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The use of educational technologies in schools is being reshaped by a new kind of intermediary organization that brokers relations between schools, academia, governance, and industry. In this article we define and examine 'edtech brokers' as organizations that operate between the edtech industry, public schools, research centers and governments, guiding schools in the procurement and pedagogical use of edtech. Edtech brokers have remained mostly unexplored despite their potential to redraw the boundaries between public education and the global edtech market. We claim that edtech brokers have become increasingly relevant in the past years, embedding new types of professionalities into education, and taking an active role in co-creating and updating schools' digital infrastructures, the evidence-making mechanisms around edtech, and the pedagogical practices around edtech. The article proposes three distinct categories of edtech brokers -- ambassador, search engine, and data brokers -- and explores their practices of mediation. By doing so, we outline the potential effects that brokers can have on schools and edtech markets, and we disentangle their specific imaginaries of the future of education they promote, often aligned with wider policy desires for reform.

The aim of this study is to analyze how undergraduate learners seek academic help online at a public university in the United States with Q methodology. Upon completion of the study, we identified three groups of help-seekers. The first group, informal and personal help-seekers, sought help from close friends or classmates to solve problems. The second group, formal and impersonal help-seekers, relied on instructors as their primary source of help, followed by instructional materials such as course websites, syllabi, and rubrics. The participants in the third group expressed a significant reluctance to seek help from instructors and preferred alternative options like tutoring centers, search engines, and discussion boards. Contradicting opinions about help-seeking sources existed, with reasons explored. Implications and recommendations for future studies were also discussed.

There are few references that critically evaluate the different ways of searching the literature on scholarship of teaching and learning (SoTL), or how these are related to researchers' goals. We use an academic literacies perspective as a lens with which to explore the different ways that literature searches may be undertaken. While searching the literature is often presented as a scientific objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent process. We provide a practical, critical guide to undertaking SoTL literature searches and argue that these need to be seen as socially constructed processes. There is no one right way of searching the SoTL literature. The academic literacies perspective leads us to emphasise the variety of different purposes for carrying out a literature search. We distinguish between using comprehensive tools and selective sources. We end by arguing that there is a need for SoTL researchers to be less insular and take purposeful steps to search for, cite, and amplify diverse voices. This article complements a separate one where we review and synthesise the SoTL literature. [For Part 2, see EJ1375466.]

There are few sources that critically evaluate the ways of reviewing the literature on scholarship of teaching and learning (SoTL). We use an academic literacies perspective as a lens with which to explore the ways that literature reviews may be undertaken. While reviewing the literature is often presented as a scientific, objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent procedure. We provide a practical, critical guide to undertaking SoTL literature reviews. We distinguish between embedded reviews that present a review contextualising the research that follows, as in most SoTL articles; and freestanding reviews that synthesise research on specific topics. We discuss the nature of embedded reviews, and evaluate systematic and narrative review approaches to undertaking freestanding reviews. We contend that the claims of the superiority of systematic reviews are unjustified. It is important that contextually-sensitive judgements and interpretation of texts associated with narrative reviews are seen as central to the reviewing process, and as a strength rather than a weakness. This article complements a separate one, where we apply an academic literacies lens to reviewing the literature on searching the SoTL literature. Together, they present a narrative review of searching and reviewing the SoTL literature undertaken systematically. We call for studies investigating the lived experiences of SoTL scholars. We illustrate this argument with an auto-ethnographic account of the often-serendipitous nature of our hunt for sources in preparing this review and the way our thinking and writing evolved during the writing of the two articles. [For Part 1, see EJ1375465.]

The 'googlization' of education is emblematic of the growing power of private tech companies in schools across the globe, challenging education as a public good. While critical scholarship has started unpacking the ideological, pedagogical and economical logics underpinning Google's digital infrastructure in schools, we have little insight into how googlization unfolds in education systems across the world. This article addresses this by examining the googlization of education across three countries -- The US, Australia, and The Netherlands -- focusing on the work by new and established intermediary actors which mediate platform power between private tech companies and public education systems. Our findings highlight five different types of intermediary work that broker dependence on Google in schools. The paper concludes by outlining how education researchers and institutions might reclaim public education by intervening in the googlization of education.

Using data from seven R1 and R2 universities in Ohio, this study seeks to determine the extent of usage of full-text e-journal articles stored across multiple platforms. Specifically, COUNTER 5 data is presented from five major academic journal publishers (Taylor & Francis, SAGE, Oxford, Wiley, and Springer), looking at usage within each of the publishers' respective platforms, as well as in EBSCO, JSTOR, and OhioLINK's Electronic Journal Center platform. The overarching goal of the analysis is to identify where exactly usage occurred for this e-journal content within the different platforms, especially in cases where an individual title has duplicate full-text access. Analysis of this data was conducted using Tableau and Excel. Findings raise significant questions about end-user behavior in terms of students' and faculty's ability to locate full text, regardless of whether it is discoverable from Google or other commercial search engines. The findings also suggest a strong connection between EBSCO usage and the academic calendar, with peak usage (as a percentage of overall usage) occurring in October, November, March, and April. Lastly, findings for Taylor & Francis e-journals within EBSCO call into question what these duplicate holdings mean for "big deal" subscription packages.

The purpose of this study was to understand the lived experience of the Spanish-speaking Latino community during the COVID-19 shelter-in-place orders. A single remote focus group meeting was conducted with nine Spanish-speaking participants to explore how residents living amidst shelter-in-place orders made informed decisions about health, safety, and security during the early months of the pandemic. The focus group meeting lasted about 60-90 minutes, and this meeting was facilitated by bilingual/bicultural Latino research assistants trained in qualitative research methods. Study participants also completed the Household Pulse Survey developed by the U.S. Census Bureau, a 20-minute survey to understand the social, health, and economic impact of COVID-19. The mean age was 33 years [range 21-60, SD = 12.44], and most participants attended some or completed a college degree. The participants self-reported as heterosexual, and five self-reported as single or never married. At least four noted making less than $25,000 annually, and four reported that they were self-employed. Most of the participants resided in New Jersey (n = 6), whereas two were from Michigan and one was from New York. The themes that emerged from the focus group meeting were the following: (1) social media and televised news outlets propagated confusing and harmful public messages; (2) COVID-19 elicited negative feelings of uncertainty; and (3) participants had widespread concerns about the health of their family, others, and self. Public messages on COVID-19 were not only confusing but harmful, as Latino families were highly dependent on them when determining how to protect their families in the early days of the pandemic.

This paper presents the first systematic investigation into the search engine optimization practices of major contract cheating websites in the United States. From a business perspective, visibility in organic search engine results is considered one of the top client recruitment tools. The current understanding of student recruitment strategies by these companies remains largely unexplored in both academic literature and popular press. Replicating the business research practices used in the search engine optimization industry, comprehensive search engine ranking and traffic data was obtained for the 38 largest contract cheating websites in the US. The overall objective was to illuminate the strategies that these companies take to get their services at the top of the search results of as many students as possible -- not just the relatively small proportion of students actively cheating. The results show that these companies dominate the search results for not just students searching to cheat, but also for naïve search efforts, when students are simply doing genuine research or classwork. These nefarious companies use highly sophisticated search engine manipulation strategies to bait naïve student searchers onto their sites, thus enabling the potential to switch them to cheaters. Higher education institutions, armed with the specific details provided in this study, can use the strategies outlined in the discussion to directly and negatively impact on the success of these contract cheating services.

Data extraction is a time-consuming and resource-intensive task in the systematic review process. Natural language processing (NLP) artificial intelligence (AI) techniques have the potential to automate data extraction saving time and resources, accelerating the review process, and enhancing the quality and reliability of extracted data. In this paper, we propose a method for using Bing AI and Microsoft Edge as a second reviewer to verify and enhance data items first extracted by a single human reviewer. We describe a worked example of the steps involved in instructing the Bing AI Chat tool to extract study characteristics as data items from a PDF document into a table so that they can be compared with data extracted manually. We show that this technique may provide an additional verification process for data extraction where there are limited resources available or for novice reviewers. However, it should not be seen as a replacement to already established and validated double independent data extraction methods without further evaluation and verification. Use of AI techniques for data extraction in systematic reviews should be transparently and accurately described in reports. Future research should focus on the accuracy, efficiency, completeness, and user experience of using Bing AI for data extraction compared with traditional methods using two or more reviewers independently.

This Study explored the usage of the internet and its impact on the academic performance of Senior High School (SHS) students in the Cape Coast Metropolis. A questionnaire was used to gather data from 105 second-and third-year students through random sampling and was then analyzed using descriptive statistics and an independent samples t-test. The result revealed that Internet outlets for SHS students include school ICT labs, mobile phones, internet facilities for families, and public internet cafes. Furthermore, internet access influences academic standards among students, as those with internet access have shown a higher improvement in academic performance than those without. Different internet use, on the other hand, has no impact on academic performance, as revealed by the results. Similarly, the presence of several sources of internet connectivity does not guarantee immediate access to all of them. Therefore, it was recommended that the Heads of Institutions should liaise with other stakeholders to provide internet facilities with management support. It was also recommended that to support student research, the School ICT Laboratories should be well equipped with internet facilities and students should be taught how to use search engines to search online for academic materials. This is vital because the provision of school internet facilities plays a very important role in enhancing academic performance.

Distracted users can fail to correctly distinguish the differences between legitimate and malicious emails or search engine results. Mobile phone users can have a more challenging time identifying malicious content due to the smaller screen size and the limited security features in mobile phone applications. Thus, the main goal of this research study was to design, develop, and validate a set of field experiments to assess user's judgment when exposed to two types of simulated social engineering attacks: phishing and Potentially Malicious Search Engine Results (PMSER), based on the interaction of the environment (distracting vs. non-distracting) and type of device used (mobile vs. computer). In this paper, we provide the results from the Delphi methodology research we conducted using an expert panel consisting of 28 cybersecurity Subject Matter Experts (SMEs) who participated, out of 60 cybersecurity experts invited. Half of the SMEs were with over 10 years of experience in cybersecurity, the rest around five years. SMEs were asked to validate two sets of experimental tasks (phishing & PMSER) as specified in RQ1. The SMEs were then asked to identify physical and Audio/Visual (A/V) environmental factors for distracting and non-distracting environments. About 50% of the SMEs found that an airport was the most distracting environment for mobile phone and computer users. About 35.7% of the SMEs also found that a home environment was the least distracting environment for users, with an office setting coming into a close second place. About 67.9% of the SMEs chose "all" for the most distracting A/V distraction level, which included continuous background noise, visual distractions, and distracting/loud music. About 46.4% of the SMEs chose "all" for the least distracting A/V level, including a quiet environment, relaxing background music, and no visual distractions. The SMEs were then asked to evaluate a randomization table. This was important for RQ2 to set up the eight experimental protocols to maintain the validity of the proposed experiment. About 89.3% indicated a strong consensus that we should keep the randomization as it is. The SMEs were also asked whether we should keep, revise, or replace the number of questions for each mini-IQ test to three questions each. About 75% of the SMEs responded that we should keep the number of mini-IQ questions to three. Finally, the SMEs were asked to evaluate the proposed procedures for the pilot testing and experimental research phases conducted in the future. About 96.4% of the SMEs selected to keep the first pilot testing procedure. For second and third pilot testing procedures, the SMEs responded with an 89.3% strong consensus to keep the procedures. For the first experimental procedure, a strong consensus of 92.9% of the SMEs recommended keeping the procedure. Finally, for the third experimental procedure, there was an 85.7% majority to keep the procedure. The expert panel was used to validate the proposed experimental procedures and recommended adjustments. The conclusions, study limitations, and recommendations for future research are discussed.

Learning with technology is increasingly understood to be a social process involving unique and telling discourses. An emerging research agenda has resulted, investigating the links between 'talk' and student technological practices but is yet to include home-education. Preliminary evidence exists of a relationship between particular types of 'talk' and success with particular online activities, namely online search. This may prove especially pertinent to home-educators who report that their most prolific online activities are those reliant upon search engines like Google. This paper presents select findings from a study into online search and the associated discursive practices among early primary students and their parent-educators in Australia. Data from observations, tests and interviews with five home-educating families were analysed recursively using a system guided by Fairclough's Critical Discourse Analysis. Specifically, this paper seeks to investigate: which discursive practices are privileged in these sites during online search; the extent to which these practices contribute to relations of power and the extent to which these practices are found alongside effective online search. Findings revealed a prevalence of inequitable discursive practices, those that either inhibited the equal conversational power of speakers or which naturalised inequitable power relations more generally. These discursive practices were found alongside ineffective online searches. Notwithstanding, participants continued to speak positively about search engines and their educational power. This rhetoric-reality gap is theorized in the paper as the work of dominant ideologies surrounding technology in education. Findings can assist the growing number of home-educators and their students to use online search more effectively. Insights regarding links between discursive practice and search practice may also help ensure that discourse helps to maximise the educational benefits associated with online search.

With increasingly rapid advances in machine translation (MT) technology, such as Google Translate, MT has become an indispensable learning resource for second or additional language learners. Many studies indicate that MT or postediting of MT (PEMT) can be an effective tool for L2 learning and teaching. Nevertheless, little research illustrates how language learners judge or evaluate the accuracy of MT output. The judgement of MT accuracy is essential because MT is not yet error-free. Therefore, the aim of this research is to explore how L2 learners attempt to judge the accuracy of MT output when using MT or PEMT. This study was undertaken through a teaching intervention in an online English-Chinese translation course. Student participants included L2 learners of Chinese studying at a university in Taiwan. Findings from observations of screen recordings and focus group discussions reveal that students use different MT tools and additional online-based resources as complementary strategies to better judge MT accuracy. These include: 1) using more than one MT tool to cross-check MT output; 2) using dictionaries to check word meaning and word usage by looking at example sentences; 3) using search engines to check word definitions, translations, and collocations.

The article relevance. Currently, the world is rapidly undergoing the process of Informatization of all aspects of society, the development and introduction of new information technologies. This highlights the need for further reflection and research on the development of the Internet and its opening opportunities for people. The aim of the research is to study the peculiarities of the attitude of students to search and recommendation services on the Internet. Research methods: as a research method, we used a questionnaire survey as a method of collecting primary information, which allows us to identify various aspects related to the attitude of students to search and recommendation systems on the Internet. Research results: the article examines the specifics of Russian search and recommendation systems, students' attitude to these services, and their place in their lives. The novelty and originality of the research lies in the fact that for the first time the search and recommendation services of the Internet space were studied. It is shown that these services were initially developed in the sphere of culture and gradually began to spread to other spheres of people's life, which attracted e-Commerce figures. It is revealed that those students who discovered search and recommendation services a few years ago still use them to choose leisure activities. It is shown that students still identify some disadvantages of these systems: inaccurate recommendations, a large number of questions to determine preferences. There is some distrust to new Internet technologies among those who are used to relying on their intuition when choosing. It is determined that students often use search and recommendation services, since in most cases gadgets help them spend their free time, have fun: read a book, watch a movie, listen to music. It is revealed that the majority of students trust Internet services, although they are not always satisfied with the recommendations. It is shown that the level of student-user confidence in traditional advertising and marketing decreases simultaneously. It is determined that from the point of view of students, today not only printed versions of Newspapers, traditional radio, but even mass broadcast television are losing ground before the Internet as the most promising communication channel. Practical significance: the data Obtained in this work can be used in marketing research, economic Sciences, advertising psychology, as well as for further theoretical development of this issue.

The qualitative study was carried out under Thimphu Thromde, Bhutan, to assess the use of Google class and Television lessons during the emergence of COVID-19 in the 2020 academic year. The study used Google class & Television lesson observations to gain the first-hand experience and face-to-face interviews with students, parents, and teachers to get in-depth views. The Google class and television lesson observation and interview data were analyzed using emerging themes. The findings revealed that Google class and Television lessons played an essential role in making up lessons lost during schools' closure. However, the study further revealed some pertinent issues related to the Google class and Television lessons, including students resorting to copying assignments and homework directly from friends or copying directly from textbooks and the internet. Students were overburden by the heavy load of assignments assigned by different subject teachers, among many others. More preparedness and training for teachers in ICT based pedagogy was required. The study might draw policy attention to consider the problem and challenges before implementing Google class and Television lessons shortly to avoid pitfalls. The study was limited to the Thimphu Thromde, Bhutan, using a small sample size of students, parents, and teachers. A future mixed-method research approach uses surveys with students, parents, and teachers; focus group discussions with students, parents, and teachers; and policymakers' interviews are recommended.

STEM education in Vietnam is prioritized, yet effective learning may be difficult for students attending transnational universities. The purpose of this study is to examine the self-regulated learning experiences of STEM undergraduate students attending a collaborative transnational university in Vietnam. Challenges included English language instruction and STEM-specific terminology. Despite barriers to their learning, students describe strategies for navigating their learning process. Strategies included extensive rereading of the material, using Google to look up new terms/ideas or to translate words, asking instructors for translation, and reviewing online resources. Implications for practice include instructors providing more detailed feedback and guidance and leveraging technology use for learning.

How often do students get to delve deeper into the lives of the scientists that are typically mentioned in a general chemistry class? Most of the time, the scientist's name is mentioned, and then their scientific contribution becomes the main topic of discussion. A Scientist Report writing assignment has been used in a General Chemistry I course to allow each student to become more familiar with one of the scientists typically mentioned during the semester. Students choose a scientist and write a paper about the scientist's life and scientific contributions, as well as other relevant historical aspects. There are a variety of sources that can be used to find the necessary information. Therefore, students encounter different search engines and research databases. The papers meet eligibility requirements for a campus-wide library research award presented each year at Hudson Valley Community College (HVCC). In this paper, the assignment layout is discussed as well as the scientists available to be chosen by students.

A commonly reported challenge of using Google Search to identify studies for a systematic review is the high number of results retrieved. Thus, 'stopping rules' are applied when screening, such as screening only the first 100 results. However, recent evidence shows that Google Search estimates a much higher number of results than the viewable number, raising the possibility of exhaustive screening. This study aimed to provide further evidence on the feasibility of screening search results from Google Search exhaustively, and to assess the desirability of this in terms of identifying studies for a systematic review. We conducted a cross-case analysis of the search results of eight Google Search searches from two systematic reviews. Feasibility of exhaustive screening was ascertained by calculating the viewable number of results. Desirability was ascertained according to: (1) the distribution of studies within the results, irrespective of relevance to a systematic review; (2) the distribution of studies which met the inclusion criteria for the two systematic reviews. The estimated number of results across the eight searches ranged from 342,000 to 72,300,000. The viewable number ranged from 272 to 364. Across the eight searches the distribution of studies was highest in the first 100 results. However, the lowest ranking relevant studies were ranked 227th and 215th for the two systematic reviews. One study per review was identified uniquely from searching Google Search, both within the first 100 results. The findings suggest it is feasible and desirable to screen Google Search results more extensively than commonly reported.

Mindfulness-based interventions (MBIs) are increasingly being implemented in school settings for children and adolescents. Although positive outcomes have been documented for youth, less is known about the constructs of mindfulness (e.g., intention, attention, awareness, nonjudgement) that contribute to positive outcomes or how they are measured. Systematically identifying measures will facilitate improved understanding of what constructs of mindfulness are captured. The current study systematically reviewed literature to identify child and adolescent mindfulness measures from 2000 to 2021. Multiple search engines including PsycTest, PsycInfo, Psycarticles, NCBI, US National Library of Medicine, National Institutes of Health, APA PsychTest, and Google Scholar were used. Results of the current study describe a variety of measures to capture mindfulness and may be useful for researchers and practitioners implementing and/or evaluating mindfulness practices in schools. Eleven youth self-report measures designed for youth 5 to 18 years old were identified. A little more than half measured mindfulness multidimensionally (multiple constructs of mindfulness). Constructs commonly included on measures were attention, awareness, and assessment of one's own internal and external experiences. Descriptive information (e.g., target age range, description of mindfulness constructs) is provided for each measure. Future directions include continued investigation of validity, particularly content validity for youth mindfulness measures, and examining how the use of multiple methods and/or raters could contribute to an understanding of youth's mindfulness experience. Additional implications for the field of school psychology and limitations of the study are discussed.

The global market's economic growth has been boosted by the size of the sports industry, which now has a budget in the billions of dollars. Sports marketing has emerged as a result of this growth in the sports industry. Sports marketing has emerged as the most important feature of sports companies, having grown in importance as a scientific discipline. Inside the industry, sports clubs have started to search for ways to increase their market share in both national, and foreign markets. The industry's ongoing growth has resulted in an increase in the number of goods, and services available, as well as a competitive climate. The purpose of this study is to identify innovations in web-based technology used by sports clubs to market their goods, and services to target audiences. The research was carried out in accordance with the standards of qualitative research. Search engines, blogs, forums, podcasts, press bulletins, e-mail, and content sharing sites are the most commonly used web-based technologies by sports clubs, according to the results of the study.

Technology can assist instructional designers and teachers in meeting the needs of learners in traditional classrooms and virtual course environments. During the COVID-19 pandemic, many teachers and instructional designers began looking for resources they could use for hybrid and online course delivery. Many found that the cost of some technology tools was well outside of their financial means to assist them in meeting student learning outcomes. However, some digital tools provide free access for educators and are beneficial to students. In this article, the authors shared five tools they have used in developing and teaching online and traditional technology courses at the college level. They share how they used a learning management system tool, a collaboration tool, a search engine tool, a content creation tool, and a content sharing tool to engage students in their courses. As teachers look for alternatives to use as they move content from classroom teaching to online instruction, this article can help them consider the recommended tools for instruction. Teachers, instructors, and instructional designers may explore the free digital tools in this article and do further research on other digital tools to support student learning in their disciplines.

Advertising has always played an important role in creating visibility for educational institutions. In today's time, digital marketing is the sought-after mode as there has been a significant shift from offline to online advertising. With the evolving times, flexibility and convenience take significant importance and it is critical for educational institutions to shift gears and adapt to the new formats. In order to stay relevant and have a competitive advantage, digital advertising helps higher educational institutions go that extra mile in engaging with their potential customers. It also helps in building awareness and attract good quality of students. In the world of digital advertising, 'Google Advertisement' is an online advertising platform developed by Google, where advertisers bid to display brief advertisements, service offerings, product listings, or videos to web users. It can place advertisements both in the results of search engines like Google Search and on non-search websites, mobile apps, and videos. Google AdWords offers the most pragmatic solutions and tools to all strategic issues of digital advertising. Click Through Ratio (CTR) stands out as the most significant index of reflecting its influence and impact. Amongst the array of choices, the right strategy requires an academic and strategic backing. The objective of this paper is to assess on the impact of Google Adwords is used in digital advertising campaigns promoting business schools in specific. This research concentrates on CTR as a measure of the campaign's effectiveness. This paper try's to understand CTR in the context related to the type of content embedded in these digital advertisements; the structure of this content; and hence identify and suggest new strategies. This paper identifies and proposes the right online advertising strategy that can be used by a Business School (B School). Purposive/non-probabilistic sampling was carried out to choose the specific of Business Schools (B-schools) for this study. The business schools selected were based on the National Institution Ranking Framework (NIRF) 2018 of the Indian Human Resource Development. The data was analyzed using to the Social Sciences Statistical Suite (SPSS). There was only access to publicly available and publicly displayed advertisement with no access to user profile data. CTR was utilized to measure total and proportional engagement. The advertisements were then categorized based on their content and analyzed through a one-way ANOVA test. For the purpose of an operationalizing, CTR was utilized as defined by Pak et. al. (2018): "A ratio showing how often people who see your advertisement end up clicking it." The main components analyzed are the characteristics of an effective advertisement appearing on the digital platform measured through its Click Through Ratio. One-way ANOVA has been conducted to assess the Click Through Ratio of advertisement segregated in twenty categories based on their format, content and time of appearance. The analysis reflects that Click Through Ratio differs for different format of advertisements, the information that they contain and for the time and day that they appear. Strategies based on these findings are suggested along with discussion, limitations and further scope of research.

This study uses a Critical Race Digital Literacy framework to examine Black and Latinx adolescents' ability to critically evaluate race-related materials online. Participants completed four tasks that required them to engage with a range of race-related material, from search results to social media content. Findings indicate that the majority of participants demonstrated an "emerging" or "mastery" level understanding of search results and determining the trustworthiness of websites. Participants found evaluating the credibility of Twitter content as well as evaluating a Russian disinformation campaign's Facebook profile targeting African Americans considerably more challenging. In addition, though 34% recognized a video screenshot arguing that building a wall at the southern border is humane as racist, participants had difficulty combining this knowledge with an understanding of online propaganda. Few participants reached mastery on this task, and others that required them to evaluate social media content and recognize disinformation. As more online content and media are explicitly related to race or references specific racial groups, these findings highlight the need for more interventions to enhance competencies around critically evaluating race-related materials online.

This article is dedicated to the issue of morphological analysis and synthesis of word forms in a linguistic analyzer, which is a significant feature of corpus linguistics. The article discourses in detail the morphological analysis, the creation of artificial language, grammar and analyzer, the general scheme of the analysis program that "recognizes" the natural language, the types of analysis (identifying) software, the purpose of the analysis, some approaches in the information search engine. The possibility of using a number of tools in the design of a morphological analyzer, their function and features are described in detail.

Learning with technology has become essential in today's education not only in Thailand but also all around the world. Technology has been an important tool for improving language learners' reading writing, speaking, and listening for quite some time. Writing, however, has been one of the most supported skills thanks to technology. Learning how to write paragraphs or essays is an essential skill for learners. The purposes of this quasi-experimental study were: 1) to examine the effectiveness of the e-Writing instructional design program in developing the writing skills of EFL learners, 2) to explore learners' satisfaction and motivation toward the e-Writing instructional design program, and 3) to study learners' autonomy after completing the e-Writing instructional design program. This study employed the purposive sampling method to select 33 second-year learners. Lesson plans, e-writing programs, learner perception questionnaires, interviews, as well as a pre and post-test were the tools used to gather relevant data. A t-test with standard and average deviation was used to investigate the quantitative data. Interview data were analyzed using content analysis. The quantitative findings revealed that the writing achievement level of the learners before and after receiving the treatment was significantly different at 0.001. The learners' post-test scores of 33 learners increased over the pre-test scores. From the questionnaire results, the satisfaction level of undergraduate learners toward the instruction of this course had average scores of 4.34 which was an excellent level. Furthermore, interviews revealed that learners are satisfied with the e-Writing instructional design program because this could improve learners' writing skills and promote more learner autonomy. Recommendations are made and presented in terms of future practical application and future research needs to be done to analyze results and the effects of future outcomes.

If we are to build in our students, literacy skills relevant for the 21st century, reading classrooms need to take into account the changing nature of texts that our students are required to read in real-world contexts (Alexander & The Disciplined Reading and Learning Research Laboratory, 2012). This paper exhorts ESL teachers to use online texts or hypertexts, in addition to print textbooks, in the reading classroom. The use of hypertexts can increase the literacy participation of students by making reading authentic, and ensuring literacy skills they acquire more meaningful and productive (Coiro, Killi, & Castek, 2017). In the reading classroom where this research was located, it was observed that readers who scored low on reading comprehension tests based on print texts demonstrated higher levels of comprehension while performing on tests based on hypertexts. The study was conducted to identify the reading strategies used by these readers. It was found that ESL readers were able to overcome deficits in their prior knowledge (topic familiarity) and/or language proficiency by using specific reading and navigating strategies. This paper proposes that strategy training in the use of newer reading and navigating strategies might help develop online reading comprehension expertise and build independent reading habits in ESL readers.

The EdHub Library is an online teacher professional development platform that serves 250 school districts as part of the Network for Educator Effectiveness in Missouri. It has a collection of more than 300 online activities. This design case describes the efforts of re-developing EdHub due to technical and usability issues of the first generation of the content management platform. The second generation of EdHub was the product of two prototypes and two user testing sessions between January 2018-April 2018. A literature review of information-seeking habits of K-12 teachers and web design and usability standards guided the development of the second generation of EdHub to support teachers' browsing and searching behaviors. Five design decisions support the second generation of EdHub in terms of (1) priority of visual elements, (2) ease of navigation, (3) content alignment with Missouri teacher standards, (4) organization of results in the search engine, and (5) unifying learning objectives, activities, reflection, and external resources.

Terminology represents a significant factor in healthcare communication between specialists and patients. The present paper deals with the lexicosemantic characteristics of multi-word lexical units "multiple sclerosis," "amyotrophic lateral sclerosis," "Parkinson's disease," "Alzheimer's disease," "epidural abscess," "Huntington's chorea," and "carpal tunnel syndrome." The research questions focus on collocations, word combinations, and concordances in which they regularly appear; the first lemma to the left and the first lemma to the right from the studied lexeme demonstrate the principal positions of our interest. Simultaneously, the researcher considers their semantic restrictions, semantic prosody, and grammatical relations that influence their lexical features. The whole linguistic material is investigated in the framework of the text corpus English Web 2015 (enTenTen15) with the help of the search tool Sketch Engine. To begin the research, the frequencies of these lexical units are elaborated. The researcher also looks into the morphological classification of the studied words as these two factors affect them from the lexicological perspective. The research outcomes confirm that the nervous disease names appear in a wide range of structures, and they considerably contribute to successful communication in the medical surroundings. Moreover, the results indicate that the lexicosemantic behaviour of the terms reflects extralinguistic factors (psychological, social) of individual communication acts. The phenomenon is to be further examined and interpreted within the corpus analyses of other chosen lexical units, not only from the field of medicine. Eventually, the researcher outlines possible pedagogical implications of the research results in the process of teaching English.

Over the past years, there has been an increasing prevalence of 'nudge thinking' in the educational field. While (critical) research on the rising adoption of nudging has increasingly proliferated in the broader social sciences over the past decades, nudging in education -- what we designate here as "Edunudge" -- is, however, only starting to be given substantial academic attention and still requires more nuanced conceptual and empirical investigation. As we argue in this contribution, such investigations should not only carefully disentangle the enormous complexity of nudging in education, including the role of digital and automated technologies. Equally, they should take more systematically into account the traditional closeness of the fields of pedagogy and behavioral insights. In line with that argumentation, the goal of this article is to develop foundations of such an Edunudge research program, focusing on four different dimensions: the "technomodalities," the "political economy," the "spacetimes," and the "pedagogies" of Edunudge.

People rely on the internet for easy access to information, setting up potential confusion about the boundaries between an individual's knowledge and the information they find online. Across four experiments, we replicated and extended past work showing that online searching inflates people's confidence in their knowledge. Participants who searched the internet for explanations rated their explanatory ability higher than participants who read but did not search for the same explanations. Two experiments showed that extraneous web page content (pictures) does not drive this effect. The last experiment modeled how search engines yield results; participants saw (but did not search for) a list of hits, which included "snippets" that previewed web page content, before reading the explanations. Participants in this condition were as confident as participants who searched online. Previewing hits primes to-be-read content, in a modern-day equivalent of Titchener's famous example of a brief glance eliciting false feelings of familiarity.

Knowledge of collocations is essential for English academic writing. However, there are few academic collocation referencing tools available and there is a pressing need to develop more. In this paper, we will introduce the ACOP (Academic Collocations and Phrases Search Engine), a newly developed corpus-based tool to search large academic corpora. Using the AntCorGen corpus crawling tool, 100,000 articles from 10 academic areas were downloaded from the PLOS One journal database. A multidisciplinary 500-million-word academic corpus was thus created. Our team further developed the ACOP to allow users to search for collocations and phrases in the academic corpus that we compiled. Additionally, this new tool will allow learners to search for not only bigrams but also for three- to five-word strings. Learners can further search using parts of speech. To validate whether the new tool can assist EFL learners in finding appropriate academic collocations, we compared this tool with BYU's state-of-the-art COCA corpus search tool. The 35 students who participated in the study were randomly divided into two groups. One group used BYU's COCA tool and the other used the ACOP tool. Both groups were asked to identify suitable collocates for 25 gap-fill questions. Paired t-tests and independent t-tests were used to analyze the data. The results indicated that both groups showed a significant improvement in the posttest when they had access to the collocation retrieval systems. However, statistically, the results showed no significant difference between the two tools, as they were equally useful in helping the students find appropriate collocates. According to the users' surveys, compared with the COCA group, the participants in the ACOP group found the ACOP easier to use and the interface was clearer and simpler. The Mann-Whitney U tests of the two groups showed significant differences in the aspect of the interface. The preliminary results indicated that the ACOP can assist EFL learners in finding suitable academic collocations and phrases, and the users' surveys showed positive results.

Background: Digital Information Literacy (DIL) refers to the ability to obtain, understand, evaluate, and use information in digital contexts. To accurately capture various dimensions of DIL, assessment designers have increasingly looked toward complex, interactive simulation-based environments that afford more authentic learner performances. These rich assessment environments can capture process data produced by students' goal driven interactions with digital sources but linking this data to inferences about the target constructs introduces significant measurement challenges which cognitive theory can help us address. Methods: In this paper, we analyzed data generated from a simulated web search tool embedded within a theoretically-grounded virtual world assessment of multiple-source inquiry skills. We describe a multi-step clustering approach to identify patterns in student's search processes by bringing together theory-informed process data indicators and sequence clustering methods. Results: We identified four distinct search behaviors captured in students' process data. We found that these search behaviors differed both in their contribution to the web search tool subscores as well as correlations with task level multiple-source inquiry subconstructs such as locating, evaluating, and synthesizing information. We argue that the search behaviors reflect differences in how students generate and update their task goals. Conclusion: The data-driven approach we describe affords a qualitative understanding of student strategy use in a complex, dynamic simulation- and scenario-based environment. We discuss some of the strengths and challenges of using a theoretical understanding of multiple-source inquiry to inform how we processed, analyzed, and interpreted the data produced from this assessment tool and the implications of this approach for future research and development.

Lifelong learning, with the help of digital technology, possesses the capacity to offer individual significant advantages to individual learners. This paper examines both the diverse approaches to lifelong learning and the digital tools available to promote these strategies. The paper contains a review of some of the main articles pertaining to the fields of constructivism, digital technology, and the process of lifelong learning. Specifically, the authors intend to critically evaluate the utilization of rapidly developing digital technologies, such as computers, tablets, and mobile devices, within lifelong learning and their role as tools in promoting access to both practical and theoretical knowledge and in facilitating the communication of ideas within a global network, as per the constructivist approach. Hence, this article relies upon a specific definition of lifelong learning and an exploration of the notional foundation of what comprises lifelong learning and the environment in which their knowledge acquisition occurs. Thus, a framework for the present research is established wherein peer-reviewed studies concerning the use of social media by lifelong learners is explored, and extrapolating from the dual tenets of professional development and adult learning theory. Moreover, the authors additionally examine approaches to the notion of PLEs (personal learning environments) and PLNs (personal learning networks) as related to the selection of relevant lifelong learning strategies. The discussion is exemplified by cases ranging from video platforms to blogs and is simultaneously multidisciplinary and spanning diverse fields. Each example has applicability for lifelong learning and represents the characteristics of constructivism and its support within a web-based learning environment. It is thereby suggesting that effective and meaningful strategies supportive of the lifelong learning lifestyle can be achieved via well-designed PLEs and PLNs.

Difficulties with academic writing tasks, such as the literature review, impact students' timely completion of graduate degrees. A better understanding of graduate students' perceptions of writing the literature review could enable supervisors, administrators, service providers, and graduate students themselves to overcome these difficulties. This paper presents a case study of graduate students at a secondary campus of a Canadian research university. It describes survey data and results from focus groups conducted between 2014 and 2015 by communications faculty, writing centre staff, and librarians. The focus group participants were Master's and Doctoral students, including students situated within one discipline and those in interdisciplinary programs. The questions focused on the students' experiences of writing the literature review as well as the supports both accessed and desired. Data analysis revealed four themes: (1) literature review as a new and fundamental genre; (2) literature review for multiple purposes, in multiple forms, and during multiple stages of a graduate program; (3) difficulties with managing large amounts of information; and (4) various approaches and tools are used for research and writing. Using an academic literacies approach, the paper addresses implications for campus program development and writing centre interventions and furthers research into graduate students' experiences of writing literature reviews.

Innovation and the development of knowledge in the field of scientific research is increasing exponentially, but it continues to be disjointed. It makes it difficult to keep up with state-of-the-art and to be at the forefront of research and dissemination, as well as to evaluate empirical evidence in the area of academic excellence. Recent literature reviews are frequently lacking in thoroughness and rigor and are carried out in part rather than using a specific design. This descriptive-mapping review aimed to illustrate plagiarism and research integrity literature published over a 10-year period (2010 to 2020). To achieve this goal, literature reviews were conducted to obtain relevant articles and documentation on plagiarism and its potential impact in the academic and publishing industries. Methodical searches in specific databases such as Web of Science and Scopus, including the Google Scholar Search Engine, have been undertaken to ensure the accuracy of the results. Thereafter, descriptive mapping was used to categorize qualifying articles. Over 350 titles were collected from the searches, of which 129 complete works were published in various journals during the covered period. Finally, in this review, 35 papers were eligible for inclusion. The themes were enumerated in the scholarly articles. Findings revealed a dearth of scientifically credible and relevant literature on plagiarism issues, such as the phenomenon in the academic environment, its particular specific factors and triggering causes, and the impacts of the institutional policy interventions being enforced. Although the results provided background information for the creation of a realistic guide to avoid plagiarism incidences, robust empirical and evaluative studies should be planned to identify the real implications of preventing plagiarism to uphold the credibility of scientific research and evaluate the impact of ethical issues, practices, and policies suggested by organizations and industries.

The constant struggle to attract new readers has led the digital news media to adopt search engine positioning strategies within their newsrooms. Given that readers are increasingly opting to consume their news via search engines, such as Google or Bing, this study explores perceptions and applications of search engine optimization (SEO) in the online news media and identifies the future training needs of journalists in this sector. To do so, 33 semi-structured interviews were conducted with individuals representative of three professional profiles: professional journalists, SEO consultants, and academics. Based on the data collected, we created five semantic categories -- with 25 subcategories -- and we correlated the perceptions of the SEO experts employed by the news media with those of the academics. The results highlight varying degrees of convergence and divergence in perceptions across these three professional profiles. Similarly, the results confirm the sector's pressing need to attract readers by implementing search engine positioning techniques and, hence, its need to ensure future journalists are well trained in technical SEO, on-page SEO, off-page SEO, in the use of SEO analytics and audit tools, and in the ability to identify search trends so that they have the necessary skills to win the struggle for more readers.

Machine translation (MT), especially Google Translate (GT), is widely used by language learners and those who need help with translation. MT research, particularly that which examines the quality and usability of the translation produced by the MT, only makes up a handful of studies. Moreover, only a few of them have looked at translation quality and problems of translated texts from the user's first language to a second language, and none has been conducted to examine translations produced by the updated system of GT (i.e., the Neural Machine Translation System). The purposes of this study are to examine the quality of abstracts translated from Thai, the user's first language, to English, the target language, using GT by evaluating their comprehensibility and usability levels and to examine frequent error types. Fifty-four abstracts were selected from academic journals in eight disciplines of Humanities and Social Sciences. They were rated by two experts using coding schemes. The results revealed overall comprehensibility and usability were both at a moderate level. That means the quality of the abstracts translated by GT may not meet the language requirements needed for academic writing. The most frequent errors produced by GT were those of capitalization, punctuation, and fragmentation.

Internet users may fail to recognize how algorithms filter and personalize information. Two studies explored college students' algorithm awareness across varying contexts. Study 1 examined Facebook users' awareness of its algorithms (N = 222). Only about half recognized that Facebook does not show all their friends' posts. These students more often reported making adjustments to News Feed settings than students lacking algorithm awareness. Study 2 compared students' (N = 244) algorithm awareness for online shopping and search, and the efficacy of video instruction to increase awareness. Students were more algorithm aware for online shopping. Compared to those who watched a video on Internet storage, students who watched a video on Internet algorithms showed greater understanding of how search results are personalized. Across studies, students demonstrated high media literacy knowledge, yet knowledge was inconsistently related to algorithm awareness. This suggests the need to incorporate instruction about algorithms into media literacy curricula

Cheminformatics is a widely used interdisciplinary field that is important for many chemistry areas. Cheminformatics skills are necessary for dealing with a large amount of chemical information and are considered essential for various tasks such as data analysis, visualization, storage, etc. This paper presents the basic cheminformatics chemistry semester-length course for first-year chemistry students, organized at the Novosibirsk State University. Students in the course learn literature and structural databases, search engines, chemical structure drawing and representation, graphing software, text formatting, scientific writing, and report representation. The course could be replicated as an entire course in chemical informatics or could be used as separate modules in other courses. We describe the face-to-face course and the adaptation to an online teaching model during the SARS-CoV-2 pandemic. The students' and lecturers' feedback about the course program and results are also presented. We hope that this work can assist faculty members in teaching cheminformatics.

How physical literacy (PL) is presented on 'the web' (i.e. Google) has implications for how health and/ physical education (H/PE) teachers and coaches engage with and understand the concept, and ultimately how it is "made to" act in practice. This research sheds light on the type of PL content they are likely to encounter in their search via the web. Utilising Venturini's 'cartography of controversies' method, the top 100 Google search results for PL were analysed to observe and describe how PL is presented on the web, by whom and in the name of what. Findings show that PL has been 'framed' on the web by a heterogeneous network of actors who present different viewpoints, ideologies and suggested practices for PL within and across the contextual 'spheres' of education, sport and health. Further, the findings highlight how Google's algorithms prioritise and privilege particular PL viewpoints and ideologies. Consequently, variations in understanding and practices will be evident between H/PE teachers and coaches who only engage with the first page of Google results (top one to 10 URLs) and those who read more broadly. Rather than relying on Google's algorithms or policymakers' interpretations of PL that commonly serve the interests of the sport and health 'spheres' we suggest that H/PE teachers and coaches need to act as 'knowledge brokers' and thus be reflexive and aware of the multiple versions of PL that are presented on the web. This is especially important if they use the web as a form of professional development.

In this essay, we conduct a review of the ways in which Google Scholar, Scopus, and other bibliometric tools may prove useful for faculty in tenure and promotion decisions. We begin with an examination of literature from multiple disciplines on the use of bibliometric platforms. We then examine the metrics provided by these platforms for citation analysis and determine their relative strengths and weaknesses. We provide a quantitative descriptive analysis of the differences in metrics across 1,840 faculty in six disciplines across 40 institutions in eight different Carnegie Classifications. The work concludes with recommendations for supplementary metrics and a call for tenure and promotion committees to augment the additional metrics we present with other forms of colleague recognition of the scholarship tenure and promotion candidates.