors from MBNA in the process of developing abilities and functional-acting competences, stated as standards in STCW.