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As the communication and information technologies (especially mobile devices) have become a central part of our daily lives, people have started to bring their own devices to schools, universities, companies and other types of organizations. Bearing in mind the difficulty of stopping people from carrying these devices, Bring Your Own Device (BYOD) represents a paradigm shift, presenting new ways for organizations to function and offering several advantages to businesses, notably a reduction in hardware costs. Although BYOD (allowing people to bring their technological devices to schools or workplaces) sounds simple in words, BYOD implementations come with their own challenges (security related problems being the first). This study aims to analyze the perceptions of a group of South Korean undergraduate and master students (n=110 in total) of BYOD implementations in schools and in workplace separately. The study instrument had three sections; (i) basic demographics (age, gender and currently attending education level), (ii) 12 survey items on a Likert scale for BYOD perception at school questions, and (iii) 12 survey items on a Likert scale for BYOD perception at workplace questions. After the analyses of demographics, separate independent sample t-tests were applied in order to check if each set of 12 items for BYOD at school and at workplace significantly differ for gender and education level variables. While no significant difference was revealed based on gender variable, education level demonstrated differences on certain items. At the end, the 12 items for BYOD at school and BYOD at workplace were compared by applying paired samples t-tests to the dataset where significant differences were also observed for some items. The general results showed that participants supported BYOD in schools more than BYOD at workplace. Besides, master students showed more trust than undergraduate students on cyber-security both at school and at workplace.

While South Korea has been taking its place in Industry 4.0 technologies and processes (Internet of Things (IoT), Artificial Intelligence, Machine Learning, and so forth), some issues still seem untouched. One of these issues is the readiness of current university students regarding Industry 4.0 and related issues. While countries are being reshaped by Industry 4.0, people realize that some professions are vanishing, re-defined or emerging. Therefore, today's students must be ready for these Industry 4.0 changes and make their personal development agenda accordingly. Otherwise, the scenario of people losing their jobs due to technological advancements will become true. As the waves of Industry 4.0 are fast approaching to young generations of South Korean society, the study aimed to contribute to the existing Industry 4.0 literature from a social perspective. Researchers developed a literature-based survey and utilized convenient sampling approach (n=129) to unfold students' readiness level. Statistically analysed data explored that participants are not well aware of Industry 4.0 fundamentals and stay skeptical and alert for its implementation which is believed to bring more job opportunities whilst some current job titles disappear. It is clear that changes in higher education institutions in parallel with the emerging Industry 4.0 technologies are inevitable.

Purpose: Digital literacy is not the mere ability to use a digital device or know to use various software. It is a domain of exploration for sociology, psychology, education and, of course, technology. This study aims to present a quantitative analysis of the literature on digital literacy using a bibliometric approach. Design/methodology/approach: Using data from the Web of Science database, the importance of the research is evaluated by reviewing 2307 publications and examining the yearly publication, field category productivity, citation structure, most cited resources, documents, most-cited authors, most productive authors, and country in the field of digital literacy. Further, a cluster analysis is conducted to see the most recurrent keywords and emerging trends in this field. At last, the authors analyzed the thematic progression of keywords over these five years based on the normalized citations. Additionally, a graphical representation of the bibliometric data using VOSviewer is presented in the paper. Findings: The results suggest a steady rate of publication in this field, with most of the research published in education and library fields and the USA leading the country in this realm. The emerging themes in this field are 'Fake News', 'Competence', 'Educational Technology', 'Health Literacy', 'Self-Efficacy' and, interestingly, 'COVID-19'. The results also revealed that COVID-19 has been examined and associated with fake news, higher education, social media and information literacy. Originality/value: This paper provides an overall summary of the most recent research work published from 2017 to 2021 on digital literacy in the backdrop of COVID-19. The study presents the thematic progression over the years and particularly the new keywords that emerged in the limelight of the pandemic. It contributes by updating the existing body of knowledge in the field of digital literacy and presents preliminary results related to COVID-19.

Purpose: This study concentrates on South Korean university students' attitude towards cooperative learning by utilizing the "Student Attitudes toward Group Environments" survey (n = 427-181 female and 246 male) originally developed by Kouros and Abrami (2006). Design/methodology/approach: The purpose of this study is to unfold what factors affect the cooperative learning environment in the Higher Education context of South Korea, which is known as a collectivist society, and conduct comparative analysis on gender, department type, GPA level and school year as variables in the perception of cooperative learning. The factor analysis findings demonstrated that there are four factors influencing students' attitude about cooperative learning environments in South Korean higher education; "frustrations with group members", "peer support", "fairness" and "quality of product and process". Moreover, the gender, type of department, school year and GPA variables were yielded statistically differentiating results. Findings: The overall results showed that effective cooperative learning strategies depend on the type of culture and other demographic variables including learner's gender, department type and school year. In South Korea, known to have a collectivist culture, fairness has appeared as a new criteria needing to be considered when designing a cooperative learning environment, which is a different case than in individualistic cultures. Thus, when employing cooperative learning strategies in South Korea, educators should take learners' culture into consideration. For this, educators might utilize the final instrument of this study as a guideline or criteria to establish an effective cooperative learning environment. Originality/value: This article provides an example from South Korea which is known as both a collectivist and high-tech country.

The purpose of this study is to discover the main themes and categories of the research studies regarding digital literacy. To serve this purpose, the databases of WoS/Clarivate Analytics, Proquest Central, Emerald Management Journals, Jstor Business College Collections and Scopus/Elsevier were searched with four keyword-combinations and final forty-three articles were included in the dataset. The researchers applied a systematic literature review method to the dataset. The preliminary findings demonstrated that there is a growing prevalence of digital literacy articles starting from the year 2013. The dominant research methodology of the reviewed articles is qualitative. The four major themes revealed from the qualitative content analysis are: digital literacy, digital competencies, digital skills and digital thinking. Under each theme, the categories and their frequencies are analysed. Recommendations for further research and for real life implementations are generated.

This study focuses on prospective instructional designers' perception toward creating online courses including which elements are essential for developing such platforms. The study is significant for revealing what the prospective instructional designers focus on while they design certain learning opportunities. The participants of the study were the "Computer Education and Instructional Technology (CEIT)" students from a university in Turkey (n = 133) ranging from freshman to senior grades. Since the study aimed to obtain data to determine specific characteristics of a group, a non-experimental survey research design was employed. The participants were asked to assess the importance of fifteen online course elements (such as texts and videos). Afterwards, the participants were provided with seventeen sentences to reveal their thorough perceptions toward designing online courses. The study identified that the participants value feedback mechanism (M = 4.69) at the most. The participants believed that the type of web browsers (M = 4.50), the course login system (M = 4.48), emailing tools (M = 4.42), texts (M = 4.32) and pictures (M = 4.22) are fundamental elements of any online course. The study revealed that prospective instructional designers for online platforms were furnished themselves with the essence of offering online instructional activities. In this study as an example of gender related study, the significant differences on study items were found between males and females participants in terms of their perceptions on online courses. The results showed that voice mechanism was more important for female participants than male and female participants were logically-oriented and visual learners' during the entire online session.

In the past 10 years, the internet has been transformed, along with the emergence of interaction and communication technologies. Indeed, there has been an emerging movement in the interaction and communication technologies. More specifically, the growth of Web 2.0 technologies has acted as a catalyst for change in the disciplines of education. The social networking websites have gained popularity in recent years; therefore, many research studies have been conducted to explain how the use of social networking websites for instructional purposes. For the best practices, it is essential to understand theories associated with social networking studies because related theories for any subject may provide insights and guideline for professionals and researchers. This theoretical paper was designed to offer a road map through the literature in relation to the utilization of social networking websites by presenting main understandings of theories associated with social networking. The Uses and Gratification Theory, social network theory, connectives, and constructivism were selected to serve as a basis for designing social networking studies regarding instructional purposes. Moreover, common attributes of the theories and specific application areas were also discussed. This paper contributes to this emerging movement by explaining the role of these theories for researchers and practitioners to find ways to beneficially integrate them into their future research endeavors.

The implementation of Web 2.0 technologies and related research studies are in their early stages. Therefore, this study addresses the utilization of the most commonly used microblogging website, Twitter, in a higher education course. Study participants (n = 48) filled out a quantitative survey before, during, and after participating in a course that utilized Twitter as an instructional tool. At the end of the course, the participants responded to eight open-ended questions about the process and idea of using Twitter. The study result showed that the participants increased their uses of Twitter for learning purposes. The participants' ideas of using Twitter as a teaching or learning tool progressed during the course. They also remarked about the possible negative effects of Twitter in instruction.

In this case study, the aim was to implement project-based learning by utilizing e-portfolio assessment in a small-scale classroom (N = 8). The compulsory Design, Development, and Evaluation of Educational Software course in the curriculum of the Department of Computer Education and Instructional Technology was selected due to its strong relationship with real life while lending itself to addressing the major concern of project-based learning. Despite insufficient classroom size and students' challenges on animation software, it was found that project-based learning was an appropriate choice for conducting such a course. Moreover, e-portfolio assessment proved to be valuable in project-based learning. In the rest of the paper, findings from other research studies evaluating project-based learning are discussed and recommendations are presented. (Contains 3 tables.)

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In early childhood education in China, kindergarten teachers are facing a period of reform and development in which advanced technologies should be integrated into traditional education. This research aims to identify Chinese kindergarten teachers' opinions on using advanced technologies in their classrooms. The effects of four variables (age of teachers, teaching years, educational backgrounds, economic status of the kindergartens) on kindergarten teachers' opinions on advanced technologies were analyzed. To serve these purposes, 563 in-service kindergarten teachers in China filled out a questionnaire. This study found that 90.2% of Chinese kindergartens were equipped with advanced technologies and 71.3% of Chinese kindergarten teachers had positive attitudes toward the use of advanced technologies in their classrooms. While computers are the most common technology mentioned, robots (14%) and drones (11%) are also listed as instructional materials of the kindergartens. Based on the results, this study found that most Chinese kindergarten teachers held positive attitudes toward advanced technologies. The findings emphasize that teachers with less than three years of experience are more convinced that advanced technologies have a positive impact on children. In addition, teachers in public kindergartens believed that advanced technologies are more beneficial to children's development than in private kindergartens. [ABSTRACT FROM AUTHOR]

Social media has gained prevalence in most business fields, with LinkedIn being at the forefront of professional networking. We hereby aim to identify and analyze the factors affecting Turkish university students' understanding of professional social media and LinkedIn in a business context. The data was collected from 300 respondents using purposive sampling. The final dataset was taken to exploratory factor analysis which created three representative factors: companies' social media use, companies' LinkedIn use and LinkedIn concerns. Finally, comparative tests based on gender (female versus male) and school levels (freshmen, sophomore, junior and senior) variables applied to dataset. We conclude that students' understanding of social media and LinkedIn are quite vast and there is overall agreement as to the main uses and benefits of such platforms, both for individuals and companies. However, there is less agreement as to the concerns related to professional networking sites. This means that students are likely to ignore the threats and risks stemming from use of LinkedIn. From a practical point of view, recommendations refer to the inclusion in academic courses of references to information security, vulnerabilities and malicious attacks that can expose both private data and company knowledge. [ABSTRACT FROM AUTHOR]

As people increasingly rely on information and communication technology (ICT), a variety of cyber security issues are emerging, making improving cyber security awareness (CSA) an important topic. This quantitative study focuses on a group of college students from eight local public universities in China (n=1710) and aims to investigate their CSA and education levels using a 32-question questionnaire. Descriptive statistics and cross analysis were used to analyze the current situation related to cybersecurity in college. The results showed that nearly 50% of students spend more than four hours online, with female students spending more online time than males. Smartphones are currently the most popular devices, and spam is the most common issue they encounter. Descriptive statistics, independent samples t-test, and One-way ANOVA test were used to analyze the levels of CSA and education. For CSA, all students are still weak in their password practices. Male students have higher CSA levels in usage habit related to device and HTTP use, but female students perform better in social media. Majors do not make a significant difference in CSA, and freshmen perform better than juniors in device and HTTP application. Regarding cybersecurity education, almost all students believe that colleges need to strengthen information security education. Male students are more familiar with cybersecurity laws, and there are differences in the education methods chosen by students in different majors. Students majoring in computer-related fields prefer more specialized knowledge. This study not only provides valuable insights into the prevailing state of CSA among college students but also offers effective recommendations for enhancing cybersecurity education practices in colleges. The findings underscore the importance of addressing weaknesses in password practices and emphasize the need for comprehensive educational approaches that encompass various facets of cybersecurity. Institutions should consider tailoring their instructional strategies to meet the unique needs of students from diverse academic disciplines. Moreover, fostering awareness of cybersecurity laws and regulations is crucial for all students, regardless of their major. [ABSTRACT FROM AUTHOR]