Atika Qazi

Students’ perspective on knowledge quality in eLearning context: a qualitative assessment

Purpose – The purpose of this paper is to identify the unique d i mensions associated with knowledge quality (KQ) based on students’ perception in an educational institution. Design/methodology/approach – Purposive sampling was used to select students who were active users of the electronic-Learning (eLearning) system at two faculties in a single university. The qualitative data gathering employed an unstructured open-ended questionnaire distributed to the 52 selected participants. Findings – The qualitative findings unearth the students’ perspective about quality of knowledge gained from content used in online courses. In total, 34 underlying sub-dimensions of KQ emerged, which were categorized into five KQ dimensions: intrinsic KQ, contextual KQ, representational KQ, accessible KQ, and actionable KQ. Research limitations/implications – The findings provide an insight to educators to consider KQ dimensions in providing quality knowledge to students in an eLearning environment. Originality/value – Previou...

A systematic literature review on opinion types and sentiment analysis techniques: Tasks and challenges

Purpose The purpose of this paper is to map the evidence provided on the review types, and explain the challenges faced by classification techniques in sentiment analysis (SA). The aim is to understand how traditional classification technique issues can be addressed through the adoption of improved methods. Design/methodology/approach A systematic review of literature was used to search published articles between 2002 and 2014 and identified 24 papers that discuss regular, comparative, and suggestive reviews and the related SA techniques. The authors formulated and applied specific inclusion and exclusion criteria in two distinct rounds to determine the most relevant studies for the research goal. Findings The review identified nine practices of review types, eight standard machine learning classification techniques and seven practices of concept learning Sentic computing techniques. This paper offers insights on promising concept-based approaches to SA, which leverage commonsense knowledge and linguistics for tasks such as polarity detection. The practical implications are also explained in this review. Research limitations/implications The findings provide information for researchers and traders to consider in relation to a variety of techniques for SA such as Sentic computing and multiple opinion types such as suggestive opinions. Originality/value Previous literature review studies in the field of SA have used simple literature review to find the tasks and challenges in the field. In this study, a systematic literature review is conducted to find the more specific answers to the proposed research questions. This type of study has not been conducted in the field previously and so provides a novel contribution. Systematic reviews help to reduce implicit researcher bias. Through adoption of broad search strategies, predefined search strings and uniform inclusion and exclusion criteria, systematic reviews effectively force researchers to search for studies beyond their own subject areas and networks.

Model driven architecture with encapsulated quality check and enhancement feature

Model Driven Architecture (MDA) is a model driven approach for specifying systems in terms of models, and then passing the development process through performing model transformations. The System Development Life Cycle (SDLC) is a process for guaranteeing that all functional requirments, user requirements, agency strategic goals and objectives are met. The existing MDA has not definite enhancement phase. In this paper authors proposed and discussed enhanced MDA. An enhancement phase is added by the authors to existing architecture to increase its efficiency and applicability. As enhancement phase provides the capacity to adobe changes time to time without interrupting present architecture so that over al efficiency will not be compromised.

Differences in access to information and communication technologies: Voices of British Muslim teenage girls at Islamic faith schools

Purpose Most research on information and communication technologies (ICT) differences has been related to gender and ethnicity, and to a lesser extent religious affiliation. The purpose of this paper is to contribute to this field of research by situating the discussion in the context of British Muslims and extending current research into ICT differences beyond gender and ethnicity. Design/methodology/approach This paper explores the ICT differences in access and use by British Muslim teenage girls at Islamic faith schools, and ICTs’ perceived influence on learning. The qualitative research was undertaken by conducting 45 semi-structured interviews with British Muslim teenage girls in Islamic faith schools. Findings The study provides tentative findings that Islamic faith schools are not only framed by the wider diverse Muslim community, but also by the supplementary schooling of madrasahs. The findings suggest that the home use of ICTs was reinforced rather than compensated for by the Islamic faith schools. This seemed to inhibit many pupils’ access to online educational resources. The authors found that didactic instruction was prevalent and this provided tentative insights into the types of digital inequity experienced by many pupils. Originality/value The research into ICT differences in the UK adopted the premise that the unity in Muslim identity increasingly transcends ethnicity and gender in the Muslim community.

Corrigendum to “A Preliminary Investigation of User Perception and Behavioral Intention for Different Review Types: Customers and Designers Perspective”

The author name Mahwish Waheed should be replaced with Mehwish Waheed. In the body of the paper,   (from β = .50, P = .000, to β = .3, P = .000) should be replaced with the following values (from β = .75, P = .000 to β = .41, P = .001);   (from β = .25, P = .0, to β = .13, n.s.) should be replaced with the following values (from β = .19, P = .05 to β = .06, n.s.);   (from β = .60, P = .000, to β = .26, P = .000) should be replaced with the following values (from β = .24, P = .011 to β = .57, P = 000);   (from β = .20, P = .04, to β = .001, n.s.) should be replaced with the following values (from β = .70, P = .000 to β = .001, n.s.). Figure 1 is corrected as follows. Figure 1 The proposed model.