Impact of digital library services on student’s learning in University of Sargodha”

Abstract:

• The terminology “Learning and Digital library services” has two explicit components.
• The researchers must design at the time of research, theory, and practice from these fields concerned with both these components which help the students to access the unlimited e-learning benefits of the e-library.
• This present research designs the time selected from two fields “Learning and Digital Resources”, which present the scope of work related to the digital library services in the digital environment for University-based learning.
• The purpose of my study is to survey the effectiveness of digital library services based on learning satisfaction and its impact on student’s learning at the University of Sargodha.
• Digital library services have a positive impact on students' learning and research work.
• Nowadays, the world is a “World of Digital Resources” because it acquires all types of electronic information. In fact, the major importance of digital library services is to give different information in different ways to the students who come into the digital library. In addition, the perception of learning is promoted by the digital library that provides valuable references relevant to the topics of the students, but there are few doubts about the possibility of the digital library services for providing access to information.
• The larger term “Digital  Literacy” is used to provide an understanding of the different issues based on e-learning in this regard.
• This study is designed to survey the effectiveness of digital library services at the University of Sargodha based on learning satisfaction and its impact on students' learning.
• The research suggests additional quantitative investigations, and comparative research to fully understand the ethical issues and develop responsible implementation techniques to solve these issues.
• The conclusion of data privacy concerns the students in guiding the use of digital libraries in higher educational systems. Studying through e-libraries is essential.

Action Research

 

At the International Federation for Information Processing conference last year in Philadelphia, presenters generally agreed that qualitative approaches to information systems research are finally gaining acceptance. Such approaches include grounded theory, ethnography, and case study. At the conference, Lynne Markus of Claremont Graduate University, who for years has advocated qualitative research methods, declared, "We have won the war, let us celebrate." She did not mean, however, that quantitative research, in the form of, say, mathematical modeling, statistical analysis, and laboratory experiments, represents an enemy or is bad research and is now defeated, but that qualitative approaches are now accepted as equal in value to quantitative approaches when used appropriately.

Action research combines theory and practice (and researchers and practitioners) through change and reflection in an immediate problematic situation within a mutually acceptable ethical framework. Action research is an iterative process involving researchers and practitioners acting together on a particular cycle of activities, including problem diagnosis, action intervention, and reflective learning.

We use information systems as the exemplar of how to benefit from action research methods, though software engineering and systems science, among others, could be used because their application domains also include real organizations. For developing information systems, action research has already made five key contributions:

• The Multiview contingent systems development framework [2];
• The soft systems methodology.
• The Tavistock School's sociotechnical design.
• Scandinavian research efforts intended to empower trade unions and strengthen the bargaining positions of users in systems development.

The Effective Technical and Human Implementation of Computer-based Systems (ETHICS) participative and ethical approach to information systems development.

Conventional systems analysis approaches, such as structured analysis and data analysis, emphasize the "hard" aspects of the problem domain, that is, the certain and the precise. A hard approach is prescriptive and might be applied fairly consistently between organizations and within organizations. 

Individual Differences

  

1. Drever James:

“Variations or deviations from the average of the group, concerning the mental or physical characteristics, occurring in the individual member of the group are individual differences.”

2. Good, C.V.:

“The variation or deviations among individuals regarding a single characteristic or several characteristics, those differences which in their totality distinguish one individual from another.”

3. Skinner, C.E.:

“Today we think of individual differences as including any measurable aspect of the total personality.”

4. Woodworth, R.S. and Marquis, D.G.:

“Individual differences are found in all psychological characteristics physical mental abilities, knowledge, habit, personality, character traits.”

Types of Individual Differences:

1. Physical differences:

2. Differences in intelligence:

3. Differences in attitudes:

4. Differences in achievement:

5. Differences in motor ability:

6. Differences on account of sex:

7. Racial differences:

8. Differences due to nationality:

9. Differences due to economic status:

10. Differences in interests:

11. Emotional differences:

12. Personality differences

13. IQ differences

Causes of Individual Differences:

1. Heredity:

2. Environment:

3. Influence of caste, race, and nation:

4. Sex differences:

5. Age and intelligence:

6. Temperament and emotional stability:

7. Other Causes:

8. Economic condition and education:

9. Gender

10. Relationship

Role of Individual Differences in Education:

One of the important objectives of modern education is the complete development of the individual. Individuals have different goals, different interests, different emotional problems, and different abilities. We cannot afford to ignore these individual differences in imparting education to children. Since school work is planned on a group basis it presents a formidable challenge to all teachers.

Practical procedures for adapting school work to individual differences are suggested:

1. Limited size of the class:

2. Proper division of the class:

3. Home task:

4. Factor of sex:

5. Curriculum:

6. Methods of Teaching:

7. Educational Guidance:

8. Vocational Guidance:

9. Individual Training:

10. Dalton Plans 

Gravitational force and Newton law

 

Gravity

The force of gravity, or gravitational force, pulls objects with mass toward each other. We often think about the force of gravity on Earth. This force is what keeps your body on the ground. But any object with mass exerts a gravitational force on all other objects with mass. For example, there is a gravitational force between you and every object around you! The gravitational force between two objects is larger when the masses of the objects are larger. That’s why you can feel the gravitational force between you and Earth, but the force between you and objects with smaller masses is too weak to feel. The gravitational force between two objects also depends on the distance between their centers (Khan Academy).

What Is Gravitational Force?

Gravitation is a study of the interaction between two masses in the world. Out of the two masses, the heavier one is called source mass, and the lighter one is called test mass.

Gravitational force is a central force that depends only on the position of the test mass from the source mass and always acts along the line joining the centers of the two masses. 

F(r) = F(r)r

The interaction between the two masses and their relativistic effects is understood. 

(byjus.com).

Newton Law

This force of attraction was first observed by Sir Isaac Newton and was presented as Newton’s law of gravitation in the year 1680. However, gravitation can generally exist in two main instances.

1. Gravitation may be the attraction of objects to the earth.

For example,

If a body (ball) is thrown upwards, it reaches a certain height and falls downwards because of the gravity of the earth.

2. Gravitation may be the attraction of objects to outer space.

For example,

The force of attraction between other planets and the sun.

Realism

 

Realism

Realism is a school of philosophy with origins in the work of Aristotle. This philosophy emphasizes that “reality, knowledge, and value exist independent of the human mind” (Johnson, 2011, p. 89). 

Key Philosophers

Aristotle (384 – 322 BCE): 

Aristotle is known as the father of realism and the Scientific Method. His pragmatic approach to understanding an object, by understanding its form, is an example of how he investigated matter. To understand this concept. Finally, Aristotle was the “first to teach logic as a discipline in order to be able to reason about physical events and aspects” (Cohen, 1999, p. 1).

Key Features of Realism 

• Accurate Representation:
• Attention to Detail: 
• Objective Perspective: 
• Social Criticism: 
• Focus on the Common People:

Metaphysics of Realism:

The metaphysics of realism is a philosophical position that asserts the existence of an objective reality independent of human thought or perception.

Epistemology of Realism

The epistemology of realism concerns how knowledge and understanding of the world are obtained within a realist framework. It explores questions such as how we can know about the external world, what constitutes reliable knowledge, and what role perception, reason, and evidence play.

Axiology of Realism

The axiology of realism focuses on the values and ethics within a realist framework. It examines questions related to the nature of values, moral realism, and the relationship between objective reality and ethical principles. While realism primarily deals with metaphysics and epistemology, its axiology explores ethical and evaluative aspects.

 Educational Implications of Realism

• Emphasis on Real-World Relevance:
• Objectivity in Teaching and Learning:
• Attention to Detail and Observation:
• Integration of Social Context: 
• Authentic Assessment: 
• Promotion of Well-Rounded Education:

 Teaching methods 

Teaching methods used in realism include:

• Demonstration
• Recitation
• Critical thinking
• Observation
• Experimentation

Criticism on Realism

Subjectivity and Interpretation: 

Incomplete Representation: 

Exclusion of Marginalized Voices: 

Neglect of Idealism and Possibility: