CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: electronic learning platform</title> <meta name="description" content="Search results for: electronic learning platform"> <meta name="keywords" content="electronic learning platform"> <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 d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="electronic learning platform" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="electronic learning platform"> <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> 10343</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: electronic learning platform</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10343</span> Virtual Science Hub: An Open Source Platform to Enrich Science Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enrique%20Barra">Enrique Barra</a>, <a href="https://publications.waset.org/abstracts/search?q=Aldo%20Gordillo"> Aldo Gordillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Quemada"> Juan Quemada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the Virtual Science Hub platform. It is an open source platform that combines a social network, an e-learning authoring tool, a video conference service and a learning object repository for science teaching enrichment. These four main functionalities fit very well together. The platform was released in April 2012 and since then it has not stopped growing. Finally we present the results of the surveys conducted and the statistics gathered to validate this approach. <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=platform" title=" platform"> platform</a>, <a href="https://publications.waset.org/abstracts/search?q=authoring%20tool" title=" authoring tool"> authoring tool</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teaching" title=" science teaching"> science teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sciences" title=" educational sciences"> educational sciences</a> </p> <a href="https://publications.waset.org/abstracts/2692/virtual-science-hub-an-open-source-platform-to-enrich-science-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2692.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">397</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">10342</span> Utilising an Online Data Collection Platform for the Development of a Community Engagement Database: A Case Study on Building Inter-Institutional Partnerships at UWC</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Daniels">P. Daniels</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Adonis"> T. Adonis</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20September-Brown"> P. September-Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Comalie"> R. Comalie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The community engagement unit at the University of the Western Cape was tasked with establishing a community engagement database. The database would store information of all community engagement projects related to the university. The wealth of knowledge obtained from the various disciplines would be used to facilitate interdisciplinary collaboration within the university, as well as facilitating community university partnership opportunities. The purpose of this qualitative study was to explore electronic data collection through the development of a database. Two types of electronic data collection platforms were used, namely online questionnaire and email. The semi structured questionnaire was used to collect data related to community engagement projects from different faculties and departments at the university. There are many benefits for using an electronic data collection platform, such as reduction of costs and time, ease in reaching large numbers of potential respondents, and the possibility of providing anonymity to participants. Despite all the advantages of using the electronic platform, there were as many challenges, as depicted in our findings. The findings suggest that certain barriers existed by using an electronic platform for data collection, even though it was in an academic environment, where knowledge and resources were in abundance. One of the challenges experienced in this process was the lack of dissemination of information via email to staff within faculties. The actual online software used for the questionnaire had its own limitations, such as only being able to access the questionnaire from the same electronic device. In a few cases, academics only completed the questionnaire after a telephonic prompt or face to face meeting about "Is higher education in South Africa ready to embrace electronic platform in data collection?" <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20engagement" title="community engagement">community engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=database" title=" database"> database</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20collection" title=" data collection"> data collection</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20platform" title=" electronic platform"> electronic platform</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20tools" title=" electronic tools"> electronic tools</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/37745/utilising-an-online-data-collection-platform-for-the-development-of-a-community-engagement-database-a-case-study-on-building-inter-institutional-partnerships-at-uwc" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37745.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">264</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">10341</span> Using the Dokeos Platform for Industrial E-Learning Solution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kherafa%20Abdennasser">Kherafa Abdennasser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The application of Information and Communication Technologies (ICT) to the training area led to the creation of this new reality called E-learning. That last one is described like the marriage of multi- media (sound, image and text) and of the internet (diffusion on line, interactivity). Distance learning became an important totality for training and that last pass in particular by the setup of a distance learning platform. In our memory, we will use an open source platform named Dokeos for the management of a distance training of GPS called e-GPS. The learner is followed in all his training. In this system, trainers and learners communicate individually or in group, the administrator setup and make sure of this system maintenance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <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%20plate-forme" title=" learning plate-forme"> learning plate-forme</a>, <a href="https://publications.waset.org/abstracts/search?q=Dokeos" title=" Dokeos"> Dokeos</a>, <a href="https://publications.waset.org/abstracts/search?q=GPS" title=" GPS"> GPS</a> </p> <a href="https://publications.waset.org/abstracts/30666/using-the-dokeos-platform-for-industrial-e-learning-solution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30666.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">477</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">10340</span> Bridging the Digital Divide in India: Issus and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parveen%20Kumar">Parveen Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The cope the rapid change of technology and to control the ephemeral rate of information generation, librarians along with their professional colleagues need to equip themselves as per the requirement of the electronic information society. E-learning is purely based on computer and communication technologies. The terminologies like computer based learning. It is the delivery of content via all electronic media through internet, internet, Extranets television broadcast, CD-Rom documents, etc. E-learning poses lot of issues in the transformation of literature or knowledge from the conventional medium to ICT based format and web based services. <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=digital%20libraries" title=" digital libraries"> digital libraries</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=electronic%20information%20society" title=" electronic information society"> electronic information society</a> </p> <a href="https://publications.waset.org/abstracts/26089/bridging-the-digital-divide-in-india-issus-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26089.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">510</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">10339</span> Utilization of Cloud-Based Learning Platform for the Enhancement of IT Onboarding System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christian%20Luarca">Christian Luarca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to define the efficiency of e-Trainings by the use of cloud platform as part of the onboarding process for IT support engineers. Traditional lecture based trainings involves human resource to guide and assist new hires as part of onboarding which takes time and effort. The use of electronic medium as a platform for training provides a two-way basic communication that can be done in a repetitive manner. The study focuses on determining the most efficient manner of learning the basic knowledge on IT support in the shortest time possible. This was determined by conducting the same set of knowledge transfer categories in two different approaches, one being the e-Training and the other using the traditional method. Performance assessment will be done by the use of Service Tracker Assessment (STA) Tool and Service Manager. Data gathered from this ongoing study will promote the utilization of e-Trainings in the IT onboarding process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20platform" title="cloud platform">cloud platform</a>, <a href="https://publications.waset.org/abstracts/search?q=e-Training" title=" e-Training"> e-Training</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=onboarding" title=" onboarding"> onboarding</a> </p> <a href="https://publications.waset.org/abstracts/91087/utilization-of-cloud-based-learning-platform-for-the-enhancement-of-it-onboarding-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91087.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">150</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">10338</span> A Case Study in Using the Can-Sized Satellite Platforms for Interdisciplinary Problem-Based Learning in Aeronautical and Electronic Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Johnson">Michael Johnson</a>, <a href="https://publications.waset.org/abstracts/search?q=Vincenzo%20Oliveri"> Vincenzo Oliveri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work considers an interdisciplinary Problem-Based Learning (PBL) project developed by lecturers from the Aeronautical and Electronic and Computer Engineering departments at the University of Limerick. This “CANSAT” project utilises the CanSat can-sized satellite platform in order to allow students from aeronautical and electronic engineering to engage in a mixed format (online/face-to-face), interdisciplinary PBL assignment using a real-world platform and application. The project introduces students to the design, development, and construction of the CanSat system over the course of a single semester, enabling student(s) to apply their aeronautical and technical skills/capabilities to the realisation of a working CanSat system. In this case study, the CanSat kits are used to pivot the real-world, discipline-relevant PBL goal of designing, building, and testing the CanSat system with payload(s) from a traditional module-based setting to an online PBL setting. Feedback, impressions, benefits, and challenges identified through the semester are presented. Students found the project to be interesting and rewarding, with the interdisciplinary nature of the project appealing to them. Challenges and difficulties encountered are also addressed, with solutions developed between the students and facilitators to overcoming these discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title="problem-based learning">problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary" title=" interdisciplinary"> interdisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=CanSATs" title=" CanSATs"> CanSATs</a> </p> <a href="https://publications.waset.org/abstracts/143299/a-case-study-in-using-the-can-sized-satellite-platforms-for-interdisciplinary-problem-based-learning-in-aeronautical-and-electronic-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143299.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">129</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">10337</span> Deep Learning to Enhance Mathematics Education for Secondary Students in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selvavinayagan%20Babiharan">Selvavinayagan Babiharan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to develop a deep learning platform to enhance mathematics education for secondary students in Sri Lanka. The platform will be designed to incorporate interactive and user-friendly features to engage students in active learning and promote their mathematical skills. The proposed platform will be developed using TensorFlow and Keras, two widely used deep learning frameworks. The system will be trained on a large dataset of math problems, which will be collected from Sri Lankan school curricula. The results of this research will contribute to the improvement of mathematics education in Sri Lanka and provide a valuable tool for teachers to enhance the learning experience of their students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title="information technology">information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a> </p> <a href="https://publications.waset.org/abstracts/166677/deep-learning-to-enhance-mathematics-education-for-secondary-students-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166677.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">83</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">10336</span> Cortex-M3 Based Virtual Platform Implementation for Software Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jun%20Young%20Moon">Jun Young Moon</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyeonggeon%20Lee"> Hyeonggeon Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Jong%20Tae%20Kim"> Jong Tae Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present Cortex-M3 based virtual platform which can virtualize wearable hardware platform and evaluate hardware performance. Cortex-M3 is very popular microcontroller in wearable devices, hardware sensors and display devices. This platform can be used to implement software layer for specific hardware architecture. By using the proposed platform the software development process can be parallelized with hardware development process. We present internal mechanism to implement the proposed virtual platform and describe how to use the proposed platform to develop software by using case study which is low cost wearable device that uses Cortex-M3. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20system%20level%20design" title="electronic system level design">electronic system level design</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20development" title=" software development"> software development</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20platform" title=" virtual platform"> virtual platform</a>, <a href="https://publications.waset.org/abstracts/search?q=wearable%20device" title=" wearable device"> wearable device</a> </p> <a href="https://publications.waset.org/abstracts/45115/cortex-m3-based-virtual-platform-implementation-for-software-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45115.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">375</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">10335</span> Effectiveness of Electronic Learning for Continuing Interprofessional Education on Behavior Change of Healthcare Professionals: A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kailin%20K.%20Zhang">Kailin K. Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20W.%20Thompson"> Anne W. Thompson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic learning for continuing professional education (CPE) and interprofessional education (IPE) in healthcare have been shown to improve learners’ satisfaction, attitudes, and performance. Yet, their impact on behavior change in healthcare professionals through continuing interprofessional education (CIPE) is less known. A scoping review of 32 articles from 2010 to 2020 was conducted using the Arksey and O’Malley framework across all healthcare settings. It focused on evaluating the effectiveness of CIPE on behavior change of healthcare professionals, as well as identifying course features of electronic CIPE programs facilitating behavior change. Eight different types of electronic learning methods, including online programs, tele-education, and social media, were identified as interventions. More than 35,542 healthcare professionals participated in the interventions. Electronic learning for CIPE led to positive behavior outcomes in 30 out of 32 studies, especially through a change in patient care practices. The most successful programs provided interactive and authentic learning experiences tailored to learners’ needs while promoting the direct application of what was learned in their clinical settings. Future research should include monitoring of sustained behavior changes and their resultant patient outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavior%20change" title="behavior change">behavior change</a>, <a href="https://publications.waset.org/abstracts/search?q=continuing%20interprofessional%20education" title=" continuing interprofessional education"> continuing interprofessional education</a>, <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=electronic%20learning" title=" electronic learning"> electronic learning</a> </p> <a href="https://publications.waset.org/abstracts/129226/effectiveness-of-electronic-learning-for-continuing-interprofessional-education-on-behavior-change-of-healthcare-professionals-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129226.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">144</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">10334</span> Analyzing Corporate Employee Preferences for E-Learning Platforms: A Survey-Based Approach to Knowledge Updation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandhyarani%20Mahananda">Sandhyarani Mahananda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the preferences of corporate employees for knowledge updates on the e-learning platform. The researchers explore the factors influencing their platform choices through a survey administered to employees across diverse industries and job roles. The survey examines preferences for specific platforms (e.g., Coursera, Udemy, LinkedIn Learning). It assesses the importance of content relevance, platform usability, mobile accessibility, and integration with workplace learning management systems. Preliminary findings indicate a preference for platforms that offer curated, job-relevant content, personalized learning paths, and seamless integration with employer-provided learning resources. This research provides valuable insights for organizations seeking to optimize their investment in e-learning and enhance employee knowledge development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20training" title="corporate training">corporate training</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%20platforms" title=" e-learning platforms"> e-learning platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20preferences" title=" employee preferences"> employee preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20updation" title=" knowledge updation"> knowledge updation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/190249/analyzing-corporate-employee-preferences-for-e-learning-platforms-a-survey-based-approach-to-knowledge-updation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190249.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">22</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">10333</span> Evaluating the Effectiveness of Electronic Response Systems in Technology-Oriented Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Salman">Ahmad Salman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic Response Systems such as Kahoot, Poll Everywhere, and Google Classroom are gaining a lot of popularity when surveying audiences in events, meetings, and classroom. The reason is mainly because of the ease of use and the convenience these tools bring since they provide mobile applications with a simple user interface. In this paper, we present a case study on the effectiveness of using Electronic Response Systems on student participation and learning experience in a classroom. We use a polling application for class exercises in two different technology-oriented classes. We evaluate the effectiveness of the usage of the polling applications through statistical analysis of the students performance in these two classes and compare them to the performances of students who took the same classes without using the polling application for class participation. Our results show an increase in the performances of the students who used the Electronic Response System when compared to those who did not by an average of 11%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Interactive%20Learning" title="Interactive Learning">Interactive Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Classroom%20Technology" title=" Classroom Technology"> Classroom Technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Electronic%20Response%20Systems" title=" Electronic Response Systems"> Electronic Response Systems</a>, <a href="https://publications.waset.org/abstracts/search?q=Polling%20Applications" title=" Polling Applications"> Polling Applications</a>, <a href="https://publications.waset.org/abstracts/search?q=Learning%20Evaluation" title=" Learning Evaluation"> Learning Evaluation</a> </p> <a href="https://publications.waset.org/abstracts/119898/evaluating-the-effectiveness-of-electronic-response-systems-in-technology-oriented-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119898.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">129</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">10332</span> Building Knowledge Partnership for Collaborative Learning in Higher Education – An On-Line ‘Eplanete’ Knowledge Mediation Platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a knowledge mediation platform, “ePLANETe Blue” that addresses the challenge of building knowledge partnerships for higher education. The purpose is to present, as an institutional perception, the ‘ePLANETe' idea and functionalities as a practical and pedagogical innovation program contributing to the collaborative learning goals in higher education. In consequence, the set of functionalities now amalgamated in ‘ePLANETe’ can be seen as an investigation of the challenges of “Collaborative Learning Digital Process.” It can exploit the system to facilitate collaborative education, research and student learning in higher education. Moreover, the platform is projected to support the identification of best practices at explicit levels of action and to inspire knowledge interactions in a “virtual community” and thus to advance in deliberation and learning evaluation of higher education through the engagement of collaborative activities of different sorts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mediation" title="mediation">mediation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=deliberation" title=" deliberation"> deliberation</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/164723/building-knowledge-partnership-for-collaborative-learning-in-higher-education-an-on-line-eplanete-knowledge-mediation-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164723.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">140</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">10331</span> A Deep Learning Approach to Subsection Identification in Electronic Health Records</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nitin%20Shravan">Nitin Shravan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sudarsun%20Santhiappan"> Sudarsun Santhiappan</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Sivaselvan"> B. Sivaselvan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Subsection identification, in the context of Electronic Health Records (EHRs), is identifying the important sections for down-stream tasks like auto-coding. In this work, we classify the text present in EHRs according to their information, using machine learning and deep learning techniques. We initially describe briefly about the problem and formulate it as a text classification problem. Then, we discuss upon the methods from the literature. We try two approaches - traditional feature extraction based machine learning methods and deep learning methods. Through experiments on a private dataset, we establish that the deep learning methods perform better than the feature extraction based Machine Learning Models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title="deep learning">deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20clinical%20classification" title=" semantic clinical classification"> semantic clinical classification</a>, <a href="https://publications.waset.org/abstracts/search?q=subsection%20identification" title=" subsection identification"> subsection identification</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20classification" title=" text classification"> text classification</a> </p> <a href="https://publications.waset.org/abstracts/109176/a-deep-learning-approach-to-subsection-identification-in-electronic-health-records" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109176.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">217</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">10330</span> Semantic Platform for Adaptive and Collaborative e-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Massra%20M.%20Sabeima">Massra M. Sabeima</a>, <a href="https://publications.waset.org/abstracts/search?q=Myriam%20lamolle"> Myriam lamolle</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamedade%20Farouk%20Nanne"> Mohamedade Farouk Nanne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adapting the learning resources of an e-learning system to the characteristics of the learners is an important aspect to consider when designing an adaptive e-learning system. However, this adaptation is not a simple process; it requires the extraction, analysis, and modeling of user information. This implies a good representation of the user's profile, which is the backbone of the adaptation process. Moreover, during the e-learning process, collaboration with similar users (same geographic province or knowledge context) is important. Productive collaboration motivates users to continue or not abandon the course and increases the assimilation of learning objects. The contribution of this work is the following: we propose an adaptive e-learning semantic platform to recommend learning resources to learners, using ontology to model the user profile and the course content, furthermore an implementation of a multi-agent system able to progressively generate the learning graph (taking into account the user's progress, and the changes that occur) for each user during the learning process, and to synchronize the users who collaborate on a learning object. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptative%20learning" title="adaptative learning">adaptative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent" title=" multi-agent"> multi-agent</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a> </p> <a href="https://publications.waset.org/abstracts/144619/semantic-platform-for-adaptive-and-collaborative-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144619.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">175</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">10329</span> Blended Learning and English Language Teaching: Instructors' Perceptions and Aspirations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rasha%20Alshaye">Rasha Alshaye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended learning has become an innovative model that combines face-to-face with e-learning approaches. The Saudi Electronic University (SEU) has adopted blended learning as a flexible approach that provides instructors and learners with a motivating learning environment to stimulate the teaching and learning process. This study investigates the perceptions of English language instructors, teaching the four English language skills at Saudi Electronic University. Four main domains were examined in this study; challenges that the instructors encounter while implementing the blended learning approach, enhancing student-instructor interaction, flexibility in teaching, and the lack of technical skills. Furthermore, the study identifies and represents the instructors’ aspirations and plans to utilize this approach in enhancing the teaching and learning experience. Main findings indicate that instructors at Saudi Electronic University experience some challenges while teaching the four language skills. However, they find the blended learning approach motivating and flexible for them and their students. This study offers some important understandings into how instructors are applying the blended learning approach and how this process can be enriched. <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=English%20language%20skills" title=" English language skills"> English language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20teaching" title=" English teaching"> English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=instructors%27%20perceptions" title=" instructors' perceptions"> instructors' perceptions</a> </p> <a href="https://publications.waset.org/abstracts/115948/blended-learning-and-english-language-teaching-instructors-perceptions-and-aspirations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115948.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">139</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">10328</span> Using Facebook as an Alternative Learning Tools in Malaysian Higher Learning Institutions: A Structural Equation Modelling Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahasanul%20Haque">Ahasanul Haque</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Sarwar"> Abdullah Sarwar</a>, <a href="https://publications.waset.org/abstracts/search?q=Khaliq%20Ahmed"> Khaliq Ahmed </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Networking is important among students to achieve better understanding. Social networking plays an important role in the education. Realizing its huge potential, various organizations, including institutions of higher learning have moved to the area of social networks to interact with their students especially through Facebook. Therefore, measuring the effectiveness of Facebook as a learning tool has become an area of interest to academicians and researchers. Therefore, this study tried to integrate and propose new theoretical and empirical evidences by linking the western idea of adopting Facebook as an alternative learning platform from a Malaysian perspective. This study, thus, aimed to fill a gap by being among the pioneering research that tries to study the effectiveness of adopting Facebook as a learning platform across other cultural settings, namely Malaysia. Structural equation modelling was employed for data analysis and hypothesis testing. This study findings have provided some insights that would likely affect students’ awareness towards using Facebook as an alternative learning platform in the Malaysian higher learning institutions. At the end, future direction is proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Learning%20Management%20Tool" title="Learning Management Tool">Learning Management Tool</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking" title=" social networking"> social networking</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title=" Malaysia"> Malaysia</a> </p> <a href="https://publications.waset.org/abstracts/23086/using-facebook-as-an-alternative-learning-tools-in-malaysian-higher-learning-institutions-a-structural-equation-modelling-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23086.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">424</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">10327</span> Failure Analysis of the Gasoline Engines Injection System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jozef%20Jurcik">Jozef Jurcik</a>, <a href="https://publications.waset.org/abstracts/search?q=Miroslav%20Gutten"> Miroslav Gutten</a>, <a href="https://publications.waset.org/abstracts/search?q=Milan%20Sebok"> Milan Sebok</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Korenciak"> Daniel Korenciak</a>, <a href="https://publications.waset.org/abstracts/search?q=Jerzy%20Roj"> Jerzy Roj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents the research results of electronic fuel injection system, which can be used for diagnostics of automotive systems. In the paper is described the construction and operation of a typical fuel injection system and analyzed its electronic part. It has also been proposed method for the detection of the injector malfunction, based on the analysis of differential current or voltage characteristics. In order to detect the fault state, it is needed to use self-learning process, by the use of an appropriate self-learning algorithm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20fuel%20injector" title="electronic fuel injector">electronic fuel injector</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostics" title=" diagnostics"> diagnostics</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement" title=" measurement"> measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=testing%20device" title=" testing device"> testing device</a> </p> <a href="https://publications.waset.org/abstracts/23302/failure-analysis-of-the-gasoline-engines-injection-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23302.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">10326</span> Effect of Hybrid Learning in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Meydanlioglu">A. Meydanlioglu</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Arikan"> F. Arikan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, thanks to the development of information and communication technologies, the computer and internet have been used widely in higher education. Internet-based education is impacting traditional higher education as online components increasingly become integrated into face-to-face (FTF) courses. The goal of combined internet-based and traditional education is to take full advantage of the benefits of each platform in order to provide an educational opportunity that can promote student learning better than can either platform alone. Research results show that the use of hybrid learning is more effective than online or FTF models in higher education. Due to the potential benefits, an increasing number of institutions are interested in developing hybrid courses, programs, and degrees. Future research should evaluate the effectiveness of hybrid learning. This paper is designed to determine the impact of hybrid learning on higher education. <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=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20learning" title=" hybrid learning"> hybrid learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a> </p> <a href="https://publications.waset.org/abstracts/8561/effect-of-hybrid-learning-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8561.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">909</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">10325</span> Enhancing Critical Thinking through a Virtual Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diana%20Meeks">Diana Meeks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of a virtual learning environment (VLE), via the Second Life Platform has been a positive experience to enhance critical thinking, for executive graduate nursing practicum students. Due to the interest of faculty and students, the opportunity to immerse students via a virtual learning environment to enhance critical thinking related to the nurse executive role was explored. The College of Nursing realized the potential to enhance critical thinking and incorporated the Second Life, virtual learning environment platform into their graduate nursing program within their executive practicum course. The results from students and faculty regarding this experience have been positive. Students state the VLE platform has enhanced their critical thinking and interaction with peers. To date, course refinement incorporating a Second Life, virtual learning environment for the nurse executive practicum students continues. As a result, a designated subject matter expert has been designated for this course. The development and incorporation of the VLE approach will be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing" title="nursing">nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environment" title=" virtual learning environment"> virtual learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=VLE" title=" VLE"> VLE</a> </p> <a href="https://publications.waset.org/abstracts/26147/enhancing-critical-thinking-through-a-virtual-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26147.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">468</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">10324</span> E-Learning Approach for Improving Classroom Teaching to Enhance Students' Learning in Secondary Schools in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chika%20Ethel%20Esege">Chika Ethel Esege</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic learning is learning facilitated by technology which has basically altered approaches globally, including the field of education. This trend is compelling educators to focus on approaches that improve classroom practices in order to enhance students’ learning and participation in a global digital society. However, e-learning is not fully utilized across subject disciplines particularly in the field of humanities, in the context of Nigerian secondary education. This study focused on the use of e-learning to enhance the development of digital skills, particularly, collaboration and communication in secondary school students in Nigeria. The study adopted an ‘action research’ involving 210 students and 7 teachers, who utilised the e-learning platform designed by the researcher for the survey. Mixed methods- qualitative and quantitative- were used for data collection including questionnaire, observation, interview, and analysis of statutory documents. The data were presented using frequency counts for questionnaire responses and figures of screenshots for learning tasks. The VOD Burner software was also used to analyse interviews and video recordings. The study showed that the students acquired collaboration and communication skills through e-learning intervention lesson, and demonstrated satisfaction with this approach. However, the study further revealed that the traditional teaching approach could not provide digital education or develop the digital skills of the students. Based on these findings, recommendations were made that the Nigerian Government should incorporate digital content across subject disciplines into secondary school education curricular and provide adequate infrastructure in order to enable educators to adopt relevant approaches necessary for the enhancement of students’ learning especially in a technologically evolving and advancing world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20collaboration%20and%20communication%20skills" title="developing collaboration and communication skills">developing collaboration and communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20learning" title=" electronic learning"> electronic learning</a>, <a href="https://publications.waset.org/abstracts/search?q=improving%20classroom%20teaching" title=" improving classroom teaching"> improving classroom teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools%20in%20Nigeria" title=" secondary schools in Nigeria"> secondary schools in Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/86397/e-learning-approach-for-improving-classroom-teaching-to-enhance-students-learning-in-secondary-schools-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86397.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">134</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">10323</span> A Pilot Study of Bangkok High School Students’ Satisfaction Towards Online Learning Platform During Covid-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aung%20Aung%20Kyi">Aung Aung Kyi</a>, <a href="https://publications.waset.org/abstracts/search?q=Khin%20Khin%20Aye"> Khin Khin Aye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The mode of teaching and learning has been changed dramatically due to the Covid-19 pandemic that made schools close and students may have been away from the campus. However, many schools all over the countries are helping students to facilitate e-learning through online teaching and learning platform. Regarding this, Sarasas bilingual school in Bangkok conducted the high school students’ satisfaction survey since it is important for every school to improve its quality of education that must meet the students' need. For the good of the school's reputation, the purpose of the study is to examine the level of satisfaction that enhances the best services in the future. This study applied random sampling techniques and the data were collected using a self-administered survey. Descriptive analysis and independent sample t-tests were used to measure the importance of satisfaction components. The results showed G-11 (A) students were extremely satisfied with “Accessibility of course resources and materials through online platform” and “Ontime homework submission” while G-11 (B) students were extremely satisfied with “Teacher assisted with guiding my learning activities” and “Course teacher for this online course interacted with me in a timely fashion”. Additionally, they were also satisfied with a clear understanding of the teacher’s introduction during online learning. A significant difference in the satisfaction was observed between G-11 (A) and G-11 (B) students in terms of “A clear understanding on introduction was given by the teacher at the beginning of this online course”(P=0.03), “Teacher assisted with guiding my learning activities” (P=0.003), and “Comfortable surrounding during online learning” (P=0.02). With regard to gender, it has been seen that female high school students were extremely satisfied with the amount of course interaction with their teacher and her guidance with learning activities during online learning. By understanding the survey assessment, schools can improve their quality of education through the best digital educational platform that helps satisfy their students in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangkok%20high%20school%20students." title="Bangkok high school students.">Bangkok high school students.</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=online%20learning%20platform" title=" online learning platform"> online learning platform</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/139000/a-pilot-study-of-bangkok-high-school-students-satisfaction-towards-online-learning-platform-during-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139000.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">214</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">10322</span> Artificial Intelligence in Duolingo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elana%20Mahboub">Elana Mahboub</a>, <a href="https://publications.waset.org/abstracts/search?q=Lamar%20Bakhurji"> Lamar Bakhurji</a>, <a href="https://publications.waset.org/abstracts/search?q=Hind%20Alhindi"> Hind Alhindi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Alesayi"> Sara Alesayi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Duolingo is a revolutionary language learning platform that offers an interactive and accessible learning experience. Its gamified approach makes language learning engaging and enjoyable, with a diverse range of languages available. The platform's adaptive learning system tailors lessons to individual proficiency levels, ensuring a personalized and efficient learning journey. The incorporation of multimedia elements enhances the learning experience and promotes practical language application. Duolingo's success is attributed to its mobile accessibility, offering basic access to language courses for free, with optional premium features for those seeking additional resources. Research shows positive outcomes for users, and the app's global impact extends beyond individual learning to formal language education initiatives. Duolingo is a transformative force in language education, breaking down barriers and making language learning an attainable goal for millions worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=duolingo" title="duolingo">duolingo</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence%20in%20duolingo" title=" artificial intelligence in duolingo"> artificial intelligence in duolingo</a>, <a href="https://publications.waset.org/abstracts/search?q=benefit%20of%20artificial%20intelligence" title=" benefit of artificial intelligence"> benefit of artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/179165/artificial-intelligence-in-duolingo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179165.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">72</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">10321</span> Electronic Mentoring: How Can It Be Used with Teachers?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roberta%20Gentry">Roberta Gentry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic mentoring is defined as a relationship between a mentor and a mentee using computer mediated communication (CMC) that is intended to develop and improve mentee’s skills, confidence, and cultural understanding. This session will increase knowledge about electronic mentoring, its uses, and outcomes. The research behind electronic mentoring and descriptions of existing programs will also be shared. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20mentoring" title="electronic mentoring">electronic mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=beginning%20special%20educators" title=" beginning special educators"> beginning special educators</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/2667/electronic-mentoring-how-can-it-be-used-with-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2667.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">253</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">10320</span> Test and Evaluation of Patient Tracking Platform in an Earthquake Simulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nahid%20Tavakoli">Nahid Tavakoli</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20H.%20Yarmohammadian"> Mohammad H. Yarmohammadian</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Samimi"> Ali Samimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In earthquake situation, medical response communities such as field and referral hospitals are challenged with injured victims’ identification and tracking. In our project, it was developed a patient tracking platform (PTP) where first responders triage the patients with an electronic tag which report the location and some information of each patient during his/her movement. This platform includes: 1) near field communication (NFC) tags (ISO 14443), 2) smart mobile phones (Android-base version 4.2.2), 3) Base station laptops (Windows), 4) server software, 5) Android software to use by first responders, 5) disaster command software, and 6) system architecture. Our model has been completed through literature review, Delphi technique, focus group, design the platform, and implement in an earthquake exercise. This paper presents consideration for content, function, and technologies that must apply for patient tracking in medical emergencies situations. It is demonstrated the robustness of the patient tracking platform (PTP) in tracking 6 patients in a simulated earthquake situation in the yard of the relief and rescue department of Isfahan’s Red Crescent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=test%20and%20evaluation" title="test and evaluation">test and evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20tracking%20platform" title=" patient tracking platform"> patient tracking platform</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquake" title=" earthquake"> earthquake</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a> </p> <a href="https://publications.waset.org/abstracts/112288/test-and-evaluation-of-patient-tracking-platform-in-an-earthquake-simulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112288.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">139</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">10319</span> Social Learning and the Flipped Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albin%20Wallace">Albin Wallace</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the use of social learning platforms in conjunction with the emergent pedagogy of the ‘flipped classroom’. In particular the attributes of the social learning platform “Edmodo” is considered alongside the changes in the way in which online learning environments are being implemented, especially within British education. Some observations are made regarding the use and usefulness of these platforms along with a consideration of the increasingly decentralized nature of education in the United Kingdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=Edmodo" title=" Edmodo"> Edmodo</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%20platforms" title=" learning platforms "> learning platforms </a> </p> <a href="https://publications.waset.org/abstracts/14705/social-learning-and-the-flipped-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14705.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">544</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">10318</span> Teachers' Accessibility to and Utilization of Electronic Media for Teaching Basic Science and Technology in Ilorin Metropolis, Kwara, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taibat%20Busari">Taibat Busari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic media has created new options for enhancing education. It has long been providing innovative methods for arousing students’ attention in learning and improves teachers’ performance in disseminating instructional contents. However, the advancement of electronic media has increased the flexibility, availability, accessibility and improved communications among students-students, students-teacher, and teacher-students. This study investigated: (i) teachers’ accessibility to, and utilization of electronic media for teaching basic science and technology in Ilorin metropolis; (ii) the influence of school proprietorship on teachers’ access to and utilization of electronic media for teaching and; the influence of teachers’ gender on the use of electronic media. The research was a descriptive design using the survey method. The study sample was drawn for private and public secondary schools in Ilorin Metropolis. The respondents were 285 basic science and technology teachers, which comprised of 146 males and 139 females. A structured researcher designed questionnaire was used to gather data for the study. Pilot study was carried out on mini sample of 20 basic science and technology teachers in five schools which are not part of the study’s population. It was then subjected to Cronbach’s Alpha and yielded the values 0.794 for availability, 0.730 for accessibility and 0.84 for utilization of electronic media. The research questions were answered using mean and percentage while research hypotheses one and two was tested using t- test. The findings of the study showed that: (i) electronic media are available for teaching basic science and technology; (ii) teachers’ had access to electronic media for teaching; (iii) teachers’ utilized electronic media for teaching basic science and technology; (iv) there was no significant difference between teachers’ utilization of electronic media for teaching; (v) there was no significant difference between teachers’ utilization of electronic media for teaching based on school proprietorship. The study, therefore, concluded that teachers’ had access to electronic media and utilized it for teaching purposes. Gender had no influence on teachers’ access to and utilization on electronic media for teaching and also, school proprietorship had no influence on access and utilization of electronic media for teaching. Based on findings it was recommended that electronic media should be made available and utilized in all schools across the nation to improve the learning rate of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20media" title="electronic media">electronic media</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20science%20and%20technology" title=" basic science and technology"> basic science and technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20accessibility" title=" teachers' accessibility"> teachers' accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/108689/teachers-accessibility-to-and-utilization-of-electronic-media-for-teaching-basic-science-and-technology-in-ilorin-metropolis-kwara-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108689.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">155</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">10317</span> Using Artificial Intelligence Technology to Build the User-Oriented Platform for Integrated Archival Service</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lai%20Wenfang">Lai Wenfang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tthis study will describe how to use artificial intelligence (AI) technology to build the user-oriented platform for integrated archival service. The platform will be launched in 2020 by the National Archives Administration (NAA) in Taiwan. With the progression of information communication technology (ICT) the NAA has built many systems to provide archival service. In order to cope with new challenges, such as new ICT, artificial intelligence or blockchain etc. the NAA will try to use the natural language processing (NLP) and machine learning (ML) skill to build a training model and propose suggestions based on the data sent to the platform. NAA expects the platform not only can automatically inform the sending agencies’ staffs which records catalogues are against the transfer or destroy rules, but also can use the model to find the details hidden in the catalogues and suggest NAA’s staff whether the records should be or not to be, to shorten the auditing time. The platform keeps all the users’ browse trails; so that the platform can predict what kinds of archives user could be interested and recommend the search terms by visualization, moreover, inform them the new coming archives. In addition, according to the Archives Act, the NAA’s staff must spend a lot of time to mark or remove the personal data, classified data, etc. before archives provided. To upgrade the archives access service process, the platform will use some text recognition pattern to black out automatically, the staff only need to adjust the error and upload the correct one, when the platform has learned the accuracy will be getting higher. In short, the purpose of the platform is to deduct the government digital transformation and implement the vision of a service-oriented smart government. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization" title=" visualization"> visualization</a> </p> <a href="https://publications.waset.org/abstracts/103806/using-artificial-intelligence-technology-to-build-the-user-oriented-platform-for-integrated-archival-service" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103806.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">174</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">10316</span> An Integrated Architecture of E-Learning System to Digitize the Learning Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Touhidul%20Islam%20Sarker">M. Touhidul Islam Sarker</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammod%20Abul%20Kashem"> Mohammod Abul Kashem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to improve the e-learning system and digitize the learning method in the educational sector. The learner will login into e-learning platform and easily access the digital content, the content can be downloaded and take an assessment for evaluation. Learner can get access to these digital resources by using tablet, computer, and smart phone also. E-learning system can be defined as teaching and learning with the help of multimedia technologies and the internet by access to digital content. E-learning replacing the traditional education system through information and communication technology-based learning. This paper has designed and implemented integrated e-learning system architecture with University Management System. Moodle (Modular Object-Oriented Dynamic Learning Environment) is the best e-learning system, but the problem of Moodle has no school or university management system. In this research, we have not considered the school’s student because they are out of internet facilities. That’s why we considered the university students because they have the internet access and used technologies. The University Management System has different types of activities such as student registration, account management, teacher information, semester registration, staff information, etc. If we integrated these types of activity or module with Moodle, then we can overcome the problem of Moodle, and it will enhance the e-learning system architecture which makes effective use of technology. This architecture will give the learner to easily access the resources of e-learning platform anytime or anywhere which digitizes the learning method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=database" title="database">database</a>, <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=LMS" title=" LMS"> LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a> </p> <a href="https://publications.waset.org/abstracts/84210/an-integrated-architecture-of-e-learning-system-to-digitize-the-learning-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84210.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">188</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">10315</span> Stackelberg Security Game for Optimizing Security of Federated Internet of Things Platform Instances</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Violeta%20Damjanovic-Behrendt">Violeta Damjanovic-Behrendt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents an approach for optimal cyber security decisions to protect instances of a federated Internet of Things (IoT) platform in the cloud. The presented solution implements the repeated Stackelberg Security Game (SSG) and a model called Stochastic Human behaviour model with AttRactiveness and Probability weighting (SHARP). SHARP employs the Subjective Utility Quantal Response (SUQR) for formulating a subjective utility function, which is based on the evaluations of alternative solutions during decision-making. We augment the repeated SSG (including SHARP and SUQR) with a reinforced learning algorithm called Naïve Q-Learning. Naïve Q-Learning belongs to the category of active and model-free Machine Learning (ML) techniques in which the agent (either the defender or the attacker) attempts to find an optimal security solution. In this way, we combine GT and ML algorithms for discovering optimal cyber security policies. The proposed security optimization components will be validated in a collaborative cloud platform that is based on the Industrial Internet Reference Architecture (IIRA) and its recently published security model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=security" title="security">security</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20of%20things" title=" internet of things"> internet of things</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=stackelberg%20game" title=" stackelberg game"> stackelberg game</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=naive%20q-learning" title=" naive q-learning"> naive q-learning</a> </p> <a href="https://publications.waset.org/abstracts/64390/stackelberg-security-game-for-optimizing-security-of-federated-internet-of-things-platform-instances" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64390.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">354</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">10314</span> The Effect of Electronic Platform Service Usage on Customer Satisfaction and WOM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shui%20Lien%20Chen">Shui Lien Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Fen%20Tsai"> Yi-Fen Tsai</a>, <a href="https://publications.waset.org/abstracts/search?q=Jim%20Shih-Chiao%20Chin"> Jim Shih-Chiao Chin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> —In this study, using Chunghwa Telecom as a case. The company accounted for the highest proportion of the telecommunications company in Taiwan. First, this paper would like to understand the effect of convenience performance on perceived ease of use and perceived usefulness. Further, the perceived ease of use and perceived usefulness of Technology Acceptance Model (TAM) are adopted as the factors on the company's brand perception. Afterward, the brand perception influence on customer satisfaction, and finally whether producing a good reputation and recommendation are tested. The study participants are people who have used electronic platform service of Chunghwa Telecom. A total of 478 valid questionnaires were used and AMOS 20.0 statistical software programs were adopted to analyze. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model" title="technology acceptance model">technology acceptance model</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20association" title=" brand association"> brand association</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20awareness" title=" brand awareness"> brand awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20attachment" title=" brand attachment"> brand attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20satisfaction" title=" customer satisfaction"> customer satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=word-of-mouth%20%28WOM%29" title=" word-of-mouth (WOM) "> word-of-mouth (WOM) </a> </p> <a href="https://publications.waset.org/abstracts/29298/the-effect-of-electronic-platform-service-usage-on-customer-satisfaction-and-wom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29298.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">276</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=electronic%20learning%20platform&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=344">344</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=345">345</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=electronic%20learning%20platform&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>