Due to COVID-19 pandemic caused by the virus SARS-CoV-2, in the spring of 2020 Republic of Croatia imposed a lockdown, which included a measure of transferring the educational process on all educational levels from classroom to distance education. Characteristics of learning in higher education during the lockdown were identical to those pertaining to online learning. Aiming to determine the attitudes of students of Josip Juraj Strossmayer University of Osijek towards online learning and the factors affecting their attitudes, we (...) have conducted a quantitative research. In so doing, we have collected the data using the surveying method on a convenient sample via Internet. The results have shown that students have a slightly negative attitude towards online learning, provided that students who have used online learning tools more frequently before the pandemic have a more positive attitude towards it. By applying the technology acceptance model, we have confirmed the indirect correlation between the perceived ease of use of online learning tools and the attitude towards online learning with a strong mediation effect of perceived usefulness of online learning. (shrink)

Zbog pandemije bolesti COVID-19 uzrokovane virusom SARS-CoV-2, u proljeće 2020. godine u Republici Hrvatskoj nastupilo je potpuno zatvaranje koje je uključivalo i mjeru obaveze prelaska nastavnog procesa na svim razinama obrazovanja iz učioničke nastave u nastavu na daljinu. Obilježja koja je učenje u visokom obrazovanju poprimilo tijekom potpunog zatvaranja odgovaraju obilježjima karakterističnima za online učenje. S ciljem utvrđivanja stavova studenata Sveučilišta Josipa Jurja Strossmayera u Osijeku prema online učenju i čimbenika tih stavova, proveli smo kvantitativno istraživanje. (...) Podatke smo pritom prikupljali metodom ankete na prigodnom uzorku putem interneta. Rezultati su pokazali da studenti imaju blago negativan stav prema online učenju, s tim da su pozitivnijeg stava bili studenti koji su se prije epidemije učestalije koristili alatima za online učenje. Primjenom modela prihvaćanja tehnologije potvrdili smo indirektnu povezanost percipirane lakoće korištenja alatima za online učenje i stava prema online učenju s jakim efektom medijacije percipirane korisnosti online učenja. Due to COVID-19 pandemic caused by the virus SARS-CoV-2, in the spring of 2020 Republic of Croatia imposed a lockdown, which included a measure of transferring the educational process on all educational levels from classroom to distance education. Characteristics of learning in higher education during the lockdown were identical to those pertaining to online learning. Aiming to determine the attitudes of students of Josip Juraj Strossmayer University of Osijek towards online learning and the factors affecting their attitudes, we have conducted a quantitative research. In so doing, we have collected the data using the surveying method on a convenient sample via Internet. The results have shown that students have a slightly negative attitude towards online learning, provided that students who have used online learning tools more frequently before the pandemic have a more positive attitude towards it. By applying the technology acceptance model, we have confirmed the indirect correlation between the perceived ease of use of online learning tools and the attitude towards online learning with a strong mediation effect of perceived usefulness of online learning. (shrink)

Due to a pandemic caused by a coronavirus, teaching in Croatian schools in the second half of the school year 2019/2020 and at Croatian universities in the summer semester of the same academic year took place online. It has introduced various synonymous, paronymous or insufficiently precise terms into the public and professional discourse, which motivates us to re-examine their meaning and the scope of the concept to which they refer. This paper focuses on defining seven selected terms, aiming to (...) contribute to a more precise usage of e-teaching terminology. Furthermore, after searching web pages in the Croatian language by keywords, we single out examples of their use. These are the following terms: e-learning, e- teaching, e-classes, web-based teaching, online teaching, virtual teaching and distance education. (shrink)

Environmental scientists and engineers have been exploring research and monitoring applications of robotics, as well as exploring ways of integrating robotics into ecosystems to aid in responses to accelerating environmental, climatic, and biodiversity changes. These emerging applications of robots and other autonomous technologies present novel ethical and practical challenges. Yet, the critical applications of robots for environmental research, engineering, protection and remediation have received next to no attention in the ethics of robotics literature to date. This paper seeks to fill (...) that void, and promote the study of environmental robotics. It provides key resources for further critical examination of the issues environmental robots present by explaining and differentiating the sorts of environmental robotics that exist to date and identifying unique conceptual, ethical, and practical issues they present. (shrink)

Recent defenses of shaming as an effective tool for identifying bad practice and provoking social change appear compatible with feminism. I complicate this picture by examining two instances of online feminist shaming that resulted in shame backlashes. Shaming requires the assertion of social and epistemic authority on behalf of a larger community, and is dependent upon an audience that will be receptive to the shaming testimony. In cases where marginally situated knowers attempt to “shame up,” it presents challenges for (...) feminist uses. (shrink)

This paper considers the potentially wrongful discriminatory nature of certain of our dating preferences. It argues that the wrongfulness of such preferences lies primarily in the simple lookism they involve. While it is ultimately permissible for us to date people partly because of how they look, I argue that we have a duty to ‘look behind’ people’s appearance, which I take to mean that we ought not, on the basis of their appearance, to regard them as absolutely out of the (...) question for us to engage with in a romantic setting. Further, constraints similar to those suggested by a duty to look behind people’s appearance gain support from another duty we have, namely, a duty to counteract, also in our daily lives, the fact that people are undeservedly disadvantaged in various ways. (shrink)

Augustine asserted that demons (and angels) have material bodies, while Aquinas denied demonic corporeality, upholding that demons are separated, incorporeal, intelligible substances. Augustine’s conception of demons as composite substances possessing an immaterial soul and an aerial body is insufficient, in Thomas’s view, to account for certain empirical phenomena observed in demoniacs. However, Thomas, while providing more detailed accounts of demonic possession according to his development of Aristotelian psychology, does not avail of this demonic incorporeal eminence when analysing demonic attacks: demonic (...) agency is still confined to the material body. Aquinas’s account of demonic possession need not, on the face of it, require an immaterial cause. In his renouncement of the strong Christian tradition affirming demonic corporeality, Aquinas either conflates the need for a demonic agent with a requirement for a super corporeal one, or subordinates his demonology and angelology to a deeper, more fundamental Dionysian metaphysical principle of creative diffusion to which these adhere in a secondary way. (shrink)

One property of the emulator framework presented by Grush is that imagery operates off-line. Contrary to this viewpoint, we present evidence showing that mental rotation of a simple figure modulates low-level features of drawing articulation. This effect is dependent upon the type of rotation, suggesting a more integrative online role for imagery than proposed by the target article.

The widespread use of online search engines to answer the general public’s needs for information has raised concerns about possible biases and the emerging of a ‘filter bubble’ in which users are isolated from attitude-discordant messages. Research is split between approaches that largely focus on the intrinsic limitations of search engines and approaches that investigate user search behavior. This work evaluates the findings and limitations of both approaches and advances a theoretical framework for empirical investigations of cognitive biases in (...) online search activities about health-related topics. We aim to investigate the interaction between the user and the search engine as a whole. Online search activity about health-related topics is considered as a hypothesis-testing process. Two questions emerge: whether the retrieved information provided by the search engines are fit to fulfill their role as evidence, and whether the use of this information by users is cognitively and epistemologically valid and unbiased. (shrink)

Physical activity, specifically exercising, has been suggested to improve body image, mental health, and well-being. With respect to body image, previous findings highlight a general benefit of exercise. This study investigates whether the relationship between exercising and body image varies with the type of exercise that individuals preferentially and regularly engage in. In addition, physical efficacy was explored as a potential psychological mediator between type of exercise and body image. Using a cross-sectional design, healthy regular exercise practitioners of yoga, ballroom (...) dance, team sports, or individual sports as well as healthy adults reporting no regular exercising were surveyed. Body image and its different facets were assessed by a set of standardized self-report questionnaires, covering perceptual, cognitive, and affective body image dimensions particularly related to negative body image. In addition, participants were questioned with regard to mental health. Participants were 270 healthy adults. Descriptive statistics, measures of variance, and multiple linear regression analysis with orthogonal contrasts were performed to investigate differences between the different exercise and non-exercise groups in the variables of interest. In line with the hypotheses and previous findings, the statistic comparisons revealed that body dissatisfaction was most pronounced in the non-exercise group compared to all exercise groups [contrast: no exercise versus exercise ]. Physical efficacy, as assessed with a standardized questionnaire, mediated the difference between type of exercise and body image including perceptual, cognitive, and affective body image dimensions. The findings shed light on so far less systematically investigated questions regarding the relationship between types of exercise, like yoga and ballroom dance, and body image. The results underscore the relevance of considering possible influencing factors in exercise research, such as the perception of one’s physical efficacy as a mediator of this relationship. (shrink)

This article examines the interplay between homophobia and nationalism by analyzing online comments on the ruling of legalizing same-sex marriage in Taiwan. Drawing on methods from critical discourse analysis, I focus on the framing of this ruling by members from a Chinese antigay community online. I show that they frame this ruling as (1) in opposition to public opinion, (2) promoting ‘Westernization’ and ‘Independence’, (3) seeking immorality and self-destruction. I find that within these frames, they evoke nationalist discourses (...) that represent supporters of this ruling as the ‘Other’ who attempt to split with China, thereby associating LGBT equality movements in China with this political threat. I argue that these nationalist discourses are used in a way that reinforces and legitimizes discourses of homophobia. (shrink)

It is often thought that religious experiences provide support for the cumulative case for the existence of the God of classical monotheism. In this paper, I formulate an Evil-god challenge that invites classical monotheists to explain why, based on evidence from religious experience, the belief in an omnipotent, omniscient, omnibenevolent god is significantly more reasonable than the belief in an omnipotent, omniscient, evil god. I demonstrate that religious experiences substantiate the existence of Evil-god more so than they do the existence (...) of Good-god, and, consequently, that the traditional argument from religious experience fails: it should not be included in the cumulative case for the existence of Good-god. (shrink)

The widespread practices of data collection by third-party actors pose challenges to children’s and adolescents’ privacy when they navigate digital environments. Given that the informed-consent par...

Journal of Mass Media Ethics, Volume 27, Issue 3, Page 215-217, July-September.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 39.4 (2005) 119-131 [Access article in PDF] New Stages: Challenges for Teaching the Aesthetics of Drama Online Michael Anderson Introduction The history of drama education can be read as a series of arguments over dichotomies: process and product, theatre and classroom, artist and teacher, and so forth.1 One of the more recent discussions has focused on technology versus live classroom drama.2 At the (...) heart of these discussions is an attempt to define the aesthetic dimensions of the subject. In one sense, these are fruitful discussions to have as they reflect the dynamism of a live art form in schools. There seems, however, to be a tendency for these debates to entrench themselves into ideological positions. In this paper, I would like to promote the idea that we do not have to develop oppositions or dichotomies before finding that the middle ground provides the richest experiences for drama students. I would like to propose that we see these emerging technologies as providing yet other (albeit different) stages upon which the drama aesthetic can be played.3 Aesthetics and Drama Education Drama education has had an uneasy and often contentious relationship with discussions around aesthetics. Often the drama education community has split along two lines—those who value process and those who value product.4 Work by drama educators such as Judith McLean has demonstrated the centrality of the understanding of the aesthetic and the importance of putting an aesthetic understanding at the center of teaching and learning in drama.5 Her development of an Aesthetic Framework provides teachers with an approach for understanding the position of aesthetics within drama teaching and learning that bypasses the fruitless dichotomies [End Page 119] of process versus product. As most now agree, the drama classroom has a place for both process and product.6 In both, we can find important aesthetic features of drama education. The Challenge of Emerging Technologies and Drama Education Having weathered the dichotomies of the past, there are now fresh challenges to the understanding of drama and aesthetics. The prevalence of and pressure for integration of new technologies in the drama classroom are also challenging drama educators to incorporate technology within the drama aesthetic. The ubiquity of technology that relates to drama education is facing teachers with serious challenges to engage with a dramatic aesthetic in classrooms. Perhaps the most stunning challenge is the exposure and experience twenty-first-century children have to rapidly changing technologies. As Morris explains, students are exposed to more drama in settings other than classrooms and theatres: For most Australian children, experience of drama is less likely to be through live performance than through screen-based media such as television, film, videos, video games, CD-ROM, DVD-ROM and interactive web-based games. And their experience of live performance is most likely to be shaped by the use of technology for design elements such as set, lighting and sound.7This is a compelling and imminent challenge. If drama educators cannot or will not find ways to work with technology, students will find other places to express their creativity outside the drama classroom. Added to the pressure from students who have grown up with these technologies, there is increasing pressure from curriculum developers and school systems to integrate technology into teaching. Aesthetics, Technology, and Curriculum: An Evolving Relationship All authorities and educational policy bodies in Australia are mandating integration of Information and Communications Technology (ICT) into drama curriculum. Recently, the New South Wales (NSW) Board of Studies mandated ICT as an area of "cross curriculum content," necessitating its inclusion in all Years 7-10 syllabi (which include all of the arts).8 For instance, the Year 7-10 drama syllabus states "... teachers should allow students the opportunity to explore different information communication technologies in their class work."9Recent studies have demonstrated mixed rates of participation and enthusiasm for the introduction of ICT in Australia and internationally. In the Australian study, half the respondents surveyed were not using ICT of any kind in their drama education.10 A... (shrink)

From computerized medical records to databases of pharmacological interactions and automated provisional EKG readings, the emergence of information technology has significantly altered the practice of medicine. Information technology has been widely used to enhance diagnosis and treatment and to improve communication between providers. The advent of the Internet also brings far-reaching implications for patient–physician communication, challenging physicians, patients, and policymakers to consider its impact on the delivery of medical care and the therapeutic relationship. A new set of practices by patients (...) and physicians is unfolding in cyberspace, ranging from the use of e-mail to communicate between physicians and patients in an existing relationship to one-to-one consultations with an anonymous physician and ongoing online treatment, such as psychotherapy. These practices are emerging in both the for-profit and not-for-profit spheres. (shrink)

This study used design-based research approaches to investigate student plagiarism in an online course, with the objective of determining the instructional interventionist strategies that can help students avoid the practice in online courses. Twenty eight undergraduate students who were engaged in a semester-long online course in Educational Technology at a private university in Ghana participated in the study. Drawing on relevant learning and related theories, the study implemented different learning activities pertaining to plagiarism at regular intervals during (...) the semester, and then subsequently analyzed students’ individual and group course writings for evidence of plagiarism. Findings reveal that regular and varied instructional interventions helps students reduce and eventually avoid plagiarism in the online learning environment. Students were also found to plagiarize to a much lesser extent when they worked in groups than when they worked individually. Implications of these findings for the design and management of online learning courses in higher education are briefly discussed. (shrink)

Privacy and surveillance scholars increasingly worry that data collectors can use the information they gather about our behaviors, preferences, interests, incomes, and so on to manipulate us. Yet what it means, exactly, to manipulate someone, and how we might systematically distinguish cases of manipulation from other forms of influence—such as persuasion and coercion—has not been thoroughly enough explored in light of the unprecedented capacities that information technologies and digital media enable. In this paper, we develop a definition of manipulation that (...) addresses these enhanced capacities, investigate how information technologies facilitate manipulative practices, and describe the harms—to individuals and to social institutions—that flow from such practices. -/- We use the term “online manipulation” to highlight the particular class of manipulative practices enabled by a broad range of information technologies. We argue that at its core, manipulation is hidden influence—the covert subversion of another person’s decision-making power. We argue that information technology, for a number of reasons, makes engaging in manipulative practices significantly easier, and it makes the effects of such practices potentially more deeply debilitating. And we argue that by subverting another person’s decision-making power, manipulation undermines his or her autonomy. Given that respect for individual autonomy is a bedrock principle of liberal democracy, the threat of online manipulation is a cause for grave concern. (shrink)

The COVID-19 pandemic caused university education to transition from face-to-face contacts to virtual learning environments. Young adults were forced to live an entirely new life online, without valuable and enjoyable social interaction. We examined subjective perspectives towards life online during the pandemic. We identified four viewpoints about life mediated by computers. Two viewpoints express “struggling”: Viewpoint 1 (Angry, Depressed and Overwhelmed), and Viewpoint 3 (Restricted to and Overwhelmed by Virtuality). A third feeling-state conveys experiences of “surviving”: Viewpoint 4 (...) (Isolated and Powerless in Convenience). Surprisingly, Viewpoint 2 is about “thriving” (Comfortable and Convenient Routine with Computers). The research shows that virtualization, confinement, and anxiety are taking a toll on the mental health of some members of the younger generation, while at the same time other members feel they are thriving in a situation of limited resources, virtuality, and reduced face-to-face human interaction. (shrink)

The internet has become an ubiquitous epistemic source. However, it comes with several drawbacks. For instance, the world wide web seems to foster filter bubbles and echo chambers and includes search results that promote bias and spread misinformation. Richard Heersmink suggests online intellectual virtues to combat these epistemically detrimental effects . These are general epistemic virtues applied to the online environment based on our background knowledge of this online environment. I argue that these online intellectual virtues (...) also demand a particular view of cognitive integration. Online intellectual virtues are incompatible with a popular conception of extended minds proposed by Andy Clark and David Chalmers . I suggest that if we want to hold on to both a conception of online intellectual virtues and some conception of the extended mind, we have to accept a more gradual theory of cognitive integration along the lines of second-wave theories of the extended mind. (shrink)

Free online services have become an essential part of onlife experience in the digital society. And yet, such digital gifts can be argued to represent a modern-day Trojan horse. This paper advances the theory that, far from being “free”, the digital gift economy disempowers and disenfranchises users, eroding privacy and promoting inequality. It concludes that what is needed to improve the situation is better taxation and stricter regulation of the advertising industry.

In this study, we performed a comparative analysis to examine the extent to which local governments (LGs) in two Mediterranean countries – Spain and Italy – use their websites to disclose information related to Sustainable Development Goals (SDGs) in response to the launch of the United Nations' (UN) 2030 Agenda. We performed a manual content analysis of the official websites of all Italian and Spanish LGs with more than 100,000 inhabitants, constructing different disclosure indexes. We then used a non-parametric statistical (...) test to assess differences in disclosure behaviours between countries. Our findings show that the extent to which the investigated LGs disclose SDG-related information online remains limited. Based on Oliver's (1991) strategic responses framework, we postulate that Italian and Spanish LGs have responded to the launch of the SDGs by adopting compromise and avoidance strategies. (shrink)

In this paper, we examine how the availability of massive quantities of data i.e., the “Big Data” phenomenon, contributes to the creation, spread, and harms of online misinformation. Specifically, we argue that a factor in the problem of online misinformation is the evolved human instinct to recognize patterns. While the pattern-recognition instinct is a crucial evolutionary adaptation, we argue that in the age of Big Data, these capacities have, unfortunately, rendered us vulnerable. Given the ways in which (...) class='Hi'>online media outlets profit from the spread of misinformation by preying on this pattern-finding instinct, we conceptualize the problem that we identify as a morally objectionable form of “epistemic exploitation.” As we argue, the consumer of digital misinformation is often exploited by having her pattern-recognition instinct used against her. This exploitation is morally objectionable because it deprives her of an epistemic good to which she has a right. This epistemic good is the integrity of the pattern-recognition instinct itself which, we argue, is a capacity that allows us to participate in uniquely human goods. While our primary goal is to bring attention to this form of epistemic exploitation, we conclude by briefly evaluating some general solutions to the growing problem of online misinformation. (shrink)

Despite recent growth in distance education, there has been relatively little research on whether online examinations facilitate student cheating. The present paper utilizes an experimental design to assess the difference in student performance between students taking a traditional, proctored exam and those taking an online, unproctored exam. This difference in performance is examined in a manner which considers both the effect of the different physical test environments and the possible effect of a difference in the opportunity for students (...) to cheat. This study, utilizing regression models that also account for relevant control variables, examines 44 undergraduate statistics students, finds evidence that the difference in the testing environment creates a disadvantage to students taking the online exam which somewhat offsets the advantage that the unproctored students gain from greater opportunities to cheat. (shrink)

Studies of talk-and-bodily-conduct-in-interaction have inspired new insights into the way in which language, interaction and cognition might be articulated. More particularly, they have shown that participants mutually orient to the finely tuned multimodal details by which talk and action in interaction are sequentially organized. This article deals with this form of ‘participants’ multimodal online analysis’ by focusing on a particular phenomenon - the methodical practices and resources by which the end of a turn and of an activity phase is (...) projected and collectively achieved - in a specific videorecorded setting - a meeting in an architect’s office. It aims at questioning both how these local orientations are systematically displayed and exploited by the participants for the sequential organization of their activity and how they can be demonstrably observed by the analyst. (shrink)

In this chapter, I explore how experiences of social belonging might emerge and be sustained in online communities, drawing from the work on rituals by Randall Collins. I argue that rather than viewing mediated interactions in terms of whether they are suitable substitutes for face-to-face interactions, we should consider mediated encounters in their own right. This allows us to recognize the creative ways that people can create rituals in a mediated setting and thus support and create a sense of (...) belonging with others online. I also highlight how some online platforms not only support online rituals but that they are well-positioned to create and circulate collective symbols (or sacred objects) of groups and, thus, can continue to scaffold and sustain on-going feelings of belonging. (shrink)

This study explores the online education action for defeating COVID-19 in China from the perspectives of the system, mechanism and mode. In particular, the policy development of online education in China during the epidemic includes the education informatization policy, the online education system, and the online education mechanism in China. The online education and teaching mode during the epidemic involve the synchronous live class-based teaching mode, asynchronous recording and broadcasting teaching mode, online flipped classroom (...) teaching mode, and online tutoring-based teaching mode. Both characteristics and trends of online education in China during the epidemic have been explored in this study. In addition, the problems, discussions and remarks are also offered. (shrink)

There are two main ways to teach a course online: synchronously or asynchronously. In an asynchronous course, students can log on at their convenience and do the course work. In a synchronous course, there is a requirement that all students be online at specific times, to allow for a shared course environment. In this article, the author discusses the strengths and weaknesses of synchronous online learning for the teaching of undergraduate philosophy courses. The author discusses specific strategies (...) and technologies he uses in the teaching of online philosophy courses. In particular, the author discusses how he uses videoconferencing to create a classroom-like environment in an online class. (shrink)