The Technology Acceptance Model in the Collaborative Learning of Web 2.0, Web 3.0 and Web 4.0: Higher Education Case Study

Chisag, Juan Carlos Chancúsig; Díaz, Norma Carmen Gálvez; Calderón, Félix Mauricio Murillo; Gamboa-Cruzado, Javier; Pisuña, Freddy Eduardo Quinchimbla; Carate, Mirian Dorila Iza; Baylón, Alfonso Romero; Ortiz, Olga Lorena González

doi:10.37394/232015.2020.16.70

Cited by 5 publications

(2 citation statements)

References 7 publications

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“…Web 2.0 technologies allow users to interact in real time and actively participate in the topic under discussion (Chisag et al, 2020). Social media platforms have evolved from simple communication tools to interactive resource-sharing tools based on the principles of "using collective intelligence" and "trusting users as co-developers" (Williams, 2020, p. 139).…”

Section: Literature Reviewmentioning

confidence: 99%

Web 2.0 Technologies in Times of Pandemic COVID-19

Gavronskaya,

Gura,

Minakhmetova

et al. 2024

International Journal of Distance Education Technologies

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This study substantiates the feasibility of implementing Web 2.0 services in practical educational activities and classifies the main types of Web 2.0 services adaptive to educational goals. A survey of 58 teachers from the First Moscow State Medical University, Kuban State Technological University, the Herzen State Pedagogical University of Russia, and Yelabuga Institute of Kazan (Volga Region) Federal University was conducted; their pedagogical experiences interacting with Web 2.0 services were considered in order to provide effective technological support for educational interactions in the context of distance learning in the era of COVID-19. The survey results showed that the most popular Web 2.0 services teachers use in distance learning include social networking services and virtual meeting and conference services. The study confirmed that using Web 2.0 services in educational processes can ensure high-quality digital pedagogy.

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Section: Literature Reviewmentioning

confidence: 99%

Web 2.0 Technologies in Times of Pandemic COVID-19

Gavronskaya,

Gura,

Minakhmetova

et al. 2024

International Journal of Distance Education Technologies

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“…How can new and traditional teaching methodologies work together in the 21st-century education system to develop skills that make young professionals succeed in the workforce? [6,7].…”

Section: Introductionmentioning

confidence: 99%

Challenging Examples of the Wise Use of Computer Tools for the Sustainability of Knowledge and Developing Active and Innovative Methods in STEAM and Mathematics Education

et al. 2022

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The rapid changes in information and communication technology (ICT), the increasing availability of processing power, and the complexity of mathematical software demand a radical re-thinking of science, technology, engineering, arts, and mathematics (STEAM), as well as mathematics education. In the transition to technology-based classrooms, the constant use of educational software is a requirement for sustainable STEAM and mathematics education. This software supports a collaborative and actionable learning environment, develops 21st-century skills, and promotes the adoption of active and innovative methodologies. This paper focuses on learning and teaching mathematics and analyzes the role and utility of ICT tools in education as computer algebra systems (CAS) and dynamic geometry systems (DGS) in implementing active and innovative teaching methodologies related to sustainable STEAM education. Likewise, it highlights the necessity for learners to have extensive knowledge of mathematical theory, an essential asset to ensure the reliable and effective use of mathematical software. Through a practical experiment, this study aims to highlight that a mixed teaching method can significantly improve the sustainability of math knowledge. It provides various solid examples of CAS and DGS applications to emphasize its usage rooted in a mathematical background to enable learners to identify when the computer solution is unreliable. The study highlights that the proper use of CAS and DGS is an efficient method of deepening our understanding of mathematical notions and solving tasks in STEAM subjects and real-life applications. This paper’s goal is to direct our attention to the proper and intelligent use of computer tools, especially symbolic calculators, such as CAS and DGS, without providing an in-depth analysis of the challenges of these technologies. The outcomes of the paper should offer educators and learners new elements of active strategies and innovative learning models that can be immediately applied in education.

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Analysing Lesbian, Gay, Bisexual, Transgender and Queer or Questioning (LQBTQ) Cyberbullying Using Unsupervised Associative Approach Text Analytics Technique

Patacsil

Parrone

Tablatin

et al. 2021

Wseas Transactions on Environment and Development

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Cyberbullying has become one of the major threats in our society today due to the massive damage that it can cause not only in the cyber world and the internet-based business but also in the lives of many people. The sole purpose of cyberbullying is to hurt and humiliate someone by posting and sending threats online. However, recognition of cyberbullying has proved to be a hard and challenging task for information technologists. The main objective of this study is to analyze and decode the ambiguity of human language used in cyberbullying Lesbian, Gay, Bisexual, Transgender and Queer or Questioning (LGBTQ) victims and detect patterns and trends from the results to produce meaning and knowledge. This study will utilize an unsupervised associative approach text analysis technique that will be used to extract the relevant information from the unstructured text of cyberbullying messages. Furthermore, cyberbullying incidence patterns will be analyzed based on recognizing relationships and meaning between cyberbullying keywords with other words to generate knowledge discovery. “Fuck” and “Shit” account almost half of all cyberbullying words and appear more that 75 % in the dataset as the most frequently used words. Further, the terms “shit”+“hate”+ “fuck” with a positive lift value and “shit”+ “stupid” positive obtained the highest chance of togetherness / chance of utilizing both of these words to cyber bully. The combination of words / word patterns was considered abusive swearing is always considered rude when it is used to intimidate or humiliate someone. The output and results of this study will contribute to formulating future intervention to combat cyberbullying. Furthermore, the results can be utilized as a model in the development of a cyberbullying detection application based on the text relations / associations of words in the comments, replies, blog discussion and discussion groups across the social networks.

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The Technology Acceptance Model in the Collaborative Learning of Web 2.0, Web 3.0 and Web 4.0: Higher Education Case Study

Cited by 5 publications

References 7 publications

Web 2.0 Technologies in Times of Pandemic COVID-19

Web 2.0 Technologies in Times of Pandemic COVID-19

Challenging Examples of the Wise Use of Computer Tools for the Sustainability of Knowledge and Developing Active and Innovative Methods in STEAM and Mathematics Education

Analysing Lesbian, Gay, Bisexual, Transgender and Queer or Questioning (LQBTQ) Cyberbullying Using Unsupervised Associative Approach Text Analytics Technique

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