487,288 research outputs found
Sustainable Higher Education Development through Technology Enhanced Learning
[EN] Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TELÂżs specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competencyÂżs development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.This research was co-funded by the European Commission through the Erasmus+ KA2 project "Promoting Excellence in Teaching and Learning in Azerbaijani Universities (PETRA)" project number 573630-EPP-1-2016-1-ES-EPPKA2-CBHE-JP.Orozco-Messana, J.; MartĂnez-Rubio, J.; GonzĂĄlvez-Pons, AM. (2020). Sustainable Higher Education Development through Technology Enhanced Learning. Sustainability. 12(9):1-13. https://doi.org/10.3390/su12093600S113129Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238-256. doi:10.1016/j.chb.2015.11.036Becker, H. J., & Ravitz, J. (1999). The Influence of Computer and Internet Use on Teachersâ Pedagogical Practices and Perceptions. Journal of Research on Computing in Education, 31(4), 356-384. doi:10.1080/08886504.1999.10782260Mumford, S., & DikilitaĆ, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144, 103706. doi:10.1016/j.compedu.2019.103706Lee, D., Watson, S. L., & Watson, W. R. (2020). The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 23-39. doi:10.19173/irrodl.v20i5.4389Passey, D. (2019). Technologyâenhanced learning: Rethinking the term, the concept and its theoretical background. British Journal of Educational Technology, 50(3), 972-986. doi:10.1111/bjet.12783Lai, Y.-C., & Peng, L.-H. (2019). Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education. Sustainability, 12(1), 28. doi:10.3390/su12010028Lee, S., Lee, H., & Kim, T. (2018). A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning. Sustainability, 10(3), 850. doi:10.3390/su10030850âContinuous Improvement in Teaching Strategies through Lean Principlesâ. Teaching & Learning Symposium, University of Southern Indiana http://hdl.handle.net/20.500.12419/455The DeLone and McLean Model of Information Systems Success: A Ten-Year Update. (2003). Journal of Management Information Systems, 19(4), 9-30. doi:10.1080/07421222.2003.11045748Goodman, J., Melkers, J., & Pallais, A. (2019). Can Online Delivery Increase Access to Education? Journal of Labor Economics, 37(1), 1-34. doi:10.1086/698895Alexander, J., Barcellona, M., McLachlan, S., & Sackley, C. (2019). Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom. Research in Learning Technology, 27(0). doi:10.25304/rlt.v27.2073How Can Adaptive Platforms Improve Student Learning Outcomes? A Case Study of Open Educational Resources and Adaptive Learning Platforms https://ssrn.com/abstract=3478134Sun, A., & Chen, X. (2016). Online Education and Its Effective Practice: A Research Review. Journal of Information Technology Education: Research, 15, 157-190. doi:10.28945/3502EU Commission https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_enEssence Project https://husite.nl/essence/Orozco-Messana, J., de la Poza-Plaza, E., & Calabuig-Moreno, R. (2020). Experiences in Transdisciplinary Education for the Sustainable Development of the Built Environment, the ISAlab Workshop. Sustainability, 12(3), 1143. doi:10.3390/su12031143Kurilovas, E., & Kubilinskiene, S. (2020). Lithuanian case study on evaluating suitability, acceptance and use of IT tools by students â An example of applying Technology Enhanced Learning Research methods in Higher Education. Computers in Human Behavior, 107, 106274. doi:10.1016/j.chb.2020.10627
Factors Affecting Teacher Readiness for Online Learning (TROL) in Early Childhood Education: TISE and TPACK
This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE).
Keywords: TROL, TPACK, TISE, Early Childhood Education
References:
Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134â143.
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1â13. https://doi.org/10.1080/10494820.2020.1813180
Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45â51. https://doi.org/10.33902/JPSP.2020261309
Alqurashi, E. (2016). Self-Efficacy in Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45â52. https://doi.org/10.19030/cier.v9i1.9549
Amir, H. (2016). Korelasi Pengaruh Faktor Efikasi Diri Dan Manajemen Diri Terhadap Motivasi Berprestasi Pada Mahasiswa Pendidikan Kimia Unversitas Bengkulu. Manajer Pendidikan, 10(4).
Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press.
Anggraeni, N., Ridlo, S., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305â311. https://doi.org/10.15294/jbe.v7i3.26021
Ariani, D. N. (2015). Hubungan antara Technological Pedagogical Content Knowledge dengan Technology Integration Self Efficacy Guru Matematika di Sekolah Dasar. Muallimuna: Jurnal Madrasah Ibtidaiyah, 1(1), 79â91.
Birisci, S., & Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. Contemporary Educational Technology, 10(1). https://doi.org/10.30935/cet.512537
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-freih, M., Pete, J., Olcott, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V, Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., CoĂ«tlogon, P. De, ⊠Paskevicius, M. (2020). UVicSPACE: Research & Learning Repository Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1â126.
Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28â35. https://doi.org/10.1016/j.iheduc.2018.04.004
Butnaru, G. I., NiÈÄ, V., Anichiti, A., & BrĂźnzÄ, G. (2021). The effectiveness of online education during covid 19 pandemicâA comparative analysis between the perceptions of academic students and high school students from romania. Sustainability (Switzerland), 13(9). https://doi.org/10.3390/su13095311
Carliner, S. (2003). Modeling information for three-dimensional space: Lessons learned from museum exhibit design. Technical Communication, 50(4), 554â570.
Cengiz, C. (2015). The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411â422. https://doi.org/10.1080/1359866X.2014.932332
Chou, P., & Ph, D. (2012). Effect of Students â Self -Directed Learning Abilities on Online Learning Outcomes: Two Exploratory Experiments in Electronic Engineering Department of Education. 2(6), 172â179.
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Burton, R., Glowatz, M., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countriesâ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.7
Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95. https://doi.org/10.26522/brocked.v30i1.851
Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the Profiles and Interplays of Pre-service and In-service Teachersâ Technological Pedagogical Content Knowledge (TPACK) in China. International Forum of Educational Technology & Society, 18(1), 158â169.
Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586â595. https://doi.org/10.1080/02607476.2020.1799708
Elas, N. I. B., Majid, F. B. A., & Narasuman, S. A. (2019). Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability. International Journal of Emerging Technologies in Learning (IJET), 14(20), 18. https://doi.org/10.3991/ijet.v14i20.11456
Ghozali, I. (2011). Aplikasi multivariate dengan program IBM SPSS 19. Badan Penerbit Universitas Diponegoro.
Giles, R. M., & Kent, A. M. (2016). An Investigation of Preservice Teachers â Self-Efficacy for Teaching with Technology. 1(1), 32â40. https://doi.org/10.20849/aes.v1i1.19
Gil-flores, J., & RodrĂguez-santero, J. (2017). Computers in Human Behavior Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441â449. https://doi.org/10.1016/j.chb.2016.11.057
Habibi, A., Yusop, F. D., & Razak, R. A. (2019). The role of TPACK in affecting pre-service language teachersâ ICT integration during teaching practices: Indonesian context. Education and Information Technologies. https://doi.org/10.1007/s10639-019-10040-2
Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211â229. https://doi.org/10.1080/15391523.2011.10782570
Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachersâ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(JUN), 1â8. https://doi.org/10.3389/fpsyg.2018.00935
Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120â133. https://doi.org/10.1016/j.compedu.2015.11.012
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080â1090. https://doi.org/10.1016/j.compedu.2010.05.004
Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachersâ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48â59. https://doi.org/10.15294/jpii.v10i1.26499
Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve EÄitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1â13. https://doi.org/10.7827/TurkishStudies.44336
Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792â1797. https://doi.org/10.12738/estp.2013.3.1580
Keser, H., KaraoÄlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193â1207. https://doi.org/10.17051/io.2015.65067
Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145â158. https://doi.org/10.1007/s13158-020-00272-6
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13â19. https://doi.org/10.1177/002205741319300303
Lee, Y., & Lee, J. (2014). Enhancing pre-service teachersâ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121â128. https://doi.org/10.1016/j.compedu.2014.01.001
Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71â90. https://doi.org/10.46827/ejoe.v5i2.3321
Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76â78. https://doi.org/10.1080/21532974.2019.1588611
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course âforcedâ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609â611. https://doi.org/10.1080/02607476.2020.1755205
Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490
Murtaza, G., Mahmood, K., & Fatima, N. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students The Journal of Academic Librarianship Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346
Mustika, M., & Sapriya. (2019). Kesiapan Guru IPS dalam E-learning Berdasarkan: Survei melalui Pendekatan TPACK. 32â35. https://doi.org/10.1145/3306500.3306566
Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44(3), 299â317. https://doi.org/10.2190/EC.44.3.c
Oketch, & Otchieng, H. (2013). University of Nairobi, H. A. (2013). E-Learning Readiness Assessment Model in Kenyasâ Higher Education Institutions: A Case Study of University of Nairobi by: Oketch, Hada Achieng a Research Project Submitted in Partial Fulfillment of the Requirement of M. October.
Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241â263. https://doi.org/10.1007/s10639-013-9278-4
Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers and Education, 50(3), 1084â1091. https://doi.org/10.1016/j.compedu.2006.10.006
Putro, S. T., Widyastuti, M., & Hastuti, H. (2020). Problematika Pembelajaran di Era Pandemi COVID-19 Stud Kasus: Indonesia, Filipina, Nigeria, Ethiopia, Finlandia, dan Jerman. Geomedia Majalah Ilmiah Dan Informasi Kegeografian, 18(2), 50â64.
Qudsiya, R., Widiyaningrum, P., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305â311. https://doi.org/10.15294/jbe.v7i3.26021
Reflianto, & Syamsuar. (2018). Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Revolusi Industri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1â13.
Reski, A., & Sari, K. (2020). Analisis Kemampuan TPACK Guru Fisika Se-Distrik Merauke. Jurnla Kreatif Online, 8(1), 1â8.
Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education, 14.
Santika, V., Indriayu, M., & Sangka, K. B. (2021). Profil TPACK Guru Ekonomi di Indonesia sebagai Pendekatan Integrasi TIK selama Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. Duconomics Sci-Meet (Education & Economics Science Meet), 1, 356â369. https://doi.org/10.37010/duconomics.v1.5470
Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachersâ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7). https://doi.org/10.14742/ajet.800
Senthilkumar, Sivapragasam, & Senthamaraikannan. (2014). Role of ICT in Teaching Biology. International Journal of Research, 1(9), 780â788.
Setiaji, B., & Dinata, P. A. C. (2020). Analisis kesiapan mahasiswa jurusan pendidikan fisika menggunakan e-learning dalam situasi pandemi Covid-19 Analysis of e-learning readiness on physics education students during Covid-19 pandemic. 6(1), 59â70.
Siagian, H. S., Ritonga, T., & Lubis, R. (2021). Analisis Kesiapan Belajar Daring Siswa Kelas Vii Pada Masa Pandemi Covid-19 Di Desa Simpang. JURNAL MathEdu (Mathematic Education Journal), 4(2), 194â201.
Sintawati, M., & Indriani, F. (2019). Pentingnya Technological Pedagogical Content Knowledge (TPACK) Guru di Era Revolusi Industri 4.0. Seminar Nasional Pagelaran Pendidikan Dasar Nasional (PPDN), 1(1), 417â422.
Sojanah, J., Suwatno, Kodri, & Machmud, A. (2021). Factors affecting teachersâ technological pedagogical and content knowledge (A survey on economics teacher knowledge). Cakrawala Pendidikan, 40(1), 1â16. https://doi.org/10.21831/cp.v40i1.31035
Subhan, M. (2020). Analisis Penerapan Technological Pedagogical Content Knowledge Pada Proses Pembelajaran Kurikulum 2013 di Kelas V. International Journal of Technology Vocational Education and Training, 1(2), 174â179.
Sum, T. A., & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal ObsesiâŻ: Jurnal Pendidikan Anak Usia Dini, 4(2), 543. https://doi.org/10.31004/obsesi.v4i2.287
Suryawati, E., Firdaus, L. N., & Yosua, H. (2014). Analisis keterampilan technological pedagogical content knowledge (TPCK) guru biologi SMA negeri kota Pekanbaru. Jurnal Biogenesis, 11(1), 67-72.
Suyamto, J., Masykuri, M., & Sarwanto, S. (2020). Analisis Kemampuan Tpack (Technolgical, Pedagogical, and Content, Knowledge) Guru Biologi Sma Dalam Menyusun Perangkat Pembelajaran Materi Sistem Peredaran Darah. INKUIRI: Jurnal Pendidikan IPA, 9(1), 46. https://doi.org/10.20961/inkuiri.v9i1.41381
Tiara, D. R., & Pratiwi, E. (2020). Pentingnya Mengukur Kesiapan Guru Sebagai Dasar Pembelajaran Daring. Jurnal Golden Age, 04(2), 362â368.
Trionanda, S. (2021). Analisis kesiapan dan pelaksanaan pembelajaran matematika jarak jauh berdasarkan profil TPACK di SD Katolik Tanjungpinang tahun ajaran 2020 / 2021. In Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika, 6, 69â76.
Tsai, C.-C., & Chai, C. S. (2012). The âthirdâ-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6). https://doi.org/10.14742/ajet.810
Wahyuni, F. T. (2019). Hubungan Antara Technological Pedagogical Content Knowledge (Tpack) Dengan Technology Integration Self Efficacy (Tise) Guru Matematika Di Madrasah Ibtidaiyah. Jurnal Pendidikan Matematika (Kudus), 2(2), 109â122. https://doi.org/10.21043/jpm.v2i2.6358
Wang, L., Ertmer, P. A., & Newby, T. J. (2014). Journal of Research on Technology in Education Increasing Preservice Teachersâ Self-Efficacy Beliefs for Technology Integration. Journal of Research on Technology in Education, 36(3), 37â41. https://doi.org/10.1080/15391523.2004.10782414
Warden, C. A., Yi-Shun, W., Stanworth, J. O., & Chen, J. F. (2020). Millennialsâ technology readiness and self-efficacy in online classes. Innovations in Education and Teaching International, 00(00), 1â11. https://doi.org/10.1080/14703297.2020.1798269
Widarjono, A. (2015). Analisis Multivariat Terapan edisi kedua. UPP STIM YKPN.
Wiresti, R. D. (2021). Analisis Dampak Work from Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 641653. https://doi.org/10.31004/obsesi.v5i1.563
Yildiz Durak, H. (2019). Modeling of relations between K-12 teachersâ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 1â27. https://doi.org/10.1080/10494820.2019.1619591
Yudha, F., Aziz, A., & Tohir, M. (2021). Pendampingan Siswa Terdampak Covid-19 Melalui Media Animasi Sebagai Inovasi Pembelajaran Online. JMM (Jurnal Masyarakat Mandiri), 5(3), 964â978.
YurdugĂŒl, H., & Demir, Ă. (2017). An investigation of Pre-service Teachersâ Readiness for E-learning at Undergraduate Level Teacher Training Programs: The Case of Hacettepe University. The Case of Hacettepe University.
 
Partial Correctness of a Power Algorithm
This work continues a formal verification of algorithms written in terms of simple-named complex-valued nominative data [6],[8],[15],[11],[12],[13]. In this paper we present a formalization in the Mizar system [3],[1] of the partial correctness of the algorithm: i := val.1 j := val.2 b := val.3 n := val.4 s := val.5 while (i n) i := i + j s := s * b return s computing the natural n power of given complex number b, where variables i, b, n, s are located as values of a V-valued Function, loc, as: loc/.1 = i, loc/.3 = b, loc/.4 = n and loc/.5 = s, and the constant 1 is located in the location loc/.2 = j (set V represents simple names of considered nominative data [17]).The validity of the algorithm is presented in terms of semantic Floyd-Hoare triples over such data [9]. Proofs of the correctness are based on an inference system for an extended Floyd-Hoare logic [2],[4] with partial pre- and post-conditions [14],[16],[7],[5].Institute of Informatics, University of BiaĆystok, PolandGrzegorz Bancerek, CzesĆaw ByliĆski, Adam Grabowski, Artur KorniĆowicz, Roman Matuszewski, Adam Naumowicz, and Karol PÄ
k. The role of the Mizar Mathematical Library for interactive proof development in Mizar. Journal of Automated Reasoning, 61(1):9â32, 2018. doi:10.1007/s10817-017-9440-6.R.W. Floyd. Assigning meanings to programs. Mathematical aspects of computer science, 19(19â32), 1967.Adam Grabowski, Artur KorniĆowicz, and Adam Naumowicz. Four decades of Mizar. Journal of Automated Reasoning, 55(3):191â198, 2015. doi:10.1007/s10817-015-9345-1.C.A.R. Hoare. An axiomatic basis for computer programming. Commun. ACM, 12(10): 576â580, 1969.Ievgen Ivanov and Mykola Nikitchenko. On the sequence rule for the Floyd-Hoare logic with partial pre- and post-conditions. In Proceedings of the 14th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer. Volume II: Workshops, Kyiv, Ukraine, May 14â17, 2018, volume 2104 of CEUR Workshop Proceedings, pages 716â724, 2018.Ievgen Ivanov, Mykola Nikitchenko, Andrii Kryvolap, and Artur KorniĆowicz. Simple-named complex-valued nominative data â definition and basic operations. Formalized Mathematics, 25(3):205â216, 2017. doi:10.1515/forma-2017-0020.Ievgen Ivanov, Artur KorniĆowicz, and Mykola Nikitchenko. Implementation of the composition-nominative approach to program formalization in Mizar. The Computer Science Journal of Moldova, 26(1):59â76, 2018.Ievgen Ivanov, Artur KorniĆowicz, and Mykola Nikitchenko. On an algorithmic algebra over simple-named complex-valued nominative data. Formalized Mathematics, 26(2):149â158, 2018. doi:10.2478/forma-2018-0012.Ievgen Ivanov, Artur KorniĆowicz, and Mykola Nikitchenko. An inference system of an extension of Floyd-Hoare logic for partial predicates. Formalized Mathematics, 26(2): 159â164, 2018. doi:10.2478/forma-2018-0013.Ievgen Ivanov, Artur KorniĆowicz, and Mykola Nikitchenko. Partial correctness of GCD algorithm. Formalized Mathematics, 26(2):165â173, 2018. doi:10.2478/forma-2018-0014.Ievgen Ivanov, Artur KorniĆowicz, and Mykola Nikitchenko. On algebras of algorithms and specifications over uninterpreted data. Formalized Mathematics, 26(2):141â147, 2018. doi:10.2478/forma-2018-0011.Artur Kornilowicz, Andrii Kryvolap, Mykola Nikitchenko, and Ievgen Ivanov. Formalization of the algebra of nominative data in Mizar. In Maria Ganzha, Leszek A. Maciaszek, and Marcin Paprzycki, editors, Proceedings of the 2017 Federated Conference on Computer Science and Information Systems, FedCSIS 2017, Prague, Czech Republic, September 3â6, 2017., pages 237â244, 2017. ISBN 978-83-946253-7-5. doi:10.15439/2017F301.Artur Kornilowicz, Andrii Kryvolap, Mykola Nikitchenko, and Ievgen Ivanov. Formalization of the nominative algorithmic algebra in Mizar. In Leszek Borzemski, Jerzy ĆwiÄ
tek, and Zofia Wilimowska, editors, Information Systems Architecture and Technology: Proceedings of 38th International Conference on Information Systems Architecture and Technology â ISAT 2017 â Part II, Szklarska PorÄba, Poland, September 17â19, 2017, volume 656 of Advances in Intelligent Systems and Computing, pages 176â186. Springer, 2017. ISBN 978-3-319-67228-1. doi:10.1007/978-3-319-67229-8_16.Artur KorniĆowicz, Andrii Kryvolap, Mykola Nikitchenko, and Ievgen Ivanov. An approach to formalization of an extension of Floyd-Hoare logic. In Vadim Ermolayev, Nick Bassiliades, Hans-Georg Fill, Vitaliy Yakovyna, Heinrich C. Mayr, Vyacheslav Kharchenko, Vladimir Peschanenko, Mariya Shyshkina, Mykola Nikitchenko, and Aleksander Spivakovsky, editors, Proceedings of the 13th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer, Kyiv, Ukraine, May 15â18, 2017, volume 1844 of CEUR Workshop Proceedings, pages 504â523. CEUR-WS.org, 2017.Artur KorniĆowicz, Ievgen Ivanov, and Mykola Nikitchenko. Kleene algebra of partial predicates. Formalized Mathematics, 26(1):11â20, 2018. doi:10.2478/forma-2018-0002.Andrii Kryvolap, Mykola Nikitchenko, and Wolfgang Schreiner. Extending Floyd-Hoare logic for partial pre- and postconditions. In Vadim Ermolayev, Heinrich C. Mayr, Mykola Nikitchenko, Aleksander Spivakovsky, and Grygoriy Zholtkevych, editors, Information and Communication Technologies in Education, Research, and Industrial Applications: 9th International Conference, ICTERI 2013, Kherson, Ukraine, June 19â22, 2013, Revised Selected Papers, pages 355â378. Springer International Publishing, 2013. ISBN 978-3-319-03998-5. doi:10.1007/978-3-319-03998-5_18.Volodymyr G. Skobelev, Mykola Nikitchenko, and Ievgen Ivanov. On algebraic properties of nominative data and functions. In Vadim Ermolayev, Heinrich C. Mayr, Mykola Nikitchenko, Aleksander Spivakovsky, and Grygoriy Zholtkevych, editors, Information and Communication Technologies in Education, Research, and Industrial Applications â 10th International Conference, ICTERI 2014, Kherson, Ukraine, June 9â12, 2014, Revised Selected Papers, volume 469 of Communications in Computer and Information Science, pages 117â138. Springer, 2014. ISBN 978-3-319-13205-1. doi:10.1007/978-3-319-13206-8_6.27218919
An Advanced Conceptual Diagnostic Healthcare Framework for Diabetes and Cardiovascular Disorders
The data mining along with emerging computing techniques have astonishingly
influenced the healthcare industry. Researchers have used different Data Mining
and Internet of Things (IoT) for enrooting a programmed solution for diabetes
and heart patients. However, still, more advanced and united solution is needed
that can offer a therapeutic opinion to individual diabetic and cardio
patients. Therefore, here, a smart data mining and IoT (SMDIoT) based advanced
healthcare system for proficient diabetes and cardiovascular diseases have been
proposed. The hybridization of data mining and IoT with other emerging
computing techniques is supposed to give an effective and economical solution
to diabetes and cardio patients. SMDIoT hybridized the ideas of data mining,
Internet of Things, chatbots, contextual entity search (CES), bio-sensors,
semantic analysis and granular computing (GC). The bio-sensors of the proposed
system assist in getting the current and precise status of the concerned
patients so that in case of an emergency, the needful medical assistance can be
provided. The novelty lies in the hybrid framework and the adequate support of
chatbots, granular computing, context entity search and semantic analysis. The
practical implementation of this system is very challenging and costly.
However, it appears to be more operative and economical solution for diabetes
and cardio patients.Comment: 11 PAGE
What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition
Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of attitudes, satisfaction, and loyalty toward this learning experience. The results indicate that NFC has an influence on these variables, significantly moderating how loyalty toward social media learning is formed. For high-NFC students, satisfaction with the learning experience is the most important variable to explain loyalty; whereas for low-NFC students, attitudes have a stronger effect. Different strategies are suggested, according to the learners' NFC levels, for increasing the use of social media in personal learning environments. Practical implications for improving the integration of such informal resources into formal education are discussed.Junta de AndalucĂa â Programa Andaluz de I + D P12 SEJ 259
Protector Control PC-AODV-BH in The Ad Hoc Networks
In this paper we deal with the protector control that which we used to secure
AODV routing protocol in Ad Hoc networks. The considered system can be
vulnerable to several attacks because of mobility and absence of
infrastructure. While the disturbance is assumed to be of the black hole type,
we purpose a control named "PC-AODV-BH" in order to neutralize the effects of
malicious nodes. Such a protocol is obtained by coupling hash functions,
digital signatures and fidelity concept. An implementation under NS2 simulator
will be given to compare our proposed approach with SAODV protocol, basing on
three performance metrics and taking into account the number of black hole
malicious nodesComment: submit 15 pages, 19 figures, 1 table, Journal Indexing team, AIRCC
201
- âŠ