Academic work, the Internet and U.S. college students

Jones, Steven G.; Johnson-Yale, Camille; Millermaier, Sarah; Pérez, Francisco Seoane

doi:10.1016/j.iheduc.2008.07.001

Cited by 76 publications

(39 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar to recent studies (e.g., Jones et al 2008), 95 % of the present sample reported at least some internet use while 85 % reported using the internet multiple times per day or more. Participants in the HSA group indicated more frequent use of the internet compared to the LSA group, F(1, 39) = 7.48, p = .01, d = 0.85.…”

Section: Preliminary Analysessupporting

confidence: 91%

Fear of Negative Evaluation, Social Anxiety and Response to Positive and Negative Online Social Cues

Bautista

Hope

2015

Cogn Ther Res

View full text Add to dashboard Cite

High social anxiety is associated with negative interpretations of social feedback, maladaptive attributions for success and failure, and excessive attention to internal and external threat cues. In the present study, 40 undergraduate participants with either high or low levels of social anxiety engaged in a series of social interactions with varying types of social feedback: negative, mixed-negative, mixed-positive, and positive. Given the increasing engagement in computer-mediated communication among individuals with high levels of social anxiety, these interactions took place via instant messaging software. Compared to participants with low social anxiety, participants with high social anxiety experienced more self-focused thoughts, negative thoughts, and state anxiety in response to increases in negative feedback. Participants with low social anxiety experienced fewer self-focused thoughts in response to increased negative feedback, resulting in a significant crossover interaction. Qualitative and quantitative differences regarding cognitive processes and computer-mediated communication among individuals with high and low social anxiety are discussed.

show abstract

Section: Preliminary Analysessupporting

confidence: 91%

Fear of Negative Evaluation, Social Anxiety and Response to Positive and Negative Online Social Cues

Bautista

Hope

2015

Cogn Ther Res

View full text Add to dashboard Cite

show abstract

“…Internet has been playing an increasingly important role in higher education [16]. Asynchronous online discussion is one of the most used Internet-based technologies in higher education [30].…”

Section: The Trend and Importance Of Online Discussion In Higher Educmentioning

confidence: 99%

The Impact of Online Discussion Platform on Students’ Academic Performance

Luk

Wang

et al. 2015

Lecture Notes in Computer Science

View full text Add to dashboard Cite

Abstract. This paper reports on research investigating student experiences of learning through face to face and online discussions in business and marketing courses in a local self-finance institution. Using methodologies from relational research into university student learning, the study investigates associations between key aspects of student learning focusing on conceptions of what students learn, approaches to learning and learning outcomes. The students' views on using online discussion platform and the difference in learning performance between students who did use online discussion platform and who did not will be compared in this study. Furthermore, it was expected to find that these differences were reflected in the learning outcomes, that is, student approaches would be linked to more complete conceptions of learning and to better academic performance. In other words, the existence of causal relationships between the using of online discussion platform and academic performance was also explored. Data on students' conceptions and approaches was collected through group interviews and final marks were used as an indicator of the quality of learning in terms of students' academic performance.

show abstract

“…The current study in this regard shows that more than half of the academics acknowledged that ICTs have had a positive impact on their student learning. Social networking tools such as YouTube, blogs, Wikis, Facebook, Twitter and Vimeo (video sharing) have also been deployed by the academics in teaching and learning [6]. Moreover, academic staff have been using ICTs for pedagogical purposes such as searching for information, making presentations, preparing lecture materials, communicating with students and lecturers, etc.…”

Section: Pedagogical Improvementmentioning

confidence: 99%

Contribution of Information and Communications Technologies (ICTs) to Improve Education Service Delivery in Tanzania: An Overview

Mushi¹,

Maharaj²

2013

Proceedings of the 2013 International Conference on Advanced ICT

View full text Add to dashboard Cite

Advancement in technology has changed the way people think, live and engage in socio-economic development. Information and Communication Technologies (ICTs) have played and continue to play a key role in education and in the education sector. Considering education as key to all aspects of social change, recent studies have shown that ICTs have become an important tool in education for learning, teaching, research, and knowledge acquisition. This paper articulates the contribution of the ICTs in enhancing education provision in Tanzania. Based on literature review, the central question that this paper seeks to address is: What could be the contribution of ICTs in enhancing educational provision and social change in Tanzania? The paper begins by offering an overview of ICTs and their adoption in Tanzania, and then explores the contribution ICTs have made in improving educational service delivery in Tanzania and finally identifying some challenges before drawing conclusions and making some recommendations.

show abstract

Academic work, the Internet and U.S. college students

Cited by 76 publications

References 15 publications

Fear of Negative Evaluation, Social Anxiety and Response to Positive and Negative Online Social Cues

Fear of Negative Evaluation, Social Anxiety and Response to Positive and Negative Online Social Cues

The Impact of Online Discussion Platform on Students’ Academic Performance

Contribution of Information and Communications Technologies (ICTs) to Improve Education Service Delivery in Tanzania: An Overview

Contact Info

Product

Resources

About