Society and (higher) education have changed rapidly in recent decades. For example, since knowledge has become more volatile, life-long learning has become increasingly important. Higher education itself has been subject of change in the last decade as well. Particularly in the wake of social-constructivist theories, many institutes have transformed their learning approach to a model in which students are involved in different activities at different moments. Thus, student populations are becoming more heterogeneous. For example, they have different tutoring needs. This leads to an increasing workload for teachers. At the same time, students have changed in their expectations. A young generation of students, who grew up with ICT embedded in their daily lives, have become used to the almost instant availability of knowledge and accessibility of people through the internet. The aim of this research paper is to propose a solution for the extensive and diverse tutoring needs that have arisen in these novel societal and educational settings. Peer tutoring is indicated to be a promising replacement for teacher guidance in certain contexts. An important problem in its implementation, however, is how peers should be matched and how the tutoring itself should be organised. Instant messaging is proposed as a possible vehicle for solving these problems. Our study focuses on developing a system for automated allocated peer tutoring through instant messaging. A first version of the system was made available to two groups of students, one in distance education, the other in regular education. A selection of students participated in interviews, providing data on the feasibility and acceptance of this implementation of allocated synchronous peer tutoring. The interview data indicate that students are positive towards system-allocated peer tutoring, but that the context in which it is implemented is crucial.
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Society and (higher) education have changed rapidly in recent decades. For example, since knowledge has become more volatile, life-long learning has become increasingly important. Higher education itself has been subject of change in the last decade as well. Particularly in the wake of social-constructivist theories, many institutes have transformed their learning approach to a model in which students are involved in different activities at different moments. Thus, student populations are becoming more heterogeneous. For example, they have different tutoring needs. This leads to an increasing workload for teachers. At the same time, students have changed in their expectations. A young generation of students, who grew up with ICT embedded in their daily lives, have become used to the almost instant availability of knowledge and accessibility of people through the internet. The aim of this research paper is to propose a solution for the extensive and diverse tutoring needs that have arisen in these novel societal and educational settings. Peer tutoring is indicated to be a promising replacement for teacher guidance in certain contexts. An important problem in its implementation, however, is how peers should be matched and how the tutoring itself should be organised. Instant messaging is proposed as a possible vehicle for solving these problems. Our study focuses on developing a system for automated allocated peer tutoring through instant messaging. A first version of the system was made available to two groups of students, one in distance education, the other in regular education. A selection of students participated in interviews, providing data on the feasibility and acceptance of this implementation of allocated synchronous peer tutoring. The interview data indicate that students are positive towards system-allocated peer tutoring, but that the context in which it is implemented is crucial.
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Society and (higher) education have changed rapidly in recent decades. For example, since knowledge has become more volatile, life-long learning has become increasingly important. Higher education itself has been subject of change in the last decade as well. Particularly in the wake of social-constructivist theories, many institutes have transformed their learning approach to a model in which students are involved in different activities at different moments. Thus, student populations are becoming more heterogeneous. For example, they have different tutoring needs. This leads to an increasing workload for teachers. At the same time, students have changed in their expectations. A young generation of students, who grew up with ICT embedded in their daily lives, have become used to the almost instant availability of knowledge and accessibility of people through the internet. The aim of this research paper is to propose a solution for the extensive and diverse tutoring needs that have arisen in these novel societal and educational settings. Peer tutoring is indicated to be a promising replacement for teacher guidance in certain contexts. An important problem in its implementation, however, is how peers should be matched and how the tutoring itself should be organised. Instant messaging is proposed as a possible vehicle for solving these problems. Our study focuses on developing a system for automated allocated peer tutoring through instant messaging. A first version of the system was made available to two groups of students, one in distance education, the other in regular education. A selection of students participated in interviews, providing data on the feasibility and acceptance of this implementation of allocated synchronous peer tutoring. The interview data indicate that students are positive towards system-allocated peer tutoring, but that the context in which it is implemented is crucial.
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Ons onderzoek heeft als doel voor het veranderende hoger onderwijs relevante educatieve toepassingen van instant messaging te identificeren en empirisch te toetsen in bestaande onderwijssettings. De eerste stap hierin was een vooronderzoek naar het huidige educatieve IM-gebruik door studenten, en de wensen die zij hebben ten aanzien van een educatieve implementatie. Hiertoe is een enquête gehouden onder 781 studenten van Fontys Hogescholen. Dit paper behelst de resultaten van dit vooronderzoek.
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Instant messaging (IM) is the term used to describe the technology through which 'users can set up a list of partners who will be able to receive notes that pop up on their screens the moment one of them writes and hits the send button'. While early use could be described as mainly for fun, IM today is a serious communication medium. Remarkably, it seems that educational institutions have been doing very little with it, while several studies indicate that it could indeed be a valuable tool in education. As a first step towards a better understanding of the educational use of IM, we want to gain insights in how students currently use IM and what opportunities they themselves see for the medium. To that end we conducted a survey among students of the Fontys University of Applied Sciences in The Netherlands. A large majority of the participating students indicated using IM for their studies. Also, when asked about their demands for a possible educational implementation, the majority were positive.
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The Internet and computers increasingly determine our daily lives. This goes for almost everyone in the Netherlands. Still, it is mostly teenagers who are well informed on how to use all the possibilities of new technologies. They are building a digital world of their own that parents usually know very little about. This booklet intends to inform teachers, parents and other interested parties on what teenagers are actually doing online and how important it is to keep abreast of the new developments that the Internet and computers bring into their world. On the basis of research into these issues in the Netherlands and abroad we attempt to indicate what the digital world of teenagers looks like and how it differs from that of grown-ups. What do they do, exactly, and why? We also look into teenagers’ ICT behaviour and into dangers and abuse of the Internet. Moreover we provide tips for parents and teachers on how to handle certain phenomena. This book does not pretend to provide an exhaustive overview of the digital world of teenagers. It is focused on some important characteristics and parts of that world. It reports on research of the INHOLLAND Centre for eLearning into various aspects of ICT behaviour among teenagers. The research was undertaken in the spring of 2006, focusing mainly on texting, networking, gaming, dangers and abuse on the Internet and the digital relation between school and the home. Ultimately we are especially concerned with the question of what teenagers really learn in their digital world, and how education can profit. This book also addresses that issue.
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This paper will describe the rationale and findings from a multinational study of online uses and gratifications conducted in the United States, Korea, and the Netherlands in spring 2003. A survey research method of study was conducted using a questionnaire developed in three languages and was presented to approximately 400 respondents in each country via the Web. Web uses and gratifications were analyzed cross-nationally in a comparative fashion and focused on the perceived involvement in different types of on-line communities. Findings indicate that demographic characteristics, cultural values, and Internet connection type emerged as critical factors that explain why the same technology is adopted differently. The analyses identified seven major gratifications sought by users in each country: social support, surveillance & advice, learning, entertainment, escape, fame & aesthetic, and respect. Although the Internet is a global medium, in general, web use is more local and regional. Evidence of media use and cultural values reported by country and online community supports the hypothesis of a technological convergence between societies, not a cultural convergence.
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Emergent social software platforms zijn anders dan de traditionele bedrijfsapplicaties. Het gebruik ervan is vrijwillig. Ze kennen geen workflow of autorisaties. Het gebruik staat los van titel of positie. ESSP's snijden dus dwars door de organisatiehiërarchie heen.
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The aim of this study was to understand the motives for using the Internet, and its associations with users' attitudes, social values, and relational involvement. Also, this study attempted to crossculturally compare the difference in the pattern of motives and the associations among three countries ' the US, the Netherlands, and S. Korea. The design of methods was based on examination and revision of uses and gratification approach toward Internet users. Findings from factor analysis revealed that information seeking and Self-Improvement were the dominant and common reasons for using the Internet across three countries. The differences in the composition of motives in each country were also reported. Strong correlations across countries were found between all the motives and satisfaction of the Internet. Expectation and positive evaluation of the Internet were also important attitudes associated with Internet use motives. Postmaterialist value showed strong association with motives of information seeking and Self-Improvement. Community involvement was significantly associated with Internet use motives in Korean users.
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Illicit data markets have emerged on Telegram, a popular online instant messaging application, bringing together thousands of users worldwide in an unregulated exchange of sensitive data. These markets operate through vendors who offer enormous quantities of such data, from personally identifiable information to financial data, while potential customers bid for these valuable assets. This study describes how Telegram data markets operate and discusses what interventions could be used to disrupt them. Using crime script analysis, we observed 16 Telegram meeting places encompassing public and private channels and groups. We obtained information about how the different meeting places function, what are their inside rules, and what tactics are employed by users to advertise and trade data. Based on the crime script, we suggest four feasible situational crime prevention measures to help disrupt these markets. These include taking down the marketplaces, reporting them, spamming and flooding techniques, and using warning banners. This is a post-peer-review, pre-copyedit version of an article published in Trends in organized crime . The final authenticated version is available online at https://doi.org/10.1007/s12117-024-09532-6
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