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communication</title> <meta name="description" content="Search results for: online communication"> <meta name="keywords" content="online communication"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="online communication"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6396</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: online communication</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6396</span> Haunted Pilgrims: The Absence of Touch and the Sounds of Silence in Online Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20Armstrong">Karen Armstrong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the impact of two aspects of online communication: the absence of touch and the sound of silence. In order to place the discussion in context, the paper begins with a brief description of communication itself and the many ways in which we communicate with each other both verbally and non-verbally. Next, the discussion moves to consider the general characteristics of online communication and the ways in which it is similar as well as very different from face to face communication. This examination considers the ways we communicate primarily in email, but also through texting, instagram stickers, and twitter—the primary modes of online communication aside from face to face videos, which are less common. With few exceptions of course, most such interactions take place without sound or physical contact. First to be examined is the absence of touch, followed by the presence of silence. The paper explores these issues, concluding with the ways in which both absence of touch and the prevalence of silence are important determinants shaping communication in our online universe. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absence%20of%20touch" title="absence of touch">absence of touch</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=face-to-face" title=" face-to-face"> face-to-face</a>, <a href="https://publications.waset.org/abstracts/search?q=haptics" title=" haptics"> haptics</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=silence" title=" silence"> silence</a> </p> <a href="https://publications.waset.org/abstracts/18553/haunted-pilgrims-the-absence-of-touch-and-the-sounds-of-silence-in-online-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18553.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">371</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">6395</span> The Construction of Multilingual Online Gaming Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20Alnefaie">Dina Alnefaie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This poster presents a study of a Discord private server with thirteen multilingual gamers, aiming to explore the elements that construct a multilingual online gaming community. The study focuses on the communication practices of four Saudi female and male gamers, using various data collection methods, including online observations through recorded videos and screenshots, interviews, and informal conversations for one year. The primary findings show that translanguaging was a prominent feature of their verbal and textual communication practices. Besides, these practices that mostly accompany cultural ones were used to facilitate communication and express their identities in an intercultural context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20community%20construction" title="online community construction">online community construction</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20identity" title=" digital identity"> digital identity</a> </p> <a href="https://publications.waset.org/abstracts/164957/the-construction-of-multilingual-online-gaming-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164957.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">85</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">6394</span> A Survey of Online User Perspectives and Age Profile in an Undergraduate Fundamental Business Technology Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danielle%20Morin">Danielle Morin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20D.%20E.%20Thomas"> Jennifer D. E. Thomas</a>, <a href="https://publications.waset.org/abstracts/search?q=Raafat%20G.%20Saade"> Raafat G. Saade</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniela%20Petrachi"> Daniela Petrachi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past few decades, more and more students choose to enroll in online classes instead of attending in-class lectures. While past studies consider students’ attitudes towards online education and how their grades differed from in-class lectures, the profile of the online student remains a blur. To shed light on this, an online survey was administered to about 1,500 students enrolled in an undergraduate Fundamental Business Technology course at a Canadian University. The survey was comprised of questions on students’ demographics, their reasons for choosing online courses, their expectations towards the course, the communication channels they use for the course with fellow students and with the instructor. This paper focused on the research question: Do the perspectives of online students concerning the online experience, in general, and in the course in particular, differ according to age profile? After several statistical analyses, it was found that age does have an impact on the reasons why students select online classes instead of in-class. For example, it was found that the perception that an online course might be easier than in-class delivery was a more important reason for younger students than for older ones. Similarly, the influence of friends is much more important for younger students, than for older students. Similar results were found when analyzing students’ expectation about the online course and their use of communication tools. Overall, the age profile of online users had an impact on reasons, expectations and means of communication in an undergraduate Fundamental Business Technology course. It is left to be seen if this holds true across other courses, graduate and undergraduate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20channels" title="communication channels">communication channels</a>, <a href="https://publications.waset.org/abstracts/search?q=fundamentals%20of%20business%20technology" title=" fundamentals of business technology"> fundamentals of business technology</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20classes" title=" online classes"> online classes</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20age%20profile" title=" user age profile"> user age profile</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20perspectives" title=" user perspectives"> user perspectives</a> </p> <a href="https://publications.waset.org/abstracts/86795/a-survey-of-online-user-perspectives-and-age-profile-in-an-undergraduate-fundamental-business-technology-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86795.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">250</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">6393</span> Communication in Inclusive Education: A Qualitative Study in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Klara%20Kr%C3%B3lewiak-Detsi">Klara Królewiak-Detsi</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Orylska"> Anna Orylska</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Gorgolewska"> Anna Gorgolewska</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Boczkowska"> Marta Boczkowska</a>, <a href="https://publications.waset.org/abstracts/search?q=Agata%20Graczykowska"> Agata Graczykowska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the communication between students and teachers in inclusive education in Poland. Specifically, we examine the communication and interaction of students with special educational needs during online learning compared to traditional face-to-face instruction. Our research questions are (1) how children with special educational needs communicate with their teachers and peers during online learning, and (2) what strategies can improve their communication skills. We conducted five focus groups with: (1) 55 children with special educational needs, (2) 65 typically developing pupils, (3) 28 professionals (psychologists and special education therapists), (4) 16 teachers, and (5) 16 parents of children with special educational needs. Our analysis focused on primary schools and used thematic analysis according to the 6-step procedure of Braun and Clarke. Our findings reveal that children with disabilities faced more difficulties communicating and interacting with others online than in face-to-face lessons. The online tools used for education were not adapted to the needs of children with disabilities, and schools lacked clear guidelines on how to pursue inclusive education online. Based on the results, we offer recommendations for online communication training and tools that are dedicated to children with special educational needs. Additionally, our results demonstrate that typically developing pupils are better in interpersonal relations and more often and effectively use social support. Children with special educational needs had similar emotional and communication challenges compared to their typically developing peers. In conclusion, our study highlights the importance of providing adequate support for the online education of children with special educational needs in inclusive classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inclusive%20education" title="Inclusive education">Inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=Special%20educational%20needs" title=" Special educational needs"> Special educational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=Social%20skills%20development" title=" Social skills development"> Social skills development</a>, <a href="https://publications.waset.org/abstracts/search?q=Online%20communication" title=" Online communication"> Online communication</a> </p> <a href="https://publications.waset.org/abstracts/163249/communication-in-inclusive-education-a-qualitative-study-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163249.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">131</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">6392</span> Initial Observations of the Utilization of Zoom Software for Synchronous English as a Foreign Language Oral Communication Classes at a Japanese University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20Nadasdy">Paul Nadasdy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2020, oral communication classes at many universities in Japan switched to online and hybrid lessons because of the coronavirus pandemic. Teachers had to adapt their practices immediately and deal with the challenges of the online environment. Even for experienced teachers, this still presented a problem as many had not conducted online classes before. Simultaneously, for many students, this type of learning was completely alien to them, and they had to adapt to the challenges faced by communicating in English online. This study collected data from 418 first grade students in the first semester of English communication classes at a technical university in Tokyo, Japan. Zoom software was used throughout the learning period. Though there were many challenges in the setting up and implementation of Zoom classes at the university, the results indicated that the students enjoyed the format and made the most of the circumstances. This proved the robustness of the course that was taught in regular lessons and the adaptability of teachers and students to challenges in a very short timeframe. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=zoom" title="zoom">zoom</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20lessons" title=" hybrid lessons"> hybrid lessons</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20english" title=" communicative english"> communicative english</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a> </p> <a href="https://publications.waset.org/abstracts/152795/initial-observations-of-the-utilization-of-zoom-software-for-synchronous-english-as-a-foreign-language-oral-communication-classes-at-a-japanese-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152795.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">84</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">6391</span> Communication through Offline and Online Social Network of Thai Football Premier League Supporters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krisana%20Chueachainat">Krisana Chueachainat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is about the identity, typology and symbol using in communication through offline and online social network of each Thai football Premier League supporters. Also, study is about the factors that affected the sport to become the growing business and the communication factors that play the important role in the growth of the sport business. The Thai Premier League communicated with supporters in order to show the identity of each supporter and club in different ways. The expression of the identity was shown through online social network and offline told other people who they were. The study also about the factor that impacted the roles and communication factors that make football become the growing business. The factor that impact to the growth of football to the business, if clubs can action, the sport business would be to higher level and also push Thailand’s football to be effective and equal to other countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20social%20network" title="online social network">online social network</a>, <a href="https://publications.waset.org/abstracts/search?q=offline%20social%20network" title=" offline social network"> offline social network</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20football" title=" Thai football"> Thai football</a>, <a href="https://publications.waset.org/abstracts/search?q=supporters" title=" supporters"> supporters</a> </p> <a href="https://publications.waset.org/abstracts/55737/communication-through-offline-and-online-social-network-of-thai-football-premier-league-supporters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55737.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">6390</span> The Potentials of Online Learning and the Challenges towards Its Adoption in Nigeria's Higher Institutions of Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuliya%20Muhammed">Kuliya Muhammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the potentials of online learning and the challenges to its adoption in Nigeria’s higher institutions of learning. The research would assist in tackling the challenges of online learning adoption and enlighten institutions on the numerous benefits of online learning in Nigeria. The researcher used survey method for the study and questionnaires were used to obtain the needed data from 230 respondents cut across 20 higher institutions in the country. The findings revealed that online learning has the prospect to boost access to learning tools, assist students’ to learn from the comfort of their offices or homes, reduce the cost of learning, and enable individuals to gain self-knowledge. The major challenges in the adoption of e-learning are poor Information and Communication Technology infrastructures, poor internet connectivity where available, lack of Information and Communication Technology background, problem of power supply, lack of commitment by institutions, poor maintenance of Information and Communication Technology tools, inadequate facilities, lack of government funding and fraud. Recommendations were also made at the end of the research work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic" title="electronic">electronic</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=institution" title=" institution"> institution</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/35563/the-potentials-of-online-learning-and-the-challenges-towards-its-adoption-in-nigerias-higher-institutions-of-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35563.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">388</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">6389</span> Recurrent Patterns of Netspeak among Selected Nigerians on WhatsApp Platform: A Quest for Standardisation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lily%20Chimuanya">Lily Chimuanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Esther%20Ajiboye"> Esther Ajiboye</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Uba"> Emmanuel Uba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the consequences of online communication is the birth of new orthography genres characterised by novel conventions of abbreviation and acronyms usually referred to as Netspeak. Netspeak, also known as internet slang, is a style of writing mainly used in online communication to limit the length of text characters and to save time. The aim of this study is to evaluate how second language users of the English language have internalised this new convention of writing; identify the recurrent patterns of Netspeak; and assess the consistency of the use of the identified patterns in relation to their meanings. The study is corpus-based, and data drawn from WhatsApp chart pages of selected groups of Nigerian English speakers show a large occurrence of inconsistencies in the patterns of Netspeak and their meanings. The study argues that rather than emphasise the negative impact of Netspeak on the communicative competence of second language users, studies should focus on suggesting models as yardsticks for standardising the usage of Netspeak and indeed all other emerging language conventions resulting from online communication. This stance stems from the inevitable global language transformation that is eminent with the coming of age of information technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abbreviation" title="abbreviation">abbreviation</a>, <a href="https://publications.waset.org/abstracts/search?q=acronyms" title=" acronyms"> acronyms</a>, <a href="https://publications.waset.org/abstracts/search?q=Netspeak" title=" Netspeak"> Netspeak</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20communication" title=" online communication"> online communication</a>, <a href="https://publications.waset.org/abstracts/search?q=standardisation" title=" standardisation"> standardisation</a> </p> <a href="https://publications.waset.org/abstracts/70670/recurrent-patterns-of-netspeak-among-selected-nigerians-on-whatsapp-platform-a-quest-for-standardisation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70670.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">391</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">6388</span> Are Values Reflected in Online Skincare Advertisements from the Philippines and Taiwan the Same? </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chih-Ping%20Chen">Chih-Ping Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, some scholars established the reflection of cultural values in advertisements. However, despite the Internet’s rapid development, few studies have focused on observing cross-cultural differences of values reflected in online advertisements. As mirrors of culture, advertisements are believed to reflect values relevant to consumers. Therefore, this research aims to examine the cultural values reflected on online skincare advertisements between countries with different cultural influences. We argue that culture affects the values presented in the slogans, endorsers, brand prominence, and product prominence of online advertisements; a concept that challenges the standardized manner of communication utilized by most multinational brands. Results highlight that the Philippines and Taiwan are neither located on extreme low-context nor extreme high-context cultures. Moreover, although advertisements reflect culture, it may be affected by potential value shifting caused by globalization, standardized communication, and the advertisers’ marketing priorities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-culture" title="cross-culture">cross-culture</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20values" title=" cultural values"> cultural values</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20advertising" title=" online advertising"> online advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=prominence" title=" prominence"> prominence</a>, <a href="https://publications.waset.org/abstracts/search?q=beauty" title=" beauty "> beauty </a> </p> <a href="https://publications.waset.org/abstracts/18623/are-values-reflected-in-online-skincare-advertisements-from-the-philippines-and-taiwan-the-same" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18623.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">472</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">6387</span> The Impact of Online Advertising on Consumer Purchase Behaviour Based on Malaysian Organizations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naser%20Zourikalatehsamad">Naser Zourikalatehsamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Abdorreza%20Payambarpour"> Seyed Abdorreza Payambarpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Alwashali"> Ibrahim Alwashali</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Abdolkarimi"> Zahra Abdolkarimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to evaluate the effect of online advertising on consumer purchase behavior in Malaysian organizations. The paper has potential to extend and refine theory. A survey was distributed among Students of UTM university during the winter 2014 and 160 responses were collected. Regression analysis was used to test the hypothesized relationships of the model. Result shows that the predictors (cost saving factor, convenience factor and customized product or services) have positive impact on intention to continue seeking online advertising. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20purchase" title="consumer purchase">consumer purchase</a>, <a href="https://publications.waset.org/abstracts/search?q=convenience" title=" convenience"> convenience</a>, <a href="https://publications.waset.org/abstracts/search?q=customized%20product" title=" customized product"> customized product</a>, <a href="https://publications.waset.org/abstracts/search?q=cost%20saving" title=" cost saving"> cost saving</a>, <a href="https://publications.waset.org/abstracts/search?q=customization" title=" customization"> customization</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20theory" title=" flow theory"> flow theory</a>, <a href="https://publications.waset.org/abstracts/search?q=mass%20communication" title=" mass communication"> mass communication</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20advertising%20ads" title=" online advertising ads"> online advertising ads</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20advertising%20measurement" title=" online advertising measurement"> online advertising measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20advertising%20mechanism" title=" online advertising mechanism"> online advertising mechanism</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20intelligence%20system" title=" online intelligence system"> online intelligence system</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=willingness%20to%20purchase" title=" willingness to purchase "> willingness to purchase </a> </p> <a href="https://publications.waset.org/abstracts/37191/the-impact-of-online-advertising-on-consumer-purchase-behaviour-based-on-malaysian-organizations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37191.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">481</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">6386</span> The Role of Online Social Networks in Social Movements: Social Polarization and Violations against Social Unity and Privacy of Individuals in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tolga%20Yaz%C4%B1c%C4%B1">Tolga Yazıcı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a matter of the fact that online social networks like Twitter, Facebook and MySpace have experienced an extensive growth in recent years. Social media offers individuals with a tool for communicating and interacting with one another. These social networks enable people to stay in touch with other people and express themselves. This process makes the users of online social networks active creators of content rather than being only consumers of traditional media. That’s why millions of people show strong desire to learn the methods and tools of digital content production and necessary communication skills. However, the booming interest in communication and interaction through online social networks and high level of eagerness to invent and implement the ways to participate in content production raise some privacy and security concerns. This presentation aims to open the assumed revolutionary, democratic and liberating nature of the online social media up for discussion by reviewing some recent political developments in Turkey. Firstly, the role of Internet and online social networks in mobilizing collective movements through social interactions and communications will be questioned. Secondly, some cases from Gezi and Okmeydanı Protests and also December 17-25 period will be presented in order to illustrate misinformation and manipulation in social media and violation of individual privacy through online social networks in order to damage social unity and stability contradictory to democratic nature of online social networking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20social%20media%20networks" title="online social media networks">online social media networks</a>, <a href="https://publications.waset.org/abstracts/search?q=democratic%20participation" title=" democratic participation"> democratic participation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20movements" title=" social movements"> social movements</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20polarization" title=" social polarization"> social polarization</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy%20of%20individuals" title=" privacy of individuals"> privacy of individuals</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a> </p> <a href="https://publications.waset.org/abstracts/12189/the-role-of-online-social-networks-in-social-movements-social-polarization-and-violations-against-social-unity-and-privacy-of-individuals-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12189.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">341</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">6385</span> Satisfaction on English Language Learning with Online System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim">Suwaree Yordchim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective is to study the satisfaction on English with an online learning. Online learning system mainly consists of English lessons, exercises, tests, web boards, and supplementary lessons for language practice. The sample groups are 80 Thai students studying English for Business Communication, majoring in Hotel and Lodging Management. The data are analyzed by mean, standard deviation (S.D.) value from the questionnaires. The results were found that the most average of satisfaction on academic aspects are technological searching tool through E-learning system that support the students’ learning (4.51), knowledge evaluation on prepost learning and teaching (4.45), and change for project selections according to their interest, subject contents including practice in the real situations (4.45), respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title="English language learning">English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20system" title=" online system"> online system</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=supplementary%20lessons" title=" supplementary lessons"> supplementary lessons</a> </p> <a href="https://publications.waset.org/abstracts/12229/satisfaction-on-english-language-learning-with-online-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12229.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">465</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">6384</span> The Rise of Darknet: A Call for Understanding Online Communication of Terrorist Groups in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aulia%20Dwi%20Nastiti">Aulia Dwi Nastiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A number of studies and reports on terrorism have continuously addressed the role of internet and online activism to support terrorist and extremist groups. In particular, they stress on social media’s usage that generally serves for the terrorist’s propaganda as well as justification of their causes. While those analyses are important to understand how social media is a vital tool for global network terrorism, they are inadequate to explain the online communication patterns that enable terrorism acts. Beyond apparent online narratives, there is a deep cyber sphere where the very vein of terrorism movement lies. That is a hidden space in the internet called ‘darknet’. Recent investigations, particularly in Middle Eastern context, have shed some lights that this invisible space in the internet is fundamental to maintain the terrorist activities. Despite that, limited number of research examines darknet within the issue of terrorist movements in Indonesian context—where the country is considered quite a hotbed for extremist groups. Therefore, this paper attempts to provide an insight of darknet operation in Indonesian cases. By exploring how the darknet is used by the Indonesian-based extremist groups, this paper maps out communication patterns of terrorist groups on the internet which appear as an intermingled network. It shows the usage of internet is differentiated in different level of anonymity for distinctive purposes. This paper further argues that the emerging terrorist communication network calls for a more comprehensive counterterrorism strategy on the Internet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20pattern" title="communication pattern">communication pattern</a>, <a href="https://publications.waset.org/abstracts/search?q=counterterrorism" title=" counterterrorism"> counterterrorism</a>, <a href="https://publications.waset.org/abstracts/search?q=darknet" title=" darknet"> darknet</a>, <a href="https://publications.waset.org/abstracts/search?q=extremist%20groups" title=" extremist groups"> extremist groups</a>, <a href="https://publications.waset.org/abstracts/search?q=terrorism" title=" terrorism"> terrorism</a> </p> <a href="https://publications.waset.org/abstracts/42334/the-rise-of-darknet-a-call-for-understanding-online-communication-of-terrorist-groups-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42334.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">293</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">6383</span> A Study of Human Communication in an Internet Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Laghos">Andrew Laghos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Internet is a big part of our everyday lives. People can now access the internet from a variety of places including home, college, and work. Many airports, hotels, restaurants and cafeterias, provide free wireless internet to their visitors. Using technologies like computers, tablets, and mobile phones, we spend a lot of our time online getting entertained, getting informed, and communicating with each other. This study deals with the latter part, namely, human communication through the Internet. People can communicate with each other using social media, social network sites (SNS), e-mail, messengers, chatrooms, and so on. By connecting with each other they form virtual communities. Regarding SNS, types of connections that can be studied include friendships and cliques. Analyzing these connections is important to help us understand online user behavior. The method of Social Network Analysis (SNA) was used on a case study, and results revealed the existence of some useful patterns of interactivity between the participants. The study ends with implications of the results and ideas for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20communication" title="human communication">human communication</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20communities" title=" internet communities"> internet communities</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20user%20behavior" title=" online user behavior"> online user behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/25130/a-study-of-human-communication-in-an-internet-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25130.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">497</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">6382</span> Impoliteness Principle in Online Chatroom Discourses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christiana%20Darkoah">Christiana Darkoah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated impolite behaviour in online chatroom conversations, looking at its expressions, origins, online chatroom participant responses, impacts, and possible interventions. Online impoliteness has become a major worry as technology improvements move public conversation online, causing communication breakdowns and escalating conflict. The study used a qualitative methodology, including observation and thematic analysis to examine interactions from Facebook, Instagram, and WhatsApp. The findings showed that in online chatrooms, face-threatening behaviours and disputes can be sparked by political remarks, conversational humour, picture interpretations, and personal disclosures. Depending on the situation, the interpreter's job, and the accepted standards, the same statement could be interpreted as disrespectful or courteous. Impolite behaviour in online chatrooms and the possibility of misinterpretation are evident in the furious reactions that can arise from seemingly harmless posts. According to the study's findings, impoliteness is common in online chat rooms, where disputes over politics and personal grievances frequently turn into written attacks. Creating unambiguous community norms in partnership with social media businesses and putting digital literacy campaigns into action are among the recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impoliteness" title="impoliteness">impoliteness</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20chatroom" title=" online chatroom"> online chatroom</a>, <a href="https://publications.waset.org/abstracts/search?q=discourses" title=" discourses"> discourses</a>, <a href="https://publications.waset.org/abstracts/search?q=conflicts" title=" conflicts"> conflicts</a> </p> <a href="https://publications.waset.org/abstracts/191498/impoliteness-principle-in-online-chatroom-discourses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191498.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">25</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">6381</span> Online Language Tandem: Focusing on Intercultural Communication Competence and Non-Verbal Cues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amira%20Benabdelkader">Amira Benabdelkader</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Communication presents the channel by which humankind create and maintain their relationship with others, express themselves, exchange information, learn and teach etc. The context of communication plays a distinctive role in deciding about the language to be used. The term context is mainly used to refer to the interlocutors, their cultures, languages, relationship, physical surrounding that is the communication setting, type of the information to be transmitted, the topic etc. Cultures, on one hand, impose on humans certain behaviours, attitudes, gestures and beliefs. On the other hand, the focus on language is inevitable as it is with its verbal and non-verbal components, a key tool in and for communication. Moreover, each language has its particularity in how people voice, address and express their thoughts, feelings and beliefs. Being in the same setting with people from different cultures and languages and having conversations with them would call upon the intercultural communicative competence. This latter would promote the success of their conversations. Additionally, this competence could manifest in several ways during their interactions, to the extent that no one can predict when and how the interlocutors would use it. The only thing probably that could be confirmed is that the setting and culture would in a way or another intervene and often shape the flow of their communication, if not the whole communication. Therefore, this paper will look at the intercultural communicative competence of language learners when introducing their cultures to each other in an online language tandem (henceforth OLT) using their second and/or foreign language with the L1 language speakers. The participants of this study are Algerian (use L2: French, FL: English), British (L1: English, L2/FL: French). In other words, this current paper will provide a qualitative analysis of the OLT experiment by emphasising how language learners can overcome the cultural differences in an intercultural setting while communicating online using Skype (video conversations) with people from different countries, cultures and L1. The non-verbal cues will have the lion share in the analysis by focusing on how they have been used to maintain this intercultural communication or hinder it through the misinterpretation of gestures, head movements, grimaces etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communicative%20competence" title="intercultural communicative competence">intercultural communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20cues" title=" non-verbal cues"> non-verbal cues</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20language%20tandem" title=" online language tandem"> online language tandem</a>, <a href="https://publications.waset.org/abstracts/search?q=Skype" title=" Skype"> Skype</a> </p> <a href="https://publications.waset.org/abstracts/65461/online-language-tandem-focusing-on-intercultural-communication-competence-and-non-verbal-cues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65461.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">281</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">6380</span> Impacts of Online Behaviors on Empathy in Medical Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ling-Lang%20Huang">Ling-Lang Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yih-Jer%20Wu"> Yih-Jer Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Empathy is crucial for a patient-physician relationship and medical professionalism. Internet activity, gaming, or even addiction, have been more and more common among medical students. However, there’s been no report showing whether internet behavior has a substantial impact on empathy in medical students to our best knowledge. All year-2 medical students taking the optional course 'Narrative, Comprehension, and Communication' were enrolled. Internet behaviors are divided into two groups, 'internet users without online gaming (IU)' and 'internet users with online gaming (IG)', each group was further divided into 3 groups according to their average online retention time each day (< 2, 2 - 6, > 6 hours). Empathy was evaluated by the scores of the reports and humanities reflection after watching indicated movies, and by self-measured empathy questionnaire. All students taking the year-2 optional course 'Narrative, Comprehension, and Communication' were enrolled. As compared with students in the IU group, those in the IG group had significantly lower scores for the reports (81.3 ± 3.7 vs. 86.4 ± 5.1, P = 0.014). If further dividing the students into 5 groups (IU < 2, IU 2-6, IG < 2, IG 2 - 6, and IG > 6 hours), the scores were significantly and negatively correlated to online gaming with longer hours (r = -0.556, P = 0.006). However, there was no significant difference between IU and IG groups (33.0 ± 5.4 vs. 34.8 ± 3.2, P = n.s.), in terms of scores in the self-measured empathy questionnaire, neither was there any significant trend of scores along with longer online hours across the 5 groups (r = -0.164, P = n.s.). To date, there has been no evidence showing whether different internet behaviors (with or without online gaming) have distinct impacts on empathy. Although all of the medical students had a similarly good self-perception for empathy, our data suggested that online gaming did have a negative impact on their actual expression of empathy. Our observation has brought up an important issue for pondering: May IT- or gaming-assisted medical learning actually harm students’ empathy? In conclusion, this data suggests that long hours of online gaming harms expression of empathy, though all medics think themselves a person of high empathy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empathy.%20Internet" title="empathy. Internet">empathy. Internet</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20gaming" title=" online gaming"> online gaming</a> </p> <a href="https://publications.waset.org/abstracts/111174/impacts-of-online-behaviors-on-empathy-in-medical-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111174.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">132</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">6379</span> The Operation Strategy and Public Relations Trend for Public Relations Strategies Development in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanyapat%20U.%20Tapao">Kanyapat U. Tapao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to analyze the operation strategy strategies and public relations trend for public relations strategies development in public television station in Thailand. This study is a qualitative approach by indent interview from the 6 key informants that are managers of Voice TV and Thairath TV Channel. The results showed that both TV stations have to do research before making a release on the operation strategy policy such as a slogan, segmentation, integrated marketing communication and PR activity and also in term of Public Relations trend are including online media, online content and online training before opening the station and start promoting. By the way, we found the PR strategy for both TV station should be including application on mobile, online content, CRM activity, online banner, special event, and brand ambassador in order to bring a very reliable way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20banner" title="online banner">online banner</a>, <a href="https://publications.waset.org/abstracts/search?q=operation%20strategy" title=" operation strategy"> operation strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20relations%20trend" title=" public relations trend"> public relations trend</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20relations%20strategies%20development" title=" public relations strategies development"> public relations strategies development</a> </p> <a href="https://publications.waset.org/abstracts/39931/the-operation-strategy-and-public-relations-trend-for-public-relations-strategies-development-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39931.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">317</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">6378</span> Information and Communication Technology Application in the Face of COVID-19 Pandemic in Effective Service Delivery in Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odigie%20Veronica">Odigie Veronica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper focused on the application of Information and Communication Technology (ICT) in effective service delivery in view of the ongoing COVID-19 experience. It adopted the exploratory research method with three research objectives captured. Consequently, the objectives were to ascertain the meaning of online education, understand the concept of COVID-19 and to determine the relevance of online education in effective service delivery in institutions of learning. It is evident from the findings that through ICT, online mode of learning can be adopted in schools which helps greatly in promoting continual education. Online mode of education is practiced online; it brings both the teacher and learners from different places together, without any physical boundary/contact (at least 75%); and has helped greatly in human development in countries where it has been practiced. It is also a welcome development owing to its many benefits such as exposure to digital learning, having access to works of great teachers and educationists such as Socrates, Plato, Dewey, R.S. Peters, J. J. Rosseau, Nnamdi Azikwe, Carol Gilligan, J. I. Omoregbe, Jane Roland Martin, Jean Piaget, among others; and the facilitation of uninterrupted learning for class promotion and graduation of students. Developing the learners all round is part of human development which helps in developing a nation. These and many more are some benefits online education offers which make ICT very relevant in our contemporary society <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20education" title="online education">online education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20service%20delivery" title=" effective service delivery"> effective service delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20development" title=" human development"> human development</a> </p> <a href="https://publications.waset.org/abstracts/147660/information-and-communication-technology-application-in-the-face-of-covid-19-pandemic-in-effective-service-delivery-in-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147660.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">100</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">6377</span> The Role of Validity and Reliability in the Development of Online Testing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ani%20Demetrashvili">Ani Demetrashvili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to show how students trust online tests and determine validity and reliability in the development of online testing. The pandemic situation changed every field in the world, and it changed education as well. Educational institutions moved into the online space, which was the only decision they were able to make at that time. Online assessment through online proctoring was a totally new challenge for educational institutions, and they needed to deal with it successfully. Participants were chosen from the English language center. The validity of the questionnaire was identified according to the Likert scale and Cronbach’s alpha; later, data from the participants was analyzed as well. The article summarizes literature that is available about online assessment and is interesting for people who are interested in this kind of assessment. Based on the research findings, students favor in-person testing over online assessment due to their lack of experience and skills in the latter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title="online assessment">online assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20proctoring" title=" online proctoring"> online proctoring</a> </p> <a href="https://publications.waset.org/abstracts/187376/the-role-of-validity-and-reliability-in-the-development-of-online-testing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187376.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">40</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">6376</span> The Impact of Online Advertising on Generation Y’s Purchase Decision in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mui%20Joo%20Tang">Mui Joo Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Eang%20Teng%20Chan"> Eang Teng Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advertising is commonly used to foster sales and reputation of an institution. It is at first the growth of print advertising that has increased the population and number of periodicals of newspaper and its circulation. The rise of Internet and online media has somehow blurred the role of media and advertising though the intention is still to reach out to audience and to increase sales. The relationship between advertising and audience on a product purchase through persuasion has been developing from print media to online media. From the changing media environment and audience, it is the concern of this research to study the impact of online advertising to such a relationship cycle. The content of online advertisements is much of text, multimedia, photo, audio and video. The messages of such content format may indeed bring impacts to its audience and its credibility. This study is therefore reflecting the effectiveness of online advertisement and its influences on generation Y in their purchasing behavior. This study uses Media Dependency Theory to analyze the relationship between the impact of online advertisement and media usage pattern of generation Y. Hierarchy of Effectiveness Model is used as a marketing communication model to study the effectiveness of advertising and further to determine the impact of online advertisement on generation Y in their purchasing decision making. This research uses online survey to reach out the sample of generation Y. The results have shown that online advertisements do not affect much on purchase decision making even though generation Y relies much on the media content including online advertisement for its information and believing in its credibility. There are few other external factors that may interrupt the effectiveness of online advertising. The very obvious influence of purchasing behavior is actually derived from the peers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=generation%20Y" title="generation Y">generation Y</a>, <a href="https://publications.waset.org/abstracts/search?q=purchase%20decision" title=" purchase decision"> purchase decision</a>, <a href="https://publications.waset.org/abstracts/search?q=print%20media" title=" print media"> print media</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20advertising" title=" online advertising"> online advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=persuasion" title=" persuasion"> persuasion</a> </p> <a href="https://publications.waset.org/abstracts/69810/the-impact-of-online-advertising-on-generation-ys-purchase-decision-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69810.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">527</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">6375</span> Influence of Instructors in Engaging Online Graduate Students in Active Learning in the United States </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ehi%20E.%20Aimiuwu">Ehi E. Aimiuwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As of 2017, many online learning professionals, institutions, and journals are still wondering how instructors can keep student engaged in the online learning environment to facilitate active learning effectively. The purpose of this qualitative single-case and narrative research is to explore whether online professors understand their role as mentors and facilitators of students’ academic success by keeping students engaged in active learning based on personalized experience in the field. Data collection tools that were used in the study included an NVivo 12 Plus qualitative software, an interview protocol, a digital audiotape, an observation sheet, and a transcription. Seven online professors in the United States from LinkedIn and residencies were interviewed for this study. Eleven online teaching techniques from previous research were used as the study framework. Data analysis process, member checking, and key themes were used to achieve saturation. About 85.7% of professors agreed on rubric as the preferred online grading technique. About 57.1% agreed on professors logging in daily, students logging in about 2-5 times weekly, knowing students to increase accountability, email as preferred communication tool, and computer access for adequate online learning. About 42.9% agreed on syllabus for clear class expectations, participation to show what has been learned, and energizing students for creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20facilitation" title="class facilitation">class facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20management" title=" class management"> class management</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/111557/influence-of-instructors-in-engaging-online-graduate-students-in-active-learning-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111557.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">116</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">6374</span> Effect Analysis of an Improved Adaptive Speech Noise Reduction Algorithm in Online Communication Scenarios</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xingxing%20Peng">Xingxing Peng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the development of society, there are more and more online communication scenarios such as teleconference and online education. In the process of conference communication, the quality of voice communication is a very important part, and noise may cause the communication effect of participants to be greatly reduced. Therefore, voice noise reduction has an important impact on scenarios such as voice calls. This research focuses on the key technologies of the sound transmission process. The purpose is to maintain the audio quality to the maximum so that the listener can hear clearer and smoother sound. Firstly, to solve the problem that the traditional speech enhancement algorithm is not ideal when dealing with non-stationary noise, an adaptive speech noise reduction algorithm is studied in this paper. Traditional noise estimation methods are mainly used to deal with stationary noise. In this chapter, we study the spectral characteristics of different noise types, especially the characteristics of non-stationary Burst noise, and design a noise estimator module to deal with non-stationary noise. Noise features are extracted from non-speech segments, and the noise estimation module is adjusted in real time according to different noise characteristics. This adaptive algorithm can enhance speech according to different noise characteristics, improve the performance of traditional algorithms to deal with non-stationary noise, so as to achieve better enhancement effect. The experimental results show that the algorithm proposed in this chapter is effective and can better adapt to different types of noise, so as to obtain better speech enhancement effect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speech%20noise%20reduction" title="speech noise reduction">speech noise reduction</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20enhancement" title=" speech enhancement"> speech enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=self-adaptation" title=" self-adaptation"> self-adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=Wiener%20filter%20algorithm" title=" Wiener filter algorithm"> Wiener filter algorithm</a> </p> <a href="https://publications.waset.org/abstracts/183363/effect-analysis-of-an-improved-adaptive-speech-noise-reduction-algorithm-in-online-communication-scenarios" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183363.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">58</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">6373</span> The Online Power of Values: Adolescents’ Values as Predicting Factors of Their Online Bystanders’ Behavior While Witnessing Cyberbullying</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20Cayzer-Haller">Sharon Cayzer-Haller</a>, <a href="https://publications.waset.org/abstracts/search?q=Shir%20Ginosar-Yaari"> Shir Ginosar-Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ariel%20Knafo-Noam"> Ariel Knafo-Noam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 21st century emerged as the digital century, and it is marked by a wide range of technological developments and changes, followed by potential changes in human communication skills. This technological revolution has changed human means of communication in many different ways: children and adolescents are spending much of their time in front of screens, participating in all sorts of online activities (even more so since the outbreak of COVID-19). The current study focuses on the role of values in adolescents' online bystanders' behavior. Values are cognitive, abstract representations of desirable goals that motivate behavior, and we hypothesized finding significant associations between specific values and differential online bystanders' feelings and behavior. Data was collected through online questionnaires that measured the participants' values, using Schwartz's short version of the Portrait Values Questionnaire (Schwartz, 2012). Participants’ online behavior was assessed in a questionnaire addressing reactions to situations of cyber shaming and cyberbullying, and specifically positive feelings and pro-social behavior (e.g., more supportive reactions) toward the victims, as opposed to different offensive behavioral reactions (such as laughing at the victim or ignoring the situation). Participants were recruited with a commercial research panel company, and 308 Israeli adolescents' values and online behavior were examined (mean age 15.2). As hypothesized, results show significant associations between self-transcendence values (universalism and benevolence) and conservation values (conformity, tradition, and security). These two groups of values were positively correlated with pro-social bystanders' feelings and behavior. On the opposite side of the values scale, the value of power was negatively associated with the participants' pro-social behavior, and positively associated with offensive behavioral reactions. Further research is needed, but we conclude that values serve as crucial guiding factors in directing adolescents' online feelings and behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a>, <a href="https://publications.waset.org/abstracts/search?q=cyberbullying" title=" cyberbullying"> cyberbullying</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20behavior" title=" online behavior"> online behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=power" title=" power"> power</a> </p> <a href="https://publications.waset.org/abstracts/172350/the-online-power-of-values-adolescents-values-as-predicting-factors-of-their-online-bystanders-behavior-while-witnessing-cyberbullying" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172350.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">66</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">6372</span> Fear of Isolation, Online Efficacy, and Selective Exposure in Online Political Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kyujin%20Shim">Kyujin Shim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores how individual motivations in political psychology will lead to political expression and online discourse, and how those online political discourses result in individuals’ exposure to extreme/ personally-entertaining/ disinhibiting content. This study argues that a new framework beyond the conventional paradigm (e.g., selective exposure based on partisanship/ ideology) is needed for better grasp of non-ideological/ anarchic, and/or of nonpartisan yet anonymity-/ extremity-/ disinhibition-related online behaviors regarding political conversations. Further, this study proposes a new definition of ‘selective exposure,’ with special attention to online efficacy and psychological motivations/gratifications sought in the online sphere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=selective%20exposure" title="selective exposure">selective exposure</a>, <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20isolation" title=" fear of isolation"> fear of isolation</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20psychology" title=" political psychology"> political psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20discourse" title=" online discourse"> online discourse</a> </p> <a href="https://publications.waset.org/abstracts/57638/fear-of-isolation-online-efficacy-and-selective-exposure-in-online-political-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57638.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">433</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">6371</span> Evaluation of Massive Open Online Course in a Rural Marginalized Area: Case Study of Alice Community, Eastern Cape, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dare%20Ebenezer%20Fatumo">Dare Ebenezer Fatumo</a>, <a href="https://publications.waset.org/abstracts/search?q=Olusesan%20Emmanuel%20Adelabu"> Olusesan Emmanuel Adelabu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online learning has taken another dimension through the introduction of Massive Open Online Courses (MOOCs), it has also become an important resource base for teaching and learning. This research aimed at investigating the use of Massive Open Online Course in a rural marginalized area. The survey research design of descriptive nature was adopted to evaluate the awareness and usage of Massive Open Online Course (MOOCs) in Alice community, Eastern Cape, South Africa. This study also employed quantitative approach by using self-structured questionnaire to evoke information from the respondents. The data collected were analyzed by Statistical Package for Social Sciences (SPSS). The findings revealed amongst others the efficacy of Massive Open Online Course (MOOCs) in fostering teaching and learning in rural marginalized areas. This study concludes that MOOCs is a veritable medium for busy or less privileged individual to acquire a degree or certification. Therefore, the study recommends MOOCs platform to be fully embraced by people in rural marginalized areas, awareness programs about its usefulness should be propagated across the municipalities nationwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=massive%20open%20online%20course" title=" massive open online course"> massive open online course</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/98901/evaluation-of-massive-open-online-course-in-a-rural-marginalized-area-case-study-of-alice-community-eastern-cape-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98901.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">178</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">6370</span> Review Paper on an Algorithm Enhancing Privacy and Security in Online Meeting Platforms Using a Secured Encryption</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tonderai%20Muchenje">Tonderai Muchenje</a>, <a href="https://publications.waset.org/abstracts/search?q=Mkhatshwa%20Phethile"> Mkhatshwa Phethile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Humans living in this current situation know that communication with one another is necessary for themselves. There are many ways to communicate with each other; during unexpected natural disasters and outbreak of epidemics and pandemics, the need for online meeting platforms are considered most important. Apparently, the development in the telecommunication sector also played an important role. Therefore, the epidemic of the Covid-19 Pandemic and the new normal situation resulted in the overwhelming production of online meeting platforms to prevent the situation. This software is commonly used in business communications in the beginning. Rapidly the COVID-19 pandemic changed the situation. At present-day, these virtual meeting applications are not only used to have informal meetings with friends and relatives but also to be used to have formal meetings in the business and education (universities) sector. In this article, an attempt has been made to list out the useful secured ways for using online meeting platforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20background" title="virtual background">virtual background</a>, <a href="https://publications.waset.org/abstracts/search?q=zoom" title=" zoom"> zoom</a>, <a href="https://publications.waset.org/abstracts/search?q=secure%20online%20algorithm" title=" secure online algorithm"> secure online algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=RingCentral" title=" RingCentral"> RingCentral</a>, <a href="https://publications.waset.org/abstracts/search?q=Pexip%20Pexip" title=" Pexip Pexip"> Pexip Pexip</a>, <a href="https://publications.waset.org/abstracts/search?q=TeamViewer" title=" TeamViewer"> TeamViewer</a>, <a href="https://publications.waset.org/abstracts/search?q=microsoft%20teams" title=" microsoft teams"> microsoft teams</a> </p> <a href="https://publications.waset.org/abstracts/153979/review-paper-on-an-algorithm-enhancing-privacy-and-security-in-online-meeting-platforms-using-a-secured-encryption" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153979.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">116</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">6369</span> Internet Shopping: A Study Based On Hedonic Value and Flow Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pui-Lai%20To">Pui-Lai To</a>, <a href="https://publications.waset.org/abstracts/search?q=E-Ping%20Sung"> E-Ping Sung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the flourishing development of online shopping, an increasing number of customers see online shopping as an entertaining experience. Because the online consumer has a double identity as a shopper and an Internet user, online shopping should offer hedonic values of shopping and Internet usage. The purpose of this study is to investigate hedonic online shopping motivations from the perspectives of traditional hedonic value and flow theory. The study adopted a focus group interview method, including two online and two offline interviews. Four focus groups of shoppers consisted of online professionals, online college students, offline professionals and offline college students. The results of the study indicate that traditional hedonic values and dimensions of flow theory exist in the online shopping environment. The study indicated that online shoppers seem to appreciate being able to learn things and grow to become competitive achievers online. Comparisons of online hedonic motivations between groups are conducted. This study serves as a basis for the future growth of Internet marketing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flow%20theory" title="flow theory">flow theory</a>, <a href="https://publications.waset.org/abstracts/search?q=hedonic%20motivation" title=" hedonic motivation"> hedonic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20shopping" title=" internet shopping"> internet shopping</a> </p> <a href="https://publications.waset.org/abstracts/29860/internet-shopping-a-study-based-on-hedonic-value-and-flow-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29860.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">280</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">6368</span> Research on the Online Learning Activities Design and Students’ Experience Based on APT Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Yanli">Wang Yanli</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Yun"> Cheng Yun</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Jiarui"> Yang Jiarui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the separation of teachers and students, online teaching during the COVID-19 epidemic was faced with many problems, such as low enthusiasm of students, distraction, low learning atmosphere, and insufficient interaction between teachers and students. The essay designed the elaborate online learning activities of the course 'Research Methods of Educational Science' based on the APT model from three aspects of multiple assessment methods, a variety of teaching methods, and online learning environment and technology. Student's online learning experience was examined from the perception of online course, the perception of the online learning environment, and satisfaction after the course’s implementation. The research results showed that students have a positive overall evaluation of online courses, a high degree of engagement in learning, positive acceptance of online learning, and high satisfaction with it, but students hold a relatively neutral attitude toward online learning. And some dimensions in online learning experience were found to have positive inﬂuence on students' satisfaction with online learning. We suggest making the good design of online courses, selecting proper learning platforms, and conducting blended learning to improve students’ learning experience. This study has both theoretical and practical significance for the design, implementation, effect feedback, and sustainable development of online teaching in the post-epidemic era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=APT%20model" title="APT model">APT model</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20activities" title=" online learning activities"> online learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experience" title=" learning experience"> learning experience</a> </p> <a href="https://publications.waset.org/abstracts/130109/research-on-the-online-learning-activities-design-and-students-experience-based-on-apt-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130109.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">136</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">6367</span> In Online and Laboratory We Trust: Comparing Trust Game Behavior in Three Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaisa%20M.%20Herne">Kaisa M. Herne</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanna%20E.%20Bj%C3%B6rkstedt"> Hanna E. Björkstedt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Comparisons of online and laboratory environments are important for assessing whether the environment influences behavioral results. Trust game behavior was examined in three environments: 1) The standard laboratory setting with physically present participants (laboratory), 2) An online environment with an online meeting before playing the trust game (online plus a meeting); and 3) An online environment without a meeting (online without a meeting). In laboratory, participants were present in a classroom and played the trust game anonymously via computers. Online plus a meeting mimicked the laboratory in that participants could see each other in an online meeting before sessions started, whereas online without a meeting was a standard online experiment in which participants did not see each other at any stages of the experiment. Participants were recruited through pools of student subjects at two universities. The trust game was identical in all conditions; it was played with the same software, anonymously, and with stranger matching. There were no statistically significant differences between the treatment conditions regarding trust or trustworthiness. Results suggest that conducting trust game experiments online will yield similar results to experiments implemented in a laboratory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=laboratory%20vs.%20online%20experiment" title="laboratory vs. online experiment">laboratory vs. online experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=trust%20behavior" title=" trust behavior"> trust behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=trust%20game" title=" trust game"> trust game</a>, <a href="https://publications.waset.org/abstracts/search?q=trustworthiness%20behavior" title=" trustworthiness behavior"> trustworthiness behavior</a> </p> <a href="https://publications.waset.org/abstracts/179342/in-online-and-laboratory-we-trust-comparing-trust-game-behavior-in-three-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179342.pdf" 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