interactivity

As a simple explanation, Internet literacy is a capability constitutive to utilizing the advantages of the Internet. But, due to the constant changes of digital technologies, what kinds of necessary capabilities are required to gain the advantages? In fact, more than focusing on the essential capabilities to benefit users from the Internet advantages, existing perceptions of Internet literacy have caused the misuse of large digital companies from users’ abilities. Due to the increasing importance of data economics, privacy, and cybersecurity, a critical review of Internet literacy has become a necessity. Based on the emerging of such new critical features of internet environment, this paper proposes a new articulation of Internet literacy. Following a review and analysis of the existing notions and classifications of Internet literacy and using grounded theory method, the article concludes by suggesting a rearticulated version of Internet literacy. The new classification is established based on the 3 main components including responsibility, productivity, and interactivity; 9 main categories, and 43 subcategories. The four critical, analytical, operational, and informational crossover components are also taken into account.

The post methods era has witnessed a dramatic change inapproaches to and methods of teaching as well as testing. At the heart of such a change, collaborative learning has received top priority and testing domain has actually gone under scrutiny. This new mode of education has made stakeholders, especially in higher education; reflect on an interactive e-assessment based instruction. Such a cyber-based environment provides immersive and authentic learning, mixed with a type of e-assessment task, no longer functioning like a summative test but it has become learning and teaching tool. The present research study intends to shed some lights on the characteristics of an e-assessment-based App in a descriptive format on one hand, and its viability in an exploratory design on the other, with emphasis on e-assessment at its core for teaching ESAP- English Specially for Academic Purposes- while instruction and assessment of language skills and sub skills are included. The descriptive and exploratory design of the study highlights the mode of interactivity inherent in this App, which provides a chance for learners to explore, make errors and construct meaning/solutions to their problems via hyperlinks in the created App.    

From the dawn of the third millennium, the utilization of state-of-the-art technology for educational purposes, especially computers and the Internet, has become prevalent across the globe. In this regard, flipping EFL classes appears to be an effective approach to practicing second/foreign languages through computer-assisted language learning (CALL) in order to extend the class time to asynchronous activities outside the class, and make the students more autonomous and actively engaged in the painstaking process of language learning. However, this question merits consideration why many current CALL programs run and taught through flipped learning do not seem to take full advantage of collaborative learning and peer-assessment, specifically taking place in asynchronous channels of communication, namely threaded comment forms and discussion boards. The present study investigates the prospect of realizing social presence as a shared feeling of community among the learners by restructuring and optimizing the existing methods for flipping language classes. Employing a qualitative research based on grounded theory and data triangulation, the researchers recorded, transcribed and analyzed 41 semi-structured group and individual interviews with 44 participants attending an online IELTS preparation course on the first researcher’s website for over one year. Additionally, the same interview questions were posed in an open-ended questionnaire accessible to the participants from the website. The obtained results suggested that learner-centered flipped classes in which asynchronous student-driven content development and out-of-class peer-assessment through commenting and replying are adequately practiced can tremendously increase student interactivity, thereby fulfilling the sense of social presence.

Since the accessibility of the internet, cyber literature can function by bringing ease, evolving preferences and mindsets. This research is a survey focused on the opinions of the respondents on the nature of social media cyber literature; of its advantages and effects on the reader. This research is limited to the collective poems on Facebook. The logic is simple; the shortened version is preferred. Poetry is more likely to be used for the interpretation of reader-writer interactivity in cyber literature. The technique is the literary theory of reader reaction with attention to Facebook's reader-writer personalization. The objectives of this article were to expose the impetus of audiences to react to the submitted text, the reasons why they really like it, and what its benefits are. The findings showed that cyber literature is effective in implementing a substitute writing style that also improves writers’ enthusiasm and imagination to make use of the digital content.