Exploratory study to explore the role of ICT in the process of knowledge management in an Indian business environment

In the 21st century and the emergence of a digital economy, knowledge and the knowledge base economy are rapidly growing. To effectively be able to understand the processes involved in the creating, managing and sharing of knowledge management in the business environment is critical to the success of an organization. This study builds on the previous research of the authors on the enablers of knowledge management by identifying the relationship between the enablers of knowledge management and the role played by information communication technologies (ICT) and ICT infrastructure in a business setting. This paper provides the findings of a survey collected from the four major Indian cities (Chennai, Coimbatore, Madurai and Villupuram) regarding their views and opinions about the enablers of knowledge management in business setting. A total of 80 organizations participated in the study with 100 participants in each city. The results show that ICT and ICT infrastructure can play a critical role in the creating, managing and sharing of knowledge in an Indian business environment

The enablers and implementation model for mobile KMS in Australian healthcare

In this research project, the enablers in implementing mobile KMS in Australian regional healthcare will be investigated, and a validated framework and guidelines to assist healthcare in implementing mobile KMS will also be proposed with both qualitative and quantitative approaches. The outcomes for this study are expected to improve the understanding the enabling factors in implementing mobile KMS in Australian healthcare, as well as provide better guidelines for this process

Dynamic deployment of context-aware access control policies for constrained security devices

Securing the access to a server, guaranteeing a certain level of protection over an encrypted communication channel, executing particular counter measures when attacks are detected are examples of security requirements. Such requirements are identi ed based on organizational purposes and expectations in terms of resource access and availability and also on system vulnerabilities and threats. All these requirements belong to the so-called security policy. Deploying the policy means enforcing, i.e., con guring, those security components and mechanisms so that the system behavior be nally the one speci ed by the policy. The deployment issue becomes more di cult as the growing organizational requirements and expectations generally leave behind the integration of new security functionalities in the information system: the information system will not always embed the necessary security functionalities for the proper deployment of contextual security requirements. To overcome this issue, our solution is based on a central entity approach which takes in charge unmanaged contextual requirements and dynamically redeploys the policy when context changes are detected by this central entity. We also present an improvement over the OrBAC (Organization-Based Access Control) model. Up to now, a controller based on a contextual OrBAC policy is passive, in the sense that it assumes policy evaluation triggered by access requests. Therefore, it does not allow reasoning about policy state evolution when actions occur. The modi cations introduced by our work overcome this limitation and provide a proactive version of the model by integrating concepts from action speci cation languages

Learning of Research Methods in Psychology: The Influence of Affective, Behavioural and Cognitive Factors

A major part of learning in psychology concerns research methods. Research methods provide a basis to the vast majority of both transferable and subject-specific skills required in a psychology degree, and research methods core modules are required in all British Psychological Society (BPS) accredited psychology courses in the UK. Existing literature acknowledges that university students find courses in research methods particularly challenging. However, most of the research to date has focused on evaluating the outcomes of research methods learning, with few studies addressing the development of research methods learning. In a series of three studies, this thesis applied a holistic approach to explore how affective, behavioural and cognitive components shape students' research methods learning journeys. As little research has explored the role of affect in the learning of research methods, a particular emphasis on emotions was placed, with the control-value theory of achievement emotions (Pekrun, 2019) being at the core of the thesis. Study 1 was a mixed-methods study consisting of two surveys (N=106) and two focus groups (N=7) exploring students' expectations, experiences, and feelings towards research methods at the beginning of their journey. The results suggested that learning approaches, motivations, self-efficacy, and a range of emotions can have important influences on students' learning processes and supported the need to explore these components together. Study 2 built on these findings and explored students' learning journeys through the research methods curriculum longitudinally across three-time points within two academic years. Drawing on both observational (N=239) and self-reported (N=158) data from the same learning experience, this study examined the influence and development of achievement emotions, learning approaches, motivations, self-regulation, self-efficacy, activity in Virtual Learning Environments (VLEs) and attendance on the learning of research methods. The findings supported the application of the control-value theory, with emotions seen as crucial to learning and deactivating negative emotions (boredom and hopelessness) appearing especially detrimental to students' research methods learning trajectories. The study highlighted the usefulness of VLEs as a learning tool with online engagement explaining 13% of the variance in research methods grades. Lastly, Study 3 provided deeper qualitative insights into students' learning by interviewing 15 students at the end of their journey, with three learning typologies identified: (1) Learning by interest and understanding, (2) Learning by guidelines and practice, (3) Apprehensive Learning Attitude. This study's results indicated both differences and similarities in psychology students' learning journeys, with students differing in their approach and attitudes while sharing similar struggles. Taken together, this research showed that many affective, cognitive and behavioural variables influence research methods learning journeys. The influence of emotions is highlighted as especially crucial to learning, with the predictive role of VLE engagement and activities also emphasised. This thesis offers proposals on how the literature on achievement emotions and the emerging field of learning analytics (Siemens, 2013) could be combined and applied in higher education. Further recommendations apply to the design of teaching and learning environments that combat specifically deactivating negative emotions and incorporate active learning tools and technologies

Relationships between Achievement Emotions and Academic Performance in Nursing Students: A Non-Experimental Predictive Correlation Analysis

The purpose of this non-experimental predictive correlation study was to investigate the relationships between achievement learning emotions and academic performance in 155 nursing students from one faith-based academic institution in the mid-Atlantic of the U.S.A. The theory guiding this study was the Control-Value Theory of Achievement Emotions. The study was designed to answer two study research questions: (a) “What are the relationships between the outcome variable (academic performance) and predictor variables (achievement emotions during learning) in Bachelor of Science in Nursing (BSN) students?” and (b) “How accurately can the outcome variable (academic performance) be predicted from a linear combination of predictive variables (achievement emotions during learning) in BSN nursing students?” Predictor variables were measured using the Achievement Emotions Questionnaire (AEQ) for positive emotions (enjoyment, hope, pride) and negative emotions (anger, anxiety, shame, boredom, hopelessness). Outcome variable was measured using the standardized Assessment Technologies Institutes course mastery exam. The results found no statistically significant relationships between achievement emotions and ATI scores was found. Emotions were ranked from highest to lowest as enjoyment, anxiety, shame, boredom, pride, hopelessness, hope, and anger supporting the positive relationship between student and faculty as well as feelings of shame of their performance and being overwhelmed by the material. The AEQ subscales had reliability (Cronbach alpha), discrete validity, and corrected item-total correlations (rit) congruent with the original AEQ Manual. Further research is needed using the AEQ tool and qualitative inquiry in designing emotion-sensitive learning environments

Adding dispositions to create pedagogy-based Learning Analytics

This empirical study aims to demonstrate how Dispositional Learning Analytics (DLA) can provide a strong connection between Learning Analytics (LA) and pedagogy. Where LA based models typically do well in predicting course performance or student drop-out, they lack actionable data in order to easily connect model predictions with educational interventions. Using a showcase based on learning processes of 1080 students in a blended introductory quantitative course, we analysed the use of worked-out examples by students. Our method is to combine demographic and trace data from learning-management systems with self-reports of several contemporary social-cognitive theories. Students differ not only in the intensity of using worked-out examples but also in how they positioned that usage in their learning cycle. These differences could be described both in terms of differences measured by LA trace variables and by differences in students’ learning dispositions. We conjecture that using learning dispositions with trace data has significant advantages for understanding student’s learning behaviours. Rather than focusing on low user engagement, lessons learned from LA applications should focus on potential causes of suboptimal learning, such as applying ineffective learning strategies

Explorer les émotions des professeurs en salle de classe du collège : une étude qualitative

Abstract : Interest in the role of emotion in education emerged in recent decades with a focus on how student emotions affect their learning. However, to fully understand the impact of emotion on learning, the emotions that teachers experience during the act of teaching need consideration. This qualitative study explored the emotions experienced by a purposive sample of four teachers while teaching in a college classroom. An emic and etic analysis was conducted on transcripts of semi-structured interviews that took place while teachers watched and reflected on a video recording of themselves teaching in class. Theoretical concepts from Gross’ models of emotion generation and emotion regulation (Gross, 2015), and the control-value theory of achievement emotions (Pekrun, 2006) were used to inform the analysis. Although numerous emotions became apparent in the analysis of these teacher reflections, this study focused on feelings of aggravation because their negativity, arousal intensity, and relationship to questions of power and control presented the most risk to ignore and the highest benefit to understand for teachers and students. Several factors that contribute to teacher aggravation and its successful or unsuccessful emotion regulation were identified, including management of teaching goals and values, as well as beliefs and perceptions of authority, control and identity. Presence or absence of conflict among these factors affected teachers’ emotions and the pedagogical decisions they made. In addition, a relationship observed between social justice concerns and the management of teacher aggravation highlight the leadership role of the teacher and suggest a link to student engagement. This exploratory study points to the need for further elaboration of the relationship among these factors to further our understanding of teacher emotions in the college classroom.Les dernières décennies ont reconnu le rôle et l'importance de l'émotion dans l'éducation et sa relation avec la cognition et le fonctionnement humain efficace (Brackett et Rivers, 2014). Les multiples composants impliqués dans la génération et la régulation des émotions font de la compréhension de sa complexité un défi dans n'importe quelle situation. Si l'éducation doit utiliser ces connaissances au profit de l'enseignement et de l'apprentissage, l’exploration des relations entre les composantes des processus émotionnels doit continuer pour être mieux comprises. Les aperçus nécessaires concernent non seulement les émotions des élèves, mais aussi les émotions des enseignants en reconnaissance de leur rôle de leader ou chef dans la classe du collège. La recherche sur les émotions des enseignants est relativement rare par rapport à la recherche sur les émotions des élèves, à l'exception d'un vaste corpus de recherches sur l'épuisement professionnel des enseignants (Frenzel, 2014). Mais l'avantage potentiel d'une compréhension plus approfondie peut avoir de multiples avantages, allant du perfectionnement et de soutien des enseignants à la prévention de l'épuisement professionnel, à l'engagement accru des élèves, à la réalisation améliorée des objectifs de justice sociale (Schutz & Zembylas, 2009). Cette étude qualitative a exploré les émotions ressenties par un échantillon intentionnel de quatre enseignantes provenant d’un collège urbain. L'analyse a centré sur le processus émotionnel des sentiments des enseignantes dans un contexte de classe de collège. Une analyse émique et étique a été menée sur transcriptions d'entretiens semi-structurés qui ont eu lieu pendant que les enseignantes regardaient et réfléchissaient sur un enregistrement vidéo d'eux- mêmes enseignant en classe. Concepts théoriques des modèles de génération et de régulation des émotions (Gross, 2015), et la théorie de la valeur et du contrôle des émotions d’accomplissement (Pekrun, 2006) a été utilisée pour éclairer l'analyse. Bien que de nombreuses émotions soient devenues apparentes dans l'analyse de ces réflexions des enseignantes, cette étude s'est concentrée sur les sentiments d'aggravation parce que leur négativité, leur intensité d'excitation et leur relation avec les questions de pouvoir et de contrôle présentaient le plus grand risque à ignorer et le plus grand avantage à comprendre pour les enseignants, les enseignantes ainsi que pour leurs étudiants et étudiantes. Plusieurs facteurs ont été identifiés qui contribuent aux sentiments de l'aggravation de l'enseignante et à sa régulation émotionnelle réussie ou non, y compris la gestion des objectifs et des valeurs d'enseignement, ainsi que les croyances et les perceptions d'autorité, de contrôle et d'identité. La présence ou l'absence de conflit entre ces facteurs a affecté les émotions des enseignantes et les décisions pédagogiques qu'elles ont prises. De plus, une relation observée entre les préoccupations de justice sociale et la gestion des sentiments de l'aggravation des enseignants met en évidence le rôle de leadership de l'enseignant et suggère un lien avec l'engagement des élèves. Cette étude exploratoire souligne la nécessité d'élaborer davantage la relation entre ces facteurs pour approfondir notre compréhension des émotions des enseignants dans la salle de classe du collégial

Conceptualizing Emotion Within Physical Education: Exploration of Antecedents and Outcomes Using the Control-Value Theory of Achievement Emotions

Investigating student emotions has gained attention in motivational literature because they represent mechanisms for interpreting experiences and behaviors. Physical education (PE) is critical to promoting skills and positive experiences that lead to an active and healthy lifestyle. Yet, in PE there is a dearth of information and theoretical evaluation of student emotions. To address this gap, this dissertation uses the control value theory of achievement emotions (CVTAE) as a lens to investigate student emotions, antecedents, and outcomes in PE-related settings. The purpose of Study 1 was to investigate effects of an attribution-training treatment on participants’ emotions and motivation toward a PE-related task. The experimental design tested appraisals of control as an antecedent of emotion. Female college students (N=144) were randomly allocated to three treatment groups: high-attribution (internal, high control; n=46), low-attribution (external, low control; n=49), and control (n=49), and asked to complete a novel physical task. The treatment consisted of video, feedback, and a written prompt. Results showed that students in the high-attribution group reported higher levels of enjoyment and lower levels of boredom following treatment, compared to the other groups. Group differences were not found regarding free-choice behavior. The purpose of Study 2 was to examine relationships between student emotions in PE and self-reported in-class engagement, disruptive behavior, and leisure-time physical activity. Middle school students (N= 401) completed a longitudinal study evaluating relationships between emotions (enjoyment, pride, relief, anger, boredom, and shame) and outcomes. Results demonstrated unique associations between emotions and outcomes. Specifically, shame predicted higher behavioral engagement and less disruptive behavior, but had a negative relationship with leisure-time physical activity. However, effect sizes revealed that emotions explained small amounts of variance in these outcomes. This dissertation highlights three important areas: (a) significance of discrete emotions, (b) testing major assumptions of CVTAE, and (c) teachers modulating emotion. Discrete emotions present unique relationships with antecedents and outcomes. However, evidence for CVTAE was stronger for antecedents than for outcomes. Lastly, teachers may modulate emotional experiences of students using attribution training. In doing so, PE teachers can potentially facilitate higher levels of student motivation by enhancing adaptive and decreasing maladaptive student emotions

Thirty Years of Machine Learning: The Road to Pareto-Optimal Wireless Networks

Future wireless networks have a substantial potential in terms of supporting a broad range of complex compelling applications both in military and civilian fields, where the users are able to enjoy high-rate, low-latency, low-cost and reliable information services. Achieving this ambitious goal requires new radio techniques for adaptive learning and intelligent decision making because of the complex heterogeneous nature of the network structures and wireless services. Machine learning (ML) algorithms have great success in supporting big data analytics, efficient parameter estimation and interactive decision making. Hence, in this article, we review the thirty-year history of ML by elaborating on supervised learning, unsupervised learning, reinforcement learning and deep learning. Furthermore, we investigate their employment in the compelling applications of wireless networks, including heterogeneous networks (HetNets), cognitive radios (CR), Internet of things (IoT), machine to machine networks (M2M), and so on. This article aims for assisting the readers in clarifying the motivation and methodology of the various ML algorithms, so as to invoke them for hitherto unexplored services as well as scenarios of future wireless networks.Comment: 46 pages, 22 fig

Phenomenological study about enhancing university student's psychosocial wellbeing through YouTube videos: Autonomous Sensory Meridian Response (ASMR) in Finland

The present qualitative study aimed to explore how the attitudes, experiences, and feelings of Autonomous Sensory Meridian Response (ASMR) videos could be used to enhance psychosocial wellbeing similar to mindfulness-based treatment programs. ASMR is an atypical and multisensory phenomenon in which a tingling sensation is often elicited following specific audio-visual stimulations. Although ASMR experiences have been announced to enhance wellbeing and phenomenologically superimposed with mindfulness, there is a lack of research exploring how ASMR experiences relate to wellbeing. In this study, the theoretical underpinnings of the Differential Susceptibility to Media Effects Model (DSMM) by Patti M. Valkenburg and Jochen Peter (2013) are merged with Positive psychology's wellbeing theory (PERMA) by Seligman (2011) for the first time with the objective to explore and link the distinguishing characteristics of ASMR video with wellbeing outcomes. The study entailed two in-depth semi-structured interviews, which were conducted with three university students (one female and two males) in Finland. Interpretative phenomenological analysis with coding schemes was employed and guided by DSMM and Seligman's five domains of well-being. Three main themes and fourteen subthemes emerged from the analyses of the interview transcripts corresponding to the research question. The main themes include ASMR intentional use, ASMR media contents, and ASMR multisensory integration. The subthemes encompass prior ASMR-like experiences, social pressure from family members and curiosity, different types of sound, voices, and movement; nostalgic thoughts, pro-change bias, and positive responses. Exploration of interviewees' narratives further brought to light issues concerning ASMR's emotional effects on wellbeing. Analyses reveal different subthemes clustered into five main themes: Positive Emotion, Engagement, Relationships (Connectedness), Meaning and Making a Connection, and Accomplishment. The findings showed how ASMR videos enhance wellbeing through mindfulness-like experiences. These research findings are significant due to the ASMR videos' potential to increase wellbeing and happiness. Furthermore, their influence can extend to elevating the ability to concentrate on tasks at hand, improving the quality of sleep by stopping rumination, increasing self-confidence, and motivating altruistic behavior. The beneficial potential of ASMR videos to promote psychosocial wellbeing is remarkable