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- All Subjects: Online
- Creators: Ahn, Gail-Joon
- Creators: Baldini, Cajsa
Description
Cyber threats are growing in number and sophistication making it important to continually study and improve all dimensions of digital forensics. Teamwork in forensic analysis has been overlooked in systems even though forensics relies on collaboration. Forensic analysis lacks a system that is flexible and available on different electronic devices which are being used and incorporated into everyday life. For instance, cellphones or tablets that are easy to bring on-the-go to sites where the first steps of forensic analysis is done. Due to the present day conversion to online accessibility, most electronic devices connect to the internet. Squeegee is a proof of concept that forensic analysis can be done on the web. The forensic analysis expansion to the web opens many doors to collaboration and accessibility.
ContributorsJuntiff, Samantha Maria (Author) / Ahn, Gail-Joon (Thesis director) / Kashiwagi, Jacob (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2015-05
Description
Online communities have created such an outpouring of new media that academia has not had the time to catch up. Creepypasta is a genre of online horror short story that began in the early 2000’s on the forums 4chan and Something Awful. In the twenty-two years since its inception, the academic discourse around it has sprouted but not flourished. Creepypasta as a genre is perhaps one of the newest and least understood offshoots of horror and the gothic. Thus far there have been no full-bodied attempts at defining the genre or looking at the works as a whole, instead there is only focus on the parts. This thesis will be attempting to define the genre and will undertake this by first analyzing the components that define the genre, its origins, claims to authenticity, and publishing routes, as well as the folkloric connections which have been the focus of the majority of the literature thus far. This will move into an analysis of a single example of the form, Accounts from a Lonely Broadcast Station, to demonstrate the application of the definition of the genre, but also to show the wide breadth of potential of this genre in being analyzed academically.
ContributorsRamirez, Makayla (Author) / Justice, George (Thesis advisor) / Zarka, Emily (Committee member) / Baldini, Cajsa (Committee member) / Arizona State University (Publisher)
Created2022
Description
ABSTRACT
Community colleges serve an important and pivotal role in society. Neighborhood community colleges attract local students and students who attend community colleges do so for reasons including convenience and cost savings of living near or at home, lower tuition, developmental education courses, vocational training, ESL courses for English Language Learners, and a myriad of student and college resources. Community college faculty and administration work hard to meet the needs of by providing vocational and university transfer programs.
This research study is about the proliferation of online learning and the community college’s struggle to offer online course and keep students enrolled. In an effort to keep up with new educational innovations such as learning online, community colleges offer and fill online courses. However, attrition in online courses is high. Educators continue to innovate and change in areas of course design and online teaching pedagogy, but online learning lacks the physical presence of teacher-student and student-to-student contact and connectedness to the class itself. This study investigates whether it is possible, and effective, for educators to include non-content related curriculum that tries to boost student connectedness to the class, reduce stress, and increase focus so students are more likely to stay enrolled or at least gain more self-efficacy.
I chose mindfulness and its myriad of benefits to incorporate into assignments to enhance the online learning experience and keep students enrolled and passing. This study used one class section of online ENG102 students in a small, urban community college. Within the online course students were introduced mindfulness through periodic opportunities to read about and participate in mindfulness activities.
Results indicate that students still withdrew or stopped participating in the course, even after just a couple weeks and with minimal opportunity to engage in the mindfulness exercises. Students who did stay enrolled and participated in the mindfulness exercises reported that mindfulness did relieve stress and increase focus in general and when approaching course work. Attrition remained high. The implications for online educators indicate that more than just mindfulness is needed to address the attrition problem in online courses.
Keywords: mindfulness, attrition, online learning
Community colleges serve an important and pivotal role in society. Neighborhood community colleges attract local students and students who attend community colleges do so for reasons including convenience and cost savings of living near or at home, lower tuition, developmental education courses, vocational training, ESL courses for English Language Learners, and a myriad of student and college resources. Community college faculty and administration work hard to meet the needs of by providing vocational and university transfer programs.
This research study is about the proliferation of online learning and the community college’s struggle to offer online course and keep students enrolled. In an effort to keep up with new educational innovations such as learning online, community colleges offer and fill online courses. However, attrition in online courses is high. Educators continue to innovate and change in areas of course design and online teaching pedagogy, but online learning lacks the physical presence of teacher-student and student-to-student contact and connectedness to the class itself. This study investigates whether it is possible, and effective, for educators to include non-content related curriculum that tries to boost student connectedness to the class, reduce stress, and increase focus so students are more likely to stay enrolled or at least gain more self-efficacy.
I chose mindfulness and its myriad of benefits to incorporate into assignments to enhance the online learning experience and keep students enrolled and passing. This study used one class section of online ENG102 students in a small, urban community college. Within the online course students were introduced mindfulness through periodic opportunities to read about and participate in mindfulness activities.
Results indicate that students still withdrew or stopped participating in the course, even after just a couple weeks and with minimal opportunity to engage in the mindfulness exercises. Students who did stay enrolled and participated in the mindfulness exercises reported that mindfulness did relieve stress and increase focus in general and when approaching course work. Attrition remained high. The implications for online educators indicate that more than just mindfulness is needed to address the attrition problem in online courses.
Keywords: mindfulness, attrition, online learning
ContributorsRomirowsky, Kelly (Author) / Hermanns, Carl (Thesis advisor) / Archambault, Leanna (Committee member) / Lindsey, LeeAnn (Committee member) / Arizona State University (Publisher)
Created2018