Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет
Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Network communication culture, digital etiquette, online community of university teachers and students: bibliometric mapping of the literature(Russian State Vocational Pedagogical University, 2025-02-10); ; Natalya V. MirzaIntroduction . Online communication and digital etiquette have become essential components of higher education, requiring a thorough understanding of their evolution and current status. Aim. This research aims to provide a comprehensive overview of the development of scientific thought in network communication and digital etiquette within higher education, offering insights into the current state and future prospects of this field. Methodology and research methods . The study employs a bibliometric analysis of metadata from 9,039 articles indexed in the Web of Science from 1975 to 2024. Quantitative bibliometric methods are utilised to describe and visualise the evolution of the field over 49 years, examining publication growth dynamics, author productivity, and the social, intellectual, and conceptual structures. Results . The research findings indicate a consistent increase in publication activity, particularly notable since 2019, with contributions across various disciplines, including education, computer science, communication studies, sociology, psychology, and management. The research community exhibits a global character, with the USA, China, and the UK at the forefront of authorship. The study identifies twelve key research themes that dominate scientific discourse, ranging from contemporary educational approaches in the digital age to the co-creation of value in the digital environment. Scientific novelty . This comprehensive analysis provides a unique perspective on the evolution and current state of research in network communication culture and digital etiquette within higher education. By identifying key themes and trends, the study deepens our understanding of the development of this field and its interdisciplinary nature. Practical significance . The research provides valuable insights for educators, researchers, and policymakers in higher education regarding strategies for enhancing online communication practices and digital etiquette.Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Digital etiquette and belief-oriented technology use among Kazakhstani pre-service teachers: a cross-sectional survey(Frontiers Media, 2026-06-04); Perizat B. SeiitkazyIntroduction Digital etiquette (netiquette) is a key component of digital citizenship, yet its behavioral profile and association with belief-oriented technology use remain underexamined in bilingual teacher-education contexts. This study examined Kazakhstani pre-service teachers' self-reported digital etiquette and belief-oriented technology use, evaluated the factorial structure and language equivalence of the adapted measures, and explored whether digital etiquette was associated with instructional-technology course completion and selected background variables. Methods A quantitative cross-sectional survey was conducted in Winter 2024–2025 with 300 students from two Kazakhstani universities. Data were collected using Kazakh and Russian versions of the questionnaire. Confirmatory factor analysis was used to evaluate the measurement structure, multi-group CFA was conducted to test language invariance, and correlational and regression-based analyses examined associations among digital etiquette, belief-oriented technology use, instructional-technology course completion, GPA, year of study, and gender. Results Confirmatory factor analysis supported a two-factor structure with acceptable fit (CFI = .95, RMSEA = .06), and multi-group CFA indicated scalar invariance across language versions. Participants reported high digital etiquette (M = 4.47, SD = 0.41) and belief-oriented technology use (M = 4.30, SD = 0.48). Digital etiquette was positively associated with belief-oriented technology use (Spearman's rs = .53, 95% CI [.45, .60], p < .001). After adjustment for GPA and year of study, instructional-technology course completion was not associated with higher digital etiquette (ΔR 2 = .003; ANCOVA p = .142), and gender differences were negligible. Discussion The findings provide bilingual measurement evidence from Kazakhstan and suggest that belief-oriented technology use is associated with, but not equivalent to, self-reported digital etiquette. Because the study was cross-sectional, relied on single-source self-report data, and showed an upper-range concentration in digital etiquette scores, the results should be interpreted as exploratory and correlational rather than causal.Цитирования (OpenAlex) 1