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The purpose of this study is twofold: to investigate whether it is meaningful to use the Engineering Index (Ei) classification scheme for browsing, and then, if proven useful, to investigate the performance of an automated classification algorithm based on the Ei classification scheme.

A user study was conducted in which users solved four controlled searching tasks. The users browsed the Ei classification scheme in order to examine the suitability of the classification systems for browsing. The classification algorithm was evaluated by the users who judged the correctness of the automatically assigned classes.

The study showed that the Ei classification scheme is suited for browsing. Automatically assigned classes were on average partly correct, with some classes working better than others. Success of browsing showed to be correlated and dependent on classification correctness.

Further research should address problems of disparate evaluations of one and the same web page. Additional reasons behind browsing failures in the Ei classification scheme also need further investigation.

Improvements for browsing were identified: describing class captions and/or listing their subclasses from start; allowing for searching for words from class captions with synonym search (easily provided for Ei since the classes are mapped to thesauri terms); when searching for class captions, returning the hierarchical tree expanded around the class in which caption the search term is found. The need for improvements of classification schemes was also indicated.

A user‐based evaluation of automated subject classification in the context of browsing has not been conducted before; hence the study also presents new findings concerning methodology.

Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-based or face-to-face) on student learning, competency development, and student engagement.

Exam grades and a survey were collected from 180 undergraduate business students at a public university in the Southern USA. All students were enrolled in the same course, taught by three instructors.

One-way analysis of variance of the mean showed that declarative and procedural knowledge attained was not statistically significantly different for web-based or face-to-face instruction. However, students in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social intelligence competencies, overall student engagement, emotional engagement, cognitive engagement in class, and cognitive engagement out of class although these outcomes were not specifically targeted as learning outcomes.

Research participants all came from one course, at one university.

There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based learning courses may require a redesigned approach that addresses these benefits by adding course elements and tasks that increase student engagement and creates opportunities for development of cognitive and social intelligence competencies.

Little research has been conducted on unintended learning outcomes such as competency development and student engagement. Therefore, this study demonstrates that educators should consider factors beyond learning assessment when comparing web-based to face-to-face courses.

This paper aims to develop a service‐oriented distributed multi‐robot system based on manufacturing message specification (MMS) and new‐generation distributed object technology – web services for realizing remotely monitoring and controlling multiple heterogeneous robots in the internet environment.

The study presents robot communication model and distributed multi‐robot monitoring and control software structure based on MMS and web services. In particular, monitoring and control software design of MMS concepts in web services environment using Unified Modeling Language model is discussed in detail. In addition, to verify the validity of the proposed design method, a multi‐robot prototype system for robot flexible assemble cell has been achieved. Its Server software is implemented in C++ with Visual Studio.NET being the development environment and Client software is programmed in Java with Borland JBuilder 9 being the development tool.

Finds that the communication structure following MMS can make the multi‐robot monitoring and control system have perfect robustness, interoperability and reconfigurability. Besides, web services technology can conveniently realize MMS services, also can successfully resolve the remote multi‐robot monitoring and control problem among cross‐network, cross‐platform and heterogeneous systems.

Provides an easy and low‐cost method for realizing heterogeneous multi‐robot remote driving. The web‐based distribution of the presented system is critical in enabling capabilities such as e‐manufacturing, e‐diagnostics and e‐maintenance.

The proposed system can be seamlessly integrated into other automated manufacturing systems or management systems in plug‐and‐play fashion. The combination of MMS and web services is in favor of real manufacturing equipments being embedded in the network, so the presented systematic methodology can be a useful reference for constructing web‐based reconfigurable manufacturing systems.

Provides robot communication model based on MMS and web services and presents service‐oriented distributed remote multi‐robot monitoring and control software architecture.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Web‐based distance education is rapidly vying to become one of the preferred norms for teaching in many library and information science programs, especially in the USA. Within the distance education paradigm, courses taught utilizing the Web may be classified as either totally asynchronous, or synchronous when there are provisions, to a greater or lesser degree, for “real‐time” interaction, such as by means of Internet chat or a limited number of face‐to‐face classes. The results of this study show that, although library and information science students in Web‐based distance education course environments remain generally satisfied with the quality of the instruction and education that they are receiving through courses with significant Web‐based content, it is nevertheless clear that they have generally come to perceive that the quality of their educational experience is significantly improved when there is included within or as an integral part of the course offering some meaningful level of real‐time interaction.

This paper aims to examine the integration of librarian-led health literacy instruction into an undergraduate course, focusing specifically on how the method of instruction impacts learning outcomes and self-reported confidence levels in completing a course assignment. Undergraduate students struggle to critically evaluate online health information in an increasingly diffuse information landscape. Assessing the success of different instructional techniques aimed at building these abilities can guide pedagogical choices and provide new opportunities to increase health literacy skills in a variety of library user populations.

A quasi-experimental research design with pre- and post-tests and a participant survey was used to compare one-shot information literacy instruction techniques in two hybrid sections of a kinesiology course. One class received a traditional, face-to-face librarian-led session and the other a synchronous online instructional session through web conferencing.

There were no significant differences in student learning between the in-person and online groups. Students in both conditions demonstrated an extremely significant increase from pre-test to post-test scores, suggesting that librarian-led instruction in either format can lead to substantial learning of online health literacy skills. Survey results showed no significant differences in confidence levels following instruction and suggest that both methods of instruction provide a positive learning experience for students.

This study provides evidence that synchronous online instruction can be as effective as face-to-face instruction in teaching students to evaluate health-related information resources. These findings are valuable for librarians in a variety of settings who are considering providing health literacy education in an online environment.

This paper aims to solve the web service selection problem using an efficient meta-heuristic algorithm. The problem of selecting a set of web services from a large-scale service environment (web service repository) while maintaining Quality-of-Service (QoS), is referred to as web service selection (WSS). With the explosive growth of internet services, managing and selecting the proper services (or say web service) has become a pertinent research issue.

In this paper, to address WSS problem, the authors propose a new modified fruit fly optimization approach, called orthogonal array-based learning in fruit fly optimizer (OL-FOA). In OL-FOA, they adopt a chaotic map to initialize the population; they add the adaptive DE/best/2mutation operator to improve the exploration capability of the fruit fly approach; and finally, to improve the efficiency of the search process (by reducing the search space), the authors use the orthogonal learning mechanism.

To test the efficiency of the proposed approach, a test suite of 2500 web services is chosen from the public repository. To establish the competitiveness of the proposed approach, it compared against four other meta-heuristic approaches (including classical as well as state-of-the-art), namely, fruit fly optimization (FOA), differential evolution (DE), modified artificial bee colony algorithm (mABC) and global-best ABC (GABC). The empirical results show that the proposed approach outperforms its counterparts in terms of response time, latency, availability and reliability.

In this paper, the authors have developed a population-based novel approach (OL-FOA) for the QoS aware web services selection (WSS). To justify the results, the authors compared against four other meta-heuristic approaches (including classical as well as state-of-the-art), namely, fruit fly optimization (FOA), differential evolution (DE), modified artificial bee colony algorithm (mABC) and global-best ABC (GABC) over the four QoS parameter response time, latency, availability and reliability. The authors found that the approach outperforms overall competitive approaches. To satisfy all objective simultaneously, the authors would like to extend this approach in the frame of multi-objective WSS optimization problem. Further, this is declared that this paper is not submitted to any other journal or under review.

The purpose of this paper is to demonstrate the way the University of North Carolina Libraries have begun to incorporate library resources into their university course management system.

The paper presents a case study of course‐specific web pages that have been incorporated into BlackBoard sites as a way to facilitate the use of the library and to promote a comprehensive view of library services and resources at the University of North Carolina at Chapel Hill.

Students and professors appreciate course‐specific web pages that provide access to library resources that relate directly to class assignments. Web page usage statistics show that students are using librarian‐created course pages to access library materials.

The paper describes a way for librarians to bring library resources into a course management system that may be beneficial for other academic libraries.

With the increasing number of Web services, correct and efficient classification of Web services is crucial to improve the efficiency of service discovery. However, existing Web service classification approaches ignore the class overlap in Web services, resulting in poor accuracy of classification in practice. This paper aims to provide an approach to address this issue.

This paper proposes a label confusion and priori correction-based Web service classification approach. First, functional semantic representations of Web services descriptions are obtained based on BERT. Then, the ability of the model is enhanced to recognize and classify overlapping instances by using label confusion learning techniques; Finally, the predictive results are corrected based on the label prior distribution to further improve service classification effectiveness.

Experiments based on the ProgrammableWeb data set show that the proposed model demonstrates 4.3%, 3.2% and 1% improvement in Macro-F1 value compared to the ServeNet-BERT, BERT-DPCNN and CARL-NET, respectively.

This paper proposes a Web service classification approach for the overlapping categories of Web services and improve the accuracy of Web services classification.

Sets out to provide a selected bibliography or recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.