Credibility online is becoming more and more of an issue. Anyone can have a blog or post to a forum and anyone can edit wiki entries. Web surfers are beginning to comprehend that just because it is in print does not necessarily mean that it is true. In fact, in today's online world, the collective truth might be the closest thing we can get to the real truth. Peer policing and social bookmarking have become common in the online world.

Questioning Online Credibility

Credibility online is becoming more and more of an issue. Anyone can have a blog or post to a forum and anyone can edit wiki entries. Web surfers are beginning to comprehend that just because it is in print does not necessarily mean that it is true. In fact, in today's online world, the collective truth might be the closest thing we can get to the real truth. Peer policing and social bookmarking have become common in the online world.

Questioning Online Credibility

Credibility online is becoming more and more of an issue. Anyone can have a blog or post to a forum and anyone can edit wiki entries. Web surfers are beginning to comprehend that just because it is in print does not necessarily mean that it is true. In fact, in today's online world, the collective truth might be the closest thing we can get to the real truth. Peer policing and social bookmarking have become common in the online world.

Human nature invariably prompts a level of trust;if it is written, it must be true. We live in a generation where we expect authors, editors and publishers that are qualified to write on various topics.

Questioning Online Credibility

Online Games पर पाबंदी लगाने के लिए 16 नवंबर को पूर्व राज्यपाल, केंद्रीय मंत्री और पूर्व जस्टिस देंगे जंतर मंतर पर धरना. बीजेपी से जुड़े नेताओं ने कहा कि सरकार से मांग करेंगे कि आनलाइन गेम्स को बंद कराने के लिए जल्द से जल्द बिल लाए.

(Telecompaper) Malawian operator TNM and League of Malawi (SULOM) have jointly announced 100 percent electronic ticketing for all matches beginning 01 December...

(Telecompaper) New Ugandan operator Talkio Mobile has launched a festive campaign giving over 10,000 customers who book a Talkio SIM online automatic entry to a...

Despite increasing awareness of online threats, the Cyber Security Breaches Report 2022 shows that the number of cyber-attacks against UK businesses is growing. With the potential to damage your operations, finances, and reputation, a cyber-attack can cause catastrophic damage to your organization, which is why it’s essential to take steps to mitigate the threat. With …

4 Ways to Increase Your Company’s Online Security Now Read More »

Frederica interviews Rod Dreher about his new project with the Templeton Foundation, BigQuestionsOnline.com.

Updated: August 10th 2016 As we enter the first week of a brand new year, your motivations are probably higher than ever to make 2016 the year to finally achieve all you’ve been dreaming of. Whether you’re starting a brand new foray into making money online or you’re hoping to take your current income to […]

The post How to Make Money Online in 2016: An Unexpected Approach appeared first on ViperChill.

Attention all Orthodox homeschool families: There's a new resource available that could make your homeschooling curriculum more robust and meaningful! Bobby Maddex interviews Dr. James Taylor, the founder and director of St. Raphael Orthodox Online Homeschool.

Bobby Maddex interviews Dr. James Taylor, the founder and director of the St. Raphael Orthodox Online Home School. The school has just finished its first year of operation, and registration has begun for the summer session, which will feature four new course offerings.

Once again, Bobby Maddex interviews Dr. James Taylor, the founder and director of the St. Raphael Orthodox Online Homeschool. It's not too late to register for the fall term!

We hear from a former moderator in Kenya who was left traumatised by his previous job.

Today, I talk to Darrell Vesterfelt, who is a longtime friend who helped grow ConvertKit in our craziest growth times (from $100,000/mo when he joined to $500,000/mo in just over a year). Darrell is one of the best marketers I know. He is the Founder and former CEO of Good People Digital, the Co-Founder of […]

There are few segments more exciting right now than alternative payment systems. Earth's collective contempt for the entrenched payment tech industry is ardent. This industry has abused users, built regulatory walls to competition, made things insufferable for customers, and as...

Players were subjected to online abuse after their shock cup final defeat on Sunday.

I have been working with Across for several years, but I never got rid of impression that this CAT tools is very user-unfriendly and bugged. A great limitation is a lack of means for an easy transfer of projects between … Continue reading →

This work describes an online handwritten character recognition system working in combination with an offline recognition system. The online input data is also converted into an offline image, and in parallel recognized by both online and offline strategies. Features are proposed for offline recognition and a disambiguation step is employed in the offline system for the samples for which the confidence level of the classier is low. The outputs are then combined probabilistically resulting in a classier out-performing both individual systems. Experiments are performed for Kannada, a South Indian Language, over a database of 295 classes. The accuracy of the online recognizer improves by 11% when the combination with offline system is used.

In this paper, we propose a novel dexterous technique for fast and accurate recognition of online handwritten Kannada and Tamil characters. Based on the primary classifier output and prior knowledge, the best classifier is chosen from set of three classifiers for second stage classification. Prior knowledge is obtained through analysis of the confusion matrix of primary classifier which helped in identifying the multiple sets of confused characters. Further, studies were carried out to check the performance of secondary classifiers in disambiguating among the confusion sets. Using this technique we have achieved an average accuracy of 92.6% for Kannada characters on the MILE lab dataset and 90.2% for Tamil characters on the HP Labs dataset.

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Online journal dedicated to nursing informatics

by Dr Kim Barker (University of Stirling) & Dr Olga Jurasz (Open University) The UK Government has recently published an Online Harms White Paper: initial consultation response. It is the cornerstone of the Government’s ongoing reform package which aims to

To improve the effectiveness of online training for music education, it was investigated how to improve the pulse-coupled neural network in image processing for spectral image segmentation. The study proposes a two-scale descent method to achieve oblique spectral correction. Subsequently, a convolutional neural network was optimised using a two-channel feature fusion recognition network for music theory notation recognition. The results showed that this image segmentation method had the highest accuracy, close to 98%, and the accuracy of spectral tilt correction was also as high as 98.4%, which provided good image pre-processing results. When combined with the improved convolutional neural network, the average accuracy of music theory symbol recognition was about 97% and the highest score of music majors was improved by 16 points. This shows that the method can effectively improve the teaching effect of online training in music education and has certain practical value.

An online Moodle Workshop was evaluated for peer assessment effectiveness. A quasi-experiment was designed using a Seminar in Professionalism course taught in face-to-face mode to undergraduate students across two campuses. The first goal was to determine if Moodle Workshop awarded a fair peer grader grade. The second objective was to estimate if students were consistent and reliable in performing their peer assessments. Statistical techniques were used to answer the research hypotheses. Although Workshop Moodle did not have a built-in measure for peer assessment validity, t-tests and reliability estimates were calculated to demonstrate that the grades were consistent with what faculty expected. Implications were asserted to improve teaching and recommendations were provided to enhance Moodle.

The nexus between paid work and study is important. Developing opportunities to facilitate this link is a key part of good course design especially in postgraduate programs. Strong communities of practice can also assist with improving links between research and practice. The online study environment affords some challenges to achieving these goals. The current study proposes that offering formalised interaction points— synchronous or asynchronous— during online study, is critical to facilitating the link between work and study. Twenty-five graduates of a postgraduate program were interviewed to explore their experiences of an online program of study. Three key themes emerged and are described in this paper: engaging with study, building a new framework for my practice, and implementing changes to my practice. Online learning programs need to embed opportunities for interaction that are meaningful and allow for development of ideas and discussion, aiming to take learning beyond the program of study.

Aim/Purpose: This study aimed to examine whether there is a difference between manual feedback and online feedback with regard to feedback quality, respondents’ percentage, reliability and the amount of verbal comments written by students. Background: The quality of teaching is an important component of academic work. There are various methods for testing the quality of teaching; one of these methods is through students’ feedback. Methodology: This study used a quantitative approach, including the quantification of qualitative verbal data collected through an open question in the questionnaire. A sample of 180 courses was randomly chosen, 90 courses were evaluated manually and 90 were evaluated online. The number of students ranges from 7 to 60 students per course. In total 4678 students participated in the study. Contribution: The findings show that there is almost an identical pattern of feedback of manual and online course teaching evaluation. These findings encourage a continued use of this evaluation method. Findings: No significant differences were found between manual feedback and online feedback in the students’ evaluation of the lecturer/course. The percentage of respondents was significantly higher in the manual feedback than in the online feedback. The number of qualitative comments was significantly greater in the online feedback than in the manual feedback. Impact on Society: The findings of this study refute the claims with regard to the unreliability of an online teaching evaluation. These findings reflect the advantages of using online feedback, such as cost savings, granting more time to students in order to provide feedback, and reducing disturbance during lectures. Future Research: The gender aspect was not taken into account in the study. Therefore, we recommend conducting a follow-up study that will examine gender differences in directions of- difference between male and female lecturers, and differences between male and female students in teaching evaluation.

Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus compelling faculty to utilize instructional approaches beyond the traditional, lecture-based approach. Future Research: Increase the number of participants in the flipped instructional approach to see if it has a greater impact on student academic performance. Include factors beyond student academic performance to include gender, age, ethnicity, and previous academic history.

Aim/Purpose: This paper describes the context, development, implementation, and the potential transferability of an integrated online research environment that allows its users to conduct all aspects of research online. Background: While the content of most traditional courses can be delivered online and learning outcomes can be achieved by adopting equivalents to face-to-face pedagogic approaches, certain courses, such as those that require a substantial research component, present significant constraints for delivery online. To overcome these limitations, Australia’s largest university developed and implemented a Research Portal. Methodology: The development team conducted a functional requirements analysis, identified the components that would be necessary to meet user needs, and reviewed existing solutions. The Monash University Psychology Research Portal was designed, tested, developed, tested for user experience, implemented, and reviewed. The Research Portal is structured according to the usual research sequence and provides users with access to supporting information and integrated capacities including research supervision, participant acquisition, and data collection, analysis, and storage. Contribution: This integrated online research environment is equivalent to and, in some ways, superior to an on campus/non-online research capacity. Findings: The usage of the Research Portal has grown rapidly and has satisfied the requirements and met the research needs of students of an online course that includes a research project, providing a common, ubiquitously accessible, and integrated online research environment. Recommendations for Practitioners: Further refinement, personalization, and expanded implementation and dissemination of the Research Portal components are required. The formation of networks and working partnerships to operate, maintain, and promote Research Portal initiatives is recommended to reduce operational costs, increase access, and create an impact. Impact on Society: The Research Portal is an efficient resource that provides easy access to a standard interface at any time and from anywhere and can potentially be used by other online research courses, as well as by online and non-online researchers.

Aim/Purpose: The current study was conducted to investigate the students’ perceived satisfaction with the use of a semantic-based online laboratory, which provides students with a search mechanism for laboratory resources, such as instruments and devices. Background: The increasing popularity of using online teaching labs, as an important element of experiential learning in STEM education, is because they represent a collection of integrated tools that allow students and teachers to interact and work collaboratively, whereas they provide an enriched learning content delivery mechanism. Moreover, several research studies have proposed various approaches for online teaching laboratories. However, there are hardly any studies that examine the student satisfaction provided by online laboratories based on students’ experiential learning. Methodology: To measure the effectiveness of the laboratory, we performed a case study in a Computer Fundamentals online course in which undergraduate students were able to manage devices and instruments remotely. Participants were a sample of 50 third semester students of Bachelor’s degree in Information Technology Administration who were divided in experimental and control groups (online laboratory vs. traditional manner). Given a laboratory assignment, students were able to carry out the management of devices and instruments through a LabView virtual environment and web services. The data of the experiment were collected through two questionnaires from both groups. The first is a system usability score (SUS) questionnaire concerning lab usability and the second one students’ cognitive load. Contribution: The results of the study showed a high correlation between usability and cognitive load-satisfaction of students who used the online teaching laboratory compared to the students who did not use it. Findings: On the one hand, the online laboratory provided students with an easy way to share and deploy instruments and devices, thus enhancing system usability. On the other hand, it offered important facilities which enabled students to customize the search for instruments and devices, which certainly had a positive impact on the relationship between cognitive load and satisfaction. Recommendations for Practitioners: In this work we propose an intuitive laboratory interface as well as easiness to use but challenging and capable of providing similar experiences to the traditional laboratory. Recommendation for Researchers: This study is one of the first to analyze the cognitive load-satisfaction relationship and compare it with usability scores. Impact on Society: Our analyses make an important contribution to the literature by suggesting a correlation analysis comparing the results of experimental and control groups that participated in this research work, in terms of usability and cognitive load-satisfaction. Future Research: Future work will also investigate other methodological aspects of instructional design with the aim to improve personalized learning and reinforce collaborative experiences, as well as to deal with problems related to laboratory access, such as authentication, scheduling, and interoperability.

Aim/Purpose: In this paper, we present our experience in design and delivery of a graduate Information Systems Management (ISM) course in an online MBA program. Also presented are a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Background: This graduate ISM course needs to not only cover a broad range of dynamic technology and business topics, but also strike a balance between the width and depth of the content. Effective course design and delivery are critical to improved teaching and learning, especially when the course is delivered online. Methodology: We provided a comprehensive review of the related literature to develop guidelines for the design and delivery of our ISM course; we collected survey data to evaluate the students’ backgrounds and their perceptions of the course; we used data analysis and content analysis methods to assess the course evaluation results. Contribution: A review of the related literature indicates that IS researchers and educators have not adequately studied online graduate education. Given the importance of the graduate ISM course in most MBA programs, and the lack of attention from the IS community, it is critical to address this gap in the research. We believe we have done so with this paper. Findings: The paper’s major findings are embedded in a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Recommendations for Practitioners: Even though our experience may not be fully applicable to other institutions, we hope our IS colleagues can learn from the design and delivery of this online course, as well as our best practices and lessons learned to improve the teaching and learning effectiveness in IS online graduate education, in general. Furthermore, we provide instructors with an actionable framework onto which they can map their current course offering, and compare their current pedagogical offering to literature driven best practices for ISM courses, in particular. Recommendation for Researchers: It is our hope that the design and delivery of this online course, and our best practices and lessons learned can inspire our IS colleagues to search for innovative ways to improve the teaching and learning effectiveness in IS online graduate education. In addition, we distill a literature driven framework for ISM courses design and delivery that can help researchers frame their pedagogical research questions. Impact on Society: The online course in this study prepares students for more efficiently and effectively delivering IT systems in organizations. Many MBA students work for non-profits and other socially-focused organizations and are able to use the skills learned in the course for the betterment of society. Future Research: We will continue to monitor the impact of the changes on student learning effectiveness and attempt to identify additional innovative ways to improve the design and delivery of this online ISM course.

Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately use it context, including appropriacy of language, and aspects of correct pronunciation, intonation, stress patterns and connected speech, these being the elements of teaching and practice that are very often lacking in asynchronous, online, instructional video. Background: Knowledge Management is the field of study, and the practice, of discovering, capturing, sharing, and applying knowledge, typically with a view to translating individuals’ knowledge into organizational knowledge. In the field of education, it is the sharing of instructors’ knowledge for students to be able to learn and usefully apply that knowledge. In recent pandemic times, however, the mode of instruction has, of necessity, transitioned from face-to-face learning to an online environment, transforming the face of education as we know it. While this mode of instruction and knowledge sharing has many advantages for the online learner, in both synchronous and asynchronous learning environments, it presents certain challenges for language learners due to the absence of interaction and corrective feedback that needs to take place for learners of English as a Second Language (ESL) to master language acquisition. Unlike other subjects where the learner has recourse to online resources to reinforce learning through referencing external information, such as facts, figures, or theories, to be successful in learning a second language, the ESL learner needs to be able to learn to process thought and speech in that language; essentially, they need to learn to think in another language, which takes time and practice. Methodology: The research employs a systematic literature review (SLR) to determine the scope and extent to which the subject is covered by existing research in this field, and the findings thereof. Contribution: Whilst inconclusive in relation to internalizing language through online, asynchronous instructional video, through its exploratory nature, the research contributes towards the body of knowledge in online learning through the drawing together of various studies in the field of learning through asynchronous video through improving video and instructional quality. Findings: The findings of the systematic literature review revealed that there is negligible research in this area, and while information exists on blended and flipped modes of online learning, and ways to improve the quality and delivery of instructional video generally, no prior research on the exclusive use of asynchronous videos as an aid to internalizing English as a second language were found. Recommendations for Practitioners: From this research, it is apparent that there is considerably more that practitioners can do to improve the quality of instructional videos that can help students engage with the learning, from which students stand a much better chance of internalizing the learning. Recommendation for Researchers: For researchers, the absence of existing research is an exciting opportunity to further explore this field. Impact on Society: Online learning is now globally endemic, but it poses specific challenges in the field of second language learning, so the development of instructional videos that can facilitate this represents a clear benefit to all ESL learners in society as a whole. Future Research: Clearly the absence of existing research into whether online asynchronous instructional videos can act as an aid to internalizing the acquisition of English as a second language would indicate that this very specific field is one that merits future research. Indeed, it is one that the author intends to exploit through primary data collection from the production of a series of asynchronous, online, instructional videos.

Aim/Purpose: The goal of the study was to examine the perceptions of senior academic staff who also serve as policymakers in Israeli colleges of education, regarding the integration of technology in teacher education, and the shift to online learning during the Covid-19 pandemic. There is little research on this issue and consequently, the aim of the present study is to fill this lacuna. Background: In Israel, senior academic staff in colleges of education play a particularly important role in formulating institutional policies and vision regarding the training of preservice teachers. They fulfil administrative functions, teach, and engage in research as part of their academic position. During the Covid-19, they led the shift to online learning. However, there is little research on their perceptions of technology integration in teacher education in general, and during the Covid-19, in particular. Methodology: This qualitative study conducted semi-structured interviews with 25 senior academic staff from 13 academic colleges of education in Israel. Contribution: The study has practical implications for the implementation of technology in teacher education, suggesting the importance of establishing open discourse and collaboration between college stakeholders to enable enactment of a vision for equity-that allows programs to move swiftly from crisis-management to innovation and transformation during the Covid-19 pandemic. Findings: The findings obtained from content analysis of the interviews reveals a central concept: “On both sides of the divide”, and points of intersection in the perceptions of the senior academic staff. The central concept encompassed three themes: (1) centralization - between top-down and bottom-up policies, (2) between innovation and conservation, and (3) between crisis and growth. The findings indicate that in times of crisis, the polarity surrounding issues essential to the organisation’s operation is reduced, and a blend is formed to create a new reality in which the various dichotomies merge. Recommendations for Practitioners: The study has practical implications for the scope of discussions on the implementation of technology in teacher education (formulating a vision and policies, and their translation into practice), suggesting that such discussions should consider the perceptions of policymakers. Recommendation for Researchers: The findings reflect the challenges faced by senior academic staff at colleges of education that reflect the ongoing attempts to negotiate and reconcile different concerns. Impact on Society: The findings have implications for colleges of education that are responsible for pre-service teachers' teaching practices. Future Research: An enacted vision for equity-based educator preparation that allows programs to move swiftly from crisis-management to innovation and transformation. Future research might reveal a more complete picture by investigating a broader spectrum of stakeholders both in Israel and elsewhere. Hence, future research should examine the power relations between senior college staff and external bodies such as the Higher Education Council (which determines higher education policies in Israel).

Aim/Purpose: The study aims to supplement existing knowledge of information systems by presenting empirical data on the factors influencing the intentions of doctoral students to learn through online platforms. Background: E-learning platforms have become popular among students and professionals over the past decade. However, the intentions of the doctoral students are not yet known. They are an important source of knowledge production in academics by way of teaching and research. Methodology: The researchers collected data from universities in the Delhi National Capital Region (NCR) using a survey method from doctoral students using a convenience sampling method. The model studied was the Technology Readiness and Acceptance Model (TRAM), an integration of the Technology Readiness Index (TRI) and Technology Acceptance Model (TAM). Contribution: TRAM provides empirical evidence that it positively predicts behavioral intentions to learn from online platforms. Hence, the study validated the model among doctoral students from the perspective of a developing nation. Findings: The model variables predicted 49% of the variance in doctoral students’ intent. The TRAM model identified motivating constructs such as optimism and innovativeness as influencing TAM predictors. Finally, doctoral students have positive opinions about the usefulness and ease of use of online learning platforms. Recommendations for Practitioners: Academic leaders motivate scholars to use online platforms, and application developers to incorporate features that facilitate ease of use. Recommendation for Researchers: Researchers can explore the applicability of TRAM in other developing countries and examine the role of cultural and social factors in the intent to adopt online learning. Future Research: The influence of demographic variables on intentions can lead to additional insights.

Aim/Purpose: The study focused on learner sentiments and experiences after using the Moodle assessment module and trained a machine learning classifier for future sentiment predictions. Background: Learner assessment is one of the standard methods instructors use to measure students’ performance and ascertain successful teaching objectives. In pedagogical design, assessment planning is vital in lesson content planning to the extent that curriculum designers and instructors primarily think like assessors. Assessment aids students in redefining their understanding of a subject and serves as the basis for more profound research in that particular subject. Positive results from an evaluation also motivate learners and provide employment directions to the students. Assessment results guide not just the students but also the instructor. Methodology: A modified methodology was used for carrying out the study. The revised methodology is divided into two major parts: the text-processing phase and the classification model phase. The text-processing phase consists of stages including cleaning, tokenization, and stop words removal, while the classification model phase consists of dataset training using a sentiment analyser, a polarity classification model and a prediction validation model. The text-processing phase of the referenced methodology did not utilise tokenization and stop words. In addition, the classification model did not include a sentiment analyser. Contribution: The reviewed literature reveals two major omissions: sentiment responses on using the Moodle for online assessment, particularly in developing countries with unstable internet connectivity, have not been investigated, and variations of the k-fold cross-validation technique in detecting overfitting and developing a reliable classifier have been largely neglected. In this study we built a Sentiment Analyser for Learner Emotion Management using the Moodle for assessment with data collected from a Ghanaian tertiary institution and developed a classification model for future sentiment predictions by evaluating the 10-fold and the 5-fold techniques on prediction accuracy. Findings: After training and testing, the RF algorithm emerged as the best classifier using the 5-fold cross-validation technique with an accuracy of 64.9%. Recommendations for Practitioners: Instead of a closed-ended questionnaire for learner feedback assessment, the open-ended mechanism should be utilised since learners can freely express their emotions devoid of restrictions. Recommendation for Researchers: Feature selection for sentiment analysis does not always improve the overall accuracy for the classification model. The traditional machine learning algorithms should always be compared to either the ensemble or the deep learning algorithms Impact on Society: Understanding learners’ emotions without restriction is important in the educational process. The pedagogical implementation of lessons and assessment should focus on machine learning integration Future Research: To compare ensemble and deep learning algorithms

Aim/Purpose: The aim of the study is to test whether the perception of self-regulated learning during text reading in online teacher education is improved by using a digital tool for the use of metacognitive strategies for planning, monitoring, and self-assessment. Background: The use of self-regulated learning is important in reading skills, and for students to develop self-regulated learning, their teachers must master it. Therefore, teaching strategies for self-regulated learning in teacher education is essential. Methodology: The sample size was 252 participants with the tool used by 42% or the participants. A quasi-experimental design was used in a pre-post study. ARATEX-R, a text-based scale, was used to evaluate self-regulated learning. The 5-point Likert scale includes the evaluation of five dimensions: planning strategies, cognition management, motivation management, comprehension assessment and context management. A Generalized Linear Model was used to analyse the results. Contribution: Using the tool to self-regulate learning has led to an improvement during text reading, especially in the dimensions of motivation management, planning management and comprehension assessment, key dimensions for text comprehension and learning. Findings: Participants who use the app perceive greater improvement, especially in the dimensions of motivation management (22,3%), planning management (19.9%) and comprehension assessment (24,6%), which are fundamental dimensions for self-regulation in text reading. Recommendations for Practitioners: This tool should be included in teacher training to enable reflection during the reading of texts, because it helps to improve three key types of strategies in self-regulation: (1) planning through planning management, (2) monitoring through motivation management and comprehension assessment, and (3) self-assessment through comprehension assessment. Recommendation for Researchers: The success of the tool suggests further study for its application in other use cases: other student profiles in higher education, other teaching modalities, and other educational stages. These studies will help to identify adaptations that will extend the tool’s use in education. Impact on Society: The use of Metadig facilitates reflection during the reading of texts in order to improve comprehension and thus self-regulate the learning of content. This reflection is crucial for students’ knowledge construction. Future Research: Future research will focus on enhancing the digital tool by adding features to support the development of cognition and context management. It will also focus on how on adapting the tool to help other types of learners.

Aiming at the problems of long evaluation time and poor evaluation accuracy of existing evaluation methods, an improved decision tree-based evaluation method for the effectiveness of college online course teaching reform is proposed. Firstly, the teaching mode of college online course is analysed, and an evaluation system is constructed to ensure the applicability of the evaluation method. Secondly, AHP entropy weight method is used to calculate the weights of evaluation indicators to ensure the accuracy and authority of evaluation results. Finally, the evaluation model based on decision tree algorithm is constructed and improved by fuzzy neural network to further optimise the evaluation results. The parameters of fuzzy neural network are adjusted and gradient descent method is used to optimise the evaluation results, so as to effectively evaluate the effect of college online course teaching reform. Through experiments, the evaluation time of the method is less than 5 ms, and the evaluation accuracy is more than 92.5%, which shows that the method is efficient and accurate, and provides an effective evaluation means for the teaching reform of online courses in colleges and universities.

In order to improve recommendation coverage, a personalised recommendation method for English online learning resources based on improved collaborative filtering algorithm is studied to enhance the comprehensiveness of personalised recommendation for learning resources. Use matrix decomposition to decompose the user English online learning resource rating matrix. Cluster low dimensional English online learning resources by improving the K-means clustering algorithm. Based on the clustering results, calculate the backfill value of English online learning resources and backfill the information matrix of low dimensional English online learning resources. Using an improved collaborative filtering algorithm to calculate the predicted score of learning resources, personalised recommendation of English online learning resources for users based on the predicted score. Experimental results have shown that this method can effectively backfill English online learning resources, and the resource backfilling effect is excellent, and it has a high recommendation coverage rate.

The conventional methods for identifying English online course learning behaviours have the problems of low recognition accuracy and high time cost. Therefore, a multimodal data fusion-based method for identifying English online course learning behaviours is proposed. Firstly, the analytic hierarchy process is used for decision fusion of multimodal data of learning behaviour. Secondly, based on the fusion results of multimodal data, weight coefficients are set to minimise losses and extract learning behaviour features. Finally, based on the extracted learning behaviour characteristics, the optimal classification function is constructed to classify the learning behaviour of English online courses. Based on the transfer information of learning behaviour status, the identification of online course learning behaviour is completed. The experimental results show that the recognition accuracy of the proposed method is above 90%, and its recognition accuracy is and can shorten the recognition time of learning behaviour, with high practical application reliability.

In order to shorten the integration and sharing time of English teaching resources, a MOOC English online and offline mixed teaching resource integration model based on convolutional neural networks is proposed. The intelligent integration model of MOOC English online and offline hybrid teaching resources based on convolutional neural network is constructed. The intelligent integration unit of teaching resources uses the Arduino device recognition program based on convolutional neural network to complete the classification of hybrid teaching resources. Based on the classification results, an English online and offline mixed teaching resource library for Arduino device MOOC is constructed, to achieve intelligent integration of teaching resources. The experimental results show that when the regularisation coefficient is 0.00002, the convolutional neural network model has the best training effect and the fastest convergence speed. And the resource integration time of the method in this article should not exceed 2 s at most.

Under the current framework of police online teaching, in order to effectively solve the lack of high-quality resources of the traditional platform, backward sharing technology, poor performance of the digital platform and the privacy problems faced by each subject in sharing. This paper designs and implements the online teaching platform based on blockchain and interplanetary file system (IPFS). Based on the architecture of a 'decentralised' police online teaching platform, the platform uses blockchain to store hashes of encrypted private information and user-set access control policies, while the real private information is stored in IPFS after encryption. In the realisation of privacy information security storage at the same time to ensure the effective control of the user's own information. In order to achieve flexible rights management, the system classifies private information. In addition, the difficulties of police online teaching and training reform in the era of big data are solved one by one from the aspects of communication mode, storage facilities, incentive mechanism and confidentiality system, which effectively improves the stability and security of police online teaching.

In order to improve the classification accuracy and online allocation accuracy of teaching resources and shorten the allocation time, this paper proposes a new online allocation method of college ideological and political curriculum teaching resources based on differential search algorithm. Firstly, the feedback parameter model of teaching resources cleaning is constructed to complete the cleaning of teaching resources. Secondly, according to the results of anti-interference consideration, the linear feature extraction of ideological and political curriculum teaching resources is carried out. Finally, the online allocation objective function of teaching resources for ideological and political courses is constructed, and the differential search algorithm is used to optimise the objective function to complete the online allocation of resources. The experimental results show that this method can accurately classify the teaching resources of ideological and political courses, and can shorten the allocation time, with the highest allocation accuracy of 97%.

The study aims to analyse the impact of shopping applications on the shopping behaviour of the working women community in Bangalore, a city known as the IT hub. The research uses a quantitative analysis with SPSS version 23 software and a structured questionnaire survey technique to gather data from the working women community. The study uses descriptive statistics, ANOVA, regression, and Pearson correlation analysis to evaluate the perception of working women regarding the significance of online shopping applications. The results show that digital shopping applications are more prevalent among the working women community in Bangalore. The study also evaluates the socio-economic and psychological factors that influence their purchasing behaviour. The findings suggest that online marketers should enhance their strategies to improve their business on digital platforms. The research provides valuable insights into the shopping habits of the working women community in Bangalore.