Impact of social media usage on students academic performance in Saudi Arabia

Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of pervasive knowledge acquisition to enrich users' experience in learning. In conventional learning practices, a student is perceived as a recipient of information and knowledge. However, nowadays students are empowered to involve in learning processes that play an active role in creating, extracting, and improving OLR collaborative learning platform and knowledge sharing as well as distributing. Researchers have employed contents analysis for reviewing literatures in peer-reviewed journals and interviews with the teachers who utilize OLR. In fact, researchers propose pervasive knowledge can address the need of integrating technologies like cloud computing, big data, Web 2.0, and Semantic Web. Pervasive knowledge redefines value added, variety, volume, and velocity of OLR, which is flexible in terms of resources adoption, knowledge acquisition, and technological implementation.

Developing online learning resources: Big data, social networks, and cloud computing to support pervasive knowledge

The purpose of this study is to define Web 3.0 and discuss the underlying technologies, identify new opportunities and highlight potential challenges that are associated with the evolution to Web 3.0 technologies.,A non-empirical study reviewing papers published in accredited research journals, articles and whitepapers and websites was conducted. To add scientific rigour to a literature review, a four-stage approach, as suggested by Sylvester et al. (2011), was used.,The World Wide Web (henceforth referred to as the Web) is recognised as the fastest growing publication medium of all time. To stay competitive, it is crucial to stay up to date with technological trends. The Web matures in its own unique way. From the static informative characteristics of Web 1.0, it progressed into the interactive experience Web 2.0 provides. The next phase of Web evolution, Web 3.0, is already in progress. Web 3.0 entails an integrated Web experience where the machine will be able to understand and catalogue data in a manner similar to humans. This will facilitate a world wide data warehouse where any format of data can be shared and understood by any device over any network. The evolution of the Web will bring forth new opportunities and challenges. Opportunities identified can mainly be characterised as the autonomous integration of data and services which increase the pre-existing capabilities of Web services, as well as the creation of new functionalities. The challenges mainly concern unauthorised access and manipulation of data, autonomous initiation of actions and the development of harmful scripts and languages.,The findings will assist data managers to identify future opportunities while considering negative impacts and understanding the underlying technologies associated with the structure and storage of electronic information. The research will assist anyone in the data and information management industry to identify opportunities and mitigate risk.,Many organisations were caught off guard by the evolution of the Web to Web 2.0. Organisations, and in particular anyone in the data and information management industry, need to be ready and acquire knowledge about the opportunities and challenges arising from Web 3.0 technologies.

Defining Web 3.0: opportunities and challenges

Ontologies and Semantic Web for E-Learning

Ontologies have the potential to play an important role in instructional design and the development of course content. They can be used to represent knowledge about content, supporting instructors in creating content or learners in accessing content in a knowledge-guided way. While ontologies exist for many subject domains, their quality and suitability for the educational context might be unclear. For numerous subjects, ontologies do not exist. We present a method for domain experts rather than ontology engineers to develop ontologies for use in the delivery of courseware content. We will focus in particular on relationship types that allow us to model rich domains adequately.

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Developing domain ontologies for course content

, generally defined as a representation of a shared conceptualization of a particular domain, is a major component of the Semantic Web. It is anticipated that Ontologies and Semantic Web technologies will influence the next generation of e-learning systems and applications. To this end, key developments such as ¾

/pdf/ontologies-and-the-semantic-web-for-e-learning-1277je6sdo.pdf

Ontologies and the semantic web for E-learning

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Ontologies and the semantic web for E-learning