IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET

19-33

Authors: Gerald E. Evans, Daniel C. Evans and Michael V. Harrington

This paper explores the impact on faculty and students of the forced transition to eLearning caused by the COVID-19 pandemic. A review of the literature on eLearning modalities and the issues involved in transitioning from face-to-face instruction is followed by a series of reports on the experiences of 11 faculty and in making the change from traditional instruction to various modalities of eLearning. The impacts on students were assessed through a survey of students in classes during the pandemic. The methodology employed is an adaptation of the grounded theory approach used in sociology along with survey research. The results indicate that the primary advantages to the transition to eLearning were the flexibility afforded both faculty and students and the ability to continue delivering quality instruction during the pandemic. The primary negatives were the difficulty in engaging students in the new delivery modalities and the significant challenges involved in proctoring exams. Prior experience with online and blended learning on the part of the faculty and students made the transition smoother.

46-66

Authors: Rusudan Makhachashvili and Ivan Semenist

The global pandemic led the higher educational sphere worldwide to the amplified emergency digitalization measures, that sprang from the necessity to take quick comprehensive action to transform educational workflow and both standard and dynamic educational scenarios into digital, blended, and hybrid formats. As a result, there are identified several challenges that higher educational institutions had to face and overcome in a manner that was efficient and expedient: 1) to activate comprehensive complex skillsets, otherwise latent or underutilized in the educational process; 2) to boost ICT competence and digital literacy of all participants of the educational process, relocated to the computer realm. The study objective is informed by the research task to conduct a structured, case-based diagnostics of viral development of digital skills and their application to construe interdisciplinary competencies and professional linguistic competences of students of European and Oriental Languages major programs at Borys Grinchenko Kyiv University (Ukraine), that took place over the span of 2020-2021 due to lockdown measures. The inquiry is founded on the identification of various soft and communicative competency principles and estimated digital literacy components that inform the meta-digital competence in Foreign Languages Education. The empirical study is derived from the comprehensive survey data that disclosed digital literacy components and e-skills implementation in various tiers of professional linguistic and FLE activities. The inquiry determines structural interoperability between different groups of applied e-skills, linguistic competence components and soft skills, necessary for the development of the interdisciplinary professional capacity of Foreign Languages students in Ukraine.

17-36

Authors: Stine Ordemann, Marita Skjuve, Asbjørn Følstad and Cato Alexander Bjørkli

Chatbots are changing customer service interactions, enabling higher reliance on self-serving behavior. There seems to be an emphasis on designing these chatbots to be as humanlike as possible. One drawback is that such humanlike design might lead users to apply the same mental models when interacting with chatbots as they do when interacting with human customer service personnel. Arguably, this may cause issues in the chatbot interaction because the technology may not be capable of handling interactions at the same level of sophistication as human personnel. Thus, the mental models that users apply are important for successful system interactions, but little research have been dedicated towards understanding these mental models. To close this research gap, we asked 16 users to interact with two customer service chatbots to explore the mental models guiding their interactions. Based on qualitative interviews and screen-captured videos of the participants’ dialogues, an exploratory analysis indicated that the participants drew on two types of mental models to understand, predict, and interact with chatbots: a human-oriented model and a technology-oriented model. We discuss our findings and their theoretical and practical implications.

54-70

Authors: Jeferson Gonçalves de Oliveira, Cristiana Fernandes De Muylder, Fernando Hadad Zaidan, Ana Maria Pereira Cardoso and José Nelio Januário

Many recent studies have underscored the complexity of public health systems. At the same time, information systems are discussed from a strictly technological point of view to break away from a social context in which they are inseparable. Furthermore, the literature lacks research on the implementation of these systems in environments that target social innovation. To explore these relationships, this study seeks to answer the following question: What are the relationships/influences between the Social Information System, public health and social innovation? Thus, the purpose of this research is to develop an analysis model of the relationship between the studied constructs and apply it to the reality of the Neonatal Screening Program of the State of Minas Gerais (PTN-MG). To do so, the study was applied within the SUS, in the state of Minas Gerais, using the program's 15-year database. For testing the relationships between model constructs, statistical techniques of multivariate data analysis were employed. Key findings confirm that healthcare networks are configured as complex systems that require information systems with features that respect this concept. In addition, it is noted that the information system is a fundamental pillar in social innovation in health, as it has shown a significant relationship with the reduction of health problems and with the PTN-MG quality indicators. From this new tested model, others will emerge pointing to the scientific and social contribution of this research, organized in documents.

85-100

Authors: Aidrina Sofiadin

The world is moving towards achieving sustainable development goals that benefit the environment, society, and the economy. The COVID-19 pandemic has forced many education institutions to shift from traditional learning to online learning. Since 1960, e-learning has been delivering through the website. However, there is a rise in e-learning security and ethical issues that lead to poor education quality and an unsustainable e-learning system. Thus, security and ethics components need to be integrated into a sustainable e-learning and gamification framework. Interestingly, e-learning needs to integrate the gamification context to increase online learning quality and secure learners' education while promoting lifelong learning. To identify the relationship between security and ethics in gamified e-learning, this paper examined and assessed various types of security threads and learners’ ethics and well-being in the e-learning environment. The framework intends to increase e-learning strength in promoting a better e-learning environment, well-being, and lifelong learning among their learners. Thus, enabling sustainable education through a reliable e-learning system.