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Recently, online learning and online environments have become even more important. Students' engagement, fear of missing out and Internet addiction are seen as interrelated components that affect students' online teaching and learning process. In this context, university students' engagement, fear of missing out and Internet addiction in online environments, the relationship among them and students' demographic characteristics, online environment usage status and Internet usage profiles as their predictors are examined in this study.

This is a relational study and is carried out with 179 university students. Personal information form, student's engagement, fear of missing out and Internet addiction scales were used as data collection tools. Descriptive statistics, t-test, one-way ANOVA, correlation, hierarchical linear multiple regression analysis are used for the analysis.

According to the results, variables related to students' demographic characteristics, online environment usage status and Internet usage profiles together significantly predict the students' engagement, fear of missing out and Internet addiction in online environments. When students think positively about taking courses online, their engagement increases accordingly and their fear of missing out levels decrease. Increase in student's academic achievement leads to decline in Internet addiction.

In practice, examining the related variables about students in terms of engagement to the learning environment, fear of missing out and Internet addiction could bring a new perspective to studies on problematic use of the Internet and technology such as nomophobia and digital distraction. The results of this study reveal how and which components to be focused on for increasing the university students' engagement, reducing Internet addiction and fear of missing out in online learning environments.

The findings of this study provide a versatile perspective with the variables of student participation, fear of missing out, Internet addiction and their predictors in online learning environments, which are becoming widespread and increasingly important today and shed light on future researches.

Increasingly the Internet is being used by students to gather a variety of data and gain an extensive range of experience as part of their learning activity. The paper discusses how the Internet may be used to support learning and teaching and some of the motivation underpinning its adoption. It refers to use of the Internet in a final year module on multimedia run by the Department of Computer and Information Sciences at De Montfort University, one of the main purposes being to promote collaborative student project work. The authors present an analysis of feedback that has been gained from students’ experiences of using network technology. The article concludes by outlining some of the issues raised by using the Internet as a learning and teaching resource.

As the Internet's influence continues to gather pace, it is necessary to examine its impact on those who provide and receive health, education and social services. This paper discusses a research project that examined the use of the Internet by learning disability nurses in their practice. A case study approach using a questionnaire and one focus group was employed. Email was used for all correspondence; 49 people received the email and questionnaire; 28 learning disability nurses responded, which represents a 58% response rate. Six respondents participated in the focus group. The Internet is widely used by learning disability nurses for networking, updating practice, emailing colleagues, education, research and teaching. In general, respondents were enthusiastic about the Internet. The key factors in Internet use were access to equipment, training, IT support and email. The absence of these acted as a barrier to usage. The position held within organisations may be connected to improved access to the Internet, but not necessarily with the ability to use it.

Internet use has become particularly prevalent among adolescents, prompting much thought and concern about both its potential benefits and adverse effects on adolescent learning outcomes. Much of the empirical literature on the impact of Internet use on adolescent learning outcomes is mixed, and few studies examine the causal relationship between the two in rural China. In order to bridge these gaps, we use empirical analysis to investigate the effect of Internet use on the learning outcomes of adolescents in rural China.

We use fixed effect models with samples drawn from a large nationally representative dataset (the China Family Panel Studies—CFPS) to identify the causal impacts of Internet use on the learning outcomes of three cohorts (Cohort A (N = 540), Cohort B (N = 287) and Cohort C (N = 827)) of adolescents in rural China.

The results of the descriptive analysis show a continued increase in the number of adolescents accessing the Internet and the amount of time they spend online. The results of the fixed effect models show that Internet use has positive (in many of the analyses), but mostly insignificant impacts, on the learning outcomes of adolescents. In the sets of results that find significant associations between Internet use and learning outcomes, the measured effects are moderate.

This study investigates the causal relationship between Internet use and adolescent learning outcomes in rural China. The findings claim that there is not a great need to worry about adverse effects of Internet use on adolescent learning development. Attention, however, should focus on seeking ways to improve the positive effects of the Internet use on adolescent learning outcomes. The study will provide a reference and experience for the development of education and the Internet in rural areas and promote the integrated development of urban and rural areas in China.

This project developed and implemented a prototype WWW‐based instructional learning system modeled around a metacognitive research and development framework which mapped cognitive variables, to metacognitive learning strategies for those variables, to metadata for the instructional design of the media. The framework helped delineate learning strategies and related metacognitive attributes of young students acquiring knowledge in advanced science concepts in an Internet/browser‐based environment. The framework also provided a basis for learner‐specific Internet content personalization.

The Internet is becoming more widely used by academic institutions to support the learning and teaching activities of students and academic staff. Whilst this is a very efficient mechanism, it is, arguably, important that there are adequate controls in place to ensure that the information is not libellous, defamatory, inaccurate, illegal or inappropriate. The interactivity of the Internet, the immediacy of access to its contents and the public accessibility to much of its information, however, do provide a different operating environment and therefore different audit and control issues arise. This paper discusses the roles and concerns of a range of stakeholders and suggests that the control mechanisms might be failing, or might not be adequately policed in practice. A number of examples are provided where the manner in which controls are put in place do not operate effectively, or where there may be control loops that are open‐ended. For each of the stakeholder groups that are identified, an account is given of the use to which the Internet is put and where regulation currently exists or may be desirable.

This study examines the implementation of a community-level Sustainable Broadband Adoption Program (SBA) under the Broadband Technology Opportunities Program (BTOP), a national public policy program meant to expand broadband deployment and adoption under the American Recovery Act of 2009, and administered by the National Telecommunications and Information Administration (NTIA) at the U.S. Department of Commerce. The California Connects Program (CC) was administered by the Foundation for California Community Colleges (FCCC).

This chapter focuses on one part of CC’s efforts to expand broadband adoption among the most underserved Californians through collaboration with the Great Valley Center (GVC). CC-GVC provided basic computer and Internet classes to disconnected populations with low-literacy levels, and primarily in Spanish, through community-based organizations, public schools, public libraries, small businesses, and others in the Central Valley, an 18 county rural region with a high concentration of digital destitute populations. The program worked with under-resourced local community institutions with a range of poor technology resources and that operated under variable set of social, economic, political, and institutional conditions. Through inductive, process-oriented, and explanatory case study research, the structure, strategy, and training approach of CC was examined. Content and theme analysis of primary and secondary qualitative and quantitative data involving the program’s leadership, direct service providers, partners, participants, and nonparticipants was conducted. This involved a sample of 600 in-depth and short, structured and unstructured interviews and focus groups, archival and participant observation notes.

It was found that CC-GVC was able to meet uncertainty and operated with low institutional resources and paucity of linguistically appropriate teaching resources for new entrants through a flexible leadership approach that adapted to the social situation and was open to innovation. Community technology trainers were also able to engage those without or little direct experience with computers and with low-literacy levels with a linguistically appropriate and culturally sensitive step-by-step teaching approach that empowered and met people where they are. The author expands non-adoption models to include structural barriers in the analysis of the disconnected. It is argued that non-adoption is a result of evolving inequality processes fueled by poverty and under-resourced community development institutions and that teaching and learning is a social and institutional process that takes trust and time.

CC shows that even the most disadvantaged can be empowered to learn-to-learn to use computers and can begin to function online and gain benefit under the most extreme institutional and economic conditions, but it takes more time and resources than providers expected and the Recovery Act provided.

This paper outlines the rationale behind the development of a course aimed at university lecturers wishing to use the Internet for teaching and learning. It evaluates some of the potential benefits of using the Internet and assesses lecturers’ concerns about exploiting this teaching resource. It covers the design and development of the course. Finally, it considers some important points lecturers should bear in mind before embarking on using the Internet for teaching and learning.

In this age of exponential knowledge growth, where wireless internet is playing a dominant role, the concerned authorities of higher education have to ensure that this tool remains within the reach of the students. However, there has been as yet little research indicating its success in China. This paper aims to examine factors that influence students’ satisfaction (SAT) in using wireless internet in higher education for the purpose of learning. The second aim of this study is to identify if gender has a moderating effect on students’ SAT in using wireless internet in higher education.

Data from a total of 283 students from five colleges of a comprehensive public university in China (Foreign Language Studies, Business, Education, Biology and Chemistry, and Mathematics and Engineering) were collected for this study. The reliability and validity of the measurement scale were established through a Rasch model using Winsteps version 3.94. The technology satisfaction model (TSM) was validated applying structural equation modelling (SEM) using AMOS to test the causal relationships among the constructs.

The results of this study revealed that students’ SAT was directly influenced by perceived usefulness (PU) and ease of use of wireless internet. Besides, students’ perceived ease of use (PEU) and usefulness were directly affected by their computer self-efficacy. On the other hand, students’ computer self-efficacy had an indirect effect on their SAT mediated by ease of use and perceived usefulness, respectively. The findings also discovered that gender did exert effect as a moderating variable towards students’ SAT in using wireless internet in higher education.

The TSM was shown to be a useful model to measure students’ SAT in using wireless internet in a different culture.

To achieve this aim, a TSM on the potential factors contributing to student SAT was developed from the literature and validated in this study. Whereas, the TSM has been developed and validated in Malaysia.

The purpose of this study was to determine the extent to which academic researchers consider the relationship between broadband access and children’s information seeking in the United States. Because broadband has been cited as an essential element of contemporary learning, this study sought to identify gaps in the attention given to the role of broadband in the information seeking environment of youth.

The researchers conducted a mixed method synthesis of academic research published in peer-reviewed journals between 1991 and 2011 that reported the information seeking of children aged 5–18 years. Quantitative and qualitative data were gathered from leading databases, analyzed separately, and conclusions drawn from integrated results.

The results of this study indicated that broadband is rarely considered in the design of children’s information seeking published in peer-reviewed research journals. Only 15 studies showed any presence of broadband in study design or conclusions. Due to the small number of qualifying studies, the researchers could not conduct the synthesis; instead, the researchers conducted a quantitative relationship analysis and qualitative content analysis.

Given the focus of policymaking and public discussion on broadband, its absence as a study consideration suggests a crucial gap for scholarly researchers to address.

The data set included only studies of children in the United States, therefore, findings may not be universally applicable.

Despite national imperatives for ubiquitous broadband and a tradition of information seeking research in library and information science (LIS) and other disciplines, a lack of academic research about how broadband affects children’s information seeking persists.