WorldWideScience

Sample records for learning web-based learning

  1. Evaluating Web-Based Learning Systems

    Science.gov (United States)

    Pergola, Teresa M.; Walters, L. Melissa

    2011-01-01

    Accounting educators continuously seek ways to effectively integrate instructional technology into accounting coursework as a means to facilitate active learning environments and address the technology-driven learning preferences of the current generation of students. Most accounting textbook publishers now provide interactive, web-based learning…

  2. Web-Based Learning Support System

    Science.gov (United States)

    Fan, Lisa

    Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

  3. Learning Object Metadata in a Web-Based Learning Environment

    NARCIS (Netherlands)

    Avgeriou, Paris; Koutoumanos, Anastasios; Retalis, Symeon; Papaspyrou, Nikolaos

    2000-01-01

    The plethora and variance of learning resources embedded in modern web-based learning environments require a mechanism to enable their structured administration. This goal can be achieved by defining metadata on them and constructing a system that manages the metadata in the context of the learning

  4. E-learning: Web-based education.

    Science.gov (United States)

    Sajeva, Marco

    2006-12-01

    This review introduces state-of-the-art Web-based education and shows how the e-learning model can be applied to an anaesthesia department using Open Source solutions, as well as lifelong learning programs, which is happening in several European research projects. The definition of the term e-learning is still a work in progress due to the fact that technologies are evolving every day and it is difficult to improve teaching methodologies or to adapt traditional methods to a new or already existing educational model. The European Community is funding several research projects to define the new common market place for tomorrow's educational system; this is leading to new frontiers like virtual Erasmus inter-exchange programs based on e-learning. The first step when adapting a course to e-learning is to re-define the educational/learning model adopted: cooperative learning and tutoring are the two key concepts. This means that traditional lecture notes, books and exercises are no longer effective; teaching files must use rich multimedia content and have to be developed using the new media. This can lead to several pitfalls that can be avoided with an accurate design phase.

  5. Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

    Science.gov (United States)

    Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

    2013-01-01

    This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…

  6. Web-based Cooperative Learning in College Chemistry Teaching

    Directory of Open Access Journals (Sweden)

    Bin Jiang

    2014-03-01

    Full Text Available With the coming of information era, information process depend on internet and multi-media technology in education becomes the new approach of present teaching model reform. Web-based cooperative learning is becoming a popular learning approach with the rapid development of web technology. The paper aims to how to carry out the teaching strategy of web-based cooperative learning and applied in the foundation chemistry teaching.It was shown that with the support of modern web-based teaching environment, students' cooperative learning capacity and overall competence can be better improved and the problems of interaction in large foundation chemistry classes can be solved. Web-based cooperative learning can improve learning performance of students, what's more Web-based cooperative learning provides students with cooperative skills, communication skills, creativity, critical thinking skills and skills in information technology application.

  7. A Web-Based Learning System for Software Test Professionals

    Science.gov (United States)

    Wang, Minhong; Jia, Haiyang; Sugumaran, V.; Ran, Weijia; Liao, Jian

    2011-01-01

    Fierce competition, globalization, and technology innovation have forced software companies to search for new ways to improve competitive advantage. Web-based learning is increasingly being used by software companies as an emergent approach for enhancing the skills of knowledge workers. However, the current practice of Web-based learning is…

  8. Development of Web-Based Learning Application for Generation Z

    Science.gov (United States)

    Hariadi, Bambang; Dewiyani Sunarto, M. J.; Sudarmaningtyas, Pantjawati

    2016-01-01

    This study aimed to develop a web-based learning application as a form of learning revolution. The form of learning revolution includes the provision of unlimited teaching materials, real time class organization, and is not limited by time or place. The implementation of this application is in the form of hybrid learning by using Google Apps for…

  9. Intelligent Web-Based Learning System with Personalized Learning Path Guidance

    Science.gov (United States)

    Chen, C. M.

    2008-01-01

    Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths…

  10. PERANCANGAN WEB BASED LEARNING SEBAGAI MEDIA PEMBELAJARAN BERBASIS ICT

    OpenAIRE

    Ricky Firmansyah; Iis Saidah

    2016-01-01

    ABSTRACT The media is very important component of communication process. The effectiveness of media is very influential on extent to which a communication role will be accepted by the audience with fast and precise, or vice versa. E-Learning is present as ICT based learning media that allows students and teachers interact in different places. Web Based Learning (WBL) is used as one part of the E-Learning. This study focuses on designing web-based ICT as a learning medium that is used for ...

  11. Editorial: Web-Based Learning: Innovations and Challenges

    Directory of Open Access Journals (Sweden)

    Mudasser F. Wyne

    2010-12-01

    Full Text Available This special issue of the Knowledge Management & E-Learning: an international journal(KM&EL aims to stimulate interest in the web based issues in both teaching and learning, expose natural collaboration among the authors and readers, inform the larger research community of the interest and importance of this area and create a forum for evaluating innovations and challenges. We intend to bring together researchers and practitioners interested in developing and enhancing web-based learning environment. The objectives for this attempt are to provide a forum for discussion of ideas and techniques developed and used in web based learning. In addition the issue can also be used for educators and developers to discuss requirements for web-based education. Both theoretical papers and papers reporting implementation models, technology used and practical results are included in the issue.

  12. Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

    Science.gov (United States)

    Loh, Christian Sebastian

    2001-01-01

    Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

  13. Web-Based Learning Environment Based on Students’ Needs

    Science.gov (United States)

    Hamzah, N.; Ariffin, A.; Hamid, H.

    2017-08-01

    Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

  14. A Java-Web-Based-Learning Methodology, Case Study ...

    African Journals Online (AJOL)

    A Java-Web-Based-Learning Methodology, Case Study : Waterborne diseases. The recent advances in web technologies have opened new opportunities for computer-based-education. One can learn independently of time and place constraints, and have instantaneous access to relevant updated material at minimal cost.

  15. Web-based learning: pros, cons and controversies.

    Science.gov (United States)

    Cook, David A

    2007-01-01

    Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (e.g., for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.

  16. Web-based Collaborative learning in secondary education: Teachers’ reflection

    Directory of Open Access Journals (Sweden)

    Hsi-Chi Hsiao

    2010-06-01

    Full Text Available This article is based on the researchers’ reflections after twice participating in a Web-based Collaborative Learning Program Contest. The contests were held by Asia-Pacific Economic Cooperation (APEC Cyber Academy (ACA. In collaborative learning, teachers are expected to provide participants with scaffolding assistance. The ACA is designed to provide student-centered activities for enhancing skills in information and communication technologies. Students are expected to find data, prepare presentations, and report their topics in English to communicate with other teams from other countries. During these processes, the researcher tried to apply theoretical models such as computerized instruction and topic based learning. The results of this study show the various benefits of Web-based Collaborative Learning for students and teachers. This study also includes several recommendations for primary and secondary schools.

  17. Innovation in preregistration midwifery education: Web based interactive storytelling learning.

    Science.gov (United States)

    Scamell, Mandie; Hanley, Thomas

    2017-07-01

    through a critical description of the implementation of a web based interactive storytelling learning activity introduced into an undergraduate, preregistration midwifery education programme, this paper will explore how low-cost, low-fidelity online storytelling, designed using Moodle, can be used to enhance students' understanding of compassion and empathy in practice. cross sectional sample of first year undergraduate Midwifery students (n111) METHOD: drawing from both research and audit data collected in an Higher Education Institution in London England, the paper presents the case for using web based technology to create a sustainable model for midwifery education. initial results indicate that it is both the low cost and positive student evaluations of web based interactive storytelling, which make this approach to preregistration midwifery education which suggests that this approach has significant potential for learning and teaching in midwifery education in diverse settings around the world. Or how about: global relevance? . Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. EFL LEARNERS’ READING LEARNING IN WEB BASED INSTRUCTION SETTING

    OpenAIRE

    Yusup Supriyono

    2018-01-01

    This research is aimed at exploring reading learning performed by English foreign language learners when Web based instruction is integrated into reading classroom. Teaching learning activity follows the steps:  orientation, discussion, material exploration, action, test, and reflection.  Two data collecting methods—journal and interview are administered to three students of the fourth semester of English Department in University of Siliwangi Tasikmalaya Indonesia after the selected individua...

  19. Usability Evaluation of a Web-Based Learning System

    Science.gov (United States)

    Nguyen, Thao

    2012-01-01

    The paper proposes a contingent, learner-centred usability evaluation method and a prototype tool of such systems. This is a new usability evaluation method for web-based learning systems using a set of empirically-supported usability factors and can be done effectively with limited resources. During the evaluation process, the method allows for…

  20. A Conceptual Framework for Web-Based Learning Design

    Science.gov (United States)

    Alomyan, Hesham

    2017-01-01

    The purpose of this paper is to provide a coherent framework to present the relationship between individual differences and web-based learning. Two individual difference factors have been identified for investigation within the present paper: Cognitive style and prior knowledge. The importance of individual differences is reviewed and previous…

  1. Towards the Sigma Online Learning Model for crowdsourced recommendations of good web-based learning resources

    OpenAIRE

    Aaberg, Robin Garen

    2016-01-01

    The web based learning resources is believed to be playing an active role in the learning environment of higher education today. This qualitative study is exploring how students at Bergen University College incorporate web-based learning resources in their learning activities. At the core of this research is the problem of retrieving good web-resources after their first discovery. Usefull and knowledge granting web-resources are discovered within a context of topics, objectives. It is here ar...

  2. PERANCANGAN WEB BASED LEARNING SEBAGAI MEDIA PEMBELAJARAN BERBASIS ICT

    Directory of Open Access Journals (Sweden)

    Ricky Firmansyah

    2016-09-01

    Full Text Available ABSTRACT The media is very important component of communication process. The effectiveness of media is very influential on extent to which a communication role will be accepted by the audience with fast and precise, or vice versa. E-Learning is present as ICT based learning media that allows students and teachers interact in different places. Web Based Learning (WBL is used as one part of the E-Learning. This study focuses on designing web-based ICT as a learning medium that is used for students and teacher interaction media that equipped with learning material in content form that will be delivered. Students can learn about learning materials that submitted by teachers through the website anytime and anywhere as long as internet access is available, including taking a test in accordance with the time specified by the teacher. Waterfall method is used as a system development method implemented using the server-side web programming scripting like PHP MySQL. After using the system, questionnaire survey conducted on students and teachers. The results from this study is 71% of the number of students who complete the survey claimed that the system is easy and fun to use and 68% of the number of teachers who complete the survey claimed that this system is very assist with their work, especially in managing test scores. Keywords: design, e-learni

  3. Comparing Efficiency of Web Based Learning Contents on Different Media

    Directory of Open Access Journals (Sweden)

    Julija Lapuh Bele

    2009-11-01

    Full Text Available The purpose of the research was to find out what kind of multimedia learning materials gave the most efficient and effective results with regards to learning time and knowledge gained. Different web based learning materials were used as regards presentation mode: static pictures, animations with online text and animations with narrated text. Although the research results showed that learners from WBL contents with static graphics learnt less time than learners from animations, we did not find significant differences in learning time between experimental groups. However, we proved significant differences between three experimental groups in terms of gained knowledge. The learners using learning materials with static graphics performed worse than learners using materials with animations. Furthermore, we did not prove significant differences in gained knowledge between groups that learnt from audio animations and the animations with online text.

  4. A Web-Based Learning Support System for Inquiry-Based Learning

    Science.gov (United States)

    Kim, Dong Won; Yao, Jingtao

    The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

  5. Mixed Reality Environment for Web-Based Laboratory Interactive Learning

    Directory of Open Access Journals (Sweden)

    A. I. Saleem

    2008-02-01

    Full Text Available This paper presents a web-based laboratory fordistance learners by incorporating simulation andhardware implementation into web-based e-learningsystems. It presents a development consisting of laboratorycourse through internet based on mixed reality technique tosetup, run and manipulateset of experiments. Eachexperiment has been designed in a way that allows thelearner to manipulate the components and check if it worksproperly in order to achieve the experiment objective. Theproposed laboratory e-learning tool has web-basedcomponents accessed by authorized users. Learners canacquire the necessary skills they need, while learning thetheory of the experiment and the basic characteristics ofeach component used in the experiment. Finally, a casestudy was conducted to show the feasibility and efficiencyof the proposed method.

  6. Innovation in preregistration midwifery education: Web based interactive storytelling learning.

    OpenAIRE

    Scamell, M.; Hanley, T.

    2017-01-01

    BACKGROUND: through a critical description of the implementation of a web based interactive storytelling learning activity introduced into an undergraduate, preregistration midwifery education programme, this paper will explore how low-cost, low-fidelity online storytelling, designed using Moodle, can be used to enhance students' understanding of compassion and empathy in practice.\\ud \\ud SAMPLE: cross sectional sample of first year undergraduate Midwifery students (n111)\\ud \\ud METHOD: drawi...

  7. Characteristics of the Web-Based Learning Environment in Distance Education: Students' Perceptions of Their Learning Needs

    Science.gov (United States)

    Atan, Hanafi; Rahman, Zuraidah; Idrus, Rozhan M.

    2004-01-01

    A study was conducted regarding students' perceptions on the characteristics of the learning requirements in a web-based learning environment. Various aspects of on-line learning were studied including the general web-based support system for the students, the learning materials, instructional strategies of the learning materials and the learning…

  8. Applying Adaptive Swarm Intelligence Technology with Structuration in Web-Based Collaborative Learning

    Science.gov (United States)

    Huang, Yueh-Min; Liu, Chien-Hung

    2009-01-01

    One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL)…

  9. Self Regulated Learning for Developing Nursing Skills via Web-Based

    Science.gov (United States)

    Razak, Rafiza Abdul; Hua, Khor Bee

    2013-01-01

    The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…

  10. Learning in Virtual Forest: A Forest Ecosystem in the Web-Based Learning Environment

    Science.gov (United States)

    Jussila, Terttu; Virtanen, Viivi

    2014-01-01

    Virtual Forest is a web-based, open-access learning environment about forests designed for primary-school pupils between the ages of 10 and 13 years. It is pedagogically designed to develop an understanding of ecology, to enhance conceptual development and to give a holistic view of forest ecosystems. Various learning tools, such as concept maps,…

  11. An Empirical Study of Instructor Adoption of Web-Based Learning Systems

    Science.gov (United States)

    Wang, Wei-Tsong; Wang, Chun-Chieh

    2009-01-01

    For years, web-based learning systems have been widely employed in both educational and non-educational institutions. Although web-based learning systems are emerging as a useful tool for facilitating teaching and learning activities, the number of users is not increasing as fast as expected. This study develops an integrated model of instructor…

  12. The Application of Carl Rogers' Person-Centered Learning Theory to Web-Based Instruction.

    Science.gov (United States)

    Miller, Christopher T.

    This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

  13. Improving Web-Based Student Learning Through Online Video Demonstrations

    Science.gov (United States)

    Miller, Scott; Redman, S.

    2010-01-01

    Students in online courses continue to lag their peers in comparable face-to-face (F2F) courses (Ury 2004, Slater & Jones 2004). A meta-study of web-based vs. classroom instruction by Sitzmann et al (2006) discovered that the degree of learner control positively influences the effectiveness of instruction: students do better when they are in control of their own learning. In particular, web-based courses are more effective when they incorporate a larger variety of instructional methods. To address this need, we developed a series of online videos to demonstrate various astronomical concepts and provided them to students enrolled in an online introductory astronomy course at Penn State University. We found that the online students performed worse than the F2F students on questions unrelated to the videos (t = -2.84), but that the online students who watched the videos performed better than the F2F students on related examination questions (t = 2.11). We also found that the online students who watched the videos performed significantly better than those who did not (t = 3.43). While the videos in general proved helpful, some videos were more helpful than others. We will discuss our thoughts on why this might be, and future plans to improve upon this study. These videos are freely available on iTunesU, YouTube, and Google Video.

  14. USING PCU-CAMEL, A WEB-BASED LEARNING ENVIRONMENT, IN EVALUATING TEACHING-LEARNING PROCESS

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    Arlinah Imam Rahardjo

    2008-01-01

    Full Text Available PCU-CAMEL (Petra Christian University-Computer Aided Mechanical Engineering Department Learning Environment has been developed to integrate the use of this web-based learning environment into the traditional, face-to-face setting of class activities. This integrated learning method is designed as an effort to enrich and improve the teaching-learning process at Petra Christian University. A study was conducted to introduce the use of PCU-CAMEL as a tool in evaluating teaching learning process. The study on this method of evaluation was conducted by using a case analysis on the integration of PCU-CAMEL to the traditional face-to-face meetings of LIS (Library Information System class at the Informatics Engineering Department of Petra Christian University. Students’ responses documented in some features of PCU-CAMEL were measured and analyzed to evaluate the effectiveness of this integrated system in developing intrinsic motivation of the LIS students of the first and second semester of 2004/2005 to learn. It is believed that intrinsic motivation can drive students to learn more. From the study conducted, it is concluded that besides its capability in developing intrinsic motivation, PCU-CAMEL as a web-based learning environment, can also serve as an effective tool for both students and instructors to evaluate the teaching-learning process. However, some weaknesses did exist in using this method of evaluating teaching-learning process. The free style and unstructured form of the documentation features of this web-based learning environment can lead to ineffective evaluation results

  15. Web-based Learning Modules using Research Data

    Science.gov (United States)

    Pilachowski, Catherine A.; Hamper, R.; Morris, F.

    2011-01-01

    Three web-based learning modules for introductory undergraduate astronomy courses are available at Indiana University Bloomington. The NovaSearch module allows students to view images of the core of the Andromeda Galaxy to discover novae and monitor their light curves. The Proper Pair module allows students to examine proper motion and parallax data from Hipparcos to determine if pairs of stars close together on the sky are true binary star systems. A third module, Astronomy in Color, allows students to produce color images using multi-wavelength data. The pedagogical goals of these curriculum materials are to teach that science is a process of discovery, not just a body of knowledge, to increase positive attitudes towards science by engaging students in discovery, and to motivate students towards pursuing STEM careers by giving students an opportunity to develop skills such as critical thinking, teamwork, and task focus that are important in any career path. The learning modules may be accessed at www.astro.indiana.edu/catyp/rbseu The development of these curriculum modules has been funded by the national Science Foundation through grant DUE-0618441.

  16. Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

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    Sanja Bauk

    2014-01-01

    Full Text Available Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dysfunctional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

  17. Project Management Methodology for the Development of M-Learning Web Based Applications

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    Adrian VISOIU

    2010-01-01

    Full Text Available M-learning web based applications are a particular case of web applications designed to be operated from mobile devices. Also, their purpose is to implement learning aspects. Project management of such applications takes into account the identified peculiarities. M-learning web based application characteristics are identified. M-learning functionality covers the needs of an educational process. Development is described taking into account the mobile web and its influences over the analysis, design, construction and testing phases. Activities building up a work breakdown structure for development of m-learning web based applications are presented. Project monitoring and control techniques are proposed. Resources required for projects are discussed.

  18. Can Interactive Web-Based CAD Tools Improve the Learning of Engineering Drawing? A Case Study

    Science.gov (United States)

    Pando Cerra, Pablo; Suárez González, Jesús M.; Busto Parra, Bernardo; Rodríguez Ortiz, Diana; Álvarez Peñín, Pedro I.

    2014-01-01

    Many current Web-based learning environments facilitate the theoretical teaching of a subject but this may not be sufficient for those disciplines that require a significant use of graphic mechanisms to resolve problems. This research study looks at the use of an environment that can help students learn engineering drawing with Web-based CAD…

  19. Development and Evaluation of Mechatronics Learning System in a Web-Based Environment

    Science.gov (United States)

    Shyr, Wen-Jye

    2011-01-01

    The development of remote laboratory suitable for the reinforcement of undergraduate level teaching of mechatronics is important. For the reason, a Web-based mechatronics learning system, called the RECOLAB (REmote COntrol LABoratory), for remote learning in engineering education has been developed in this study. The web-based environment is an…

  20. An Educational Data Mining Approach to Concept Map Construction for Web based Learning

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    Anal ACHARYA

    2017-01-01

    Full Text Available This aim of this article is to study the use of Educational Data Mining (EDM techniques in constructing concept maps for organizing knowledge in web based learning systems whereby studying their synergistic effects in enhancing learning. This article first provides a tutorial based introduction to EDM. The applicability of web based learning systems in enhancing the efficiency of EDM techniques in real time environment is investigated. Web based learning systems often use a tool for organizing knowledge. This article explores the use of one such tool called concept map for this purpose. The pioneering works by various researchers who proposed web based learning systems in personalized and collaborative environment in this arena are next presented. A set of parameters are proposed based on which personalized and collaborative learning applications may be generalized and their performances compared. It is found that personalized learning environment uses EDM techniques more exhaustively compared to collaborative learning for concept map construction in web based environment. This article can be used as a starting point for freshers who would like to use EDM techniques for concept map construction for web based learning purposes.

  1. Working with interpreters: an interactive Web-based learning module.

    Science.gov (United States)

    Kalet, Adina; Gany, Francesca; Senter, Lindsay

    2002-09-01

    Medical students are presented with unique challenges when they care for patients with limited English proficiency. Students must learn a complex set of skills needed to care for patients across cultural and language barriers and to understand the impact of their own attitudes and beliefs about caring for these patients. We developed and piloted a multimedia interactive Web-based module aimed at teaching students effective strategies for working with interpreters and diverse patient populations, and at raising their awareness of important legal, ethical, and cultural issues. First the learner completes a 37-multiple-choice-question (MCQ) pre-test that assesses attitudes, factual knowledge, and ability to analyze written clinical scenarios relevant to the module's content. Learners are then shown a series of professionally produced video vignettes, which reflect diverse patient populations, interpreters, and effectiveness of interpretation strategies (e.g., a Russian-speaking woman with chest pain whose daughter interprets, a medical student interpreting for a Chinese-speaking man using herbal medication, a Haitian woman told of an abnormal mammogram through a trained simultaneous interpreter). In each case, learners submit short answers to on-screen questions analyzing the effectiveness of the interpretation strategies demonstrated. Immediate feedback is given comparing student responses with those of experts. At any time during the module, the learners may view video commentary by legal, ethics, and cultural experts, or access a glossary and Web site links. Students conclude the module by again taking the MCQ test. A final screen compares their pre- and post-MCQ test responses and shows best answers, allowing them to assess their learning. The learners also complete a survey, providing personal cultural information and feedback on the module. All 160 first-year medical students completed the module and evaluated its effectiveness this year. On average, students

  2. A Web-based e-learning course: integration of pathophysiology into pharmacology.

    Science.gov (United States)

    Tse, Mimi M Y; Lo, Lisa W L

    2008-11-01

    The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.

  3. Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

    OpenAIRE

    Nilsson, Mikael; ?stergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

    2012-01-01

    Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, wi...

  4. Web-Based Reading Annotation System with an Attention-Based Self-Regulated Learning Mechanism for Promoting Reading Performance

    Science.gov (United States)

    Chen, Chih-Ming; Huang, Sheng-Hui

    2014-01-01

    Due to the rapid development of information technology, web-based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web-based learning environments, and self-regulated learning (SRL) is key to autonomic learning…

  5. Analysing a Web-Based E-Commerce Learning Community: A Case Study in Brazil.

    Science.gov (United States)

    Joia, Luiz Antonio

    2002-01-01

    Demonstrates the use of a Web-based participative virtual learning environment for graduate students in Brazil enrolled in an electronic commerce course in a Masters in Business Administration program. Discusses learning communities; computer-supported collaborative work and collaborative learning; influences on student participation; the role of…

  6. Investigating Learner Affective Performance in Web-Based Learning by Using Entrepreneurship as a Metaphor

    Science.gov (United States)

    Liu, Ming-Chou; Chi, Ming-Hsiao

    2012-01-01

    In the era of the Internet, factors which influence effective learning in a Web-based learning environment are well worth exploring. In addition to knowledge acquisition and skills training, affect is also an important factor, since successful learning requires excellent affective performance. Thus this study focuses on learners' affective…

  7. Spatial Visualization Learning in Engineering: Traditional Methods vs. a Web-Based Tool

    Science.gov (United States)

    Pedrosa, Carlos Melgosa; Barbero, Basilio Ramos; Miguel, Arturo Román

    2014-01-01

    This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which…

  8. When Creative Problem Solving Strategy Meets Web-Based Cooperative Learning Environment in Accounting Education

    Science.gov (United States)

    Cheng, Kai Wen

    2011-01-01

    Background: Facing highly competitive and changing environment, cultivating citizens with problem-solving attitudes is one critical vision of education. In brief, the importance of education is to cultivate students with practical abilities. Realizing the advantages of web-based cooperative learning (web-based CL) and creative problem solving…

  9. Effects of Locus of Control and Learner-Control on Web-Based Language Learning

    Science.gov (United States)

    Chang, Mei-Mei; Ho, Chiung-Mei

    2009-01-01

    The study explored the effects of students' locus of control and types of control over instruction on their self-efficacy and performance in a web-based language learning environment. A web-based interactive instructional program focusing on the comprehension of news articles for English language learners was developed in two versions: learner-…

  10. Web-Based Technology for Children with Learning Disabilities

    Science.gov (United States)

    Kumar, S. Praveen; Raja, B. William Dharma

    2010-01-01

    Individuals with special educational needs may face difficulties in acquiring basic skills needed for learning such as reading, spelling, writing, speaking, understanding, listening, thinking or arithmetic. The difficulties they face in the learning process have begun to attract serious attention throughout the globe. They suffer from severe…

  11. ATTITUDES OF STUDENTS TOWARDS LEARNING OBJECTS IN WEB-BASED LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Ahmet BASAL

    2012-01-01

    Full Text Available Language education is important in the rapidly changing world. Every year much effort has spent on preparing teaching materials for language education. Since positive attitudes of learners towards a teaching material enhance the effectiveness of that material, it is important to determine the attitudes of learners towards the material used. Learning objects (LOs are a new type of material on which many studies have been conducted in recent years. The aim of this study is to determine the attitudes of students towards LOs in web-based language learning. To this end, the study was conducted in English I Course at the Department of Computer Programming in Kırıkkale University in 2010-2011 Fall Semester. Seventy LOs appropriate for six-week long lecture program were integrated into the Learning Management System (LMS of Kırıkkale University. The study group consisted of 38 students. After the six weeks long implementation period of the study, an attitude scale was administered to the students. The findings indicated that students in web based language education have positive attitudes towards LOs.

  12. Pedagogy for teaching and learning cooperatively on the Web: a Web-based pharmacology course.

    Science.gov (United States)

    Tse, Mimi M Y; Pun, Sandra P Y; Chan, Moon Fai

    2007-02-01

    The Internet is becoming a preferred place to find information. Millions of people go online in the search of health and medical information. Likewise, the demand for Web-based courses grows. This article presents the development, utilization and evaluation of a web-based pharmacology course for nursing students. The course was developed based on 150 commonly used drugs. There were 110 year 1 nursing students took part in the course. After attending six hours face to face lecture of pharmacology over three weeks, students were invited to complete a questionnaire (pre-test) about learning pharmacology. The course materials were then uploaded to a WebCT for student's self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given the same questionnaire (post-test). There were a significant increase in the understanding compared with memorizing the subject content, the development of problem solving ability in learning pharmacology and becoming an independent learner (p ,0.05). Online quizzes yielded satisfactory results. In the focused group interview, students appreciated the time flexibility and convenience associated with web-based learning, also, they had made good suggestions in enhancing web-based learning. Web-based approach is promising for teaching and learning pharmacology for nurses and other health-care professionals.

  13. The relationships among nurses' job characteristics and attitudes toward web-based continuing learning.

    Science.gov (United States)

    Chiu, Yen-Lin; Tsai, Chin-Chung; Fan Chiang, Chih-Yun

    2013-04-01

    The purpose of this study was to explore the relationships between job characteristics (job demands, job control and social support) and nurses' attitudes toward web-based continuing learning. A total of 221 in-service nurses from hospitals in Taiwan were surveyed. The Attitudes toward Web-based Continuing Learning Survey (AWCL) was employed as the outcome variables, and the Chinese version Job Characteristic Questionnaire (C-JCQ) was administered to assess the predictors for explaining the nurses' attitudes toward web-based continuing learning. To examine the relationships among these variables, hierarchical regression was conducted. The results of the regression analysis revealed that job control and social support positively associated with nurses' attitudes toward web-based continuing learning. However, the relationship of job demands to such learning was not significant. Moreover, a significant demands×job control interaction was found, but the job demands×social support interaction had no significant relationships with attitudes toward web-based continuing learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  14. Design Principles of an Open Agent Architecture for Web-Based Learning Community.

    Science.gov (United States)

    Jin, Qun; Ma, Jianhua; Huang, Runhe; Shih, Timothy K.

    A Web-based learning community involves much more than putting learning materials into a Web site. It can be seen as a complex virtual organization involved with people, facilities, and cyber-environment. Tremendous work and manpower for maintaining, upgrading, and managing facilities and the cyber-environment are required. There is presented an…

  15. Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited

    Science.gov (United States)

    Kay, Robin

    2013-01-01

    Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) on middle (n = 333)

  16. Web-Based Learning Materials for Higher Education: The MERLOT Repository

    Science.gov (United States)

    Orhun, Emrah

    2004-01-01

    MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a web-based open resource designed primarily for faculty and students in higher education. The resources in MERLOT include over 8,000 learning materials and support materials from a wide variety of disciplines that can be integrated within the context of a larger course.…

  17. Decreasing Cognitive Load for Learners: Strategy of Web-Based Foreign Language Learning

    Science.gov (United States)

    Zhang, Jianfeng

    2013-01-01

    Cognitive load is one of the important factors that influence the effectiveness and efficiency of web-based foreign language learning. Cognitive load theory assumes that human's cognitive capacity in working memory is limited and if it overloads, learning will be hampered, so that high level of cognitive load can affect the performance of learning…

  18. Virtual communities of practice in web-based second language learning

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2013-01-01

    in communities of practice and of situated and collaborative learning have deeply inspired educators and teachers and, to a certain degree, become the theoretical and practical framework for developing web-based learning platforms, while findings from this research indicate that students perceive e...

  19. Elementary School Teachers' Motivation toward Web-Based Professional Development, and the Relationship with Internet Self-Efficacy and Belief about Web-Based Learning

    Science.gov (United States)

    Kao, Chia-Pin; Wu, Ying-Tien; Tsai, Chin-Chung

    2011-01-01

    This study was conducted to explore the relationships between teachers' motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers' Internet self-efficacy and behavioral beliefs about…

  20. Teachers' Attitudes toward Web-Based Professional Development, with Relation to Internet Self-Efficacy and Beliefs about Web-Based Learning

    Science.gov (United States)

    Kao, Chia-Pin; Tsai, Chin-Chung

    2009-01-01

    This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy…

  1. Feedback authoring possibilities in web-based learning systems

    NARCIS (Netherlands)

    Vasilyeva, E.; De Bra, P.M.E.; Pechenizkiy, M.; Bonk, C.J.; et al., xx

    2008-01-01

    This paper surveys and analyses the feedback authoring possibilities in online assessment modules of the most popular Learning Management Systems (LMS) including Moodle, Sakai, and Blackboard. We consider the problem of authoring and support of tailored and personalized feedback and demonstrate how

  2. Web-Based, Active Learning Experiences for Biology Students.

    Science.gov (United States)

    Skinner, Kerri M.; Hoback, W. Wyatt

    2003-01-01

    Presents a website that addresses concepts that form a foundation for understanding ecology, pest management, and environmental ethics. Key features of the website include its self-contained, non-linear design; a learning environment that allows students to test ideas without penalty; real-world examples; and built-in assessment tools that…

  3. Firefighter Math - a web-based learning tool

    Science.gov (United States)

    Dan Jimenez

    2010-01-01

    Firefighter Math is a web based interactive resource that was developed to help prepare wildland fire personnel for math based training courses. The website can also be used as a refresher for fire calculations including slope, flame length, relative humidity, flow rates, unit conversion, etc. The website is designed to start with basic math refresher skills and...

  4. QUEST: An Assessment Tool for Web-Based Learning.

    Science.gov (United States)

    Choren, Ricardo; Blois, Marcelo; Fuks, Hugo

    In 1997, the Software Engineering Laboratory at Pontifical Catholic University of Rio de Janeiro (Brazil) implemented the first version of AulaNet (TM) a World Wide Web-based educational environment. Some of the teaching staff will use this environment in 1998 to offer regular term disciplines through the Web. This paper introduces Quest, a tool…

  5. Students' Satisfaction and Perceived Learning with a Web-based Course

    Directory of Open Access Journals (Sweden)

    Derek Holton

    2003-01-01

    Full Text Available This paper describes a study, which explored students' responses and reactions to a Web-based tertiary statistics course supporting problem-based learning. The study was undertaken among postgraduate students in a Malaysian university. The findings revealed that the majority of the students were satisfied with their learning experience and achieved comparable learning outcomes to students in the face-to-face version of the course. Students appreciated the flexibility of anytime, anywhere learning. The majority of the students was motivated to learn and had adequate technical support to complete the course. Improvement in computer skills was an incidental learning outcome from the course. The student-student and student-teacher communication was satisfactory but a few students felt isolated learning in the Web environment. These students expressed a need for some face-to-face lectures. While the majority of the students saw value in learning in a problem-based setting, around a third of the students expressed no opinion on, or were dissatisfied with, the problem-based environment. They were satisfied with the group facilitators and learning materials but were unhappy with the group dynamics. Some of the students felt unable to contribute to or learn from the asynchronous Web-based conferences using problem-based approach. Some of the students were not punctual and were not prepared to take part in the Web-based conferences. The findings have suggested a need to explicitly design an organising strategy in the asynchronous Web-based conferences using problem-based approach to aid students in completing the problem-based learning process.

  6. Effects of a Web-based course on nursing skills and knowledge learning.

    Science.gov (United States)

    Lu, Der-Fa; Lin, Zu-Chun; Li, Yun-Ju

    2009-02-01

    The purpose of the study was to assess the effectiveness of supplementing traditional classroom teaching with Web-based learning design when teaching intramuscular injection nursing skills. Four clusters of nursing students at a junior college in eastern Taiwan were randomly assigned to experimental and control groups. A total of 147 students (80 in the experimental group, 67 in the control group) completed the study. All participants received the same classroom lectures and skill demonstration. The experimental group interacted using a Web-based course and were able to view the content on demand. The students and instructor interacted via a chatroom, the bulletin board, and e-mail. Participants in the experimental group had significantly higher scores on both intramuscular injection knowledge and skill learning. A Web-based design can be an effective supplementing learning tool for teaching nursing knowledge and skills.

  7. Development of a web-based learning medium on mechanism of labour for nursing students.

    Science.gov (United States)

    Gerdprasert, Sailom; Pruksacheva, Tassanee; Panijpan, Bhinyo; Ruenwongsa, Pintip

    2010-07-01

    This study aimed to develop a web-based learning media on the process and mechanism of labour for the third-year university nursing and midwifery students. This media was developed based on integrating principles of the mechanism of labour with the 5Es inquiry cycle and interactive features of information technology. In this study, the web-based learning unit was used to supplement the conventional lecture as in the traditional teaching. Students' achievements were assessed by using the pre- and post-test on factual knowledge and semi-structured interviews on attitude to the unit. Supplementation with this learning unit made learning significantly more effective than the traditional lecture by itself. The students also showed positive attitude toward the learning unit. Copyright 2009 Elsevier Ltd. All rights reserved.

  8. Data Warehousing for Improving Web-based Learning Sites

    Directory of Open Access Journals (Sweden)

    F. Araque

    2007-12-01

    Full Text Available The use of Data Warehouses (DW in e-learningapplications is very helpful in assessing the students fromdifferent points of view. We can take advantage of the use ofa computer based system to get information difficult tomeasure in traditional education. Moreover, a DW systemhelps us to enhance the personalization and contentdistribution. Depending on the user behaviour we canmodify the content or the appearance of the e-learningplatform to achieve the best results. In this paper we presentour work related to the use of integrated DW as part of thee-learning application to help teachers and administrator inthe decision-making process.

  9. Web-based e-learning and virtual lab of human-artificial immune system.

    Science.gov (United States)

    Gong, Tao; Ding, Yongsheng; Xiong, Qin

    2014-05-01

    Human immune system is as important in keeping the body healthy as the brain in supporting the intelligence. However, the traditional models of the human immune system are built on the mathematics equations, which are not easy for students to understand. To help the students to understand the immune systems, a web-based e-learning approach with virtual lab is designed for the intelligent system control course by using new intelligent educational technology. Comparing the traditional graduate educational model within the classroom, the web-based e-learning with the virtual lab shows the higher inspiration in guiding the graduate students to think independently and innovatively, as the students said. It has been found that this web-based immune e-learning system with the online virtual lab is useful for teaching the graduate students to understand the immune systems in an easier way and design their simulations more creatively and cooperatively. The teaching practice shows that the optimum web-based e-learning system can be used to increase the learning effectiveness of the students.

  10. Effective collaborative learning in biomedical education using a web-based infrastructure.

    Science.gov (United States)

    Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

    2012-01-01

    This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.

  11. An Interactive Web-based Learning System for Assisting Machining Technology Education

    Directory of Open Access Journals (Sweden)

    Min Jou

    2008-05-01

    Full Text Available The key technique of manufacturing methods is machining. The degree of technique of machining directly affects the quality of the product. Therefore, the machining technique is of primary importance in promoting student practice ability during the training process. Currently, practical training is applied in shop floor to discipline student’s practice ability. Much time and cost are used to teach these techniques. Particularly, computerized machines are continuously increasing in use. The development of educating engineers on computerized machines becomes much more difficult than with traditional machines. This is because of the limitation of the extremely expensive cost of teaching. The quality and quantity of teaching cannot always be promoted in this respect. The traditional teaching methods can not respond well to the needs of the future. Therefore, this research aims to the following topics; (1.Propose the teaching strategies for the students to learning machining processing planning through web-based learning system. (2.Establish on-line teaching material for the computer-aided manufacturing courses including CNC coding method, CNC simulation. (3.Develop the virtual machining laboratory to bring the machining practical training to web-based learning system. (4.Integrate multi-media and virtual laboratory in the developed e-learning web-based system to enhance the effectiveness of machining education through web-based system.

  12. Antecedents of Continued Usage Intentions of Web-Based Learning Management System in Tanzania

    Science.gov (United States)

    Lwoga, Edda Tandi; Komba, Mercy

    2015-01-01

    Purpose: The purpose of this paper is to examine factors that predict students' continued usage intention of web-based learning management systems (LMS) in Tanzania, with a specific focus on the School of Business of Mzumbe University. Specifically, the study investigated major predictors of actual usage and continued usage intentions of…

  13. Designing an Adaptive Web-Based Learning System Based on Students' Cognitive Styles Identified Online

    Science.gov (United States)

    Lo, Jia-Jiunn; Chan, Ya-Chen; Yeh, Shiou-Wen

    2012-01-01

    This study developed an adaptive web-based learning system focusing on students' cognitive styles. The system is composed of a student model and an adaptation model. It collected students' browsing behaviors to update the student model for unobtrusively identifying student cognitive styles through a multi-layer feed-forward neural network (MLFF).…

  14. ELLIPS: providing web-based language learning for Higher Education in the Netherlands

    NARCIS (Netherlands)

    Corda, A.; Jager, S.

    2004-01-01

    This paper presents the overall considerations and pedagogical approach which were at the basis of the development of an innovative web-based CALL application, Ellips (Electronic Language Learning Interactive Practising System). It describes the program’s most salient features, illustrating in

  15. Critical Success Factors for Adoption of Web-Based Learning Management Systems in Tanzania

    Science.gov (United States)

    Lwoga, Edda Tandi

    2014-01-01

    This paper examines factors that predict students' continual usage intention of web-based learning content management systems in Tanzania, with a specific focus at Muhimbili University of Health and Allied Science (MUHAS). This study sent a questionnaire surveys to 408 first year undergraduate students, with a rate of return of 66.7. This study…

  16. Listening Strategy Use and Influential Factors in Web-Based Computer Assisted Language Learning

    Science.gov (United States)

    Chen, L.; Zhang, R.; Liu, C.

    2014-01-01

    This study investigates second and foreign language (L2) learners' listening strategy use and factors that influence their strategy use in a Web-based computer assisted language learning (CALL) system. A strategy inventory, a factor questionnaire and a standardized listening test were used to collect data from a group of 82 Chinese students…

  17. The Sustainable Mobility Learning Laboratory: Interactive Web-Based Education on Transportation and the Environment

    Science.gov (United States)

    Schweitzer, Lisa A.; Marr, Linsey C.; Linford, John C.; Darby, Mary Ashburn

    2008-01-01

    The transportation field has for many years been dominated by engineers and other technical specialists. This article describes the Sustainable Mobility Learning Lab (SMLL), a Web-based tool designed to support classroom and university outreach activities to help initiate a more inclusive, nontechnical discussion about the role of transportation…

  18. Usage, attitudes and workload implications for a Web-based learning environment

    NARCIS (Netherlands)

    Collis, Betty; Messing, John

    2001-01-01

    At the University of Twente, a locally developed Web-based learning environment called the TeleTOP system is being implemented throughout the university after being first developed and used in the Faculty of Educational Science and Technology, followed by use in the Department of Telematics.

  19. Effects of Web-Based Interactive Modules on Engineering Students' Learning Motivations

    Science.gov (United States)

    Bai, Haiyan; Aman, Amjad; Xu, Yunjun; Orlovskaya, Nina; Zhou, Mingming

    2016-01-01

    The purpose of this study is to assess the impact of a newly developed modules, Interactive Web-Based Visualization Tools for Gluing Undergraduate Fuel Cell Systems Courses system (IGLU), on learning motivations of engineering students using two samples (n[subscript 1] = 144 and n[subscript 2] = 135) from senior engineering classes. The…

  20. D4 S4: A Four Dimensions Instructional Strategy for Web-based and Blended Learning

    Directory of Open Access Journals (Sweden)

    Hamdy A. ABDELAZIZ,

    2012-08-01

    Full Text Available Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for teaching and learning through the Web and blended learning environments. The central theme of this strategy is that instructional strategies give instructors and students a conceptual as well as a practical mode of delivery from which to teach and learn. Considering and applying new instructional strategy can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge that can be adapted and/or adopted in teaching in all educational levels and environments. The main objective of this paper was to develop a holonomic instructional strategy for Web-based and blended learning. This strategy is guided by the non-linear and interactive features of learning environments. The strategy is consisted of four dimensions: designing, developing, delving and distributing. In this new instructional strategy, learning is holonomic and adaptive. Learning occurs in an open learning environment, in which instructors are designing a shared vision, developing a sharable e-learning task, delving students’ learning through scaffolding and salvaging students’ knowledge. The expected outcome of this instructional strategy is that each learner will develop a cognitive schema to be used to organize and construct knowledge and meaning in similar context of learning which may increase the generalizability, trustworthiness and transferability of learning. The results of applying this new strategy showed that this strategy is effective on developing both achievement and deep learning levels among a sample of graduate students.

  1. Impact of Web Based Learning on EFL: Using On-Line Discussion Forum (ODF) to Enhance Students' Writing Skill

    Science.gov (United States)

    Akmal

    2017-01-01

    Web based learning is considered as a breakthrough in the teaching of writing skill to the pre-service teachers at University of PGRI Semarang, Indonesia. The students should write argumentative, persuasive, and descriptive essays. This research offers significant contribution in term of the impact of web based learning on writing skill of English…

  2. Learning from the Pros: Influence of Web-Based Expert Commentary on Vicarious Learning about Financial Markets

    Science.gov (United States)

    Ford, Matthew W.; Kent, Daniel W.; Devoto, Steven

    2007-01-01

    Web-based financial commentary, in which experts routinely express market-related thought processes, is proposed as a means for college students to learn vicariously about financial markets. Undergraduate business school students from a regional university were exposed to expert market commentary from a single financial Web site for a 6-week…

  3. Applying Web-Based Co-Regulated Learning to Develop Students' Learning and Involvement in a Blended Computing Course

    Science.gov (United States)

    Tsai, Chia-Wen

    2015-01-01

    This research investigated, via quasi-experiments, the effects of web-based co-regulated learning (CRL) on developing students' computing skills. Two classes of 68 undergraduates in a one-semester course titled "Applied Information Technology: Data Processing" were chosen for this research. The first class (CRL group, n = 38) received…

  4. Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

    Directory of Open Access Journals (Sweden)

    Nilsson Mikael

    2012-01-01

    Full Text Available Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training, was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. Results 93 (76% out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59% were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96. Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Conclusion Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical

  5. Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

    Science.gov (United States)

    Nilsson, Mikael; Östergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

    2012-01-16

    The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.

  6. Creating an interactive Web-based e-learning course: a practical introduction for radiologists.

    Science.gov (United States)

    Hoa, Denis; Micheau, Antoine; Gahide, Gerald

    2006-01-01

    With the development of e-learning and its ability to provide rich animated content rapidly to a wide audience, new methods for teaching medical imaging have evolved. E-learning tools allow building of learner-focused structured courses. Standards such as shareable content object reference model (SCORM) or Aviation Industry Computer-based Training Committee (AICC) guidelines and recommendations provide the framework required to combine text, images, videos, animations, and quizzes for learning assessment, even if each of these elements is created with different software. The main features to consider when choosing a learning management system are content management, assessment and reporting tools, customization options, course delivery, administration, and security. The tools for building a Web-based course with pages containing text, images, videos, and Flash animations are now accessible to any radiologist. Open-source learning management systems and content authoring software are available at no cost. The authors developed e-MRI.com, a free Web-based e-learning course with interactive animations and simulations, self-tests, and clinical cases to demonstrate the potential of the latest advances in e-learning and pedagogy applied to magnetic resonance imaging physics.

  7. Using an improved association rules mining optimization algorithm in web-based mobile-learning system

    Science.gov (United States)

    Huang, Yin; Chen, Jianhua; Xiong, Shaojun

    2009-07-01

    Mobile-Learning (M-learning) makes many learners get the advantages of both traditional learning and E-learning. Currently, Web-based Mobile-Learning Systems have created many new ways and defined new relationships between educators and learners. Association rule mining is one of the most important fields in data mining and knowledge discovery in databases. Rules explosion is a serious problem which causes great concerns, as conventional mining algorithms often produce too many rules for decision makers to digest. Since Web-based Mobile-Learning System collects vast amounts of student profile data, data mining and knowledge discovery techniques can be applied to find interesting relationships between attributes of learners, assessments, the solution strategies adopted by learners and so on. Therefore ,this paper focus on a new data-mining algorithm, combined with the advantages of genetic algorithm and simulated annealing algorithm , called ARGSA(Association rules based on an improved Genetic Simulated Annealing Algorithm), to mine the association rules. This paper first takes advantage of the Parallel Genetic Algorithm and Simulated Algorithm designed specifically for discovering association rules. Moreover, the analysis and experiment are also made to show the proposed method is superior to the Apriori algorithm in this Mobile-Learning system.

  8. eLearning in education and advanced training in neuroradiology: introduction of a web-based teaching and learning application.

    Science.gov (United States)

    Zajaczek, J E W; Götz, F; Kupka, T; Behrends, M; Haubitz, B; Donnerstag, F; Rodt, T; Walter, G F; Matthies, H K; Becker, H

    2006-09-01

    New information technologies offer the possibility of major improvements in the professional education and advanced training of physicians. The web-based, multimedia teaching and learning application Schoolbook has been created and utilized for neuroradiology. Schoolbook is technically based as a content management system and is realized in a LAMP environment. The content is generated with the help of the developed system and stored in a database. The layout is defined by a PHP application, and the webpages are generated from the system. Schoolbook is realized as an authoring tool so that it can be integrated into daily practice. This enables the teacher to autonomously process the content into the web-based application which is used for lectures, seminars and self-study. A multimedia case library is the central building block of Schoolbook for neuroradiology, whereby the learner is provided with original diagnostic and therapeutic data from numerous individual cases. The user can put individual emphasis on key learning points as there are various ways to work with the case histories. Besides the case-based way of teaching and learning, a systematically structured way of dealing with the content is available. eLearning offers various opportunities for teaching and learning in academic and scientific as well as in economic contexts. Web-based applications such as Schoolbook may be beneficial not only for basic university education but also for the realization of international educational programmes such as the European Master of Medical Science with a major in neuroradiology.

  9. eLearning in education and advanced training in neuroradiology: introduction of a web-based teaching and learning application

    Energy Technology Data Exchange (ETDEWEB)

    Zajaczek, J.E.W. [Hannover Medical School, Department of Neuroradiology (OE 8210), Hannover (Germany); Hannover Medical School, Department of Medical Informatics, Hannover (Germany); Goetz, F.; Haubitz, B.; Donnerstag, F.; Becker, H. [Hannover Medical School, Department of Neuroradiology (OE 8210), Hannover (Germany); Kupka, T.; Behrends, M.; Matthies, H.K. [Hannover Medical School, Department of Medical Informatics, Hannover (Germany); Rodt, T. [Hannover Medical School, Department of Neurosurgery, Hannover (Germany); Walter, G.F. [Medical University of Graz, Graz (Austria)

    2006-09-15

    New information technologies offer the possibility of major improvements in the professional education and advanced training of physicians. The web-based, multimedia teaching and learning application Schoolbook has been created and utilized for neuroradiology. Schoolbook is technically based as a content management system and is realized in a LAMP environment. The content is generated with the help of the developed system and stored in a database. The layout is defined by a PHP application, and the webpages are generated from the system. Schoolbook is realized as an authoring tool so that it can be integrated into daily practice. This enables the teacher to autonomously process the content into the web-based application which is used for lectures, seminars and self-study. A multimedia case library is the central building block of Schoolbook for neuroradiology, whereby the learner is provided with original diagnostic and therapeutic data from numerous individual cases. The user can put individual emphasis on key learning points as there are various ways to work with the case histories. Besides the case-based way of teaching and learning, a systematically structured way of dealing with the content is available. eLearning offers various opportunities for teaching and learning in academic and scientific as well as in economic contexts. Web-based applications such as Schoolbook may be beneficial not only for basic university education but also for the realization of international educational programmes such as the European Master of Medical Science with a major in neuroradiology. (orig.)

  10. eLearning in education and advanced training in neuroradiology: introduction of a web-based teaching and learning application

    International Nuclear Information System (INIS)

    Zajaczek, J.E.W.; Goetz, F.; Haubitz, B.; Donnerstag, F.; Becker, H.; Kupka, T.; Behrends, M.; Matthies, H.K.; Rodt, T.; Walter, G.F.

    2006-01-01

    New information technologies offer the possibility of major improvements in the professional education and advanced training of physicians. The web-based, multimedia teaching and learning application Schoolbook has been created and utilized for neuroradiology. Schoolbook is technically based as a content management system and is realized in a LAMP environment. The content is generated with the help of the developed system and stored in a database. The layout is defined by a PHP application, and the webpages are generated from the system. Schoolbook is realized as an authoring tool so that it can be integrated into daily practice. This enables the teacher to autonomously process the content into the web-based application which is used for lectures, seminars and self-study. A multimedia case library is the central building block of Schoolbook for neuroradiology, whereby the learner is provided with original diagnostic and therapeutic data from numerous individual cases. The user can put individual emphasis on key learning points as there are various ways to work with the case histories. Besides the case-based way of teaching and learning, a systematically structured way of dealing with the content is available. eLearning offers various opportunities for teaching and learning in academic and scientific as well as in economic contexts. Web-based applications such as Schoolbook may be beneficial not only for basic university education but also for the realization of international educational programmes such as the European Master of Medical Science with a major in neuroradiology. (orig.)

  11. A descriptive study of registered nurses' experiences with web-based learning.

    Science.gov (United States)

    Atack, Lynda; Rankin, James

    2002-11-01

    To describe the experiences of registered nurses (RNs) who enrolled in a web-based course from either their home or the workplace. In order to maintain competency in rapidly changing health care systems, and meet the challenge of overcoming traditional barriers to continuing education, RNs need access to innovative educational delivery methods. As yet, little is known about the web-based learners' experience, particularly when courses are accessed from the nursing practice setting. The article focuses on the results from questionnaires conducted with 57 RNs enrolled in a web-based, postdiploma course. These findings emanate from a larger study using survey method and focus group interviews. Nurses' experiences were measured using the Online Learner Support Instrument which was developed and tested for use in the study. Most nurses found the course highly satisfactory. Not all experiences were positive however, and a number of challenges were faced. Access to the course from home was reported as very satisfactory for the majority, while work users encountered a number of serious barriers such as insufficient time and limited computer access. The RNs made significant gains in their learning with e-mail, Internet, keyboarding and word processing skills during the 16-week course. Lack of computer skills, erroneous perceptions of course workload and inadequate preparation for web learning were largely responsible for the majority of withdrawals. Web-based learning can be an effective mode of delivery for nursing education. Advance preparation by educational institutions, employers and prospective students is essential. Teachers, peers, technology, course design and the learning environment are key variables that influence the learners' experience and success.

  12. Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

    OpenAIRE

    Woo, Karen; Gosper, Maree; McNeill, Margot; Preston, Greg; Green, David; Phillips, Rob

    2008-01-01

    Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students ...

  13. Web-Based Evaluation System to Measure Learning Effectiveness in Kampo Medicine

    Directory of Open Access Journals (Sweden)

    Norio Iizuka

    2016-01-01

    Full Text Available Measuring the learning effectiveness of Kampo Medicine (KM education is challenging. The aim of this study was to develop a web-based test to measure the learning effectiveness of KM education among medical students (MSs. We used an open-source Moodle platform to test 30 multiple-choice questions classified into 8-type fields (eight basic concepts of KM including “qi-blood-fluid” and “five-element” theories, on 117 fourth-year MSs. The mean (±standard deviation [SD] score on the web-based test was 30.2±11.9 (/100. The correct answer rate ranged from 17% to 36%. A pattern-based portfolio enabled these rates to be individualized in terms of KM proficiency. MSs with scores higher (n=19 or lower (n=14 than mean ± 1SD were defined as high or low achievers, respectively. Cluster analysis using the correct answer rates for the 8-type field questions revealed clear divisions between high and low achievers. Interestingly, each high achiever had a different proficiency pattern. In contrast, three major clusters were evident among low achievers, all of whom responded with a low percentage of or no correct answers. In addition, a combination of three questions accurately classified high and low achievers. These findings suggest that our web-based test allows individual quantitative assessment of the learning effectiveness of KM education among MSs.

  14. Maximum Spanning Tree Model on Personalized Web Based Collaborative Learning in Web 3.0

    OpenAIRE

    Padma, S.; Seshasaayee, Ananthi

    2012-01-01

    Web 3.0 is an evolving extension of the current web environme bnt. Information in web 3.0 can be collaborated and communicated when queried. Web 3.0 architecture provides an excellent learning experience to the students. Web 3.0 is 3D, media centric and semantic. Web based learning has been on high in recent days. Web 3.0 has intelligent agents as tutors to collect and disseminate the answers to the queries by the students. Completely Interactive learner's query determine the customization of...

  15. An Adaptive Web-Based Learning Environment for the Application of Remote Sensing in Schools

    Science.gov (United States)

    Wolf, N.; Fuchsgruber, V.; Riembauer, G.; Siegmund, A.

    2016-06-01

    Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers' know-how and education materials that align with the curricula. In the project "Space4Geography" a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software "BLIF" equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module "Deforestation of the rainforest in Brasil".

  16. Development of Web-Based Learning Environment Model to Enhance Cognitive Skills for Undergraduate Students in the Field of Electrical Engineering

    Science.gov (United States)

    Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

    2015-01-01

    This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment…

  17. A Coupled User Clustering Algorithm Based on Mixed Data for Web-Based Learning Systems

    Directory of Open Access Journals (Sweden)

    Ke Niu

    2015-01-01

    Full Text Available In traditional Web-based learning systems, due to insufficient learning behaviors analysis and personalized study guides, a few user clustering algorithms are introduced. While analyzing the behaviors with these algorithms, researchers generally focus on continuous data but easily neglect discrete data, each of which is generated from online learning actions. Moreover, there are implicit coupled interactions among the data but are frequently ignored in the introduced algorithms. Therefore, a mass of significant information which can positively affect clustering accuracy is neglected. To solve the above issues, we proposed a coupled user clustering algorithm for Wed-based learning systems by taking into account both discrete and continuous data, as well as intracoupled and intercoupled interactions of the data. The experiment result in this paper demonstrates the outperformance of the proposed algorithm.

  18. Using a Metro Map Metaphor for organizing Web-based learning resources

    DEFF Research Database (Denmark)

    Grønbæk, Kaj; Bang, Tove; Hansen, Per Steen

    2002-01-01

    This paper briefly describes the WebNize system and how it applies a Metro Map metaphor for organizing guided tours in Web based resources. Then, experiences in using the Metro Map based tours in a Knowledge Sharing project at the library at Aarhus School of Business (ASB) in Denmark, are discussed...... is to create models for Intelligent Knowledge Solutions that can contribute to form the learning environments of the School in the 21st century. The WebNize system is used for sharing of knowledge through metro maps for specific subject areas made available in the Learning Resource Centre at ASB. The metro....... The Library has been involved in establishing a Learning Resource Center (LRC). The LRC serves as an exploratorium for the development and the testing of new forms of communication and learning, at the same time as it integrates the information resources of the electronic research library. The objective...

  19. Cardiac e-learning: Development of a web-based implantable cardioverter defibrillator educational system.

    Science.gov (United States)

    Hickey, Kathleen T; Johnson, Mary P; Biviano, Angelo; Aboelela, Sally; Thomas, Tami; Bakken, Suzanne; Garan, Hasan; Zimmerman, John L; Whang, William

    2011-04-01

    The objective of this study was to design a Web-based implantable cardioverter defibrillator (ICD) module that would allow greater access to learning which could occur at an individual's convenience outside the fast-paced clinical environment. A Web-based ICD software educational program was developed to provide general knowledge of the function of the ICD and the interpretation of the stored electrocardiograms. This learning tool could be accessed at any time via the Columbia University Internet server, using a unique, password protected login. A series of basic and advanced ICD terms were presented using actual ICD screenshots and videos that simulated scenarios the practitioner would most commonly encounter in the fast-paced clinical setting. To determine the usefulness of the site and improve the module, practitioners were asked to complete a brief (less than 5 min) online survey at the end of the module. Twenty-six practitioners have logged into our Web site: 20 nurses/nurse practitioners, four cardiac fellows, and two other practitioners. The majority of respondents rated the program as easy to use and useful. The success of this module has led to it becoming part of the training for student nurse practitioners before a clinical electrophysiology rotation, and the module is accessed by our cardiac entry level fellows before a rotation in the intensive care unit or electrophysiology service. Remote electronic arrhythmia learning is a successful example of the melding of technology and education to enhance clinical learning.

  20. Using an Interactive Web-Based Learning NMR Spectroscopy as a Means to Improve Problem Solving Skills for Undergraduates

    International Nuclear Information System (INIS)

    Supasorn, Saksri; Vibuljun, Sunantha; Panijpan, Bhinyo; Rajviroongit, Shuleewan

    2005-10-01

    An Interactive Web-Based Learning NMR Spectroscopy course is developed to improve and facilitate student ' s learning as well as achievement of learning objectives in the concepts of multiplicity, chemical shift, and problem solving. This web-based learning course is emphasized on NMR problem solving, therefore, the concepts of multiplicity and chemical shift, basic concepts for practice problem solving, are also emphasized. Most of animations and pictures in this web-based learning are new created and simplified to explain processes and principles in NMR spectroscopy. With meaningful animations and pictures, simplified English language used, step-by-step problem solving, and interactive test, it can be self-learning web site and best on the student ' s convenience

  1. Interactive Learning Environment: Web-based Virtual Hydrological Simulation System using Augmented and Immersive Reality

    Science.gov (United States)

    Demir, I.

    2014-12-01

    Recent developments in internet technologies make it possible to manage and visualize large data on the web. Novel visualization techniques and interactive user interfaces allow users to create realistic environments, and interact with data to gain insight from simulations and environmental observations. The hydrological simulation system is a web-based 3D interactive learning environment for teaching hydrological processes and concepts. The simulation systems provides a visually striking platform with realistic terrain information, and water simulation. Students can create or load predefined scenarios, control environmental parameters, and evaluate environmental mitigation alternatives. The web-based simulation system provides an environment for students to learn about the hydrological processes (e.g. flooding and flood damage), and effects of development and human activity in the floodplain. The system utilizes latest web technologies and graphics processing unit (GPU) for water simulation and object collisions on the terrain. Users can access the system in three visualization modes including virtual reality, augmented reality, and immersive reality using heads-up display. The system provides various scenarios customized to fit the age and education level of various users. This presentation provides an overview of the web-based flood simulation system, and demonstrates the capabilities of the system for various visualization and interaction modes.

  2. Construction of Multimedia Courseware and Web-based E-Learning Courses of "Biomedical Materials".

    Science.gov (United States)

    Xiaoying, Lu; Jian, He; Tian, Qin; Dongxu, Jiang; Wei, Chen

    2005-01-01

    In order to reform the traditional teaching methodology and to improve the teaching effect, we developed new teaching system for course "Biomedical Materials" in our university by the support of the computer technique and Internet. The new teaching system includes the construction of the multimedia courseware and web-based e-learning courses. More than 2000 PowerPoint slides have been designed and optimized and flash movies for several capitals are included. On the basis of this multimedia courseware, a web-based educational environment has been established further, which includes course contents, introduction of the teacher, courseware download, study forum, sitemap of the web, and relative link. The multimedia courseware has been introduced in the class teaching for "Biomedical Materials" for 6 years and a good teaching effect has been obtained. The web-based e-learning courses have been constructed for two years and proved that they are helpful for the students by their preparing and reviewing the teaching contents before and after the class teaching.

  3. Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

    Science.gov (United States)

    Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

    2014-05-01

    We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the

  4. Integration of Problem-Based Learning and Web-Based Multimedia to Enhance Soil Management Course

    Science.gov (United States)

    Strivelli, R.; Krzic, M.; Crowley, C.; Dyanatkar, S.; Bomke, A.; Simard, S.; Grand, S.

    2012-04-01

    In an attempt to address declining enrolment in soil science programs and the changing learning needs of 21st century students, several universities in North America and around the world have re-organized their soil science curriculum and adopted innovative educational approaches and web-based teaching resources. At the University of British Columbia, Canada, an interdisciplinary team set out to integrate teaching approaches to address this trend. The objective of this project was to develop an interactive web-based teaching resource, which combined a face-to-face problem-based learning (PBL) case study with multimedia to illustrate the impacts of three land-uses on soil transformation and quality. The Land Use Impacts (LUI) tool (http://soilweb.landfood.ubc.ca/luitool/) was a collaborative and concentrated effort to maximize the advantages of two educational approaches: (1) the web's interactivity, flexibility, adaptability and accessibility, and (2) PBL's ability to foster an authentic learning environment, encourage group work and promote the application of core concepts. The design of the LUI case study was guided by Herrington's development principles for web-based authentic learning. The LUI tool presented students with rich multimedia (streaming videos, text, data, photographs, maps, and weblinks) and real world tasks (site assessment and soil analysis) to encourage students to utilize knowledge of soil science in collaborative problem-solving. Preliminary student feedback indicated that the LUI tool effectively conveyed case study objectives and was appealing to students. The resource is intended primarily for students enrolled in an upper level undergraduate/graduate university course titled Sustainable Soil Management but it is flexible enough to be adapted to other natural resource courses. Project planning and an interactive overview of the tool will be given during the presentation.

  5. A Web-based Peer Assessment System for Assigning Student Scores in Cooperative Learning

    Directory of Open Access Journals (Sweden)

    Anon Sukstrienwong

    2017-11-01

    Full Text Available Working in groups has become increasingly important in order to develop students' skills. However, it can be more successful when peers cooperate and are involved in the assigned tasks. However, several educators firmly show disadvantages when all peers received the same reward, regardless of individual contribution. Some teachers also considering peer assessment to be time and effort consuming because preparation and monitoring are needed. In order to overcome these problems, we have developed a web-based peer assessment referred to as the ‘Scoring by Peer Assessment System’ (SPAS that allows teachers to set up the process of peer assessment, in order to assign scores that reflect the contribution of each student. Moreover, a web-based application allows students to evaluate their peers regarding their individual contribution where cooperative learning and peer assessment are used. The paper describes the system design and the implementation of our peer assessment application.

  6. Web-Based Instruction and Learning: Responding to K-14 Customer Needs

    Science.gov (United States)

    McCarthy, Marianne; Grabowski, Barbara; Koszalka, Tiffany; Peck, Christa

    2003-01-01

    A follow-up working conference was held at Lewis Research Center (now Glenn Research Center) on September 23-25, 1997, to continue discussing issues related to the development of Web-based education materials for the K-14 community. The conference continued the collaboration among the NASA aerospace technology Centers (Ames, Dryden, Langley, and Lewis [now Glenn]), NASA Headquarters, the University of Idaho and the Pennsylvania State University. The conference consisted of presentations by the Aeronautics Cooperative Agreement teams, and working sessions that addressed issues related to the conference theme, responding to the K-14 customers needs. The group identified the most significant issues by consensus. The issues addressed were: classroom access, World Wide Web resources, teacher training, different teaching and learning styles, interactivity, and education standards. The working sessions produced observations and recommendations in each of these areas in order to work toward the goal of making NASA sponsored Web-based educational resources useful to teachers and students.

  7. Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development

    Science.gov (United States)

    Brien, Sarah; Parry, Marcus

    2017-01-01

    Background For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb’s experiential learning cycle, to complement the faculty’s face-to-face workshops. Objective The objective of this study was to assess users’ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb’s experiential learning cycle. We explored (1) users’ satisfaction with the modules, (2) whether Kolb’s design framework supported users’ learning, and (3) whether the design principle impacts their work as educators. Methods We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Results Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb’s learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to “Have a go” and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Conclusions Kolb’s theory-based design principle used for Web-based faculty development can support faculty to

  8. Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.

    Science.gov (United States)

    Omer, Selma; Choi, Sunhea; Brien, Sarah; Parry, Marcus

    2017-09-27

    For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb's experiential learning cycle, to complement the faculty's face-to-face workshops. The objective of this study was to assess users' views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb's experiential learning cycle. We explored (1) users' satisfaction with the modules, (2) whether Kolb's design framework supported users' learning, and (3) whether the design principle impacts their work as educators. We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb's learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to "Have a go" and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Kolb's theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators

  9. Web-Based Learning (WBL: A challenge for foreign language teachers

    Directory of Open Access Journals (Sweden)

    Quesada Pacheco, Allen

    2005-12-01

    Full Text Available En las últimas dos décadas se ha realizado una amplia gama de investigaciones sobre el uso de las computadores a nivel educativo con un enfoque hacia la adquisición y retención del conocimiento. Este artículo investiga temas claves sobre la eficacia, actitud y desarrollo de los cursos en línea. La terminología para describir este tipo de educación se conoce como instrucción mediada por Internet. El marco teórico de este artículo examina la evolución de la enseñanza por medio de Internet hacia una metodología integrada que dirige la enseñanza de un idioma con acceso al Internet. Se describen las características de la Instrucción por medio del Internet y como este tipo de Instrucción da soporte para la adquisición de la comprensión auditiva, la comunicación oral, la lectura comprensiva y la redacción. Se hace énfasis muy particular en la relación de la Instrucción en Línea y el desarrollo de autenticidad por medio del Internet. The vast majority of research in the past two decades on the use of computers in education has focused on knowledge acquisition and retention. The focus of this article is to investigate the issues of self-efficacy, attitude, and performance in online courses. Web-based learning will be the term used to describe this type of computer use. The review of literature inquires into the evolution of Computer-Assisted Language Learning towards an integrative approach that leads to Web-based learning. The benefits, components and challenges of Web-based Learning are addressed as well as how this type of approachexploits authentic practice of listening, speaking, reading and writing. This article also probes the relationship Web-based learning and achieving authenticity through the World Wide Web.

  10. Concept maps: A tool for knowledge management and synthesis in web-based conversational learning.

    Science.gov (United States)

    Joshi, Ankur; Singh, Satendra; Jaswal, Shivani; Badyal, Dinesh Kumar; Singh, Tejinder

    2016-01-01

    Web-based conversational learning provides an opportunity for shared knowledge base creation through collaboration and collective wisdom extraction. Usually, the amount of generated information in such forums is very huge, multidimensional (in alignment with the desirable preconditions for constructivist knowledge creation), and sometimes, the nature of expected new information may not be anticipated in advance. Thus, concept maps (crafted from constructed data) as "process summary" tools may be a solution to improve critical thinking and learning by making connections between the facts or knowledge shared by the participants during online discussion This exploratory paper begins with the description of this innovation tried on a web-based interacting platform (email list management software), FAIMER-Listserv, and generated qualitative evidence through peer-feedback. This process description is further supported by a theoretical construct which shows how social constructivism (inclusive of autonomy and complexity) affects the conversational learning. The paper rationalizes the use of concept map as mid-summary tool for extracting information and further sense making out of this apparent intricacy.

  11. Assessing the Effect of Supplemental Web-based Learning in Two Landscape Construction Courses.

    Directory of Open Access Journals (Sweden)

    Ming-Han Li

    2004-06-01

    Full Text Available This paper explores the role of supplemental web-based learning in an undergraduate and a graduate landscape architecture construction studio taught by the same instructors. Qualitative and quantitative data were collected from a total of 32 participating students. These data included surveys of students' perceived satisfaction of the course and preferences on eight different learning vehicles, as well as tracked online course visits of each student. More than two-thirds of students responded that their learning benefited from use of the WebCT (and online education and training software and that they were satisfied with the courses. This indicates that online delivery of course materials could enhance landscape architecture studio learning, which also implies that off-campus study, study abroad, or internship study, typically required in landscape architecture curricula, can also benefit from the use of WebCT or the like. With the Internet, students scattered globally for off-campus or internship study can be brought back to a local or virtual classroom for monitoring of their learning progress and quality. Therefore, the fine line between global and local classrooms becomes fuzzy and indistinguishable. For those who are interested in developing online landscape architecture courses, interactive student-to-teacher and student-to-student activities, such as chat rooms, online discussions, or white board demonstrations are recommended to encourage participation and, in turn, ensure learning effectiveness.

  12. Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

    Science.gov (United States)

    Shih, Ching-Chun

    The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in

  13. Factors that Influence Acceptance of Web-Based E-Learning Systems for the In-Service Education of Junior High School Teachers in Taiwan

    Science.gov (United States)

    Chen, Hong-Ren; Tseng, Hsiao-Fen

    2012-01-01

    Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's…

  14. Web based Interactive 3D Learning Objects for Learning Management Systems

    Directory of Open Access Journals (Sweden)

    Stefan Hesse

    2012-02-01

    Full Text Available In this paper, we present an approach to create and integrate interactive 3D learning objects of high quality for higher education into a learning management system. The use of these resources allows to visualize topics, such as electro-technical and physical processes in the interior of complex devices. This paper addresses the challenge of combining rich interactivity and adequate realism with 3D exercise material for distance elearning.

  15. Teachers' professional development in a community: A study of the central actors, their networks and web-based learning

    Directory of Open Access Journals (Sweden)

    Jiri Lallimo

    2008-07-01

    Full Text Available The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community.According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices.On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher

  16. The Learning Tutor: A Web based Authoring System to Support Distance Tutoring

    Directory of Open Access Journals (Sweden)

    Omar Abou Khaled

    2000-01-01

    Full Text Available In distance learning contexts, such as those are being widely promoted and developed with the extensive use of ICT (Information and Communication Technology some important issues have to be carefully addressed, in order to make education more effective and available. Distant students have to face sound organizational problems concerning the working time-management and the regulation of all the learning process. These are far more complex at a distance because of the difficulties to understand and objectively evaluate how the study is progressing in term of knowledge and competence acquisition, both for the students themselves and for the teacher who is supposed to adjust the teaching process in case of need. Moreover, the absence of clear indication for the student of the relative level of importance of each piece of information available comes to be another key issue in distance education. This paper describes a Web-based authoring system, the Learning Tutor, conceived to cover these issues. The environment is composed by several interconnected authoring systems: “The Course Description, the Guiding Thread and the Agenda”, “The Work Plan and Themes Reviewer”, and “The Quizzes self-evaluation facility”. This model of combined tools aims at providing the suitable support for organization, work and time management in distance learning processes using well documented mastery learning principles.

  17. Using Web-Based, Group Communication Systems to Support Case Study Learning at a Distance

    Directory of Open Access Journals (Sweden)

    Liam Rourke

    2002-10-01

    Full Text Available This study explored the capacity of Web-based, group communication systems to support case-based teaching and learning. Eleven graduate students studying at a distance were divided into three groups to collaborate on a case study using either a synchronous voice, an asynchronous voice, or a synchronous text communication system. Participants kept a detailed log of the time they spent on various activities, wrote a 1,500-word reflection on their experience, and participated in a group interview. Analysis of these data reveals that each group supplemented the system that had been assigned to them with additional communication systems in order to complete the project. Each of these systems were used strategically: email was used to share files and arrange meetings, and synchronous voice systems were used to brainstorm and make decisions. Learning achievement was high across groups and students enjoyed collaborating with others on a concrete task.

  18. Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

    Directory of Open Access Journals (Sweden)

    Karen Woo

    2008-12-01

    Full Text Available Web-based lecture technologies (WBLT have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.

  19. Examining the Potential of Web-Based Multimedia to Support Complex Fine Motor Skill Learning: An Empirical Study

    Science.gov (United States)

    Papastergiou, Marina; Pollatou, Elisana; Theofylaktou, Ioannis; Karadimou, Konstantina

    2014-01-01

    Research on the utilization of the Web for complex fine motor skill learning that involves whole body movements is still scarce. The aim of this study was to evaluate the impact of the introduction of a multimedia web-based learning environment, which was targeted at a rhythmic gymnastics routine consisting of eight fine motor skills, into an…

  20. Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities

    Science.gov (United States)

    Gosper, Maree; McNeill, Margot; Woo, Karen; Phillips, Rob; Preston, Greg; Green, David

    2011-01-01

    The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture…

  1. Challenges to web-based learning in pharmacy education in Arabic language speaking countries

    Directory of Open Access Journals (Sweden)

    Ramez M Alkoudmani

    2015-01-01

    Full Text Available Web-based learning and web 2.0 tools which include new online educational technologies (EdTech and social media websites like Facebook® are playing crucial roles nowadays in pharmacy and medical education among millennial learners. Podcasting, webinars, and online learning management systems like Moodle® and other web 2.0 tools have been used in pharmacy and medical education to interactively share knowledge with peers and students. Learners can use laptops, iPads, iPhones, or tablet devices with a stable and good Internet connection to enroll in many online courses. Implementation of novel online EdTech in pharmacy and medical curricula has been noticed in developed countries such as European countries, the US, Canada, and Australia. However, these trends are scarce in the majority of Arabic language speaking countries (ALSC, where traditional and didactic educational methods are still being used with some exceptions seen in Palestine, Kuwait, Jordan, Saudi Arabia, Egypt, UAE, and Qatar. Although these new trends are promising to push pharmacy and medical education forward, major barriers regarding adaptation of E-learning and new online EdTech in Arab states have been reported such as higher connectivity costs, information communication technology (ICT problems, language barriers, wars and political conflicts, poor education, financial problems, and lack of qualified ICT-savvy educators. More research efforts are encouraged to study the effectiveness and proper use of web-based learning and emerging online EdTech in pharmacy education not only in ALSC but also in developing and developed countries.

  2. Interactive Web-based e-learning for Studying Flexible Manipulator Systems

    Directory of Open Access Journals (Sweden)

    Abul K. M. Azad

    2008-03-01

    Full Text Available Abstract— This paper presents a web-based e-leaning facility for simulation, modeling, and control of flexible manipulator systems. The simulation and modeling part includes finite difference and finite element simulations along with neural network and genetic algorithm based modeling strategies for flexible manipulator systems. The controller part constitutes a number of open-loop and closed-loop designs. Closed loop control designs include the classical, adaptive, and neuro-model based strategies. Matlab software package and its associated toolboxes are used to implement these. The Matlab web server is used as the gateway between the facility and web-access. ASP.NET technology and SQL database are utilized to develop web applications for access control, user account and password maintenance, administrative management, and facility utilization monitoring. The reported facility provides a flexible but effective approach of web-based interactive e-learning facility of an engineering system. This can be extended to incorporate additional engineering systems within the e-learning framework.

  3. A web-based e-learning application for wound diagnosis and treatment.

    Science.gov (United States)

    Veredas, Francisco J; Ruiz-Bandera, Esperanza; Villa-Estrada, Francisca; Rufino-González, Juan F; Morente, Laura

    2014-10-01

    Pressure ulcers (PrU) are considered as one of the most challenging problems that Nursing professionals have to deal with in their daily practice. Nowadays, the education on PrUs is mainly based on traditional lecturing, seminars and face-to-face instruction, sometimes with the support of photographs of wounds being used as teaching material. This traditional educational methodology suffers from some important limitations, which could affect the efficacy of the learning process. This current study has been designed to introduce information and communication technologies (ICT) in the education on PrU for undergraduate students, with the main objective of evaluating the advantages an disadvantages of using ICT, by comparing the learning results obtained from using an e-learning tool with those from a traditional teaching methodology. In order to meet this major objective, a web-based learning system named ePULab has been designed and developed as an adaptive e-learning tool for the autonomous acquisition of knowledge on PrU evaluation. This innovative system has been validated by means of a randomized controlled trial that compares its learning efficacy with that from a control group receiving a traditional face-to-face instruction. Students using ePULab gave significantly better (p<0.01) learning acquisition scores (from pre-test mean 8.27 (SD 1.39) to post-test mean 15.83 (SD 2.52)) than those following traditional lecture-style classes (from pre-test mean 8.23 (SD 1.23) to post-test mean 11.6 (SD 2.52)). In this article, the ePULab software is described in detail and the results from that experimental educational validation study are also presented and analyzed. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  4. Effects of Semantic Web Based Learning on Pre-Service Teachers' ICT Learning Achievement and Satisfaction

    Science.gov (United States)

    Karalar, Halit; Korucu, Agah Tugrul

    2016-01-01

    Although the Semantic Web offers many opportunities for learners, effects of it in the classroom is not well known. Therefore, in this study explanations have been stated as how the learning objects defined by means of using the terminology in a developed ontology and kept in objects repository should be presented to learners with the aim of…

  5. How Do Clinicians Learn About Knowledge Translation? An Investigation of Current Web-Based Learning Opportunities.

    Science.gov (United States)

    Damarell, Raechel A; Tieman, Jennifer J

    2017-07-13

    Clinicians are important stakeholders in the translation of well-designed research evidence into clinical practice for optimal patient care. However, the application of knowledge translation (KT) theories and processes may present conceptual and practical challenges for clinicians. Online learning platforms are an effective means of delivering KT education, providing an interactive, time-efficient, and affordable alternative to face-to-face education programs. This study investigates the availability and accessibility of online KT learning opportunities for health professionals. It also provides an analysis of the types of resources and associated disciplines retrieved by a range of KT synonyms. We searched a range of bibliographic databases and the Internet (Google advanced option) using 9 KT terms to identify online KT learning resources. To be eligible, resources had to be free, aimed at clinicians, educational in intent, and interactive in design. Each term was searched using two different search engines. The details of the first 100 websites captured per browser (ie, n=200 results per term) were entered into EndNote. Each site was subsequently visited to determine its status as a learning resource. Eligible websites were appraised for quality using the AACODS (Authority, Accuracy, Coverage, Objectivity, Date, Significance) tool. We identified 971 unique websites via our multiple search strategies. Of these, 43 were health-related and educational in intent. Once these sites were evaluated for interactivity, a single website matched our inclusion criteria (Dementia Knowledge Translation Learning Centre). KT is an important but complex system of processes. These processes overlap with knowledge, practice, and improvement processes that go by a range of different names. For clinicians to be informed and competent in KT, they require better access to free learning opportunities. These resources should be designed from the viewpoint of the clinician, presenting KT

  6. A web-based e-learning framework for public perception and acceptance on nuclear energy

    International Nuclear Information System (INIS)

    Zhou Yangping; Yoshikawa, Hidekazu; Liu Jingquan; Ouyang, Jun; Lu Daogang

    2005-01-01

    Now, public acceptance plays a central role in the nuclear energy. Public concerns on safety and sustainability of nuclear energy, ground nuclear power in many countries and territories to a stop or even a downfall. In this study, an e-learning framework by using Internet, is proposed for public education in order to boost public perception on nuclear energy, which will certainly affect public acceptance toward it. This study aims at investigating public perception and acceptance on nuclear energy in a continuous and accurate manner. In addition, this e-learning framework can promote public perception on nuclear energy by using teaching material with a graphical hierarchy about knowledge of nuclear energy. This web-based e-learning framework mainly consists of two components: (1) an e-learning support module which continuously investigates public perception and acceptance toward nuclear energy and teaches public knowledge about nuclear energy; (2) an updating module which may improve the education materials by analyzing the effect of education or proving the materials submitted by the visitors through Wiki pages. Advantages and future work of this study are also generally described. (author)

  7. Evaluation of Web-Based Training Courses by Means of Criteria on Learning Support

    Energy Technology Data Exchange (ETDEWEB)

    Geisser, R.; Keefer, F.; Schoenfelder, C.

    2015-07-01

    In recent years, due to the widespread use of digital media and the internet, more and more traditional education and training measures have been replaced or enhanced by elearning. In the context of the nuclear industry, however, with its stringent demand for well qualified and motivated human resources, it is very important to know to what extent these new learning formats will contribute to effective education and training. In cooperation with AREVA and within the scope of a master thesis, it was first investigated as to which factors greatly support the effectiveness of learning by using digital media, from a learner’s point of view in particular. Then, several criteria were developed that could be used to evaluate web based training courses. Next, these criteria were applied to three courses that have already been implemented at AREVA for different target groups and training objectives. The investigation has shown that factors which support the effectiveness of learning are not well known and not systematically applied in the training development process. Consequently, the success of training implementation depends to a great extent on the competence of external suppliers for e-learning programming. (Author)

  8. Building an asynchronous web-based tool for machine learning classification.

    Science.gov (United States)

    Weber, Griffin; Vinterbo, Staal; Ohno-Machado, Lucila

    2002-01-01

    Various unsupervised and supervised learning methods including support vector machines, classification trees, linear discriminant analysis and nearest neighbor classifiers have been used to classify high-throughput gene expression data. Simpler and more widely accepted statistical tools have not yet been used for this purpose, hence proper comparisons between classification methods have not been conducted. We developed free software that implements logistic regression with stepwise variable selection as a quick and simple method for initial exploration of important genetic markers in disease classification. To implement the algorithm and allow our collaborators in remote locations to evaluate and compare its results against those of other methods, we developed a user-friendly asynchronous web-based application with a minimal amount of programming using free, downloadable software tools. With this program, we show that classification using logistic regression can perform as well as other more sophisticated algorithms, and it has the advantages of being easy to interpret and reproduce. By making the tool freely and easily available, we hope to promote the comparison of classification methods. In addition, we believe our web application can be used as a model for other bioinformatics laboratories that need to develop web-based analysis tools in a short amount of time and on a limited budget.

  9. Students views of integrating web-based learning technology into the nursing curriculum - A descriptive survey.

    Science.gov (United States)

    Adams, Audrey; Timmins, Fiona

    2006-01-01

    This paper describes students' experiences of a Web-based innovation at one university. This paper reports on the first phase of this development where two Web-based modules were developed. Using a survey approach (n=44) students' access to and use of computer technology were explored. Findings revealed that students' prior use of computers and Internet technologies was higher than previously reported, although use of databases was low. Skills in this area increased during the programme, with a significant rise in database, email, search engine and word processing use. Many specific computer skills were learned during the programme, with high numbers reporting ability to deal adequately with files and folders. Overall, the experience was a positive one for students. While a sense of student isolation was not reported, as many students kept in touch by phone and class attendance continued, some individual students did appear to isolate themselves. This teaching methodology has much to offer in the provision of convenient easy to access programmes that can be easily adapted to the individual lifestyle. However, student support mechanisms need careful consideration for students who are at risk of becoming isolated. Staff also need to supported in the provision of this methodology and face-to-face contact with teachers for some part of the programme is preferable.

  10. The Perception Of English Literature Students On 
E-Xamination And Online (Web- Based Learning

    Directory of Open Access Journals (Sweden)

    Onyeka IWUCHUKWU

    2014-01-01

    Full Text Available The purpose of this study is to investigate the perception of students on the implementation of e-examination and their preparedness for facilitation through a web-based learning platform at the National Open University of Nigeria. Information gathered from the year three and year four students who registered for courses in English Literature in the undergraduate English Programme and Law at the Lagos Study Centre of the university was evaluated. This group of students has participated in the e-examination as well as the pen on paper (POP examinations so are in a better position to evaluate the e-examination. The investigation was carried out through interviews, focus discussions and questionnaires and the result indicated that the students’ perceptions of online examination were generally positive and that they were enthusiastic about online facilitation but skeptical about its workability at this stage of our nation’s technological development.

  11. 3D web based learning of medical equipment employed in intensive care units.

    Science.gov (United States)

    Cetin, Aydın

    2012-02-01

    In this paper, both synchronous and asynchronous web based learning of 3D medical equipment models used in hospital intensive care unit have been described over the moodle course management system. 3D medical equipment models were designed with 3ds Max 2008, then converted to ASE format and added interactivity displayed with Viewpoint-Enliven. 3D models embedded in a web page in html format with dynamic interactivity-rotating, panning and zooming by dragging a mouse over images-and descriptive information is embedded to 3D model by using xml format. A pilot test course having 15 h was applied to technicians who is responsible for intensive care unit at Medical Devices Repairing and Maintenance Center (TABOM) of Turkish High Specialized Hospital.

  12. Robotic Mission to Mars: Hands-on, minds-on, web-based learning

    Science.gov (United States)

    Mathers, Naomi; Goktogen, Ali; Rankin, John; Anderson, Marion

    2012-11-01

    Problem-based learning has been demonstrated as an effective methodology for developing analytical skills and critical thinking. The use of scenario-based learning incorporates problem-based learning whilst encouraging students to collaborate with their colleagues and dynamically adapt to their environment. This increased interaction stimulates a deeper understanding and the generation of new knowledge. The Victorian Space Science Education Centre (VSSEC) uses scenario-based learning in its Mission to Mars, Mission to the Orbiting Space Laboratory and Primary Expedition to the M.A.R.S. Base programs. These programs utilize methodologies such as hands-on applications, immersive-learning, integrated technologies, critical thinking and mentoring to engage students in Science, Technology, Engineering and Mathematics (STEM) and highlight potential career paths in science and engineering. The immersive nature of the programs demands specialist environments such as a simulated Mars environment, Mission Control and Space Laboratory, thus restricting these programs to a physical location and limiting student access to the programs. To move beyond these limitations, VSSEC worked with its university partners to develop a web-based mission that delivered the benefits of scenario-based learning within a school environment. The Robotic Mission to Mars allows students to remotely control a real rover, developed by the Australian Centre for Field Robotics (ACFR), on the VSSEC Mars surface. After completing a pre-mission training program and site selection activity, students take on the roles of scientists and engineers in Mission Control to complete a mission and collect data for further analysis. Mission Control is established using software developed by the ACRI Games Technology Lab at La Trobe University using the principles of serious gaming. The software allows students to control the rover, monitor its systems and collect scientific data for analysis. This program encourages

  13. CreatIng Web-based Math learnIng tool for TURKISH mIddle school students: Webquest

    Directory of Open Access Journals (Sweden)

    Aytac KURTULUS

    2009-04-01

    Full Text Available Internet is the most important product for the computer technology and it began to be used in many fields. Especially in the recent years, the usage of Internet has increased in the fields of communication, entertainment, advertisement, media, and technology. In Turkey, the usage of Internet is not used very common and active in primary and secondary education. The fast developments of the new technologies and the Web-Based Education Systems must be increased the importance of giving courses. In this study, the information to be aimed at is to introduce the WebQuest system, which was developed at San Diego State University by Bernie Dodge. A webQuest can be used web-based math learning tool for Turkish middle school students. Therefore, an example of geometry education WebQuest is given to introduce WebQuest system because WebQuest will be active in geometry teaching similar to the other subjects. An overview of WebQuest technology application and several resources for teachers and students interested in creating WebQuests can be found on The WebQutest Page (Dodge, 2001. Table 1 lists web sites that have many of these resources.

  14. Learners’ Evaluation Based on Data Mining in a Web Based Learning Environment

    Directory of Open Access Journals (Sweden)

    İdris GÖKSU

    2015-06-01

    Full Text Available This study has been done in order to determine the efficiency level in the extend of learners’ evaluation by means of comparing the Web Based Learning (WBL with traditional face to face learning. In this respect, the effect of WBL and traditional environment has been analyzed in the class of Visual Programming I, and the learners have been evaluated with the rule based data mining method in a WBL environment. The study has been conducted according to experimental design with pre-test and post-test groups. Experimental group has attended the class in WBL environment, and the control group in a traditional class environment. In accordance with the pre-test and post-test scores of experimental and control groups, both methods have been proved to be effective. According the average scores of post-test, the learners in experimental groups have been more successful than the ones in the control group. The guiding of WBL system prepared for the study has been found to be significant in terms of both underlining the points in which the learners are unsuccessful in a short time and having trust in the system technically.

  15. Asynchronous web-based learning, a practical method to enhance teaching in emergency medicine.

    Science.gov (United States)

    Pourmand, Ali; Lucas, Raymond; Nouraie, Mehdi

    2013-03-01

    Abstract Objective: To compare medical knowledge acquisition among emergency medicine (EM) residents who attend weekly core content lectures with those absent but asynchronously viewing the same lectures in a Web-based electronic platform. During the study period all EM residents attending or absent from weekly educational conferences were given a quiz on the covered material. During Phase 1, absentees were not given supplemental educational content for missed lectures. During Phase 2, absentees were sent a link to an online multimedia module containing an audiovisual recording of the actual missed lecture with presentation slides. Scores between attendees and absentees during both phases were compared using a repeated-measures analysis to evaluate the effect of the supplemental online module on knowledge acquisition. Thirty-nine EM residents (equally distributed in postgraduate years 1-4) were studied during a 15-week period. Overall and after adjusting for sex and postgraduate year level, both lecture attendance (b=27; 95% confidence interval, 22-32; pcontent lectures. The percentage of curriculum delivery by asynchronous learning that may be used to achieve overall terminal learning objectives in medical knowledge acquisition requires further study.

  16. The Role of Peer Influence and Perceived Quality of Teaching in Faculty Acceptance of Web-Based Learning Management Systems

    Science.gov (United States)

    Salajan, Florin D.; Welch, Anita G.; Ray, Chris M.; Peterson, Claudette

    2015-01-01

    This study's primary investigation is the impact of "peer influence" and "perceived quality of teaching" on faculty members' usage of web-based learning management systems within the Technology Acceptance Model (TAM) framework. These factors are entered into an extended TAM as external variables impacting on the core constructs…

  17. An Investigation into Chinese College English Teachers' Beliefs of Students' Web-Based Informal Language Learning

    Science.gov (United States)

    Jiang, Jiahong

    2016-01-01

    With the rapid development of information and technology, language learners have more ways to acquire the target language. Recently, WILL has gained popularity, for informal web-based learning of English has been depicted as a process driven by the purpose of communication. Thus, teachers have many challenges when teaching learners who have…

  18. The Evaluation of the Cognitive Learning Process of the Renewed Bloom Taxonomy Using a Web Based Expert System

    Science.gov (United States)

    Goksu, Idris

    2016-01-01

    The aim of this study is to develop the Web Based Expert System (WBES) which provides analyses and reports based on the cognitive processes of Renewed Bloom Taxonomy (RBT), and to put forward the impact of the supportive education provided in line with these reports, on the academic achievement and mastery learning state of the students. The study…

  19. Supporting Professional Development in Special Education with Web-Based Professional Learning Communities: New Possibilities with Web 2.0

    Science.gov (United States)

    Hardman, Elizabeth L.

    2012-01-01

    This article describes the challenges in organizing professional learning communities (PLCs) in special education, identifies the teacher and student benefits of using a PLC approach to professional development, and discusses the promise and pitfalls of organizing web-based PLCs to engage distributed stakeholders in the practice of special…

  20. Exploring the Relationships between Web Usability and Students' Perceived Learning in Web-Based Multimedia (WBMM) Tutorials

    Science.gov (United States)

    Mackey, Thomas P.; Ho, Jinwon

    2008-01-01

    The purpose of this case study is to better understand the relationships between Web usability and students' perceived learning in the design and implementation of Web-based multimedia (WBMM) tutorials in blended courses. Much of the current research in this area focuses on the use of multimedia as a replacement for classroom instruction rather…

  1. How to confidently teach EBM on foot: development and evaluation of a web-based e-learning course

    NARCIS (Netherlands)

    Weberschock, Tobias; Sorinola, Olanrewaju; Thangaratinam, Shakila; Oude Rengerink, Katrien; Arvanitis, Theodoros N.; Khan, Khalid S.; Weinbrenner, Susanne; Horvath, Andrea R.; Onody, Rita; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczac, Jacek; Burnand, Bernard; Arditi, Chantal; Zamora, Javier; Mol, Ben W. J.; Barnfield, Gemma; Gee, Harry; Kaleta, Anna

    2013-01-01

    Scarcity of well-trained clinical tutors is a key constraint in integrating teaching of evidence-based medicine (EBM) into clinical activities. We developed a web-based educational course for clinical trainers to confidently teach EBM principles in everyday practice. Its e-learning modules defined

  2. Individual Learner Differences In Web-based Learning Environments: From Cognitive, Affective and Social-cultural Perspectives

    Directory of Open Access Journals (Sweden)

    Mustafa KOC

    2005-10-01

    Full Text Available Individual Learner DifferencesIn Web-based Learning Environments:From Cognitive, Affective and Social-cultural Perspectives Mustafa KOCPh.D Candidate Instructional TechnologyUniversity of Illinois at Urbana-ChampaignUrbana, IL - USA ABSTRACT Throughout the paper, the issues of individual differences in web-based learning, also known as online instruction, online training or distance education were examined and implications for designing distance education were discussed. Although the main purpose was to identify differences in learners’ characteristics such as cognitive, affective, physiological and social factors that affect learning in a web-enhanced environment, the questions of how the web could be used to reinforce learning, what kinds of development ideas, theories and models are currently being used to design and deliver online instruction, and finally what evidence for the effectiveness of using World Wide Web (WWW for learning and instruction has been reported, were also analyzed to extend theoretical and epistemogical understanding of web-based learning.

  3. Towards a Web-Based Handbook of Generic, Process-Oriented Learning Designs

    Science.gov (United States)

    Marjanovic, Olivera

    2005-01-01

    Process-oriented learning designs are innovative learning activities that include a set of inter-related learning tasks and are generic (could be used across disciplines). An example includes a problem-solving process widely used in problem-based learning today. Most of the existing process-oriented learning designs are not documented, let alone…

  4. Instructional methods and cognitive and learning styles in web-based learning: report of two randomised trials.

    Science.gov (United States)

    Cook, David A; Gelula, Mark H; Dupras, Denise M; Schwartz, Alan

    2007-09-01

    Adapting web-based (WB) instruction to learners' individual differences may enhance learning. Objectives This study aimed to investigate aptitude-treatment interactions between learning and cognitive styles and WB instructional methods. We carried out a factorial, randomised, controlled, crossover, post-test-only trial involving 89 internal medicine residents, family practice residents and medical students at 2 US medical schools. Parallel versions of a WB course in complementary medicine used either active or reflective questions and different end-of-module review activities ('create and study a summary table' or 'study an instructor-created table'). Participants were matched or mismatched to question type based on active or reflective learning style. Participants used each review activity for 1 course module (crossover design). Outcome measurements included the Index of Learning Styles, the Cognitive Styles Analysis test, knowledge post-test, course rating and preference. Post-test scores were similar for matched (mean +/- standard error of the mean 77.4 +/- 1.7) and mismatched (76.9 +/- 1.7) learners (95% confidence interval [CI] for difference - 4.3 to 5.2l, P = 0.84), as were course ratings (P = 0.16). Post-test scores did not differ between active-type questions (77.1 +/- 2.1) and reflective-type questions (77.2 +/- 1.4; P = 0.97). Post-test scores correlated with course ratings (r = 0.45). There was no difference in post-test subscores for modules completed using the 'construct table' format (78.1 +/- 1.4) or the 'table provided' format (76.1 +/- 1.4; CI - 1.1 to 5.0, P = 0.21), and wholist and analytic styles had no interaction (P = 0.75) or main effect (P = 0.18). There was no association between activity preference and wholist or analytic scores (P = 0.37). Cognitive and learning styles had no apparent influence on learning outcomes. There were no differences in outcome between these instructional methods.

  5. Viability of a Web-Based Module for Teaching Electrocardiogram Reading Skills to Psychiatry Residents: Learning Outcomes and Trainee Interest.

    Science.gov (United States)

    DeBonis, Katrina; Blair, Thomas R; Payne, Samuel T; Wigan, Katherine; Kim, Sara

    2015-12-01

    Web-based instruction in post-graduate psychiatry training has shown comparable effectiveness to in-person instruction, but few topics have been addressed in this format. This study sought to evaluate the viability of a web-based curriculum in teaching electrocardiogram (EKG) reading skills to psychiatry residents. Interest in receiving educational materials in this format was also assessed. A web-based curriculum of 41 slides, including eight pre-test and eight post-test questions with emphasis on cardiac complications of psychotropic medications, was made available to all psychiatry residents via email. Out of 57 residents, 30 initiated and 22 completed the module. Mean improvement from pre-test to post-test was 25 %, and all 22 completing participants indicated interest in future web-based instruction. This pilot study suggests that web-based instruction is feasible and under-utilized as a means of teaching psychiatry residents. Potential uses of web-based instruction, such as tracking learning outcomes or patient care longitudinally, are also discussed.

  6. Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan.

    Science.gov (United States)

    Chen, Hong-Ren; Tseng, Hsiao-Fen

    2012-08-01

    Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's perspective in the acceptance of using web-based e-learning systems for in-service education. We distributed questionnaires to 402 junior high school teachers in central Taiwan. This study used the Technology Acceptance Model (TAM) as our theoretical foundation and employed the Structure Equation Model (SEM) to examine factors that influenced intentions to use in-service training conducted through web-based e-learning. The results showed that motivation to use and Internet self-efficacy were significantly positively associated with behavioral intentions regarding the use of web-based e-learning for in-service training through the factors of perceived usefulness and perceived ease of use. The factor of computer anxiety had a significantly negative effect on behavioral intentions toward web-based e-learning in-service training through the factor of perceived ease of use. Perceived usefulness and motivation to use were the primary reasons for the acceptance by junior high school teachers of web-based e-learning systems for in-service training. Copyright © 2011 Elsevier Ltd. All rights reserved.

  7. Avatar Web-Based Self-Report Survey System Technology for Public Health Research: Technical Outcome Results and Lessons Learned.

    Science.gov (United States)

    Savel, Craig; Mierzwa, Stan; Gorbach, Pamina M; Souidi, Samir; Lally, Michelle; Zimet, Gregory; Interventions, Aids

    2016-01-01

    This paper reports on a specific Web-based self-report data collection system that was developed for a public health research study in the United States. Our focus is on technical outcome results and lessons learned that may be useful to other projects requiring such a solution. The system was accessible from any device that had a browser that supported HTML5. Report findings include: which hardware devices, Web browsers, and operating systems were used; the rate of survey completion; and key considerations for employing Web-based surveys in a clinical trial setting.

  8. Developing and providing an online (web-based) clinical research design course in Japan: lessons learned.

    Science.gov (United States)

    Clark, Glenn T; Mulligan, Roseann; Baba, Kazuyoshi

    2011-04-01

    This article reports on the lessons learned while teaching an 8-week-long online course about the principles of clinical research design in Japan. Student activity data and how it relates to performance in the course are presented. As prolog, this article focuses on the barriers and solutions to creating and delivering a web-based course and it lists and discusses the most common concerns that educators often have about this process, namely, cost of the system and time requirement of the faculty. Options that must be considered when selecting the support software and hardware needed to conduct live streaming lecture, online video-based conference course are presented. The ancillary role of e-mail based distribution lists as an essential instruction tool within an interactive, instructor-supervised online course is discussed. This article then discusses the inclusion of active learning elements within an online course as well as the pros and cons regarding open-book versus closed book, proctored testing. Lastly, copyright issues the online instructor should know about are discussed. The student tracking data show that as the course progresses, students will reduce the number for page viewings. We speculate that this reduction is due to a combination of conflicting priorities plus increasing efficiency of the students at extracting the critical information. The article also concludes that software and hardware costs to deliver an online course are relatively minor but the faculty's time requirement is initially substantially higher than teaching in a conventional face-to-face course. Copyright © 2011 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

  9. Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training.

    Science.gov (United States)

    Hindle, Ada; Cheng, Ji; Thabane, Lehana; Wong, Anne

    2015-01-01

    Introduction. Web-based learning (WBL) is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice.

  10. Interactive Web-Based Learning: Translating Health Policy Into Improved Diabetes Care.

    Science.gov (United States)

    Rider, Briana B; Lier, Silje C; Johnson, Tisha K; Hu, Dale J

    2016-01-01

    In August 2014, the U.S. DHHS's Office of Disease Prevention and Health Promotion released the National Action Plan for Adverse Drug Event Prevention, highlighting prevention of diabetes agent-related hypoglycemia as a key area for improvement. In support of the Action Plan, the Office of Disease Prevention and Health Promotion then developed a web-based interactive module, or eLearning lesson, based on formative research and stakeholder feedback to educate healthcare professionals on strategies to prevent adverse drug events from diabetes agents. The training incorporates health literacy principles by demonstrating, through video scenarios, how to apply shared decision making when setting individualized glycemic targets, and how to use the teach-back method to confirm patients' understanding. Prior to release in September 2014, the training went through intensive usability testing and was pilot tested using a 36-item evaluation. Six months after its release (September 2014 to March 2015), the training landing page on health.gov had 24,334 unique page views. More than 90% of the 234 participants who earned continuing education credit agreed that they will be able to apply the knowledge gained from the lesson to their practice. Online trainings that model key prevention strategies are well received by health professional users and may play an important role in translating policy into improved outcomes. Published by Elsevier Inc.

  11. Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training

    Directory of Open Access Journals (Sweden)

    Ada Hindle

    2015-01-01

    Full Text Available Introduction. Web-based learning (WBL is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice.

  12. THREE-DIMENSIONAL WEB-BASED PHYSICS SIMULATION APPLICATION FOR PHYSICS LEARNING TOOL

    Directory of Open Access Journals (Sweden)

    William Salim

    2012-10-01

    Full Text Available The purpose of this research is to present a multimedia application for doing simulation in Physics. The application is a web based simulator that implementing HTML5, WebGL, and JavaScript. The objects and the environment will be in three dimensional views. This application is hoped will become the substitute for practicum activity. The current development is the application only covers Newtonian mechanics. Questionnaire and literature study is used as the data collecting method. While Waterfall Method used as the design method. The result is Three-DimensionalPhysics Simulator as online web application. Three-Dimensionaldesign and mentor-mentee relationship is the key features of this application. The conclusion made is Three-DimensionalPhysics Simulator already fulfilled in both design and functionality according to user. This application also helps them to understand Newtonian mechanics by simulation. Improvements are needed, because this application only covers Newtonian Mechanics. There is a lot possibility in the future that this simulation can also covers other Physics topic, such as optic, energy, or electricity.Keywords: Simulation, Physic, Learning Tool, HTML5, WebGL

  13. THE EFFECTIVENESS OF WEB-BASED INTERACTIVE BLENDED LEARNING MODEL IN ELECTRICAL ENGINEERING COURSES

    Directory of Open Access Journals (Sweden)

    Hansi Effendi

    2015-12-01

    Full Text Available The study was to test the effectiveness of the Web-Based Interactive Blended Learning Model (BLIBW for subjects in the Department of Electrical Engineering, Padang State University. The design that the researcher employed was a quasi-experimental design with one group pretest-posttest, which was conducted on a group of students consisting of 30 people and the test was conducted for two times. The effectiveness of BLIBW Model was tested by comparing the average pretest scores and the average posttest scores both in the first trial and the second trial. The average prestest and posttest scores in the first trial were 14.13 and 33.80. The increase in the average score was significant at alpha 0.05. Then, the average pretest and posttest scores in the second trial were 18.67 and 47.03. The result was also significant at alpha 0.05. The effectiveness of BLIBW Model in the second trial was higher than in the first test. Those result were not entirely satisfactory and it might be caused several weaknesses in both tests such as: the number of sessions were limited, there was only one subject, and the number of students who were subjected too limited. However, the researcher would like to conclude that the BLIBW Model might be implemented as a replacement alternative for the face-to-face instruction.

  14. Development of Web Based Learning Material in Physics Subject for Kalor and Temperature Material

    Directory of Open Access Journals (Sweden)

    Fatwa Aji Kurniawan

    2015-12-01

    Full Text Available It has been done, the research which aims to develop a web-based teaching materials on the subjects of physics subject with subject mater of temperature and heat. This study using a modified model of the 4D development by eliminating the deployment phase. The validation of product development conducted by validator media experts and experts matter of physics, whereas small-scale trials conducted by physics teacher and 10 students. Validator review results stating that the quality of the product development were included in the category very well with the average percentage rating of 83.93%. The percentage value assigned by media expert by 75% in the good category and the percentage of the value provided by a matter expert 92.85% were in the very good category. Experiments by physics teacher to obtain result of equal to 94.44% were in the very good category and the average percentage of the test results by the students of 90.5% were in the very good category. The characteristics of the products developed include material composition using the curriculum in 2013, there was a recording facility and the results of evaluation of students' activities, there were feedback evaluation results were immediately known by the students and there were some links related to the material either youtube or other learning website.

  15. Self-Regulated Workplace Learning: A Pedagogical Framework and Semantic Web-Based Environment

    Science.gov (United States)

    Siadaty, Melody; Gasevic, Dragan; Jovanovic, Jelena; Pata, Kai; Milikic, Nikola; Holocher-Ertl, Teresa; Jeremic, Zoran; Ali, Liaqat; Giljanovic, Aleksandar; Hatala, Marek

    2012-01-01

    Self-regulated learning processes have a potential to enhance the motivation of knowledge workers to take part in learning and reflection about learning, and thus contribute to the resolution of an important research challenge in workplace learning. An equally important research challenge for the successful completion of each step of a…

  16. Supporting Case-Based Learning in Information Security with Web-Based Technology

    Science.gov (United States)

    He, Wu; Yuan, Xiaohong; Yang, Li

    2013-01-01

    Case-based learning has been widely used in many disciplines. As an effective pedagogical method, case-based learning is also being used to support teaching and learning in the domain of information security. In this paper, we demonstrate case-based learning in information security by sharing our experiences in using a case study to teach security…

  17. New Functions for Stimulating Learners' Motivation in a Web-Based e-Learning System

    Science.gov (United States)

    Matsuo, Keita; Barolli, Leonard; Xhafa, Fatos; Koyama, Akio; Durresi, Arjan

    2008-01-01

    Due to the opportunities provided by the Internet, people are taking advantage of e-learning courses and during the last few years enormous research efforts have been dedicated to the development of e-learning systems. So far, many e-learning systems are proposed and used practically. However, in these systems the e-learning completion rate is…

  18. SU-E-T-524: Web-Based Radiation Oncology Incident Reporting and Learning System (ROIRLS)

    International Nuclear Information System (INIS)

    Kapoor, R; Palta, J; Hagan, M; Grover, S; Malik, G

    2014-01-01

    Purpose: Describe a Web-based Radiation Oncology Incident Reporting and Learning system that has the potential to improve quality of care for radiation therapy patients. This system is an important facet of continuing effort by our community to maintain and improve safety of radiotherapy.Material and Methods: The VA National Radiation Oncology Program office has embarked on a program to electronically collect adverse events and near miss data of radiation treatment of over 25,000 veterans treated with radiotherapy annually. Software used for this program is deployed on the VAs intranet as a Website. All data entry forms (adverse event or near miss reports, work product reports) utilize standard causal, RT process step taxonomies and data dictionaries defined in AAPM and ASTRO reports on error reporting (AAPM Work Group Report on Prevention of Errors and ASTROs safety is no accident report). All reported incidents are investigated by the radiation oncology domain experts. This system encompasses the entire feedback loop of reporting an incident, analyzing it for salient details, and developing interventions to prevent it from happening again. The operational workflow is similar to that of the Aviation Safety Reporting System. This system is also synergistic with ROSIS and SAFRON. Results: The ROIRLS facilitates the collection of data that help in tracking adverse events and near misses and develop new interventions to prevent such incidents. The ROIRLS electronic infrastructure is fully integrated with each registered facility profile data thus minimizing key strokes and multiple entries by the event reporters. Conclusions: OIRLS is expected to improve the quality and safety of a broad spectrum of radiation therapy patients treated in the VA and fulfills our goal of Effecting Quality While Treating Safely The Radiation Oncology Incident Reporting and Learning System software used for this program has been developed, conceptualized and maintained by TSG Innovations

  19. SU-E-T-524: Web-Based Radiation Oncology Incident Reporting and Learning System (ROIRLS)

    Energy Technology Data Exchange (ETDEWEB)

    Kapoor, R; Palta, J; Hagan, M [Virginia Commonwealth University, Richmond, VA (United States); National Radiation Oncology Program (10P4H), Richmond, VA (United States); Grover, S; Malik, G [TSG Innovations Inc., Richmond, VA (United States)

    2014-06-01

    Purpose: Describe a Web-based Radiation Oncology Incident Reporting and Learning system that has the potential to improve quality of care for radiation therapy patients. This system is an important facet of continuing effort by our community to maintain and improve safety of radiotherapy.Material and Methods: The VA National Radiation Oncology Program office has embarked on a program to electronically collect adverse events and near miss data of radiation treatment of over 25,000 veterans treated with radiotherapy annually. Software used for this program is deployed on the VAs intranet as a Website. All data entry forms (adverse event or near miss reports, work product reports) utilize standard causal, RT process step taxonomies and data dictionaries defined in AAPM and ASTRO reports on error reporting (AAPM Work Group Report on Prevention of Errors and ASTROs safety is no accident report). All reported incidents are investigated by the radiation oncology domain experts. This system encompasses the entire feedback loop of reporting an incident, analyzing it for salient details, and developing interventions to prevent it from happening again. The operational workflow is similar to that of the Aviation Safety Reporting System. This system is also synergistic with ROSIS and SAFRON. Results: The ROIRLS facilitates the collection of data that help in tracking adverse events and near misses and develop new interventions to prevent such incidents. The ROIRLS electronic infrastructure is fully integrated with each registered facility profile data thus minimizing key strokes and multiple entries by the event reporters. Conclusions: OIRLS is expected to improve the quality and safety of a broad spectrum of radiation therapy patients treated in the VA and fulfills our goal of Effecting Quality While Treating Safely The Radiation Oncology Incident Reporting and Learning System software used for this program has been developed, conceptualized and maintained by TSG Innovations

  20. The Moderating Role of Self-Regulated Learning in Job Characteristics and Attitudes towards Web-Based Continuing Learning in the Airlines Workplace

    Science.gov (United States)

    Lin, Xiao-fan; Liang, Jyh-Chong; Tsai, Chin-Chung; Hu, Qintai

    2018-01-01

    With the increasing importance of adult and continuing education, the present study aimed to examine the factors that influence continuing web-based learning at work. Three questionnaires were utilised to investigate the association of the job characteristics from Karasek et al.'s (1998) job demand-control-support model and the self-regulated…

  1. The digital Dalton Plan: Progressive education as integral part of web-based learning environments

    Directory of Open Access Journals (Sweden)

    Georg Weichhart

    2018-03-01

    Full Text Available e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing

  2. Web-Based Learning for Cultural Heritage: First Experienced with Students of the Private University of Technology in Northern Taiwan

    Science.gov (United States)

    Yen, Y.-N.; Wu, Y.-W.; Weng, K.-H.

    2013-07-01

    E-learning assisted teaching and learning is the trend of the 21st century and has many advantages - freedom from the constraints of time and space, hypertext and multimedia rich resources - enhancing the interaction between students and the teaching materials. The purpose of this study is to explore how rich Internet resources assisted students with the Western Architectural History course. First, we explored the Internet resources which could assist teaching and learning activities. Second, according to course objectives, we built a web-based platform which integrated the Google spreadsheets form, SIMILE widget, Wikipedia and the Google Maps and applied it to the course of Western Architectural History. Finally, action research was applied to understanding the effectiveness of this teaching/learning mode. Participants were the students of the Department of Architecture in the Private University of Technology in northern Taiwan. Results showed that students were willing to use the web-based platform to assist their learning. They found this platform to be useful in understanding the relationship between different periods of buildings. Through the view of the map mode, this platform also helped students expand their international perspective. However, we found that the information shared by students via the Internet were not completely correct. One possible reason was that students could easily acquire information on Internet but they could not determine the correctness of the information. To conclude, this study found some useful and rich resources that could be well-integrated, from which we built a web-based platform to collect information and present this information in diverse modes to stimulate students' learning motivation. We recommend that future studies should consider hiring teaching assistants in order to ease the burden on teachers, and to assist in the maintenance of information quality.

  3. Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

    Directory of Open Access Journals (Sweden)

    Leila R. Lax

    2011-09-01

    Full Text Available The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program provides a complex interactive web-based environment in which IMGs can learn and practice skills required to navigate these specific elements of medical practice. The educational design of this web site is based on the theory of knowledge building (Scardamalia & Bereiter, 2003. This paper examines how video simulation is used on the web site to support this design. Experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is analyzed. Strategies to translate this pedagogy to an e-learning format to operationalize authentic knowledge building are described. Commentaries replace live facilitation and a communication tool, the Observation Guide, allows learners to participate in the simulation. This examination provides insight into the complexity involved in creating on-line resources that extend beyond clinical content repositories, illustrating the potential for web-based programs to provide reflective and recursive learning. A wide skill set with a broad base of support was necessary to create a virtual environment with depth and authenticity. Translating the process from live simulation to a mid-fidelity digital video format allowed for deeper understanding of how the unique skills of experienced simulators impact the educational process. This multi-dimensional e-learning platform has potential for teaching complex skills in medical programs.Les médecins diplômés à l’étranger (MDE peuvent avoir des difficultés à accéder aux aspects culturels, légaux et éthiques de la pratique médicale au Canada et à les apprendre. Les comportements professionnels qui d

  4. The roles of social factor and internet self-efficacy in nurses' web-based continuing learning.

    Science.gov (United States)

    Chiu, Yen-Lin; Tsai, Chin-Chung

    2014-03-01

    This study was conducted to explore the relationships among social factor, Internet self-efficacy and attitudes toward web-based continuing learning in a clinical nursing setting. The participants recruited were 244 in-service nurses from hospitals in Taiwan. Three instruments were used to assess their perceptions of social factor, Internet self-efficacy (including basic and advanced Internet self-efficacy) and attitudes toward web-based continuing learning (including perceived usefulness, perceived ease of use, affection and behavior). Structural equation modeling (SEM) was utilized to identify the hypothesized structural model. The results of this study support that social factor is a significant factor correlated to Internet self-efficacy and attitudes toward web-based continuing learning (including perceived usefulness, perceived ease of use and affection). In addition, nurses' basic Internet self-efficacy plays a key role in attitudes including perceived usefulness, perceived ease of use and affection. However, advanced self-efficacy was not correlated to any of the attitudes. The behavior dimension was not linked to social factor or Internet self-efficacy, but was linked to perceived ease of use and affection. Copyright © 2013 Elsevier Ltd. All rights reserved.

  5. On the Development of a Web-Based M-Learning System for Dual Screen Handheld Game Consoles

    Directory of Open Access Journals (Sweden)

    Hend S. Al-Khalifa

    2011-04-01

    Full Text Available This paper presents our experience on the design and development of an M-Learning web-based system for the Nintendo DSi game console. The paper starts by addressing the difficulties that emerged from the lack of resources on design guidelines for dual screen devices also the absence of adequate techniques and methods to support the design decisions. Then it explains how we overcame these challenges by adopting a design decision suitable for the screen requirements of the Nintendo DSi console. Finally, we present the components of our M-Learning system and the results of a preliminary usability evaluation.

  6. Using Web-Based Quizzing to Improve Exam Performance: Lessons Learned

    Science.gov (United States)

    Daniel, David B.; Broida, John

    2004-01-01

    This study examined the utility of Web-based quizzing. We assigned 3 classes to a no-quiz, in-class quiz, or Web-based quiz condition. Midsemester results demonstrated a positive effect for in-class quizzing but not Web-based quizzing. After several adjustments in quiz presentation and duration, the Web-based group increased exam performance to a…

  7. Web-Based Learning System for Developing and Assessing Clinical Diagnostic Skills for Dermatology Residency Program

    Science.gov (United States)

    Kuo, Fan-Ray; Chin, Yi-Ying; Lee, Chao-Hsien; Chiu, Yu-Hsien; Hong, Chien-Hu; Lee, Kuang-Lieh; Ho, Wen-Hsien; Lee, Chih-Hung

    2016-01-01

    Few studies have explored the learning difficulties and misconceptions that students encounter when using information and communication technology for e-learning. To address this issue, this research developed a system for evaluating the learning efficiency of medical students by applying two-tier diagnosis assessment. The effectiveness of the…

  8. Greeting You Online: Selecting Web-Based Conferencing Tools for Instruction in E-Learning Mode

    Science.gov (United States)

    Li, Judy

    2014-01-01

    Academic distance learning programs have gained popularity and added to the demand for online library services. Librarians are now conducting instruction for distance learning students beyond their traditional work. Technology advancements have enhanced the delivery mode in distance learning across academic disciplines. Online conference tools…

  9. Knowledge Representation and Reasoning in Personalized Web-Based e-Learning Applications

    DEFF Research Database (Denmark)

    Dolog, Peter

    2006-01-01

    a user inferred from user interactions with the eLeanrning systems is used to adapt o®ered learning resources and guide a learner through them. This keynote gives an overview about knowledge and rules taken into account in current adaptive eLearning prototypes when adapting learning instructions....... Adaptation is usually based on knowledge about learning esources and users. Rules are used for heuristics to match the learning resources with learners and infer adaptation decisions.......Adaptation that is so natural for teaching by humans is a challenging issue for electronic learning tools. Adaptation in classic teaching is based on observations made about students during teaching. Similar idea was employed in user-adapted (personalized) eLearning applications. Knowledge about...

  10. The Effectiveness of Problem-Based Learning in the Web-Based Environment for the Delivery of an Undergraduate Physics Course

    Science.gov (United States)

    Atan, Hanafi; Sulaiman, Fauziah; Idrus, Rozhan M.

    2005-01-01

    This paper reports the investigation of the effectiveness of Problem-Based Learning (PBL) within a web-based environment in the delivery of an undergraduate Physics course. The effectiveness was evaluated by comparing the performances and the perceptions of the sample students (n=67) using the web-based PBL and comparing the outcomes with those of…

  11. Developing web-based training for public health practitioners: what can we learn from a review of five disciplines?

    Science.gov (United States)

    Ballew, Paula; Castro, Sarah; Claus, Julie; Kittur, Nupur; Brennan, Laura; Brownson, Ross C

    2013-04-01

    During a time when governmental funding, resources and staff are decreasing and travel restrictions are increasing, attention to efficient methods of public health workforce training is essential. A literature review was conducted to inform the development and delivery of web-based trainings for public health practitioners. Literature was gathered and summarized from five disciplines: Information Technology, Health, Education, Business and Communications, following five research themes: benefits, barriers, retention, promotion and evaluation. As a result, a total of 138 articles relevant to web-based training design and implementation were identified. Key recommendations emerged, including the need to conduct formative research and evaluation, provide clear design and layout, concise content, interactivity, technical support, marketing and promotion and incentives. We conclude that there is limited application of web-based training in public health. This review offers an opportunity to learn from other disciplines. Web-based training methods may prove to be a key training strategy for reaching our public health workforce in the environment of limited resources.

  12. A Semantic Web-Based Authoring Tool to Facilitate the Planning of Collaborative Learning Scenarios Compliant with Learning Theories

    Science.gov (United States)

    Isotani, Seiji; Mizoguchi, Riichiro; Isotani, Sadao; Capeli, Olimpio M.; Isotani, Naoko; de Albuquerque, Antonio R. P. L.; Bittencourt, Ig. I.; Jaques, Patricia

    2013-01-01

    When the goal of group activities is to support long-term learning, the task of designing well-thought-out collaborative learning (CL) scenarios is an important key to success. To help students adequately acquire and develop their knowledge and skills, a teacher can plan a scenario that increases the probability for learning to occur. Such a…

  13. Web-based audiovisual phonetic table program application as e-learning of pronunciation practice in undergraduate degree program

    Directory of Open Access Journals (Sweden)

    Retnomurti Ayu Bandu

    2018-01-01

    Full Text Available Verbal-based learning such as English pronunciation practice requires the existence of an effective e-learning because if it is directly given without any learning media, inaccuracies in pronunciation, spelling, repetition will usually occur in the spoken language. Therefore, this study aims to develop e-learning to be used in the Pronunciation Practice class, Indraprasta PGRI University. This research belongs to Research and Development are: requires an analysis, develops syllabus and teaching materials, creates and develops e-learning, tries and revises the media. Consequently, there is a need to develop module in the classroom into a versatile technology web-based module in the form of Phonetic Table Program. The result is carried out in pronunciation practice classes to find more details on some parts that may still not be detected by the researchers. Thus, the use of technology has become a necessity to assist students in achieving the learning objectives. Therefore, the process of communication in learning will attract more students’ interest and provide facilities to understand the sound system of English as it is equipped with buttons to practice presented by nonnative speakers. Non-native speakers’ selection are based on the consideration that they quickly adapt helping other students who are less fluent in English.

  14. Web-Based Language Learning Perception and Personality Characteristics of University Students

    Science.gov (United States)

    Mirzaee, Meisam; Gharibeh, Sajjad Gharibeh

    2016-01-01

    The significance of learners' personality in language learning/teaching contexts has often been cited in literature but few studies have scrutinized the role it can play in technology-oriented language classes. In modern language teaching/learning contexts, personality differences are important and should be taken into account. This study…

  15. Dynamic Educational e-Content Selection Using Multiple Criteria in Web-Based Personalized Learning Environments.

    Science.gov (United States)

    Manouselis, Nikos; Sampson, Demetrios

    This paper focuses on the way a multi-criteria decision making methodology is applied in the case of agent-based selection of offered learning objects. The problem of selection is modeled as a decision making one, with the decision variables being the learner model and the learning objects' educational description. In this way, selection of…

  16. Factors Affecting University Instructors' Adoption of Web-Based Learning Systems: Case Study of Iran

    Science.gov (United States)

    Motaghian, Hediyeh; Hassanzadeh, Alireza; Moghadam, Davood Karimzadgan

    2013-01-01

    In many societies e-learning has become the main mechanism supporting distance education. Although e-learning efforts are considered to be a significant corporate investment, many surveys indicate high drop-out rates or failures. This research uses an integrated model in order to assessing the influence of IS-oriented, psychological and behavioral…

  17. "UML Quiz": Automatic Conversion of Web-Based E-Learning Content in Mobile Applications

    Science.gov (United States)

    von Franqué, Alexander; Tellioglu, Hilda

    2014-01-01

    Many educational institutions use Learning Management Systems to provide e-learning content to their students. This often includes quizzes that can help students to prepare for exams. However, the content is usually web-optimized and not very usable on mobile devices. In this work a native mobile application ("UML Quiz") that imports…

  18. Evaluation of a web-based family medicine case library for self-directed learning in a third-year clerkship.

    Science.gov (United States)

    Morrow, Jay B; Sepdham, Dan; Snell, Laura; Lindeman, Carolyn; Dobbie, Alison

    2010-01-01

    Web-based cases are well accepted by medical students and enable faculty to deliver equivalent educational experiences to all students. A 2009 literature search revealed no study investigating student use patterns of Web-based case libraries for self-directed learning. We investigated third-year students' use of a Web-based case program for self-directed learning in a family medicine clerkship. We analyzed Design A Case usage patterns of 210 medical students during academic year 2008--2009. We compared board score differences between these students and those from the previous 5 years who did not use Design A Case. We analyzed data from a 13-item survey, administered to a subgroup of 85 students, about the strengths, weaknesses, and acceptability of the program. Students completed, on average, four cases, which was beyond the requirement of three. They reported that the content was highly relevant to cases they saw in clinic. Almost 75% preferred the self-directed Web-based learning over didactics, and most (64%) felt they learned more electronically. Use of the cases was associated with equivalent Board scores versus didactic lectures. In our setting, self-directed learning using a Web-based case program was highly acceptable to students. Web-based cases may provide an option for family medicine educators who wish to deliver equivalent educational experiences across sites.

  19. Web-Based Collaborative Learning: An Assessment of a Question-Generation Approach

    National Research Council Canada - National Science Library

    Belanich, James

    2003-01-01

    .... In research reported here, students used a learning aid for collaborative question generation called Army TEAMThink, a commercial program modified for Army use under a TRADOC Delivery Order contract...

  20. Implementation of Web-Based Argumentation in Facilitating Elementary School Students to Learn Environmental Issues

    Science.gov (United States)

    Wang, T. H.

    2014-01-01

    This research develops a Web-based argumentation system named the Web-based Interactive Argumentation System (WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers online. This research adopts a quasi-experimental…

  1. Web-Based Learning Information System for Web 3.0

    Science.gov (United States)

    Rego, Hugo; Moreira, Tiago; García-Peñalvo, Francisco Jose

    With the emergence of Web/eLearning 3.0 we have been developing/adjusting AHKME in order to face this great challenge. One of our goals is to allow the instructional designer and teacher to access standardized resources and evaluate the possibility of integration and reuse in eLearning systems, not only content but also the learning strategy. We have also integrated some collaborative tools for the adaptation of resources, as well as the collection of feedback from users to provide feedback to the system. We also provide tools for the instructional designer to create/customize specifications/ontologies to give structure and meaning to resources, manual and automatic search with recommendation of resources and instructional design based on the context, as well as recommendation of adaptations in learning resources. We also consider the concept of mobility and mobile technology applied to eLearning, allowing access by teachers and students to learning resources, regardless of time and space.

  2. A Peek into the Life of Online Learning Discussion Forums: Implications for Web-Based Distance Learning

    Science.gov (United States)

    Allan, Mary

    2004-01-01

    Supporting quality learning in online discussion forums is an intricate task, particularly for e-tutors aspiring to facilitate vigorous interactive learning environments. I argue that the key to successful online discussion forums is the ability of e-tutors to provide learners with feedback well informed in the meaning making and knowledge…

  3. Web-based lecture technologies and learning and teaching: a study of change in four Australian universities

    Directory of Open Access Journals (Sweden)

    M. Gosper

    2010-12-01

    Full Text Available The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning – freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture experience and enabling them to revisit key concepts and ideas in their own time. Less transformational has been the impact on teaching. Although changing attendance patterns and disquiet about the quality of learning are of concern to many, lecturers have largely responded by simply modifying lectures. For most, the challenges of catering for the learning needs of a cohort with variable lecture attendance have not been addressed at a whole of the curriculum level. The technologies have been added on, rather than integrated into the curriculum. This paper will review the changes taking place in learning and teaching, explore the reluctance to embrace more wholesale change to the curriculum, and discuss the implications for institutions in the face of ongoing change.

  4. How to confidently teach EBM on foot: development and evaluation of a web-based e-learning course.

    Science.gov (United States)

    Weberschock, Tobias; Sorinola, Olanrewaju; Thangaratinam, Shakila; Oude Rengerink, Katrien; Arvanitis, Theodoros N; Khan, Khalid S

    2013-10-01

    Scarcity of well-trained clinical tutors is a key constraint in integrating teaching of evidence-based medicine (EBM) into clinical activities. We developed a web-based educational course for clinical trainers to confidently teach EBM principles in everyday practice. Its e-learning modules defined the learning objectives and incorporated video clips of practical and effective EBM teaching methods for exploiting educational opportunities in six different clinical settings. We evaluated the course with clinical tutors in different specialties across six European countries using a questionnaire to capture learning achievement against preset objectives. Among 56 tutors, 47 participants (84%) improved their scores from baseline. The mean pre-course score was 69.2 (SD=10.4), which increased to 77.3 (SD=11.7) postcourse (peffect size was moderate with a Cohen's d of 0.73. An e-learning approach incorporating videos of applied EBM teaching and learning based on real clinical scenarios in the workplace can be useful in facilitating EBM teaching on foot. It can be integrated in the continuing professional development programmes for clinical trainers.

  5. Assessing the Success Rate of Students Using a Learning Management System Together with a Collaborative Tool in Web-Based Teaching of Programming Languages

    Science.gov (United States)

    Cavus, Nadire; Ibrahim, Dogan

    2007-01-01

    The development of collaborative studies in learning has led to a renewed interest in the field of Web-based education. In this experimental study a highly interactive and collaborative virtual teaching environment has been created by supporting Moodle LMS with collaborative learning tool GREWPtool. The aim of this experimental study has been to…

  6. Improving Pediatric Basic Life Support Performance Through Blended Learning With Web-Based Virtual Patients: Randomized Controlled Trial.

    Science.gov (United States)

    Lehmann, Ronny; Thiessen, Christiane; Frick, Barbara; Bosse, Hans Martin; Nikendei, Christoph; Hoffmann, Georg Friedrich; Tönshoff, Burkhard; Huwendiek, Sören

    2015-07-02

    E-learning and blended learning approaches gain more and more popularity in emergency medicine curricula. So far, little data is available on the impact of such approaches on procedural learning and skill acquisition and their comparison with traditional approaches. This study investigated the impact of a blended learning approach, including Web-based virtual patients (VPs) and standard pediatric basic life support (PBLS) training, on procedural knowledge, objective performance, and self-assessment. A total of 57 medical students were randomly assigned to an intervention group (n=30) and a control group (n=27). Both groups received paper handouts in preparation of simulation-based PBLS training. The intervention group additionally completed two Web-based VPs with embedded video clips. Measurements were taken at randomization (t0), after the preparation period (t1), and after hands-on training (t2). Clinical decision-making skills and procedural knowledge were assessed at t0 and t1. PBLS performance was scored regarding adherence to the correct algorithm, conformance to temporal demands, and the quality of procedural steps at t1 and t2. Participants' self-assessments were recorded in all three measurements. Procedural knowledge of the intervention group was significantly superior to that of the control group at t1. At t2, the intervention group showed significantly better adherence to the algorithm and temporal demands, and better procedural quality of PBLS in objective measures than did the control group. These aspects differed between the groups even at t1 (after VPs, prior to practical training). Self-assessments differed significantly only at t1 in favor of the intervention group. Training with VPs combined with hands-on training improves PBLS performance as judged by objective measures.

  7. Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study.

    Science.gov (United States)

    Ding, Yongxia; Zhang, Peili

    2018-06-12

    Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (n = 162) was taught using a web-based PBL teaching approach, while the control group (n = 166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (P web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning. Copyright © 2018. Published by Elsevier Ltd.

  8. Web-based learning for continuing nursing education of emergency unit staff.

    Science.gov (United States)

    Paavilainen, Eija; Salminen-Tuomaala, Mari

    2010-01-01

    The authors describe a Web-based continuing education course focusing on patient counseling in an emergency department. Course materials were developed based on data collected from the department's patients and their family members and on earlier findings on counseling. Web-based education is an appropriate method for continuing education in a specific hospital department. This puts special demands for nurse managers in arranging, designing, and implementing the education together with educators.

  9. Learning Statistics - in a WEB-based and non-linear way

    DEFF Research Database (Denmark)

    Rootzen, Helle

    2007-01-01

    different from one another. They have different prior knowledge and different learning styles so it is a challenging task to teach them all in the same way. Furthermore the world of statistics has become so huge that it is impossible to cover everything. The structure imposed by the Bologna agreement gives...... can design the course – or a part of the course – so that it fits their individual learning style and their prior knowledge. Some prefer to look at examples first and afterwards look at which theories it is based on. Others want to do it the opposite way. Some wants to work with the problem themselves...

  10. [Blended-learning in psychosomatics and psychotherapy - Increasing the satisfaction and knowledge of students with a web-based e-learning tool].

    Science.gov (United States)

    Ferber, Julia; Schneider, Gudrun; Havlik, Linda; Heuft, Gereon; Friederichs, Hendrik; Schrewe, Franz-Bernhard; Schulz-Steinel, Andrea; Burgmer, Markus

    2014-01-01

    To improve the synergy of established methods of teaching, the Department of Psychosomatics and Psychotherapy, University Hospital Münster, developed a web-based elearning tool using video clips of standardized patients. The effect of this blended-learning approach was evaluated. A multiple-choice test was performed by a naive (without the e-learning tool) and an experimental (with the tool) cohort of medical students to test the groups' expertise in psychosomatics. In addition, participants' satisfaction with the new tool was evaluated (numeric rating scale of 0-10). The experimental cohort was more satisfied with the curriculum and more interested in psychosomatics. Furthermore, the experimental cohort scored significantly better in the multiple-choice test. The new tool proved to be an important addition to the classical curriculum as a blended-learning approach which improves students' satisfaction and knowledge in psychosomatics.

  11. WebQuests in special primary education: Learning in a web-based environment

    NARCIS (Netherlands)

    Kleemans, M.A.J.; Segers, P.C.J.; Droop, W.; Wentink, W.M.J.

    2011-01-01

    The present study investigated the differences in learning gain when performing a WebQuest with a well-defined versus an ill-defined assignment. Twenty boys and twenty girls (mean age 11; 10), attending a special primary education school, performed two WebQuests. In each WebQuest, they performed

  12. Web-based Learning Environments Guided by Principles of Good Teaching Practice.

    Science.gov (United States)

    Chizmar, John F.; Walbert, Mark S.

    1999-01-01

    Describes the preparation and execution of a statistics course, an undergraduate econometrics course, and a microeconomic theory course that all utilize Internet technology. Reviews seven principles of teaching practice in order to demonstrate how to enhance the quality of student learning using Web technologies. Includes reactions by Steve Hurd…

  13. Polite Web-Based Intelligent Tutors: Can They Improve Learning in Classrooms?

    Science.gov (United States)

    McLaren, Bruce M.; DeLeeuw, Krista E.; Mayer, Richard E.

    2011-01-01

    Should an intelligent software tutor be polite, in an effort to motivate and cajole students to learn, or should it use more direct language? If it should be polite, under what conditions? In a series of studies in different contexts (e.g., lab versus classroom) with a variety of students (e.g., low prior knowledge versus high prior knowledge),…

  14. Bridging Scientific Reasoning and Conceptual Change through Adaptive Web-Based Learning

    Science.gov (United States)

    She, Hsiao-Ching; Liao, Ya-Wen

    2010-01-01

    This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' scientific reasoning and conceptual change through mixed methods. A one-group pre-, post-, and retention quasi-experimental design was used in the study. All students received tests…

  15. Web-based mini-games for language learning that support spoken interaction

    CSIR Research Space (South Africa)

    Strik, H

    2015-09-01

    Full Text Available The European ‘Lifelong Learning Programme’ (LLP) project ‘Games Online for Basic Language learning’ (GOBL) aimed to provide youths and adults wishing to improve their basic language skills access to materials for the development of communicative...

  16. Cross Cultural Analysis of the Use and Perceptions of Web-Based Learning Systems

    Science.gov (United States)

    Arenas-Gaitan, Jorge; Ramirez-Correa, Patricio E.; Rondan-Cataluna, F. Javier

    2011-01-01

    The main objective of this paper is to examine cultural differences and technology acceptances from students of two universities, one is from a European country: Spain, and the other is in Latin America: Chile. Both of them provide their students with e-learning platforms. The technology acceptance model (TAM) and Hofstede's cultural dimensions…

  17. Examining the Use of Web-Based Reusable Learning Objects by Animal and Veterinary Nursing Students

    Science.gov (United States)

    Chapman-Waterhouse, Emily; Silva-Fletcher, Ayona; Whittlestone, Kim David

    2016-01-01

    This intervention study examined the interaction of animal and veterinary nursing students with reusable learning objects (RLO) in the context of preparing for summative assessment. Data was collected from 199 undergraduates using quantitative and qualitative methods. Students accessed RLO via personal devices in order to reinforce taught…

  18. Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

    Science.gov (United States)

    Nelles, Laura Jayne; Smith, Cathy M.; Lax, Leila R.; Russell, Lynn

    2011-01-01

    The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs) to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program…

  19. Measuring the learning effectiveness of Web-based teacher professional development in the hypothesis based learning method of teaching science

    Science.gov (United States)

    Wilson, Penne L.

    2007-12-01

    This study was conducted as part of the five year evaluation of the Star Schools grant awarded to Oklahoma State University for the development on online teacher professional development in the Hypothesis Based Learning (HbL) method of science instruction. Participants in this research were five teachers who had completed the online workshop, submitted a lesson plan, and who allowed this researcher and other members of the University of New Mexico Evaluation Team into their classrooms to observe and to determine if the learning of the method from the online HbL workshop had translated into practice. These teachers worked in inner city, suburban, metropolitan, and rural communities in the U.S. Southwest. This study was conducted to determine if teachers learned the HbL method from the online HbL workshop, to examine the relationship of satisfaction to learning, and to determine the elements of the online workshop that led to teacher learning. To measure learning of HbL, three different assessment instruments were used: embedded assessments within the online HbL workshop that gave teachers a scenario and asked them to generate questions to facilitate the HbL process; the analysis of a lesson plan provided by teachers using a science concept that they wished to incorporate in their curriculum using an HbL lesson template provided at the HbL website; and, observations of teachers facilitating the HbL process conducted at three different times during the year that they began the HbL online workshop. To determine if teachers were satisfied with the learning environment, the online HbL workshop, and the product, HbL Method for Teaching Science, and to determine if teachers could identify the elements of the online workshop that led to learning, interviews with the participants were conducted. The research findings were presented in two parts: Part I is an analysis of data provided by the assessment instruments and a content analysis of the transcripts of the teacher

  20. WebQuests in Special Primary Education: Learning in a Web-Based Environment

    Science.gov (United States)

    Kleemans, Tijs; Segers, Eliane; Droop, Mienke; Wentink, Hanneke

    2011-01-01

    The present study investigated the differences in learning gain when performing a WebQuest with a well-defined versus an ill-defined assignment. Twenty boys and twenty girls (mean age 11; 10), attending a special primary education school, performed two WebQuests. In each WebQuest, they performed either a well-defined or an ill-defined assignment.…

  1. Exploring the Learning Mechanism of Web-Based Question-Answering Systems and Their Design

    Science.gov (United States)

    Zhang, Yin

    2010-01-01

    In recent years, a number of models concerning question-answering (QA) systems have been put forward. But many of them stress technology and neglect the research of QA itself. In this paper, we analyse the essence of QA and discuss the relationship between technology and QA. On that basis, we propose that when designing web-based QA systems, more…

  2. Integrating Streaming Media to Web-based Learning: A Modular Approach.

    Science.gov (United States)

    Miltenoff, Plamen

    2000-01-01

    Explains streaming technology and discusses how to integrate it into Web-based instruction based on experiences at St. Cloud State University (Minnesota). Topics include a modular approach, including editing, copyright concerns, digitizing, maintenance, and continuing education needs; the role of the library; and how streaming can enhance…

  3. A Web-Based Tool for Collaboration and Transdisciplinary Learning Design in Communities of Practice

    DEFF Research Database (Denmark)

    Vestergård, Erik; Hansen, Gitte Riis; Storm*, Helle

    2016-01-01

    idématch is a digital, web-based, and non-commercial platform developed by associate professors from University College Zealand, in cooperation with private enterprises, municipalities, and students. It is designed to bring students, public and private organizations, and citizens together...

  4. Communicative task modeling and its practice on academic English learning in a web-based environment

    NARCIS (Netherlands)

    Chen, Jin; Cristea, A.I.; Okamoto, T.

    2003-01-01

    A web-based course for scholarly communicative language competence development via a distance tutoring system is presented. Particular focus is given to the description of the representation and organization of communicative tasks representing the subject matter knowledge in terms of

  5. ASK-LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs

    Science.gov (United States)

    Zervas, Panagiotis; Fragkos, Konstantinos; Sampson, Demetrios G.

    2013-01-01

    During the last decade, Open Educational Resources (OERs) have gained increased attention for their potential to support open access, sharing and reuse of digital educational resources. Therefore, a large amount of digital educational resources have become available worldwide through web-based open access repositories which are referred to as…

  6. Lessons Learned from the Administration of a Web-Based Survey.

    Science.gov (United States)

    Mertler, Craig A.

    This paper describes the methodology used in a research study involving the collection of data through a Web-based survey, focusing on the advantages and limitations of the methodology. The Teacher motivation and Job Satisfaction Survey was administered to K-12 teachers. Many of the difficulties occurred during the planning phase, as opposed to…

  7. An Autonomous Learning System of Bengali Characters Using Web-Based Intelligent Handwriting Recognition

    Science.gov (United States)

    Khatun, Nazma; Miwa, Jouji

    2016-01-01

    This research project was aimed to develop an intelligent Bengali handwriting education system to improve the literacy level in Bangladesh. Due to the socio-economical limitation, all of the population does not have the chance to go to school. Here, we developed a prototype of web-based (iPhone/smartphone or computer browser) intelligent…

  8. Learning to Express Gratitude in Mandarin Chinese through Web-Based Instruction

    Science.gov (United States)

    Yang, Li

    2016-01-01

    This study explored the effectiveness of a self-access website as a tool to teach expressions of gratitude to learners of Mandarin Chinese. The web-based instruction included explicit instruction on how to express gratitude appropriately in Mandarin and various consciousness-raising exercises/activities. Two groups of learners who differed in…

  9. Applying the technology acceptance model to explore public health nurses' intentions towards web-based learning: a cross-sectional questionnaire survey.

    Science.gov (United States)

    Chen, I Ju; Yang, Kuei-Feng; Tang, Fu-In; Huang, Chun-Hsia; Yu, Shu

    2008-06-01

    In the era of the knowledge economy, public health nurses (PHNs) need to update their knowledge to ensure quality of care. In pre-implementation stage, policy makers and educators should understand PHNs' behavioural intentions (BI) toward web-based learning because it is the most important determinant of actual behaviour. To understand PHNs' BI toward web-based learning and further to identify the factors influencing PHNs' BI based on the technology acceptance model (TAM) in pre-implementation stage. A nationwide-based cross-sectional research design was used in this study. Three hundred and sixty-nine health centres in Taiwan. A randomly selected sample, 202 PHNs participated in this study. Data were collected by mailing in a questionnaire. The majority of PHNs (91.6%, n=185) showed an affirmative BI toward web-based learning. PHNs rated moderate values of perceived usefulness (U), perceived ease of use (EOU) and attitude toward web-based learning (A). Multiple regression analyses indicated that only U revealed a significantly direct influence on BI. U and EOU had significantly direct relationships with A; however, no significant relationship existed between A and BI. Additionally, EOU and an individual's computer competence revealed significant relationships with U; Internet access at the workplace revealed a significant relationship with EOU. In the pre-implementation stage, PHNs perceived a high likelihood of adopting web-based learning as their way of continuing education. In pre-implementation stage, perceived usefulness is the most important factor for BI instead of the attitude. Perceived EOU, an individual's computer competency, and Internet access at workplaces revealed indirect effects on BI. Therefore, increasing U, EOU, computer competence, and Internet access at workplace will be helpful in increasing PHNs' BI. Moreover, we suggest that future studies should focus on clarifying problems in different stages of implementation to build a more complete

  10. Value of Web-based learning activities for nursing students who speak English as a second language.

    Science.gov (United States)

    Koch, Jane; Salamonson, Yenna; Du, Hui Yun; Andrew, Sharon; Frost, Steven A; Dunncliff, Kirstin; Davidson, Patricia M

    2011-07-01

    There is an increasing need to address the educational needs of students with English as a second language. The authors assessed the value of a Web-based activity to meet the needs of students with English as a second language in a bioscience subject. Using telephone contact, we interviewed 21 Chinese students, 24 non-Chinese students with English as a second language, and 7 native English-speaking students to identify the perception of the value of the intervention. Four themes emerged from the qualitative data: (1) Language is a barrier to achievement and affects self-confidence; (2) Enhancement intervention promoted autonomous learning; (3) Focusing on the spoken word increases interaction capacity and self-confidence; (4) Assessment and examination drive receptivity and sense of importance. Targeted strategies to promote language acculturation and acquisition are valued by students. Linking language acquisition skills to assessment tasks is likely to leverage improvements in competence. Copyright 2011, SLACK Incorporated.

  11. A Web-Based Interactive Homework Quiz and Tutorial Package To Motivate Undergraduate Chemistry Students and Improve Learning

    Science.gov (United States)

    Freasier, Ben; Collins, Grant; Newitt, Paula

    2003-11-01

    This study presents a Web-based interactive homework quiz and tutorial package that we have devised to improve the learning of first-year undergraduate chemistry students. We developed this automated scheme, based on WWWAssign, to produce randomly generated quizzes from a large database of questions, instantaneously grade that homework, give a fully-worked solution, and provide individually targeted tutorial assistance. Success in these quizzes was a necessary requirement before taking supervised tests. We found a positive correlation at the p= 0.1 level (90%) between voluntary extra use of the quizzes in the interactive package and the final course grade. All students undertook more quizzes than the base course requirement even though the quiz grades did not contribute to the total course grades. We suggest that students were motivated to pursue additional practice with the quizzes and associated tutorial information, as they perceived some benefit in this student-centered study tool and could access it at any time.

  12. Web-based newborn screening system for metabolic diseases: machine learning versus clinicians.

    Science.gov (United States)

    Chen, Wei-Hsin; Hsieh, Sheau-Ling; Hsu, Kai-Ping; Chen, Han-Ping; Su, Xing-Yu; Tseng, Yi-Ju; Chien, Yin-Hsiu; Hwu, Wuh-Liang; Lai, Feipei

    2013-05-23

    A hospital information system (HIS) that integrates screening data and interpretation of the data is routinely requested by hospitals and parents. However, the accuracy of disease classification may be low because of the disease characteristics and the analytes used for classification. The objective of this study is to describe a system that enhanced the neonatal screening system of the Newborn Screening Center at the National Taiwan University Hospital. The system was designed and deployed according to a service-oriented architecture (SOA) framework under the Web services .NET environment. The system consists of sample collection, testing, diagnosis, evaluation, treatment, and follow-up services among collaborating hospitals. To improve the accuracy of newborn screening, machine learning and optimal feature selection mechanisms were investigated for screening newborns for inborn errors of metabolism. The framework of the Newborn Screening Hospital Information System (NSHIS) used the embedded Health Level Seven (HL7) standards for data exchanges among heterogeneous platforms integrated by Web services in the C# language. In this study, machine learning classification was used to predict phenylketonuria (PKU), hypermethioninemia, and 3-methylcrotonyl-CoA-carboxylase (3-MCC) deficiency. The classification methods used 347,312 newborn dried blood samples collected at the Center between 2006 and 2011. Of these, 220 newborns had values over the diagnostic cutoffs (positive cases) and 1557 had values that were over the screening cutoffs but did not meet the diagnostic cutoffs (suspected cases). The original 35 analytes and the manifested features were ranked based on F score, then combinations of the top 20 ranked features were selected as input features to support vector machine (SVM) classifiers to obtain optimal feature sets. These feature sets were tested using 5-fold cross-validation and optimal models were generated. The datasets collected in year 2011 were used as

  13. Evaluation of a web-based asynchronous pediatric emergency medicine learning tool for residents and medical students.

    Science.gov (United States)

    Burnette, Kreg; Ramundo, Maria; Stevenson, Michelle; Beeson, Michael S

    2009-12-01

    To examine the effectiveness of an asynchronous learning tool consisting of web-based lectures for trainees covering major topics pertinent to pediatric emergency medicine (PEM) and to assess resident and student evaluation of this mode of education. PEM faculty and fellows created a 21-lecture, web-based curriculum. These 20-minute online lectures used Microsoft PowerPoint with the voice-over feature. A 75-question test was created to assess the effectiveness of the web-based learning model, administered online before and after the rotation in the pediatric emergency department (PED). All fourth-year medical students and residents (across all specialties) rotating through the PED were required to complete 10 of the 21 lectures during their 1-month rotation. The main outcome variable was difference in score between pre- and post-rotation tests of participants who viewed no lectures and those who viewed at least one lecture. Evaluation of the program was assessed by anonymous survey using 5-point discrete visual analog scales. Responses of 4 or 5 were considered positive for analysis. One hundred eleven residents and fourth-year medical students participated in the program. An initial 32 completed testing before implementation of the on-line lectures (March 2007-August 2007), and another five did not complete the on-line lectures after implementation (September 2007-February 2008). Seventy-one completed testing and on-line lectures, and all but three completed at least 10 on-line lectures during their rotation. Fourteen of 111 trainees did not complete the pre- or post-test (including two who viewed the lectures). The mean change in score was a 1% improvement from pre-test to post-test for trainees who viewed no lectures and a 6.2% improvement for those who viewed the lectures (mean difference = 5.2%, 95% confidence interval = 2.5% to 7.9%). In the linear regression model, the estimate of the coefficient was 0.43 (p lecture viewed, post-test score rose by 0

  14. Mining Web-based Educational Systems to Predict Student Learning Achievements

    Directory of Open Access Journals (Sweden)

    José del Campo-Ávila

    2015-03-01

    Full Text Available Educational Data Mining (EDM is getting great importance as a new interdisciplinary research field related to some other areas. It is directly connected with Web-based Educational Systems (WBES and Data Mining (DM, a fundamental part of Knowledge Discovery in Databases. The former defines the context: WBES store and manage huge amounts of data. Such data are increasingly growing and they contain hidden knowledge that could be very useful to the users (both teachers and students. It is desirable to identify such knowledge in the form of models, patterns or any other representation schema that allows a better exploitation of the system. The latter reveals itself as the tool to achieve such discovering. Data mining must afford very complex and different situations to reach quality solutions. Therefore, data mining is a research field where many advances are being done to accommodate and solve emerging problems. For this purpose, many techniques are usually considered. In this paper we study how data mining can be used to induce student models from the data acquired by a specific Web-based tool for adaptive testing, called SIETTE. Concretely we have used top down induction decision trees algorithms to extract the patterns because these models, decision trees, are easily understandable. In addition, the conducted validation processes have assured high quality models.

  15. Lessons learned: the effect of prior technology use on Web-based interventions.

    Science.gov (United States)

    Carey, Joanne C; Wade, Shari L; Wolfe, Christopher R

    2008-04-01

    This study examined the role of regular prior technology use in treatment response to an online family problem-solving (OFPS) intervention and an Internet resource intervention (IRI) for pediatric traumatic brain injury (TBI). Participants were 150 individuals in 40 families of children with TBI randomly assigned to OFPS intervention or an IRI. All families received free computers and Internet access to TBI resources. OFPS families received Web-based sessions and therapist-guided synchronous videoconferences focusing on problem solving, communication skills, and behavior management. All participants completed measures of depression, anxiety, and computer usage. OFPS participants rated treatment satisfaction, therapeutic alliance, and Web site and technology comfort. With the OFPS intervention, depression and anxiety improved significantly more among technology using parents (n = 14) than nontechnology users (n = 6). Technology users reported increasing comfort with technology over time, and this change was predictive of depression at followup. Satisfaction and ease-of-use ratings did not differ by technology usage. Lack of regular prior home computer usage and nonadherence were predictive of anxiety at followup. The IRI was not globally effective. However, controlling for prior depression, age, and technology at work, there was a significant effect of technology at home for depression. Families with technology experience at home (n = 11) reported significantly greater improvements in depression than families without prior technology experience at home (n = 8). Although Web-based OFPS was effective in improving caregiver functioning, individuals with limited computer experience may benefit less from an online intervention due to increased nonadherence.

  16. Cloud Pedagogy: Utilizing Web-Based Technologies for the Promotion of Social Constructivist Learning in Science Teacher Preparation Courses

    Science.gov (United States)

    Barak, Miri

    2017-10-01

    The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers' perceptions of "cloud pedagogy"—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers ( N = 48) and pre-service science teachers ( N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the "cloud pedagogy" was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous.

  17. Determination of difficult concepts in the interpretation of musculoskeletal radiographs using a web-based learning/teaching tool

    International Nuclear Information System (INIS)

    Nunn, Heidi; Nunn, David L.

    2011-01-01

    Aim: To identify which aspects of musculoskeletal radiograph image interpretation users of a web-based learning resource found to be most difficult. Method: The resource provides modular online training, based on twelve musculoskeletal anatomical and pathological areas. At the end of each module is a multiple choice self-test, which users can utilize to consolidate their learning. There are 217 questions within the tests. The results for all questions answered on or before 1st February 2011 were analyzed, and the lowest scoring 25% of questions subsequently reviewed. A low-scoring question implies that the subject was difficult. Results: Users provided a total of 117,097 answers. The range of scores provided by the test questions varied significantly (P < 0.0001), from 15.8% to 93.8%. Topics appearing in the lowest quartile were analyzed in detail. They included interpretation of paediatric radiographs, the Salter-Harris classification, soft-tissue signs and the identification of multiple injuries. The lowest scoring modules were the shoulder and ankle. Conclusion: The results of this study will help to guide educators both within radiography and other health professions in providing more targeted teaching in musculoskeletal image interpretation.

  18. Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation.

    Science.gov (United States)

    Micheel, Christine M; Anderson, Ingrid A; Lee, Patricia; Chen, Sheau-Chiann; Justiss, Katy; Giuse, Nunzia B; Ye, Fei; Kusnoor, Sheila V; Levy, Mia A

    2017-07-25

    Precision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies. This study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning. In all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment. A total of 751 participants enrolled in the study. Of these, 367 (48.9%) were allocated to the intervention arm and 384 (51.1%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8%) completed all assessments. Of those allocated to the control arm, 296 (77.1%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points

  19. Online Reflective Writing Mechanisms and Its Effects on Self-Regulated Learning: A Case of Web-Based Portfolio Assessment System

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    Liang, Chaoyun; Chang, Chi-Cheng; Shu, Kuen-Ming; Tseng, Ju-Shih; Lin, Chun-Yu

    2016-01-01

    The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called "Website design" at a vocational high school in Taiwan. One class was…

  20. Excited, Proud, and Accomplished: Exploring the Effects of Feedback Supplemented with Web-Based Peer Benchmarking on Self-Regulated Learning in Marketing Classrooms

    Science.gov (United States)

    Raska, David

    2014-01-01

    This research explores and tests the effect of an innovative performance feedback practice--feedback supplemented with web-based peer benchmarking--through a lens of social cognitive framework for self-regulated learning. The results suggest that providing performance feedback with references to exemplary peer output is positively associated with…

  1. Difference in Learning among Students Doing Pen-and-Paper Homework Compared to Web-Based Homework in an Introductory Statistics Course

    Science.gov (United States)

    Jonsdottir, Anna Helga; Bjornsdottir, Audbjorg; Stefansson, Gunnar

    2017-01-01

    A repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years.…

  2. Teaching Children's Rights and Climate Change with the Support of Act for Climate Web-Based Learning Environment

    Science.gov (United States)

    Gkotzos, Dimitrios

    2017-01-01

    This article presents an effort to integrate the issues of climate change and children's rights into the Greek primary school curriculum through the use of information and communication technologies (ICTs). The curriculum Act for Climate was developed through the lens of children's rights and with the support of a web-based learning environment…

  3. TECHNOLOGY AND METHODS OF CREATING WEB-BASED LEARNING ENVIRONMENT FOR HUMANITIES EDUCATION

    Directory of Open Access Journals (Sweden)

    Вилена Александровна Брылева

    2013-04-01

    Full Text Available The purpose of the article is to describe the structure of web environment in frames of new educational paradigm in teaching Humanities, to clarify the scientifical and practical importance of using Web 2.0 technologies in higher education. This problem is of great importance due to the necessity of integration of modern IT into educational environment which needs to develop new methods of teaching.The model of educational environment presented in the article is based on the integration of LMS Moodle and PLE Mahara. The authors define the functional modules and means of the environment, describe its didactic qualities, organization requirements and usage advantages. The methodic model of teaching English worked out by the authors supposes step-by-step formation of professional as well as informational competence necessary to any modern specialist. The effectiveness of the model is verified by experiental learning, based on individual and group forms of work on educational site of Institute of Philology and Intercultural Communication of Volgograd State university.DOI: http://dx.doi.org/10.12731/2218-7405-2013-2-8

  4. Web-based experiments controlled by JavaScript: an example from probability learning.

    Science.gov (United States)

    Birnbaum, Michael H; Wakcher, Sandra V

    2002-05-01

    JavaScript programs can be used to control Web experiments. This technique is illustrated by an experiment that tested the effects of advice on performance in the classic probability-learning paradigm. Previous research reported that people tested via the Web or in the lab tended to match the probabilities of their responses to the probabilities that those responses would be reinforced. The optimal strategy, however, is to consistently choose the more frequent event; probability matching produces suboptimal performance. We investigated manipulations we reasoned should improve performance. A horse race scenario in which participants predicted the winner in each of a series of races between two horses was compared with an abstract scenario used previously. Ten groups of learners received different amounts of advice, including all combinations of (1) explicit instructions concerning the optimal strategy, (2) explicit instructions concerning a monetary sum to maximize, and (3) accurate information concerning the probabilities of events. The results showed minimal effects of horse race versus abstract scenario. Both advice concerning the optimal strategy and probability information contributed significantly to performance in the task. This paper includes a brief tutorial on JavaScript, explaining with simple examples how to assemble a browser-based experiment.

  5. Perspective: Web-based machine learning models for real-time screening of thermoelectric materials properties

    Science.gov (United States)

    Gaultois, Michael W.; Oliynyk, Anton O.; Mar, Arthur; Sparks, Taylor D.; Mulholland, Gregory J.; Meredig, Bryce

    2016-05-01

    The experimental search for new thermoelectric materials remains largely confined to a limited set of successful chemical and structural families, such as chalcogenides, skutterudites, and Zintl phases. In principle, computational tools such as density functional theory (DFT) offer the possibility of rationally guiding experimental synthesis efforts toward very different chemistries. However, in practice, predicting thermoelectric properties from first principles remains a challenging endeavor [J. Carrete et al., Phys. Rev. X 4, 011019 (2014)], and experimental researchers generally do not directly use computation to drive their own synthesis efforts. To bridge this practical gap between experimental needs and computational tools, we report an open machine learning-based recommendation engine (http://thermoelectrics.citrination.com) for materials researchers that suggests promising new thermoelectric compositions based on pre-screening about 25 000 known materials and also evaluates the feasibility of user-designed compounds. We show this engine can identify interesting chemistries very different from known thermoelectrics. Specifically, we describe the experimental characterization of one example set of compounds derived from our engine, RE12Co5Bi (RE = Gd, Er), which exhibits surprising thermoelectric performance given its unprecedentedly high loading with metallic d and f block elements and warrants further investigation as a new thermoelectric material platform. We show that our engine predicts this family of materials to have low thermal and high electrical conductivities, but modest Seebeck coefficient, all of which are confirmed experimentally. We note that the engine also predicts materials that may simultaneously optimize all three properties entering into zT; we selected RE12Co5Bi for this study due to its interesting chemical composition and known facile synthesis.

  6. Web-Based Specialist Support for Spinal Cord Injury Person’s Care: Lessons Learned

    Directory of Open Access Journals (Sweden)

    Vincenzo Della Mea

    2012-01-01

    Full Text Available Persons with disability from spinal cord injury (SCI are subject to high risk of pathological events and need a regular followup even after discharge from the rehabilitation hospital. To help in followup, we developed a web portal for providing online specialist as well as GP support to SCI persons. After a feasibility study with 13 subjects, the portal has been introduced in the regional healthcare network in order to make it compliant with current legal regulations on data protection, including smartcard authentication. Although a number of training courses have been made to introduce SCI persons to portal use (up to 50 users, the number of accesses remained very low. Reasons for that have been investigated by means of a questionnaire submitted to the initial feasibility study subjects and included the still easier use of telephone versus our web-based smartcard-authenticated portal, in particular, because online communications are still perceived as an unusual way of interacting with the doctor. To summarize, the overall project has been appreciated by the users, but when it is time to ask for help to, the specialist, it is still much easier to make a phone call.

  7. The Picmonic® Learning System: enhancing memory retention of medical sciences, using an audiovisual mnemonic Web-based learning platform

    Directory of Open Access Journals (Sweden)

    Yang A

    2014-05-01

    Full Text Available Adeel Yang,1,* Hersh Goel,1,* Matthew Bryan,2 Ron Robertson,1 Jane Lim,1 Shehran Islam,1 Mark R Speicher2 1College of Medicine, The University of Arizona, Tucson, AZ, USA; 2Arizona College of Osteopathic Medicine, Midwestern University, Glendale, AZ, USA *These authors contributed equally to this work Background: Medical students are required to retain vast amounts of medical knowledge on the path to becoming physicians. To address this challenge, multimedia Web-based learning resources have been developed to supplement traditional text-based materials. The Picmonic® Learning System (PLS; Picmonic, Phoenix, AZ, USA is a novel multimedia Web-based learning platform that delivers audiovisual mnemonics designed to improve memory retention of medical sciences. Methods: A single-center, randomized, subject-blinded, controlled study was conducted to compare the PLS with traditional text-based material for retention of medical science topics. Subjects were randomly assigned to use two different types of study materials covering several diseases. Subjects randomly assigned to the PLS group were given audiovisual mnemonics along with text-based materials, whereas subjects in the control group were given the same text-based materials with key terms highlighted. The primary endpoints were the differences in performance on immediate, 1 week, and 1 month delayed free-recall and paired-matching tests. The secondary endpoints were the difference in performance on a 1 week delayed multiple-choice test and self-reported satisfaction with the study materials. Differences were calculated using unpaired two-tailed t-tests. Results: PLS group subjects demonstrated improvements of 65%, 161%, and 208% compared with control group subjects on free-recall tests conducted immediately, 1 week, and 1 month after study of materials, respectively. The results of performance on paired-matching tests showed an improvement of up to 331% for PLS group subjects. PLS group

  8. Plant a tree in cyberspace: metaphor and analogy as design elements in Web-based learning environments.

    Science.gov (United States)

    Wolfe, C R

    2001-02-01

    Analogy and metaphor are figurative forms of communication that help people integrate new information with prior knowledge to facilitate comprehension and appropriate inferences. The novelty and versatility of the Web place cognitive burdens on learners that can be overcome through the use of analogies and metaphors. This paper explores three uses of figurative communication as design elements in Web-based learning environments, and provides empirical illustrations of each. First, extended analogies can be used as the basis of cover stories that create an analogy between the learner's position and a hypothetical situation. The Dragonfly Web pages make extensive use of analogous cover stories in the design of interactive decision-making games. Feedback from visitors, patterns of usage, and external reviews provide evidence of effectiveness. A second approach is visual analogies based on the principles of ecological psychology. An empirical example suggests that visual analogies are most effective when there is a one-to-one correspondence between the base and visual target analogs. The use of learner-generated analogies is a third approach. Data from an offline study with undergraduate science students are presented indicating that generating analogies are associated with significant improvements in the ability to place events in natural history on a time line. It is concluded that cyberspace itself might form the basis of the next guiding metaphor of mind.

  9. Adaptation Provisioning with Respect to Learning Styles in a Web-Based Educational System: An Experimental Study

    Science.gov (United States)

    Popescu, E.

    2010-01-01

    Personalized instruction is seen as a desideratum of today's e-learning systems. The focus of this paper is on those platforms that use learning styles as personalization criterion called learning style-based adaptive educational systems. The paper presents an innovative approach based on an integrative set of learning preferences that alleviates…

  10. The Picmonic(®) Learning System: enhancing memory retention of medical sciences, using an audiovisual mnemonic Web-based learning platform.

    Science.gov (United States)

    Yang, Adeel; Goel, Hersh; Bryan, Matthew; Robertson, Ron; Lim, Jane; Islam, Shehran; Speicher, Mark R

    2014-01-01

    Medical students are required to retain vast amounts of medical knowledge on the path to becoming physicians. To address this challenge, multimedia Web-based learning resources have been developed to supplement traditional text-based materials. The Picmonic(®) Learning System (PLS; Picmonic, Phoenix, AZ, USA) is a novel multimedia Web-based learning platform that delivers audiovisual mnemonics designed to improve memory retention of medical sciences. A single-center, randomized, subject-blinded, controlled study was conducted to compare the PLS with traditional text-based material for retention of medical science topics. Subjects were randomly assigned to use two different types of study materials covering several diseases. Subjects randomly assigned to the PLS group were given audiovisual mnemonics along with text-based materials, whereas subjects in the control group were given the same text-based materials with key terms highlighted. The primary endpoints were the differences in performance on immediate, 1 week, and 1 month delayed free-recall and paired-matching tests. The secondary endpoints were the difference in performance on a 1 week delayed multiple-choice test and self-reported satisfaction with the study materials. Differences were calculated using unpaired two-tailed t-tests. PLS group subjects demonstrated improvements of 65%, 161%, and 208% compared with control group subjects on free-recall tests conducted immediately, 1 week, and 1 month after study of materials, respectively. The results of performance on paired-matching tests showed an improvement of up to 331% for PLS group subjects. PLS group subjects also performed 55% greater than control group subjects on a 1 week delayed multiple choice test requiring higher-order thinking. The differences in test performance between the PLS group subjects and the control group subjects were statistically significant (P<0.001), and the PLS group subjects reported higher overall satisfaction with the

  11. Agile Development of Various Computational Power Adaptive Web-Based Mobile-Learning Software Using Mobile Cloud Computing

    Science.gov (United States)

    Zadahmad, Manouchehr; Yousefzadehfard, Parisa

    2016-01-01

    Mobile Cloud Computing (MCC) aims to improve all mobile applications such as m-learning systems. This study presents an innovative method to use web technology and software engineering's best practices to provide m-learning functionalities hosted in a MCC-learning system as service. Components hosted by MCC are used to empower developers to create…

  12. Design and Implementation of a Novel Web-Based E-Learning Tool for Education of Health Professionals on the Antibiotic Vancomycin.

    Science.gov (United States)

    Bond, Stuart Evan; Crowther, Shelley P; Adhikari, Suman; Chubaty, Adriana J; Yu, Ping; Borchard, Jay P; Boutlis, Craig Steven; Yeo, Wilfred Winston; Miyakis, Spiros

    2017-03-30

    Traditional approaches to health professional education are being challenged by increased clinical demands and decreased available time. Web-based e-learning tools offer a convenient and effective method of delivering education, particularly across multiple health care facilities. The effectiveness of this model for health professional education needs to be explored in context. The study aimed to (1) determine health professionals' experience and knowledge of clinical use of vancomycin, an antibiotic used for treatment of serious infections caused by methicillin-resistant Staphylococcus aureus (MRSA) and (2) describe the design and implementation of a Web-based e-learning tool created to improve knowledge in this area. We conducted a study on the design and implementation of a video-enhanced, Web-based e-learning tool between April 2014 and January 2016. A Web-based survey was developed to determine prior experience and knowledge of vancomycin use among nurses, doctors, and pharmacists. The Vancomycin Interactive (VI) involved a series of video clips interspersed with question and answer scenarios, where a correct response allowed for progression. Dramatic tension and humor were used as tools to engage users. Health professionals' knowledge of clinical vancomycin use was obtained from website data; qualitative participant feedback was also collected. From the 577 knowledge survey responses, pharmacists (n=70) answered the greatest number of questions correctly (median score 4/5), followed by doctors (n=271; 3/5) and nurses (n=236; 2/5; Puser feedback from 51 participants following completion of the VI. Feedback was predominantly positive with themes of "entertaining," "engaging," and "fun" identified; however, there were some technical issues identified relating to accessibility from different operating systems and browsers. A novel Web-based e-learning tool was successfully developed combining game design principles and humor to improve user engagement. Knowledge

  13. Registered nurses' perception of self-efficacy and competence in smoking cessation after participating in a web-based learning activity.

    Science.gov (United States)

    Rosvall, Annica; Carlson, Elisabeth

    2017-12-01

    To describe how registered nurses having undergone a web-based learning activity perceive their self-efficacy and competence to support patients with smoking cessation in connection with surgery. Smoking cessation in connection with surgery reduces postoperative complications, and the support patients get from registered nurses may be important in helping them become smoke-free in connection with their surgery. Therefore, registered nurses are in need of enhanced understanding about which kind of counselling is the most effective for smoking cessation. Educating large groups of registered nurses in a digital environment appears to be a flexible and cost-effective way. A convergent mixed-method design with data collection was done using questionnaires (n = 47) and semistructured interviews (n = 11). Inclusion criteria were registered nurses in surgical wards. The samples were nonprobability and modified nested. Descriptive statistics and content analysis were used for data analysis. After completing the web-based learning activity, the registered nurses perception was that of good self-efficacy and increased competence in supporting patients with smoking cessation in connection with surgery. They improved their understanding of how to talk about smoking cessation with patients in dialogue using open-ended questions. Nevertheless, the registered nurses requested opportunities for dialogue and interaction with colleagues or topic experts. The results indicate that registered nurses can enhance their competence in supporting patients to embrace smoking cessation by learning in a digital environment. Self-efficacy and understanding of the topic seems to motivate registered nurses to counsel patients about smoking cessation. Findings from this study will be of particular interest to educators in healthcare settings who can devise further development of web-based learning activities. © 2017 John Wiley & Sons Ltd.

  14. Improvement of medical education using web-based lecture repetition and extension: e-learning experiences of the Department of Obstetrics and Gynecology, University of Tuebingen

    Directory of Open Access Journals (Sweden)

    Wallwiener, Markus

    2006-11-01

    Full Text Available In order to improve the education of its medical students, the Department of Obstetrics and Gynecology of the University of Tuebingen established e-learning in terms of web-based lecture repetition and extension. Subsequent to lectures, questions are provided online. The participation is voluntary, but requires registration. The results of the analysed period (winter term 2004/2005, summer term 2005 and winter term 2005/2006 including more than 380 e-learning users are encouraging. An average of 45% of the target group used the offered online questions. The students who completed at least 75% of all prepared question units achieved significantly better results than their traditional learning fellow students (p=0.002. Users got more frequent the marks "good" and "very good". Twice as much conventional learning students as e-learning users failed the examination. E-Learning and the technical implementation are repeatedly appreciated by the students. In the future, more medical courses will be supplemented with e-learning, according to the students request.

  15. eEduHeart I: A Multicenter, Randomized, Controlled Trial Investigating the Effectiveness of a Cardiac Web-Based eLearning Platform - Rationale and Study Design.

    Science.gov (United States)

    Frederix, Ines; Vandenberk, Thijs; Janssen, Leen; Geurden, Anne; Vandervoort, Pieter; Dendale, Paul

    Cardiac telerehabilitation includes, in its most comprehensive format, telemonitoring, telecoaching, social interaction, and eLearning. The specific role of eLearning, however, was seldom assessed. The aim of eEduHeart I is to investigate the medium-term effectiveness of the addition of a cardiac web-based eLearing platform to conventional cardiac care. In this prospective, multicenter randomized, controlled trial, 1,000 patients with coronary artery disease will be randomized 1:1 to an intervention group (receiving 1-month unrestricted access to the cardiac eLearning platform in addition to conventional cardiac care) or to conventional cardiac care alone. The primary endpoint is health-related quality of life, assessed by the HeartQoL questionnaire at the 1- and 3-month follow-ups. Secondary endpoints include pathology-specific knowledge and self-reported eLearning platform user experience. Data on the eLearning platform usage will be gathered through web logging during the study period. eEduHeart I will be one of the first studies to report on the added value of eLearning. If the intervention is proven effective, current cardiac telerehabilitation programs can be augmented by including eLearning, too. The platform can then be used as a model for other chronic diseases in which patient education plays a key role. © 2016 S. Karger AG, Basel.

  16. The learning curve for narrow-band imaging in the diagnosis of precancerous gastric lesions by using Web-based video.

    Science.gov (United States)

    Dias-Silva, Diogo; Pimentel-Nunes, Pedro; Magalhães, Joana; Magalhães, Ricardo; Veloso, Nuno; Ferreira, Carlos; Figueiredo, Pedro; Moutinho, Pedro; Dinis-Ribeiro, Mário

    2014-06-01

    A simplified narrow-band imaging (NBI) endoscopy classification of gastric precancerous and cancerous lesions was derived and validated in a multicenter study. This classification comes with the need for dissemination through adequate training. To address the learning curve of this classification by endoscopists with differing expertise and to assess the feasibility of a YouTube-based learning program to disseminate it. Prospective study. Five centers. Six gastroenterologists (3 trainees, 3 fully trained endoscopists [FTs]). Twenty tests provided through a Web-based program containing 10 randomly ordered NBI videos of gastric mucosa were taken. Feedback was sent 7 days after every test submission. Measures of accuracy of the NBI classification throughout the time. From the first to the last 50 videos, a learning curve was observed with a 10% increase in global accuracy, for both trainees (from 64% to 74%) and FTs (from 56% to 65%). After 200 videos, sensitivity and specificity of 80% and higher for intestinal metaplasia were observed in half the participants, and a specificity for dysplasia greater than 95%, along with a relevant likelihood ratio for a positive result of 7 to 28 and likelihood ratio for a negative result of 0.21 to 0.82, were achieved by all of the participants. No constant learning curve was observed for the identification of Helicobacter pylori gastritis and sensitivity to dysplasia. The trainees had better results in all of the parameters, except specificity for dysplasia, compared with the FTs. Globally, participants agreed that the program's structure was adequate, except on the feedback, which should have consisted of a more detailed explanation of each answer. No formal sample size estimate. A Web-based learning program could be used to teach and disseminate classifications in the endoscopy field. In this study, an NBI classification for gastric mucosal features seems to be easily learned for the identification of gastric preneoplastic

  17. Leveraging CRT Awareness in Creating Web-Based Projects through Use of Online Collaborative Learning for Pre-Service Teachers

    Science.gov (United States)

    Chuang, Hsueh-Hua

    2016-01-01

    This paper explores the roles played by cloud computing technologies and social media in facilitating a learning community for online group collaborative learning, and particularly explores opportunities and challenges in leveraging culturally responsive teaching (CRT) awareness in educational technology. It describes implementation of a…

  18. Individualized Teaching and Autonomous Learning: Developing EFL Learners' CLA in a Web-Based Language Skills Training System

    Science.gov (United States)

    Lu, Zhihong; Wen, Fuan; Li, Ping

    2012-01-01

    Teaching listening and speaking in English in China has been given top priority on the post-secondary level. This has lead to the question of how learners develop communicative language ability (CLA) effectively in computer-assisted language learning (CALL) environments. The authors demonstrate a self-developed language skill learning system with…

  19. Examining Pre-Service Teachers' Design Capacities for Web-Based 21st Century New Culture of Learning

    Science.gov (United States)

    Chai, Ching Sing; Tan, Lynde; Deng, Feng; Koh, Joyce Hwee Ling

    2017-01-01

    Although there is an established body of work arguing that teachers' technological pedagogical content knowledge (TPACK) is necessary for designing ICT-integrated lessons, little is known about the relationships among teachers' beliefs about learning, their design dispositions, learning design practices and TPACK. Critical inquiry in this aspect…

  20. Web-Based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology

    Science.gov (United States)

    Wright, L. Kate; Newman, Dina L.; Cardinale, Jean A.; Teese, Robert

    2016-01-01

    The typical "flipped classroom" delivers lecture material in video format to students outside of class in order to make space for active learning in class. But why give students passive material at all? We are developing a set of high-quality online educational materials that promote active, hands-on science learning to aid in teaching…

  1. Student Perceptions of the Relationship between Web-Based Instructional Tools and Perceived Attainment of Intended Learning Outcomes

    Science.gov (United States)

    Parenti, Melissa A.

    2012-01-01

    With the advent of and continual adaptations related to distance learning, there is a recognized need for up to date research in the area of effectiveness of online education programs. More specifically, assessing the capacity to attain academic goals by use of asynchronous and synchronous learning management systems (LMS) that power distance…

  2. Implementation and Evaluation of Web-Based Learning Activities on Bonding and the Structure of Matter for 10-th Grade Chemistry

    Science.gov (United States)

    Frailich, Marcel

    This study deals with the development, implementation, and evaluation of web-based activities associated with the topic of chemical bonding , as taught in 10th grade chemistry. A website was developed entitled: "Chemistry and the Chemical Industry in the Service of Mankind", its URL is: http://stwww.weizmann.ac.il/g-chem/learnchem (Kesner, Frailich, & Hofstein, 2003). The main goal of this study was to assess the educational effectiveness of website activities dealing with the chemical bonding concept. These activities include visualization tools, as well as topics relevant to daily life and industrial applications. The study investigated the effectiveness of a web-based learning environment regarding the understanding of chemical bonding concepts, students' perceptions of the classroom learning environment, their attitudes regarding the relevance of learning chemistry to everyday life, and their interest in chemistry studies. As mentioned before, in the present study we focused on activities (from the website), all of which deal with chemical bonding concept. The following are the reasons for the decision to focus on this topic: (1) Chemical bonding is a key concept that is taught in 10th grade chemistry in high school. It provides the basis for many other chemistry topics that are taught later, and (2) Chemical bonding is a difficult for students using existing tools (e. g., static models in books, ball-and- stick models), which are insufficient to demonstrate the abstract nature phenomena associated with this topic. The four activities developed for this study are (1) models of the atomic structure, (2) metals -- structure and properties, (3) ionic substances in everyday life and in industry, and (4) molecular substances -- structure, properties, and uses. The study analyzed both quantitative and qualitative research. The quantitative tools of the study included: A Semantic Differential questionnaire and a Chemistry Classroom Web-Based Learning Environment

  3. Process evaluation of the Enabling Mothers toPrevent Pediatric Obesity Through Web-Based Learning and Reciprocal Determinism (EMPOWER) randomized control trial.

    Science.gov (United States)

    Knowlden, Adam P; Sharma, Manoj

    2014-09-01

    Family-and-home-based interventions are an important vehicle for preventing childhood obesity. Systematic process evaluations have not been routinely conducted in assessment of these interventions. The purpose of this study was to plan and conduct a process evaluation of the Enabling Mothers to Prevent Pediatric Obesity Through Web-Based Learning and Reciprocal Determinism (EMPOWER) randomized control trial. The trial was composed of two web-based, mother-centered interventions for prevention of obesity in children between 4 and 6 years of age. Process evaluation used the components of program fidelity, dose delivered, dose received, context, reach, and recruitment. Categorical process evaluation data (program fidelity, dose delivered, dose exposure, and context) were assessed using Program Implementation Index (PII) values. Continuous process evaluation variables (dose satisfaction and recruitment) were assessed using ANOVA tests to evaluate mean differences between groups (experimental and control) and sessions (sessions 1 through 5). Process evaluation results found that both groups (experimental and control) were equivalent, and interventions were administered as planned. Analysis of web-based intervention process objectives requires tailoring of process evaluation models for online delivery. Dissemination of process evaluation results can advance best practices for implementing effective online health promotion programs. © 2014 Society for Public Health Education.

  4. eGender-from e-Learning to e-Research: a web-based interactive knowledge-sharing platform for sex- and gender-specific medical education.

    Science.gov (United States)

    Seeland, Ute; Nauman, Ahmad T; Cornelis, Alissa; Ludwig, Sabine; Dunkel, Mathias; Kararigas, Georgios; Regitz-Zagrosek, Vera

    2016-01-01

    Sex and Gender Medicine is a novel discipline that provides equitable medical care for society and improves outcomes for both male and female patients. The integration of sex- and gender-specific knowledge into medical curricula is limited due to adequate learning material, systematic teacher training and an innovative communication strategy. We aimed at initiating an e-learning and knowledge-sharing platform for Sex and Gender Medicine, the eGender platform (http://egender.charite.de), to ensure that future doctors and health professionals will have adequate knowledge and communication skills on sex and gender differences in order to make informed decisions for their patients. The web-based eGender knowledge-sharing platform was designed to support the blended learning pedagogical teaching concept and follows the didactic concept of constructivism. Learning materials developed by Sex and Gender Medicine experts of seven universities have been used as the basis for the new learning tools . The content of these tools is patient-centered and provides add-on information on gender-sensitive aspects of diseases. The structural part of eGender was designed and developed using the open source e-learning platform Moodle. The eGender platform comprises an English and a German version of e-learning modules: one focusing on basic knowledge and seven on specific medical disciplines. Each module consists of several courses corresponding to a disease or symptom complex. Self-organized learning has to be managed by using different learning tools, e.g., texts and audiovisual material, tools for online communication and collaborative work. More than 90 users from Europe registered for the eGender Medicine learning modules. The most frequently accessed module was "Gender Medicine-Basics" and the users favored discussion forums. These e-learning modules fulfill the quality criteria for higher education and are used within the elective Master Module "Gender Medicine

  5. An Online Game Approach for Improving Students' Learning Performance in Web-Based Problem-Solving Activities

    Science.gov (United States)

    Hwang, Gwo-Jen; Wu, Po-Han; Chen, Chi-Chang

    2012-01-01

    In this paper, an online game was developed in the form of a competitive board game for conducting web-based problem-solving activities. The participants of the game determined their move by throwing a dice. Each location of the game board corresponds to a gaming task, which could be a web-based information-searching question or a mini-game; the…

  6. A web-based programme for person-centred learning and support designed for preschool children with long-term illness: a pilot study of a new intervention.

    Science.gov (United States)

    Hellström, Anna-Lena; Simeonsdotter Svensson, Agneta; Pramling Samuelsson, Ingrid; Jenholt Nolbris, Margaretha

    2012-01-01

    For children living with long-term illness, school age is a risk period with regard to psychosocial ill health and poor compliance with treatment. There is a need for methods to promote health, well-being, and self-esteem. This study describes a new concept for supporting children, person-centred web-based learning and support, which has been tested in 12 preschool children and incorporates learning about feelings, relationships, and the right to integrity. SKYPE was used for conversations between the child and the web teacher. Methods. The programme was developed and tested in two steps. The conversations were tape-recorded and analysed using phenomenography. The questions addressed concerned the quality of the intervention process: accessibility of intervention, learning content and support, and identification of measurable items and patterns. Findings. The children found it interesting to communicate with their web teacher using SKYPE. The story about Max and Sara served as a good basis for discussion, and development was found in the learning process. The children were able to talk about relations and feelings and developed an understanding for use in new situations in their daily lives. Items and patterns that are useful for research and documentation were identified, for example, well-being, resources, needs, and wishes.

  7. A full XML-based approach to creating hypermedia learning modules in web-based environments: application to a pathology course.

    Science.gov (United States)

    Staccini, Pascal; Dufour, Jean -Charles; Joubert, Michel; Michiels, Jean -François; Fieschi, Marius

    2003-01-01

    Nowadays, web-based learning services are a key topic in the pedagogical and learning strategies of universities. While organisational and teaching requirements of the learning environment are being evaluated, technical specifications are emerging, enabling educators to build advanced "units of learning". Changes, however, take a long time and cost-effective solutions have to be found to involve our institutions in such actions. In this paper, we present a model of the components of a course. We detail the method followed to implement this model in hypermedia modules with a viewer that can be played on line or from a CD-ROM. The XML technology has been used to implement all the data structures and a client-side architecture has been designed to build a course viewer. Standards of description of content (such as Dublin Core and DocBook) have been integrated into the data structures. This tool has been populated with data from a pathology course and supports other medical contents. The choice of the architecture and the usefulness of the programming tools are discussed. The means of migrating towards a server-side application are presented.

  8. Extending E-Book with Contextual Knowledge Recommender for Reading Support on a Web-Based Learning System

    Science.gov (United States)

    Chen, Gwo-Dong; Wei, Fu-Hsiang; Wang, Chin-Yeh; Lee, Jih-Hsien

    2007-01-01

    Reading content of the Web is increasingly popular. When students read the same material, each student has a unique comprehension of the text and requires individual support from appropriate references. Most references in typical web learning systems are unorganized. Students are often required to disrupt their reading to locate references. This…

  9. Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-Based Learning Program

    Science.gov (United States)

    Liao, Ya-Wen; She, Hsiao-Ching

    2009-01-01

    This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students' concept construction, conceptual change, and scientific reasoning involving the topic of "atoms". A two-factorial experimental design was carried out to investigate the effects of the approach…

  10. The Development Model of Knowledge Management via Web-Based Learning to Enhance Pre-Service Teacher's Competency

    Science.gov (United States)

    Rampai, Nattaphon; Sopeerak, Saroch

    2011-01-01

    This research explores that the model of knowledge management and web technology for teachers' professional development as well as its impact in the classroom on learning and teaching, especially in pre-service teacher's competency and practices that refer to knowledge creating, analyzing, nurturing, disseminating, and optimizing process as part…

  11. A Study of the Use of Web-Based Conferencing Software To Enhance Learning Environments in Teacher Education.

    Science.gov (United States)

    Sosin, Adrienne

    This action research study of electronic conferencing highlights the online portions of teacher education courses at Pace University, New York. The study explores the infusion of technology into teaching and investigates the utility of a particular type of discussion software for learning. Data sources include texts of electronic conversations,…

  12. Social Constructivist Approach to Web-Based EFL Learning: Collaboration, Motivation, and Perception on the Use of Google Docs

    Science.gov (United States)

    Liu, Sarah Hsueh-Jui; Lan, Yu-Ju

    2016-01-01

    This study reports on the differences in motivation, vocabulary gain, and perceptions on using or the Google Docs between individual and collaborative learning at a tertiary level. Two classes of English-as-a-Foreign Language (EFL) students were recruited and each class was randomly assigned into one of the two groups--individuals or…

  13. New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving from the Perspective of Question Chain and Learning Community

    Science.gov (United States)

    Zhang, Yin; Chu, Samuel K. W.

    2016-01-01

    In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself, especially the learning mechanism related to problem solving. In this paper, we analyze the learning mechanism of problem solving, and propose that when…

  14. Evaluating the Effect of a Web-Based E-Learning Tool for Health Professional Education on Clinical Vancomycin Use: Comparative Study.

    Science.gov (United States)

    Bond, Stuart Evan; Crowther, Shelley P; Adhikari, Suman; Chubaty, Adriana J; Yu, Ping; Borchard, Jay P; Boutlis, Craig Steven; Yeo, Wilfred Winston; Miyakis, Spiros

    2018-02-26

    Internet-based learning for health professional education is increasing. It offers advantages over traditional learning approaches, as it enables learning to be completed at a time convenient to the user and improves access where facilities are geographically disparate. We developed and implemented the Vancomycin Interactive (VI) e-learning tool to improve knowledge on the clinical use of the antibiotic vancomycin, which is commonly used for treatment of infections caused by methicillin-resistant Staphylococcus aureus (MRSA). The aims of this study were to evaluate the effect of the VI e-learning tool on (1) survey knowledge scores and (2) clinical use of vancomycin among health professionals. We conducted a comparative pre-post intervention study across the 14 hospitals of two health districts in New South Wales, Australia. A knowledge survey was completed by nurses, doctors, and pharmacists before and after release of a Web-based e-learning tool. Survey scores were compared with those obtained following traditional education in the form of an email intervention. Survey questions related to dosing, administration, and monitoring of vancomycin. Outcome measures were survey knowledge scores among the three health professional groups, vancomycin plasma trough levels, and vancomycin approvals recorded on a computerized clinical decision support system. Survey response rates were low at 26.87% (577/2147) preintervention and 8.24% (177/2147) postintervention. The VI was associated with an increase in knowledge scores (maximum score=5) among nurses (median 2, IQR 1-2 to median 2, IQR 1-3; Pe-learning tool achieved higher overall scores than those who did not (Pe-learning tool was not shown to be significantly more effective than the comparator email in the clinical use of vancomycin, as measured by plasma levels within the therapeutic range. The e-learning tool was associated with improved knowledge scores among nurses, whereas the comparator email was associated with

  15. Developing Web-Based Training for Public Health Practitioners: What Can We Learn from a Review of Five Disciplines?

    Science.gov (United States)

    Ballew, Paula; Castro, Sarah; Claus, Julie; Kittur, Nupur; Brennan, Laura; Brownson, Ross C.

    2013-01-01

    During a time when governmental funding, resources and staff are decreasing and travel restrictions are increasing, attention to efficient methods of public health workforce training is essential. A literature review was conducted to inform the development and delivery of web-based trainings for public health practitioners. Literature was gathered…

  16. Bridging the Field Trip Gap: Integrating Web-Based Video as a Teaching and Learning Partner in Interior Design Education

    Science.gov (United States)

    Roehl, Amy

    2013-01-01

    This study utilizes web-based video as a strategy to transfer knowledge about the interior design industry in a format that interests the current generation of students. The model of instruction developed is based upon online video as an engaging, economical, and time-saving alternative to a field trip, guest speaker, or video teleconference.…

  17. Using a web-based orthopaedic clinic in the curricular teaching of a German university hospital: analysis of learning effect, student usage and reception.

    Science.gov (United States)

    Wünschel, Markus; Leichtle, Ulf; Wülker, Nikolaus; Kluba, Torsten

    2010-10-01

    Modern teaching concepts for undergraduate medical students in Germany include problem based learning as a major component of the new licensing regulations for physicians. Here we describe the usage of a web-based virtual outpatient clinic in the teaching curriculum of undergraduate medical students, its effect on learning success, and student reception. Fifth year medial students were requested to examine 7 virtual orthopaedic patients which had been created by the authors using the Inmedea-Simulator. They also had to take a multiple-choice examination on two different occasions and their utilisation of the simulator was analysed subjectively and objectively. One hundred and sixty students took part in the study. The average age was 24.9 years, 60% were female. Most of the participants studied on their own using their private computer with a fast internet-connection at home. The average usage time was 263 min, most of the students worked with the system in the afternoon, although a considerable number used it late in the night. Regarding learning success, we found that the examination results were significantly better after using the system (7.66 versus 8.37, plearning efficacy. The way the system was used by the students emphasises the advantages of the internet-like free time management and the implementation of multimedia-based content. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  18. A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

    Science.gov (United States)

    Jönsson, Bo-Anders

    2005-09-01

    Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

  19. State-of-the-art Hydrology Education: Development of Windows-based and Web-based Interactive Teaching-Learning Software

    Science.gov (United States)

    Chu, X.

    2011-12-01

    This study, funded by the NSF CAREER program, focuses on developing new methods to quantify microtopography-controlled overland flow processes and integrating the cutting-edge hydrologic research with all-level education and outreach activities. To achieve the educational goal, an interactive teaching-learning software package has been developed. This software, with enhanced visualization capabilities, integrates the new modeling techniques, computer-guided learning processes, and education-oriented tools in a user-friendly interface. Both Windows-based and web-based versions have been developed. The software is specially designed for three major user levels: elementary level (Level 1: K-12 and outreach education), medium level (Level 2: undergraduate education), and advanced level (Level 3: graduate education). Depending on the levels, users are guided to different educational systems. Each system consists of a series of mini "libraries" featured with movies, pictures, and documentation that cover fundamental theories, varying scale experiments, and computer modeling of overland flow generation, surface runoff, and infiltration processes. Testing and practical use of this educational software in undergraduate and graduate teaching demonstrate its effectiveness to promote students' learning and interest in hydrologic sciences. This educational software also has been used as a hydrologic demonstration tool for K-12 students and Native American students through the Nurturing American Tribal Undergraduate Research Education (NATURE) program and Science, Technology, Engineering and Mathematics (STEM) outreach activities.

  20. A Web-based Multilingual Intelligent Tutor System based on Jackson's Learning Styles Profiler and Expert Systems

    OpenAIRE

    Ghadirli, Hossein Movafegh; Rastgarpour, Maryam

    2013-01-01

    Nowadays, Intelligent Tutoring Systems (ITSs) are so regarded in order to improve education quality via new technologies in this area. One of the problems is that the language of ITSs is different from the learner's. It forces the learners to learn the system language. This paper tries to remove this necessity by using an Automatic Translator Component in system structure like Google Translate API. This system carry out a pre-test and post-test by using Expert System and Jackson Model before ...

  1. Minimizing Barriers in Learning for On-Call Radiology Residents-End-to-End Web-Based Resident Feedback System.

    Science.gov (United States)

    Choi, Hailey H; Clark, Jennifer; Jay, Ann K; Filice, Ross W

    2018-02-01

    Feedback is an essential part of medical training, where trainees are provided with information regarding their performance and further directions for improvement. In diagnostic radiology, feedback entails a detailed review of the differences between the residents' preliminary interpretation and the attendings' final interpretation of imaging studies. While the on-call experience of independently interpreting complex cases is important to resident education, the more traditional synchronous "read-out" or joint review is impossible due to multiple constraints. Without an efficient method to compare reports, grade discrepancies, convey salient teaching points, and view images, valuable lessons in image interpretation and report construction are lost. We developed a streamlined web-based system, including report comparison and image viewing, to minimize barriers in asynchronous communication between attending radiologists and on-call residents. Our system provides real-time, end-to-end delivery of case-specific and user-specific feedback in a streamlined, easy-to-view format. We assessed quality improvement subjectively through surveys and objectively through participation metrics. Our web-based feedback system improved user satisfaction for both attending and resident radiologists, and increased attending participation, particularly with regards to cases where substantive discrepancies were identified.

  2. Watch what happens: using a web-based multimedia platform to enhance intraoperative learning and development of clinical reasoning.

    Science.gov (United States)

    Fingeret, Abbey L; Martinez, Rebecca H; Hsieh, Christine; Downey, Peter; Nowygrod, Roman

    2016-02-01

    We aim to determine whether observed operations or internet-based video review predict improved performance in the surgery clerkship. A retrospective review of students' usage of surgical videos, observed operations, evaluations, and examination scores were used to construct an exploratory principal component analysis. Multivariate regression was used to determine factors predictive of clerkship performance. Case log data for 231 students revealed a median of 25 observed cases. Students accessed the web-based video platform a median of 15 times. Principal component analysis yielded 4 factors contributing 74% of the variability with a Kaiser-Meyer-Olkin coefficient of .83. Multivariate regression predicted shelf score (P < .0001), internal clinical skills examination score (P < .0001), subjective evaluations (P < .001), and video website utilization (P < .001) but not observed cases to be significantly associated with overall performance. Utilization of a web-based operative video platform during a surgical clerkship is an independently associated with improved clinical reasoning, fund of knowledge, and overall evaluation. Thus, this modality can serve as a useful adjunct to live observation. Copyright © 2016 Elsevier Inc. All rights reserved.

  3. Enhanced Student Learning in Accounting Utilising Web-Based Technology, Peer-Review Feedback and Reflective Practices: A Learning Community Approach to Assessment

    Science.gov (United States)

    Taylor, Sue; Ryan, Mary; Pearce, Jon

    2015-01-01

    Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. Maintaining the competitive edge has seen an increase in public accountability of higher education institutions through the mechanism of ranking universities based on the quality of their teaching and learning outcomes. As a…

  4. A Closer Look at Distance Learning From Students' Perspective: A Qualitative Analysis of Web Based Online Courses

    Directory of Open Access Journals (Sweden)

    Nega Debela

    2004-12-01

    Full Text Available This paper attempts to analyze responses of 40 respondents from Marshall University. The on-line survey that was conducted in 2003 asks: "What are the advantages/disadvantages of taking college web-based courses?" on behalf of the university's English As a Second Language program. Nud*ist 6 and Sphinx Survey, were used to analyze the qualitative data gathered from the online students at Marshall University. After reviewing and analyzing the survey, several themes have emerged. Online courses have also been perceived beneficial, because they are more convenient and are more accessible. Many students see Web CT as a great way to continue their education. Absence of long travel time was one of the major positive aspects listed by many of the students. A detailed examination of the qualitative data reveals that most disadvantages relate in some way to lack of face to face interaction.

  5. Integrating Web-Based Technology to Assist and Enhance Instruction, Assessment,and Application of Problem-Based Learning for Manual Therapy Techniques Used in Athletic Training and Sports Medicine

    Directory of Open Access Journals (Sweden)

    Todd Botto

    2006-06-01

    Full Text Available As students of the 21st century enter into higher education, faculty's pedagogical styles and delivery methods must evolve to address the rapidly changing needs and skills of the students and society. One such method is through the use of web-based course management delivery systems and interactive software. Web-based interactive course management tools are relatively new educational phenomena. In the therapeutic and rehabilitative exercise curriculums this powerful new instrument may be utilized to enhance cognitive comprehension of basic theories, definitions, and applications. In addition, this web-based interactive tool may also function as a virtual assistant for the learning and mastery of various psychomotor skills necessary in the clinic. Incorporating and utilizing the various computer technologies, allows for the necessary foundational cognitive building outside the traditional classroom while creating a more inclusive environment inside the classroom for a deeper and richer problem-based learning exercise. In the rehabilitation settings it is not only important that the student understands the material but that they also develop the necessary critical thinking skills for appropriate application of the theoretical knowledge. It has been shown that incorporating problem-based learning into a curriculum is an effective way to improve an individual's critical thinking skills. In the model careful planning and implementation was needed to develop an interactive web-based instrument that serves all students in the class regardless of their learning style or rate of comprehension.

  6. Development of a Web-Based Health Care Intervention for Patients With Heart Disease: Lessons Learned From a Participatory Design Study.

    Science.gov (United States)

    Noergaard, Birgitte; Sandvei, Marianne; Rottmann, Nina; Johannessen, Helle; Wiil, Uffe; Schmidt, Thomas; Pedersen, Susanne S

    2017-05-17

    The use of telemedicine technologies in health care has increased substantially, together with a growing interest in participatory design methods when developing telemedicine approaches. We present lessons learned from a case study involving patients with heart disease and health care professionals in the development of a personalized Web-based health care intervention. We used a participatory design approach inspired by the method for feasibility studies in software development. We collected qualitative data using multiple methods in 3 workshops and analyzed the data using thematic analysis. Participants were 7 patients with diagnosis of heart disease, 2 nurses, 1 physician, 2 systems architects, 3 moderators, and 3 observers. We present findings in 2 parts. (1) Outcomes of the participatory design process: users gave valuable feedback on ease of use of the platforms' tracking tools, platform design, terminology, and insights into patients' monitoring needs, information and communication technologies skills, and preferences for self-management tools. (2) Experiences from the participatory design process: patients and health care professionals contributed different perspectives, with the patients using an experience-based approach and the health care professionals using a more attitude-based approach. The essential lessons learned concern planning and organization of workshops, including the finding that patients engaged actively and willingly in a participatory design process, whereas it was more challenging to include and engage health care professionals. ©Birgitte Noergaard, Marianne Sandvei, Nina Rottmann, Helle Johannessen, Uffe Wiil, Thomas Schmidt, Susanne S Pedersen. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 17.05.2017.

  7. Differences in Learning Styles and Satisfaction between Traditional Face-to-Face and Online Web-Based Sport Management Studies Students

    Science.gov (United States)

    West, Ellen Jo

    2010-01-01

    Each student has a unique learning style or individual way of perceiving, interacting, and responding to a learning environment. The purpose of this study was to identify and compare the prevalence of learning styles among undergraduate Sport Management Studies (SMS) students at California University of Pennsylvania (Cal U). Learning style…

  8. Learning

    Directory of Open Access Journals (Sweden)

    Mohsen Laabidi

    2014-01-01

    Full Text Available Nowadays learning technologies transformed educational systems with impressive progress of Information and Communication Technologies (ICT. Furthermore, when these technologies are available, affordable and accessible, they represent more than a transformation for people with disabilities. They represent real opportunities with access to an inclusive education and help to overcome the obstacles they met in classical educational systems. In this paper, we will cover basic concepts of e-accessibility, universal design and assistive technologies, with a special focus on accessible e-learning systems. Then, we will present recent research works conducted in our research Laboratory LaTICE toward the development of an accessible online learning environment for persons with disabilities from the design and specification step to the implementation. We will present, in particular, the accessible version “MoodleAcc+” of the well known e-learning platform Moodle as well as new elaborated generic models and a range of tools for authoring and evaluating accessible educational content.

  9. Web-Based STAR E-Learning Course Increases Empathy and Understanding in Dementia Caregivers: Results from a Randomized Controlled Trial in the Netherlands and the United Kingdom

    Science.gov (United States)

    Meiland, Franka; van der Roest, Henriëtte; Kevern, Peter; Abiuso, Francesca; Bengtsson, Johan; Giuliano, Angele; Duca, Annalise; Sanders, Jennifer; Basnett, Fern; Nugent, Chris; Kingston, Paul; Dröes, Rose-Marie

    2015-01-01

    Background The doubling of the number of people with dementia in the coming decades coupled with the rapid decline in the working population in our graying society is expected to result in a large decrease in the number of professionals available to provide care to people with dementia. As a result, care will be supplied increasingly by untrained informal caregivers and volunteers. To promote effective care and avoid overburdening of untrained and trained caregivers, they must become properly skilled. To this end, the European Skills Training and Reskilling (STAR) project, which comprised experts from the domains of education, technology, and dementia care from 6 countries (the Netherlands, Sweden, Italy, Malta, Romania, and the United Kingdom), worked together to create and evaluate a multilingual e-learning tool. The STAR training portal provides dementia care training both for informal and formal caregivers. Objective The objective of the current study was to evaluate the user friendliness, usefulness, and impact of STAR with informal caregivers, volunteers, and professional caregivers. Methods For 2 to 4 months, the experimental group had access to the STAR training portal, a Web-based portal consisting of 8 modules, 2 of which had a basic level and 6 additional modules at intermediate and advanced levels. The experimental group also had access to online peer and expert communities for support and information exchange. The control group received free access to STAR after the research had ended. The STAR training portal was evaluated in a randomized controlled trial among informal caregivers and volunteers in addition to professional caregivers (N=142) in the Netherlands and the United Kingdom. Assessments were performed with self-assessed, online, standardized questionnaires at baseline and after 2 to 4 months. Primary outcome measures were user friendliness, usefulness, and impact of STAR on knowledge, attitudes, and approaches of caregivers regarding dementia

  10. Web-Based STAR E-Learning Course Increases Empathy and Understanding in Dementia Caregivers: Results from a Randomized Controlled Trial in the Netherlands and the United Kingdom.

    Science.gov (United States)

    Hattink, Bart; Meiland, Franka; van der Roest, Henriëtte; Kevern, Peter; Abiuso, Francesca; Bengtsson, Johan; Giuliano, Angele; Duca, Annalise; Sanders, Jennifer; Basnett, Fern; Nugent, Chris; Kingston, Paul; Dröes, Rose-Marie

    2015-10-30

    The doubling of the number of people with dementia in the coming decades coupled with the rapid decline in the working population in our graying society is expected to result in a large decrease in the number of professionals available to provide care to people with dementia. As a result, care will be supplied increasingly by untrained informal caregivers and volunteers. To promote effective care and avoid overburdening of untrained and trained caregivers, they must become properly skilled. To this end, the European Skills Training and Reskilling (STAR) project, which comprised experts from the domains of education, technology, and dementia care from 6 countries (the Netherlands, Sweden, Italy, Malta, Romania, and the United Kingdom), worked together to create and evaluate a multilingual e-learning tool. The STAR training portal provides dementia care training both for informal and formal caregivers. The objective of the current study was to evaluate the user friendliness, usefulness, and impact of STAR with informal caregivers, volunteers, and professional caregivers. For 2 to 4 months, the experimental group had access to the STAR training portal, a Web-based portal consisting of 8 modules, 2 of which had a basic level and 6 additional modules at intermediate and advanced levels. The experimental group also had access to online peer and expert communities for support and information exchange. The control group received free access to STAR after the research had ended. The STAR training portal was evaluated in a randomized controlled trial among informal caregivers and volunteers in addition to professional caregivers (N=142) in the Netherlands and the United Kingdom. Assessments were performed with self-assessed, online, standardized questionnaires at baseline and after 2 to 4 months. Primary outcome measures were user friendliness, usefulness, and impact of STAR on knowledge, attitudes, and approaches of caregivers regarding dementia. Secondary outcome measures

  11. Presenting Science in a Video-Delivered, Web-based Format: Comparing Learning Settings To Get the Most Out of Teaching.

    Science.gov (United States)

    Urven, Lance E.; Yin, L. Roger; Eshelman, Bruce D.; Bak, John D.

    2000-01-01

    Describes a high school course entitled "Science Technology in Society". High school students use live video presentations and world wide web courseware. Concludes that distance learning students performed as well as traditionally instructed students. (SAH)

  12. Web-Based Learning Enhancements: Video Lectures through Voice-Over PowerPoint in a Majors-Level Biology Course

    Science.gov (United States)

    Lents, Nathan H.; Cifuentes, Oscar E.

    2009-01-01

    This study is an experimental introduction of web-based lecture delivery into a majors-level introductory biology course. Web-based delivery, achieved through the use of prerecorded Voice-Over PowerPoint video lectures, was introduced on a limited basis to an experimental section while a control group, with the same instructor, received standard…

  13. Assessment of Web-Based Authentication Methods in the U.S.: Comparing E-Learning Systems to Internet Healthcare Information Systems

    Science.gov (United States)

    Mattord, Herbert J.

    2012-01-01

    Organizations continue to rely on password-based authentication methods to control access to many Web-based systems. This research study developed a benchmarking instrument intended to assess authentication methods used in Web-based information systems (IS). It developed an Authentication Method System Index (AMSI) to analyze collected data from…

  14. M3D (Media 3D): a new programming language for web-based virtual reality in E-Learning and Edutainment

    Science.gov (United States)

    Chakaveh, Sepideh; Skaley, Detlef; Laine, Patricia; Haeger, Ralf; Maad, Soha

    2003-01-01

    Today, interactive multimedia educational systems are well established, as they prove useful instruments to enhance one's learning capabilities. Hitherto, the main difficulty with almost all E-Learning systems was latent in the rich media implementation techniques. This meant that each and every system should be created individually as reapplying the media, be it only a part, or the whole content was not directly possible, as everything must be applied mechanically i.e. by hand. Consequently making E-learning systems exceedingly expensive to generate, both in time and money terms. Media-3D or M3D is a new platform independent programming language, developed at the Fraunhofer Institute Media Communication to enable visualisation and simulation of E-Learning multimedia content. M3D is an XML-based language, which is capable of distinguishing between the3D models from that of the 3D scenes, as well as handling provisions for animations, within the programme. Here we give a technical account of M3D programming language and briefly describe two specific application scenarios where M3D is applied to create virtual reality E-Learning content for training of technical personnel.

  15. ATLes: the strategic application of Web-based technology to address learning objectives and enhance classroom discussion in a veterinary pathology course.

    Science.gov (United States)

    Hines, Stephen A; Collins, Peggy L; Quitadamo, Ian J; Brahler, C Jayne; Knudson, Cameron D; Crouch, Gregory J

    2005-01-01

    A case-based program called ATLes (Adaptive Teaching and Learning Environments) was designed for use in a systemic pathology course and implemented over a four-year period. Second-year veterinary students working in small collaborative learning groups used the program prior to their weekly pathology laboratory. The goals of ATLes were to better address specific learning objectives in the course (notably the appreciation of pathophysiology), to solve previously identified problems associated with information overload and information sorting that commonly occur as part of discovery-based processes, and to enhance classroom discussion. The program was also designed to model and allow students to practice the problem-oriented approach to clinical cases, thereby enabling them to study pathology in a relevant clinical context. Features included opportunities for students to obtain additional information on the case by requesting specific laboratory tests and/or diagnostic procedures. However, students were also required to justify their diagnostic plans and to provide mechanistic analyses. The use of ATLes met most of these objectives. Student acceptance was high, and students favorably reviewed the online ''Content Links'' that made useful information more readily accessible and level appropriate. Students came to the lab better prepared to engage in an in-depth and high-quality discussion and were better able to connect clinical problems to underlying changes in tissue (lesions). However, many students indicated that the required time on task prior to lab might have been excessive relative to what they thought they learned. The classroom discussion, although improved, was not elevated to the expected level-most likely reflecting other missing elements of the learning environment, including the existing student culture and the students' current discussion skills. This article briefly discusses the lessons learned from ATLes and how similar case-based exercises might be

  16. A Multidisciplinary Evaluation of a Web-based eLearning Training Programme for SAFRON II (TROG 13.01): a Multicentre Randomised Study of Stereotactic Radiotherapy for Lung Metastases.

    Science.gov (United States)

    Pham, D; Hardcastle, N; Foroudi, F; Kron, T; Bressel, M; Hilder, B; Chesson, B; Oates, R; Montgomery, R; Ball, D; Siva, S

    2016-09-01

    In technically advanced multicentre clinical trials, participating centres can benefit from a credentialing programme before participating in the trial. Education of staff in participating centres is an important aspect of a successful clinical trial. In the multicentre study of fractionated versus single fraction stereotactic ablative body radiotherapy in lung oligometastases (TROG 13.01), knowledge transfer of stereotactic ablative body radiotherapy techniques to the local multidisciplinary team is intended as part of the credentialing process. In this study, a web-based learning platform was developed to provide education and training for the multidisciplinary trial teams at geographically distinct sites. A web-based platform using eLearning software consisting of seven training modules was developed. These modules were based on extracranial stereotactic theory covering the following discrete modules: Clinical background; Planning technique and evaluation; Planning optimisation; Four-dimensional computed tomography simulation; Patient-specific quality assurance; Cone beam computed tomography and image guidance; Contouring organs at risk. Radiation oncologists, medical physicists and radiation therapists from hospitals in Australia and New Zealand were invited to participate in this study. Each discipline was enrolled into a subset of modules (core modules) and was evaluated before and after completing each module. The effectiveness of the eLearning training will be evaluated based on (i) knowledge retention after participation in the web-based training and (ii) confidence evaluation after participation in the training. Evaluation consisted of a knowledge test and confidence evaluation using a Likert scale. In total, 130 participants were enrolled into the eLearning programme: 81 radiation therapists (62.3%), 27 medical physicists (20.8%) and 22 radiation oncologists (16.9%). There was an average absolute improvement of 14% in test score (P 4 weeks) after

  17. Student Performance and Success Factors in Learning Business Statistics in Online vs. On-Ground Classes Using a Web-Based Assessment Platform

    Science.gov (United States)

    Shotwell, Mary; Apigian, Charles H.

    2015-01-01

    This study aimed to quantify the influence of student attributes, coursework resources, and online assessments on student learning in business statistics. Surveys were administered to students at the completion of both online and on-ground classes, covering student perception and utilization of internal and external academic resources, as well as…

  18. An Introduction to "My Environmental Education Evaluation Resource Assistant" (MEERA), a Web-Based Resource for Self-Directed Learning about Environmental Education Program Evaluation

    Science.gov (United States)

    Zint, Michaela

    2010-01-01

    My Environmental Education Evaluation Resource Assistant or "MEERA" is a web-site designed to support environmental educators' program evaluation activities. MEERA has several characteristics that set it apart from other self-directed learning evaluation resources. Readers are encouraged to explore the site and to reflect on the role that…

  19. Recruitment Lessons Learned from a Tailored Web-Based Health Intervention Project Y.E.A.H. (Young Adults Eating and Active for Health)

    Science.gov (United States)

    Brown, Onikia; Quick, Virginia; Colby, Sarah; Greene, Geoffrey; Horacek, Tanya M.; Hoerr, Sharon; Koenings, Mallory; Kidd, Tandalayo; Morrell, Jesse; Olfert, Melissa; Phillips, Beatrice; Shelnutt, Karla; White, Adrienne; Kattelmann, Kendra

    2015-01-01

    Purpose: Recruiting college students for research studies can be challenging. The purpose of this paper is to describe the lessons learned in the various recruitment strategies used for enrolling college students in a theory-based, tailored, and web-delivered health intervention at 13 US universities. Design/methodology/approach: The…

  20. Readiness of Pre-Service Business Education Teachers for Web-Based E-Learning in Colleges of Education in North-East Nigeria

    Science.gov (United States)

    Enemali, Victoria Amelia; Aliyu, M. B.; Bulama, K. H.

    2016-01-01

    This study examined the level of preparedness or readiness for use of e-learning amongst pre-service business education teachers in Colleges of Education in North East Nigeria. One research question and one hypothesis guided this study. This study was a sample survey, in which a 51-item structured questionnaire was used to collect data. The…

  1. Comparison of a Web-Based Teaching Tool and Traditional Didactic Learning for In Vitro Fertilization Patients: A Preliminary Randomized Controlled Trial.

    Science.gov (United States)

    Vause, Tannys Dawn Reiko; Allison, David J; Vause, Tricia; Tekok-Kilic, Ayda; Ditor, David S; Min, Jason K

    2018-05-01

    The objective of this prospective RCT was to compare the efficacy of a web-based teaching tool to traditional didactic teaching in IVF patients. Forty women undergoing their first IVF cycle were randomly allocated to an interactive web-based teaching session or a nurse-led didactic teaching session. The primary outcome measure was participant knowledge regarding the IVF process, risks, and logistics assessed before and after the respective teaching session. Secondary outcomes included patient stress, assessed before and after the respective teaching session, and patient satisfaction, assessed following the respective teaching session and on the day of embryo transfer (following implementation of the teaching protocol). Both groups demonstrated similar and significant improvements in knowledge and stress after exposure to their respective teaching sessions. The web-based group was significantly more satisfied than the didactic teaching group. Web-based teaching was also shown to be equally effective for participants of high versus low income and education status for knowledge, stress, and satisfaction. This study provides preliminary support for the use of web-based teaching as an equally effective tool for increasing knowledge and reducing stress compared to traditional didactic teaching in IVF patients, with the added benefit of increased patient satisfaction. Copyright © 2018 Society of Obstetricians and Gynaecologists of Canada. Published by Elsevier Inc. All rights reserved.

  2. Small Group Discussion as a Key Component in Online Assessment Training for Enhanced Student Learning in Web-Based Peer Assessment

    Science.gov (United States)

    Liu, Xiongyi; Li, Lan; Zhang, Zhihong

    2018-01-01

    The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed…

  3. Individual Differences in Learning Entrepreneurship and Their Implications for Web-Based Instruction in E-Business and E-Commerce.

    Science.gov (United States)

    Foster, Jonathan; Lin, Angela

    2003-01-01

    Discusses results from a survey of graduates following a module in e-business and e-commerce at the University of Sheffield that suggest differences in prior knowledge and cultural background impact students' acquisition of domain knowledge and intellectual and information research skills. Considers implications for Web-based instruction.…

  4. Teaching Point-of-Care Lung Ultrasound to Novice Pediatric Learners: Web-Based E-Learning Versus Traditional Classroom Didactic.

    Science.gov (United States)

    Soon, Aun Woon; Toney, Amanda Greene; Stidham, Timothy; Kendall, John; Roosevelt, Genie

    2018-04-24

    To assess whether Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of pediatric novice learners in the image acquisition and interpretation of pneumothorax and pleural effusion using point-of-care ultrasound (POCUS). We conducted a randomized controlled noninferiority study comparing the effectiveness of Web-based teaching to traditional classroom didactic. The participants were randomized to either group A (live classroom lecture) or group B (Web-based lecture) and completed a survey and knowledge test. They also received hands-on training and completed an objective structured clinical examination. The participants were invited to return 2 months later to test for retention of knowledge and skills. There were no significant differences in the mean written test scores between the classroom group and Web group for the precourse test (absolute difference, -2.5; 95% confidence interval [CI], -12 to 6.9), postcourse test (absolute difference, 2.0; 95% CI, -1.4, 5.3), and postcourse 2-month retention test (absolute difference, -0.8; 95% CI, -9.6 to 8.1). Similarly, no significant differences were noted in the mean objective structured clinical examination scores for both intervention groups in postcourse (absolute difference, 1.9; 95% CI, -4.7 to 8.5) and 2-month retention (absolute difference, -0.6; 95% CI, -10.7 to 9.5). Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of novice learners in POCUS. The usage of Web-based tutorials allows a more efficient use of time and a wider dissemination of knowledge.

  5. The Gestational Diabetes Management System (GooDMomS): development, feasibility and lessons learned from a patient-informed, web-based pregnancy and postpartum lifestyle intervention

    OpenAIRE

    Nicholson, Wanda K.; Beckham, A. Jenna; Hatley, Karen; Diamond, Molly; Johnson, La-Shell; Green, Sherri L.; Tate, Deborah

    2016-01-01

    Background Gestational diabetes mellitus (GDM) contributes to the epidemic of diabetes and obesity in mothers and their offspring. The primary objective of this pilot study was to: 1) refine the GDM Management System (GooDMomS), a web-based pregnancy and postpartum behavioral intervention and 2) assess the feasibility of the intervention. Methods In phase 1, ten semi-structured interviews were conducted with women experiencing current or recent GDM mellitus GDM to garner pilot data on the web...

  6. A Study of Multimedia Annotation of Web-Based Materials

    Science.gov (United States)

    Hwang, Wu-Yuin; Wang, Chin-Yu; Sharples, Mike

    2007-01-01

    Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as students'…

  7. Building a web-based CAD server for clinical use, evaluation, and incremental learning. Implementation of analysis function based on execution result and clinical feedback

    International Nuclear Information System (INIS)

    Nomura, Yukihiro; Hayashi, Naoto; Masutani, Yoshitaka; Yoshikawa, Takeharu; Nemoto, Mitsutaka; Hanaoka, Shouhei; Maeda, Eriko; Ohtomo, Kuni; Miki, Soichiro

    2010-01-01

    Development of clinical image analysis software such as computer-assisted detection/diagnosis (CAD) involves a cycle of algorithm development, software implementation, clinical use, refinement of algorithm and software based on feedback. This cycle is expected to accelerate development of CAD software. We have been building a web-based CAD server that enables radiologists to use CAD software and to give feedback in clinical environment. The platform has been utilized in our hospital for 16 months, and more than 2,000 cases of feedback data have been accumulated. In this report, we introduce additional functions for performance evaluation based on executed results of CAD software and clinical feedback. (author)

  8. Lessons learned from implementing the HIV infant tracking system (HITSystem): A web-based intervention to improve early infant diagnosis in Kenya.

    Science.gov (United States)

    Finocchario-Kessler, S; Odera, I; Okoth, V; Bawcom, C; Gautney, B; Khamadi, S; Clark, K; Goggin, K

    2015-12-01

    Guided by the RE-AIM model, we describe preliminary data and lessons learned from multiple serial implementations of an eHealth intervention to improve early infant diagnosis (EID) of HIV in Kenya. We describe the reach, effectiveness, adoption, implementation and maintenance of the HITSystem, an eHealth intervention that links key stakeholders to improve retention and outcomes in EID. Our target community includes mother-infant pairs utilizing EID services and government health care providers and lab personnel. We also explore our own role as program and research personnel supporting the dissemination and scale up of the HITSystem in Kenya. Key findings illustrate the importance of continual adaptation of the HITSystem interface to accommodate varied stakeholders' workflows in different settings. Surprisingly, technology capacity and internet connectivity posed minimal short-term challenges. Early and sustained ownership of the HITSystem among stakeholders proved critical to reach, effectiveness and successful adoption, implementation and maintenance. Preliminary data support the ability of the HITSystem to improve EID outcomes in Kenya. Strong and sustained collaborations with stakeholders improve the quality and reach of eHealth public health interventions. Copyright © 2015 Elsevier Inc. All rights reserved.

  9. Learning Spaces

    CERN Document Server

    Falmagne, Jean-Claude

    2011-01-01

    Learning spaces offer a rigorous mathematical foundation for practical systems of educational technology. Learning spaces generalize partially ordered sets and are special cases of knowledge spaces. The various structures are investigated from the standpoints of combinatorial properties and stochastic processes. Leaning spaces have become the essential structures to be used in assessing students' competence of various topics. A practical example is offered by ALEKS, a Web-based, artificially intelligent assessment and learning system in mathematics and other scholarly fields. At the heart of A

  10. The Gestational Diabetes Management System (GooDMomS): development, feasibility and lessons learned from a patient-informed, web-based pregnancy and postpartum lifestyle intervention.

    Science.gov (United States)

    Nicholson, Wanda K; Beckham, A Jenna; Hatley, Karen; Diamond, Molly; Johnson, La-Shell; Green, Sherri L; Tate, Deborah

    2016-09-21

    Gestational diabetes mellitus (GDM) contributes to the epidemic of diabetes and obesity in mothers and their offspring. The primary objective of this pilot study was to: 1) refine the GDM Management System (GooDMomS), a web-based pregnancy and postpartum behavioral intervention and 2) assess the feasibility of the intervention. In phase 1, ten semi-structured interviews were conducted with women experiencing current or recent GDM mellitus GDM to garner pilot data on the web based intervention interface, content, and to solicit recommendations from women about refinements to enhance the GooDMomS intervention site. Interviews were audiotaped, transcribed and independently reviewed to identify major themes with Atlas.ti v7.0. In phase 2, a single-arm feasibility study was conducted and 23 participants were enrolled in the GooDMomS program. Participants received web lessons, self-tracking of weight and glucose, automated feedback and access to a message board for peer support. The primary outcome was feasibility, including recruitment and retention and acceptability. Secondary outcomes included the proportion of women whose gestational weight gain (GWG) was within the Institute of Medicine (IOM) guidelines and who were able to return to their pre-pregnancy weight after delivery. Comments from semi-structured interviews focused on: 1) usability of the on-line self-monitoring diary and tracking system, 2) access to a safe, reliable social network for peer support and 3) ability of prenatal clinicians to access the on-line diary for clinical management. Overall, 21 (91 %) completed the pregnancy phase. 15/21 (71 %) of participants were within the Institute of Medicine (IOM) guidelines for GWG. Sixteen (70 %) completed the postpartum phase. 7/16 (43 %) and 9/16 (56 %) of participants returned to their pre-pregnancy weight at 6 and 30 weeks postpartum, respectively. This study documents the feasibility of the GooDMomS program. The results can have implications for web

  11. Evolution of the Pediatric Advanced Life Support course: enhanced learning with a new debriefing tool and Web-based module for Pediatric Advanced Life Support instructors.

    Science.gov (United States)

    Cheng, Adam; Rodgers, David L; van der Jagt, Élise; Eppich, Walter; O'Donnell, John

    2012-09-01

    To describe the history of the Pediatric Advanced Life Support course and outline the new developments in instructor training that will impact the way debriefing is conducted during Pediatric Advanced Life Support courses. The Pediatric Advanced Life Support course, first released by the American Heart Association in 1988, has seen substantial growth and change over the past few decades. Over that time, Pediatric Advanced Life Support has become the standard for resuscitation training for pediatric healthcare providers in North America. The incorporation of high-fidelity simulation-based learning into the most recent version of Pediatric Advanced Life Support has helped to enhance the realism of scenarios and cases, but has also placed more emphasis on the importance of post scenario debriefing. We developed two new resources: an online debriefing module designed to introduce a new model of debriefing and a debriefing tool for real-time use during Pediatric Advanced Life Support courses, to enhance and standardize the quality of debriefing by Pediatric Advanced Life Support instructors. In this article, we review the history of Pediatric Advanced Life Support and Pediatric Advanced Life Support instructor training and discuss the development and implementation of the new debriefing module and debriefing tool for Pediatric Advanced Life Support instructors. The incorporation of the debriefing module and debriefing tool into the 2011 Pediatric Advanced Life Support instructor materials will help both new and existing Pediatric Advanced Life Support instructors develop and enhance their debriefing skills with the intention of improving the acquisition of knowledge and skills for Pediatric Advanced Life Support students.

  12. Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

    Science.gov (United States)

    Chen, Chih-Ming; Chang, Chia-Cheng

    2014-01-01

    Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

  13. 線上學習中電腦媒介溝通之個別差異 Individual Differences in Computer-Mediated Communication for Web-Based Learning

    Directory of Open Access Journals (Sweden)

    Lih-Juan ChanLin

    2008-06-01

    Full Text Available 線上學習最重要的關鍵在於學生能夠藉由線上學習的環境,達成學生與學生之間的互動、學生與教師之間的互動,以及在這些互動過程中所產生協同學習的結果。然而學生在線上討論區參與討論互動的特質可能與學生本身的特質有關。學生參與線上互動的程度,與學習的關係值得進一步分析。本研究進行過程主要以線上學習課程「電腦人因」為例,蒐集學生線上學習討論的資料。在這個課程中,為了助長學生自導式的學習,透過課堂任務的指定,以及專題研究的完成,鼓勵學生進行必要的線上互動。本研究主要的重點在於觀察(一學生個別差異在課業相關之線上討論參與線行動表現的關係,以及(二線上活動參與與學習表現的關係。配合質性與量化的方式,搜集學生學習過程與成果資料,並針對學生所發佈的文字資料進行歸類分析,然後依據歸類結果進行數量的統計。其中各種個別差異的指標,包括性別、認知型態、學生讀書學習策略。學習過程中,教學上也依據學生特質做了對應的調整,以因應學生學習需求。除了線上學習紀錄之外,研究並蒐集了學生的學習檔案、學習作業與專題成果,以便於進一步的分析。研究結果歸納學生個別差異與線上表現的特定項目具有顯著相關。而學生線上學習參與的程度不同,學習表現結果亦具顯著差異(p<0.0001。The learning process in online learning environment involves interactions among students, interaction between instructor and students, and collabora- tions in learning that result from these interactions. Students’ involvement in online interaction might relate to individual differences. The relationship be- tween individual differences and students’ learning and actions in online inter- action needs to be explored. In this study, a web-based learning course “Com- puter

  14. Blending Formal and Informal Learning Networks for Online Learning

    Science.gov (United States)

    Czerkawski, Betül C.

    2016-01-01

    With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down, instructor-centered, and carefully planned formal learning settings, informal learning networks offer more bottom-up, student-centered participatory…

  15. Learning How to Learn

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.; Lauridsen, Ole

    Ole Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Karen M. Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Learning Styles in Higher Education – Learning How to Learn Applying learning styles (LS) in higher education...... by Constructivist learning theory and current basic knowledge of how the brain learns. The LS concept will thus be placed in a broader learning theoretical context as a strong learning and teaching tool. Participants will be offered the opportunity to have their own LS preferences established before...... teaching leads to positive results and enhanced student learning. However, learning styles should not only be considered a didactic matter for the teacher, but also a tool for the individual students to improve their learning capabilities – not least in contexts where information is not necessarily...

  16. Learning to Learn.

    Science.gov (United States)

    Weiss, Helen; Weiss, Martin

    1988-01-01

    The article reviews theories of learning (e.g., stimulus-response, trial and error, operant conditioning, cognitive), considers the role of motivation, and summarizes nine research-supported rules of effective learning. Suggestions are applied to teaching learning strategies to learning-disabled students. (DB)

  17. Learning Styles.

    Science.gov (United States)

    Missouri Univ., Columbia. Coll. of Education.

    Information is provided regarding major learning styles and other factors important to student learning. Several typically asked questions are presented regarding different learning styles (visual, auditory, tactile and kinesthetic, and multisensory learning), associated considerations, determining individuals' learning styles, and appropriate…

  18. An Adaptive E-Learning System Based on Students' Learning Styles: An Empirical Study

    Science.gov (United States)

    Drissi, Samia; Amirat, Abdelkrim

    2016-01-01

    Personalized e-learning implementation is recognized as one of the most interesting research areas in the distance web-based education. Since the learning style of each learner is different one must fit e-learning with the different needs of learners. This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia.…

  19. Learning Networks, Networked Learning

    NARCIS (Netherlands)

    Sloep, Peter; Berlanga, Adriana

    2010-01-01

    Sloep, P. B., & Berlanga, A. J. (2011). Learning Networks, Networked Learning [Redes de Aprendizaje, Aprendizaje en Red]. Comunicar, XIX(37), 55-63. Retrieved from http://dx.doi.org/10.3916/C37-2011-02-05

  20. A Personalized e-Learning Framework

    Science.gov (United States)

    Alhawiti, Mohammed M.; Abdelhamid, Yasser

    2017-01-01

    With the advent of web based learning and content management tools, e-learning has become a matured learning paradigm, and changed the trend of instructional design from instructor centric learning paradigm to learner centric approach, and evolved from "one instructional design for many learners" to "one design for one learner"…

  1. A Novel Approach for Enhancing Lifelong Learning Systems by Using Hybrid Recommender System

    Science.gov (United States)

    Kardan, Ahmad A.; Speily, Omid R. B.; Modaberi, Somayyeh

    2011-01-01

    The majority of current web-based learning systems are closed learning environments where courses and learning materials are fixed, and the only dynamic aspect is the organization of the material that can be adapted to allow a relatively individualized learning environment. In this paper, we propose an evolving web-based learning system which can…

  2. The Internet: A Learning Environment.

    Science.gov (United States)

    McGreal, Rory

    1997-01-01

    The Internet environment is suitable for many types of learning activities and teaching and learning styles. Every World Wide Web-based course should provide: home page; introduction; course overview; course requirements, vital information; roles and responsibilities; assignments; schedule; resources; sample tests; teacher biography; course…

  3. Learning Problems

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español Learning Problems KidsHealth / For Kids / Learning Problems What's in ... for how to make it better. What Are Learning Disabilities? Learning disabilities aren't contagious, but they ...

  4. A blended learning program on undergraduate nursing students' learning of electrocardiography.

    Science.gov (United States)

    Jang, Keum-Seong; Kim, Yun-Min; Park, Soon-Joo

    2006-01-01

    This study sought to evaluate the feasibility of applying the blended learning program that combines the advantages of face-to-face(FTF) learning and e-learning. The blended learning program was developed by the authors and implemented for 4 weeks. 56 senior nursing students were recruited at a university in Korea. Significant improvement was noted in learning achievement. No significant differences were noted between FTF and web-based learning in learning motivation. Learning satisfaction and students' experience in taking this course revealed some positive effects of blended learning. The use of blended learning program for undergraduate nursing students will provide an effective learning model.

  5. SVM and PCA Based Learning Feature Classification Approaches for E-Learning System

    Science.gov (United States)

    Khamparia, Aditya; Pandey, Babita

    2018-01-01

    E-learning and online education has made great improvements in the recent past. It has shifted the teaching paradigm from conventional classroom learning to dynamic web based learning. Due to this, a dynamic learning material has been delivered to learners, instead ofstatic content, according to their skills, needs and preferences. In this…

  6. Learning about Learning

    Science.gov (United States)

    Siegler, Robert S.

    2004-01-01

    The field of children's learning was thriving when the Merrill-Palmer Quarterly was launched; the field later went into eclipse and now is in the midst of a resurgence. This commentary examines reasons for these trends, and describes the emerging field of children's learning. In particular, the new field is seen as differing from the old in its…

  7. Learning to Learn Differently

    Science.gov (United States)

    Olsen, Trude Høgvold; Glad, Tone; Filstad, Cathrine

    2018-01-01

    Purpose: This paper aims to investigate whether the formal and informal learning patterns of community health-care nurses changed in the wake of a reform that altered their work by introducing new patient groups, and to explore whether conditions in the new workplaces facilitated or impeded shifts in learning patterns. Design/methodology/approach:…

  8. Web-Based Instruction (WBI): An Introduction.

    Science.gov (United States)

    Khan, Badrul H.

    1998-01-01

    Advances in information technology, coupled with changes in society, are creating new paradigms for education. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed resources. A table of features and components associated with Web-based instruction learning environments is provided.…

  9. Development of an E-Learning Platform for Vocational Education Systems in Germany

    Science.gov (United States)

    Schober, Andreas; Müller, Frederik; Linden, Sabine; Klois, Martha; Künne, Bernd

    2014-01-01

    This paper describes an existing web-based learning platform named "Third Place of Learning" (TPL)--"Dritter Lernort". This project's aim is to connect the system of vocational education with digital media by a web-based learning platform. TPL supports student's digital learning by means of interactive examples and exercises.…

  10. Informal and Formal Learning of General Practitioners

    Science.gov (United States)

    Spaan, Nadia Roos; Dekker, Anne R. J.; van der Velden, Alike W.; de Groot, Esther

    2016-01-01

    Purpose: The purpose of this study is to understand the influence of formal learning from a web-based training and informal (workplace) learning afterwards on the behaviour of general practitioners (GPs) with respect to prescription of antibiotics. Design/methodology/approach: To obtain insight in various learning processes, semi-structured…

  11. E-Learning Approach in Teacher Training

    Science.gov (United States)

    Yucel, Seda A.

    2006-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational…

  12. Learning Content Management Systems

    Directory of Open Access Journals (Sweden)

    Tache JURUBESCU

    2008-01-01

    Full Text Available The paper explains the evolution of e-Learning and related concepts and tools and its connection with other concepts such as Knowledge Management, Human Resources Management, Enterprise Resource Planning, and Information Technology. The paper also distinguished Learning Content Management Systems from Learning Management Systems and Content Management Systems used for general web-based content. The newest Learning Content Management System, very expensive and yet very little implemented is one of the best tools that helps us to cope with the realities of the 21st Century in what learning concerns. The debates over how beneficial one or another system is for an organization, can be driven by costs involved, efficiency envisaged, and availability of the product on the market.

  13. Distance Learning

    National Research Council Canada - National Science Library

    Braddock, Joseph

    1997-01-01

    A study reviewing the existing Army Distance Learning Plan (ADLP) and current Distance Learning practices, with a focus on the Army's training and educational challenges and the benefits of applying Distance Learning techniques...

  14. Language, learning and electronic communications media

    OpenAIRE

    Coffin, Caroline; Hewings, Ann

    2005-01-01

    Guest editorial - article outline\\ud 1. Why is language significant?\\ud 2. Research settings\\ud 2.1. School age students: \\ud (i) text-based conferencing \\ud (ii) multimodal writing\\ud 2.2. University students: \\ud (i) text-based conferencing \\ud (ii) web-based literacy support\\ud 2.3. Informal adult learning: web-based reading\\ud 3. Methodologies for exploring language and learning\\ud \\ud

  15. Development of a Relational Database for Learning Management Systems

    Science.gov (United States)

    Deperlioglu, Omer; Sarpkaya, Yilmaz; Ergun, Ertugrul

    2011-01-01

    In today's world, Web-Based Distance Education Systems have a great importance. Web-based Distance Education Systems are usually known as Learning Management Systems (LMS). In this article, a database design, which was developed to create an educational institution as a Learning Management System, is described. In this sense, developed Learning…

  16. Teaching with technology: free Web resources for teaching and learning.

    Science.gov (United States)

    Wink, Diane M; Smith-Stoner, Marilyn

    2011-01-01

    In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

  17. 網路教學互動討論方法之介面設計與發展 Design and Development of Interactive User Interface for Web-based Learning in Discussion Teaching Strategy

    Directory of Open Access Journals (Sweden)

    Shih-chung Lee

    2004-03-01

    Full Text Available 應用網路遠距教學於教學上,可增加師生互動以及學習者間的互動機會,讓教學活動變得更為豐富。因此在網路的環境中,學生被要求不僅做一個被服侍者,他們更應是積極的參與者,必須是主動建立學習系統的團隊成員。但須注意的是,不適當的應用網路教學反而會使學習更混亂。而網路教學的環境中,「介面」是使用者在操作電腦設備時一定要接觸部分,同時也是學習效果能否有效達成之重要因素,所以介面設計的好壞可相對於學習的效率及效果。由於圖像較不受文字、語言的限制,較能簡潔的呈現空間訊息,且較為自然、容易了解。因此本研究期望能發展網路教學方法的圖形化使用者介面,以增進教師、學習者以及教學內容三者間的互動。本研究選擇將「專家討論」、「小組討論」及「角色扮演」三種互動性較高的教學方法,經過分析、設計、發展與評鑑四個階段,完成網路教學互動討論方法之介面設計與發展的研究。Distance education is predicted to be a major growth area for education in the future. With this growth come challenges in instructional design in terms of new skill acquisition for instructors. The focus of this study is to design interactive visual interface for instructors and students to interact successfully in a web-based instructional environment. Interface of common used instructional methods such as panel discussion, group discussion and roll play were developed for web-based system. By using usability testing methods, interview and observation were performed. Three groups of undergraduate students were interviewed to examine what interface design elements were used and how they were implemented in relation to current web-based environment. Designing guidelines for on-line panel discussion interface were further examined after the evaluation.

  18. Blended learning

    DEFF Research Database (Denmark)

    Dau, Susanne

    2016-01-01

    Blended Learning has been implemented, evaluated and researched for the last decades within different educational areas and levels. Blended learning has been coupled with different epistemological understandings and learning theories, but the fundamental character and dimensions of learning...... in blended learning are still insufficient. Moreover, blended learning is a misleading concept described as learning, despite the fact that it fundamentally is an instructional and didactic approach (Oliver & Trigwell, 2005) addressing the learning environment (Inglis, Palipoana, Trenhom & Ward, 2011......) instead of the learning processes behind. Much of the existing research within the field seems to miss this perspective. The consequence is a lack of acknowledgement of the driven forces behind the context and the instructional design limiting the knowledge foundation of learning in blended learning. Thus...

  19. Conducting Web-based Surveys.

    OpenAIRE

    David J. Solomon

    2001-01-01

    Web-based surveying is becoming widely used in social science and educational research. The Web offers significant advantages over more traditional survey techniques however there are still serious methodological challenges with using this approach. Currently coverage bias or the fact significant numbers of people do not have access, or choose not to use the Internet is of most concern to researchers. Survey researchers also have much to learn concerning the most effective ways to conduct s...

  20. Supporting online learning with games

    Science.gov (United States)

    Yao, JingTao; Kim, DongWon; Herbert, Joseph P.

    2007-04-01

    This paper presents a study on Web-based learning support systems that is enhanced with two major subsystems: a Web-based learning game and a learning-oriented Web search. The Internet and theWeb may be considered as a first resource for students seeking for information and help. However, much of the information available online is not related to the course contents or is wrong in the worse case. The search subsystem aims to provide students with precise, relative and adaptable documents about certain courses or classes. Therefore, students do not have to spend time to verify the relationship of documents to the class. The learning game subsystem stimulates students to study, enables students to review their studies and to perform self-evaluation through a Web-based learning game such as a treasure hunt game. During the challenge and entertaining learning and evaluation process, it is hoped that students will eventually understand and master the course concepts easily. The goal of developing such a system is to provide students with an efficient and effective learning environment.

  1. Nursing satisfaction and Web-based competencies.

    Science.gov (United States)

    McCarthy, Kathleen A; Kuhr, Monica; Buderer, Nancy

    2010-01-01

    This article describes the study of nursing satisfaction with Web-based learning and competency assignment given the learning management system (LMS) change from one LMS to another in 1 year. An anonymous paper-pencil survey was distributed to nursing staff after completing a year with two LMSs and prior to assigning Web-based competency requirements in the newer system (pre) and again after completing requirements (post). Nursing satisfaction and ease of use improved with assignment of requirements. Implications for staff development are described.

  2. An Immune Agent for Web-Based AI Course

    Science.gov (United States)

    Gong, Tao; Cai, Zixing

    2006-01-01

    To overcome weakness and faults of a web-based e-learning course such as Artificial Intelligence (AI), an immune agent was proposed, simulating a natural immune mechanism against a virus. The immune agent was built on the multi-dimension education agent model and immune algorithm. The web-based AI course was comprised of many files, such as HTML…

  3. A Learning Object Approach To Evidence based learning

    OpenAIRE

    Zabin Visram; Bruce Elson; Patricia Reynolds

    2005-01-01

    This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has mea...

  4. 網路教學在圖書館之應用:以國家圖書館遠距學園為例 | The Application of Web-based Distance Education in Library--National Central Library's E-Learning Campus

    Directory of Open Access Journals (Sweden)

    鄭寶梅 Bau-Mei Cheng

    2003-04-01

    technology in libraries. The challenges also provide the opportunities for the library development. The advent of web-based online learning has revitalized the concept of distance education. This innovation provides the multimedia learning environments with online interaction capabilities. As a result, the web-based distance learning impacts enormously on the library’s traditional methods of providing service. It affects all types of libraries committed to being gateways to lifelong learning. This paper mainly discusses how the National Central Library has explored and utilized the web-based distance learning technology to implement the “E-Learning Campus” since 2000. This Campus is aimed to provide the free distance learning courses to all the users who have access to the Internet andthe World Wide Web.

  5. Design of digital learning material for bioprocess-engineering-education

    NARCIS (Netherlands)

    Schaaf, van der H.

    2007-01-01

    With the advance of computers and the internet, new types of learning material can be developed: web-based digital learning material. Because many complex learning objectives in the food- and bioprocess technology domain are difficult to achieve in a traditional learning environment, a project was

  6. Design and Implementation of a Cooperative Learning System for Digital Content Design Curriculum: Investigation on Learning Effectiveness and Social Presence

    Science.gov (United States)

    Huang, Ming-Shang; Hsiao, Wei-Hung; Chang, Tsung-Sheng; Hu, Mei-Huei

    2012-01-01

    The purpose of this paper is to investigate the learning effectiveness of cooperative learning system based on social presence theory. We develop a web-based cooperative learning system which contains personal module, admin module, course module, communication module, and learning records module to support the implementation of cooperative…

  7. Learn, how to learn

    Science.gov (United States)

    Narayanan, M.

    2002-12-01

    Ernest L. Boyer, in his 1990 book, "Scholarship Reconsidered: Priorities of the Professorate" cites some ground breaking studies and offers a new paradigm that identifies the need to recognize the growing conversation about teaching, scholarship and research in the Universities. The use of `ACORN' model suggested by Hawkins and Winter to conquer and mastering change, may offer some helpful hints for the novice professor, whose primary objective might be to teach students to `learn how to learn'. Action : It is possible to effectively change things only when a teaching professor actually tries out a new idea. Communication : Changes are successful only when the new ideas effectively communicated and implemented. Ownership : Support for change is extremely important and is critical. Only strong commitment for accepting changes demonstrates genuine leadership. Reflection : Feedback helps towards thoughtful evaluation of the changes implemented. Only reflection can provide a tool for continuous improvement. Nurture : Implemented changes deliver results only when nurtured and promoted with necessary support systems, documentation and infrastructures. Inspired by the ACORN model, the author experimented on implementing certain principles of `Total Quality Management' in the classroom. The author believes that observing the following twenty principles would indeed help the student learners how to learn, on their own towards achieving the goal of `Lifelong Learning'. The author uses an acronym : QUOTES : Quality Underscored On Teaching Excellence Strategy, to describe his methods for improving classroom teacher-learner participation. 1. Break down all barriers. 2. Create consistency of purpose with a plan. 3. Adopt the new philosophy of quality. 4. Establish high Standards. 5. Establish Targets / Goals. 6. Reduce dependence on Lectures. 7. Employ Modern Methods. 8. Control the Process. 9. Organize to reach goals. 10. Prevention vs. Correction. 11. Periodic Improvements. 12

  8. Intentional Learning Vs Incidental Learning

    OpenAIRE

    Shahbaz Ahmed

    2017-01-01

    This study is conducted to demonstrate the knowledge of intentional learning and incidental learning. Hypothesis of this experiment is intentional learning is better than incidental learning, participants were demonstrated and were asked to learn the 10 non sense syllables in a specific sequence from the colored cards in the end they were asked to recall the background color of each card instead of non-sense syllables. Independent variables of the experiment are the colored cards containing n...

  9. Posthuman learning

    DEFF Research Database (Denmark)

    Hasse, Cathrine

    This book shall explore the concept of learning from the new perspective of the posthuman. The vast majority of cognitive, behavioral and part of the constructionist learning theories operate with an autonomous individual who learn in a world of separate objects. Technology is (if mentioned at all......) understood as separate from the individual learner and perceived as tools. Learning theory has in general not been acknowledging materiality in their theorizing about what learning is. A new posthuman learning theory is needed to keep up with the transformations of human learning resulting from new...... technological experiences. One definition of learning is that it is a relatively permanent change in behavior as the result of experience. During the first half of the twentieth century, two theoretical approaches dominated the domain of learning theory: the schools of thought commonly known as behaviorism...

  10. Learning e-Learning

    Directory of Open Access Journals (Sweden)

    Gabriel ZAMFIR

    2009-01-01

    Full Text Available What You Understand Is What Your Cognitive Integrates. Scientific research develops, as a native environment, knowledge. This environment consists of two interdependent divisions: theory and technology. First division occurs as a recursive research, while the second one becomes an application of the research activity. Over time, theories integrate methodologies and technology extends as infrastructure. The engine of this environment is learning, as the human activity of knowledge work. The threshold term of this model is the concepts map; it is based on Bloom’ taxonomy for the cognitive domain and highlights the notion of software scaffolding which is grounded in Vygotsky’s Social Development Theory with its major theme, Zone of Proximal Development. This article is designed as a conceptual paper, which analyzes specific structures of this type of educational research: the model reflects a foundation for a theory and finally, the theory evolves as groundwork for a system. The outcomes of this kind of approach are the examples, which are, theoretically, learning outcomes, and practically exist as educational objects, so-called e-learning.

  11. Learning theories and skills in online second language teaching and learning

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2014-01-01

    For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning...... in Denmark with special attention towards the development of web-based materials for Danish pronunciation. This paper sets out to introduce differences between the international and Danish use of web-based language learning and teaching. Finally, dilemmas and challenges for the use of CALL, IT, and web 2.0 in...

  12. Context-aware Cloud Computing for Personal Learning Environment

    OpenAIRE

    Chen, Feng; Al-Bayatti, Ali Hilal; Siewe, Francois

    2016-01-01

    Virtual learning means to learn from social interactions in a virtual platform that enables people to study anywhere and at any time. Current Virtual Learning Environments (VLEs) are a range of integrated web based applications to support and enhance the education. Normally, VLEs are institution centric; are owned by the institutions and are designed to support formal learning, which do not support lifelong learning. These limitations led to the research of Personal Learning Environments (PLE...

  13. Patterns for Designing Learning Management Systems

    NARCIS (Netherlands)

    Avgeriou, Paris; Retalis, Symeon; Papasalouros, Andreas

    2003-01-01

    Learning Management Systems are sophisticated web-based applications that are being engineered today in increasing numbers by numerous institutions and companies that want to get involved in e-learning either for providing services to third parties, or for educating and training their own people.

  14. Applying Economics Using Interactive Learning Modules

    Science.gov (United States)

    Goma, Ophelia D.

    2010-01-01

    This article describes the use of web-based, interactive learning modules in the principles of economics course. The learning modules introduce students to important, historical economic events while providing real-world application of the economic theory presented in class. Each module is designed to supplement and complement the economic theory…

  15. Informal and formal learning of general practitioners

    NARCIS (Netherlands)

    Spaan, Nadia Roos; Dekker, Anne R. J.; van der Velden, Alike W.; de Groot, Esther

    2016-01-01

    Purpose The purpose of this study is to understand the influence of formal learning from a web-based training and informal (workplace) learning afterwards on the behaviour of general practitioners (GPs) with respect to prescription of antibiotics. Design/methodology/approach To obtain insight in

  16. Blended Learning

    NARCIS (Netherlands)

    Van der Baaren, John

    2009-01-01

    Van der Baaren, J. (2009). Blended Learning. Presentation given at the Mini symposium 'Blended Learning the way to go?'. November, 5, 2009, The Hague, The Netherlands: Netherlands Defence Academy (NDLA).

  17. Interface learning

    DEFF Research Database (Denmark)

    Thorhauge, Sally

    2014-01-01

    "Interface learning - New goals for museum and upper secondary school collaboration" investigates and analyzes the learning that takes place when museums and upper secondary schools in Denmark work together in local partnerships to develop and carry out school-related, museum-based coursework...... for students. The research focuses on the learning that the students experience in the interface of the two learning environments: The formal learning environment of the upper secondary school and the informal learning environment of the museum. Focus is also on the learning that the teachers and museum...... professionals experience as a result of their collaboration. The dissertation demonstrates how a given partnership’s collaboration affects the students’ learning experiences when they are doing the coursework. The dissertation presents findings that museum-school partnerships can use in order to develop...

  18. Learning Disabilities

    Science.gov (United States)

    ... books. While his friends were meeting for pickup soccer games after school, he was back home in ... sometimes thought to contribute to learning disabilities. Poor nutrition early in life also may lead to learning ...

  19. Workplace learning

    DEFF Research Database (Denmark)

    Warring, Niels

    2005-01-01

    In November 2004 the Research Consortium on workplace learning under Learning Lab Denmark arranged the international conference “Workplace Learning – from the learner’s perspective”. The conference’s aim was to bring together researchers from different countries and institutions to explore...... and discuss recent developments in our understanding of workplace and work-related learning. The conference had nearly 100 participants with 59 papers presented, and among these five have been selected for presentation is this Special Issue....

  20. Streaming Media for Web Based Training.

    Science.gov (United States)

    Childers, Chad; Rizzo, Frank; Bangert, Linda

    This paper discusses streaming media for World Wide Web-based training (WBT). The first section addresses WBT in the 21st century, including the Synchronized Multimedia Integration Language (SMIL) standard that allows multimedia content such as text, pictures, sound, and video to be synchronized for a coherent learning experience. The second…

  1. Children's Learning

    Science.gov (United States)

    Siegler, Robert S.

    2005-01-01

    A new field of children's learning is emerging. This new field differs from the old in recognizing that children's learning includes active as well as passive mechanisms and qualitative as well as quantitative changes. Children's learning involves substantial variability of representations and strategies within individual children as well as…

  2. Blended Learning

    Science.gov (United States)

    Imbriale, Ryan

    2013-01-01

    Teachers always have been and always will be the essential element in the classroom. They can create magic inside four walls, but they have never been able to create learning environments outside the classroom like they can today, thanks to blended learning. Blended learning allows students and teachers to break free of the isolation of the…

  3. Transformative Learning

    Science.gov (United States)

    Wang, Victor C. X.; Cranton, Patricia

    2011-01-01

    The theory of transformative learning has been explored by different theorists and scholars. However, few scholars have made an attempt to make a comparison between transformative learning and Confucianism or between transformative learning and andragogy. The authors of this article address these comparisons to develop new and different insights…

  4. Blended Learning

    OpenAIRE

    Bauerová, Andrea

    2013-01-01

    This thesis is focused on a new approach of education called blended learning. The history and developement of Blended Learning is described in the first part. Then the methods and tools of Blended Learning are evaluated and compared to the traditional methods of education. At the final part an efficient developement of the educational programs is emphasized.

  5. Just Learning

    Science.gov (United States)

    Larsen-Freeman, Diane

    2017-01-01

    In this "First Person Singular" essay, the author describes her education, teaching experience, and interest in understanding the learning of language. Anyone reading this essay will not be surprised to learn that the author's questions about language learning and optimal teaching methods were only met with further questions, and no…

  6. Learning Networks for Lifelong Learning

    OpenAIRE

    Sloep, Peter

    2009-01-01

    Presentation in a seminar organized by Christopher Hoadley at Penn State University, October 2004.Contains general introduction into the Learning Network Programme and a demonstration of the Netlogo Simulation of a Learning Network.

  7. Learning organisations

    Directory of Open Access Journals (Sweden)

    Sabina Jelenc Krašovec

    2000-12-01

    Full Text Available A vast array of economical, social, political, cultural and other factors influences the transformed role of learning and education in the society, as well as the functioning of local community and its social and communication patterns. The influences which are manifested as global problems can only be successfully solved on the level of local community. Analogously with the society in general, there is a great need of transforming a local community into a learning, flexible and interconnected environment which takes into account different interests, wishes and needs regarding learning and being active. The fundamental answer to changes is the strategy of lifelong learning and education which requires reorganisation of all walks of life (work, free time, family, mass media, culture, sport, education and transforming of organisations into learning organisations. With learning society based on networks of knowledge individuals are turning into learning individuals, and organisations into learning organisations; people who learn take the responsibility of their progress, learning denotes partnership among learning people, teachers, parents, employers and local community, so that they work together to achieve better results.

  8. Learning Opportunities for Group Learning

    Science.gov (United States)

    Gil, Alfonso J.; Mataveli, Mara

    2017-01-01

    Purpose: This paper aims to analyse the impact of organizational learning culture and learning facilitators in group learning. Design/methodology/approach: This study was conducted using a survey method applied to a statistically representative sample of employees from Rioja wine companies in Spain. A model was tested using a structural equation…

  9. Mimetic Learning

    Directory of Open Access Journals (Sweden)

    Christoph Wulf

    2008-03-01

    Full Text Available Mimetic learning, learning by imitation, constitutes one of the most important forms of learning. Mimetic learning does not, however, just denote mere imitation or copying: Rather, it is a process by which the act of relating to other persons and worlds in a mimetic way leads to an en-hancement of one’s own world view, action, and behaviour. Mimetic learning is productive; it is related to the body, and it establishes a connection between the individual and the world as well as other persons; it creates practical knowledge, which is what makes it constitutive of social, artistic, and practical action. Mimetic learning is cultural learning, and as such it is crucial to teaching and education (Wulf, 2004; 2005.

  10. Deep learning

    CERN Document Server

    Goodfellow, Ian; Courville, Aaron

    2016-01-01

    Deep learning is a form of machine learning that enables computers to learn from experience and understand the world in terms of a hierarchy of concepts. Because the computer gathers knowledge from experience, there is no need for a human computer operator to formally specify all the knowledge that the computer needs. The hierarchy of concepts allows the computer to learn complicated concepts by building them out of simpler ones; a graph of these hierarchies would be many layers deep. This book introduces a broad range of topics in deep learning. The text offers mathematical and conceptual background, covering relevant concepts in linear algebra, probability theory and information theory, numerical computation, and machine learning. It describes deep learning techniques used by practitioners in industry, including deep feedforward networks, regularization, optimization algorithms, convolutional networks, sequence modeling, and practical methodology; and it surveys such applications as natural language proces...

  11. Web based Health Education, E-learning, for weight management.

    Science.gov (United States)

    Heetebry, Irene; Hatcher, Myron; Tabriziani, Hossein

    2005-12-01

    Obesity is a major health problem across the United States and becoming a progressive world wide problem. An overweight person could access the weight management program and develop a personalized weight reduction plan. The customer enters specific data to personalize the program and in the future an artificial intelligence program can evaluate customer behavior and adjust accordingly. This is an on-line program with class room support, offered as back up when desired by the patient.

  12. Jacob: a web-based learning environment using virtual reality

    NARCIS (Netherlands)

    Evers, M.J.; Heemskerk, S.; Nijholt, Antinus

    2001-01-01

    This paper gives an overview of the Jacob project. This project involves the construction of a 3D virtual environment where an animated human-like agent called Jacob gives instruction to the user. The project investigates virtual reality techniques and focuses on three issues: the software

  13. Component Architectures and Web-Based Learning Environments

    Science.gov (United States)

    Ferdig, Richard E.; Mishra, Punya; Zhao, Yong

    2004-01-01

    The Web has caught the attention of many educators as an efficient communication medium and content delivery system. But we feel there is another aspect of the Web that has not been given the attention it deserves. We call this aspect of the Web its "component architecture." Briefly it means that on the Web one can develop very complex…

  14. Multiple representations in web-based learning of chemistry concepts

    NARCIS (Netherlands)

    Vermaat, J.H.; Terlouw, C.; Dijkstra, S.

    2003-01-01

    A new chemistry curriculum for secondary schools is currently under construction in the Netherlands, in which chemical knowledge will be embedded in contexts that show applications of chemistry in the society. Several research groups develop such modules and a committee appointed by the Dutch

  15. Statmaster and HEROS - web-based courses first and second generation

    DEFF Research Database (Denmark)

    Larsen, Pia Veldt; Rootzen, Helle

    2008-01-01

    With the increasing focus on life-long learning, and with the convenience and accessibility of the Internet, the market for web-based courses has expanded vastly in recent times–in particular in connection with continuing education. However, teaching web-based courses presents various technical...... as well as pedagogical challenges. Some of these challenges are addressed, and means to dealing with them are suggested. A second generation of web-based courses is comprised of learning objects, which allows for tailoring courses for specialized groups of students, and accommodate individualized learning....... The concept of learning objects and how they are used to form new courses are discussed....

  16. Learning Disabilities and ADHD

    Science.gov (United States)

    ... of illnesses and disabilities Learning disabilities and ADHD Learning disabilities and ADHD Learning disabilities affect how you ... ADHD. Learning disabilities Attention deficit hyperactivity disorder (ADHD) Learning disabilities top Having a learning disability does not ...

  17. Informal learning.

    Science.gov (United States)

    Callanan, Maureen; Cervantes, Christi; Loomis, Molly

    2011-11-01

    We consider research and theory relevant to the notion of informal learning. Beginning with historical and definitional issues, we argue that learning happens not just in schools or in school-aged children. Many theorists have contrasted informal learning with formal learning. Moving beyond this dichotomy, and away from a focus on where learning occurs, we discuss five dimensions of informal learning that are drawn from the literature: (1) non-didactive, (2) highly socially collaborative, (3) embedded in meaningful activity, (4) initiated by learner's interest or choice, and (5) removed from external assessment. We consider these dimensions in the context of four sample domains: learning a first language, learning about the mind and emotions within families and communities, learning about science in family conversations and museum settings, and workplace learning. Finally, we conclude by considering convergences and divergences across the different literatures and suggesting areas for future research. WIREs Cogni Sci 2011 2 646-655 DOI: 10.1002/wcs.143 For further resources related to this article, please visit the WIREs website. Copyright © 2011 John Wiley & Sons, Ltd.

  18. Advances in personalized web-based education

    CERN Document Server

    Chrysafiadi, Konstantina

    2015-01-01

    This book aims to provide important information about adaptivity in computer-based and/or web-based educational systems. In order to make the student modeling process clear, a literature review concerning student modeling techniques and approaches during the past decade is presented in a special chapter. A novel student modeling approach including fuzzy logic techniques is presented. Fuzzy logic is used to automatically model the learning or forgetting process of a student. The presented novel student model is responsible for tracking cognitive state transitions of learners with respect to their progress or non-progress. It maximizes the effectiveness of learning and contributes, significantly, to the adaptation of the learning process to the learning pace of each individual learner. Therefore the book provides important information to researchers, educators and software developers of computer-based educational software ranging from e-learning and mobile learning systems to educational games including stand a...

  19. Towards Innovative Virtual Learning in Vocational Teacher Education: Narratives as a Form of Meaningful Learning

    Science.gov (United States)

    Haverila, Matti; Myllyla, Marjatta; Torp, Hanna

    2009-01-01

    The purpose of the research was to get insights into the ways learning strategies typically used by adult learners can be taken into consideration when designing web-based courses to facilitate learning in teacher education. Teacher students wrote narratives in discussion forums by completing various types of group projects. The relevant…

  20. Machine Learning

    CERN Multimedia

    CERN. Geneva

    2017-01-01

    Machine learning, which builds on ideas in computer science, statistics, and optimization, focuses on developing algorithms to identify patterns and regularities in data, and using these learned patterns to make predictions on new observations. Boosted by its industrial and commercial applications, the field of machine learning is quickly evolving and expanding. Recent advances have seen great success in the realms of computer vision, natural language processing, and broadly in data science. Many of these techniques have already been applied in particle physics, for instance for particle identification, detector monitoring, and the optimization of computer resources. Modern machine learning approaches, such as deep learning, are only just beginning to be applied to the analysis of High Energy Physics data to approach more and more complex problems. These classes will review the framework behind machine learning and discuss recent developments in the field.

  1. Doing learning

    DEFF Research Database (Denmark)

    Mathiasen, John Bang; Koch, Christian

    2014-01-01

    Purpose: To investigate how learning occurs in a systems development project, using a company developing wind turbine control systems in collaboration with customers as case. Design/methodology/approach: Dewey’s approach to learning is used, emphasising reciprocity between the individual...... learning processes and that the interchanges between materiality and systems developers block the learning processes due to a customer with imprecise demands and unclear system specifications. In the four cases discussed, learning does occur however. Research limitations/implications: A qualitative study...... focusing on individual systems developers gives limited insight into whether the learning processes found would occur in other systems development processes. Practical implications: Managers should ensure that constitutive means, such as specifications, are available, and that they are sufficiently...

  2. Using Web-Based GIS in Introductory Human Geography

    Science.gov (United States)

    Songer, Lynn C.

    2010-01-01

    Advocates for using a geographic information system (GIS) in education assert that GIS improves student learning. However, studies to clarify the relationship between learning and using GIS are still needed. This study examines the effects of using Web-based GIS maps in place of paper maps on students' geography content knowledge and motivation…

  3. Establishment of a Learning Management System

    International Nuclear Information System (INIS)

    Han, K. W.; Kim, Y. T.; Lee, E. J.; Min, B. J.

    2006-01-01

    A web-based learning management system (LMS) has been established to address the need of customized education and training of Nuclear Training Center (NTC) of KAERI. The LMS is designed to deal with various learning types (e.g. on-line, off-line and blended) and a practically comprehensive learning activity cycle (e.g. course preparation, registration, learning, and postlearning) as well as to be user-friendly. A test with an example course scenario on the established system has shown its satisfactory performance. This paper discusses details of the established webbased learning management system in terms of development approach and functions of the LMS

  4. Learning Genetics through an Authentic Research Simulation in Bioinformatics

    Science.gov (United States)

    Gelbart, Hadas; Yarden, Anat

    2006-01-01

    Following the rationale that learning is an active process of knowledge construction as well as enculturation into a community of experts, we developed a novel web-based learning environment in bioinformatics for high-school biology majors in Israel. The learning environment enables the learners to actively participate in a guided inquiry process…

  5. Multi-Agent Framework for Virtual Learning Spaces.

    Science.gov (United States)

    Sheremetov, Leonid; Nunez, Gustavo

    1999-01-01

    Discussion of computer-supported collaborative learning, distributed artificial intelligence, and intelligent tutoring systems focuses on the concept of agents, and describes a virtual learning environment that has a multi-agent system. Describes a model of interactions in collaborative learning and discusses agents for Web-based virtual…

  6. Computer-based and web-based radiation safety training

    Energy Technology Data Exchange (ETDEWEB)

    Owen, C., LLNL

    1998-03-01

    The traditional approach to delivering radiation safety training has been to provide a stand-up lecture of the topic, with the possible aid of video, and to repeat the same material periodically. New approaches to meeting training requirements are needed to address the advent of flexible work hours and telecommuting, and to better accommodate individuals learning at their own pace. Computer- based and web-based radiation safety training can provide this alternative. Computer-based and web- based training is an interactive form of learning that the student controls, resulting in enhanced and focused learning at a time most often chosen by the student.

  7. An Instructional Strategy Framework for Online Learning Environments.

    Science.gov (United States)

    Johnson, Scott D.; Aragon, Steven R.

    The rapid growth of Web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes advantage of the unique capabilities of Web-based learning environments. This paper describes a research…

  8. Space Operations Learning Center

    Science.gov (United States)

    Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

    2012-01-01

    The Space Operations Learning Center (SOLC) is a tool that provides an online learning environment where students can learn science, technology, engineering, and mathematics (STEM) through a series of training modules. SOLC is also an effective media for NASA to showcase its contributions to the general public. SOLC is a Web-based environment with a learning platform for students to understand STEM through interactive modules in various engineering topics. SOLC is unique in its approach to develop learning materials to teach schoolaged students the basic concepts of space operations. SOLC utilizes the latest Web and software technologies to present this educational content in a fun and engaging way for all grade levels. SOLC uses animations, streaming video, cartoon characters, audio narration, interactive games and more to deliver educational concepts. The Web portal organizes all of these training modules in an easily accessible way for visitors worldwide. SOLC provides multiple training modules on various topics. At the time of this reporting, seven modules have been developed: Space Communication, Flight Dynamics, Information Processing, Mission Operations, Kids Zone 1, Kids Zone 2, and Save The Forest. For the first four modules, each contains three components: Flight Training, Flight License, and Fly It! Kids Zone 1 and 2 include a number of educational videos and games designed specifically for grades K-6. Save The Forest is a space operations mission with four simulations and activities to complete, optimized for new touch screen technology. The Kids Zone 1 module has recently been ported to Facebook to attract wider audience.

  9. Metric learning

    CERN Document Server

    Bellet, Aurelien; Sebban, Marc

    2015-01-01

    Similarity between objects plays an important role in both human cognitive processes and artificial systems for recognition and categorization. How to appropriately measure such similarities for a given task is crucial to the performance of many machine learning, pattern recognition and data mining methods. This book is devoted to metric learning, a set of techniques to automatically learn similarity and distance functions from data that has attracted a lot of interest in machine learning and related fields in the past ten years. In this book, we provide a thorough review of the metric learnin

  10. Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

    Science.gov (United States)

    Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

    2016-03-01

    Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

  11. Overcoming Learning Time And Space Constraints Through Technological Tool

    Directory of Open Access Journals (Sweden)

    Nafiseh Zarei

    2015-08-01

    Full Text Available Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigate how the Learning Management Blog (LMB overcomes the learning time and space constraints that contribute to students’ language learning and language acquisition processes. The participants were 30 ESL students at National University of Malaysia. A qualitative approach comprising an open-ended questionnaire and a semi-structured interview was used to collect data. The results of the study revealed that the students’ language learning and acquisition processes were enhanced. The students did not face any learning time and space limitations while being engaged in the learning process via the LMB. They learned and acquired knowledge using the language learning materials and forum at anytime and anywhere. Keywords: learning time, learning space, learning management blog

  12. e-Learning Management System (eLMS) -

    Data.gov (United States)

    Department of Transportation — DOT's electronic Learning Management System (eLMS) is a state-of-the-art web-based system that meets the needs of training administrators, learners, and managers and...

  13. Personal Profiles: Enhancing Social Interaction in Learning Networks

    NARCIS (Netherlands)

    Berlanga, Adriana; Bitter-Rijpkema, Marlies; Brouns, Francis; Sloep, Peter; Fetter, Sibren

    2009-01-01

    Berlanga, A. J., Bitter-Rijpkema, M., Brouns, F., Sloep, P. B., & Fetter, S. (2011). Personal Profiles: Enhancing Social Interaction in Learning Networks. International Journal of Web Based Communities, 7(1), 66-82.

  14. Becoming a web-based learner: registered nurses' experiences.

    Science.gov (United States)

    Atack, Lynda

    2003-11-01

    The purpose of the study was to describe Registered Nurses' experiences when taking a web-based course from either the workplace or home, and the impact of their learning on clinical practice. Little is known about the web-based learners' experience, particularly when courses are accessed from the nursing practice setting. Even less is known about whether nurses transfer their web-based learning to clinical practice. A qualitative design employing focus group interviews was used. Participants included hospital and community nurses from three Canadian provinces and one territory. Data were collected at three points over a 6-month period and analysed using a thematic analysis process. These findings emanate from a larger study using survey method and focus group interviews. The focus group interviews captured the hurdles nurses faced during the first weeks when they struggled with technology, re-framed their views of teaching and adjusted to web-based learning from home and work. These first stressful weeks were followed by a period during which nurses developed relationships with the teacher and peers that enabled them to focus on learning and prevented attrition. Most nurses reported the web course was convenient and that they would be interested and comfortable using technology for learning and work purposes in the future. Six weeks after the course was completed, nurses articulated a number of ways the course had improved their practice. Initial weeks in a web-based course can be very challenging for novice Internet users, however, most nurses who completed the course reported a positive learning experience. Nurses, employers and educators should evaluate computer skills, computer access and the learning environment when preparing for web-based learning.

  15. Learning to learn in MOOCs

    DEFF Research Database (Denmark)

    Milligan, Sandra; Ringtved, Ulla Lunde

    This paper outlines one way of understanding what it is about learning in MOOCs that is so distinctive, and explores the implications for the design of MOOCs. It draws on an ongoing research study into the nature of learning in MOOCs at the University of Melbourne.......This paper outlines one way of understanding what it is about learning in MOOCs that is so distinctive, and explores the implications for the design of MOOCs. It draws on an ongoing research study into the nature of learning in MOOCs at the University of Melbourne....

  16. Learning Cultures

    DEFF Research Database (Denmark)

    Rasmussen, Lauge Baungaard

    1998-01-01

    the article present different concepts and modelsof learning. It discuss some strutural tendenciesof developing environmental management systemsand point out alternatives to increasing formalization of rules.......the article present different concepts and modelsof learning. It discuss some strutural tendenciesof developing environmental management systemsand point out alternatives to increasing formalization of rules....

  17. Blended learning

    DEFF Research Database (Denmark)

    Staugaard, Hans Jørgen

    2012-01-01

    Forsøg på at indkredse begrebet blended learning i forbindelse med forberedelsen af projekt FlexVid.......Forsøg på at indkredse begrebet blended learning i forbindelse med forberedelsen af projekt FlexVid....

  18. Reflective Learning

    African Journals Online (AJOL)

    dell

    The main intent of this study was to identify the impact of using learning log as a learning strategy on the academic performance of university students. Second year psychology students were included as subjects of this study. In the beginning of the study, the students were divided into two: experimental group (N = 60) and ...

  19. Perceptual learning.

    Science.gov (United States)

    Seitz, Aaron R

    2017-07-10

    Perceptual learning refers to how experience can change the way we perceive sights, sounds, smells, tastes, and touch. Examples abound: music training improves our ability to discern tones; experience with food and wines can refine our pallet (and unfortunately more quickly empty our wallet), and with years of training radiologists learn to save lives by discerning subtle details of images that escape the notice of untrained viewers. We often take perceptual learning for granted, but it has a profound impact on how we perceive the world. In this Primer, I will explain how perceptual learning is transformative in guiding our perceptual processes, how research into perceptual learning provides insight into fundamental mechanisms of learning and brain processes, and how knowledge of perceptual learning can be used to develop more effective training approaches for those requiring expert perceptual skills or those in need of perceptual rehabilitation (such as individuals with poor vision). I will make a case that perceptual learning is ubiquitous, scientifically interesting, and has substantial practical utility to us all. Copyright © 2017. Published by Elsevier Ltd.

  20. Pervasive Learning

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Larsen, Lasse Juel

    2009-01-01

    , it is not a specific place where you can access scarce information. Pervasive or ubiquitous communication opens up for taking the organizing and design of learning landscapes a step further. Furthermore it calls for theoretical developments, which can open up for a deeper understanding of the relationship between...... emerging contexts, design of contexts and learning....

  1. Flipped Learning

    DEFF Research Database (Denmark)

    Holmboe, Peter; Hachmann, Roland

    I FLIPPED LEARNING – FLIP MED VIDEO kan du læse om, hvordan du som underviser kommer godt i gang med at implementere video i undervisning, der har afsæt i tankerne omkring flipped learning. Bogen indeholder fire dele: I Del 1 fokuserer vi på det metarefleksive i at tænke video ind i undervisningen...

  2. Flipped Learning

    DEFF Research Database (Denmark)

    Hachmann, Roland; Holmboe, Peter

    arbejde med faglige problemstillinger gennem problembaserede og undersøgende didaktiske designs. Flipped Learning er dermed andet og mere end at distribuere digitale materialer til eleverne forud for undervisning. Flipped Learning er i lige så høj grad et syn på, hvordan undervisning med digitale medier...

  3. Situating learning

    DEFF Research Database (Denmark)

    Ribeiro, Gustavo; Georg, Susse; Finchman, Rob

    2004-01-01

    This paper looks at learning experiences in South Africa and Thailand by highlighting the role of context and culture in the learning process. The authors are based at Danish and South African higher education institutions and have contributed to DUCED's TFS programme in the positions of overall...

  4. Embodied Learning

    Science.gov (United States)

    Stolz, Steven A.

    2015-01-01

    This article argues that psychological discourse fails miserably to provide an account of learning that can explain how humans come to understand, particularly understanding that has been grasped meaningfully. Part of the problem with psychological approaches to learning is that they are disconnected from the integral role embodiment plays in how…

  5. Distance learning

    Directory of Open Access Journals (Sweden)

    Katarina Pucelj

    2006-12-01

    Full Text Available I would like to underline the role and importance of knowledge, which is acquired by individuals as a result of a learning process and experience. I have established that a form of learning, such as distance learning definitely contributes to a higher learning quality and leads to innovative, dynamic and knowledgebased society. Knowledge and skills enable individuals to cope with and manage changes, solve problems and also create new knowledge. Traditional learning practices face new circumstances, new and modern technologies appear, which enable quick and quality-oriented knowledge implementation. The centre of learning process at distance learning is to increase the quality of life of citizens, their competitiveness on the workforce market and ensure higher economic growth. Intellectual capital is the one, which represents the biggest capital of each society and knowledge is the key factor for succes of everybody, who are fully aware of this. Flexibility, openness and willingness of people to follow new IT solutions form suitable environment for developing and deciding to take up distance learning.

  6. Legitimate Learning.

    Science.gov (United States)

    Stevenson, John

    1997-01-01

    What is considered legitimate learning is culturally and contextually specific, depending on what values are involved. Different values are engaged depending on whether legitimate learning is considered transformation of the individual in relation to self, in relation to society, or in relation to the workplace. (SK)

  7. Machine Learning.

    Science.gov (United States)

    Kirrane, Diane E.

    1990-01-01

    As scientists seek to develop machines that can "learn," that is, solve problems by imitating the human brain, a gold mine of information on the processes of human learning is being discovered, expert systems are being improved, and human-machine interactions are being enhanced. (SK)

  8. Blended Learning as Transformational Institutional Learning

    Science.gov (United States)

    VanDerLinden, Kim

    2014-01-01

    This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter positions blended learning as a strategic opportunity to engage in organizational learning.

  9. "Learned Helplessness" or "Learned Incompetence"?

    Science.gov (United States)

    Sergent, Justine; Lambert, Wallace E.

    Studies in the past have shown that reinforcements independent of the subjects actions may induce a feeling of helplessness. Most experiments on learned helplessness have led researchers to believe that uncontrollability (non-contingency of feedback upon response) was the determining feature of learned helplessness, although in most studies…

  10. Teacher learning as workplace learning

    NARCIS (Netherlands)

    Imants, J.; Van Veen, K.

    2010-01-01

    Against the background of increasing attention in teacher professional development programs for situating teacher learning in the workplace, an overview is given of what is known in general and in educational workplace learning literature on the characteristics and conditions of the workplace.

  11. Learning, Learning Organisations and the Global Enterprise

    Science.gov (United States)

    Manikutty, Sankaran

    2009-01-01

    The steadily increasing degree of globalisation of enterprises implies development of many skills, among which the skills to learn are among the most important. Learning takes place at the individual level, but collective learning and organisational learning are also important. Learning styles of individuals are different and learning styles are…

  12. Can machine learning explain human learning?

    NARCIS (Netherlands)

    Vahdat, M.; Oneto, L.; Anguita, D.; Funk, M.; Rauterberg, G.W.M.

    2016-01-01

    Learning Analytics (LA) has a major interest in exploring and understanding the learning process of humans and, for this purpose, benefits from both Cognitive Science, which studies how humans learn, and Machine Learning, which studies how algorithms learn from data. Usually, Machine Learning is

  13. Evaluation of learning materials

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe; Hansen, Thomas Illum

    2011-01-01

    This paper presents a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation comprises investigations of the potential learning potential, the actualized learning potential, and the actual learning. Each aspect is explained and exemplified through...

  14. Supportive Learning: Linear Learning and Collaborative Learning

    Science.gov (United States)

    Lee, Bih Ni; Abdullah, Sopiah; Kiu, Su Na

    2016-01-01

    This is a conceptual paper which is trying to look at the educational technology is not limited to high technology. However, electronic educational technology, also known as e-learning, has become an important part of today's society, which consists of a wide variety of approaches to digitization, components and methods of delivery. In the…

  15. Learning to learn: self-managed learning

    Directory of Open Access Journals (Sweden)

    Jesús Miranda Izquierdo

    2006-09-01

    Full Text Available Thi is article analyzes the potentialities and weaknesses that non directive Pedagogy presents, an example of the so called self managed pedagogy, whose postulates are good to analyze for the contributions that this position can make to the search of new ways of learning.

  16. Learning Management Systems and E-Learning within Cyprus Universities

    Directory of Open Access Journals (Sweden)

    Amirkhanpour, Monaliz

    2011-01-01

    Full Text Available This paper presents an extensive research study and results on the use of existing open-source Learning Management Systems, or LMS within the public and private universities of Cyprus. The most significant objective of this research is the identification of the different types of E-Learning, i.e. Computer-Based Training (CBT, Technology-Based Learning (TBL, and Web-Based Training (WBT within Cyprus universities. The paper identifies the benefits and limitations of the main learning approaches used in higher educational institutions, i.e. synchronous and asynchronous learning, investigates the open-source LMS used in the Cypriot universities and compares their features with regards to students’ preferences for a collaborative E-Learning environment. The required data for this research study were collected from undergraduate and graduate students, alumni, faculty members, and IT professionals who currently work and/or study at the public and private universities of Cyprus. The most noteworthy recommendation of this study is the clear indication that most of the undergraduate students that extensively use the specific E-Learning platform of their university do not have a clear picture of the differences between an LMS and a VLE. This gap has to be gradually diminished in order to make optimum use of the different features offered by the specific E-Learning platform.

  17. E-Learning Approach in Teacher Training

    OpenAIRE

    YUCEL, A. Seda

    2015-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of stu...

  18. Machine Learning

    Energy Technology Data Exchange (ETDEWEB)

    Chikkagoudar, Satish; Chatterjee, Samrat; Thomas, Dennis G.; Carroll, Thomas E.; Muller, George

    2017-04-21

    The absence of a robust and unified theory of cyber dynamics presents challenges and opportunities for using machine learning based data-driven approaches to further the understanding of the behavior of such complex systems. Analysts can also use machine learning approaches to gain operational insights. In order to be operationally beneficial, cybersecurity machine learning based models need to have the ability to: (1) represent a real-world system, (2) infer system properties, and (3) learn and adapt based on expert knowledge and observations. Probabilistic models and Probabilistic graphical models provide these necessary properties and are further explored in this chapter. Bayesian Networks and Hidden Markov Models are introduced as an example of a widely used data driven classification/modeling strategy.

  19. Learning Leadership

    DEFF Research Database (Denmark)

    Hertel, Frederik; Fast, Alf Michael

    2018-01-01

    Is leadership a result of inheritance or is it something one learns during formal learning in e.g. business schools? This is the essential question addressed in this article. The article is based on a case study involving a new leader in charge of a group of profession practitioners. The leader...... promotes his leadership as a profession comparable to the professions of practitioners. This promotion implies that leadership is something one can and probably must learn during formal learning. The practitioners on the other hand reject this comprehension of leadership and long for a fellow practitioner...... to lead the organization. While asked they are unable to describe how, where and when they think a practitioner develops leadership skills necessary for leading fellows. In the following we will start analysing the case in order to comprehend and discuss both the professional leaders and the practitioners...

  20. Group learning

    DEFF Research Database (Denmark)

    Pimentel, Ricardo; Noguira, Eloy Eros da Silva; Elkjær, Bente

    The article presents a study that aims at the apprehension of the group learning in a top management team composed by teachers in a Brazilian Waldorf school whose management is collective. After deciding to extend the school, they had problems recruiting teachers who were already trained based...... on the Steiner´s ideas, which created practical problems for conducting management activities. The research seeks to understand how that group of teachers collectively manage the school, facing the lack of resources, a significant heterogeneity in the relationships, and the conflicts and contradictions......, and they are interrelated to the group learning as the construction, maintenance and reconstruction of the intelligibility of practices. From this perspective, it can be said that learning is a practice and not an exceptional phenomenon. Building, maintaining and rebuilding the intelligibility is the group learning...

  1. Learning Disabilities

    Science.gov (United States)

    ... NICHD) See all related organizations Publications Problemas de aprendizaje Order NINDS Publications Patient Organizations CHADD - Children and ... NICHD) See all related organizations Publications Problemas de aprendizaje Order NINDS Publications Definition Learning disabilities are disorders ...

  2. Reflective Learning

    African Journals Online (AJOL)

    dell

    The experimental group students used learning log on a weekly basis while the control group did not. ... The term “memory” in psychology usually denotes an interest in the retention ... activities that contribute to information being remembered.

  3. Web-Based Virtual Laboratory for Food Analysis Course

    Science.gov (United States)

    Handayani, M. N.; Khoerunnisa, I.; Sugiarti, Y.

    2018-02-01

    Implementation of learning on food analysis course in Program Study of Agro-industrial Technology Education faced problems. These problems include the availability of space and tools in the laboratory that is not comparable with the number of students also lack of interactive learning tools. On the other hand, the information technology literacy of students is quite high as well the internet network is quite easily accessible on campus. This is a challenge as well as opportunities in the development of learning media that can help optimize learning in the laboratory. This study aims to develop web-based virtual laboratory as one of the alternative learning media in food analysis course. This research is R & D (research and development) which refers to Borg & Gall model. The results showed that assessment’s expert of web-based virtual labs developed, in terms of software engineering aspects; visual communication; material relevance; usefulness and language used, is feasible as learning media. The results of the scaled test and wide-scale test show that students strongly agree with the development of web based virtual laboratory. The response of student to this virtual laboratory was positive. Suggestions from students provided further opportunities for improvement web based virtual laboratory and should be considered for further research.

  4. The Case of Web-Based Course on Taxation: Current Status, Problems and Future Improvement

    Science.gov (United States)

    Qin, Zhigang

    This paper mainly introduces the case of the web-based course on taxation developed by Xiamen University. We analyze the current status, problems and future improvement of the web-based course. The web-based course has the basic contents and modules, but it has several problems including unclear object, lacking interaction, lacking examination module, lacking study management module, and the learning materials and the navigation are too simple. According to its problems, we put forward the measures to improve it.

  5. Measuring the Effectiveness of Blended Learning Environment: A Case Study in Malaysia

    Science.gov (United States)

    Wai, Cho Cho; Seng, Ernest Lim Kok

    2015-01-01

    Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL)…

  6. Investigating Learners' Attitudes toward Virtual Reality Learning Environments: Based on a Constructivist Approach

    Science.gov (United States)

    Huang, Hsiu-Mei; Rauch, Ulrich; Liaw, Shu-Sheng

    2010-01-01

    The use of animation and multimedia for learning is now further extended by the provision of entire Virtual Reality Learning Environments (VRLE). This highlights a shift in Web-based learning from a conventional multimedia to a more immersive, interactive, intuitive and exciting VR learning environment. VRLEs simulate the real world through the…

  7. Assessing E-Learning System in Higher Education Institutes: Evidence from Structural Equation Modelling

    Science.gov (United States)

    Ali, Muhammad; Raza, Syed Ali; Qazi, Wasim; Puah, Chin-Hong

    2018-01-01

    Purpose: This study aims to examine university students' acceptance of e-learning systems in Pakistan. A Web-based learning system is a new form of utilizing technological features. Although, developed countries have initiated and established the concept for e-learning, developing countries require empirical support to implement e-learning.…

  8. An Open Portal for Blended Learning

    DEFF Research Database (Denmark)

    Grønbæk, Kaj; Bouvin, Niels Olof; Petersen, Marianne Graves

    2004-01-01

    The combination of traditional teaching and Web-based teaching, so called blended learning, is a challenge to the teachers as well as to the students. This shift in teaching demands an openness and flexibility from the technical platform which has not been found in the existing tools. Therefore...

  9. e-Learning Business Research Methods

    Science.gov (United States)

    Cowie, Jonathan

    2004-01-01

    This paper outlines the development of a generic Business Research Methods course from a simple name in a box to a full e-Learning web based module. It highlights particular issues surrounding the nature of the discipline and the integration of a large number of cross faculty subject specific research methods courses into a single generic module.…

  10. A Mixed Learning Approach in Mechatronics Education

    Science.gov (United States)

    Yilmaz, O.; Tuncalp, K.

    2011-01-01

    This study aims to investigate the effect of a Web-based mixed learning approach model on mechatronics education. The model combines different perception methods such as reading, listening, and speaking and practice methods developed in accordance with the vocational background of students enrolled in the course Electromechanical Systems in…

  11. Critique of a Language-Learning Website

    Science.gov (United States)

    Kan, Soh Or

    2011-01-01

    Listening plays a crucial part in the learning of overseas students in the United Kingdom. Students can never follow a lecture or discussion in English without listening. Traditional classroom teaching in listening limits students' time and space. However, the Web-based listening course accommodates listeners a great deal, enabling them to access…

  12. Accessible Collaborative Learning Using Mobile Devices

    Science.gov (United States)

    Wald, Mike; Li, Yunjia; Draffan, E. A.

    2014-01-01

    This paper describes accessible collaborative learning using mobile devices with mobile enhancements to Synote, the freely available, award winning, open source, web based application that makes web hosted recordings easier to access, search, manage, and exploit for all learners, teachers and other users. Notes taken live during lectures using…

  13. Mobile and Accessible Learning for MOOCs

    Science.gov (United States)

    Sharples, Mike; Kloos, Carlos Delgado; Dimitriadis, Yannis; Garlatti, Serge; Specht, Marcus

    2015-01-01

    Many modern web-based systems provide a "responsive" design that allows material and services to be accessed on mobile and desktop devices, with the aim of providing "ubiquitous access." Besides offering access to learning materials such as podcasts and videos across multiple locations, mobile, wearable and ubiquitous…

  14. Perspectives on learning, learning to teach and teaching elementary science

    Science.gov (United States)

    Avraamidou, Lucy

    The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first

  15. A Study of the Effectiveness of Web-Based Homework in Teaching Undergraduate Business Statistics

    Science.gov (United States)

    Palocsay, Susan W.; Stevens, Scott P.

    2008-01-01

    Web-based homework (WBH) Technology can simplify the creation and grading of assignments as well as provide a feasible platform for assessment testing, but its effect on student learning in business statistics is unknown. This is particularly true of the latest software development of Web-based tutoring agents that dynamically evaluate individual…

  16. Web-Based Instruction on Preservice Teachers' Knowledge of Fraction Operations

    Science.gov (United States)

    Lin, Cheng-Yao

    2010-01-01

    This study determines whether web-based instruction (WBI) represents an improved method for helping preservice teachers learn procedural and conceptual knowledge of fractions.. The purpose was to compare the effectiveness of web-based instruction (WBI) with the traditional lecture in mathematics content and methods for the elementary school…

  17. Language Practice with Multimedia Supported Web-Based Grammar Revision Material

    Science.gov (United States)

    Baturay, Meltem Huri; Daloglu, Aysegul; Yildirim, Soner

    2010-01-01

    The aim of this study was to investigate the perceptions of elementary-level English language learners towards web-based, multimedia-annotated grammar learning. WEBGRAM, a system designed to provide supplementary web-based grammar revision material, uses audio-visual aids to enrich the contextual presentation of grammar and allows learners to…

  18. Interorganizational learning systems

    DEFF Research Database (Denmark)

    Hjalager, Anne-Mette

    1999-01-01

    The occurrence of organizational and interorganizational learning processes is not only the result of management endeavors. Industry structures and market related issues have substantial spill-over effects. The article reviews literature, and it establishes a learning model in which elements from...... organizational environments are included into a systematic conceptual framework. The model allows four types of learning to be identified: P-learning (professional/craft systems learning), T-learning (technology embedded learning), D-learning (dualistic learning systems, where part of the labor force is exclude...... from learning), and S-learning (learning in social networks or clans). The situation related to service industries illustrates the typology....

  19. A Learning Object Approach To Evidence based learning

    Directory of Open Access Journals (Sweden)

    Zabin Visram

    2005-06-01

    Full Text Available This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has meant increasingly, there is a desperate need to adopt wireless schemes, whereby bespoke courses can be developed to help practitioners keep up with expanding knowledge base. Evidently, without current best evidence, practice risks becoming rapidly out of date, to the detriment of the patient. There is a need to provide a tactical, operational and effective environment, which allows professional to update their education, and complete specialised training, just-in-time, in their own time and location. Following this demand in the marketplace the information engineering group, in combination with several medical and dental schools, set out to develop and design a conceptual framework which form the basis of pioneering research, which at last, enables practitioner's to adopt a philosophy of life long learning. The body and structure of this framework is subsumed under the term Object oriented approach to Evidence Based learning, Just-in-time, via Internet sustained by Reusable Learning Objects (The OEBJIRLO Progression. The technical pillars which permit this concept of life long learning are pivoted by the foundations of object oriented technology, Learning objects, Just-in-time education, Data Mining, intelligent Agent technology, Flash interconnectivity and remote wireless technology, which allow practitioners to update their professional skills, complete specialised training which leads to accredited qualifications. This paper sets out to develop and

  20. Lifelong Learning

    DEFF Research Database (Denmark)

    Krogh, Lone; Jensen, Annie Aarup

    2010-01-01

    Master education for adults has become a strategy for Lifelong Learning among many well-educated people in Denmark. This type of master education is part of the ‘parallel education system' in Denmark. As one of the first Danish universities who offered this type of Master education, Aalborg...... the intended as well as the unintended effects (personal and professional) of the master education. The data have been gathered among graduates from a specific master education, Master in Learning Processes, and the paper will draw on results from a quantitative survey based on a questionnaire answered by 120...

  1. Learning SPARQL

    CERN Document Server

    DuCharme, Bob

    2011-01-01

    Get hands-on experience with SPARQL, the RDF query language that's become a key component of the semantic web. With this concise book, you will learn how to use the latest version of this W3C standard to retrieve and manipulate the increasing amount of public and private data available via SPARQL endpoints. Several open source and commercial tools already support SPARQL, and this introduction gets you started right away. Begin with how to write and run simple SPARQL 1.1 queries, then dive into the language's powerful features and capabilities for manipulating the data you retrieve. Learn wha

  2. The Effectiveness of Web-Based Instruction: An Initial Inquiry

    Directory of Open Access Journals (Sweden)

    Tatana M. Olson

    2002-10-01

    Full Text Available As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom instruction in order to determine which method is “better.” However, major differences in technology and presentation rather than instructional content can obscure the true relationship between Web-based instruction and these outcomes. Computer-based instruction (CBI, with more features similar to Web-based instruction, may be a more appropriate benchmark than conventional classroom instruction. Furthermore, there is little consensus as to what variables should be examined or what measures of learning are the most appropriate, making comparisons between studies difficult and inconclusive. In this article, we review the historical findings of CBI as an appropriate benchmark to Web-based instruction. In addition, we review 47 reports of evaluations of Web-based courses in higher education published between 1996 and 2002. A tabulation of the documented findings into eight characteristics is offered, along with our assessments of the experimental designs, effect sizes, and the degree to which the evaluations incorporated features unique to Web-based instruction.

  3. Towards a Pattern Language for Learning Management Systems

    NARCIS (Netherlands)

    Avgeriou, Paris; Papasalouros, Andreas; Retalis, Symeon; Skordalakis, Manolis

    2003-01-01

    Learning Management Systems are sophisticated web-based applications that are being engineered today in increasing numbers by numerous institutions and companies that want to get involved in e-learning either for providing services to third parties, or for educating and training their own people.

  4. e-Learning Programs as Loyalty Investments for Financial Corporations

    Science.gov (United States)

    Arvanitis, Spyridon

    2010-01-01

    Although e-learning has been thoroughly presented and analysed in recent years, this paper aims to present a new concept, about web-based learning used as a tool to provide "products' education" for customers, and the ways enterprises of the financial sector, may use it in order to promote their brand name and services by affecting crucial factors…

  5. WBT and Learning Motivation in Health and Nursing Education

    NARCIS (Netherlands)

    Bern, Linda; Schulmann, Christine; Bastiaens, Theo

    2018-01-01

    In the study the emphasis is put on web-based trainings (WBT). WBTs are the most common form of e-learning in on-the-job trainings in the private and public sector in Germany, whereas blended-learning scenarios and virtual classrooms are only used by 55% and 41% respectively. In spite of the

  6. Utopia2000: An Online Learning-Object Management Tool.

    Science.gov (United States)

    Aspillaga, Macarena

    2002-01-01

    Describes Utopia2002, a database that contains learning objects that enables faculty to design and develop interactive Web-based instruction. Topics include advanced distributed learning; sharable content objects (SCOs) and sharable content object reference model (SCORM); instructional systems design process; templates; and quality assurance. (LRW)

  7. Adaptation of elaborated feedback in e-learning

    NARCIS (Netherlands)

    Vasilyeva, E.; Pechenizkiy, M.; De Bra, P.M.E.; Nejdl, W.; Kay, J.; Pu, P.; Herder, E.

    2008-01-01

    Design of feedback is a critical issue of online assessment development within Web-based Learning Systems (WBLSs). In our work we demonstrate the possibilities of tailoring the feedback to the students’ learning style (LS), certitude in response and its correctness. We observe in the experimental

  8. The Value of Interactive Assignments in the Online Learning Environment

    Science.gov (United States)

    Florenthal, Bela

    2016-01-01

    The offerings of Web-based supplemental material for textbooks have been increasingly growing. When deciding to adopt a textbook, instructors examine the added value of the associated supplements, also called "e-learning tools," to enhance students' learning of course concepts. In this study, one such supplement, interactive assignments,…

  9. Cyber Learning Platform for Nuclear Education and Training

    International Nuclear Information System (INIS)

    Vojtela, Martin

    2014-01-01

    Cyber Learning Platform for Nuclear Education and Training: … support capacity building and knowledge transfer in the nuclear sector by empowering web-based development and dissemination of high-quality learning resources in a way that is cost-effective, scalable and easy to use …

  10. The TeleTOP initiative: new learning, new technology

    NARCIS (Netherlands)

    Collis, Betty

    2002-01-01

    In response to the challenge to make learning more flexible while at the same time maintaining the positive qualities of classroom and campus-based settings, the TeleTOP Initiative at the University of Twente has grown from a faculty initiative to an internationally recognised Web-based learning

  11. Using learning styles and viewing styles in streaming video

    NARCIS (Netherlands)

    de Boer, Jelle; Kommers, Piet A. M.; de Brock, Bert

    Improving the effectiveness of learning when students observe video lectures becomes urgent with the rising advent of (web-based) video materials. Vital questions are how students differ in their learning preferences and what patterns in viewing video can be detected in log files. Our experiments

  12. A Model for Content and Communication Management in Synchronous Learning

    Science.gov (United States)

    Raymond, David; Kazuhide, Kanenishi; Matsuura, Kenji; Baudin, Veronique; Gayraud, Thierry; Yano, Yoneo; Diaz, Michel

    2005-01-01

    Asynchronous web-based learning environments are not usually as interactive or adaptive compared to traditional classrooms. The use of synchronous communication tools may be a solution to recreating the link between students and professors. However, synchronous collaborative learning environments are often restricted to a set of communication…

  13. Deep Learning in Open Source Learning Streams

    DEFF Research Database (Denmark)

    Kjærgaard, Thomas

    2016-01-01

    This chapter presents research on deep learning in a digital learning environment and raises the question if digital instructional designs can catalyze deeper learning than traditional classroom teaching. As a theoretical point of departure the notion of ‘situated learning’ is utilized...... and contrasted to the notion of functionalistic learning in a digital context. The mechanism that enables deep learning in this context is ‘The Open Source Learning Stream’. ‘The Open Source Learning Stream’ is the notion of sharing ‘learning instances’ in a digital space (discussion board, Facebook group......, unistructural, multistructural or relational learning. The research concludes that ‘The Open Source Learning Stream’ can catalyze deep learning and that there are four types of ‘Open Source Learning streams’; individual/ asynchronous, individual/synchronous, shared/asynchronous and shared...

  14. Mastering machine learning with scikit-learn

    CERN Document Server

    Hackeling, Gavin

    2014-01-01

    If you are a software developer who wants to learn how machine learning models work and how to apply them effectively, this book is for you. Familiarity with machine learning fundamentals and Python will be helpful, but is not essential.

  15. Transforming learning?

    Science.gov (United States)

    1999-09-01

    A new Learning and Skills Council for post-16 learning is the latest proposal from the UK Government in its attempt to ensure a highly skilled workforce for the next century. Other aims will be to reduce the variability in standards of the existing post-16 system, coordination and coherence between further education and training, and a reduction in the duplication and layers in contracting and funding. The proposals include: a national Learning and Skills Council, with 40-50 local Learning and Skills Councils to develop local plans; a strengthened strategic role for business in education and training, influencing a budget of #5bn a radical new youth programme entitled `Connexions', with dedicated personal advisors for young people; greater cooperation between sixth forms and colleges; and the establishment of an independent inspectorate covering all work-related learning and training, to include a new role for Ofsted in inspecting the provision for 16-19 year-olds in schools and colleges. It is hoped that this programme will build on the successes of the previous systems and that savings of at least #50m can be achieved through streamlining and the reduction in bureaucracy. The intentions are set out in a White Paper, Learning to Succeed, which is available from the Stationery Office and bookshops, as well as on the website www.dfee.gov.uk/post16. Published in addition to the White Paper was `School Sixth form funding: a consultation paper' (available from DfEE publications, Prolog, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ) and `Transition plan for the post-16 education and training and for local delivery of support for small firms' (available from Trevor Tucknutt, TECSOP Division, Level 3, Department for Education and Employment, Moorfoot, Sheffield S1 4PQ). The deadline for comments on both the sixth form consultation document and the White Paper is 15 October 1999. Almost simultaneously with the announcement of the above proposals came the

  16. Deepening Learning through Learning-by-Inventing

    OpenAIRE

    Apiola, Mikko; Tedre, Matti

    2013-01-01

    It has been shown that deep approaches to learning, intrinsic motivation, and self-regulated learning have strong positive effects on learning. How those pedagogical theories can be integrated in computing curricula is, however, still lacking empirically grounded analyses. This study integrated, in a robotics-based programming class, a method of learning-by-inventing, and studied its qualitative effects on students’ learning through 144 interviews. Five findings were related with learning the...

  17. Learning and Behavior

    Science.gov (United States)

    ... List About PPMD Events News Login By Area Learning & Behavior Attention, Listening & Learning Autism Spectrum Disorder (ASD) ... Care Guidelines ❯ By Area ❯ Learning & Behavior Share Print Learning & Behavior Facts to Remember People with Duchenne may ...

  18. Learning via Query Synthesis

    KAUST Repository

    Alabdulmohsin, Ibrahim

    2017-01-01

    Active learning is a subfield of machine learning that has been successfully used in many applications. One of the main branches of active learning is query synthe- sis, where the learning agent constructs artificial queries from scratch in order

  19. Managing Learning for Performance.

    Science.gov (United States)

    Kuchinke, K. Peter

    1995-01-01

    Presents findings of organizational learning literature that could substantiate claims of learning organization proponents. Examines four learning processes and their contribution to performance-based learning management: knowledge acquisition, information distribution, information interpretation, and organizational memory. (SK)

  20. Learning Object Repositories

    Science.gov (United States)

    Lehman, Rosemary

    2007-01-01

    This chapter looks at the development and nature of learning objects, meta-tagging standards and taxonomies, learning object repositories, learning object repository characteristics, and types of learning object repositories, with type examples. (Contains 1 table.)

  1. Blocking in Category Learning

    OpenAIRE

    Bott, Lewis; Hoffman, Aaron B.; Murphy, Gregory L.

    2007-01-01

    Many theories of category learning assume that learning is driven by a need to minimize classification error. When there is no classification error, therefore, learning of individual features should be negligible. We tested this hypothesis by conducting three category learning experiments adapted from an associative learning blocking paradigm. Contrary to an error-driven account of learning, participants learned a wide range of information when they learned about categories, and blocking effe...

  2. Learned Helplessness

    Science.gov (United States)

    Hooker, Carol E.

    1976-01-01

    Learned helplessness--the belief that a person's actions have no influence on the outcome of an event--is similar in many respects to the crisis state and depression. The author shows how this impaired social and psychological functioning occurs and identifies techniques that the social worker can use to prevent it. (Author)

  3. Learning Disabilities.

    Science.gov (United States)

    Neuwirth, Sharyn

    This booklet uses hypothetical case examples to illustrate the definition, causal theories, and specific types of learning disabilities (LD). The cognitive and language performance of students with LD is compared to standard developmental milestones, and common approaches to the identification and education of children with LD are outlined.…

  4. Learning Together

    Science.gov (United States)

    Kaufman, Sherry

    2014-01-01

    In spring 2012, Sherry Kaufman, a consultant at Francis W. Parker School in Chicago, was asked to support kindergarten teachers in deepening their practice of constructivism and exploring the Reggio Emilia approach to early childhood education. Central to such an approach is the belief that all learning is socially constructed through interaction…

  5. Learning Mongoid

    CERN Document Server

    Rege, Gautam

    2013-01-01

    A step-by-step tutorial with focused examples that will help you build scalable, high performance Rails web applications with Mongoid.If you are an application developer who wants to learn how to use Mongoid in a Rails application, this book will be great for you. You are expected to be familiar with MongoDB and Ruby.

  6. Learning Lichens

    Science.gov (United States)

    Thorne, Sarah

    2017-01-01

    The lichen is an ideal subject for student study because it is omnipresent in school yards, easily collected and observed year-round, a pioneer of evolution on land, and a bioindicator of air pollution. After doing fieldwork on this unusual composite organism as an apprentice with a team of lichenologists, Sarah Thorne developed Learning Lichens.…

  7. Learning Ionic

    CERN Document Server

    Ravulavaru, Arvind

    2015-01-01

    This book is intended for those who want to learn how to build hybrid mobile applications using Ionic. It is also ideal for people who want to explore theming for Ionic apps. Prior knowledge of AngularJS is essential to complete this book successfully.

  8. Supervised Learning

    Science.gov (United States)

    Rokach, Lior; Maimon, Oded

    This chapter summarizes the fundamental aspects of supervised methods. The chapter provides an overview of concepts from various interrelated fields used in subsequent chapters. It presents basic definitions and arguments from the supervised machine learning literature and considers various issues, such as performance evaluation techniques and challenges for data mining tasks.

  9. Learning Analytics

    Directory of Open Access Journals (Sweden)

    Erik Duval

    2012-06-01

    Full Text Available This paper provides a brief introduction to the domain of ‘learning analytics’. We first explain the background and idea behind the concept. Then we give a brief overview of current research issues. We briefly list some more controversial issues before concluding.

  10. Learning Ansible

    CERN Document Server

    Mohaan, Madhurranjan

    2014-01-01

    If you want to learn how to use Ansible to automate an infrastructure, either from scratch or to augment your current tooling with Ansible, then this is the book for you. It has plenty of practical examples to help you get to grips with Ansible.

  11. Learning Physics

    International Nuclear Information System (INIS)

    Cohen, E.

    2005-01-01

    Full Text:The issue of Teaching physics vs Learning physics in our institutions of higher learning will be discussed. Physics is taught mainly by frontal lectures an old (and proven) method. The great advancements of the Information Age are introduced by exposing the students to vast amounts of computerized information and directing them to numerical problem solving by interacting with the computer. These modern methods have several drawbacks: 1. Students get the impression of easy material acquisition while in fact it becomes superficial. 2. There is little integration of topics that are taught in different courses. 3. Insufficient interest is built among undergraduate students to pursue studies that involve deeper thinking and independent research (namely, studies towards a doctoral degree). Learning physics is a formative process in the education of physicists, natural scientists and engineers. It must be based on discussions and exchange of ideas among the students, since understanding the studied material means being able to explain it to a colleague. Some universities in the US initiated programs of learning physics by creating an environment in which small groups of students are engaged in discussing material, jointly solving problems and jointly conducting simulated experiments. This is done under the supervision of a mentor. Suggestions for implementing this method in Israel will be discussed

  12. E-Learning Approach in Teacher Training

    Directory of Open Access Journals (Sweden)

    A. Seda YUCEL

    2006-10-01

    Full Text Available There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of students and an instructor actualize an online conference meeting in a computer environment an asynchronized (where individuals actualize self-training in computer environments. Students have access to the course contents whenever they want and communicate with their peers or teachers via communication tools such as e-mail and forums. In order the distance learning system to succeed in e-learning, the program should be planned as both synchronized and asynchronized.

  13. E-learning in sexuality education.

    Science.gov (United States)

    Weerakoon, Patricia

    2003-01-01

    The use of computers in learning and communication is not new to health professional education. However, the rapid developments in technology and the increasing competence of students in computer- and web-based learning make the need for health professional education to take the next step to e-learning a necessity rather than a choice. This paper describes an e-learning unit in sexuality developed in response to a felt need for a flexible online unit in the topic. The use of online tools for e-learning in sexuality are discussed and course evaluation presented. The need for a strong pedagogic model and the careful development of learning activities to utilize the facilities available for assessment, feedback and especially synchronous and asynchronous communication are discussed as they apply to the sexuality unit.

  14. Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    Science.gov (United States)

    Choi, Woojae; Jacobs, Ronald L.

    2011-01-01

    While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

  15. An Investigation of the Relationship between College Chinese EFL Students' Autonomous Learning Capacity and Motivation in Using Computer-Assisted Language Learning

    Science.gov (United States)

    Pu, Minran

    2009-01-01

    The purpose of the study was to investigate the relationship between college EFL students' autonomous learning capacity and motivation in using web-based Computer-Assisted Language Learning (CALL) in China. This study included three questionnaires: the student background questionnaire, the questionnaire on student autonomous learning capacity, and…

  16. Distance Learning For Mobile Internet Users

    Directory of Open Access Journals (Sweden)

    Beran NECAT

    2007-04-01

    Full Text Available This paper provides an overview on the current state of art in the field of Distance learning for mobile users. It mentions a large range of technologies, services and approaches that may be used to bring distance learning to mobile internet users. These technologies are supposed to considerably increase innovative e-learning solutions for the next generation. While this definitely appears to be true, I think what is not so clear are the implications for students, and lecturers etc. In this article I first evaluate distributed e-learning technologies. With some of the most vital topics, focusing on adaptive distributed e-learning for Mobile Internet Users (MIUs. I also provide a brief analysis of Broadband Network Services, Collaborative e-Learning Tools and Distributed Virtual Environments, Internet-Based Adaptive Learning Technologies and Personalised Distance Learning. I continue my discussion on to Internet Development Tools (IDTs for Distance Learning Solutions, Learning Technologies for MIUs, Semantic and Web-Based Services for Enriching Learning Interactivity, and Evaluations of Distributed Learning Technologies (DLTs.

  17. From learning objects to learning activities

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative...

  18. How we learn

    DEFF Research Database (Denmark)

    Illeris, Knud

    How We Learn, deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning such as: modern research into learning and brain functions......, self-perception, motivation and competence development, teaching, intelligence and learning style, learning in relation to gender and life age. The book provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while...... at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. How We Learn examines all the key factors that help to create a holistic understanding of what...

  19. Engaging students in a community of learning: Renegotiating the learning environment.

    Science.gov (United States)

    Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

    2018-03-01

    Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

  20. Language, Learning, and Identity in Social Networking Sites for Language Learning: The Case of Busuu

    Science.gov (United States)

    Alvarez Valencia, Jose Aldemar

    2014-01-01

    Recent progress in the discipline of computer applications such as the advent of web-based communication, afforded by the Web 2.0, has paved the way for novel applications in language learning, namely, social networking. Social networking has challenged the area of Computer Mediated Communication (CMC) to expand its research palette in order to…

  1. Design of Open Content Social Learning That Increases Learning Efficiency and Engagement Based on Open Pedagogy

    Science.gov (United States)

    John, Benneaser; Thavavel, V.; Jayaraj, Jayakumar; Muthukumar, A.; Jeevanandam, Poornaselvan Kittu

    2016-01-01

    Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

  2. A Distance Learning Review--The Communicational Module "Learning on Demand--Anywhere at Any Time"

    Science.gov (United States)

    Tatkovic, Nevenka; Ruzic, Maja

    2004-01-01

    The society of knowledge refers to the society marked with the principle which requires that knowledge, information and life-time learning hold a key to success in the world of IT technology. Internet, World Wide Web, Web Based Education and ever so growing speed of IT and communicational technologies have enabled the application of new modes,…

  3. Web-Based Gerontology Courses: How Do They Measure Up?

    Science.gov (United States)

    Hills, William E.; Brallier, Sara A.; Palm, Linda J.; Graham, Jamie M.

    2009-01-01

    This study compared Web-based and lecture-based Gerontology and Psychology of Aging courses in terms of student performance, demographic and academic characteristics of students enrolled in the courses, and extent to which these characteristics differentially predicted outcomes of learning in the two course types. Participants for this study were…

  4. Web-Based Naval Fleet Logistics Information System

    National Research Council Canada - National Science Library

    Li, Yanfeng

    2007-01-01

    ... and execution, and as an information system for corporate knowledge management. The capability of a Web-based system will optimize Naval supply chain operations, significantly reduce man-hours, provide a mechanism for continuous process improvement, and enable the Naval supply system to become a learning organization.

  5. Web-based Interactive Simulator for Rotating Machinery.

    Science.gov (United States)

    Sirohi, Vijayalaxmi

    1999-01-01

    Baroma (Balance of Rotating Machinery), the Web-based educational engineering interactive software for teaching/learning combines didactical and software ergonomical approaches. The software in tutorial form simulates a problem using Visual Interactive Simulation in graphic display, and animation is brought about through graphical user interface…

  6. An interactive, web-based tool for genealogical entity resolution

    NARCIS (Netherlands)

    Efremova, I.; Ranjbar-Sahraei, B.; Oliehoek, F.A.; Calders, T.G.K.; Tuyls, K.P.

    2013-01-01

    We demonstrate an interactive, web-based tool which helps historians to do Genealogical Entitiy Resolution. This work has two main goals. First, it uses Machine Learning (ML) algorithms to assist humanites researchers to perform Genealogical Entity Resolution. Second, it facilitates the generation

  7. Using Learning Games to Meet Learning Objectives

    DEFF Research Database (Denmark)

    Henriksen, Thomas Duus

    2013-01-01

    This paper addresses the question on how learning games can be used to meet with the different levels in Bloom’s and the SOLO taxonomy, which are commonly used for evaluating the learning outcome of educational activities. The paper discusses the quality of game-based learning outcomes based on a...... on a case study of the learning game 6Styles....

  8. Still to Learn from Vicarious Learning

    Science.gov (United States)

    Mayes, J. T.

    2015-01-01

    The term "vicarious learning" was introduced in the 1960s by Bandura, who demonstrated how learning can occur through observing the behaviour of others. Such social learning is effective without the need for the observer to experience feedback directly. More than twenty years later a series of studies on vicarious learning was undertaken…

  9. Learning Effectiveness of a Strategic Learning Course

    Science.gov (United States)

    Burchard, Melinda S.; Swerdzewski, Peter

    2009-01-01

    The effectiveness of a postsecondary strategic learning course for improving metacognitive awareness and regulation was evaluated through systematic program assessment. The course emphasized students' awareness of personal learning through the study of learning theory and through practical application of specific learning strategies. Students…

  10. Social Media and Seamless Learning: Lessons Learned

    Science.gov (United States)

    Panke, Stefanie; Kohls, Christian; Gaiser, Birgit

    2017-01-01

    The paper discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning.…

  11. Deep Learning

    DEFF Research Database (Denmark)

    Jensen, Morten Bornø; Bahnsen, Chris Holmberg; Nasrollahi, Kamal

    2018-01-01

    I løbet af de sidste 10 år er kunstige neurale netværk gået fra at være en støvet, udstødt tekno-logi til at spille en hovedrolle i udviklingen af kunstig intelligens. Dette fænomen kaldes deep learning og er inspireret af hjernens opbygning.......I løbet af de sidste 10 år er kunstige neurale netværk gået fra at være en støvet, udstødt tekno-logi til at spille en hovedrolle i udviklingen af kunstig intelligens. Dette fænomen kaldes deep learning og er inspireret af hjernens opbygning....

  12. Learning Java

    CERN Document Server

    Niemeyer, Patrick

    2005-01-01

    Version 5.0 of the Java 2 Standard Edition SDK is the most important upgrade since Java first appeared a decade ago. With Java 5.0, you'll not only find substantial changes in the platform, but to the language itself-something that developers of Java took five years to complete. The main goal of Java 5.0 is to make it easier for you to develop safe, powerful code, but none of these improvements makes Java any easier to learn, even if you've programmed with Java for years. And that means our bestselling hands-on tutorial takes on even greater significance. Learning Java is the most widely sou

  13. THE IMPACTS OF SOCIAL NETWORKING SITES IN HIGHER LEARNING

    OpenAIRE

    Mohd Ishak Bin Ismail; Ruzaini Bin Abdullah Arshah

    2016-01-01

    Social networking sites, a web-based application have permeated the boundary between personal lives and student lives. Nowadays, students in higher learning used social networking site such as Facebook to facilitate their learning through the academic collaboration which it further enhances students’ social capital. Social networking site has many advantages to improve students’ learning. To date, Facebook is the leading social networking sites at this time which it being widely used by stude...

  14. WBT and Learning Motivation in Health and Nursing Education

    Science.gov (United States)

    Bern, Lina; Schulmann, Christine; Bastiaens, Theo

    2017-01-01

    In the study the emphasis is put on web-based trainings (WBT). WBTs are the most common form of e-learning in on-the-job trainings in the private and public sector in Germany, whereas blended-learning scenarios and virtual classrooms are only used by 55% and 41% respectively. In spite of the increasing distribution of e-learning applications in…

  15. Learning Raspbian

    CERN Document Server

    Harrington, William

    2015-01-01

    This book is intended for developers who have worked with the Raspberry Pi and who want to learn how to make the most of the Raspbian operating system and their Raspberry Pi. Whether you are a beginner to the Raspberry Pi or a seasoned expert, this book will make you familiar with the Raspbian operating system and teach you how to get your Raspberry Pi up and running.

  16. Web-based Analysis Services Report

    CERN Document Server

    AUTHOR|(CDS)2108758; Canali, Luca; Grancher, Eric; Lamanna, Massimo; McCance, Gavin; Mato Vila, Pere; Piparo, Danilo; Moscicki, Jakub; Pace, Alberto; Brito Da Rocha, Ricardo; Simko, Tibor; Smith, Tim; Tejedor Saavedra, Enric; CERN. Geneva. IT Department

    2017-01-01

    Web-based services (cloud services) is an important trend to innovate end-user services while optimising the service operational costs. CERN users are constantly proposing new approaches (inspired from services existing on the web, tools used in education or other science or based on their experience in using existing computing services). In addition, industry and open source communities have recently made available a large number of powerful and attractive tools and platforms that enable large scale data processing. “Big Data” software stacks notably provide solutions for scalable storage, distributed compute and data analysis engines, data streaming, web-based interfaces (notebooks). Some of those platforms and tools, typically available as open source products, are experiencing a very fast adoption in industry and science such that they are becoming “de facto” references in several areas of data engineering, data science and machine learning. In parallel to users' requests, WLCG is considering to c...

  17. Energized Learning

    Science.gov (United States)

    college-level courses. The site includes lessons and activities that develop specific skills and knowledge that planning for an energy efficient future involves knowledge of science, mathematics, economics and skepticism about their predictive power. At the core of the Energized Leaning site is a interactive web-based

  18. Guided discovery learning in geometry learning

    Science.gov (United States)

    Khasanah, V. N.; Usodo, B.; Subanti, S.

    2018-03-01

    Geometry is a part of the mathematics that must be learned in school. The purpose of this research was to determine the effect of Guided Discovery Learning (GDL) toward geometry learning achievement. This research had conducted at junior high school in Sukoharjo on academic years 2016/2017. Data collection was done based on student’s work test and documentation. Hypothesis testing used two ways analysis of variance (ANOVA) with unequal cells. The results of this research that GDL gave positive effect towards mathematics learning achievement. GDL gave better mathematics learning achievement than direct learning. There was no difference of mathematics learning achievement between male and female. There was no an interaction between sex differences and learning models toward student’s mathematics learning achievement. GDL can be used to improve students’ mathematics learning achievement in geometry.

  19. Learning to Learn Together with CSCL Tools

    Science.gov (United States)

    Schwarz, Baruch B.; de Groot, Reuma; Mavrikis, Manolis; Dragon, Toby

    2015-01-01

    In this paper, we identify "Learning to Learn Together" (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of "Learning to Learn" (L2L): L2L2 consists of learning to collaborate to successfully face L2L challenges. It is inseparable from L2L, as it emerges when individuals face problems…

  20. Technology, Learning, and Individual Differences

    Science.gov (United States)

    Bear, Anne A. Ghost

    2012-01-01

    The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies. This study described the learning strategies that adults use in learning to engage in an online…

  1. Elucidating Usage of e-Government Learning: A Perspective of the Extended Technology Acceptance Model

    Science.gov (United States)

    Shyu, Stacy Huey-Pyng; Huang, Jen-Hung

    2011-01-01

    Learning is critical to both economic prosperity and social cohesion. E-government learning, which refers to the government's use of web-based technologies to facilitate learning about subjects that are useful to citizens, is relatively new, relevant, and potentially cost-effective. This work proposes and verifies that the technology acceptance…

  2. Storytelling: An Ancient Human Technology and Critical-Creative Pedagogy for Transformative Learning

    Science.gov (United States)

    Kalogeras, Stavroula

    2013-01-01

    In the era of e-learning, student-centered approaches and constructivists learning environments are critical success factors. The inherent interactivity of the Internet and the emotional engagement of story can lead to transformative learning experiences in media rich environments. This paper focuses on Web-Based Transmedia Storytelling…

  3. Content Classification and Context-Based Retrieval System for E-Learning

    Science.gov (United States)

    Mittal, Ankush; Krishnan, Pagalthivarthi V.; Altman, Edward

    2006-01-01

    A recent focus in web based learning systems has been the development of reusable learning materials that can be delivered as personalized courses depending of a number of factors such as the user's background, his/her learning preferences, current knowledge based on previous assessments, or previous browsing patterns. The student is often…

  4. Building Accessible Educational Web Sites: The Law, Standards, Guidelines, Tools, and Lessons Learned

    Science.gov (United States)

    Liu, Ye; Palmer, Bart; Recker, Mimi

    2004-01-01

    Professional education is increasingly facing accessibility challenges with the emergence of webbased learning. This paper summarizes related U.S. legislation, standards, guidelines, and validation tools to make web-based learning accessible for all potential learners. We also present lessons learned during the implementation of web accessibility…

  5. Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms

    Science.gov (United States)

    Huang, Chung-Kai; Lin, Chun-Yu

    2017-01-01

    With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students' self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped…

  6. Effects of Reviewing Annotations and Homework Solutions on Math Learning Achievement

    Science.gov (United States)

    Hwang, Wu-Yuin; Chen, Nian-Shing; Shadiev, Rustam; Li, Jin-Sing

    2011-01-01

    Previous studies have demonstrated that making annotations can be a meaningful and useful learning method that promote metacognition and enhance learning achievement. A web-based annotation system, Virtual Pen (VPEN), which provides for the creation and review of annotations and homework solutions, has been developed to foster learning process…

  7. Human Machine Learning Symbiosis

    Science.gov (United States)

    Walsh, Kenneth R.; Hoque, Md Tamjidul; Williams, Kim H.

    2017-01-01

    Human Machine Learning Symbiosis is a cooperative system where both the human learner and the machine learner learn from each other to create an effective and efficient learning environment adapted to the needs of the human learner. Such a system can be used in online learning modules so that the modules adapt to each learner's learning state both…

  8. Machine-Learning Research

    OpenAIRE

    Dietterich, Thomas G.

    1997-01-01

    Machine-learning research has been making great progress in many directions. This article summarizes four of these directions and discusses some current open problems. The four directions are (1) the improvement of classification accuracy by learning ensembles of classifiers, (2) methods for scaling up supervised learning algorithms, (3) reinforcement learning, and (4) the learning of complex stochastic models.

  9. Towards Individualized Online Learning: The Design and Development of an Adaptive Web Based Learning Environment

    Science.gov (United States)

    Inan, Fethi A.; Flores, Raymond; Ari, Fatih; Arslan-Ari, Ismahan

    2011-01-01

    The purpose of this study was to document the design and development of an adaptive system which individualizes instruction such as content, interfaces, instructional strategies, and resources dependent on two factors, namely student motivation and prior knowledge levels. Combining adaptive hypermedia methods with strategies proposed by…

  10. Targeted Learning

    CERN Document Server

    van der Laan, Mark J

    2011-01-01

    The statistics profession is at a unique point in history. The need for valid statistical tools is greater than ever; data sets are massive, often measuring hundreds of thousands of measurements for a single subject. The field is ready to move towards clear objective benchmarks under which tools can be evaluated. Targeted learning allows (1) the full generalization and utilization of cross-validation as an estimator selection tool so that the subjective choices made by humans are now made by the machine, and (2) targeting the fitting of the probability distribution of the data toward the targe

  11. Learning Vaadin

    CERN Document Server

    Frankel, Nicolas

    2011-01-01

    This book begins with a tutorial on Vaadin 7, followed by a process of planning, analyzing, building, and deploying a fully functional RIA while covering troubleshooting details along the way, making it an invaluable resource for answers to all your Vaadin questions. If you are a Java developer with some experience in Java web development and want to enter the world of Rich Internet Applications this technology and book are ideal for you. Learning Vaadin will be perfect as your next step towards building eye-candy dynamic web applications on a Java-based platform.

  12. Learning Cypher

    CERN Document Server

    Panzarino, Onofrio

    2014-01-01

    An easy-to-follow guide full of tips and examples of real-world applications. In each chapter, a thorough example will show you the concepts in action, followed by a detailed explanation.This book is intended for those who want to learn how to create, query, and maintain a graph database, or who want to migrate to a graph database from SQL. It would be helpful to have some familiarity with Java and/or SQL, but no prior experience is required.

  13. Learning Perl

    CERN Document Server

    Schwartz, Randal; Phoenix, Tom

    2011-01-01

    If you're just getting started with Perl, this is the book you want-whether you're a programmer, system administrator, or web hacker. Nicknamed "the Llama" by two generations of users, this bestseller closely follows the popular introductory Perl course taught by the authors since 1991. This 6th edition covers recent changes to the language up to version 5.14. Perl is suitable for almost any task on almost any platform, from short fixes to complete web applications. Learning Perl teaches you the basics and shows you how to write programs up to 128 lines long-roughly the size of 90% of the Pe

  14. Learning scikit-learn machine learning in Python

    CERN Document Server

    Garreta, Raúl

    2013-01-01

    The book adopts a tutorial-based approach to introduce the user to Scikit-learn.If you are a programmer who wants to explore machine learning and data-based methods to build intelligent applications and enhance your programming skills, this the book for you. No previous experience with machine-learning algorithms is required.

  15. Is Learner Self-Assessment Reliable and Valid in a Web-Based Portfolio Environment for High School Students?

    Science.gov (United States)

    Chang, Chi-Cheng; Liang, Chaoyun; Chen, Yi-Hui

    2013-01-01

    This study explored the reliability and validity of Web-based portfolio self-assessment. Participants were 72 senior high school students enrolled in a computer application course. The students created learning portfolios, viewed peers' work, and performed self-assessment on the Web-based portfolio assessment system. The results indicated: 1)…

  16. The Effectiveness of Web-Based Homework for Developmental Mathematics Students at a New England Community College

    Science.gov (United States)

    Douglass, Robert Hurey

    2011-01-01

    Web Based Homework (WBH) effectiveness in increasing learning outcomes in Elementary Algebra students is analyzed. The analysis is accomplished through a comparison of the student final exam scores between students who completed the course using paper and pencil homework (PPH) and those students using web based homework (WBH). The purpose of the…

  17. User Preferences for Web-Based Module Design Layout and Design Impact on Information Recall Considering Age

    Science.gov (United States)

    Pomales-García, Cristina; Rivera-Nivar, Mericia

    2015-01-01

    Research in design of Web-based modules should incorporate aging as an important factor given the diversity of the current workforce. This work aims to understand how Web-Based Learning modules can be designed to accommodate young (25-35 years) as well as older (55-65 years) users by: (1) identifying how information sources (instructor video,…

  18. Predictors of Effective Web-Based International Business Management Courses in China: Students' Perceptions on Course Interaction and Satisfaction

    Science.gov (United States)

    Mathews, Pamela; Bhanugopan, Ramudu

    2014-01-01

    The aim of this study is to examine the determinants of effective web-based teaching and learning processes, using MEBIR (Management Education by Internet Readiness) Scale. Data were obtained from 407 students studying in a number of universities in China. The results demonstrate that the perceived quality of the web-based international management…

  19. Distance learning: the future of continuing professional development.

    Science.gov (United States)

    Southernwood, Julie

    2008-10-01

    The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.

  20. The Effect of Banking Personnel's Access to E-Learning Opportunities on Their Professional Achievement

    Science.gov (United States)

    Karaaslan, Ilknur Aydogdu

    2013-01-01

    Developments in information and communication technology create the spread of education and economic opportunities. E-learning is one of them. For companies in the banking sector, web-based training is a new