The central research question was: Why do Chinese students want to study in the United States? The participants were 20 Chinese students who studied in the U.S. Ten interview questions were used and data were processed in NVivo 10. Five major themes emerged from this study: (a) American culture benefits foreign perceptions of education in the U.S.; (b) increased personal wealth increases demands for educational freedom; (c) Chinese test performance does not indicate education quality; (d) Chinese culture clashes with students’ desire for self-actualization; and (e) an education in the U.S. is considered an immigration stepping stone.
This chapter reports on the results of a study that explored doctoral learners' perceptions of social presence in online dissertation courses. Seven doctoral graduates were interviewed to understand how social presence functions in online dissertation courses, whether social presence influences their dissertation completion, and how technological tools help improve social presence in the dissertation courses. The results of this study indicate that social presence plays an important role in online dissertation courses. Students' course satisfaction and learning outcome were associated with the degree of social presence. The use of emoticons, emails, and phone calls in online dissertation courses increased students' sense of social presence. Students were more satisfied with instructors who interacted with them frequently and who provided detailed and constructive feedback in a timely manner. Recommendations for further research are included.
The birth of the Internet in 1969 has changed people's lives immensely in the past 48 years. Over the years, this invention has brought people connection, information, communication, business, entertainment, and so forth; however, researchers have found the impact of the Internet's byproduct, namely Internet addiction, in the past two decades as well. It was argued that Internet addiction might be detrimental to people's mental and physical health. The problem is that Internet addiction is not clearly defined, nor has it been included in Diagnostic and Statistical Manual for Mental Disorders (DSM-5) by American Psychiatric Association. If the definition is not clear and the symptoms are varied, the treatment for Internet addiction would become an issue. In this chapter, the researcher will focus on different approaches to the treatment of Internet addiction based on research after reviewing the definitions, theories, causes, consequences, and symptoms of Internet addiction.
Artificial intelligence (AI) is ubiquitous in our lives and is progressing at an accelerated rate in the past 60 years. AI application is diverse and AI technology continues to grow. It enables a machine to think like human beings and has opened a new horizon for industries, businesses, transportation, hospitals, and schools. How is AI applied to educational settings? How will the emergence of AI technology assist teachers' teaching and improve students' learning? Will the implementation of AI technology in education replace schoolteachers? What would be the ethical concerns of AI technology? What role do teachers play with AI in education? The purpose of this chapter is to explore the roles that teachers play in the innovation and evolution of AI and to seek approaches teachers should take in coping with AI technology. Issues and problems of teaching with AI will be discussed; solutions will be recommended.
Since IBM released the Simon Personal Communicator in 1992, smartphones have brought modernization, convenience, communication, and revolution to human society. The smartphone has become inextricable from human beings due to its fantastic features and marvelous functions. With innumerable benefits, people are addicted to smartphones without knowing it. Many researchers have examined smartphone addiction, specifically the definitions, symptoms, criteria, risk factors, and consequences of smartphone addiction in the past decades; however, the intervention strategies and the effects of intervention for smartphone addiction are scant. More research is needed to help smartphone addicts and to avoid smartphone addiction in the long run. The purpose of this chapter is to provide an overview of the definitions, symptoms, criteria, reasons, and consequences for smartphone addiction as well as to explore intervention strategies for preventing smartphone addiction. Hopefully, this chapter will contribute to digital addiction a bit and help prevent smartphone addiction.
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