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Durairaj</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lately, asynchronous discussion forum is integrated in higher educational institutions as it may increase learning process, learners’ understanding, achievement and knowledge construction. Asynchronous discussion forum is used to complement the traditional, face-to-face learning session in hybrid learning courses. However, studies have proven that students’ engagement in online forum are still unconvincing. Thus, the aim of this study is to investigate the motivating factors and obstacles that affect the learners’ engagement in asynchronous discussion forum. This study is carried out in one of the public higher educational institutions in Malaysia with 18 postgraduate students as samples. The authors have developed a 40-items questionnaire based on literature review. The results indicate several factors that have encouraged or limited students’ engagement in asynchronous discussion forum: (a) the practices or behaviors of peers, or instructors, (b) the needs for the discussions, (c) the learners’ personalities, (d) constraints in continuing the discussion forum, (e) lack of ideas, (f) the level of thoughts, (g) the level of knowledge construction, (h) technical problems, (i) time constraints and (j) misunderstanding. This study suggests some recommendations to increase the students’ engagement in online forums. Finally, based upon the findings, some implications are proposed for further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20discussion%20forum" title="asynchronous discussion forum">asynchronous discussion forum</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=motivating" title=" motivating"> motivating</a>, <a href="https://publications.waset.org/abstracts/search?q=limiting" title=" limiting"> limiting</a> </p> <a href="https://publications.waset.org/abstracts/18478/the-motivating-and-limiting-factors-of-learners-engagement-in-an-online-discussion-forum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18478.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2246</span> Students’ Level of Knowledge Construction and Pattern of Social Interaction in an Online Forum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Durairaj">K. Durairaj</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The asynchronous discussion forum is one of the most widely used activities in learning management system environment. Online forum allows participants to interact, construct knowledge, and can be used to complement face to face sessions in blended learning courses. However, to what extent do the students perceive the benefits or advantages of forum remain to be seen. Through content and social network analyses, instructors will be able to gauge the students’ engagement and knowledge construction level. Thus, this study aims to analyze the students’ level of knowledge construction and their participation level that occur through online discussion. It also attempts to investigate the relationship between the level of knowledge construction and their social interaction patterns. The sample involves 23 students undertaking a master course in one public university in Malaysia. The asynchronous discussion forum was conducted for three weeks as part of the course requirement. The finding indicates that the level of knowledge construction is quite low. Also, the density value of 0.11 indicating that the overall communication among the participants in the forum is low. This study reveals that strong and significant correlations between SNA measures (in-degree centrality, out-degree centrality) and level of knowledge construction. Thus, allocating these active students in a different groups aids the interactive discussion takes place. Finally, based upon the findings, some recommendations to increase students’ level of knowledge construction and also for further research are proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20discussion%20forums" title="asynchronous discussion forums">asynchronous discussion forums</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title=" content analysis"> content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20construction" title=" knowledge construction"> knowledge construction</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a> </p> <a href="https://publications.waset.org/abstracts/18479/students-level-of-knowledge-construction-and-pattern-of-social-interaction-in-an-online-forum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">379</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2245</span> Building Community through Discussion Forums in an Online Accelerated MLIS Program: Perspectives of Instructors and Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20H%20Moen">Mary H Moen</a>, <a href="https://publications.waset.org/abstracts/search?q=Lauren%20H.%20Mandel"> Lauren H. Mandel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creating a sense of community in online learning is important for student engagement and success. The integration of discussion forums within online learning environments presents an opportunity to explore how this computer mediated communications format can cultivate a sense of community among students in accelerated master’s degree programs. This research has two aims, to delve into the ways instructors utilize this communications technology to create community and to understand the feelings and experiences of graduate students participating in these forums in regard to its effectiveness in community building. This study is a two-phase approach encompassing qualitative and quantitative methodologies. The data will be collected at an online accelerated Master of Library and Information Studies program at a public university in the northeast of the United States. Phase 1 is a content analysis of the syllabi from all courses taught in the 2023 calendar year, which explores the format and rules governing discussion forum assignments. Four to six individual interviews of department faculty and part time faculty will also be conducted to illuminate their perceptions of the successes and challenges of their discussion forum activities. Phase 2 will be an online survey administered to students in the program during the 2023 calendar year. Quantitative data will be collected for statistical analysis, and short answer responses will be analyzed for themes. The survey is adapted from the Classroom Community Scale Short-Form (CSS-SF), which measures students' self-reported responses on their feelings of connectedness and learning. The prompts will contextualize the items from their experience in discussion forums during the program. Short answer responses on the challenges and successes of using discussion forums will be analyzed to gauge student perceptions and experiences using this type of communication technology in education. This research study is in progress. The authors anticipate that the findings will provide a comprehensive understanding of the varied approaches instructors use in discussion forums for community-building purposes in an accelerated MLIS program. They predict that the more varied, flexible, and consistent student uses of discussion forums are, the greater the sense of community students will report. Additionally, students’ and instructors’ perceptions and experiences within these forums will shed light on the successes and challenges faced, thereby offering valuable recommendations for enhancing online learning environments. The findings are significant because they can contribute actionable insights for instructors, educational institutions, and curriculum designers aiming to optimize the use of discussion forums in online accelerated graduate programs, ultimately fostering a richer and more engaging learning experience for students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accelerated%20online%20learning" title="accelerated online learning">accelerated online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=discussion%20forums" title=" discussion forums"> discussion forums</a>, <a href="https://publications.waset.org/abstracts/search?q=LIS%20programs" title=" LIS programs"> LIS programs</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20community" title=" sense of community"> sense of community</a>, <a href="https://publications.waset.org/abstracts/search?q=g" title=" g"> g</a> </p> <a href="https://publications.waset.org/abstracts/176752/building-community-through-discussion-forums-in-an-online-accelerated-mlis-program-perspectives-of-instructors-and-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2244</span> Parallel Multisplitting Methods for Differential Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malika%20El%20Kyal">Malika El Kyal</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Machmoum"> Ahmed Machmoum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We prove the superlinear convergence of asynchronous multi-splitting methods applied to differential equations. This study is based on the technique of nested sets. It permits to specify kind of the convergence in the asynchronous mode.The main characteristic of an asynchronous mode is that the local algorithm not have to wait at predetermined messages to become available. We allow some processors to communicate more frequently than others, and we allow the communication delays to be substantial and unpredictable. Note that synchronous algorithms in the computer science sense are particular cases of our formulation of asynchronous one. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parallel%20methods" title="parallel methods">parallel methods</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20mode" title=" asynchronous mode"> asynchronous mode</a>, <a href="https://publications.waset.org/abstracts/search?q=multisplitting" title=" multisplitting"> multisplitting</a>, <a href="https://publications.waset.org/abstracts/search?q=ODE" title=" ODE"> ODE</a> </p> <a href="https://publications.waset.org/abstracts/20675/parallel-multisplitting-methods-for-differential-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">529</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2243</span> A Hybrid Approach for Thread Recommendation in MOOC Forums</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad.%20A.%20Kardan">Ahmad. A. Kardan</a>, <a href="https://publications.waset.org/abstracts/search?q=Amir%20Narimani"> Amir Narimani</a>, <a href="https://publications.waset.org/abstracts/search?q=Foozhan%20Ataiefard"> Foozhan Ataiefard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recommender Systems have been developed to provide contents and services compatible to users based on their behaviors and interests. Due to information overload in online discussion forums and users diverse interests, recommending relative topics and threads is considered to be helpful for improving the ease of forum usage. In order to lead learners to find relevant information in educational forums, recommendations are even more needed. We present a hybrid thread recommender system for MOOC forums by applying social network analysis and association rule mining techniques. Initial results indicate that the proposed recommender system performs comparatively well with regard to limited available data from users' previous posts in the forum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=association%20rule%20mining" title="association rule mining">association rule mining</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20recommender%20system" title=" hybrid recommender system"> hybrid recommender system</a>, <a href="https://publications.waset.org/abstracts/search?q=massive%20open%20online%20courses" title=" massive open online courses"> massive open online courses</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a> </p> <a href="https://publications.waset.org/abstracts/66595/a-hybrid-approach-for-thread-recommendation-in-mooc-forums" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66595.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2242</span> Parallel Asynchronous Multi-Splitting Methods for Differential Algebraic Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malika%20Elkyal">Malika Elkyal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We consider an iterative parallel multi-splitting method for differential algebraic equations. The main feature of the proposed idea is to use the asynchronous form. We prove that the multi-splitting technique can effectively accelerate the convergent performance of the iterative process. The main characteristic of an asynchronous mode is that the local algorithm does not have to wait at predetermined messages to become available. We allow some processors to communicate more frequently than others, and we allow the communication delays to be substantial and unpredictable. Accordingly, we note that synchronous algorithms in the computer science sense are particular cases of our formulation of asynchronous one. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parallel%20methods" title="parallel methods">parallel methods</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20mode" title=" asynchronous mode"> asynchronous mode</a>, <a href="https://publications.waset.org/abstracts/search?q=multisplitting" title=" multisplitting"> multisplitting</a>, <a href="https://publications.waset.org/abstracts/search?q=differential%20algebraic%20equations" title=" differential algebraic equations"> differential algebraic equations</a> </p> <a href="https://publications.waset.org/abstracts/20673/parallel-asynchronous-multi-splitting-methods-for-differential-algebraic-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">567</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2241</span> On Control of Asynchronous Sequential Machines with Switching Capability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung-Min%20Yang">Jung-Min Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Corrective control enables us to change the stable state behavior of an asynchronous sequential machine without modifying inner logic of the machine. This paper addresses corrective control for asynchronous machines with switching capability. The considered asynchronous machine consists of a set of different submachines and switches to each machine according to a constant switching sequence. The control goal is to design a corrective controller such that the closed-loop system can match the behavior of a reference model. The reachability of the switched asynchronous machine is described by a logic calculation of the reachability of submachines. The design procedure of the proposed corrective controller is outlined, and the applicability of the proposed scheme is validated in an example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=switched%20asynchronous%20sequential%20machines" title="switched asynchronous sequential machines">switched asynchronous sequential machines</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20control" title=" corrective control"> corrective control</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20feedback" title=" state feedback"> state feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=switching%20sequences" title=" switching sequences"> switching sequences</a> </p> <a href="https://publications.waset.org/abstracts/14853/on-control-of-asynchronous-sequential-machines-with-switching-capability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2240</span> Conditions for Fault Recovery of Interconnected Asynchronous Sequential Machines with State Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung%E2%80%93Min%20Yang">Jung–Min Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, fault recovery for parallel interconnected asynchronous sequential machines is studied. An adversarial input can infiltrate into one of two submachines comprising parallel composition of the considered asynchronous sequential machine, causing an unauthorized state transition. The control objective is to elucidate the condition for the existence of a corrective controller that makes the closed-loop system immune against any occurrence of adversarial inputs. In particular, an efficient existence condition is presented that does not need the complete modeling of the interconnected asynchronous sequential machine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20sequential%20machines" title="asynchronous sequential machines">asynchronous sequential machines</a>, <a href="https://publications.waset.org/abstracts/search?q=parallel%20composi-tion" title=" parallel composi-tion"> parallel composi-tion</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20control" title=" corrective control"> corrective control</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20tolerance" title=" fault tolerance"> fault tolerance</a> </p> <a href="https://publications.waset.org/abstracts/81893/conditions-for-fault-recovery-of-interconnected-asynchronous-sequential-machines-with-state-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81893.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2239</span> Parallel Multisplitting Methods for DAE’s</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Machmoum">Ahmed Machmoum</a>, <a href="https://publications.waset.org/abstracts/search?q=Malika%20El%20Kyal"> Malika El Kyal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We consider iterative parallel multi-splitting method for differential algebraic equations. The main feature of the proposed idea is to use the asynchronous form. We prove that the multi-splitting technique can effectively accelerate the convergent performance of the iterative process. The main characteristic of an asynchronous mode is that the local algorithm not have to wait at predetermined messages to become available. We allow some processors to communicate more frequently than others, and we allow the communication delays tobe substantial and unpredictable. Note that synchronous algorithms in the computer science sense are particular cases of our formulation of asynchronous one. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-splitting%20methods" title=" multi-splitting methods"> multi-splitting methods</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20mode" title=" asynchronous mode"> asynchronous mode</a>, <a href="https://publications.waset.org/abstracts/search?q=differential%20algebraic%20systems" title=" differential algebraic systems "> differential algebraic systems </a> </p> <a href="https://publications.waset.org/abstracts/23813/parallel-multisplitting-methods-for-daes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23813.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">552</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2238</span> Three Dimensional Numerical Analysis for Longitudinal Seismic Response of Tunnels under Asynchronous Earthquake</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peng%20Li">Peng Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Er-xiang%20Song"> Er-xiang Song</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Numerical analysis of longitudinal tunnel seismic response due to spatial variation of earthquake ground motion is an important issue that cannot be ignored in the design and safety evaluation of tunnel structures. In this paper, numerical methods for analysis of tunnel longitudinal response under asynchronous seismic wave is extensively studied, including the improvement of the 1D time-domain finite element method, three dimensional numerical simulation technique for the site asynchronous earthquake response as well as the 3-D soil-tunnel structure interaction analysis. The study outcome will be beneficial to aid further research on the nonlinear meticulous numerical analysis and seismic response mechanism of tunnel structures under asynchronous earthquake motion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20input" title="asynchronous input">asynchronous input</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20seismic%20response" title=" longitudinal seismic response"> longitudinal seismic response</a>, <a href="https://publications.waset.org/abstracts/search?q=tunnel%20structure" title=" tunnel structure"> tunnel structure</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20simulation" title=" numerical simulation"> numerical simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=traveling%20wave%20effect" title=" traveling wave effect"> traveling wave effect</a> </p> <a href="https://publications.waset.org/abstracts/9730/three-dimensional-numerical-analysis-for-longitudinal-seismic-response-of-tunnels-under-asynchronous-earthquake" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9730.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2237</span> Asynchronous Sequential Machines with Fault Detectors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seong%20Woo%20Kwak">Seong Woo Kwak</a>, <a href="https://publications.waset.org/abstracts/search?q=Jung-Min%20Yang"> Jung-Min Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A strategy of fault diagnosis and tolerance for asynchronous sequential machines is discussed in this paper. With no synchronizing clock, it is difficult to diagnose an occurrence of permanent or stuck-in faults in the operation of asynchronous machines. In this paper, we present a fault detector comprised of a timer and a set of static functions to determine the occurrence of faults. In order to realize immediate fault tolerance, corrective control theory is applied to designing a dynamic feedback controller. Existence conditions for an appropriate controller and its construction algorithm are presented in terms of reachability of the machine and the feature of fault occurrences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20sequential%20machines" title="asynchronous sequential machines">asynchronous sequential machines</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20control" title=" corrective control"> corrective control</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20diagnosis%20and%20tolerance" title=" fault diagnosis and tolerance"> fault diagnosis and tolerance</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20detector" title=" fault detector"> fault detector</a> </p> <a href="https://publications.waset.org/abstracts/53634/asynchronous-sequential-machines-with-fault-detectors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53634.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2236</span> The Design of the Blended Learning System via E-Media and Online Learning for the Asynchronous Learning: Case Study of Process Management Subject </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pimploi%20Tirastittam">Pimploi Tirastittam</a>, <a href="https://publications.waset.org/abstracts/search?q=Suppara%20Charoenpoom"> Suppara Charoenpoom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays the asynchronous learning has granted the permission to the anywhere and anything learning via the technology and E-media which give the learner more convenient. This research is about the design of the blended and online learning for the asynchronous learning of the process management subject in order to create the prototype of this subject asynchronous learning which will create the easiness and increase capability in the learning. The pattern of learning is the integration between the in-class learning and online learning via the internet. This research is mainly focused on the online learning and the online learning can be divided into 5 parts which are virtual classroom, online content, collaboration, assessment and reference material. After the system design was finished, it was evaluated and tested by 5 experts in blended learning design and 10 students which the user’s satisfaction level is good. The result is as good as the assumption so the system can be used in the process management subject for a real usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20learning" title=" asynchronous learning"> asynchronous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20management" title=" process management"> process management</a> </p> <a href="https://publications.waset.org/abstracts/12177/the-design-of-the-blended-learning-system-via-e-media-and-online-learning-for-the-asynchronous-learning-case-study-of-process-management-subject" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12177.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2235</span> Mitigating the Unwillingness of e-Forums Members to Engage in Information Exchange</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dora%20Triki">Dora Triki</a>, <a href="https://publications.waset.org/abstracts/search?q=Irena%20Vida"> Irena Vida</a>, <a href="https://publications.waset.org/abstracts/search?q=Claude%20Obadia"> Claude Obadia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social networks such as e-Forums or dating sites often face the reluctance of key members to participate. Relying on the conation theory, this study investigates this phenomenon and proposes solutions to mitigate the issue. We show that highly experienced e-Forum members refuse to share business information in a peer to peer information exchange forums. However, forums managers can mitigate this behavior by developing a sentiment of belongingness to the network. Furthermore, by selecting only elite forum participants with ample experience, they can reduce the reluctance of key information providers to engage in information exchange. Our hypotheses are tested with PLS structural equations modeling using survey data from members of a French e-Forum dedicated to the exchange of business information about exporting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conation" title="conation">conation</a>, <a href="https://publications.waset.org/abstracts/search?q=e-Forum" title=" e-Forum"> e-Forum</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20exchange" title=" information exchange"> information exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=members%20participation" title=" members participation"> members participation</a> </p> <a href="https://publications.waset.org/abstracts/113851/mitigating-the-unwillingness-of-e-forums-members-to-engage-in-information-exchange" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113851.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2234</span> On Fault Diagnosis of Asynchronous Sequential Machines with Parallel Composition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung-Min%20Yang">Jung-Min Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fault diagnosis of composite asynchronous sequential machines with parallel composition is addressed in this paper. An adversarial input can infiltrate one of two submachines comprising the composite asynchronous machine, causing an unauthorized state transition. The objective is to characterize the condition under which the controller can diagnose any fault occurrence. Two control configurations, state feedback and output feedback, are considered in this paper. In the case of output feedback, the exact estimation of the state is impossible since the current state is inaccessible and the output feedback is given as the form of burst. A simple example is provided to demonstrate the proposed methodology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20sequential%20machines" title="asynchronous sequential machines">asynchronous sequential machines</a>, <a href="https://publications.waset.org/abstracts/search?q=parallel%20composition" title=" parallel composition"> parallel composition</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20diagnosis" title=" fault diagnosis"> fault diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20control" title=" corrective control"> corrective control</a> </p> <a href="https://publications.waset.org/abstracts/76606/on-fault-diagnosis-of-asynchronous-sequential-machines-with-parallel-composition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">301</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2233</span> Tolerating Input Faults in Asynchronous Sequential Machines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung-Min%20Yang">Jung-Min Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A method of tolerating input faults for input/state asynchronous sequential machines is proposed. A corrective controller is placed in front of the considered asynchronous machine to realize model matching with a reference model. The value of the external input transmitted to the closed-loop system may change by fault. We address the existence condition for the controller that can counteract adverse effects of any input fault while maintaining the objective of model matching. A design procedure for constructing the controller is outlined. The proposed reachability condition for the controller design is validated in an illustrative example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20sequential%20machines" title="asynchronous sequential machines">asynchronous sequential machines</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20control" title=" corrective control"> corrective control</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20tolerance" title=" fault tolerance"> fault tolerance</a>, <a href="https://publications.waset.org/abstracts/search?q=input%20faults" title=" input faults"> input faults</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20matching" title=" model matching"> model matching</a> </p> <a href="https://publications.waset.org/abstracts/41919/tolerating-input-faults-in-asynchronous-sequential-machines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">430</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2232</span> Estimation of the Temperatures in an Asynchronous Machine Using Extended Kalman Filter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Huang">Yi Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Clemens%20Guehmann"> Clemens Guehmann</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to monitor the thermal behavior of an asynchronous machine with squirrel cage rotor, a 9th-order extended Kalman filter (EKF) algorithm is implemented to estimate the temperatures of the stator windings, the rotor cage and the stator core. The state-space equations of EKF are established based on the electrical, mechanical and the simplified thermal models of an asynchronous machine. The asynchronous machine with simplified thermal model in Dymola is compiled as DymolaBlock, a physical model in MATLAB/Simulink. The coolant air temperature, three-phase voltages and currents are exported from the physical model and are processed by EKF estimator as inputs. Compared to the temperatures exported from the physical model of the machine, three parts of temperatures can be estimated quite accurately by the EKF estimator. The online EKF estimator is independent from the machine control algorithm and can work under any speed and load condition if the stator current is nonzero current system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20machine" title="asynchronous machine">asynchronous machine</a>, <a href="https://publications.waset.org/abstracts/search?q=extended%20Kalman%20filter" title=" extended Kalman filter"> extended Kalman filter</a>, <a href="https://publications.waset.org/abstracts/search?q=resistance" title=" resistance"> resistance</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=temperature%20estimation" title=" temperature estimation"> temperature estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20model" title=" thermal model"> thermal model</a> </p> <a href="https://publications.waset.org/abstracts/67431/estimation-of-the-temperatures-in-an-asynchronous-machine-using-extended-kalman-filter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2231</span> TraceBFT: Enabling Backtracking-Based Pipelined Asynchronous BFT Consensus for Throughput Improvement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chaofeng%20Zhuang">Chaofeng Zhuang</a>, <a href="https://publications.waset.org/abstracts/search?q=Junqing%20Gong"> Junqing Gong</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhili%20Chen"> Zhili Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Haifeng%20Qian"> Haifeng Qian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Network attacks threaten the security and efficiency of synchronous/partially synchronous BFT protocols, driving the need for robust asynchronous solutions. HoneyBadgerBFT pioneered practical asynchronous BFT using reliable broadcast (RB) and asynchronous binary agreement (ABA). Dumbo reduced ABA instances, and sDumbo lowered latency to six steps with leader election in its multi-valued Byzantine agreement (sMVBA). However, re-tosses due to coin value being different from the bit known to most nodes in ABA and view re-executions due to leader crashes in sDumbo lead to additional communication costs. In addition, these traditional asynchronous BFT protocols process data serially, limiting system throughput. To address these issues, this paper proposes trackMVBA, an MVBA protocol based on backtracking technique. The trackMVBA protocol transmits transactions and vectors via provable broadcast (PB), where vectors link multiple transactions/ vectors. Nodes decide vectors by backtracking, packing linked transactions into blocks, and reaching consensus in only seven steps in optimal cases. To improve throughput, this paper uses trackMVBA to construct TraceBFT, a pipeline-based asynchronous BFT protocol that enables parallel view execution and avoids re-execution costs when the leader crashes. Analysis confirms TraceBFT’s security and liveness in asynchronous networks and simulations show that TraceBFT enhances system throughput while keeping latency low. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20protocol" title="asynchronous protocol">asynchronous protocol</a>, <a href="https://publications.waset.org/abstracts/search?q=backtrack" title=" backtrack"> backtrack</a>, <a href="https://publications.waset.org/abstracts/search?q=broadcast" title=" broadcast"> broadcast</a>, <a href="https://publications.waset.org/abstracts/search?q=Byzantine%20fault%20tolerant" title=" Byzantine fault tolerant"> Byzantine fault tolerant</a>, <a href="https://publications.waset.org/abstracts/search?q=pipeline" title=" pipeline"> pipeline</a> </p> <a href="https://publications.waset.org/abstracts/198164/tracebft-enabling-backtracking-based-pipelined-asynchronous-bft-consensus-for-throughput-improvement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/198164.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2230</span> Conditions for Model Matching of Switched Asynchronous Sequential Machines with Output Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung%E2%80%93Min%20Yang">Jung–Min Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Solvability of the model matching problem for input/output switched asynchronous sequential machines is discussed in this paper. The control objective is to determine the existence condition and design algorithm for a corrective controller that can match the stable-state behavior of the closed-loop system to that of a reference model. Switching operations and correction procedures are incorporated using output feedback so that the controlled switched machine can show the desired input/output behavior. A matrix expression is presented to address reachability of switched asynchronous sequential machines with output equivalence with respect to a model. The presented reachability condition for the controller design is validated in a simple example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20sequential%20machines" title="asynchronous sequential machines">asynchronous sequential machines</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20control" title=" corrective control"> corrective control</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20matching" title=" model matching"> model matching</a>, <a href="https://publications.waset.org/abstracts/search?q=input%2Foutput%20control" title=" input/output control"> input/output control</a> </p> <a href="https://publications.waset.org/abstracts/62600/conditions-for-model-matching-of-switched-asynchronous-sequential-machines-with-output-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2229</span> Investigation of Different Stimulation Patterns to Reduce Muscle Fatigue during Functional Electrical Stimulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Ruslee">R. Ruslee</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Gollee"> H. Gollee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Functional electrical stimulation (FES) is a commonly used technique in rehabilitation and often associated with rapid muscle fatigue which becomes the limiting factor in its applications. The objective of this study is to investigate the effects on the onset of fatigue of conventional synchronous stimulation, as well as asynchronous stimulation that mimic voluntary muscle activation targeting different motor units which are activated sequentially or randomly via multiple pairs of stimulation electrodes. We investigate three different approaches with various electrode configurations, as well as different patterns of stimulation applied to the gastrocnemius muscle: Conventional Synchronous Stimulation (CSS), Asynchronous Sequential Stimulation (ASS) and Asynchronous Random Stimulation (ARS). Stimulation was applied repeatedly for 300 ms followed by 700 ms of no-stimulation with 40 Hz effective frequency for all protocols. Ten able-bodied volunteers (28±3 years old) participated in this study. As fatigue indicators, we focused on the analysis of Normalized Fatigue Index (NFI), Fatigue Time Interval (FTI) and pre-post Twitch-Tetanus Ratio (ΔTTR). The results demonstrated that ASS and ARS give higher NFI and longer FTI confirming less fatigue for asynchronous stimulation. In addition, ASS and ARS resulted in higher ΔTTR than conventional CSS. In this study, we proposed a randomly distributed stimulation method for the application of FES and investigated its suitability for reducing muscle fatigue compared to previously applied methods. The results validated that asynchronous stimulation reduces fatigue, and indicates that random stimulation may improve fatigue resistance in some conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20stimulation" title="asynchronous stimulation">asynchronous stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=electrode%20configuration" title=" electrode configuration"> electrode configuration</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20electrical%20stimulation%20%28FES%29" title=" functional electrical stimulation (FES)"> functional electrical stimulation (FES)</a>, <a href="https://publications.waset.org/abstracts/search?q=muscle%20fatigue" title=" muscle fatigue"> muscle fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=pattern%20stimulation" title=" pattern stimulation"> pattern stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20stimulation" title=" random stimulation"> random stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=sequential%20stimulation" title=" sequential stimulation"> sequential stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20stimulation" title=" synchronous stimulation"> synchronous stimulation</a> </p> <a href="https://publications.waset.org/abstracts/50118/investigation-of-different-stimulation-patterns-to-reduce-muscle-fatigue-during-functional-electrical-stimulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50118.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2228</span> Deliberative Democracy: As an Approach for Analyzing Gezi Movement Public Forums</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C3%87isem%20G%C3%BCnd%C3%BCz%20Arabac%C4%B1">Çisem Gündüz Arabacı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deliberation has been seen one of the most important components of democratic ideals especially since liberal democratic attributions have been under fire. Deliberative democracy advocates that people should participate in collective decision-making processes by other mechanisms rather than conventional ones in order to reach legitimate decisions. Deliberative democratic theory makes emphasis on deliberative communication between people and encourages them not to merely express their political opinions (through surveys and referendum) but to form those opinions through public debates. This paper focuses on deliberative democratic visions of Gezi Park Public Forums by taking deliberative democracy as theoretical basis and examining Gezi Park Public Forums in the light of core elements of deliberative democracy. Gezi Movement started on 28 May 2013 in İstanbul as a reaction to local government's revision plans for Taksim Gezi Park, spread throughout the country and created new zones in public sphere which are called Public Park Forums. During the summer of 2013, especially in İstanbul but also in other cities, people gathered in public parks, discussed and took collective decisions concerning actions which they will take. It is worth to mention that since 3 and half years some Public Park Forums are still continuing their meetings regularly in city of İzmir. This paper analyzes four 'Public Park Forums' in İzmir which are called Bornova Public Forum; Karşıyaka Public Forum, Foça Public Forum and Güzelyalı Public Forum. These Forums are under investigation in terms of their understanding of democracy and the values that support that understanding. Participant observation and in-depth interview methods are being used as research methods. Core element of deliberative democracy are being collected under three main category: common interest versus private interest, membership, rational argument and these values are being questioning within one of each Forum in order to draw an overall picture and also make comparison between them. Discourse analysis is being used in order to examine empirical data and paper aims to reveal how participants of public forums perceive deliberative democratic values and whether they give weight to these values. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deliberative%20democracy" title="deliberative democracy">deliberative democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=Gezi%20Park%20movement" title=" Gezi Park movement"> Gezi Park movement</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20forums" title=" public forums"> public forums</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20movement" title=" social movement"> social movement</a> </p> <a href="https://publications.waset.org/abstracts/66476/deliberative-democracy-as-an-approach-for-analyzing-gezi-movement-public-forums" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2227</span> Using Smartphone Instant Messaging (IM) App for Academic Discussion in an Undergraduate Chemistry Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei%20Xuan%20Tan">Mei Xuan Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Eng%20Ying%20Bong"> Eng Ying Bong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic discussion during and after instructional teaching is an integral part of learning. Such discussion between the instructor and student or peer-to-peer discussion can be in several different forms. It could be face-to-face discussion, via email and use of online discussion forum. In this study, the effectiveness of using WhatsApp for academic discussion for a first year half-credit Chemistry course was examined. This study was run over two years with two different batches of students. Participation in the study was voluntary and student volunteers were recruited within the first week of the term. The activity in the WhatsApp group was monitored by two instructors teaching the course. At the end of the course, the students participated in an online survey to evaluate their experience of using WhatsApp for academic discussion. There were a total of 26 questions. The survey had a total of 4 sections with regards to the use of WhatsApp for academic discussion: 1) Familiarity with WhatsApp, 2) Effectiveness of using WhatsApp for discussion, 3) Challenges and 4) Overall experience. The main purpose of using an IM platform for academic discussion was to encourage after-class discussion amongst the students. 32% of the participants had used other online platform, such as Piazza and forums in Learning Management System (LMS), for after-class academic discussion with their instructors and peers. This was a low percentage considering that some courses use such online platform as their main forum amongst instructors and students. At the end of our study, over 83% of the participants felt that WhatsApp was a more effective platform compared to other online forum. One interesting finding was the effect of WhatsApp discussion on face-to-face interaction with instructors. 28% of the students agreed that the use of WhatsApp as a discussion forum had encouraged them to approach their instructors during or after class. 51% of students answered neutral. This could be interpreted that the use of WhatsApp had not affected the frequent (or lack of) face-to-face interaction with their instructors. A second survey question, similar but phrased differently from the first, was also asked to evaluate the aspect of face-to-face interaction with instructors. 34% disagreed that the use of WhatsApp had reduced the frequency of face-to-face interaction. This could imply that the frequency remained the same or might have increased. The 38% who agreed to a decrease in face-to-face interaction have either asked the questions in WhatsApp or had their questions answered by a query from another student in the group chat. These outcomes suggested that the use of technology aided and complemented face-to-face interaction between instructors and students. The study also looked at the challenges of using WhatsApp for academic discussion. Some challenges included difficulty in referring back to previous discussion and students finding some discussions irrelevant to them. In conclusion, the use of IM platform for academic discussion was desirable for the students, but it should not be the only channel as face-to-face consultation and online forum for lengthy discussion are still important for after-class learning of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry" title="chemistry">chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=pedogogy" title=" pedogogy"> pedogogy</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20tools" title=" technological tools"> technological tools</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a> </p> <a href="https://publications.waset.org/abstracts/129366/using-smartphone-instant-messaging-im-app-for-academic-discussion-in-an-undergraduate-chemistry-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2226</span> Robustness of the Fuzzy Adaptive Speed Control of a Multi-Phase Asynchronous Machine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bessaad%20Taieb">Bessaad Taieb</a>, <a href="https://publications.waset.org/abstracts/search?q=Benbouali%20Abderrahmen"> Benbouali Abderrahmen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fuzzy controllers are a powerful tool for controlling complex processes. However, its robustness capacity remains moderately limited because it loses its property for large ranges of parametric variations. In this paper, the proposed control method is designed, based on a fuzzy adaptive controller used as a remedy for this problem. For increase the robustness of the vector control and to maintain the performance of the five-phase asynchronous machine despite the presence of disturbances (variation of rotor resistance, rotor inertia variations, sudden variations in the load etc.), by applying the method of behaviour model control (BMC). The results of simulation show that the fuzzy adaptive control provides best performance and has a more robustness as the fuzzy (FLC) and as a conventional (PI) controller. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20adaptive%20control" title="fuzzy adaptive control">fuzzy adaptive control</a>, <a href="https://publications.waset.org/abstracts/search?q=behaviour%20model%20control" title=" behaviour model control"> behaviour model control</a>, <a href="https://publications.waset.org/abstracts/search?q=vector%20control" title=" vector control"> vector control</a>, <a href="https://publications.waset.org/abstracts/search?q=five-phase%20asynchronous%20machine" title=" five-phase asynchronous machine"> five-phase asynchronous machine</a> </p> <a href="https://publications.waset.org/abstracts/168082/robustness-of-the-fuzzy-adaptive-speed-control-of-a-multi-phase-asynchronous-machine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2225</span> A Novel Approach to Asynchronous State Machine Modeling on Multisim for Avoiding Function Hazards</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parisi%20L.">Parisi L.</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamili%20D."> Hamili D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Azlan%20N."> Azlan N.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to design and simulate a particular type of Asynchronous State Machine (ASM), namely a ‘traffic light controller’ (TLC), operated at a frequency of 0.5 Hz. The design task involved two main stages: firstly, designing a 4-bit binary counter using J-K flip flops as the timing signal and subsequently, attaining the digital logic by deploying ASM design process. The TLC was designed such that it showed a sequence of three different colours, i.e. red, yellow and green, corresponding to set thresholds by deploying the least number of AND, OR and NOT gates possible. The software Multisim was deployed to design such circuit and simulate it for circuit troubleshooting in order for it to display the output sequence of the three different colours on the traffic light in the correct order. A clock signal, an asynchronous 4-bit binary counter that was designed through the use of J-K flip flops along with an ASM were used to complete this sequence, which was programmed to be repeated indefinitely. Eventually, the circuit was debugged and optimized, thus displaying the correct waveforms of the three outputs through the logic analyzer. However, hazards occurred when the frequency was increased to 10 MHz. This was attributed to delays in the feedback being too high. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20state%20machine" title="asynchronous state machine">asynchronous state machine</a>, <a href="https://publications.waset.org/abstracts/search?q=traffic%20light%20controller" title=" traffic light controller"> traffic light controller</a>, <a href="https://publications.waset.org/abstracts/search?q=circuit%20design" title=" circuit design"> circuit design</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20electronics" title=" digital electronics"> digital electronics</a> </p> <a href="https://publications.waset.org/abstracts/22349/a-novel-approach-to-asynchronous-state-machine-modeling-on-multisim-for-avoiding-function-hazards" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22349.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2224</span> Instructional Immediacy Practices in Asynchronous Learning Environment: Tutors' Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samar%20Alharbi">Samar Alharbi</a>, <a href="https://publications.waset.org/abstracts/search?q=Yota%20Dimitriadi"> Yota Dimitriadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the exponential growth of information and communication technologies in higher education, new online teaching strategies have become increasingly important for student engagement and learning. In particular, some institutions depend solely on asynchronous e-learning to provide courses for their students. The major challenge facing these institutions is how to improve the quality of teaching and learning in their asynchronous tools. One of the most important methods that can help e-learner to enhance their social learning and social presence in asynchronous learning setting is immediacy. This study explores tutors perceptions of their instructional immediacy practices as part of their communication actions in online learning environments. It was used a mixed-methods design under the umbrella of pragmatic philosophical assumption. The participants included tutors at an educational institution in a Saudi university. The participants were selected with a purposive sampling approach and chose an institution that offered fully online courses to students. The findings of the quantitative data show the importance of teachers’ immediacy practices in an online text-based learning environment. The qualitative data contained three main themes: the tutors’ encouragement of student interaction; their promotion of class participation; and their addressing of the needs of the students. The findings from these mixed methods can provide teachers with insights into instructional designs and strategies that they can adopt in order to use e-immediacy in effective ways, thus improving their students’ online learning experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20e-learning" title="asynchronous e-learning">asynchronous e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=immediacy" title=" immediacy"> immediacy</a>, <a href="https://publications.waset.org/abstracts/search?q=tutor" title=" tutor"> tutor</a> </p> <a href="https://publications.waset.org/abstracts/72050/instructional-immediacy-practices-in-asynchronous-learning-environment-tutors-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72050.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2223</span> Performance Evaluation of an Efficient Asynchronous Protocol for WDM Ring MANs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baziana%20Peristera">Baziana Peristera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The idea of the asynchronous transmission in wavelength division multiplexing (WDM) ring MANs is studied in this paper. Especially, we present an efficient access technique to coordinate the collisions-free transmission of the variable sizes of IP traffic in WDM ring core networks. Each node is equipped with a tunable transmitter and a tunable receiver. In this way, all the wavelengths are exploited for both transmission and reception. In order to evaluate the performance measures of average throughput, queuing delay and packet dropping probability at the buffers, a simulation model that assumes symmetric access rights among the nodes is developed based on Poisson statistics. Extensive numerical results show that the proposed protocol achieves apart from high bandwidth exploitation for a wide range of offered load, fairness of queuing delay and dropping events among the different packets size categories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20transmission" title="asynchronous transmission">asynchronous transmission</a>, <a href="https://publications.waset.org/abstracts/search?q=collision%20avoidance" title=" collision avoidance"> collision avoidance</a>, <a href="https://publications.waset.org/abstracts/search?q=wavelength%20division%20multiplexing" title=" wavelength division multiplexing"> wavelength division multiplexing</a>, <a href="https://publications.waset.org/abstracts/search?q=WDM" title=" WDM"> WDM</a> </p> <a href="https://publications.waset.org/abstracts/18320/performance-evaluation-of-an-efficient-asynchronous-protocol-for-wdm-ring-mans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18320.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">382</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2222</span> From Text to Data: Sentiment Analysis of Presidential Election Political Forums</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sergio%20V%20Davalos">Sergio V Davalos</a>, <a href="https://publications.waset.org/abstracts/search?q=Alison%20L.%20Watkins"> Alison L. Watkins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> User generated content (UGC) such as website post has data associated with it: time of the post, gender, location, type of device, and number of words. The text entered in user generated content (UGC) can provide a valuable dimension for analysis. In this research, each user post is treated as a collection of terms (words). In addition to the number of words per post, the frequency of each term is determined by post and by the sum of occurrences in all posts. This research focuses on one specific aspect of UGC: sentiment. Sentiment analysis (SA) was applied to the content (user posts) of two sets of political forums related to the US presidential elections for 2012 and 2016. Sentiment analysis results in deriving data from the text. This enables the subsequent application of data analytic methods. The SASA (SAIL/SAI Sentiment Analyzer) model was used for sentiment analysis. The application of SASA resulted with a sentiment score for each post. Based on the sentiment scores for the posts there are significant differences between the content and sentiment of the two sets for the 2012 and 2016 presidential election forums. In the 2012 forums, 38% of the forums started with positive sentiment and 16% with negative sentiment. In the 2016 forums, 29% started with positive sentiment and 15% with negative sentiment. There also were changes in sentiment over time. For both elections as the election got closer, the cumulative sentiment score became negative. The candidate who won each election was in the more posts than the losing candidates. In the case of Trump, there were more negative posts than Clinton’s highest number of posts which were positive. KNIME topic modeling was used to derive topics from the posts. There were also changes in topics and keyword emphasis over time. Initially, the political parties were the most referenced and as the election got closer the emphasis changed to the candidates. The performance of the SASA method proved to predict sentiment better than four other methods in Sentibench. The research resulted in deriving sentiment data from text. In combination with other data, the sentiment data provided insight and discovery about user sentiment in the US presidential elections for 2012 and 2016. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title="sentiment analysis">sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining" title=" text mining"> text mining</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20generated%20content" title=" user generated content"> user generated content</a>, <a href="https://publications.waset.org/abstracts/search?q=US%20presidential%20elections" title=" US presidential elections"> US presidential elections</a> </p> <a href="https://publications.waset.org/abstracts/86945/from-text-to-data-sentiment-analysis-of-presidential-election-political-forums" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86945.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2221</span> Synchronous Versus Asynchronous Telecollaboration in Intercultural Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vita%20Kalnberzina">Vita Kalnberzina</a>, <a href="https://publications.waset.org/abstracts/search?q=Lauren%20Miller%20Anderson"> Lauren Miller Anderson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the paper is to report on the results of the telecollaboration project results carried out between the students of the University of Latvia, National Louis University in the US, and Austral University in Chili during the Intercultural Communication course. The objectives of the study are 1) to compare different forms of student telecollaboration and virtual exchange, 2) to collect and analyse the student feedback on the telecollaboration project, 3) to evaluate the products (films) produced during the telecollaboration project. The methods of research used are as follows: Survey of the student feedback after the project, video text analysis of the films produced by the students, and interview of the students participating in the project. We would like to compare the results of a three-year collaboration project, where we tried out synchronous telecollaboration and asynchronous collaboration. The different variables that were observed were the impact of the different time zones, different language proficiency levels of students, and different curricula developed for collaboration. The main findings suggest that the effort spent by students to organize meetings in different time zones and to get to know each other diminishes the quality of the product developed and thus reduces the students' feeling of accomplishment. Therefore, we would like to propose that asynchronous collaboration where the national teams work on a film project specifically developed by the students of one university for the students of another university ends up with a better quality film, which in its turn appeals more to the students of the other university and creates a deeper intercultural bond between the collaborating students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=telecollaboration" title="telecollaboration">telecollaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20collaboration" title=" synchronous collaboration"> synchronous collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20collaboration" title=" asynchronous collaboration"> asynchronous collaboration</a> </p> <a href="https://publications.waset.org/abstracts/161153/synchronous-versus-asynchronous-telecollaboration-in-intercultural-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2220</span> Students’ Online Forum Activities and Social Network Analysis in an E-Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20L.%20Cheng">P. L. Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online discussion forum is a popular e-learning technique that allows participants to interact and construct knowledge. This study aims to examine the levels of participation, categories of participants and the structure of their interactions in a forum. A convenience sampling of one course coordinator and 23 graduate students was selected in this study. The forums’ log file and the Social Network Analysis software were used in this study. The analysis reveals 610 activities (including viewing forum’s topic, viewing discussion thread, posting a new thread, replying to other participants’ post, updating an existing thread and deleting a post) performed by them in this forum, with an average of 3.83 threads posted. Also, this forum consists of five at-risk participants, six bridging participants, four isolated participants and five leaders of information. In addition, the network density value is 0.15 and there exist five reciprocal interactions in this forum. The closeness value varied between 28 and 68 while the eigen vector centrality value varied between 0.008 and 0.39. The finding indicates that the participants tend to listen more rather than express their opinions in the forum. It was also revealed that those who actively provide supports in the discussion forum were not the same people who received the most responses from their peers. This study found that cliques do not exist in the forum and the participants are not selective to whom they response to, rather, it was based on the content of the posts made by their peers. Based upon the findings, further analysis with different method and population, larger sample size and a longer time frame are recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20forum" title=" online forum"> online forum</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a> </p> <a href="https://publications.waset.org/abstracts/17470/students-online-forum-activities-and-social-network-analysis-in-an-e-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17470.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2219</span> Using Repetition of Instructions in Course Design to Improve Instructor Efficiency and Increase Enrollment in a Large Online Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20M.%20Gilstrap">David M. Gilstrap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Designing effective instructions is a critical dimension of effective teaching systems. Due to a void in interpersonal contact, online courses present new challenges in this regard, especially with large class sizes. This presentation is a case study in how the repetition of instructions within the course design was utilized to increase instructor efficiency in managing a rapid rise in enrollment. World of Turf is a two-credit, semester-long elective course for non-turfgrass majors at Michigan State University. It is taught entirely online and solely by the instructor without any graduate teaching assistants. Discussion forums about subject matter are designated for each lecture, and those forums are moderated by a few undergraduate turfgrass majors. The instructions as to the course structure, navigation, and grading are conveyed in the syllabus and course-introduction lecture. Regardless, students email questions about such matters, and the number of emails increased as course enrollment grew steadily during the first three years of its existence, almost to a point that the course was becoming unmanageable. Many of these emails occurred because the instructor was failing to update and operate the course in a timely and proper fashion because he was too busy answering emails. Some of the emails did help the instructor ferret out poorly composed instructions, which he corrected. Beginning in the summer semester of 2015, the instructor overhauled the course by segregating content into weekly modules. The philosophy envisioned and embraced was that there can never be too much repetition of instructions in an online course. Instructions were duplicated within each of these modules as well as associated modules for syllabus and schedules, getting started, frequently asked questions, practice tests, surveys, and exams. In addition, informational forums were created and set aside for questions about the course workings and each of the three exams, thus creating even more repetition. Within these informational forums, students typically answer each other’s questions, which demonstrated to the students that that information is available in the course. When needed, the instructor interjects with corrects answers or clarifies any misinformation which students might be putting forth. Increasing the amount of repetition of instructions and strategic enhancements to the course design have resulted in a dramatic decrease in the number of email replies necessitated by the instructor. The resulting improvement in efficiency allowed the instructor to raise enrollment limits thus effecting a ten-fold increase in enrollment over a five-year period with 1050 students registered during the most recent academic year, thus becoming easily the largest online course at the university. Because of the improvement in course-delivery efficiency, sufficient time was created that allowed the instructor to development and launch an additional online course, hence further enhancing his productivity and value in terms of the number of the student-credit hours for which he is responsible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=instructions" title=" instructions"> instructions</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=repetition" title=" repetition"> repetition</a> </p> <a href="https://publications.waset.org/abstracts/71778/using-repetition-of-instructions-in-course-design-to-improve-instructor-efficiency-and-increase-enrollment-in-a-large-online-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71778.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">211</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2218</span> Examining Social Connectivity through Email Network Analysis: Study of Librarians' Emailing Groups in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Arif%20Khan">Muhammad Arif Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Haroon%20Idrees"> Haroon Idrees</a>, <a href="https://publications.waset.org/abstracts/search?q=Imran%20Aziz"> Imran Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Sidra%20Mushtaq"> Sidra Mushtaq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social platforms like online discussion and mailing groups are well aligned with academic as well as professional learning spaces. Professional communities are increasingly moving to online forums for sharing and capturing the intellectual abilities. This study investigated dynamics of social connectivity of yahoo mailing groups of Pakistani Library and Information Science (LIS) professionals using Graph Theory technique. Design/Methodology: Social Network Analysis is the increasingly concerned domain for scientists in identifying whether people grow together through online social interaction or, whether they just reflect connectivity. We have conducted a longitudinal study using Network Graph Theory technique to analyze the large data-set of email communication. The data was collected from three yahoo mailing groups using network analysis software over a period of six months i.e. January to June 2016. Findings of the network analysis were reviewed through focus group discussion with LIS experts and selected respondents of the study. Data were analyzed in Microsoft Excel and network diagrams were visualized using NodeXL and ORA-Net Scene package. Findings: Findings demonstrate that professionals and students exhibit intellectual growth the more they get tied within a network by interacting and participating in communication through online forums. The study reports on dynamics of the large network by visualizing the email correspondence among group members in a network consisting vertices (members) and edges (randomized correspondence). The model pair wise relationship between group members was illustrated to show characteristics, reasons, and strength of ties. Connectivity of nodes illustrated the frequency of communication among group members through examining node coupling, diffusion of networks, and node clustering has been demonstrated in-depth. Network analysis was found to be a useful technique in investigating the dynamics of the large network. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emailing%20networks" title="emailing networks">emailing networks</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20graph%20theory" title=" network graph theory"> network graph theory</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20social%20platforms" title=" online social platforms"> online social platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=yahoo%20mailing%20groups" title=" yahoo mailing groups"> yahoo mailing groups</a> </p> <a href="https://publications.waset.org/abstracts/60149/examining-social-connectivity-through-email-network-analysis-study-of-librarians-emailing-groups-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60149.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=asynchronous%20discussion%20forums&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=asynchronous%20discussion%20forums&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=asynchronous%20discussion%20forums&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=asynchronous%20discussion%20forums&page=5">5</a></li> <li class="page-item"><a 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