Affective learning forms part of all kinds of educational experiences, regardless of whether the primary focus of learning is on the psychomotor or the cognitive domain. When students are exposed to these different types of educational experiences, their feelings or emotions will be stirred (Bastable 2003: 333). The aim of this study was to investigate the affective experiences of students who were enrolled for an online module, as part of their study programme. The study specifically aimed to investigate the meanings that students attached to their affective experiences during the module. The rationale of this study was based on the fact that students have affective experiences that influence their decision to persevere with a course. The purpose of this study was thus to explore and interpret the participants’ affective experiences in an online learning environment and to discover important categories of meaning (Marshall&Rossman 1999:33). The basis for the study was the fifth module of a two-year tutored master’s degree in computer-assisted education. This module, with its focus on e-learning, was presented entirely online for a period of six weeks. A game was played in cyberspace; and as the learning experiences of participants were based on surfing the Web, the game was called CyberSurfiver. In the e-learning environment, participants had to interact and communicate mainly by means of e-mail, Internet groups, and the online learning platform WebCT. Participants could also communicate synchronously by means of the Internet-based synchronous tool called Yahoo! Messenger. A qualitative approach was used for this research. A case study was chosen as a design for this study because it reflects particularistic, descriptive and heuristic characteristics. On the one hand, the case study could be related to the online culture but, on the other hand, the study aimed at interpreting meaning attached to experiences within the online culture. This study can be seen as falling within the constructivist-hermeneutic-interpretivist-qualitative paradigm. In this study, two focus group interviews were used as the principal method of data collection. The main purpose of the focus group interviews was to collect data about the affective experiences of participants. The first category identified during the data analysis and coding process of this study was called Curative Factors. The second category was called Process of Affective Development. It was concluded that the participants’ affective development could be compared to the levels of Krathwohl’s Taxonomy. The participants’ affective development were further assessed by means of a learning cycle model developed by Kort and Reilly (2002a:60-61). A third category namely <c>Inhibiting Factors was identified. The findings of this study emphasise the importance of the recognition of the holistic nature of the online students and their experiences, which imply that affective development cannot be separated from cognitive and psychomotor development. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

How do young adult students communicate through their smartphones today? Which applications and features do they choose? What motivates their choices for the various possible situations? In this paper we investigate which communication channels young adult students in Sweden use for private message communication in their smartphones, in what way they use the channels and why they choose specific channels for different types of communication. In Sweden today, there are numerous of different ways of communicate through smartphones. We have interviewed ten Swedish young adult students regarding their use. The results speaks for that SMS has proven to still be used very frequently, even though it has existed for many years and that there are plenty of other ways to communicate through private messages today. Social media, primarily Facebook, also attracts users to communicate through private messages with their smartphones. SMS isn’t any longer the obvious method for sending a message. By presenting the result of our study, we hope to provide for future design resolutions and to give the next generation of smartphones communication tools that are as optimal as possible.

This work deals with the design of distributed repository aimed at storing digital forensic data. The theoretical part of the thesis describes digital forensics and what is its purpose. There are also explained Big data, suitable storages, their properties, advantages and disadvantages, in this part. The main part of the thesis deals with the design and implementation of distributed storage for digital forensic data. The design is also focused in suitable indexing of stored data, and supporting new types of digital forensic data. The performance of implemented system was evaluated for chosen type of digital forensic data PCAP files.

Syftet med denna studie är att undersöka sfi-lärares erfarenheter av distansundervisning under våren 2020. Studiens fokus ligger på att undersöka hur digitala verktyg anpassades till elevernas olikheter, hur kommunikationen med eleverna etablerades och vilka arbetssätt och metoder som kännetecknade sfi-lärares distansundervisning.  Genom att beskriva omställningen till distansundervisning orsakade av pandemier som SARS och Covid-19, redogörs för de utmaningar och möjligheter som lärare ställs inför i den digitala klassrumsmiljön. Därefter lyfts teoretiska aspekter kring kommunikation och lärarrollen i att skapa relationer med eleverna i den digitala lärmiljön. För att förstå fenomenet med distansutbildningen i sin helhet redovisas vidare utgångspunkter som bör tas hänsyn till när en sådan utbildning utformas och designas. Detta är en empirisk studie där metodtriangulering har använts med både kvantitativa och kvalitativa undersökningar. Totalt deltog 126 respondenter i webbenkät och sex respondenter i semistrukturerade intervjuer. Resultatet pekar på att lärarnas förhållningssätt till distansundervisning under pandemin och ojämlikhet i elevers digitala kompetens och elevernas bristfälliga tillgång till digitala teknik i samband med omställningen, var avgörande för hur nya arbetssätt och undervisningsstrategier formades. Sfi-lärarna använde sig av de digitala verktyg och digitala resurser som redan var inarbetade i klassrumsundervisningen. Både synkron och asynkron kommunikation tillämpades i stor utsträckning, där synkron kommunikation värdesattes tack vare dess likhet med det fysiska klassrummets upplägg och asynkron kommunikation ökade tillgänglighet till undervisningsmaterial. Sfi-lärarnas utmaningar bestod av svårigheter att vara tillgängliga för de elever som behövde stöd och att följa upp elevernas lärandeprocesser på distans. / The purpose of this study is to investigate sfi-teachers’ experiences of distance education in the spring of 2020. The study focuses on examining how digital tools were adapted to students’ differences, how communication with students was established and what teaching methods characterized sfi teachers’ distance education. By describing the transition to distance education caused by pandemics such as SARS and Covid-19, the challenges and opportunities that teachers face in the digital classroom environment are described. Thereafter, theoretical aspects of communication and the teacher’s role in creating relationships with students in the digital learning environment are highlighted. In order to understand the phenomenon of distance education in its entirety, further points of departure are presented that should be taken into account when such education is designed. This is an empirical study where method triangulation with both quantitative and qualitative studies. A total of 126 respondents responded to the online survey and six respondents participated in semi-structured interviews. The results indicate that the teachers’ approach to distance education during the pandemic, and the inequality in students’ digital competence and the students’ inadequate access to digital technology in connection with the transition, were decisive for how new teaching methods and teaching strategies were formed. Sfi teachers used the digital tools and digital resources that were already incorporated in the classroom education. Both synchronous and asynchronous communication were applied to a large extent, where synchronous communication was valued thanks to its similarity to the physical classroom layout and asynchronous communication because of the increased accessibility to teaching materials. The sfi teachers’ teaching challenges consisted of difficulties in being available to the students who needed support and in following up the students’ learning processes at a distance.