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…

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.

CoP Sensing Framework on Web-Based Environment

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Mustapha, S. M. F. D. Syed

The Web technologies and Web applications have shown similar high growth rate in terms of daily usages and user acceptance. The Web applications have not only penetrated in the traditional domains such as education and business but have also encroached into areas such as politics, social, lifestyle, and culture. The emergence of Web technologies has enabled Web access even to the person on the move through PDAs or mobile phones that are connected using Wi-Fi, HSDPA, or other communication protocols. These two phenomena are the inducement factors toward the need of building Web-based systems as the supporting tools in fulfilling many mundane activities. In doing this, one of the many focuses in research has been to look at the implementation challenges in building Web-based support systems in different types of environment. This chapter describes the implementation issues in building the community learning framework that can be supported on the Web-based platform. The Community of Practice (CoP) has been chosen as the community learning theory to be the case study and analysis as it challenges the creativity of the architectural design of the Web system in order to capture the presence of learning activities. The details of this chapter describe the characteristics of the CoP to understand the inherent intricacies in modeling in the Web-based environment, the evidences of CoP that need to be traced automatically in a slick manner such that the evidence-capturing process is unobtrusive, and the technologies needed to embrace a full adoption of Web-based support system for the community learning framework.

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

Fuzzy-logic based learning style prediction in e-learning using web ...

Indian Academy of Sciences (India)

tion, especially in web environments and proposes to use Fuzzy rules to handle the uncertainty in .... learning in safe and supportive environment ... working of the proposed Fuzzy-logic based learning style prediction in e-learning. Section 4.

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

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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.

Editorial: Web-Based Learning: Innovations and Challenges

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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.

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

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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…

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.

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

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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

CLEW: A Cooperative Learning Environment for the Web.

Science.gov (United States)

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

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

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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.

Learning How to Design a Technology Supported Inquiry-Based Learning Environment

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Hakverdi-Can, Meral; Sonmez, Duygu

2012-01-01

This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

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...

Students' Reaction to WebCT: Implications for Designing On-Line Learning Environments

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Osman, Mohamed Eltahir

2005-01-01

There is a growing number of web-based and web-assisted course development tools and products that can be used to create on-line learning environment. The utility of these products, however, varies greatly depending on their feasibility, prerequisite infrastructure, technical features, interface, and course development and management tools. WebCT…

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

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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)…

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.

Learning in a sheltered Internet environment: The use of WebQuests

NARCIS (Netherlands)

Segers, P.C.J.; Verhoeven, L.T.W.

2009-01-01

The present study investigated the effects on learning in a sheltered Internet environment using so-called WebQuests in elementary school classrooms in the Netherlands. A WebQuest is an assignment presented together with a series of web pages to help guide children's learning. The learning gains and

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

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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.…

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…

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

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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…

Learning in a Sheltered Internet Environment: The Use of WebQuests

Science.gov (United States)

Segers, Eliane; Verhoeven, Ludo

2009-01-01

The present study investigated the effects on learning in a sheltered Internet environment using so-called WebQuests in elementary school classrooms in the Netherlands. A WebQuest is an assignment presented together with a series of web pages to help guide children's learning. The learning gains and quality of the work of 229 sixth graders…

WEB-BASED INSTRUCTIONAL ENVIRONMENTS: TOOLS AND TECHNIQUES FOR EFFECTIVE SECOND LANGUAGE ACQUISITION

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Esperanza Roman

2002-06-01

Full Text Available The potential of the Internet and especially the World Wide Web for the teaching and learning of foreign languages has grown spectacularly in the past five years. Nevertheless, designing and implementing sound materials for an online learning environment involves timeconsuming processes in which many instructors may be reluctant to participate. For this reason. Web-based course management systems (WCMSs have begun to flourish in the market, in an effoi-t to assist teachers to create learning environments in which students have the necessary means to interact effectively with their peers, their instructors, and the course material. This article reviews the nature of WCMSs, their advantages and disadvantages, and their potential for language learning by focusing on key issues that surround the design implementation, and assessment of Web-based language courses, and by explaining how to integrate WCMSs to increase students' exposure to authentic materials and language-learning related activities, and to motivate them to engage in ineaningful communication processes and collaborative activities.

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

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.…

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

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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

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".

Applying Social Tagging to Manage Cognitive Load in a Web 2.0 Self-Learning Environment

Science.gov (United States)

Huang, Yueh-Min; Huang, Yong-Ming; Liu, Chien-Hung; Tsai, Chin-Chung

2013-01-01

Web-based self-learning (WBSL) has received a lot of attention in recent years due to the vast amount of varied materials available in the Web 2.0 environment. However, this large amount of material also has resulted in a serious problem of cognitive overload that degrades the efficacy of learning. In this study, an information graphics method is…

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…

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…

COOPERATIVE LEARNING ENVIRONMENT WITH THE WEB 2.0 TOOL E-PORTFOLIOS

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Soh OR KAN

2011-07-01

Full Text Available In recent years, the development of information and communication technology (ICT in the world and Malaysia namely has created a significant impact on the methods of communicating information and knowledge to the learners and consequently, innovative teaching techniques have evolved to change the ways teachers teach and the ways students learn. This study main focuses are directed on developing a cooperative learning environment to promote an active learning environment of smart schools in Malaysia. Within this learning process, multimedia technology and Web 2.0 tools, namely, MyPortfolio were integrated to provide the students to learn on their own as well as to document their progress and experience within this cooperative learning environment. The core purpose of this study is to establish the impact on student learning, their perceptions and learning experiences of the cooperative learning environment using web 2.0 tools among the smart secondary schools students in Malaysia. Surveys were conducted to students to ascertain their reaction towards these learning environment activities. The results of this project were encouraging as the students managed to cope with each other to reach their common goal. The usage of blogs acts as an important tool to enhance team cooperation and to foster a learning community within the class.

Evaluation of a Learning Object Based Learning Environment in Different Dimensions

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Ünal Çakıroğlu

2009-11-01

Full Text Available Learning Objects (LOs are web based learning resources presented by Learning Object Repositories (LOR. For recent years LOs have begun to take place on web and it is suggested that appropriate design of LOs can make positive impact on learning. In order to support learning, research studies recommends LOs should have been evaluated pedagogically and technologically, and the content design created by using LOs should have been designed through appropriate instructional models. Since the use of LOs have recently begun, an exact pedagogical model about efficient use of LOs has not been developed. In this study a LOR is designed in order to be used in mathematics education. The LOs in this LOR have been evaluated pedagogically and technologically by mathematics teachers and field experts. In order to evaluate the designed LO based environment, two different questionnaires have been used. These questionnaires are developed by using the related literature about web based learning environments evaluation criteria and also the items are discussed with the field experts for providing the validity. The reliability of the questionnaires is calculated cronbach alpha = 0.715 for the design properties evaluation survey and cronbach alpha =0.726 for pedagogic evaluation. Both of two questionnaires are five point Likert type. The first questionnaire has the items about “Learning Support of LOs, Competency of LOR, The importance of LOs in mathematics education, the usability of LOs by students”. “The activities on LOs are related to outcomes of subjects, there are activities for students have different learning styles. There are activities for wondering students.” are examples for items about learning support of LOs. “System helps for exploration of mathematical relations”, “I think teaching mathematics with this system will be enjoyable.” are example items for importance of LOs in mathematics education. In the competency of LOR title, �

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…

Web Service Architecture for e-Learning

Directory of Open Access Journals (Sweden)

Xiaohong Qiu

2005-10-01

Full Text Available Message-based Web Service architecture provides a unified approach to applications and Web Services that incorporates the flexibility of messaging and distributed components. We propose SMMV and MMMV collaboration as the general architecture of collaboration based on a Web service model, which accommodates both instructor-led learning and participatory learning. This approach derives from our message-based Model-View-Controller (M-MVC architecture of Web applications, comprises an event-driven Publish/Subscribe scheme, and provides effective collaboration with high interactivity of rich Web content for diverse clients over heterogeneous network environments.

Problem-Based Learning in Web Environments: The Case of ``Virtual eBMS'' for Business Engineering Education

Science.gov (United States)

Elia, Gianluca; Secundo, Giustina; Taurino, Cesare

This chapter presents a case study where Problem Based Learning (PBL) approach is applied to a Web-based environment. It first describes the main features behind the PBL for creating Business Engineers able to face the grand technological challenges of the 2020. Then it introduces a Web Based system supporting the PBL strategy, called the “Virtual eBMS”. This system has been designed and implemented at the e-Business Management Section of the Scuola Superiore ISUFI - University of Salento (Italy), in the framework of a research project carried out in collaboration with IBM. Besides the logical and technological description of Virtual eBMS, the chapter presents two applications of the platform in two different contexts: an academic context (international master) and an entrepreneurial context (awareness workshop with companies and entrepreneurs). The system is illustrated starting from the description of an operational framework for designing curricula PBL based from the author perspective and, then, illustrating a typical scenario of a learner accessing to the curricula. In the description, it is highlighted both the “structured” way and the “unstructured” way to create and follow an entire learning path.

Factors, Issues and Interdependencies in the Incorporation of a Web 2.0 Based Learning Environment in Higher Education

Science.gov (United States)

Karvounidis, Theodoros; Chimos, Konstantinos; Bersimis, Sotirios; Douligeris, Christos

2018-01-01

This work investigates the effect a Web 2.0 learning environment may have in higher education in adding value to the students' existing competencies. The major issues that this work examines are whether the incorporation of a Web 2.0 environment in higher education has an effect on the students' performance and what are the significant factors…

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.

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...

Evaluation of Virtual Teaching-Learning Environments based on usability standards

Directory of Open Access Journals (Sweden)

Jose I. Cocunubo-Suarez

2018-01-01

Full Text Available The main objective of this review article is to determine the necessary sub-characteristics or aspects for the evaluation of Virtual Teaching-Learning Environments (VTLEs as final or finished products based on ISO 9126, 14598 and 25000-SQuaRE standards. A systematic information search was carried out. A total of 108 documents were retrieved about subjects such as web usability, virtual learning environments, usability, educational software, educational web evaluation, usability evaluation and web usability evaluation. Out of the 108 documents, 70 were selected by inclusion and exclusion analysis. The eight subfeatures of greater statistical frequency were identified among the subset of documents and then integrated as a proposal for standard 25000-SQuaRE.

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-…

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…

A Pedagogy-driven Framework for Integrating Web 2.0 tools into Educational Practices and Building Personal Learning Environments

NARCIS (Netherlands)

Rahimi, E.; Van den Berg, J.; Veen, W.

2014-01-01

While the concept of Web 2.0 based Personal Learning Environments (PLEs) has generated significant interest in educational settings, there is little consensus regarding what this concept means and how teachers and students can develop and deploy Web 2.0 based PLEs to support their teaching and

Teaching strategies in web technologies for virtual learning environments

Directory of Open Access Journals (Sweden)

Ilber Dario Saza-Garzón

2016-12-01

Full Text Available The virtual learning environments (AVAs have been a subject of discussion and questions mainly on finding the best teaching practices, which tools you can use them and how to achieve optimum utilization have better results in virtual education, for Therefore in this paper some elements about the characteristics, history, teaching, studies have virtual environments and web applications as tools to support teaching and learning, are set for a virtual tutor note the when planning, designing, creating and implementing online courses. Thus the reader will find concepts, explanations and different evolutionary processes that wins ICT and how are you have been involved in the educational context, spotting potential applications from mediation of teaching, plus some suggestions of how to carry out exposed use thereof in virtual learning environments to strengthen the different processes of teaching and learning.

Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

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Yen, Cherng-Jyh; Tu, Chih-Hsiung; Sujo-Montes, Laura E.; Armfield, Shadow W. J.; Chan, Junn-Yih

2013-01-01

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of…

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…

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.

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

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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.

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

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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.

Design Process for Online Websites Created for Teaching Turkish as a Foreign Language in Web Based Environments

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Türker, Fatih Mehmet

2016-01-01

In today's world, where online learning environments have increased their efficiency in education and training, the design of the websites prepared for education and training purposes has become an important process. This study is about the teaching process of the online learning environments created to teach Turkish in web based environments, and…

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

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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…

Development and Evaluation of a Web Map Mind Tool Environment with the Theory of Spatial Thinking and Project-Based Learning Strategy

Science.gov (United States)

Hou, Huei-Tse; Yu, Tsai-Fang; Wu, Yi-Xuan; Sung, Yao-Ting; Chang, Kuo-En

2016-01-01

The theory of spatial thinking is relevant to the learning and teaching of many academic domains. One promising method to facilitate learners' higher-order thinking is to utilize a web map mind tool to assist learners in applying spatial thinking to cooperative problem solving. In this study, an environment is designed based on the theory of…

Development, implementation and pilot evaluation of a Web-based Virtual Patient Case Simulation environment--Web-SP.

Science.gov (United States)

Zary, Nabil; Johnson, Gunilla; Boberg, Jonas; Fors, Uno G H

2006-02-21

The Web-based Simulation of Patients (Web-SP) project was initiated in order to facilitate the use of realistic and interactive virtual patients (VP) in medicine and healthcare education. Web-SP focuses on moving beyond the technology savvy teachers, when integrating simulation-based education into health sciences curricula, by making the creation and use of virtual patients easier. The project strives to provide a common generic platform for design/creation, management, evaluation and sharing of web-based virtual patients. The aim of this study was to evaluate if it was possible to develop a web-based virtual patient case simulation environment where the entire case authoring process might be handled by teachers and which would be flexible enough to be used in different healthcare disciplines. The Web-SP system was constructed to support easy authoring, management and presentation of virtual patient cases. The case authoring environment was found to facilitate for teachers to create full-fledged patient cases without the assistance of computer specialists. Web-SP was successfully implemented at several universities by taking into account key factors such as cost, access, security, scalability and flexibility. Pilot evaluations in medical, dentistry and pharmacy courses shows that students regarded Web-SP as easy to use, engaging and to be of educational value. Cases adapted for all three disciplines were judged to be of significant educational value by the course leaders. The Web-SP system seems to fulfil the aim of providing a common generic platform for creation, management and evaluation of web-based virtual patient cases. The responses regarding the authoring environment indicated that the system might be user-friendly enough to appeal to a majority of the academic staff. In terms of implementation strengths, Web-SP seems to fulfil most needs from course directors and teachers from various educational institutions and disciplines. The system is currently in

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.

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 ...

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.

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.

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.

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.

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…

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...

Development, implementation and pilot evaluation of a Web-based Virtual Patient Case Simulation environment – Web-SP

Directory of Open Access Journals (Sweden)

Boberg Jonas

2006-02-01

Full Text Available Abstract Background The Web-based Simulation of Patients (Web-SP project was initiated in order to facilitate the use of realistic and interactive virtual patients (VP in medicine and healthcare education. Web-SP focuses on moving beyond the technology savvy teachers, when integrating simulation-based education into health sciences curricula, by making the creation and use of virtual patients easier. The project strives to provide a common generic platform for design/creation, management, evaluation and sharing of web-based virtual patients. The aim of this study was to evaluate if it was possible to develop a web-based virtual patient case simulation environment where the entire case authoring process might be handled by teachers and which would be flexible enough to be used in different healthcare disciplines. Results The Web-SP system was constructed to support easy authoring, management and presentation of virtual patient cases. The case authoring environment was found to facilitate for teachers to create full-fledged patient cases without the assistance of computer specialists. Web-SP was successfully implemented at several universities by taking into account key factors such as cost, access, security, scalability and flexibility. Pilot evaluations in medical, dentistry and pharmacy courses shows that students regarded Web-SP as easy to use, engaging and to be of educational value. Cases adapted for all three disciplines were judged to be of significant educational value by the course leaders. Conclusion The Web-SP system seems to fulfil the aim of providing a common generic platform for creation, management and evaluation of web-based virtual patient cases. The responses regarding the authoring environment indicated that the system might be user-friendly enough to appeal to a majority of the academic staff. In terms of implementation strengths, Web-SP seems to fulfil most needs from course directors and teachers from various educational

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…

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…

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.

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

Directory of Open Access Journals (Sweden)

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.

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…

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

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

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.…

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.

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

Simple webs of natural environment theme as a result of sharing in science teacher training

Science.gov (United States)

Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

2018-03-01

Thematic learning is one type of integrated science (Biology, Physics, Chemistry and Earth Science) in Science Education. This study is concerning about simple webs of natural environment theme in science learning, as one of training material in science teacher training program. Making simple web is a goal of first step in teacher training program. Every group explain their web illustration to other group. Twenty Junior High School science teacher above one education foundation participate in science teacher training program. In order to gather simple webs, sharing method was used in this first step of science teacher training. The result of this study is five different simple web of natural environment themes. These webs represent science learning in class VII/Semester I, class VII/Semester II, Class VIII, Class IX/Semester I, Class IX/Semester II based on basic competency in National Curriculum 2013. Each group discussed web of natural environment theme based on their learning experience in real class which basic competency and subject matters are linked with natural environment theme. As a conclusion, simple webs are potential to develop in the next step of science teacher training program and to be implemented in real class.

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

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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.

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…

From VLEs to Learning Webs: The Implications of Web 2.0 for Learning and Teaching

Science.gov (United States)

Brown, Stephen

2010-01-01

This paper reflects on the current position of virtual learning environments (VLEs) in universities and speculates about likely future directions for e-learning. Using accepted models of technology innovation and looking at current Web trends, it considers the extent to which e-learning is truly embedded in institutions, how Web 2.0 is being used…

Enabling Problem Based Learning through Web 2.0 Technologies

DEFF Research Database (Denmark)

Tambouris, Efthimios; Panopoulou, Eleni; Tarabanis, Konstantinos

2012-01-01

of modern educational systems. Established pedagogical strategies, such as Problem Based Learning (PBL), are being adapted for online use in conjunction with modern Web 2.0 technologies and tools. However, even though Web 2.0 and progressive social-networking technologies are automatically associated......Advances in Information and Communications Technology (ICT), particularly the so-called Web 2.0, are affecting all aspects of our life: how we communicate, how we shop, how we socialise, and how we learn. Facilitating learning through the use of ICT, also known as eLearning, is a vital part...... with ideals such as collaboration, sharing, and active learning, it is also possible to use them in a very conservative, teacher-centred way limiting thus their impact. In this paper, we present a PBL 2.0 framework, i.e., a framework combining PBL practices with Web 2.0 technologies. More specifically, we (a...

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…

Supporting teachers integrating web 2.0 in a Problem Based Learning approach

DEFF Research Database (Denmark)

Buus, Lillian

2010-01-01

Based on theoretical and methodological considerations within problem-based learning (PBL), web 2.0 technologies and learning designs, the article try to illustrate a design model for supporting teachers in their learning design trying to integrate web 2.0 technologies into their PBL approach...... that a transition from curriculum-based teaching to PBL entails a movement from a teacher-centered approach to a learner-centered approach [4],[5]. This move can in many ways be compared to the conceptual move from web 1.0 to web 2.0 that by some is seen as a transition from ‘users/learners as consumers’ towards...... ‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E...

Integrating Web 2.0-Based Informal Learning with Workplace Training

Science.gov (United States)

Zhao, Fang; Kemp, Linzi J.

2012-01-01

Informal learning takes place in the workplace through connection and collaboration mediated by Web 2.0 applications. However, little research has yet been published that explores informal learning and how to integrate it with workplace training. We aim to address this research gap by developing a conceptual Web 2.0-based workplace learning and…

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.

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.)

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.

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.)

Learning from WebQuests

Science.gov (United States)

Gaskill, Martonia; McNulty, Anastasia; Brooks, David W.

2006-04-01

WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQuest instruction and spoke highly of it. In one experiment, however, conventional instruction led to significantly greater student learning. In the other, there were no significant differences in the learning outcomes between conventional versus WebQuest-based instruction.

Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students

Science.gov (United States)

Kauffman, Douglas F.; Ge, Xun; Xie, Kui; Chen, Ching-Huei

2008-01-01

This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on…

The Integration of Personal Learning Environments & Open Network Learning Environments

Science.gov (United States)

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

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…

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

Development of Web-based Virtual Training Environment for Machining

Science.gov (United States)

Yang, Zhixin; Wong, S. F.

2010-05-01

With the booming in the manufacturing sector of shoe, garments and toy, etc. in pearl region, training the usage of various facilities and design the facility layout become crucial for the success of industry companies. There is evidence that the use of virtual training may provide benefits in improving the effect of learning and reducing risk in the physical work environment. This paper proposed an advanced web-based training environment that could demonstrate the usage of a CNC machine in terms of working condition and parameters selection. The developed virtual environment could provide training at junior level and advanced level. Junior level training is to explain machining knowledge including safety factors, machine parameters (ex. material, speed, feed rate). Advanced level training enables interactive programming of NG coding and effect simulation. Operation sequence was used to assist the user to choose the appropriate machining condition. Several case studies were also carried out with animation of milling and turning operations.

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.

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…

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…

Personal Learning Environments for Language Learning

Directory of Open Access Journals (Sweden)

Panagiotis Panagiotidis

2013-02-01

acquiring the foreign language. Purpose—The purpose of this study is to investigate the ways in which foreign language teachers could take advantage of web 2.0 technologies to form efficient and easy to use personal learning environments (PLEs for their students in foreign language learning courses. Design/methodology/approach—In this paper we firstly present the current research on PLEs, as well as the different ways of their formation and the pedagogical context in which they are based. Furthermore, in order to investigate the possibility of developing PLEs for language teaching/learning, we examine the technological platforms and web 2.0 tools that could help a foreign language teacher without special technical skills to develop an environment suitable for use in a language course. Towards this direction, specific solutions-PLEs based on tools available on the web and especially designed for this purpose, are proposed. Findings—In this paper, the capabilities and characteristics of the proposed PLEs as well as the advantages and the disadvantages of the proposed settlements are detected. Moreover, as PLEs are a potential next step in the formation of future VLEs, the way in which the proposed solutions could extend the existing VLE installations and potential as well as the possibility of their parallel utilization is also examined. Research limitations/implications—A PLE can be developed in several different ways, which vary in degree of difficulty and development requirements, in terms of manpower and the skills involved, and of course in terms of financial resources. Having that in mind, the proposed solutions meet many of the above requirements, as they are exclusively based on tools that are freely available on the web and do not require the allocation of funds, or the existence of a multidisciplinary production team. Practical implications—Application solutions such as those proposed in this article will help foreign language teachers to use a wider

Personal Learning Environments for Language Learning

Directory of Open Access Journals (Sweden)

Panagiotis Panagiotidis

2012-12-01

the foreign language.Purpose—The purpose of this study is to investigate the ways in which foreign language teachers could take advantage of web 2.0 technologies to form efficient and easy to use personal learning environments (PLEs for their students in foreign language learning courses.Design/methodology/approach—In this paper we firstly present the current research on PLEs, as well as the different ways of their formation and the pedagogical context in which they are based. Furthermore, in order to investigate the possibility of developing PLEs for language teaching/learning, we examine the technological platforms and web 2.0 tools that could help a foreign language teacher without special technical skills to develop an environment suitable for use in a language course. Towards this direction, specific solutions-PLEs based on tools available on the web and especially designed for this purpose, are proposed.Findings—In this paper, the capabilities and characteristics of the proposed PLEs as well as the advantages and the disadvantages of the proposed settlements are detected. Moreover, as PLEs are a potential next step in the formation of future VLEs, the way in which the proposed solutions could extend the existing VLE installations and potential as well as the possibility of their parallel utilization is also examined.Research limitations/implications—A PLE can be developed in several different ways, which vary in degree of difficulty and development requirements, in terms of manpower and the skills involved, and of course in terms of financial resources. Having that in mind, the proposed solutions meet many of the above requirements, as they are exclusively based on tools that are freely available on the web and do not require the allocation of funds, or the existence of a multidisciplinary production team.Practical implications—Application solutions such as those proposed in this article will help foreign language teachers to use a wider variety of

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.

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.

Web Environments for Group-Based Project Work in Higher Education

NARCIS (Netherlands)

Andernach, J.A.; van Diepen, N.M.; Collis, Betty; Andernach, Toine

1997-01-01

We discuss problems confronting the use of group-based project work as an instructional strategy in higher education and describe two courses in which course-specific World Wide Web (Web) environments have evolved over a series of course sequences and are used both as tool environments for

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.

A comparative study on the flow experience in web-based and text-based interaction environments.

Science.gov (United States)

Huang, Li-Ting; Chiu, Chen-An; Sung, Kai; Farn, Cheng-Kiang

2011-01-01

The purpose of this study was to explore a substantial phenomenon related to flow experiences (immersion) in text-based interaction systems. Most previous research emphasizes the effects of challenge/skill, focused attention, telepresence, web characteristics, and systems' interface design on users' flow experiences in online environments. However, text-based interaction systems without telepresence features and web characteristics still seem to create opportunities for flow experience. To explore this phenomenon, this study incorporates subject involvement and interpersonal interaction as critical antecedents into the model of flow experience, as well as considers the existence of telepresence. Results reveal that subject involvement, interpersonal interaction, and interactivity speed are critical to focused attention, which enhances users' immersion. With regard to the effect of telepresence, the perceived attractiveness of the interface is a significant facilitator determining users' immersion in web-based, rather than in text-based, interaction environments. Interactivity speed is unrelated to immersion in both web-based and text-based interaction environments. The influence of interpersonal involvement is diminished in web-based interaction environments. The implications and limitations of this study are discussed.

A Methodology for Integrating Tools in a Web-Based Environment

National Research Council Canada - National Science Library

Arslan, Musa

2000-01-01

...." The Internet and the World Wide Web are getting more important and bigger than ever. Because of the increase in the importance of the Internet and the Web, migrating old applications and tools to a web-based environment is becoming more important...

Classroom Assessment in Web-Based Instructional Environment: Instructors' Experience

Directory of Open Access Journals (Sweden)

Xin Liang

2004-03-01

Full Text Available While a great deal has been written on the advantage and benefits of online teaching, little is known on how..assessment is implemented in online classrooms to monitor and inform performance and progress. The..purpose of this study is to investigate the dynamics of WebCT classroom assessment by analyzing the..perceptions and experience of the instructors. Grounded theory method was employed to generate a - process..theory- . The study included 10 faculties who taught WebCT classes, and 216 students in the College of..Education in an urban university in the Mid west. Interviews and classroom observations were undertaken..on line. The findings indicated that, performance-based assessment, writing skills, interactive assessment..and learner autonomy were major assessment aspects to inform teaching and enhance learning. If one of..the major roles of online instruction is to increase self-directed learning, as part of the pedagogical..mechanism, web-based classroom assessment should be designed and practiced to impact learner autonomy.

A Virtual Learning Environment for Part-Time MASW Students: An Evaluation of the WebCT

Science.gov (United States)

Chan, Charles C.; Tsui, Ming-sum; Chan, Mandy Y. C.; Hong, Joe H.

2008-01-01

This study aims to evaluate the perception of a cohort of social workers studying for a part-time master's program in social work in using the popular Web-based learning platform--World Wide Web Course Tools (WebCT) as a complimentary method of teaching and learning. It was noted that social work profession began incorporating computer technology…

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.

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

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…

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…

Problem-Based Learning and Problem-Solving Tools: Synthesis and Direction for Distributed Education Environments.

Science.gov (United States)

Friedman, Robert S.; Deek, Fadi P.

2002-01-01

Discusses how the design and implementation of problem-solving tools used in programming instruction are complementary with both the theories of problem-based learning (PBL), including constructivism, and the practices of distributed education environments. Examines how combining PBL, Web-based distributed education, and a problem-solving…

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.

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...

Design of Ontology-Based Sharing Mechanism for Web Services Recommendation Learning Environment

Science.gov (United States)

Chen, Hong-Ren

The number of digital learning websites is growing as a result of advances in computer technology and new techniques in web page creation. These sites contain a wide variety of information but may be a source of confusion to learners who fail to find the information they are seeking. This has led to the concept of recommendation services to help learners acquire information and learning resources that suit their requirements. Learning content like this cannot be reused by other digital learning websites. A successful recommendation service that satisfies a certain learner must cooperate with many other digital learning objects so that it can achieve the required relevance. The study proposes using the theory of knowledge construction in ontology to make the sharing and reuse of digital learning resources possible. The learning recommendation system is accompanied by the recommendation of appropriate teaching materials to help learners enhance their learning abilities. A variety of diverse learning components scattered across the Internet can be organized through an ontological process so that learners can use information by storing, sharing, and reusing it.

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.

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...

Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning

Directory of Open Access Journals (Sweden)

Catherine Hack

2013-08-01

Full Text Available Web 2.0 technologies, such as social networks, wikis, blogs, and virtual worlds provide a platform for collaborative working, facilitating sharing of resources and joint document production. They can act as a stimulus to promote active learning and provide an engaging and interactive environment for students, and as such align with the philosophy of Problem-based Learning. Furthermore, Web 2.0 technologies can provide the tutor or facilitator with an opportunity to scaffold and asses the PBL process. However, whilst it is recognised that technology has an important role in enhancing each step of a PBL exercise, academic staff can be reluctant to use it. This paper provides some illustrative examples of the technologies that have been used to enhance, scaffold and assess PBL and their evaluation by distance learning and on-campus students at the University of Ulster. The benefits and limitations of using technology for both staff and students to support PBL are discussed.

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…

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.

An Innovative Approach to the Integrated Management System Development: SIMPRO-IMS Web Based Environment

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Kristina Zgodavova

2012-12-01

Full Text Available The purpose of this paper is to contribute to learning, knowledge creation and knowledge transfer for building organization innovability by integrating the management systems in the SIMPRO-IMS web based environment. The paper content consists of the interpretation of role-play simulation, role-play simulation process description, methodology, and the employment of role-play simulation outcomes, as well as the discussion of the knowledge thus obtained. Primary the model of the SIMPRO-Q education environment has been developed and tested during a period of 15 years in several industrial organizations as well as service organizations such as Higher Education Institution (HEI and Healthcare Organization (HCO. The newest version SIMPRO-IMS has recently been developed to support a need of integration of management systems and information archiving. With the last development, SIMPRO-IMS web based environment, processes of five ISO systems are integrated for parallel development, implementation, auditing, maintaining and leading. SIMPRO-IMS provides management with the apparatus necessary to realize a systematic and verifiable approach to the creation and control of IMS documentation. At the same time contributes to the preservation of organization memory in response to the growing challenges of globalization and digitalization. The research is limited by the complexity of a real system and possible empiric results verification. The results achieved are verified when people really overcome the resistance to change. This can be assessed thoughtfully only after some period of time. Another limitation is presented by measurability of real enhancement achieved in quality, safety and environmentality of production, and business continuity and social responsibility of an organization. Development and progress in the methodology of SIMPRO-IMS web based environment is encoded in upgrading the SIMPRO database by processes of the environmental management

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.

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

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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

An Approach to Folksonomy-Based Ontology Maintenance for Learning Environments

Science.gov (United States)

Gasevic, D.; Zouaq, Amal; Torniai, Carlo; Jovanovic, J.; Hatala, Marek

2011-01-01

Recent research in learning technologies has demonstrated many promising contributions from the use of ontologies and semantic web technologies for the development of advanced learning environments. In spite of those benefits, ontology development and maintenance remain the key research challenges to be solved before ontology-enhanced learning…

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…

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

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.

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

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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.

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

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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.

The effect of web quest and team-based learning on students' self-regulation.

Science.gov (United States)

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

2016-04-01

In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. pWebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

Case-Based Learning, Pedagogical Innovation, and Semantic Web Technologies

Science.gov (United States)

Martinez-Garcia, A.; Morris, S.; Tscholl, M.; Tracy, F.; Carmichael, P.

2012-01-01

This paper explores the potential of Semantic Web technologies to support teaching and learning in a variety of higher education settings in which some form of case-based learning is the pedagogy of choice. It draws on the empirical work of a major three year research and development project in the United Kingdom: "Ensemble: Semantic…

Web3D Technologies in Learning, Education and Training: Motivations, Issues, Opportunities

Science.gov (United States)

Chittaro, Luca; Ranon, Roberto

2007-01-01

Web3D open standards allow the delivery of interactive 3D virtual learning environments through the Internet, reaching potentially large numbers of learners worldwide, at any time. This paper introduces the educational use of virtual reality based on Web3D technologies. After briefly presenting the main Web3D technologies, we summarize the…

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...

Affordances of students' using the World Wide Web as a publishing medium in project-based learning environments

Science.gov (United States)

Bos, Nathan Daniel

This dissertation investigates the emerging affordance of the World Wide Web as a place for high school students to become authors and publishers of information. Two empirical studies lay groundwork for student publishing by examining learning issues related to audience adaptation in writing, motivation and engagement with hypermedia, design, problem-solving, and critical evaluation. Two models of student publishing on the World Wide Web were investigated over the course of two 11spth grade project-based science curriculums. In the first curricular model, students worked in pairs to design informative hypermedia projects about infectious diseases that were published on the Web. Four case studies were written, drawing on both product- and process-related data sources. Four theoretically important findings are illustrated through these cases: (1) multimedia, especially graphics, seemed to catalyze some students' design processes by affecting the sequence of their design process and by providing a connection between the science content and their personal interest areas, (2) hypermedia design can demand high levels of analysis and synthesis of science content, (3) students can learn to think about science content representation through engagement with challenging design tasks, and (4) students' consideration of an outside audience can be facilitated by teacher-given design principles. The second Web-publishing model examines how students critically evaluate scientific resources on the Web, and how students can contribute to the Web's organization and usability by publishing critical reviews. Students critically evaluated Web resources using a four-part scheme: summarization of content, content, evaluation of credibility, evaluation of organizational structure, and evaluation of appearance. Content analyses comparing students' reviews and reviewed Web documents showed that students were proficient at summarizing content of Web documents, identifying their publishing

Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities

DEFF Research Database (Denmark)

Khalid, Md. Saifuddin; Rongbutsri, Nikorn; Buus, Lillian

2012-01-01

and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable......This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem...... adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part...

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.

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.

An Integrated Framework Of Web 2.0 Technology And A Collaborative Learning

Directory of Open Access Journals (Sweden)

Mohamed Madar

2015-05-01

Full Text Available Abstract This paper contributes to the suitability of web 2.0 technology in implementing collaborative learning and proposes an integrated framework of Web 2.0 tools and collaborative learning activities. This paper is also identifying the mismatch between adopting web 2.0 technologies and the delivery of the curriculum on the cloud or via the Internet. It is found that Web 2.0 and a collaborative learning are two platforms to be easily synchronized due to their common attributes that enable their complementariness. This paper argues that integrated framework of Web 2.0 and CL allow users exploit teachinglearning materials maximally and at the same upsurges learners understanding in the subject knowledge. Suitable of Web 2.0 in implementing curriculum was also encouraged since the proposed framework consists of both components of Web 2.0 functions and activities of collaborative learning environment. Pedagogically there has been a mismatch between E-learning technologies and mode of delivery for instance E-learning platforms are widely used to increase content accessibility only while now this framework introduces that Web 2.0 technology of E-learning can also be used to create share knowledge among users. The proposed framework if efficiently exploited will also allow users at all levels create personalized learning environment which suits perspective teachinglearning styles of the users. Apart from academic achievement or enhancements of the teaching and learning processes the proposed framework also would help learners develop generic skills which are very important in the workplaces. As a result of this fast and independent learning technically depend on technology based pedagogy and in this case this proposed model has two dimensions which are very crucial to the enrichment of students learning activities.

A web-based, collaborative modeling, simulation, and parallel computing environment for electromechanical systems

Directory of Open Access Journals (Sweden)

Xiaoliang Yin

2015-03-01

Full Text Available Complex electromechanical system is usually composed of multiple components from different domains, including mechanical, electronic, hydraulic, control, and so on. Modeling and simulation for electromechanical system on a unified platform is one of the research hotspots in system engineering at present. It is also the development trend of the design for complex electromechanical system. The unified modeling techniques and tools based on Modelica language provide a satisfactory solution. To meet with the requirements of collaborative modeling, simulation, and parallel computing for complex electromechanical systems based on Modelica, a general web-based modeling and simulation prototype environment, namely, WebMWorks, is designed and implemented. Based on the rich Internet application technologies, an interactive graphic user interface for modeling and post-processing on web browser was implemented; with the collaborative design module, the environment supports top-down, concurrent modeling and team cooperation; additionally, service-oriented architecture–based architecture was applied to supply compiling and solving services which run on cloud-like servers, so the environment can manage and dispatch large-scale simulation tasks in parallel on multiple computing servers simultaneously. An engineering application about pure electric vehicle is tested on WebMWorks. The results of simulation and parametric experiment demonstrate that the tested web-based environment can effectively shorten the design cycle of the complex electromechanical system.

A Conceptual Framework for Web-Based Learning Design

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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…

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…

The effect of web quest and team-based learning on students’ self-regulation

Science.gov (United States)

BADIYEPEYMAIE JAHROMI, ZOHREH; MOSALANEJAD, LEILI; REZAEE, RITA

2016-01-01

Introduction In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Method This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS) and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. pWebQuest approach than in team-based learning. Conclusion By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required. PMID:27104202

Open Integrated Personal Learning Environment: Towards a New Conception of the ICT-Based Learning Processes

Science.gov (United States)

Conde, Miguel Ángel; García-Peñalvo, Francisco José; Casany, Marià José; Alier Forment, Marc

Learning processes are changing related to technological and sociological evolution, taking this in to account, a new learning strategy must be considered. Specifically what is needed is to give an effective step towards the eLearning 2.0 environments consolidation. This must imply the fusion of the advantages of the traditional LMS (Learning Management System) - more formative program control and planning oriented - with the social learning and the flexibility of the web 2.0 educative applications.

Engineering Compensations in Web Service Environment

DEFF Research Database (Denmark)

Schäfer, Micahel; Dolog, Peter; Nejdl, Wolfgang

2007-01-01

Business to business integration has recently been performed by employing Web service environments. Moreover, such environments are being provided by major players on the technology markets. Those environments are based on open specifications for transaction coordination. When a failure in such a......Business to business integration has recently been performed by employing Web service environments. Moreover, such environments are being provided by major players on the technology markets. Those environments are based on open specifications for transaction coordination. When a failure...... in such an environment occurs, a compensation can be initiated to recover from the failure. However, current environments have only limited capabilities for compensations, and are usually based on backward recovery. In this paper, we introduce an engineering approach and an environment to deal with advanced...... compensations based on forward recovery principles. We extend the existing Web service transaction coordination architecture and infrastructure in order to support flexible compensation operations. A contract-based approach is being used, which allows the specification of permitted compensations at runtime. We...

A Computer Environment for Beginners' Learning of Sorting Algorithms: Design and Pilot Evaluation

Science.gov (United States)

Kordaki, M.; Miatidis, M.; Kapsampelis, G.

2008-01-01

This paper presents the design, features and pilot evaluation study of a web-based environment--the SORTING environment--for the learning of sorting algorithms by secondary level education students. The design of this environment is based on modeling methodology, taking into account modern constructivist and social theories of learning while at…

Effects of mobile phone-based app learning compared to computer-based web learning on nursing students: pilot randomized controlled trial.

Science.gov (United States)

Lee, Myung Kyung

2015-04-01

This study aimed to determine the effect of mobile-based discussion versus computer-based discussion on self-directed learning readiness, academic motivation, learner-interface interaction, and flow state. This randomized controlled trial was conducted at one university. Eighty-six nursing students who were able to use a computer, had home Internet access, and used a mobile phone were recruited. Participants were randomly assigned to either the mobile phone app-based discussion group (n = 45) or a computer web-based discussion group (n = 41). The effect was measured at before and after an online discussion via self-reported surveys that addressed academic motivation, self-directed learning readiness, time distortion, learner-learner interaction, learner-interface interaction, and flow state. The change in extrinsic motivation on identified regulation in the academic motivation (p = 0.011) as well as independence and ability to use basic study (p = 0.047) and positive orientation to the future in self-directed learning readiness (p = 0.021) from pre-intervention to post-intervention was significantly more positive in the mobile phone app-based group compared to the computer web-based discussion group. Interaction between learner and interface (p = 0.002), having clear goals (p = 0.012), and giving and receiving unambiguous feedback (p = 0.049) in flow state was significantly higher in the mobile phone app-based discussion group than it was in the computer web-based discussion group at post-test. The mobile phone might offer more valuable learning opportunities for discussion teaching and learning methods in terms of self-directed learning readiness, academic motivation, learner-interface interaction, and the flow state of the learning process compared to the computer.

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…

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…

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.…

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...

WISE Science: Web-based Inquiry in the Classroom. Technology, Education--Connections

Science.gov (United States)

Slotta, James D.; Linn, Marcia C.

2009-01-01

This book shares the lessons learned by a large community of educational researchers and science teachers as they designed, developed, and investigated a new technology-enhanced learning environment known as WISE: The Web-Based Inquiry Science Environment. WISE offers a collection of free, customizable curriculum projects on topics central to the…

Development and Evaluation of an Interactive WebQuest Environment: "Web Macerasi"

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Gulbahar, Yasemin; Madran, R. Orcun; Kalelioglu, Filiz

2010-01-01

This study was conducted to develop a web-based interactive system, Web Macerasi, for teaching-learning and evaluation purposes, and to find out the possible effects of this system. The study has two stages. In the first stage, a WebQuest site was designed as an interactive system in which various Internet and web technologies were used for…

Evaluation of E-Learning Web Sites Using Fuzzy Axiomatic Design Based Approach

Directory of Open Access Journals (Sweden)

2010-04-01

Full Text Available High quality web site has been generally recognized as a critical enabler to conduct online business. Numerous studies exist in the literature to measure the business performance in relation to web site quality. In this paper, an axiomatic design based approach for fuzzy group decision making is adopted to evaluate the quality of e-learning web sites. Another multi-criteria decision making technique, namely fuzzy TOPSIS, is applied in order to validate the outcome. The methodology proposed in this paper has the advantage of incorporating requirements and enabling reductions in the problem size, as compared to fuzzy TOPSIS. A case study focusing on Turkish e-learning websites is presented, and based on the empirical findings, managerial implications and recommendations for future research are offered.

WebVR: an interactive web browser for virtual environments

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Barsoum, Emad; Kuester, Falko

2005-03-01

The pervasive nature of web-based content has lead to the development of applications and user interfaces that port between a broad range of operating systems and databases, while providing intuitive access to static and time-varying information. However, the integration of this vast resource into virtual environments has remained elusive. In this paper we present an implementation of a 3D Web Browser (WebVR) that enables the user to search the internet for arbitrary information and to seamlessly augment this information into virtual environments. WebVR provides access to the standard data input and query mechanisms offered by conventional web browsers, with the difference that it generates active texture-skins of the web contents that can be mapped onto arbitrary surfaces within the environment. Once mapped, the corresponding texture functions as a fully integrated web-browser that will respond to traditional events such as the selection of links or text input. As a result, any surface within the environment can be turned into a web-enabled resource that provides access to user-definable data. In order to leverage from the continuous advancement of browser technology and to support both static as well as streamed content, WebVR uses ActiveX controls to extract the desired texture skin from industry strength browsers, providing a unique mechanism for data fusion and extensibility.

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

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

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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…

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

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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.

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

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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.

Model-Based Learning Environment Based on The Concept IPS School-Based Management

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Hamid Darmadi

2017-03-01

Full Text Available The results showed: (1 learning model IPS-oriented environment can grow and not you love the cultural values of the area as a basis for the development of national culture, (2 community participation, and the role of government in implementing learning model of IPS-based environment provides a positive impact for the improvement of management school resources, (3 learning model IPS-based environment effectively creating a way of life together peacefully, increase the intensity of togetherness and mutual respect (4 learning model IPS-based environment can improve student learning outcomes, (5 there are differences in the expression of attitudes and results learning among students who are located in the area of conflict with students who are outside the area of conflict (6 analysis of the scale of attitudes among school students da SMA result rewards high school students to the values of unity and nation, respect for diversity and peaceful coexistence, It is recommended that the Department of Education authority as an institution of Trustees and the development of social and cultural values in the province can apply IPS learning model based environments.

The WebQuest: constructing creative learning.

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Sanford, Julie; Townsend-Rocchiccioli, Judith; Trimm, Donna; Jacobs, Mike

2010-10-01

An exciting expansion of online educational opportunities is occurring in nursing. The use of a WebQuest as an inquiry-based learning activity can offer considerable opportunity for nurses to learn how to analyze and synthesize critical information. A WebQuest, as a constructivist, inquiry-oriented strategy, requires learners to use higher levels of thinking as a means to analyze and apply complex information, providing an exciting online teaching and learning strategy. A WebQuest is an inquiry-oriented lesson format in which most or all of the information learners work with comes from the web. This article provides an overview of the WebQuest as a teaching strategy and provides examples of its use. Copyright 2010, SLACK Incorporated.

A Framework for Adaptive Learning Design in a Web-Conferencing Environment

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Bower, Matt

2016-01-01

Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on preemptive learning design thinking. Based on a…

Towards Web Service-Based Educational Systems

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Sampson, Demetrios G.

2005-01-01

The need for designing the next generation of web service-based educational systems with the ability of integrating components from different tools and platforms is now recognised as the major challenge in advanced learning technologies. In this paper, we discuss this issue and we present the conceptual design of such environment, referred to as…

WebQuest Learning as Perceived by Higher-Education Learners

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Zheng, Robert; Stucky, Bradd; McAlack, Matt; Menchaca, Mike; Stoddart, Sue

2005-01-01

The WebQuest as an inquiry-oriented approach in web learning has gained considerable attention from educators and has been integrated widely into curricula in K-12 and higher education. It is considered to be an effective way to organize chaotic internet resources and help learners gain new knowledge through a guided learning environment.…

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)…

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

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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.

Hospital-based nurses' perceptions of the adoption of Web 2.0 tools for knowledge sharing, learning, social interaction and the production of collective intelligence.

Science.gov (United States)

Lau, Adela S M

2011-11-11

Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson's correlation analysis and t tests were used for data analysis. Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence.

Hospital-Based Nurses’ Perceptions of the Adoption of Web 2.0 Tools for Knowledge Sharing, Learning, Social Interaction and the Production of Collective Intelligence

Science.gov (United States)

2011-01-01

Background Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. Objectives The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. Methods The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson’s correlation analysis and t tests were used for data analysis. Results Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence. PMID:22079851

University Presentation to Potential Students Using Web 2.0 Environments

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Andrius Eidimtas

2013-02-01

Full Text Available Choosing what to study for school graduates is a compound and multi-stage process (Chapman, 1981; Hossler et al., 1999; Brennan, 2001; Shankle, 2009. In the information retrieval stage, future students have to gather and assimilate actual information, form a list of possible higher education institutions. Nowadays modern internet technologies enable universities to create conditions for attractive and interactive information retrieval. Userfriendliness and accessibility of Web 2.0-based environments attract more young people to search for information in the web. Western universities have noticed a great potential of Web 2.0 in information dissemination back in 2007. Meanwhile, Lithuanian universities began using Web 2.0 to assemble virtual communities only in 2010 (Valinevičienė, 2010. Purpose—to disclose possibilities to present universities to school graduates in Web 2.0 environments. Design/methodology/approach—strategies of a case study by using methods of scientific literature analysis, observation and quantitative content analysis. Findings—referring to the information retrieval types and particularity of information retrieval by school graduates disclosed in the analysis of scientific literature, it has been identified that 76 per cent of Lithuanian universities apply at least one website created on the basis of Web 2.0 technology for their official presentation. The variety of Web 2.0 being used distributes only from 1 to 6 different tools, while in scientific literature more possibilities to apply Web 2.0 environments can be found. Research limitations/implications—the empiric part of the case study has been contextualized for Lithuania; however, the theoretic construct of possibilities to present universities in Web 2.0 environments can be used for the analysis presentation of foreign universities in Web 2.0 environments. Practical implications—the work can become the recommendation to develop possibilities for Lithuanian

University Presentation to Potential Students Using Web 2.0 Environments

Directory of Open Access Journals (Sweden)

Andrius Eidimtas

2012-12-01

Full Text Available Choosing what to study for school graduates is a compound and multi-stage process (Chapman, 1981; Hossler et al., 1999; Brennan, 2001; Shankle, 2009. In the information retrieval stage, future students have to gather and assimilate actual information, form a list of possible higher education institutions. Nowadays modern internet technologies enable universities to create conditions for attractive and interactive information retrieval. Userfriendliness and accessibility of Web 2.0-based environments attract more young people to search for information in the web. Western universities have noticed a great potential of Web 2.0 in information dissemination back in 2007. Meanwhile, Lithuanian universities began using Web 2.0 to assemble virtual communities only in 2010 (Valinevičienė, 2010.Purpose—to disclose possibilities to present universities to school graduates in Web 2.0 environments.Design/methodology/approach—strategies of a case study by using methods of scientific literature analysis, observation and quantitative content analysis.Findings—referring to the information retrieval types and particularity of information retrieval by school graduates disclosed in the analysis of scientific literature, it has been identified that 76 per cent of Lithuanian universities apply at least one website created on the basis of Web 2.0 technology for their official presentation. The variety of Web 2.0 being used distributes only from 1 to 6 different tools, while in scientific literature more possibilities to apply Web 2.0 environments can be found.Research limitations/implications—the empiric part of the case study has been contextualized for Lithuania; however, the theoretic construct of possibilities to present universities in Web 2.0 environments can be used for the analysis presentation of foreign universities in Web 2.0 environments.Practical implications—the work can become the recommendation to develop possibilities for Lithuanian

The effect of web quest and team-based learning on students’ self-regulation

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ZOHREH BADIYEPEYMAIE JAHROMI

2016-04-01

Full Text Available Introduction: In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Methods: This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the Web Quest approach as a teaching strategy (n=38, while the other group was taught using team-based learning (n=39. Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR, Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. Results: The results of the Mann–Whitney U test showed that the participants’ self- directed (self-management and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively. Wilcoxon test revealed that self-directed learning indices (self-control and self-management were differed between the two strategies before and after the intervention. However, the scores related to learning (students’ final scores were higher in the WebQuest approach than in team-based learning. Conclusion: By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

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

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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…

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…

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

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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…

Mapping Students’ Informal Learning Using Personal Learning Environment

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Jelena Anđelković Labrović

2014-07-01

Full Text Available Personal learning environments are a widely spared ways of learning, especially for the informal learning process. The aim of this research is to identify the elements of studens’ personal learning environment and to identify the extent to which students use modern technology for learning as part of their non-formal learning. A mapping system was used for gathering data and an analysis of percentages and frequency counts was used for data analysis in the SPSS. The results show that students’ personal learning environment includes the following elements: Wikipedia, Google, YouTube and Facebook in 75% of all cases, and an interesting fact is that all of them belong to a group of Web 2.0 tools and applications.

Web 2.0 in e-Learning

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M. Tariq Banday

2013-10-01

Full Text Available Web 2.0 tools have created fresh opportunities for governments, education, businesses and individuals to enhance efficiency and improve effectiveness while executing respective professional duties. The key features of these tools include online character and access through a web browser, supportive for open content licenses, open sharing and social interaction, and often free to use or support free features. These have created novel prospects for teachers to combine face-to-face teaching and online materials via social media such as discussion forums, blogs and wikis. The web 2.0 educational design is based on socio-cultural learning theories such as interaction, joint creation of content, critical thinking, learning by doing and collaboration. This paper makes an appraisal of ICT adoption in education, emergence of Web, improvements in Web and its effect on the e-Learning. It explains gradual integration of ICT into education through various stages. The paper presents the content and communication dimensions of e-learning for its classification. It discusses various opportunities created by Web 2.0 tools in education for effective teacher-learner, learner-learner and teacher-teacher communication, interaction and collaboration. It presents various cases and projects involving use of some Web 2.0 tools for enhancing learning. Furthermore, it lists some challenges for successful implementation of e-learning through Web 2.0 tools and discusses some possible solutions for its control.

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

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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.

E-Learning System Overview Based on Semantic Web

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Alsultanny, Yas A.

2006-01-01

The challenge of the semantic web is the provision of distributed information with well-defined meaning, understandable for different parties. e-Learning is efficient task relevant and just-in-time learning grown from the learning requirements of the new dynamically changing, distributed business world. In this paper we design an e-Learning system…

Exploring Individual, Social and Organisational Effects on Web 2.0-Based Workplace Learning: A Research Agenda for a Systematic Approach

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Zhao, Fang; Kemp, Linzi

2013-01-01

Web 2.0-based workplace learning is defined in this article as informal learning that takes place in the workplace through connections and collaborations mediated by Web 2.0 technology. Web 2.0-based workplace learning has the potential to enhance organisational learning and development. However, little systematic research has been published that…

Novel Web-based Education Platforms for Information Communication utilizing Gamification, Virtual and Immersive Reality

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Demir, I.

2015-12-01

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. This presentation showcase information communication interfaces, games, and virtual and immersive reality applications for supporting teaching and learning of concepts in atmospheric and hydrological sciences. The information communication platforms utilizes latest web technologies and allow accessing and visualizing large scale data on the web. The simulation system is a web-based 3D interactive learning environment for teaching hydrological and atmospheric processes and concepts. The simulation systems provides a visually striking platform with realistic terrain and weather information, and water simulation. The web-based simulation system provides an environment for students to learn about the earth science processes, and effects of development and human activity 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.

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

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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.

Web Interface Design Principles for Adults’ Self-Directed Learning

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Mehmet FIRAT

2016-10-01

Full Text Available One of the most important features which e-learning tools and environments must possess within the scope of lifelong learning is self-directed learning, which can be considered as a form of self-learning. The aim of this study was to determine, based on the views and recommendations of experts, interface design principles for the development of educational web interfaces that will support the self-directed learning of adults. This descriptive study was conducted with the contribution of 12 academicians specializing in interface design and self-directed learning. Within the scope of the study, new interfaces features were identified based on an evaluation of the literature on interface designs for self-directed learning, and the views of subject experts. Based on the study results, it was determined that interface designs supporting self-directed learning must possess five basic features, which include being user-directed, ensuring variety, being supported by learning analytics, being motivational, and being sharing-oriented.

Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning

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Hack, Catherine

2013-01-01

Web 2.0 technologies, such as social networks, wikis, blogs, and virtual worlds provide a platform for collaborative working, facilitating sharing of resources and joint document production. They can act as a stimulus to promote active learning and provide an engaging and interactive environment for students, and as such align with the philosophy…

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

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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

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.

Influence of Web-Aided Cooperative Learning Environment on Motivation and on Self-Efficacy Belief in Biology Teaching

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Hevedanli, Murat

2015-01-01

The purpose of this study is to investigate the influence of the web-aided cooperative learning environment on biology preservice teachers' motivation and on their self-efficacy beliefs in biology teaching. The study was carried out with 30 biology preservice teachers attending a state university in Turkey. In the study, the pretest-posttest…

Multi-Course Comparison of Traditional versus Web-based Course Delivery Systems

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J. Michael Weber, PhD.,

2007-07-01

Full Text Available The purpose of this paper is to measure and compare the effectiveness of a Web-based course delivery system to a traditional course delivery system. The results indicate that a web-based course is effective and equivalent to a traditional classroom environment. As with the implementation of all new technologies, there are some pros and cons that should be considered. The significant pro is the element of convenience which eliminates the constrictive boundaries of space and time. The most notable con involves the impersonal nature of the online environment. Overall, we found the web-based course delivery system to be very successful in terms of learning outcomes and student satisfaction.

Integration of Web 2.0 Tools in Learning a Programming Course

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Majid, Nazatul Aini Abd

2014-01-01

Web 2.0 tools are expected to assist students to acquire knowledge effectively in their university environment. However, the lack of effort from lecturers in planning the learning process can make it difficult for the students to optimize their learning experiences. The aim of this paper is to integrate Web 2.0 tools with learning strategy in…

A Simulated Learning Environment for Teaching Medicine Dispensing Skills.

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McDowell, Jenny; Styles, Kim; Sewell, Keith; Trinder, Peta; Marriott, Jennifer; Maher, Sheryl; Naidu, Som

2016-02-25

To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. A development team used an Agile software development method to create MyDispense, a web-based simulation. Modeled on virtual learning environments elements, the software employed widely available standards-based technologies to create a virtual community pharmacy environment. Assessment. First-year pharmacy students who used the software in their tutorials, were, at the end of the second semester, surveyed on their prior dispensing experience and their perceptions of MyDispense as a tool to learn dispensing skills. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment.

Web-Based versus lecture-based instruction in teaching development theories in teacher education

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Sami Acar

2013-12-01

Full Text Available Web-based learning (WBL has been widely implemented in various educational settings as a learning medium but there is a doubt about its superiority over text or lecture-based, teacher centered traditional education because of inconclusive findings in the related research. The purpose of this study was to examine the effects of WBL on the teacher candidates’ content acquisition in a pedagogical course and on their attitudes toward this we-based course. Post-test only experimental study was conducted in a vocational teacher education program in Turkey. In the experimental group, WBL was conducted for three weeks for three topics: cognitive, moral and personality development and in the control group, lecture-based traditional teaching methods were applied. An achievement test was administered to both groups at the end of the study. According to the results, the groups did not show difference. In addition, the results of the attitude scale revealed that the students in the experimental group, on the average, had positive perceptions toward the web environment, web-based course, course instructor, course assessment, and success in the course. This result pointed out that though the impact of WBL on the acquisition of course topics did not differ between the groups, its positive impact on the students’ impression about teaching-learning process of the course, instructor and course assessment should not be ignored. Within the scope of this study, the results implied that WBL in teacher education might be applied in order to provide better learning environment rather than better knowledge gain.

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

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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.

Information literacy experiencies inside virtual learning environments

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Patricia Hernández Salazar

2016-03-01

Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

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

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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.

Reinforcement Learning Based Web Service Compositions for Mobile Business

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Zhou, Juan; Chen, Shouming

In this paper, we propose a new solution to Reactive Web Service Composition, via molding with Reinforcement Learning, and introducing modified (alterable) QoS variables into the model as elements in the Markov Decision Process tuple. Moreover, we give an example of Reactive-WSC-based mobile banking, to demonstrate the intrinsic capability of the solution in question of obtaining the optimized service composition, characterized by (alterable) target QoS variable sets with optimized values. Consequently, we come to the conclusion that the solution has decent potentials in boosting customer experiences and qualities of services in Web Services, and those in applications in the whole electronic commerce and business sector.

Motivational Support in Web 2.0 Learning Environments: A Regression Analysis Based on the Integrative Theory of Motivation, Volition and Performance

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Huang, Wen-Hao David; Hood, Denice Ward; Yoo, Sun Joo

2014-01-01

Web 2.0 applications have been widely applied for teaching and learning in US higher education in recent years. Their potential impact on learning motivation and learner performance, however, has not attracted substantial research efforts. To better understand how Web 2.0 applications might impact learners' motivation in higher education…

WSGB: A Web Service-Based Growing Book

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Dow, C. R.; Huang, L. H.; Chen, K. H.; Chiu, J. C.; Lin, C. M.

2006-01-01

Growing Book refers to an electronic textbook that is co-developed, and has the ability to be constantly maintained, by groups of independent authors, thus creating a rich and ever-growing learning environment that can be conveniently accessible from anywhere. This work designs and implements a Web Service-based Growing Book that has the merits of…

Learning from WebQuests

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Gaskill, Martonia; McNulty, Anastasia; Brooks, David W.

2006-01-01

WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed…

Turkish University Students’ Perceptions of the World Wide Web as a Learning Tool: An Investigation Based on Gender, Socio-Economic Background, and Web Experience

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Erkan Tekinarslan

2009-04-01

Full Text Available The main purpose of the study is to investigate Turkish undergraduate students’ perceptions of the Web as a learning tool and to analyze whether their perceptions differ significantly based on gender, socio-economic background, and Web experience. Data obtained from 722 undergraduate students (331 males and 391 females were used in the analyses. The findings indicated significant differences based on gender, socio-economic background, and Web experience. The students from higher socio-economic backgrounds indicated significantly higher attitude scores on the self-efficacy subscale of the Web attitude scale. Similarly, the male students indicated significantly higher scores on the self-efficacy subscale than the females. Also, the students with higher Web experience in terms of usage frequency indicated higher scores on all subscales (i.e., self-efficacy, affective, usefulness, Web-based learning. Moreover, the two-way ANOVA results indicated that the student’s PC ownership has significant main effects on their Web attitudes and on the usefulness, self-efficacy, and affective subscales.

Engaging students in a community of learning: Renegotiating the learning environment.

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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.

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

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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…

Personal Learning Environments: A Solution for Self-Directed Learners

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Haworth, Ryan

2016-01-01

In this paper I discuss "personal learning environments" and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation…

Consumer e-health education in HIV/AIDS: a pilot study of a web-based video workshop

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O'Grady Laura A

2006-02-01

Full Text Available Abstract Background Members of the HIV/AIDS community are known to use web-based tools to support learning about treatment issues. Initial research indicated components such as message forums or web-based documentation were effectively used by persons with HIV/AIDS. Video has also shown promise as a technology to aid consumer health education. However, no research has been published thus far investigating the impact of web-based environments combining these components in an educational workshop format. Methods In this qualitative study HIV/AIDS community members provided feedback on an integrated web-based consumer health education environment. Participants were recruited through organizations that serve the HIV/AIDS community located in Toronto, Canada. Demographics, data on Internet use, including messages exchanged in the study environment were collected. A group interview provided feedback on usability of the study environment, preferences for information formats, use of the message forum, and other sources for learning about treatment information. Results In this pilot study analysis of the posted messages did not demonstrate use for learning of the workshop content. Participants did not generally find the environment of value for learning about treatment information. However, participants did share how they were meeting these needs. It was indicated that a combination of resources are being used to find and discuss treatment information, including in-person sources. Conclusion More research on the ways in which treatment information needs are being met by HIV/AIDS community members and how technology fits in this process is necessary before investing large amounts of money into web-based interventions. Although this study had a limited number of participants, the findings were unexpected and, therefore, of interest to those who intend to implement online consumer health education initiatives or interventions.

Hipatia: a hypermedia learning environment in mathematics

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Marisol Cueli

2016-01-01

Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.

BOUNDED AND UNBOUNDED KNOWLEDGE: Teaching and Learning in a Web 2 world

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Judy NAGY

2007-07-01

Full Text Available ABSTRACTIn the recent past, the proliferation of digitally available content heralded the beginning of serious problems for the business models of publishers. The ease with which content can be accessed, copied and distributed disrupts the control of those whose role has been to manage and profit from the intellectual property rights of content producers. In effect, the number of “publishers” increased many fold as the Web and other Internet-based technologies became the dominant mode of content distribution. In education, and in other fields, matters of intellectual property, copyright and quality control came to the fore. More recently, with the advent of web-based software that makes publishing online available to anyone with access to the Internet the number of “publishers” and modes of publication have increased massively. The shift from a Web which was, for many a read only environment to a read/write Web poses not only ongoing problems for the traditional distributors of content but also now, for the traditional producers of content and knowledge. In this respect, the role of universities as designers and producers of learning materials for credentialed learning is also under challenge. Just as publishers explore alternative business models to adapt to the new digital environment, now universities have begun to explore new ways of working with so-called Web2 software to support teaching and learning online. In particular, some Web2 software affords new opportunities for and different modes of collaboration, which in the view of some points to student participation in knowledge production. While these developments represent important and significant shifts for universities, this paper draws attention to the lack of empirical data and situated contextual knowledge concerning intellectual property rights for knowledge constructed in a collaborative context. In addition, we explore issues in relation to the maintenance of academic

Supporting nursing students' critical thinking with a mobile web learning environment.

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Lai, Chin-Yuan; Wu, Cheng-Chih

2012-01-01

The use of mobile technology has the potential of revolutionizing and transforming the way clinical practicums are conducted in nursing training. Our Web-based implementation suggested that incorporating technology, specifically with Internet and mobile devices, to promote nursing students’ critical thinking is feasible and showed dramatic results. As our environment was tailored for the psychiatric nursing practicum, future studies should delineate the context in which they are to be delivered.

Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach

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Laakkonen, Ilona

2011-01-01

The chapter discusses the potential of personal learning environments (PLE) based on Web 2.0 applications for language courses in higher education (HE). This novel approach to the use of information and communication technologies (ICT) in education involves learners in the design of learning environments, tools and processes. The chapter begins…

Automation and Control Learning Environment with Mixed Reality Remote Experiments Architecture

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Frederico M. Schaf

2007-05-01

Full Text Available This work aims to the use of remotely web-based experiments to improve the learning process of automation and control systems theory courses. An architecture combining virtual learning environments, remote experiments, students guide and experiments analysis is proposed based on a wide state of art study. The validation of the architecture uses state of art technologies and new simple developed programs to implement the case studies presented. All implementations presented use an internet accessible virtual learning environment providing educational resources, guides and learning material to create a distance learning course associated with the remote mixed reality experiment. This work is part of the RExNet consortium, supported by the European Alfa project.

Toward Project-based Learning and Team Formation in Open Learning Environments

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Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

2014-01-01

Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based

A Framework for Creating Semantically Adaptive Collaborative E-learning Environments

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Marija Cubric

2009-09-01

Full Text Available In this paper we present a framework that can be used to generate web-based, semantically adaptive, e-learning and computer-assisted assessment (CAA tools for any given knowledge domain, based upon dynamic ontological modeling. We accomplish this by generating “learning ontologies” for a given knowledge domain. The generated learning ontologies are built upon our previous work on a domain “Glossary” ontology and augmented with additional conceptual relations from the WordNet 3.0 lexical database, using Text2Onto, an open source ontology extraction tool. The main novelty of this work is in “on the fly” generation of computer assisted assessments based on the underlying ontology and pre-defined question templates that are founded on the Bloom’s taxonomy of educational objectives. The main deployment scenario for the framework is a web-service providing collaborative e- learning and knowledge management capabilities to various learning communities. The framework can be extended to provide collection and exploitation of the users’ learning behaviour metrics, in order to further adapt the generated e-learning environment to the learners’ needs.

Learning styles: individualizing computer-based learning environments

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Tim Musson

1995-12-01

Full Text Available While the need to adapt teaching to the needs of a student is generally acknowledged (see Corno and Snow, 1986, for a wide review of the literature, little is known about the impact of individual learner-differences on the quality of learning attained within computer-based learning environments (CBLEs. What evidence there is appears to support the notion that individual differences have implications for the degree of success or failure experienced by students (Ford and Ford, 1992 and by trainee end-users of software packages (Bostrom et al, 1990. The problem is to identify the way in which specific individual characteristics of a student interact with particular features of a CBLE, and how the interaction affects the quality of the resultant learning. Teaching in a CBLE is likely to require a subset of teaching strategies different from that subset appropriate to more traditional environments, and the use of a machine may elicit different behaviours from those normally arising in a classroom context.

LEARNING TECHNOLOGIES FOR STUDENTS IN THE CLOUD ORIENTED LEARNING ENVIRONMENT OF COMPREHENSIVE EDUCATIONAL INSTITUTIONS

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Svitlana G. Lytvynova

2015-06-01

Full Text Available The paper analyzes the «flipped» learning and «Web Quest» technologies. The features of the «flipped» learning technology are generalized, as well as compared with traditional learning, clarified the benefits of the technology for teachers and students, described the features of the technology used by teacher and students, developed a teacher’s and student’s flow chart for preparation to the lesson, generalized control and motivation components for activating learning activities of students, found out that a component of cloud oriented learning environment (COLE – Lync (Skype Pro can be used to develop video clips and support «flipped» learning technology. The author defines the concept of «Web Quest» technology, generalizes the «Web Quest» structure components. In the article the functions, features of this technology, the types of problems that can be solved with the help of this technology, as well as «Web Quest» classification are presented. It has been found out that the cloud oriented learning environment gives all the possibilities for «Web Quest» technology implementation in teaching of different subjects of all branches of science. With the help of «flipped» technology training and «Web Quest» a number of important problems of education can be solved – providing the continuous communication intensive training beyond general educational establishment and activation of learning activities of students.

Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study and Teacher Use of NASA Web Resources

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McCarthy, Marianne C.; Grabowski, Barbara L.; Koszalka, Tiffany

2003-01-01

Over a three-year period, researchers and educators from the Pennsylvania State University (PSU), University Park, Pennsylvania, and the NASA Dryden Flight Research Center (DFRC), Edwards, California, worked together to analyze, develop, implement and evaluate materials and tools that enable teachers to use NASA Web resources effectively for teaching science, mathematics, technology and geography. Two conference publications and one technical paper have already been published as part of this educational research series on Web-based instruction and learning. This technical paper, Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study, is the culminating report in this educational research series and is based on the final report submitted to NASA. This report describes the broad spectrum of data gathered from teachers about their experiences using NASA Web resources in the classroom. It also describes participating teachers responses and feedback about the use of the NASA Web-Enhanced Learning Environment Strategies reflection tool on their teaching practices. The reflection tool was designed to help teachers merge the vast array of NASA resources with the best teaching methods, taking into consideration grade levels, subject areas and teaching preferences. The teachers described their attitudes toward technology and innovation in the classroom and their experiences and perceptions as they attempted to integrate Web resources into science, mathematics, technology and geography instruction.

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

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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.

Web-based resources for critical care education.

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Kleinpell, Ruth; Ely, E Wesley; Williams, Ged; Liolios, Antonios; Ward, Nicholas; Tisherman, Samuel A

2011-03-01

To identify, catalog, and critically evaluate Web-based resources for critical care education. A multilevel search strategy was utilized. Literature searches were conducted (from 1996 to September 30, 2010) using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature with the terms "Web-based learning," "computer-assisted instruction," "e-learning," "critical care," "tutorials," "continuing education," "virtual learning," and "Web-based education." The Web sites of relevant critical care organizations (American College of Chest Physicians, American Society of Anesthesiologists, American Thoracic Society, European Society of Intensive Care Medicine, Society of Critical Care Medicine, World Federation of Societies of Intensive and Critical Care Medicine, American Association of Critical Care Nurses, and World Federation of Critical Care Nurses) were reviewed for the availability of e-learning resources. Finally, Internet searches and e-mail queries to critical care medicine fellowship program directors and members of national and international acute/critical care listserves were conducted to 1) identify the use of and 2) review and critique Web-based resources for critical care education. To ensure credibility of Web site information, Web sites were reviewed by three independent reviewers on the basis of the criteria of authority, objectivity, authenticity, accuracy, timeliness, relevance, and efficiency in conjunction with suggested formats for evaluating Web sites in the medical literature. Literature searches using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature resulted in >250 citations. Those pertinent to critical care provide examples of the integration of e-learning techniques, the development of specific resources, reports of the use of types of e-learning, including interactive tutorials, case studies, and simulation, and reports of student or learner satisfaction, among other general

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

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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.

Supporting teachers integrating web 2.0 in a Problem Based Learning approach

DEFF Research Database (Denmark)

Buus, Lillian

2010-01-01

‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E-learning...... at Aalborg University (AAU). Problem-Based Learning (PBL) has gained a lot of interest since it was launched in established educational settings over 30 years ago in the medical programmes at McMaster University, Canada. Essentially it is a leaning methods based on the principle of using problems......, in particular, in the work of the German philosopher and sociologist Oskar Negt. Negt’s work gained a lot of interest in Denmark and the Problem oriented project based learning (POPBL) was developed under this inspiration. It was implemented as a framework for learning when Aalborg University was established...

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

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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…

Mapping Students Use of Technologies in Problem Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

2011-01-01

This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....

Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

DEFF Research Database (Denmark)

Helbo, Jan; Knudsen, Morten

2004-01-01

This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

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

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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.

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)

Online EEG-Based Workload Adaptation of an Arithmetic Learning Environment.

Science.gov (United States)

Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Gerjets, Peter; Spüler, Martin

2017-01-01

In this paper, we demonstrate a closed-loop EEG-based learning environment, that adapts instructional learning material online, to improve learning success in students during arithmetic learning. The amount of cognitive workload during learning is crucial for successful learning and should be held in the optimal range for each learner. Based on EEG data from 10 subjects, we created a prediction model that estimates the learner's workload to obtain an unobtrusive workload measure. Furthermore, we developed an interactive learning environment that uses the prediction model to estimate the learner's workload online based on the EEG data and adapt the difficulty of the learning material to keep the learner's workload in an optimal range. The EEG-based learning environment was used by 13 subjects to learn arithmetic addition in the octal number system, leading to a significant learning effect. The results suggest that it is feasible to use EEG as an unobtrusive measure of cognitive workload to adapt the learning content. Further it demonstrates that a promptly workload prediction is possible using a generalized prediction model without the need for a user-specific calibration.

OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

Science.gov (United States)

Pedrazzoli, Attilio

2010-06-01

AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

The learning potentials and challenges when integrating Web 2.0 in a problem-based learning approach

DEFF Research Database (Denmark)

Buus, Lillian

The research makes a triple co-construction between problem-based learning (PBL), learning design and action research within the area of networked learning. The complexity this creates in the research can lead it in many different directions, because it builds on collaboration, interaction...... and “elements” in motion. The authors' assumption is built on the perspective that knowledge is constructed in social collaborative interactions between people. Furthermore, she claims that the ideology of Web 2.0 provides research opportunities to study phenomena also found in PBL and networked learning...

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.

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)…

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.

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.

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.

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

The Effect of Classroom Web Applications on Teaching, Learning and Academic Performance among College of Education Female Students

Science.gov (United States)

Aljraiwi, Seham Salman

2017-01-01

The current study proposes web applications-based learning environment to promote teaching and learning activities in the classrooms. It also helps teachers facilitate learners' contributions in the process of learning and improving their motivation and performance. The case study illustrated that female students were more interested in learning…

Mobile Learning for Higher Education in Problem-Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn

2011-01-01

This paper describes the PhD project on Mobile Learning for Higher Education in Problem-Based Learning Environment which aims to understand how students gain benefit from using mobile devices in the aspect of project work collaboration. It demonstrates research questions, theoretical perspective...

Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

DEFF Research Database (Denmark)

Helbo, Jan; Knudsen, Morten

2004-01-01

This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... didactic model has until now been a positive experience........ The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

Implementation of an Embedded Web Server Application for Wireless Control of Brain Computer Interface Based Home Environments.

Science.gov (United States)

Aydın, Eda Akman; Bay, Ömer Faruk; Güler, İnan

2016-01-01

Brain Computer Interface (BCI) based environment control systems could facilitate life of people with neuromuscular diseases, reduces dependence on their caregivers, and improves their quality of life. As well as easy usage, low-cost, and robust system performance, mobility is an important functionality expected from a practical BCI system in real life. In this study, in order to enhance users' mobility, we propose internet based wireless communication between BCI system and home environment. We designed and implemented a prototype of an embedded low-cost, low power, easy to use web server which is employed in internet based wireless control of a BCI based home environment. The embedded web server provides remote access to the environmental control module through BCI and web interfaces. While the proposed system offers to BCI users enhanced mobility, it also provides remote control of the home environment by caregivers as well as the individuals in initial stages of neuromuscular disease. The input of BCI system is P300 potentials. We used Region Based Paradigm (RBP) as stimulus interface. Performance of the BCI system is evaluated on data recorded from 8 non-disabled subjects. The experimental results indicate that the proposed web server enables internet based wireless control of electrical home appliances successfully through BCIs.

E-Learning Systems, Environments and Approaches

OpenAIRE

Isaias, P.; Spector, J.M.; Ifenthaler, D.; Sampson, D.G.

2015-01-01

The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Par...

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…

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.

eLearning techniques supporting problem based learning in clinical simulation.

Science.gov (United States)

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2005-08-01

This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

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).…

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'…

The WEB 2.0 induced paradigm shift in the e-learning and the role of crowdsourcing in dental education.

Science.gov (United States)

Thurzo, A; Stanko, P; Urbanova, W; Lysy, J; Suchancova, B; Makovnik, M; Javorka, V

2010-01-01

Authors evaluated the effect of the WEB 2.0 environment on dental education and estimated the difference in retention of knowledge by cephalometric analysis in orthodontics between conventional education and off-line e-learning. Five years of experience with complex web-based e-learning system allowed the evaluation by retrospective analysis and on-line questionnaire. The results revealed the current trends in on-line behavior of students based on the WEB 2.0 innovative technologies like Ajax. Results confirmed an increasing number of resources with a rising frequency of e-learning materials. The study confirmed that e-learning of the same subject is more efficient in immediate examination after the lecture with even better results after 12 and 24 months against the control group (Tab. 3, Fig. 1, Ref. 26).

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

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

From Personal to Social: Learning Environments that Work

Science.gov (United States)

Camacho, Mar; Guilana, Sonia

2011-01-01

VLE (Virtual Learning Environments) are rapidly falling short to meet the demands of a networked society. Web 2.0 and social networks are proving to offer a more personalized, open environment for students to learn formally as they are already doing informally. With the irruption of social media into society, and therefore, education, many voices…

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.

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...

From web 2.0 to learning games

DEFF Research Database (Denmark)

Duus Henriksen, Thomas

2011-01-01

a game-based learning process that made active use of the participants’ current knowledge, both on leadership and on the context they were to lead. The solution developed for doing so was based on some of the ideas from web 2.0, by which the web-page or game merely provides a structure that allows...

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.

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.

Interactive Web-based Floodplain Simulation System for Realistic Experiments of Flooding and Flood Damage

Science.gov (United States)

Demir, I.

2013-12-01

Recent developments in web technologies make it easy to manage and visualize large data sets with general public. Novel visualization techniques and dynamic user interfaces allow users to create realistic environments, and interact with data to gain insight from simulations and environmental observations. The floodplain simulation system is a web-based 3D interactive flood simulation environment to create real world flooding scenarios. The simulation systems provides a visually striking platform with realistic terrain information, and water simulation. Students can create and modify predefined scenarios, control environmental parameters, and evaluate flood mitigation techniques. The web-based simulation system provides an environment to children and adults learn about the flooding, flood damage, and effects of development and human activity in the floodplain. The system provides various scenarios customized to fit the age and education level of the users. This presentation provides an overview of the web-based flood simulation system, and demonstrates the capabilities of the system for various flooding and land use scenarios.

Web-Based Social Work Courses: Guidelines for Developing and Implementing an Online Environment

Science.gov (United States)

Dawson, Beverly Araujo; Fenster, Judy

2015-01-01

Although web-based courses in schools of social work have proliferated over the past decade, the literature contains few guidelines on steps that schools can take to develop such courses. Using Knowles's framework, which delineates tasks and themes involved in implementing e-learning in social work education, this article describes the cultivation…

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

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…

Using mobile and web-based computerized tests to evaluate university students

NARCIS (Netherlands)

Romero, C.; Ventura, S.; De Bra, P.M.E.

2009-01-01

Mobile learning and testing is emerging as a potential educational environment. In this article we evaluate the use of mobile devices for testing as compared to web-based assessment systems. We also describe an authoring tool to develop adaptable and adaptive computerized tests that can be executed

DISTANCE LEARNING ONLINE WEB 3 .0

Directory of Open Access Journals (Sweden)

S. M. Petryk

2015-05-01

Full Text Available This article analyzes the existing methods of identification information in the semantic web, outlines the main problems of its implementation and researches the use of Semantic Web as the part of distance learning. Proposed alternative variant of identification and relationship construction of information and acquired knowledge based on the developed method “spectrum of knowledge”

Early results of experiments with responsive open learning environments

OpenAIRE

Friedrich, M.; Wolpers, M.; Shen, R.; Ullrich, C.; Klamma, R.; Renzel, D.; Richert, A.; Heiden, B. von der

2011-01-01

Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the t...

Investigating Effects of Problem-Based versus Lecture-Based Learning Environments on Student Motivation

Science.gov (United States)

Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva

2011-01-01

This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further…

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

Maintaining collaborative, democratic and dialogue-based learning processes in virtual and game-based learning environments

DEFF Research Database (Denmark)

Gyldendahl Jensen, Camilla; Sorensen, Elsebeth Korsgaard

2017-01-01

The incorporation and use of virtual learning platforms, including computer games, in the education sector, challenge these years the complexity of the learning environment regarding maintaining collaborative, democratic and dialogue-based learning processes that support a high degree of reflection....... When virtual learning platforms are used in an educational context, a fundamental paradox appears as the student needs an active and practice-oriented participation identity to learn while at the same time needing to learn to acquire a participation identity. This identity is raised and trained...... by being a continuous part of a community that recalls the scenarios of reality. It is therefore crucial that the learning environment reflects the reality of which the students' professionalism is unfolded. Learning is, therefore, something more and not just the acquisition of knowledge and past actions...

An e-learning Programming Method And It's Implementation Based On Multimedia And Web

International Nuclear Information System (INIS)

Madenda, Sarifuddin; Tommy, F. R.

2001-01-01

New developments in information technology and telecommunication play an important rile in exchanging fast and accurate information which range from text, sound, graphic to video. These technologies seem to be very effective for Distance learning, Virtual University and E-learning. This paper presents an E-learning programming method and it's implementation based on multimedia and Web. An example of the study case corresponds to human organ, where the organ functions are presented as texts and sounds and the activities as graphic and video

Problem-Based Educational Game Becomes Student-Centered Learning Environment

Science.gov (United States)

Rodkroh, Pornpimon; Suwannatthachote, Praweenya; Kaemkate, Wannee

2013-01-01

Problem-based educational games are able to provide a fun and motivating environment for teaching and learning of certain subjects. However, most educational game models do not address the learning elements of problem-based educational games. This study aims to synthesize and to propose the important elements to facilitate the learning process and…

A Web-Based Development Environment for Collaborative Data Analysis

CERN Document Server

Erdmann, M; Glaser, C; Klingebiel, D; Komm, M; Müller, G; Rieger, M; Steggemann, J; Urban, M; Winchen, T

2014-01-01

Visual Physics Analysis (VISPA) is a web-based development environment addressing high energy and astroparticle physics. It covers the entire analysis spectrum from the design and validation phase to the execution of analyses and the visualization of results. VISPA provides a graphical steering of the analysis ow, which consists of self-written, re-usable Python and C++ modules for more demanding tasks. All common operating systems are supported since a standard internet browser is the only software requirement for users. Even access via mobile and touch-compatible devices is possible. In this contribution, we present the most recent developments of our web application concerning technical, state-of-the-art approaches as well as practical experiences. One of the key features is the use of workspaces, i.e. user-congurable connections to remote machines supplying resources and local le access. Thereby, workspaces enable the management of data, computing resources (e.g. remote clusters or computing grids), and a...

PRACTICE-ORIENTED TRAINING BASED ON DISTANCE LEARNING WEB-TECHNOLOGIES (THE EXAMPLE OF WEB-PLATFORM FOR ENTREPRENEURSHIP EDUCATION IN UNIVERSITY OF NIZHNY NOVGOROD, IGENERATION)

OpenAIRE

Olga R. Chepyuk; Anton O. Shalyminov

2014-01-01

This article discusses the possibility of organizing a practice-based learning using modern web-based technologies of distance learning like cMOOC. The authors share their experience of practical implementation of proprietary technology in the organization of a University course of innovative entrepreneurship. Based on their practice results authors propose the concept of a new generation of educational platforms based on the four vectors of development. 

Web based remote monitoring and controlling system for vulnerable environments

Science.gov (United States)

Thomas, Aparna; George, Minu

2016-03-01

The two major areas of concern in industrial establishments are monitoring and security. The remote monitoring and controlling can be established with the help of Web technology. Managers can monitor and control the equipment in the remote area through a web browser. The targeted area includes all type of susceptible environment like gas filling station, research and development laboratories. The environmental parameters like temperature, light intensity, gas etc. can be monitored. Security is a very important factor in an industrial setup. So motion detection feature is added to the system to ensure the security. The remote monitoring and controlling system makes use of the latest, less power consumptive and fast working microcontroller like S3C2440. This system is based on ARM9 and Linux operating system. The ARM9 will collect the sensor data and establish real time video monitoring along with motion detection feature. These captured video data as well as environmental data is transmitted over internet using embedded web server which is integrated within the ARM9 board.

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.

Roadmap to PLE - A Research Route to Empower the Use of Personal Learning Environments (PLEs

Directory of Open Access Journals (Sweden)

Maria Chiara Pettenati

2010-10-01

Full Text Available In this position paper we argue that in order to design, deploy and evaluate institutional Personal Learning Environments, a system-level Roadmap should be developed accounting for the progressive expansion towards the following evolutions directions: from closed (VLE to Open Learning Environments (OLE; from the individual-group, to individual-network and individual-collective relations; from using structured learning resources to using any type of content; from being instructor/institution-led by being self-regulated and self-managed; from being aimed at learning in the university system to supporting work-based learning; from being centered around web 2.0 to being empowered by web 3.0 tools and technologies. In order to accompany the development of such a Roadmap, an operational definition and hexagonal model of the PLE is presented in this paper together with its three-steps evolutionary process.

Teaching Reading Comprehension in English in a Distance Web-Based Course: New Roles for Teachers

Directory of Open Access Journals (Sweden)

Jorge Hugo Muñoz Marín

2010-10-01

Full Text Available Distance web-based learning is a popular strategy in ELT teaching in Colombia. Despite of the growth of experiences, there are very few studies regarding teachers' participation in these courses. This paper reports preliminary findings of an on-going study aiming at exploring the roles that a teacher plays in an efl reading comprehension distance web-based course. Data analysis suggests that teachers play new roles solving technical problems, providing immediate feedback, interacting with students in a non traditional way, providing time management advice, and acting as a constant motivator. The authors conclude that EFL teachers require training for this new teaching roles and the analysis of web-based distance learning environments as an option under permanent construction that requires their active participation.

Competency-based residency training and the web log: modeling practice-based learning and enhancing medical knowledge

Directory of Open Access Journals (Sweden)

Matthew F. Hollon

2015-12-01

Full Text Available Background: By using web-based tools in medical education, there are opportunities to innovatively teach important principles from the general competencies of graduate medical education. Objectives: Postulating that faculty transparency in learning from uncertainties in clinical work could help residents to incorporate the principles of practice-based learning and improvement (PBLI in their professional development, faculty in this community-based residency program modeled the steps of PBLI on a weekly basis through the use of a web log. Method: The program confidentially surveyed residents before and after this project about actions consistent with PBLI and knowledge acquired through reading the web log. Results: The frequency that residents encountered clinical situations where they felt uncertain declined over the course of the 24 weeks of the project from a mean frequency of uncertainty of 36% to 28% (Wilcoxon signed rank test, p=0.008; however, the frequency with which residents sought answers when faced with uncertainty did not change (Wilcoxon signed rank test, p=0.39, remaining high at approximately 80%. Residents answered a mean of 52% of knowledge questions correct when tested prior to faculty posts to the blog, rising to a mean of 65% of questions correct when tested at the end of the project (paired t-test, p=0.001. Conclusions: Faculty role modeling of PBLI behaviors and posting clinical questions and answers to a web log led to modest improvements in medical knowledge but did not alter behavior that was already taking place frequently among residents.

PRACTICE-ORIENTED TRAINING BASED ON DISTANCE LEARNING WEB-TECHNOLOGIES (THE EXAMPLE OF WEB-PLATFORM FOR ENTREPRENEURSHIP EDUCATION IN UNIVERSITY OF NIZHNY NOVGOROD, IGENERATION

Directory of Open Access Journals (Sweden)

Olga R. Chepyuk

2014-01-01

Full Text Available This article discusses the possibility of organizing a practice-based learning using modern web-based technologies of distance learning like cMOOC. The authors share their experience of practical implementation of proprietary technology in the organization of a University course of innovative entrepreneurship. Based on their practice results authors propose the concept of a new generation of educational platforms based on the four vectors of development. 

The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

Science.gov (United States)

Drexler, Wendy

This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

Applying Web usage mining for personalizing hyperlinks in Web-based adaptive educational systems

NARCIS (Netherlands)

Romero, C.; Ventura, S.; Zafra, A.; Bra, de P.M.E.

2009-01-01

Nowadays, the application of Web mining techniques in e-learning and Web-based adaptive educational systems is increasing exponentially. In this paper, we propose an advanced architecture for a personalization system to facilitate Web mining. A specific Web mining tool is developed and a recommender

Improving Web Learning through model Optimization using Bootstrap for a Tour-Guide Robot

Directory of Open Access Journals (Sweden)

Rafael León

2012-09-01

Full Text Available We perform a review of Web Mining techniques and we describe a Bootstrap Statistics methodology applied to pattern model classifier optimization and verification for Supervised Learning for Tour-Guide Robot knowledge repository management. It is virtually impossible to test thoroughly Web Page Classifiers and many other Internet Applications with pure empirical data, due to the need for human intervention to generate training sets and test sets. We propose using the computer-based Bootstrap paradigm to design a test environment where they are checked with better reliability

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…

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.

Intelligent Agent Based Semantic Web in Cloud Computing Environment

OpenAIRE

Mukhopadhyay, Debajyoti; Sharma, Manoj; Joshi, Gajanan; Pagare, Trupti; Palwe, Adarsha

2013-01-01

Considering today's web scenario, there is a need of effective and meaningful search over the web which is provided by Semantic Web. Existing search engines are keyword based. They are vulnerable in answering intelligent queries from the user due to the dependence of their results on information available in web pages. While semantic search engines provides efficient and relevant results as the semantic web is an extension of the current web in which information is given well defined meaning....

Using Web-Based Tools for Teaching Embryology

Science.gov (United States)

Computers, imaging technologies, and the worldwide web have assumed an important role in augmenting traditional learning. Resources to disseminate multimedia information across platforms, and the emergence of communal knowledge environments, facilitate the visualization of diffi...

Intellectual Property and Copyright Issues in Online Learning Environments.

Science.gov (United States)

Szanto, Edit

2001-01-01

Provides an overview of intellectual property and copyright issues as they relate to online learning environments. Includes a historical perspective; laws and regulations; liability; Web-related issues; higher education; distance learning; compliance strategies; and policy recommendations. (Author/LRW)

Evaluating a hybrid web-based basic genetics course for health professionals.

Science.gov (United States)

Wallen, Gwenyth R; Cusack, Georgie; Parada, Suzan; Miller-Davis, Claiborne; Cartledge, Tannia; Yates, Jan

2011-08-01

Health professionals, particularly nurses, continue to struggle with the expanding role of genetics information in the care of their patients. This paper describes an evaluation study of the effectiveness of a hybrid basic genetics course for healthcare professionals combining web-based learning with traditional face-to-face instructional techniques. A multidisciplinary group from the National Institutes of Health (NIH) created "Basic Genetics Education for Healthcare Providers" (BGEHCP). This program combined 7 web-based self-education modules with monthly traditional face-to-face lectures by genetics experts. The course was pilot tested by 186 healthcare providers from various disciplines with 69% (n=129) of the class registrants enrolling in a pre-post evaluation trial. Outcome measures included critical thinking knowledge items and a Web-based Learning Environment Inventory (WEBLEI). Results indicated a significant (peffectiveness particularly in the area of convenience, access and the course structure and design. Although significant increases in overall knowledge scores were achieved, scores in content areas surrounding genetic risk identification and ethical issues regarding genetic testing reflected continued gaps in knowledge. Web-based genetics education may help overcome genetics knowledge deficits by providing access for health professionals with diverse schedules in a variety of national and international settings. Published by Elsevier Ltd.

Prototype Web-based continuing medical education using FlashPix images.

Science.gov (United States)

Landman, A; Yagi, Y; Gilbertson, J; Dawson, R; Marchevsky, A; Becich, M J

2000-01-01

Continuing Medical Education (CME) is a requirement among practicing physicians to promote continuous enhancement of clinical knowledge to reflect new developments in medical care. Previous research has harnessed the Web to disseminate complete pathology CME case studies including history, images, diagnoses, and discussions to the medical community. Users submit real-time diagnoses and receive instantaneous feedback, eliminating the need for hard copies of case material and case evaluation forms. This project extends the Web-based CME paradigm with the incorporation of multi-resolution FlashPix images and an intuitive, interactive user interface. The FlashPix file format combines a high-resolution version of an image with a hierarchy of several lower resolution copies, providing real-time magnification via a single image file. The Web interface was designed specifically to simulate microscopic analysis, using the latest Javascript, Java and Common Gateway Interface tools. As the project progresses to the evaluation stage, it is hoped that this active learning format will provide a practical and efficacious environment for continuing medical education with additional application potential in classroom demonstrations, proficiency testing, and telepathology. Using Microsoft Internet Explorer 4.0 and above, the working prototype Web-based CME environment is accessible at http://telepathology.upmc.edu/WebInterface/NewInterface/welcome.html.

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.

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.

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…

promoting self directed learning in simulation based discovery learning environments through intelligent support.

NARCIS (Netherlands)

Veermans, K.H.; de Jong, Anthonius J.M.; van Joolingen, Wouter

2000-01-01

Providing learners with computer-generated feedback on their learning process in simulationbased discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for

Applying Web Usage Mining for Personalizing Hyperlinks in Web-Based Adaptive Educational Systems

Science.gov (United States)

Romero, Cristobal; Ventura, Sebastian; Zafra, Amelia; de Bra, Paul

2009-01-01

Nowadays, the application of Web mining techniques in e-learning and Web-based adaptive educational systems is increasing exponentially. In this paper, we propose an advanced architecture for a personalization system to facilitate Web mining. A specific Web mining tool is developed and a recommender engine is integrated into the AHA! system in…

Pupils' Views on an ICT-Based Learning Environment in Health Learning

Science.gov (United States)

Räihä, Teija; Tossavainen, Kerttu; Enkenberg, Jorma; Turunen, Hannele

2014-01-01

This paper presents a study that examined pupils' views on an ICT-based learning environment in health learning. The study was a part of the wider European Network of Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe, SHE) in Finland, and particularly its sub-project, From Puijo to the World with Health Lunch,…

Cloud-Based versus Local-Based Web Development Education: An Experimental Study in Learning Experience

Science.gov (United States)

Pike, Ronald E.; Pittman, Jason M.; Hwang, Drew

2017-01-01

This paper investigates the use of a cloud computing environment to facilitate the teaching of web development at a university in the Southwestern United States. A between-subjects study of students in a web development course was conducted to assess the merits of a cloud computing environment instead of personal computers for developing websites.…

WebEase: Development of a Web-Based Epilepsy Self-Management Intervention

OpenAIRE

DiIorio, Colleen; Escoffery, Cam; Yeager, Katherine A.; Koganti, Archana; Reisinger, Elizabeth; Koganti, Archana; McCarty, Frances; Henry, Thomas R.; Robinson, Elise; Kobau, Rosemarie; Price, Patricia

2008-01-01

People with epilepsy must adopt many self-management behaviors, especially regarding medication adherence, stress management, and sleep quality. In response to the need for theory-based self-management programs that people with epilepsy can easily access, the WebEase Web site was created and tested for feasibility, acceptability, and usability. This article discusses the theoretical background and developmental phases of WebEase and lessons learned throughout the development process. The WebE...

Learning Objects Web

DEFF Research Database (Denmark)

Blåbjerg, Niels Jørgen

2005-01-01

Learning Objects Web er et DEFF projekt som Aalborg Universitetsbibliotek har initieret. Projektet tager afsæt i de resultater og erfaringer som er opnået med vores tidligere projekt Streaming Webbased Information Modules (SWIM). Vi har et internationalt netværk af interessenter som giver os...... sparring og feedback i forhold til udviklingskoncept både omkring de teoretiske rammer og i forhold til praktisk anvendelse af vores undervisningskoncept. Med disse rygstød og input har vi forfulgt ønsket om at videreudvikle SWIM i det nye projekt Learning Objects Web. Udgivelsesdato: juni...

PREFERENCES ON INTERNET BASED LEARNING ENVIRONMENTS IN STUDENT-CENTERED EDUCATION

Directory of Open Access Journals (Sweden)

Zuhal CUBUKCU

2008-10-01

Full Text Available Nowadays, educational systems are being questionned to find effective solutions to problems that are being encountered, and discussions are centered around the ways of restructuring systems so as to overcome difficulties. As the consequences of the traditional teaching approach, we can indicate that the taught material is not long-lasting but easily forgotten, that students do not sufficiently acquire the knowledge and skills that are aimed at developing, and that students lack transferring their knowledge to real life. In our current situation, individuals prefer to use educational resources where and when they want, based on their individual skills and abilities. Throughout the world, because the internet infrastructure has developed quite rapidly, it has been offered as an alternative way for a rich learning and teaching environment. This study aims at determining teacher candidates’ preferences regarding internet-based learning environments in student-centered education by involving the teacher candidates enrolled at Osmangazi University, Faculty of Education, Primary School Teaching, Mathematics Teaching and Computer and Educational Technologies Education programmes. This study is a descriptive study. The data collection scale consists of the “Constructivist Internet-based Education of Science Scale (CILES-S”. The sample group of teacher candidates in the study showed differences with respect to their preferences regarding internet-based learning in student-centered education. The candidates scored higher in the internet-based learning environments of Cognitive Development and Critical Judgement. The lowest average scores of the sample group were observed in the internet-based learning environment of Episthemologic awareness.

Simulation based virtual learning environment in medical genetics counseling

DEFF Research Database (Denmark)

Makransky, Guido; Bonde, Mads T.; Wulff, Julie S. G.

2016-01-01

BACKGROUND: Simulation based learning environments are designed to improve the quality of medical education by allowing students to interact with patients, diagnostic laboratory procedures, and patient data in a virtual environment. However, few studies have evaluated whether simulation based...... the perceived relevance of medical educational activities. The results suggest that simulations can help future generations of doctors transfer new understanding of disease mechanisms gained in virtual laboratory settings into everyday clinical practice....... learning environments increase students' knowledge, intrinsic motivation, and self-efficacy, and help them generalize from laboratory analyses to clinical practice and health decision-making. METHODS: An entire class of 300 University of Copenhagen first-year undergraduate students, most with a major...

Constant Change: The Ever-Evolving Personal Learning Environment

Science.gov (United States)

Torres Kompen, Ricardo; Monguet, Josep Ma.; Brigos, Miguel

2015-01-01

There are several definitions for the term "personal learning environment" (PLE); in this article, PLE refers to a group of web technologies, with various degrees of integration and interaction, that helps users and learners manage the flow of information that relates to the learning process, the creation of knowledge, and the…

Lessons Learned from Deploying a Video-Based Web 2.0 Platform in an Executive Education Context

Science.gov (United States)

Maxwell, Katrina; Angehrn, Albert A.

Although IT has been very successful in enabling distributed, collaborative learning and knowledge creation in open-source communities, its promise in other contexts is still an open question. In this paper, we describe the deployment of a video-based Web2.0 platform in an executive education context. The platform, which we developed, makes extensive use of video, profiling, game dynamics, agents and network visualizations in order to capture the attention and involvement of the learning community members. Our goal was to provide executive education participants with an attractive, interactive platform for extending their learning and networking beyond the classroom. This experience has allowed us to identify three main barriers to Web2.0 inter-organizational learning and collaboration in executive education: technological barriers, motivational barriers and the inter-organizational aspect itself.

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…

Web-Based Virtual Environments for Facilitating Assessment of L2 Oral Communication Ability

Science.gov (United States)

Ockey, Gary J.; Gu, Lin; Keehner, Madeleine

2017-01-01

A growing number of stakeholders argue for the use of second language (L2) speaking assessments that measure the ability to orally communicate in real time. A Web-based virtual environment (VE) that allows live voice communication among individuals may have potential for aiding in delivering such assessments. While off-the-shelf voice…

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…

The Learning Potentials Integrating Social Media or Web 2.0 in a Problem Based Learning (PBL) Approach

DEFF Research Database (Denmark)

Buus, Lillian

2013-01-01

during lectures using a same time web 2.0 tool called Etherpad . This activity is going on during the course and gives the teacher a view of where the students have issues related to the theories or methods introduced during lecture. Interesting perspectives on how to integrate social media or web 2......This abstract relates to my PhD research entitled. The PhD is based on research going on at Aalborg University (AAU) within the Faculty of Social Science, meaning that the learning approach taken in this paper is based on the AAU PBL model (Kolmos, Fink, & Krogh, 2004; Kolmos, 2009). The research...... and collaboration among students, and Facebook was chosen among the students as the platform. Scenario 2b is giving the students a presentation to two web 2.0 tools for sharing and collaboration, enabled to support them in their sharing and collaboration as a group (class) and as smaller groups. The tools presented...

Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

Science.gov (United States)

Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2013-01-01

Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…

Transactions Concurrency Control in Web Service Environment

DEFF Research Database (Denmark)

Alrifai, Mohammad; Dolog, Peter; Nejdl, Wolfgang

2006-01-01

an engineering point of view as it does not change the way consumers or clients of web services have to be programmed. Furthermore, it avoids direct communication between transaction coordinators which preserves security by keeping the information about business transactions restricted to the coordinators which......Business transactions in web service environments run with relaxed isolation and atomicity property. In such environments, transactions can commit and roll back independently on each other. Transaction management has to reflect this issue and address the problems which result for example from...... concurrent access to web service resources and data. In this paper we propose an extension to the WS-Transaction Protocol which ensures the consistency of the data when independent business transactions access the data concurrently under the relaxed transaction properties. Our extension is based...

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…

Using the Geospatial Web to Deliver and Teach Giscience Education Programs

Science.gov (United States)

Veenendaal, B.

2015-05-01

Geographic information science (GIScience) education has undergone enormous changes over the past years. One major factor influencing this change is the role of the geospatial web in GIScience. In addition to the use of the web for enabling and enhancing GIScience education, it is also used as the infrastructure for communicating and collaborating among geospatial data and users. The web becomes both the means and the content for a geospatial education program. However, the web does not replace the traditional face-to-face environment, but rather is a means to enhance it, expand it and enable an authentic and real world learning environment. This paper outlines the use of the web in both the delivery and content of the GIScience program at Curtin University. The teaching of the geospatial web, web and cloud based mapping, and geospatial web services are key components of the program, and the use of the web and online learning are important to deliver this program. Some examples of authentic and real world learning environments are provided including joint learning activities with partner universities.

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education

Directory of Open Access Journals (Sweden)

Maramba Inocencio

2006-08-01

Full Text Available Abstract Background We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' – an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning. Discussion Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in

Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

Science.gov (United States)

Samur, Yavuz

2011-01-01

In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

USING WIKIS AS A SUPPORT AND ASSESSMENT TOOL IN COLLABORATIVE DIGITAL GAME-BASED LEARNING ENVIRONMENTS

Directory of Open Access Journals (Sweden)

Yavuz SAMUR

2011-04-01

Full Text Available In computer-supported collaborative learning (CSCL environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances for learning, especially in collaborative learning activities. Therefore, in this paper, related literature on wikis and how game & instructional designers can leverage from wikis in game-based learning settings for enhancing students’ collaborative learning activities are examined. Based on the reviewed literature, two main suggestions are given in this paper with their underlying reasons. First, using wikis as a support tool for enhancing collaboration in digital game-based learning (DGBL environments, and second using wikis as an assessment tool in DGBL are suggested.

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....

Learning Task Knowledge from Dialog and Web Access

Directory of Open Access Journals (Sweden)

Vittorio Perera

2015-06-01

Full Text Available We present KnoWDiaL, an approach for Learning and using task-relevant Knowledge from human-robot Dialog and access to the Web. KnoWDiaL assumes that there is an autonomous agent that performs tasks, as requested by humans through speech. The agent needs to “understand” the request, (i.e., to fully ground the task until it can proceed to plan for and execute it. KnoWDiaL contributes such understanding by using and updating a Knowledge Base, by dialoguing with the user, and by accessing the web. We believe that KnoWDiaL, as we present it, can be applied to general autonomous agents. However, we focus on our work with our autonomous collaborative robot, CoBot, which executes service tasks in a building, moving around and transporting objects between locations. Hence, the knowledge acquired and accessed consists of groundings of language to robot actions, and building locations, persons, and objects. KnoWDiaL handles the interpretation of voice commands, is robust regarding speech recognition errors, and is able to learn commands involving referring expressions in an open domain, (i.e., without requiring a lexicon. We present in detail the multiple components of KnoWDiaL, namely a frame-semantic parser, a probabilistic grounding model, a web-based predicate evaluator, a dialog manager, and the weighted predicate-based Knowledge Base. We illustrate the knowledge access and updates from the dialog and Web access, through detailed and complete examples. We further evaluate the correctness of the predicate instances learned into the Knowledge Base, and show the increase in dialog efficiency as a function of the number of interactions. We have extensively and successfully used KnoWDiaL in CoBot dialoguing and accessing the Web, and extract a few corresponding example sequences from captured videos.

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…

Personal Learning Environment – a Conceptual Study

Directory of Open Access Journals (Sweden)

Herbert Mühlburger

2010-01-01

Full Text Available The influence of digital technologies as well as the World Wide Web on education rises dramatically. In former years Learning Management Systems (LMS were introduced on educational institutes to address the needs both their institutions and their lecturers. Nowadays a shift from an institution-centered approach to a learner-centered one becomes necessary to allow individuality through the learning process and to think about learning strategies in general. In this paper a first approach of a Personal Learning Environment (PLE is described. The technological concept is pointed out as well as a study about the graphical user-interface done at Graz University of Technology (TU Graz. It can be concluded that PLEs are the next generation environments, which help to improve the learning and teaching behavior

Representations for Semantic Learning Webs: Semantic Web Technology in Learning Support

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Dzbor, M.; Stutt, A.; Motta, E.; Collins, T.

2007-01-01

Recent work on applying semantic technologies to learning has concentrated on providing novel means of accessing and making use of learning objects. However, this is unnecessarily limiting: semantic technologies will make it possible to develop a range of educational Semantic Web services, such as interpretation, structure-visualization, support…

Web-Based Surveys: Not Your Basic Survey Anymore

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Bertot, John Carlo

2009-01-01

Web-based surveys are not new to the library environment. Although such surveys began as extensions of print surveys, the Web-based environment offers a number of approaches to conducting a survey that the print environment cannot duplicate easily. Since 1994, the author and others have conducted national surveys of public library Internet…

Medium-Based Design: Extending a Medium to Create an Exploratory Learning Environment

Science.gov (United States)

Rick, Jochen; Lamberty, K. K.

2005-01-01

This article introduces "medium-based" design -- an approach to creating "exploratory learning environments" using the method of "extending a medium". First, the characteristics of exploratory learning environments and medium-based design are described and grounded in related work. Particular attention is given to "extending a medium" --…

Evaluation of Keyphrase Extraction Algorithm and Tiling Process for a Document/Resource Recommender within E-Learning Environments

Science.gov (United States)

Mangina, Eleni; Kilbride, John

2008-01-01

The research presented in this paper is an examination of the applicability of IUI techniques in an online e-learning environment. In particular we make use of user modeling techniques, information retrieval and extraction mechanisms and collaborative filtering methods. The domains of e-learning, web-based training and instruction and intelligent…

Development of Remote Monitoring and a Control System Based on PLC and WebAccess for Learning Mechatronics

OpenAIRE

Wen-Jye Shyr; Te-Jen Su; Chia-Ming Lin

2013-01-01

This study develops a novel method for learning mechatronics using remote monitoring and control, based on a programmable logic controller (PLC) and WebAccess. A mechatronics module, a Web‐CAM and a PLC were integrated with WebAccess software to organize a remote laboratory. The proposed system enables users to access the Internet for remote monitoring and control of the mechatronics module via a web browser, thereby enhancing work flexibility by enabling personnel to control mechatronics equ...

Web 3.0: Implications for Online Learning

Science.gov (United States)

Morris, Robin D.

2010-01-01

The impact of Web 3.0, also known as the Semantic Web, on online learning is yet to be determined as the Semantic Web and its technologies continue to develop. Online instructors must have a rudimentary understanding of Web 3.0 to prepare for the next phase of online learning. This paper provides an understandable definition of the Semantic Web…

Exploring Children's Requirements for Game-Based Learning Environments

Directory of Open Access Journals (Sweden)

Marja Kankaanranta

2008-08-01

Full Text Available End users' expertise in the development of new applications is acknowledged in user-centered and participatory design. Similarly, children's experience of what they find enjoyable and how they learn is a valuable source of inspiration for the design of products intended for them. In this paper, we explore experiences obtained from collaboration with elementary school children in the design of learning environments, based on three projects and three requirements gathering techniques. We also discuss how the children experienced the participation. The children's contribution yielded useful, both expected and unanticipated, outcomes in regard to the user interface and contents of the learning environments under development. Moreover, we present issues related to design collaboration with children, especially in terms of the children's feeling of ownership over the final outcome.

The effects of a shared, Intranet science learning environment on the academic behaviors of problem-solving and metacognitive reflection

Science.gov (United States)

Parker, Mary Jo

This study investigated the effects of a shared, Intranet science environment on the academic behaviors of problem-solving and metacognitive reflection. Seventy-eight subjects included 9th and 10th grade male and female biology students. A quasi-experimental design with pre- and post-test data collection and randomization occurring through assignment of biology classes to traditional or shared, Intranet learning groups was employed. Pilot, web-based distance education software (CourseInfo) created the Intranet learning environment. A modified ecology curriculum provided contextualization and content for traditional and shared learning environments. The effect of this environment on problem-solving, was measured using the standardized Watson-Glaser Critical Thinking Appraisal test. Metacognitive reflection, was measured in three ways: (a) number of concepts used, (b) number of concept links noted, and (c) number of concept nodes noted. Visual learning software, Inspiration, generated concept maps. Secondary research questions evaluated the pilot CourseInfo software for (a) tracked user movement, (b) discussion forum findings, and (c) difficulties experienced using CourseInfo software. Analysis of problem-solving group means reached no levels of significance resulting from the shared, Intranet environment. Paired t-Test of individual differences in problem-solving reached levels of significance. Analysis of metacognitive reflection by number of concepts reached levels of significance. Metacognitive reflection by number of concept links noted also reach significance. No significance was found for metacognitive reflection by number of concept nodes. No gender differences in problem-solving ability and metacognitive reflection emerged. Lack of gender differences in the shared, Intranet environment strongly suggests an equalizing effect due to the cooperative, collaborative nature of Intranet environments. Such environments appeal to, and rank high with, the female

Metacognitive components in smart learning environment

Science.gov (United States)

Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

2018-03-01

Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

Immersive Virtual Reality in a University Setting: Creating an Authentic Learning Environment Through the Virtual Golden Foods Corporation

Directory of Open Access Journals (Sweden)

Ros A. Yahaya

2009-12-01

Full Text Available An authentic learning environment is learning that involves real world problems that are relevant to the learners and relate to their real life experience. Research indicates that Information and Communication Technology (ICT tools can facilitate in creating authentic learning environment, thus improving student learning, interaction and satisfaction. Previous research has focused on using various forms of ICT such as online learning and web-based learning into the classroom. However, little attempt has been made to investigate the effectiveness of incorporating immersive Virtual Reality (VR technology into the university classroom. Virtual Golden Foods Corporation (VGFC is a simulated Virtual Reality (VR organization being developed for use in teaching and learning at a large technology based university in Australia. This study focuses on authentic learning environment where students learn about decision making in complex business contexts throughout the semester which culminates in immersive VR exposure. The findings report that immersive VR environment helps to increase students’ understanding of decision making concepts.

The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

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Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

2016-01-01

Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

Designing a Virtual-Reality-Based, Gamelike Math Learning Environment

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Xu, Xinhao; Ke, Fengfeng

2016-01-01

This exploratory study examined the design issues related to a virtual-reality-based, gamelike learning environment (VRGLE) developed via OpenSimulator, an open-source virtual reality server. The researchers collected qualitative data to examine the VRGLE's usability, playability, and content integration for math learning. They found it important…

Web experience effects in a virtual shopping interaction environment

NARCIS (Netherlands)

Lorenzo-Romero, C.; Constantinides, Efthymios; Gomez-Borja, M.A.; Lin, A.; Foster, J.; Scifleet, P.

2013-01-01

The objective of this chapter is to contextualize the concepts of web atmospherics and web experience in the particular case of a shopping situation in the Internet environment. Based on a broader concept of user experience, the chapter identifies the main influencers of consumer behaviour in the

Personalized e-Learning Environments: Considering Students' Contexts

Science.gov (United States)

Eyharabide, Victoria; Gasparini, Isabela; Schiaffino, Silvia; Pimenta, Marcelo; Amandi, Analía

Personalization in e-learning systems is vital since they are used by a wide variety of students with different characteristics. There are several approaches that aim at personalizing e-learning environments. However, they focus mainly on technological and/or networking aspects without caring of contextual aspects. They consider only a limited version of context while providing personalization. In our work, the objective is to improve e-learning environment personalization making use of a better understanding and modeling of the user’s educational and technological context using ontologies. We show an example of the use of our proposal in the AdaptWeb system, in which content and navigation recommendations are provided depending on the student’s context.

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…

An Interactive, Web-based High Performance Modeling Environment for Computational Epidemiology.

Science.gov (United States)

Deodhar, Suruchi; Bisset, Keith R; Chen, Jiangzhuo; Ma, Yifei; Marathe, Madhav V

2014-07-01

We present an integrated interactive modeling environment to support public health epidemiology. The environment combines a high resolution individual-based model with a user-friendly web-based interface that allows analysts to access the models and the analytics back-end remotely from a desktop or a mobile device. The environment is based on a loosely-coupled service-oriented-architecture that allows analysts to explore various counter factual scenarios. As the modeling tools for public health epidemiology are getting more sophisticated, it is becoming increasingly hard for non-computational scientists to effectively use the systems that incorporate such models. Thus an important design consideration for an integrated modeling environment is to improve ease of use such that experimental simulations can be driven by the users. This is achieved by designing intuitive and user-friendly interfaces that allow users to design and analyze a computational experiment and steer the experiment based on the state of the system. A key feature of a system that supports this design goal is the ability to start, stop, pause and roll-back the disease propagation and intervention application process interactively. An analyst can access the state of the system at any point in time and formulate dynamic interventions based on additional information obtained through state assessment. In addition, the environment provides automated services for experiment set-up and management, thus reducing the overall time for conducting end-to-end experimental studies. We illustrate the applicability of the system by describing computational experiments based on realistic pandemic planning scenarios. The experiments are designed to demonstrate the system's capability and enhanced user productivity.

Developing effective web-based regional anesthesia education: a randomized study evaluating case-based versus non-case-based module design.

Science.gov (United States)

Kopp, Sandra L; Smith, Hugh M

2011-01-01

Little is known about the use of Web-based education in regional anesthesia training. Benefits of Web-based education include the ability to standardize learning material quality and content, build appropriate learning progressions, use interactive multimedia technologies, and individualize delivery of course materials. The goals of this investigation were (1) to determine whether module design influences regional anesthesia knowledge acquisition, (2) to characterize learner preference patterns among anesthesia residents, and (3) to determine whether learner preferences play a role in knowledge acquisition. Direct comparison of knowledge assessments, learning styles, and learner preferences will be made between an interactive case-based and a traditional textbook-style module design. Forty-three Mayo Clinic anesthesiology residents completed 2 online modules, a knowledge pretest, posttest, an Index of Learning Styles assessment, and a participant satisfaction survey. Interscalene and lumbar plexus regional techniques were selected as the learning content for 4 Web modules constructed using the Blackboard Vista coursework application. One traditional textbook-style module and 1 interactive case-based module were designed for each of the interscalene and lumbar plexus techniques. Participants scored higher on the postmodule knowledge assessment for both of the interscalene and lumbar plexus modules. Postmodule knowledge performance scores were independent of both module design (interactive case-based versus traditional textbook style) and learning style preferences. However, nearly all participants reported a preference for Web-based learning and believe that it should be used in anesthesia resident education. Participants did not feel that Web-base learning should replace the current lecture-based curriculum. All residents scored higher on the postmodule knowledge assessment, but this improvement was independent of the module design and individual learning styles

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

Educational Game Design. Bridging the gab between computer based learning and experimental learning environments

DEFF Research Database (Denmark)

Andersen, Kristine

2007-01-01

Considering the rapidly growing amount of digital educational materials only few of them bridge the gab between experimental learning environments and computer based learning environments (Gardner, 1991). Observations from two cases in primary school and lower secondary school in the subject...... with a prototype of a MOO storyline. The aim of the MOO storyline is to challenge the potential of dialogue, user involvement, and learning responsibility and to use the children?s natural curiosity and motivation for game playing, especially when digital games involves other children. The paper proposes a model......, based on the narrative approach for experimental learning subjects, relying on ideas from Csikszentmihalyis notion of flow (Csikszentmihalyi, 1991), storyline-pedagogy (Meldgaard, 1994) and ideas from Howard Gardner (Gardner, 1991). The model forms the basis for educational games to be used in home...

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.

Autonomous Learning through Task-Based Instruction in Fully Online Language Courses

Science.gov (United States)

Lee, Lina

2016-01-01

This study investigated the affordances for autonomous learning in a fully online learning environment involving the implementation of task-based instruction in conjunction with Web 2.0 technologies. To that end, four-skill-integrated tasks and digital tools were incorporated into the coursework. Data were collected using midterm reflections,…

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...

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.

Web of Objects Based Ambient Assisted Living Framework for Emergency Psychiatric State Prediction

Science.gov (United States)

Alam, Md Golam Rabiul; Abedin, Sarder Fakhrul; Al Ameen, Moshaddique; Hong, Choong Seon

2016-01-01

Ambient assisted living can facilitate optimum health and wellness by aiding physical, mental and social well-being. In this paper, patients’ psychiatric symptoms are collected through lightweight biosensors and web-based psychiatric screening scales in a smart home environment and then analyzed through machine learning algorithms to provide ambient intelligence in a psychiatric emergency. The psychiatric states are modeled through a Hidden Markov Model (HMM), and the model parameters are estimated using a Viterbi path counting and scalable Stochastic Variational Inference (SVI)-based training algorithm. The most likely psychiatric state sequence of the corresponding observation sequence is determined, and an emergency psychiatric state is predicted through the proposed algorithm. Moreover, to enable personalized psychiatric emergency care, a service a web of objects-based framework is proposed for a smart-home environment. In this framework, the biosensor observations and the psychiatric rating scales are objectified and virtualized in the web space. Then, the web of objects of sensor observations and psychiatric rating scores are used to assess the dweller’s mental health status and to predict an emergency psychiatric state. The proposed psychiatric state prediction algorithm reported 83.03 percent prediction accuracy in an empirical performance study. PMID:27608023

Enhancing Collaborative Learning in Web 2.0-Based E-Learning Systems: A Design Framework for Building Collaborative E-Learning Contents

Science.gov (United States)

El Mhouti, Abderrahim; Nasseh, Azeddine; Erradi, Mohamed; Vasquèz, José Marfa

2017-01-01

Today, the implication of Web 2.0 technologies in e-learning allows envisaging new teaching and learning forms, advocating an important place to the collaboration and social interaction. However, in e-learning systems, learn in a collaborative way is not always so easy because one of the difficulties when arranging e-learning courses can be that…

Challenges Facing the Semantic Web and Social Software as Communication Technology Agents in E-Learning Environments

Science.gov (United States)

Olaniran, Bolanle A.

2010-01-01

The semantic web describes the process whereby information content is made available for machine consumption. With increased reliance on information communication technologies, the semantic web promises effective and efficient information acquisition and dissemination of products and services in the global economy, in particular, e-learning.…

Innovative teaching: Using multimedia in a problem-based learning environment

Directory of Open Access Journals (Sweden)

Mai Neo

2001-10-01

Full Text Available Presently, traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set. The purpose of this project was to access the students’ skills in framing and solving problems using multimedia technologies. The students worked in groups and each group had to pick a topic for their project, develop, design and present it in a CD-ROM. They were then surveyed on their attitudes toward the project and their skills as a team. Results showed that the students were very positive toward the project, enjoyed teamwork, able to think critically and became active participants in their learning process. Therefore, multimedia-oriented projects, like many other problem-based learning solutions, can be used alternatively as an innovative and effective tool in a problem-based learning environment for the acquisition of problem-solving skills.

Gender and Diversity in a Problem and Project Based Learning Environment

DEFF Research Database (Denmark)

Du, Xiangyun

Problem and Project Based Learning (PBL) has been well used as an educational philosophy and methodology in the construction of student centered and contextualized learning environment. PBL is also regarded as an effective method in producing engineering graduates who can not only meet the needs...... on the learning experiences of engineering students in the PBL environment in Denmark. This book also attempts to question the issue of diversity in engineering education via the exploration of whether or in which ways the PBL environment is friendly to diverse groups of learners such as women....

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.

Authoring a Web-enhanced interface for a new language-learning environment

Directory of Open Access Journals (Sweden)

Dominique Hémard

2000-12-01

Full Text Available Computer-based applications in second language teaching have now been used for a protracted period of time, evolving from a deductive approach relying on grammatical progression to inductive methods and, more recently, exploratory interaction better suited to the constructivist mode. However, despite the initial adoption of a traditional learning environment, the first, albeit influential, generation of software design was poorly recognized, or worse, even met with scepticism by academics inasmuch as it did not seem to represent or, indeed, symbolize good teaching practices (Laurillard, 1991. As a result, original CALL programmes, such as gap-filling or substituting exercises, were often only considered appropriate as supplementary teaching material and, as such, referred to or introduced within courses as convenient adjuncts providing students with greater practical experience. Equally, students as users were never consulted on the use of CALL or, indeed, implicated beyond the designed interaction. Indeed, it was generally assumed that, since computer-based learning was a new concept, it would be, by itself, attractive and generate increased enthusiasm within the language-learning context. This situation was made even worse by a developmental process, dominated by self-taught, in-house authoring, which was too often amateurish, task-based in approach and empirical. Unfortunately, despite recent development in multimedia and hypermedia, this CALL legacy has been affecting CALL in design, practice and projected use.

Developing Long-Term Computing Skills among Low-Achieving Students via Web-Enabled Problem-Based Learning and Self-Regulated Learning

Science.gov (United States)

Tsai, Chia-Wen; Lee, Tsang-Hsiung; Shen, Pei-Di

2013-01-01

Many private vocational schools in Taiwan have taken to enrolling students with lower levels of academic achievement. The authors re-designed a course and conducted a series of quasi-experiments to develop students' long-term computing skills, and examined the longitudinal effects of web-enabled, problem-based learning (PBL) and self-regulated…

Fractal Adaptive Web Service for Mobile Learning

Directory of Open Access Journals (Sweden)

Ichraf Tirellil

2006-06-01

Full Text Available This paper describes our proposition for adaptive web services which is based on configurable, re-usable adaptive/personalized services. To realize our ideas, we have developed an approach for designing, implementing and maintaining personal service. This approach enables the user to accomplish an activity with a set of services answering to his preferences, his profiles and to a personalized context. In this paper, we describe the principle of our approach that we call fractal adaptation approach, and we discuss the implementation of personalization services in the context of mobile and collaborative scenario of learning. We have realized a platform in this context -a platform for mobile and collaborative learning- based on fractal adaptable web services. The platform is tested with a population of students and tutors, in order to release the gaps and the advantages of the approach suggested.

Personalized learning Ecologies in Problem and Project Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Ryberg, Thomas; Zander, Pär-Ola

2012-01-01

is in contrast to an artificial learning setting often found in traditional education. As many other higher education institutions, Aalborg University aims at providing learning environments that support the underlying pedagogical approach employed, and which can lead to different online and offline learning.......g. coordination, communication, negotiation, document sharing, calendars, meetings and version control. Furthermore, the pedagogical fabric of LMSs/VLEs have recently been called into question and critiqued by proponents of Personal Learning Environments (PLEs)(Ryberg, Buus, & Georgsen, 2011) . In sum....... making it important to understand and conceptualise students’ use of technology. Ecology is the study of relationship between organisms in an environment which is the set of circumstances surrounding that organism. Learning ecologies are the study of the relationship of a learner or a group of learners...

Can Cooperative Learning Maximize the Effectiveness of WebQuest Used in Learning?

Directory of Open Access Journals (Sweden)

Robitah Spian

2012-12-01

Full Text Available The purpose of this study is to investigate whether cooperative learning can maximize the effectiveness of webQuest used as a medium in teaching and learning in Islamic education. The present study also examined the perception of students towards WebQuest and cooperative learning method. Muslim students were selected from a rural school in Penang, Malaysia. Quantitative and qualitative approaches were used in this study. The results showed that WebQuest used in teaching and learning in Islamic education had positive impact on students’ learning'. However, cooperative learning method did not influence the students’ learning outcome. Nevertheless, students were interested in the medium of instruction used. Integration of ICT in class lesson in Islamic subject enables the creation of interactive and fun learning among students. Therefore, the application of WebQuest in lessons is suitable and should be applied by all teachers in their learning activities to increase students’ interest and performance in Islamic education.

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

Science.gov (United States)

Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz , Sarah Jayne

2013-01-01

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text…

Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

Science.gov (United States)

Mala-Maung; Abdullah, Azman; Abas, Zoraini W

2011-12-01

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.

Communication and Gamification in the Web-Based Foreign Language Educational System: Web- Based Foreign Language Educational System

Science.gov (United States)

Osipov, Ilya V.; Volinsky, Alex A.; Nikulchev, Evgeny; Prasikova, Anna Y.

2016-01-01

The paper describes development of the educational online web communication platform for teaching and learning foreign languages. The main objective was to develop a web application for teaching foreigners to understand casual fluent speech. The system is based on the time bank principle, allowing users to teach others their native language along…

WebQuest on Conic Sections as a Learning Tool for Prospective Teachers

Science.gov (United States)

Kurtulus, Aytac; Ada, Tuba

2012-01-01

WebQuests incorporate technology with educational concepts through integrating online resources with student-centred and activity-based learning. In this study, we describe and evaluate a WebQuest based on conic sections, which we have used with a group of prospective mathematics teachers. The WebQuest entitled: "Creating a Carpet Design Using…

Role of Librarian in Internet and World Wide Web Environment

Directory of Open Access Journals (Sweden)

K. Nageswara Rao

2001-01-01

Full Text Available The transition of traditional library collections to digital or virtual collections presented the librarian with new opportunities. The Internet, Web en-vironment and associated sophisticated tools have given the librarian a new dynamic role to play and serve the new information based society in bet-ter ways than hitherto. Because of the powerful features of Web i.e. distributed, heterogeneous, collaborative, multimedia, multi-protocol, hyperme-dia-oriented architecture, World Wide Web has revolutionized the way people access information, and has opened up new possibilities in areas such as digital libraries, virtual libraries, scientific information retrieval and dissemination. Not only the world is becoming interconnected, but also the use of Internet and Web has changed the fundamental roles, paradigms, and organizational culture of libraries and librarians as well. The article describes the limitless scope of Internet and Web, the existence of the librarian in the changing environment, parallelism between information sci-ence and information technology, librarians and intelligent agents, working of intelligent agents, strengths, weaknesses, threats and opportunities in-volved in the relationship between librarians and the Web. The role of librarian in Internet and Web environment especially as intermediary, facilita-tor, end-user trainer, Web site builder, researcher, interface designer, knowledge manager and sifter of information resources is also described.

The effectiveness of using WebCT in distance learning programmes in MACE, the University of Manchester

Science.gov (United States)

Ahmad, Rosman

The World Wide Web impacted the educational model and became part of distance education early in this century. There were many changes taking place in higher education for political, economic and educational reasons." New goals and educational objectives were being set within educational institutions. There were particular emphases to produce a more effective delivery of learning methods for distance learning students. The use of Internet was seen as an important issue in the development of an understanding of the complex process of instilling knowledge to post graduates students. Well-established universities were re-examining their missions and looking for different ways of providing lifelong education. The School of Mechanical, Aerospace and Civil Engineering (MACE) was particularly keen to increase the use of web-based learning in its courses, which will increase the amount of students enrolled into these programmes and help them learn in a flexible and workable manner. This approach was reinforced by responses from a survey of MSc. degree students which suggested that the current distance learning programme were not being operated efficiently and did not develop adequate personal skills in relation to the requirements of prospective employers. One way of improving these programmes was to make use of the Virtual Learning Environment (VLE). A study was made and WebCT was found to be suitable. Five WebCT units were initially produced. The experience of designing and running the units was very useful in determining the effective use of the WebCT. From the analysis of students and staff surveys it has been demonstrated that these WebCT units are much more effective in achieving the project objectives in a wide number of areas which relate to students satisfaction, skills development and enhancing their interest into learning experience. The success of the WebCT units has stimulated interest in overseas establishments. It is hope that the success will follow in the

Designing Geometry 2.0 learning environments: a preliminary study with primary school students

Science.gov (United States)

Joglar Prieto, Nuria; María Sordo Juanena, José; Star, Jon R.

2014-04-01

The information and communication technologies of Web 2.0 are arriving in our schools, allowing the design and implementation of new learning environments with great educational potential. This article proposes a pedagogical model based on a new geometry technology-integrated learning environment, called Geometry 2.0, which was tested with 39 sixth grade students from a public school in Madrid (Spain). The main goals of the study presented here were to describe an optimal role for the mathematics teacher within Geometry 2.0, and to analyse how dynamic mathematics and communication might affect young students' learning of basic figural concepts in a real setting. The analyses offered in this article illustrate how our Geometry 2.0 model facilitates deeply mathematical tasks which encourage students' exploration, cooperation and communication, improving their learning while fostering geometrical meanings.

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

Attitudes in a Web-Supported Learning Environment

Science.gov (United States)

Acun, Ismail

2013-01-01

The aim of the study is to investigate the possible effect of web-supported teaching on students' attitudes on Human Rights, Democracy and Citizenship Education and technology (HRDCE). To examine weather web-supported instruction would make a difference in attitude levels of the subjects, a quasi-experimental design was employed. Subjects of the…

Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms