发展中的MPEG-21标准及其应用

介绍了多媒体框架国际标准MPEG—21的体系结构、主要内容和核心技术，讨论了使用MPEG—21在异构网络环境中进行综合多媒体访问的技术。     

Determinants of Internet skills,uses and outcomes. A systematic review of the second- and third-level digital divide

Recently, several digital divide scholars suggested that a shift is needed from a focus on binary Internet access (first-level digital divide) and Internet skills and use (second-level digital divide) to a third-level digital divide in which the tangible outcomes of Internet use are highlighted. A plethora of studies have been conducted to identify determinants of digital divides. Unfortunately, there is a lack of consistency in the terminology used. Moreover, terms are often not theoretically grounded. Therefore, we conducted a systematic literature review of digital divide determinants. The results show that the third-level digital divide was underexposed. The primary focus is on Internet use. More importantly, the identified determinants show that digital divide research is largely limited to sociodemographic and socioeconomic determinants.     

Examining the use of YouTube as a Learning Resource in higher education: Scale development and validation of TAM model

The teaching–learning activity was a perishable service which was to be consumed as it was being delivered. It was also constrained previously by geographical location – teacher and learner being at the same place. The advent of technology has allowed some leeway for these time and space constraints. The printed books, recorded lectures, specific learning aids, etc. allow learner’s the freedom to determine the learning speed. YouTube is a content community with provision for individuals to post their own User Generated Content (UGC) for use by other users. Though, popular as an entertainment medium, it has become a valuable learning resource and is being considered as an alternative to written text hosted by different websites and blogs. However, there is no scale to measure the behavioral intentions of the users to use YouTube as a Learning Resource and no model to understand the factors influencing this behavioral intention. This paper aims at two objectives: scale development, and validating the basic Technology Acceptance Model (TAM). It defined constructs and developed scales to measure the factors explaining the behavioral intention and established the significance of relationship between different variables and the behavioral intention validating the TAM.     

How variation in internet access,digital skills,and media use are related to rural student outcomes: GPA,SAT, and educational aspirations

Some have pointed to divides in the availability of fixed home broadband Internet access as a contributor to rural students’ lower levels of educational attainment. Based on standardized exams (SAT Suite) and a survey of rural Michigan students in grades 8–11, we find that rural students with broadband home Internet access are more interested in school and leave homework incomplete less often. However, the relationship to classroom grades (GPA) is relatively trivial. Yet, we find that students who are not dependent on a cell phone for Internet access and those with higher digital skills, especially social media skills, rank considerably higher on the SAT. Rural students with broadband Internet access are able to participate in a more diverse array of online media activities, which supports building digital skills. Any negative relationship between time spent on social media, video games, other digital media and educational outcomes is outweighed by the benefit to digital skills. However, aspects of rural culture; including the emphasis on activities such as sports, as a path to postsecondary schooling and upward, social mobility; may be stunting the positive relationship between access, digital skills, and educational aspirations. Whereas extra-curricular sports have no direct relationship to SAT performance, students who spend more time on sports receive higher grades and have higher educational aspirations than those with more digital skills. We discuss the implications for rural students’ access to human capital and how the unequal relationship between digital skills and performance in the classroom and on the SAT may perpetuate inequalities.     

Digital capacity and employment outcomes: Microdata evidence from pre- and post-COVID-19 Europe

This paper examines the relationship between employment outcomes and broadband Internet access, education and digital skills using the pre- and post-COVID-19 survey waves of the Eurostat Community Statistics on Information Society from 2017, 2019, and 2021 in 27 European countries. Joint estimates of individuals’ employment status and skills employ external controls based on Eurostat and COVID-19 European Regional Tracker NUTS1-level regional statistics and Oxford COVID-19 Government Response Tracker information on governments’ containment and economic support measures. Broadband access, digital skills and educational attainment combine to raise employment outcomes, but COVID-19 has changed these relationships in distinct ways. It has increased employment benefits from formal education and roughly tripled the labor market advantages from having household members with tertiary education. The pandemic has increased the employment value of having at least some digital skills, while the relative benefits of more advanced digital skills shrank.