ORCID Profile
0000-0002-2687-0210
Current Organisations
University of Tasmania
,
University of Tasmania: Hobart, TAS, AU
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Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2018
Publisher: IEEE
Date: 05-2017
Publisher: ACM
Date: 06-07-2018
Publisher: IEEE
Date: 20-05-2023
Publisher: Association for Computing Machinery (ACM)
Date: 24-05-2021
DOI: 10.1145/3447583
Abstract: The rapid growth of the cloud industry has increased challenges in the proper governance of the cloud infrastructure. Many intelligent systems have been developing, considering uncertainties in the cloud. Intelligent approaches with the consideration of uncertainties bring optimal management with higher profitability. Uncertainties of different levels and different types exist in various domains of cloud computing. This survey aims to discuss all types of uncertainties and their effect on different components of cloud computing. The article first presents the concept of uncertainty and its quantification. A vast number of uncertain events influence the cloud, as it is connected with the entire world through the internet. Five major uncertain parameters are identified, which are directly affected by numerous uncertain events and affect the performance of the cloud. Notable events affecting major uncertain parameters are also described. Besides, we present notable uncertainty-aware research works in cloud computing. A hype curve on uncertainty-aware approaches in the cloud is also presented to visualize current conditions and future possibilities. We expect the inauguration of numerous uncertainty-aware intelligent systems in cloud management over time. This article may provide a deeper understanding of managing cloud resources with uncertainties efficiently to future cloud researchers.
Publisher: IEEE
Date: 20-05-2023
Publisher: MDPI AG
Date: 30-06-2021
DOI: 10.20944/PREPRINTS202106.0446.V2
Abstract: The devastating COVID-19 pandemic forced academia to go virtual. Educational institutions around the world have stressed online learning programs in the aftermath of the pandemic. However, because of insufficient access to ICT, a substantial number of students failed to harness the opportunity of online learning. This study explores the latent digital ide exhibited during the COVID-19 pandemic while online learning activities are emphasized among Bangladeshi students. It also investigates the digital ide exposure and the significant underlying drivers of the ide. A cross-sectional survey was employed to collect quantitative data mixed with open-ended questions to collect qualitative information from the student community. The findings revealed that despite the majority of students have physical access to ICT but only 32.5% of students could attend online classes seamlessly, 34.1% of the students reported the data prices as the critical barrier, and 39.8% of students identified the poor network infrastructure is the significant barrier for them to participate in online learning activities. Although most students possess physical access to the device and the Internet, they face the first-level digital ide due to the quality of access and maintaining subscriptions. Consequently, they fail to take advantage of physical access, resulting in the third-level digital ide (Utility Gap) and submerging them into a digital ide cycle. This paper aimed to explore the underlying issues of the digital ide among Bangladeshi students to assist relevant stakeholders (e.g., the Bangladesh government, Educational Institutions, Researchers) in providing the necessary insights and theoretical understanding to arrange adequate support for students to undertake conducive online learning activities.
Publisher: IntechOpen
Date: 15-03-2023
DOI: 10.5772/INTECHOPEN.1001282
Abstract: Globally, in iduals' access to the Internet and digital device has increased. Therefore, MOOCs have been accessible to a wide range of learners with an opportunity to acquire new competencies and knowledge. Contemporary research on the digital ide suggests that increasing access to the Internet and device does not imply that the digital ide has been bridged. The concept of the digital ide went beyond physical access gaps to multilevel disparities such as skill gaps and gain gaps. Nonetheless, MOOCs have the potential to bridge the multilevel digital ide by offering free-of-cost digital skill learning opportunities and enhancing in iduals' capability to gain offline benefits from online knowledge. This chapter discusses how MOOCs can contribute to bridging the multilevel digital ide. Besides, the chapter will discuss digital accessibility issues to facilitate people with disabilities. The accessibility issues can hinder them from accessing MOOCs despite having substantial access to the Internet and devices, resulting in digital inequalities. This chapter will provide guidelines to promote learning equity through MOOCs.
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2020
Publisher: IEEE
Date: 12-2010
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2020
Publisher: MDPI AG
Date: 21-07-2021
DOI: 10.3390/INFO12080287
Abstract: The devastating COVID-19 pandemic forced academia to go virtual. Educational institutions around the world have stressed online learning programs in the aftermath of the pandemic. However, because of insufficient access to Information Communication Technology (ICT), a substantial number of students failed to harness the opportunity of online learning. This study explores the latent digital ide exhibited during the COVID-19 pandemic while online learning activities are emphasised among students of Bangladesh. It also investigates the digital ide exposure and the significant underlying drivers of the ide. In order to accomplish this, a cross-sectional survey was employed to collect quantitative data, mixed with open-ended questions were utilised to gather qualitative information from the student community. The findings revealed that despite the majority of students having physical access to ICT, only 32.5% of students could attend online classes seamlessly. In total, 34.1% reported data prices as the critical barrier, while 39.8% identified poor network infrastructure as the significant barrier preventing them from participating in online learning activities. Although most students possess physical access to various devices and the Internet, they face the first-level digital ide due to the quality of access and price of cellular Internet. Consequently, they fail to take advantage of physical access, resulting in the third-level digital ide (utility gap), which submerges them into a digital ide cycle. The primary objective of this study is to explore the underlying issues of the digital ide among Bangladeshi students. This will assist relevant stakeholders (e.g., the Bangladesh government, educational institutions, and researchers) to gain necessary insights and theoretical understanding of underlying limitations and emergent directions to arrange adequate support for underprivileged students to undertake essential online learning activities.
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2021
Publisher: Academia.edu
Date: 10-08-2021
DOI: 10.20935/AL2809
Publisher: Springer Singapore
Date: 2022
No related grants have been discovered for Mohammad Mustaneer.