Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


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The International Institute of
Informatics and Systemics

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A Transdisciplinary Approach to Enhancing Online Engineering Education Through Learning Analytics
Masikini Lugoma, Lethuxolo Yende, Pule Dikgwatlhe, Akhona Mkonde, Rorisang Thage, Lucky Maseko, Ngonidzashe Chimwani
(pages: 1-6)

AI Disruptions in Higher Education: Evolutionary Change, Not Revolutionary Overthrow
Cristo Leon, James Lipuma, Maximus Rafla
(pages: 7-18)

Education, Research, and Methodology: A Transdisciplinary Cybernetic Whole
Nagib Callaos, Cristo Leon
(pages: 19-33)

Enhancing Educational Effectiveness Through Transdisciplinary Practice: The ETCOP Model
Birgit Oberer, Alptekin Erkollar, Andreas Kropfberger
(pages: 34-40)

From Instruction to Interaction: Reflexive Learning Design for Cross-Generational Engagement at the Workplace
Gita Aulia Nurani, Ya-Hui Lee
(pages: 41-44)

GIS in Aquatic Animal Health Surveillance: A Transdisciplinary eLearning Initiative Integrating Education, Research, and Methodology (The Aquae Strength Project)
Eleonora Franzago, Rodrigo Macario, Matteo Mazzucato, Federica Sbettega, Manuela Cassani, Guido Ricaldi, Francesco Bissoli, Anna Nadin, Fabrizio Personeni, Manuela Dalla Pozza, Grazia Manca, Nicola Ferré
(pages: 45-50)

Reflexivity as a Compass: The European AI Act and Its Implications for U.S. Higher Education Institutions
Jasmin Cowin
(pages: 51-56)

Required General Education Program Evaluation: Bridging the Gap Between Educators and Administrators
James Lipuma, Cristo Leon, Jeremy Reich
(pages: 57-61)

Researching Ourselves
Jeremy Horne
(pages: 62-72)

The Self-Aware, Reflective Learner: Fostering Metacognitive Awareness and Reflexivity in Undergraduates Through Service-Learning
Genejane Adarlo
(pages: 73-81)


 

Abstracts

 


ABSTRACT


Visibility of Open Acces Repositories of Digital University Libraries: A Case Study of the EU Visegrád Group

Erzsebet Dani


For scientific research institutions, as well as for scientists individually, the degree of accessibility of a given institution’s and of an individual researcher’s scientific achievement is of growing significance in this world of the internet: i.e., it is vitally important to know about and to have easy access to what research is conducted in what fields and with what results in the different institutions. In this study I intend to survey the present situation concerning the homepages of leading universities of the so-called Visegrad Group inside the European Union and the extent to which the present situation serves or fails to serve the cause of the philosophy of open access. My aim is twofold. (1) I will consider whether the scienetific-knowledge repositories built by universities are accessible or not, and/or how easy or difficult it is to access them. Provided that those repositories exist at all, because, in spite of the fact that the Berlin Declaration is generally adopted in principle, the homepages of a good number of the surveyed Visegrad Group universities or libraries do not make their research databases easily accessible or accessible at all, or they can be accessed in the given national language only. (2)

[1] http://openaccess.mpg.de/286432/Berlin-Declaration [09.18.2013.]
[2] https://www.openaire.eu/en/contact-us/partners

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