WorldWideScience

Sample records for web-based learning environment

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

    Science.gov (United States)

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

    2017-08-01

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

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

    Science.gov (United States)

    Shyr, Wen-Jye

    2011-01-01

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

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

    Science.gov (United States)

    Jussila, Terttu; Virtanen, Viivi

    2014-01-01

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

  4. Can medical students from two cultures learn effectively from a shared web-based learning environment?

    Science.gov (United States)

    Evans, Phillip; Suzuki, Yasuyuki; Begg, Michael; Lam, Wayne

    2008-01-01

    This study aimed to establish whether medical students from 2 different cultures can learn effectively from a shared web-based learning environment. Students from the College of Medicine, Edinburgh, UK and the Medical School, Gifu, Japan shared 2 weeks of teaching and learning in clinical genetics, using problem-based learning in a web-based application (WBA). Questions about language, time zone, agreement about the curriculum (learning outcomes, tutor activity and assessment) and specific pedagogical issues about the educational effectiveness of students' learning were considered. The evidence indicates that a shared WBA is practical where the learning outcomes and problem scenarios are common and students are fluent in the same language. Problem-based learning transfers itself best to online discussion boards when the numbers in the group are 16 or more. Students do not use the WBA as a primary source of resource material, and they augment the discussion boards with face-to-face meetings with peers and tutors.

  5. Attaining High Learning Performers in Social Groups using Web-Based Cooperative Learning Environment

    OpenAIRE

    L Venkateswara Reddy; Lakshmi Paidimarri; Vendoti Monica Reddy; Rufus Chakravarthy Sharma; SUJATHA, B.; I Sheeba

    2011-01-01

    Social groups are considered as a group of people, an organization or social individuals which are connected by social relations such as friendships, cooperative relations or informative exchange In web based cooperative environment, peer to peer inter action often suffers from difficulty due to lack of exploring useful social interaction information, so that peers cannot find appropriate learning between learners. Because of this, it can lead to poor interaction information and achievement b...

  6. Developing Higher-Order Skills with the MEDIT Web-based Learning Environment

    Directory of Open Access Journals (Sweden)

    C. Vanoirbeek

    2000-01-01

    Full Text Available Interaction among actors involved in a Web-based learning environment is widely thought of as a valuable process, in that it stimulates collaborative work and augments the effectiveness of learning itself. This may be extensively achieved by the integration of groupware tools and techniques, originally coming from the Computer-Supported Cooperative Work discipline. This paper reports on MEDIT, a Web-based environment that addresses various pedagogical issues and has been developed in line with the above. Offering complementary support, and not substituting traditional practices, our approach distinguishes three virtual workspaces and provides appropriate services for each of them. The paper focuses on the presentation of the innovative tools MEDIT is composed of. These concern the multiple view representation of a course, the creation and maintenance of student customised courses, several exercise methods, argumentative discourse between teachers and students, and group decision making. MEDIT has already been used in five undergraduate courses demonstrating promising evaluation results.

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

    Science.gov (United States)

    Demir, I.

    2014-12-01

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

  8. The Effect of Academic Discipline and Gender Difference on Taiwanese College Students' Learning Styles and Strategies in Web-Based Learning Environments

    Science.gov (United States)

    Ku, David Tawei; Chang, Chiung-Sui

    2011-01-01

    This paper explores students' learning styles in relation to learning strategies in web-based learning environments, and in particular, how academic discipline and gender differences affect learning styles and learning strategies in web-based learning for college students in Taiwan. The results show that regardless of learning strategy, academic…

  9. 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".

  10. Design and Evaluation of a Web based Environment for Teaching and Learning

    CERN Document Server

    Pettenati, M C

    1999-01-01

    This thesis concerns the Design and Evaluation of a Web Based Environment for Teaching and Learning.The research aim is to give contribution to four conceptual critical issues in Web Based Training.The first issue treated is the development of an instructional design mode for the World Wide Web to promote instructional strategies fostering an effective use of this environment in education.The second issue is the design and realization of an interactive course environment, based on the instructional design model previously defined, in terms of services and functionalities available for an effective use of the Web as a cognitive learning environment. This approach is implemented and evaluated for the teaching of technical disciplines.The third issue is the model for the development of professionals and faculty which are going to work in the educational technology field, addressing the problems of changing of roles and duties.The last issue is the development of a model for the hypermedia representation of a cou...

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

    Science.gov (United States)

    Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

    2015-01-01

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

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

    OpenAIRE

    KOC, Mustafa

    2005-01-01

    Individual Learner DifferencesIn Web-based Learning Environments:From Cognitive, Affective and Social-cultural Perspectives Mustafa KOCPh.D Candidate Instructional TechnologyUniversity of Illinois at Urbana-ChampaignUrbana, IL - USA ABSTRACT Throughout the paper, the issues of individual differences in web-based learning, also known as online instruction, online training or distance education were examined and implications for designing distance education were discussed. Although the main pu...

  13. 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

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

    Directory of Open Access Journals (Sweden)

    İdris GÖKSU

    2015-06-01

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

  15. A Multimedia Web-based Teaching/Learning Environment: One-Stop Shopping in an Online Educational Mall.

    Science.gov (United States)

    Scigliano, John A.; Levin, Jacques

    2000-01-01

    Presents the results of several years of designing and implementing a Web-based multimedia distance learning system at Nova Southeastern University. Includes the methodology used, design issues for the software and hardware environment, user interfaces, functional aspects of the system including controls used by both teacher and learner, the…

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

    Directory of Open Access Journals (Sweden)

    Mustafa KOC

    2005-10-01

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

  17. On-line learning & thinking in science: Uncovering how secondary school students learn about velocity in a Web-based environment

    Science.gov (United States)

    Harrison, Christopher D.

    Research suggests it is important to understand students' metacognition and how they make meaning of science (Craig & Yore, 1992). This qualitative case study investigates the effects (if at all) of Web-based instruction on students' metacognition about learning science. More specifically, this study examines how students' metacognition is developed when learning science in a Web-based environment that is supposed to promote metacognitive thinking. The units of analysis are four middle school students. Data for this study include transcripts of interviews, reflective essays, field observation notes, and students' responses to prompts in the Web-based learning environment. The findings show that an online learning environment provides a platform for students to make their thinking visible and develop their metacognition as they learn science with peers and with the purposeful instructional intervention of their teacher. This study has implications for educational stakeholders concerned about improving science learning for all students.

  18. The Comparison of Students' Satisfaction between Ubiquitous and Web-Based Learning Environments

    Science.gov (United States)

    Virtanen, Mari Aulikki; Kääriäinen, Maria; Liikanen, Eeva; Haavisto, Elina

    2017-01-01

    Higher education is moving towards digitalized learning. The rapid development of technological resources, devices and wireless networks enables more flexible opportunities to study and learn in innovative learning environments. New technologies enable combining of authentic and virtual learning spaces and digital resources as multifunctional…

  19. Study to Investigate Learning Motivation Factors within Formal and Informal Learning Environments and their influence upon Web-Based Learning

    OpenAIRE

    Arif Mushtaq; Dayang Rohaya Rambli; Rohani Salleh; Sadia Riaz

    2010-01-01

    Learning is a process that takes place in our brain, in response to our experiences in formal and informal learning environments. Both of these environments have their distinctive characteristics which instigate learning process and research has also established that learning process is mediated by external and internal factors; and one such factor is learning motivation. This paper investigates learning motivation factors within formal and informal learning environments, processes and their ...

  20. A Web-Based Blended Learning Environment for Programming Languages: Students' Opinions

    Science.gov (United States)

    Yagci, Mustafa

    2017-01-01

    A learning environment which increases the desire and efforts of students to attain learning goals leads to greater motivation and success. This study examines the negative and positive opinions of students regarding the effectiveness of the learning process and students' success in a computer programming course in which face-to-face and web-based…

  1. Training Language Teachers to Sustain Self-Directed Language Learning: An Exploration of Advisers' Experiences on a Web-Based Open Virtual Learning Environment

    Science.gov (United States)

    Bailly, Sophie; Ciekanski, Maud; Guély-Costa, Eglantine

    2013-01-01

    This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we…

  2. Developing a Large Web-Based Learning Environment--Can a Style Guide Help Learning Material Developers?

    Science.gov (United States)

    Elliott, A. C.; Beacham, N. A.; Alty, J. L.

    An application specific style guide was produced for a large web-based multimedia and hyper-media learning project. It was introduced to 15 different sets of developers at Universities in disparate locations to promote consistency and good HCI practice for the whole project. This paper discusses the reactions to the use and practicality of the…

  3. Design of Web-Based Collaborative Learning Environments. Translating the Pedagogical Learning Principles to Human Computer Interface

    Science.gov (United States)

    Rubens, W.; Emans, B.; Leinonen, T.; Skarmeta, A.G.; Simons, R.J.

    2005-01-01

    Seven pedagogical principles guided the development of a collaborative virtual environment, within an international project called ITCOLE. The progressive inquiry model as a theoretical framework had a large impact on describing these principles. Furthermore, this article describes the two web-based software systems - Synergeia and FLE3 - that…

  4. Research on Webbed Connectivity in a Web-Based Learning Environment: Online Social Work Education

    Science.gov (United States)

    Noble, Dorinda; Russell, Amy Catherine

    2013-01-01

    This paper describes the preliminary data and analysis of how students in an online MSW program perceive their experiences, interactions, and responses to learning structure, material, and technology in the Web environment. The student perceptions, which have been used to refine the online program, highlight how important it is to students to feel…

  5. Does Web-Based Role-Play Establish a High Quality Learning Environment? Design versus Evaluation

    Science.gov (United States)

    Ludewig, Alexandra; Ludewig-Rohwer, Iris

    2013-01-01

    Online role-plays have been celebrated for providing an environment which allows for high quality learning. Innovative approaches have been embraced in foreign language studies, especially in countries where a great distance to the target country needs to be overcome, not only to expose students to the target language but also to provide them with…

  6. Comparing Web Based Course Development with and without a Learning Environment.

    Science.gov (United States)

    Hartog, Rob J. M.; de Gooijer, C. D.; van der Schaaf, H.; Sessink, O.; Vonder, O. W.

    Over the last five years, several online courses covering different subjects have been developed and delivered in different settings at Wageningen UR (Wageningen University and Research Centre, Wageningen, The Netherlands). The total course content developed and delivered with a learning environment is equivalent with about 700 hours of study, and…

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

    Directory of Open Access Journals (Sweden)

    Вилена Александровна Брылева

    2013-04-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  9. Web-based Cooperative Learning in College Chemistry Teaching

    Directory of Open Access Journals (Sweden)

    Bin Jiang

    2014-03-01

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

  10. Fostering interactivity through peer assessment in web-based collaborative learning environments

    NARCIS (Netherlands)

    H. H. Tillema,; J. W. Strijbos; M. S. R. Segers; Dominique Sluijsmans; T. A. Ochoa

    2009-01-01

    Extant literature on collaborative learning shows that this instructional approach is widely used. In this chapter, the authors discuss the lack of alignment between collaborative learning and assessment practices. They will argue that peer assessment is a form of collaborative learning and a mode

  11. The Pathway Active Learning Environment: An interactive web-based tool for physics education

    Science.gov (United States)

    Nakamura, Christopher Matthew

    The work described here represents an effort to design, construct, and test an interactive online multimedia learning environment that can provide physics instruction to students in their homes. The system was designed with one-on-one human tutoring in mind as the mode of instruction. The system uses an original combination of a video-based tutor that incorporates natural language processing video-centered lessons and additional illustrative multimedia. Our Synthetic Interview (SI) tutor provides pre-recorded video answers from expert physics instructors in response to students' typed natural language questions. Our lessons cover Newton's laws and provide a context for the tutoring interaction to occur, connect physics ideas to real-world behavior of mechanical systems, and allow for quantitative testing of physics. Additional multimedia can be used to supplement the SI tutors' explanations and illustrate the physics of interest. The system is targeted at students of algebra-based and concept-based physics at the college and high school level. The system logs queries to the SI tutor, responses to lesson questions and several other interactions with the system, tagging those interactions with a username and timestamp. We have provided several groups of students with access to our system under several different conditions ranging from the controlled conditions of our interview facility to the naturalistic conditions of use at home. In total nearly two-hundred students have accessed the system. To gain insight into the ways students might use the system and understand the utility of its various components we analyzed qualitative interview data collected with 22 algebra-based physics students who worked with our system in our interview facility. We also performed a descriptive analysis of data from the system's log of user interactions. Finally we explored the use of machine learning to explore the possibility of using automated assessment to augment the interactive

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

    Science.gov (United States)

    Manouselis, Nikos; Sampson, Demetrios

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

  13. Creating an Advanced Web Based Environment using Semantic Web

    OpenAIRE

    Panchajanyeswari M Achar

    2017-01-01

    E-learning systems are of no help to the users if there are no powerful search engines and browsing tools to assist them. Most of the current web-based learning systems are closed systems where the courses and the learning material are fixed. The only thing that is dynamic is that the organization of the learning content is adapted to allow individualized learning environment. The learners of web-based e-learning systems belong to different categories based on their skills, background, prefer...

  14. Collaborative Inquiry with a Web-Based Science Learning Environment: When Teachers Enact It Differently

    Science.gov (United States)

    Sun, Daner; Looi, Chee-Kit; Xie, Wenting

    2014-01-01

    Though discussion of the teacher factor in ICT-enabled science learning abounds in the literature, the investigation of Teacher Enactments (TEs) of ICT-facilitated lessons through exploring teaching practices is still under-explored and under-recognized. Current studies are still lacking in evidence-based findings of TEs based on the investigation…

  15. Pedagogical considerations for a web-based tandem language learning environment

    NARCIS (Netherlands)

    Appel, C; Mullen, T

    2000-01-01

    Tandem language learning strategies have long been recognised for their pedagogical value. E-mail tandem exchanges have allowed learners to engage in active communicative contact with native speakers of their target language, but research around these exchanges has suffered due to difficulties with

  16. Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications

    Science.gov (United States)

    Hill, Janette R.; Song, Liyan; West, Richard E.

    2009-01-01

    Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly…

  17. Web-Based Learning Design Tool

    Science.gov (United States)

    Bruno, F. B.; Silva, T. L. K.; Silva, R. P.; Teixeira, F. G.

    2012-01-01

    Purpose: The purpose of this paper is to propose a web-based tool that enables the development and provision of learning designs and its reuse and re-contextualization as generative learning objects, aimed at developing educational materials. Design/methodology/approach: The use of learning objects can facilitate the process of production and…

  18. WEB BASED LEARNING OF COMPUTER NETWORK COURSE

    Directory of Open Access Journals (Sweden)

    Hakan KAPTAN

    2004-04-01

    Full Text Available As a result of developing on Internet and computer fields, web based education becomes one of the area that many improving and research studies are done. In this study, web based education materials have been explained for multimedia animation and simulation aided Computer Networks course in Technical Education Faculties. Course content is formed by use of university course books, web based education materials and technology web pages of companies. Course content is formed by texts, pictures and figures to increase motivation of students and facilities of learning some topics are supported by animations. Furthermore to help working principles of routing algorithms and congestion control algorithms simulators are constructed in order to interactive learning

  19. Power to the People: Using Learner Control to Improve Trainee Reactions and Learning in Web-Based Instructional Environments

    Science.gov (United States)

    Orvis, Karin A.; Fisher, Sandra L.; Wasserman, Michael E.

    2009-01-01

    This experimental study investigated the mechanisms by which learner control influences learning in an e-learning environment. The authors hypothesized that learner control would enhance learning indirectly through its effect on trainee reactions and learner engagement (in particular, off-task attention), such that learners who were more satisfied…

  20. An Auto-Scoring Mechanism for Evaluating Problem-Solving Ability in a Web-Based Learning Environment

    Science.gov (United States)

    Chiou, Chuang-Kai; Hwang, Gwo-Jen; Tseng, Judy C. R.

    2009-01-01

    The rapid development of computer and network technologies has attracted researchers to investigate strategies for and the effects of applying information technologies in learning activities; simultaneously, learning environments have been developed to record the learning portfolios of students seeking web information for problem-solving. Although…

  1. CoP Sensing Framework on Web-Based Environment

    Science.gov (United States)

    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.

  2. 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…

  3. Power to the people: using learner control to improve trainee reactions and learning in web-based instructional environments.

    Science.gov (United States)

    Orvis, Karin A; Fisher, Sandra L; Wasserman, Michael E

    2009-07-01

    This experimental study investigated the mechanisms by which learner control influences learning in an e-learning environment. The authors hypothesized that learner control would enhance learning indirectly through its effect on trainee reactions and learner engagement (in particular, off-task attention), such that learners who were more satisfied with the training and devoted more cognitive resources toward the instructional content versus off-task thoughts would possess greater posttraining knowledge. The study also examined the role of individual differences (training motivation and goal orientation) in the prediction of these 2 mediating variables. A sample of 274 undergraduates completed an e-learning program, either with or without interactive, learner control tools. Results suggest that both training satisfaction and off-task attention predicted subsequent learning. Learner control had a positive impact on training satisfaction but was not related to off-task attention. The individual difference variables had a differential impact on the mediating variables. In particular, performance orientation was linked to off-task attention, whereas mastery orientation was found to indirectly influence satisfaction via its direct effect on training motivation. Implications for the design and further study of e-learning are discussed.

  4. 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…

  5. The Turkish Version of Web-Based Learning Platform Evaluation Scale: Reliability and Validity Study

    Science.gov (United States)

    Dag, Funda

    2016-01-01

    The purpose of this study is to determine the language equivalence and the validity and reliability of the Turkish version of the "Web-Based Learning Platform Evaluation Scale" ("Web Tabanli Ögrenme Ortami Degerlendirme Ölçegi" [WTÖODÖ]) used in the selection and evaluation of web-based learning environments. Within this scope,…

  6. 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.

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

    Science.gov (United States)

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

    2011-01-01

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

  8. 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-…

  9. DYNAMIC ADAPTIVE WEB-BASED MODEL FOR ARCHITECTURAL DESIGN EDUCATION (DAAD An e-Learning Environment for An Architectural Design Course

    Directory of Open Access Journals (Sweden)

    Hesham T. Eissa

    2008-07-01

    Full Text Available With the advent of the World Wide Web, the Internet has evolved into a user-interactive medium capable of delivering on demand information in high speed. Research into the various methodologies of Web educational applications has been a topic of great interest in the architectural education field. As a course delivery medium, the Web provides the means for creating an integrated, interdisciplinary repository of knowledge available at reasonable cost at anytime, anywhere and to anyone. One of the criteria of an ideal system for facilitating Web-based teaching and learning is to be adaptive. In this paper, we suggest an adaptive Web-based educational model and platform for the architectural design course that supports the main phases of the design process. In particular, the development of the online version of an architectural design course is used as a case study and illustrates the usability of the suggested model.

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

    Directory of Open Access Journals (Sweden)

    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.

  11. GALILEE: AN INTERNET WEB BASED DISTANCE LEARNING SUPPORT SYSTEM

    Directory of Open Access Journals (Sweden)

    Arthur Budiman

    1999-01-01

    Full Text Available This paper presents a project of Web-based Distance Learning support system. The system has been built based on the Internet and World Wide Web facility. The system could be accessed with a web browser which is directed to a certain web server address so that students can do learning process just like in the real situation, such as student admissions, taking course materials, syllabus, assignments, students grades, class discussions through web, and doing online quizzes. Students could also join collaboration works by giving opinions, feedback and student produced paper/web which can be shared to the entire learning community. Therefore, it will build a collaborative learning environment where lectures together with students make constructive knowledge databases for entire learning community. This system has been developed based on Active Server Pages (ASP technology from Microsoft which is embedded in a web server. Web pages reside in a web server which is connected to an SQL Database Server. Database server is used to store structured data such as lectures/students personal information, course lists, syllabus and its descriptions, announcement texts from lecturers, commentaries for discussion forum, student's study evaluations, scores for each assignment, quizzes for each course, assignments text from lectures, assignments which are collected by students and students contribution/materials. This system has been maintained by an administrator for maintaining and developing web pages using HTML. The administrator also does ASP scripts programming to convert web pages into active server pages. Lectures and students could contribute some course materials and share their ideas through their web browser. This web-based collaborative learning system gives the students more active role in the information gathering and learning process, making the distance students feel part of a learning community, therefore increasing motivation, comprehension and

  12. Web-Based Interactive Writing Environment: Development and Evaluation

    Science.gov (United States)

    Yang, Jie Chi; Ko, Hwa Wei; Chung, I. Ling

    2005-01-01

    This study reports the development and evaluation of a web-based interactive writing environment designed for elementary school students. The environment includes three writing themes, "story pass on", "story chameleon" and "thousand ideas", to encourage reading comprehension, creativity and problem-solving skills of…

  13. 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…

  14. 4.1 Web-based interactive learning programmes.

    Science.gov (United States)

    Nattestad, Anders; Attstrom, Rolf; Mattheos, Nikos; Ramseier, Christoph; Canegallo, Lorenza; Eaton, Ken; Feeney, Luke; Goffin, Guy; Markovska, Neda; Maixner, William; Persson, Rutger; Reynolds, Patricia; Ruotoistenmaki, Juha; Schittek, Martin; Spohn, Eric; Sudzina, Mike

    2002-01-01

    In the future, the training of competent dentists will need to take advantage of up-to-date digital technologies and learning practices. In order to accomplish this, the following goals should be considered: i) the design of 'customizable' web-based curriculum matrices that accommodate the training philosophies and resources of individual dental schools; ii) the development of digital instructional modules that can be incorporated or downloaded into specific parts of a curriculum; iii) the establishment of an e-consortium, which provides peer view and guidance in the design of teaching modules, and which is responsible for the storage, maintenance, and distribution of teaching modules within the consortium; iv) the development of central human and physical resources at each dental school to enable the seamless delivery of instructional modules in a variety of learning environments; and v) the assessment and provision of ICT training to students and faculty with respect to the use of computers and related digital technologies and educational software programmes. These goals should lead to the creation of a 'virtual dental school'. Within this project summative and formative evaluations should be performed during both the production and development of teaching material (e-learning material) and the learning process. During the learning process the following aspects should be measured and evaluated: i) students' behaviour; and ii) effectiveness, retention and the transfer of e-learned material into the clinical situation. To obtain evidence of the efficacy of e-learning material a certain amount of research has to be done in the near future. It is suggested that all parameters currently known have to be implemented during the development of a learning programme. Previous workers have evaluated the following elements with e-learning: i) planning, ii) programming and technical development, iii) learning behaviours, iv) learning outcomes of both the programme and the

  15. 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…

  16. Web-Based Learning: Cognitive Styles and Instructional Strategies

    Science.gov (United States)

    Alomyan, Hesham Raji

    2016-01-01

    This paper reports a study, which investigated whether different instructional strategies might interact with individual's cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178…

  17. 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.

  18. Evaluating the Usability of Web-Based Learning Tools.

    Science.gov (United States)

    Storey, M. -A.; Phillips, B.; Maczewski, M.; Wang, M.

    2002-01-01

    Discusses Web-based learning tools and reports results from a study at the University of Victoria that compared and evaluated two commercially available learning tools. Considers usability issues and discusses navigation, customization, student management, content creation, and students' perceptions. (Author/LRW)

  19. Web-Based English Language Learning

    Science.gov (United States)

    Sarica, Gulcin Nagehan; Cavus, Nadire

    2008-01-01

    Knowledge of another language is an advantage and it gives people to look at the world and in particular to the world's cultures with a broader perspective. Learning English as a second language is the process by which students learn it in addition to their native language. Today, internet is an important part of our lives as English. For this…

  20. 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.

  1. 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…

  2. 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.

  3. A Two-Tier Test-Based Approach to Improving Students' Computer-Programming Skills in a Web-Based Learning Environment

    Science.gov (United States)

    Yang, Tzu-Chi; Hwang, Gwo-Jen; Yang, Stephen J. H.; Hwang, Gwo-Haur

    2015-01-01

    Computer programming is an important skill for engineering and computer science students. However, teaching and learning programming concepts and skills has been recognized as a great challenge to both teachers and students. Therefore, the development of effective learning strategies and environments for programming courses has become an important…

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

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2013-01-01

    Abstract The work of Lave and Wenger on learning in 'communities of practice' has evoked a considerable response in e-learning environments through-out the world including Denmark in the last few decades. Within the development of web-based second language learning, the ideas of learning...... 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-learning...... as a far more individual process. The aim of this paper is to investigate aspects of the Danish development of e-learning platforms and, especially students’ and teachers’ very differing perceptions of e-learning and the concepts behind it. The analysis is based on student and teacher interviews, research...

  5. 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

  6. 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.

  7. A Web Based Collaborative Design Environment for Spacecraft

    Science.gov (United States)

    Dunphy, Julia

    1998-01-01

    In this era of shrinking federal budgets in the USA we need to dramatically improve our efficiency in the spacecraft engineering design process. We have come up with a method which captures much of the experts' expertise in a dataflow design graph: Seamlessly connectable set of local and remote design tools; Seamlessly connectable web based design tools; and Web browser interface to the developing spacecraft design. We have recently completed our first web browser interface and demonstrated its utility in the design of an aeroshell using design tools located at web sites at three NASA facilities. Multiple design engineers and managers are now able to interrogate the design engine simultaneously and find out what the design looks like at any point in the design cycle, what its parameters are, and how it reacts to adverse space environments.

  8. 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…

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

    Directory of Open Access Journals (Sweden)

    Derek Holton

    2003-01-01

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

  10. 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.

  11. A Practical Guide To Developing Effective Web-based Learning

    Science.gov (United States)

    Cook, David A; Dupras, Denise M

    2004-01-01

    OBJECTIVE Online learning has changed medical education, but many “educational” websites do not employ principles of effective learning. This article will assist readers in developing effective educational websites by integrating principles of active learning with the unique features of the Web. DESIGN Narrative review. RESULTS The key steps in developing an effective educational website are: Perform a needs analysis and specify goals and objectives; determine technical resources and needs; evaluate preexisting software and use it if it fully meets your needs; secure commitment from all participants and identify and address potential barriers to implementation; develop content in close coordination with website design (appropriately use multimedia, hyperlinks, and online communication) and follow a timeline; encourage active learning (self-assessment, reflection, self-directed learning, problem-based learning, learner interaction, and feedback); facilitate and plan to encourage use by the learner (make website accessible and user-friendly, provide time for learning, and motivate learners); evaluate learners and course; pilot the website before full implementation; and plan to monitor online communication and maintain the site by resolving technical problems, periodically verifying hyperlinks, and regularly updating content. CONCLUSION Teaching on the Web involves more than putting together a colorful webpage. By consistently employing principles of effective learning, educators will unlock the full potential of Web-based medical education. PMID:15209610

  12. 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...

  13. A Web-Based Development Environment for Collaborative Data Analysis

    Science.gov (United States)

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

    2014-06-01

    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 flow, 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-configurable connections to remote machines supplying resources and local file access. Thereby, workspaces enable the management of data, computing resources (e.g. remote clusters or computing grids), and additional software either centralized or individually. We further report on the results of an application with more than 100 third-year students using VISPA for their regular particle physics exercises during the winter term 2012/13. Besides the ambition to support and simplify the development cycle of physics analyses, new use cases such as fast, location-independent status queries, the validation of results, and the ability to share analyses within worldwide collaborations with a single click become conceivable.

  14. Emotion Recognition and Communication for Reducing Second-Language Speaking Anxiety in a Web-Based One-to-One Synchronous Learning Environment

    Science.gov (United States)

    Chen, Chih-Ming; Lee, Tai-Hung

    2011-01-01

    e-Learning is becoming an increasingly popular educational paradigm because of the rapid growth of the Internet. Recent studies have argued that affective modelling (ie, considering a learner's emotional or motivational state) should also be considered while designing learning activities. Many studies indicated that various learning emotions…

  15. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

  17. 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.

  18. Web-based education in Spanish Universities. A Comparison of Open Source E-Learning Platforms.

    Directory of Open Access Journals (Sweden)

    José María Fuentes

    2012-12-01

    Full Text Available Web-based education or 'e-learning‟ has become a critical component in higher education for the last decade, replacing other distance learning methods, such as traditional computer training or correspondence learning. The number of university students who take on-line courses is continuously increasing all over the world. In Spain, nearly a 90% of the universities have an institutional e-learning platform and over 60% of the traditional on-site courses use this technology as a supplement to the traditional face-to-face classes. This new form of learning allows the disappearance of geographical barriers and enables students to schedule their own learning process, among some other advantages. On-line education is developed through specific software called 'e-learning platform‟ or 'virtual learning environment‟ (VLE. A considerable number of web-based tools to deliver distance courses are currently available. Open source software packages such as Moodle, Sakai, dotLRN or Dokeos are the most commonly used in the virtual campuses of Spanish universities. This paper analyzes the possibilities that virtual learning environments provide university teachers and learners and offers a technical comparison among some of the most popular e-learning learning platforms.

  19. 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…

  20. Web-Based Learning Programs: Use by Learners with Various Cognitive Styles

    Science.gov (United States)

    Chen, Ling-Hsiu

    2010-01-01

    To consider how Web-based learning program is utilized by learners with different cognitive styles, this study presents a Web-based learning system (WBLS) and analyzes learners' browsing data recorded in the log file to identify how learners' cognitive styles and learning behavior are related. In order to develop an adapted WBLS, this study also…

  1. 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

  2. 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…

  3. Distance learning on the Internet: web-based archived curriculum.

    Science.gov (United States)

    Burgess, Lawrence P A; Garshnek, Victoria; Birkmire-Peters, Deborah; Seifried, Steven E

    2004-10-01

    Web-based education through archived educational modules offers a significant opportunity to provide didactic education. By archiving lectures and teaching materials, it reduces the educators' time of preparation, especially when many students will need to take the same curriculum over a long period of time. The site can package educational material in multiple formats including audio, video, and readable text, allowing the student to tailor the educational experience to his/her learning preferences. This can be a stand-alone program, or integrated into a program combining distance and in-person education. Assessment through on-line tests can also be conducted, but these must be considered open-book assessments where collaboration cannot be prevented. As such, this vehicle can be utilized effectively for continuing education programs in health care, where open book is permitted and credits are generally awarded on the honor system. However, tests for certificate courses should only be given with a proctor in attendance. In this instance, on-line tests can be used as pre-tests for the student, while being structured to enhance further learning.

  4. 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.

  5. WEB-BASED COOPERATIVE LEARNING, LEARNING STYLES, AND STUDENT’S LEARNING OUTCOMES

    Directory of Open Access Journals (Sweden)

    Bambang Hariadi

    2015-06-01

    Full Text Available Abstract: This study was aimed to examine the effect of the instructional learning strategy (webbased STAD-type cooperative and text-based STAD-type cooperative learning strategies and learning styles towards student learning achievement. This quasi-experimental study used a non-equivalent control group version of the factorial design. The subjects were the first-semester undergraduate students of Information Systems at STIKOM Surabaya. Sixty-nine (69 students were involved, 34 of whom were the subjects of the experimental group and 35 were the subjects of the control group. The collected data were statistically analyzed by using the two-way analysis of variance technique (ANOVA with the significance level of 0.05. The findings of this research indicate that there was a significant difference in learning achievement, for the General Management course, between groups of students taught with the web-based STAD-type cooperative learning strategies and those taught with the text-based STAD-type cooperative learning strategies. Based on the findings, the researcher suggests lecturers to implement the STAD-type cooperative learning strategies, and use the web-based and text-based strategies simultaneously (complementarily in the form of blended learning. Keywords: learning strategy, STAD type cooperative, web based learning, learning styles, learning outcomes PEMBELAJARAN KOOPERATIF BERBASIS WEB, GAYA BELAJAR, DAN HASIL BELAJAR MAHASISWA Abstrak: Penelitian ini bertujuan untuk menguji pengaruh strategi pembelajaran (kooperatif tipe STAD berbasis web vs kooperatif tipe STAD berbasis teks dan gaya belajar terhadap hasil belajar mahasiswa. Penelitian kuasi eksperimen ini menggunakan desain faktorial versi nonequivalen control group design. Subjek penelitian ini adalah mahasiswa program studi Sistem Informasi semester I di STIKOM Surabaya yang berjumlah 69 mahasiswa, terdiri dari 34 mahasiswa untuk kelas eksperimen dan 35 mahasiswa untuk kelas kontrol

  6. 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

  7. Improving Critical Thinking Using a Web-Based Tutorial Environment.

    Science.gov (United States)

    Wiesner, Stephen M; Walker, J D; Creeger, Craig R

    2017-01-01

    With a broad range of subject matter, students often struggle recognizing relationships between content in different subject areas. A scenario-based learning environment (SaBLE) has been developed to enhancing clinical reasoning and critical thinking among undergraduate students in a medical laboratory science program and help them integrate their new knowledge. SaBLE incorporates aspects of both cognitive theory and instructional design, including reduction of extraneous cognitive load, goal-based learning, feedback timing, and game theory. SaBLE is a website application that runs in most browsers and devices, and is used to develop randomly selected scenarios that challenge user thinking in almost any scenario-based instruction. User progress is recorded to allow comprehensive data analysis of changes in user performance. Participation is incentivized using a point system and digital badges or awards. SaBLE was deployed in one course with a total exposure for the treatment group of approximately 9 weeks. When assessing performance of SaBLE participants, and controlling for grade point average as a possible confounding variable, there was a statistically significant correlation between the number of SaBLE levels completed and performance on selected critical-thinking exam questions addressing unrelated content.

  8. 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…

  9. 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…

  10. Web-Based Resources in EFL Learning: An Enhancement of Students’ Digital Literacy

    Directory of Open Access Journals (Sweden)

    Yunani Atmanegara

    2013-07-01

    Full Text Available The shift of information form that is more technological oriented has encouraged EFL teachers to develop their students’ literacy skill. This study used web based resources in order to motivate EFL learning and develop students’ digital literacy. In conducting this study, twenty students were involved. The data were collected by means of questionnaires consisting of five aspects; students’ self-efficacy, learning challenge, learning curiosity, learning involvement and recognition for digital learning. The results of the study show that students are motivated by the use of web-based resources in EFL learning with more appropriate and authentic materials. However, some considerations are needed to be taken into account in selecting the suitable web-based resources. Using web based resources can be an alternative to help the students be motivated in developing their digital literacy learning.

  11. Web-based teaching and learning of the German language on the secondary level

    Directory of Open Access Journals (Sweden)

    Saša Podgoršek

    2011-12-01

    Full Text Available The paper outlines different forms of integration of technology in teaching German. Specifically it presents only one form, this is a web-based instruction. The success of the integration of web-based teaching depends on several factors. In this paper we focus on the principle of gradualism, which is of key importance in the five stage model introducing web-based learning. In this paper we present the model and analyze its relevance for web-based teaching German.

  12. The Design of a Web-Based Course for Self-Directed Learning

    Science.gov (United States)

    Liu, Mingzhuo

    2009-01-01

    Purpose: The purpose of this paper is to explore how to design a web-based course in the context of China for self-directed learning from four perspectives--i.e. pedagogical, psychological, social and technological--and also to summarize the design principles for the web-based course. Design/methodology/approach: The paper reviews literature…

  13. A Study of Older Adult Students' Satisfaction with Web-Based Distance Learning at the National Open University of Taiwan

    Science.gov (United States)

    Chen, Ho-Yuan

    2010-01-01

    The purpose of this study was to investigate the relationships between older learners' demographic characteristics and their satisfaction with distance learning in the Web-based environment at National Open University in Taiwan (NOUT). Increases in the older adult population have had many impacts throughout societies. The major purpose of older…

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

    Directory of Open Access Journals (Sweden)

    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

  15. 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.)

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

    Science.gov (United States)

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

    2012-04-01

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

  17. Firefighter Math - a web-based learning tool

    Science.gov (United States)

    Dan Jimenez

    2010-01-01

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

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

    Science.gov (United States)

    Kalet, Adina; Gany, Francesca; Senter, Lindsay

    2002-09-01

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

  19. Virtual experimentation in electromagnetism, mechanics and optics: web-based learning

    Science.gov (United States)

    Escobar, J. H.; Sánchez, H.; Beltrán, J. R.; De la Hoz, J.; González, J. D.

    2016-02-01

    This paper present novel virtual laboratories of electromagnetism, mechanics and optics to be used in the teaching of physic for the students as well as to the teacher in the classroom. The model used is friendly with the users and also is responsible for displaying data and its manipulation. The Vista/model, implements the behavior of the view to respond to user actions and expose model data in a way that is easy to use bindings, it is the mechanisms by which we can link the elements of the user interface objects containing the information to be displayed in the view. During the process of application of virtual laboratories the students shown a increasing ability to learn this specifics physics topics using a Web-based learning environment and a guide of work with the virtual laboratories framed in the meaningful learning pedagogical model.

  20. 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…

  1. 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.

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

    Science.gov (United States)

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

    2007-02-01

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

  3. A software toolkit for web-based virtual environments based on a shared database

    NARCIS (Netherlands)

    van Schooten, B.W.; Nijholt, Antinus; van Dijk, Elisabeth M.A.G.; Isaias, P.T.; Karmakar, N.; Rodrigues, L.; Barbosa, P.

    2004-01-01

    We propose a software toolkit for developing complex web-based user interfaces, incorporating such things as multi-user facilities, virtual environments (VEs), and interface agents. The toolkit is based on a novel software architecture that combines ideas from multi-agent platforms and user

  4. Can Mood-Inducing Videos Affect Problem-Solving Activities in a Web-Based Environment?

    Science.gov (United States)

    Verleur, Ria; Verhagen, Plon W.; Heuvelman, Ard

    2007-01-01

    The purpose of this study was to examine whether a video-induced positive and negative mood has a differential effect on subsequent problem-solving activities in a web-based environment. The study also examined whether task conditions (task demands) moderated the mood effect. As in traditional experimental mood-effect studies, the affective video…

  5. Web-based distance learning for nurse education: a systematic review.

    Science.gov (United States)

    Du, S; Liu, Z; Liu, S; Yin, H; Xu, G; Zhang, H; Wang, A

    2013-06-01

    Web-based distance learning is considered a promising approach to replace or supplement conventional nursing instruction. However, no systematic review has been seen to explore the effect of web-based distance education in nursing. To examine the efficacy of the web-based distance education for nursing students and employed nurses. A systematic review of randomized controlled studies was undertaken. Multiple search strategies were performed in PubMed and Embase until July 2012. Two reviewers independently selected trials, conducted quality critical appraisal, and extracted the data from the included studies. Nine randomized controlled trials met inclusion criteria, among which five studies were rated as A quality level, and the other four studies as B quality level. The results showed that web-based distance learning has produced equivalent or better effects in knowledge acquisition. For nursing skill performance, four studies revealed a positive role for the new teaching mode, and one study showed a negative viewpoint. This review also demonstrated that participants generally accepted web-based education with high satisfaction rates. Two studies reported a more positive trend for self-efficacy in performing nursing skills in the experiment group compared with control group. Some negative feedbacks were also expressed. Web-based education has encouraging effects in improving both participants' knowledge and skills performance, and in enhancing self-efficacy in performing nursing skills, with a high satisfaction rate expressed by participants. More rigorous experimental studies are advocated. © 2013 The Authors. International Nursing Review © 2013 International Council of Nurses.

  6. Wandering: A Web-Based Platform for the Creation of Location-Based Interactive Learning Objects

    Science.gov (United States)

    Barak, Miri; Ziv, Shani

    2013-01-01

    Wandering is an innovative web-based platform that was designed to facilitate outdoor, authentic, and interactive learning via the creation of location-based interactive learning objects (LILOs). Wandering was integrated as part of a novel environmental education program among middle school students. This paper describes the Wandering platform's…

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

    Science.gov (United States)

    Zhang, Jianfeng

    2013-01-01

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

  8. Use of Interactive Web-Based Exercises for English as a Foreign Language Learning: Learners' Perceptions

    Science.gov (United States)

    Wang, Yen-Hui

    2014-01-01

    The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college students attended instructional classroom sessions and did weekly online assignments in the form of interactive web-based exercises over one semester. Their learning performance was measured by means of two computer-based…

  9. Effects of Unidirectional vs. Reciprocal Teaching Strategies on Web-Based Computer Programming Learning

    Science.gov (United States)

    Shadiev, Rustam; Hwang, Wu-Yuin; Yeh, Shih-Ching; Yang, Stephen J. H.; Wang, Jing-Liang; Han, Lin; Hsu, Guo-Liang

    2014-01-01

    This study aimed to investigate an effectiveness of unidirectional and reciprocal teaching strategies on programming learning supported by web-based learning system (VPen); particularly, how differently effective these two teaching strategies would work. In this study novice programmers were exposed to three different conditions: 1) applying no…

  10. 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)

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

    Directory of Open Access Journals (Sweden)

    Omar Abou Khaled

    2000-01-01

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

  12. Occupational hazards education for nursing staff through web-based learning.

    Science.gov (United States)

    Tung, Chen-Yin; Chang, Chia-Chen; Ming, Jin-Lain; Chao, Keh-Ping

    2014-12-01

    This study aims to explore the efficiency of using online education as an intervention measure to prevent occupational hazards in a clinical nursing setting. The subjects were 320 female nursing staff from two hospitals in Taiwan. The questionnaire results indicated that the subjects primarily experienced human factor occupational hazards, as well as psychological and social hazards. Specifically, 73.1% and 69.8% of the subjects suffered from poor sleep quality and low back pain, respectively. After web-based learning, the experimental group had higher post-test scores than the control group in terms of knowledge, attitudes, and practices (KAP). However, there was only a significant difference (p occupational hazards. It is suggested that an online discussion may enhance nursing staff's participation in web-based learning, and further facilitate their comments on negative factors. The findings can highly promote nursing staff's attitudes and practices toward preventing occupational hazards through web-based learning.

  13. Occupational Hazards Education for Nursing Staff through Web-Based Learning

    Science.gov (United States)

    Tung, Chen-Yin; Chang, Chia-Chen; Ming, Jin-Lain; Chao, Keh-Ping

    2014-01-01

    This study aims to explore the efficiency of using online education as an intervention measure to prevent occupational hazards in a clinical nursing setting. The subjects were 320 female nursing staff from two hospitals in Taiwan. The questionnaire results indicated that the subjects primarily experienced human factor occupational hazards, as well as psychological and social hazards. Specifically, 73.1% and 69.8% of the subjects suffered from poor sleep quality and low back pain, respectively. After web-based learning, the experimental group had higher post-test scores than the control group in terms of knowledge, attitudes, and practices (KAP). However, there was only a significant difference (p occupational hazards. It is suggested that an online discussion may enhance nursing staff’s participation in web-based learning, and further facilitate their comments on negative factors. The findings can highly promote nursing staff’s attitudes and practices toward preventing occupational hazards through web-based learning. PMID:25514154

  14. The Research on Web-Based Testing Environment Using Simulated Annealing Algorithm

    Directory of Open Access Journals (Sweden)

    Peng Lu

    2014-01-01

    Full Text Available The computerized evaluation is now one of the most important methods to diagnose learning; with the application of artificial intelligence techniques in the field of evaluation, the computerized adaptive testing gradually becomes one of the most important evaluation methods. In this test, the computer dynamic updates the learner's ability level and selects tailored items from the item pool. In order to meet the needs of the test it requires that the system has a relatively high efficiency of the implementation. To solve this problem, we proposed a novel method of web-based testing environment based on simulated annealing algorithm. In the development of the system, through a series of experiments, we compared the simulated annealing method and other methods of the efficiency and efficacy. The experimental results show that this method ensures choosing nearly optimal items from the item bank for learners, meeting a variety of assessment needs, being reliable, and having valid judgment in the ability of learners. In addition, using simulated annealing algorithm to solve the computing complexity of the system greatly improves the efficiency of select items from system and near-optimal solutions.

  15. Effects of Web Based Inquiry Science Environment on Cognitive Outcomes in Biological Science in Correlation to Emotional Intelligence

    Science.gov (United States)

    Manoj, T. I.; Devanathan, S.

    2010-01-01

    This research study is the report of an experiment conducted to find out the effects of web based inquiry science environment on cognitive outcomes in Biological science in correlation to Emotional intelligence. Web based inquiry science environment (WISE) provides a platform for creating inquiry-based science projects for students to work…

  16. Nursing students' perception of a Web-based intervention to support learning.

    Science.gov (United States)

    Koch, Jane; Andrew, Sharon; Salamonson, Yenna; Everett, Bronwyn; Davidson, Patricia M

    2010-08-01

    Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point(R) presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students' perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students' perception of the web-based activities: 'enhances my learning', 'study at my own pace', and 'about the activities: what I really liked/disliked'. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students' learning in bioscience. Copyright 2009 Elsevier Ltd. All rights reserved.

  17. PENGEMBANGAN WEB-BASED MATHEMATICS LEARNING SISWA KELAS V SDN KOTAGEDE 3 YOGYAKARTA

    Directory of Open Access Journals (Sweden)

    Titin Mulyaningsih

    2015-07-01

    Full Text Available Penelitian ini bertujuan untuk menghasilkan web-based mathematics learning yang layak untuk siswa kelas V di SD Kotagede 3 Yogyakarta. Disamping itu web-based mathematics learning yang dikembangkan dalam rangka menciptakan pembelajaran yang menyenangkan. Penelitian ini merupakan penelitian dan pengembangan yang terdiri dari 10 langkah kegiatan. Subjek penelitian ini adalah 32 siswa yang terdiri dari tiga siswa uji coba perorangan, 9 siswa uji coba kelompok kecil, dan 20 siswa uji coba lapangan. Instrumen yang digunakan dalam pengumpulan data adalah lembar validasi untuk ahli materi, ahli media dan angket tanggapan untuk siswa. Analisis data menggunakan analisis statistik deskripstif. Hasil validasi ahli materi menunjukkan skor rata-rata 80 yang termasuk kriteria sangat baik. Sedangkan hasil validasi ahli media menunjukkan skor rata-rata 70 termasuk dalam kriteria baik. Tanggapan siswa terhadap produk yang dikembangkan termasuk baik yaitu dengan perolehan skor rata-rata 17,9 atau sebesar 89,5% siswa menyatakan bahwa produk pengembangan ini layak untuk digunakan sebagai sumber belajar yang menyenangkan. Kata kunci: web-based learning, pembelajaran matematika   DEVELOPING WEB-BASED MATHEMATICS LEARNING FOR THE FIFTH GRADE OF ELEMENTARY SCHOOL KOTAGEDE 3, YOGYAKARTA Abstract This study aims to produce a web-based mathematics learning viable for fifth grade students in elementary Kotagede 3 Yogyakarta. Besides, web-based learning mathematics developed in order to create a fun learning. This study is a research and development activities consist of 10 steps. The subjects were 32 students consisting of three students individual trials, nine trials a small group of students, and 20 students field trials. The instruments used in data collection is for the expert validation sheet material, media experts and questionnaire responses for the students. Analyzed using descriptive statistics. Matter expert validation results showed an average score of 80 which

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

    Science.gov (United States)

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

    2013-01-01

    During a time when governmental funding, resources and staff are decreasing and travel restrictions are increasing, attention to efficient methods of public health workforce training is essential. A literature review was conducted to inform the development and delivery of web-based trainings for public health practitioners. Literature was gathered 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. PMID:22987862

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

    Science.gov (United States)

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

    2013-04-01

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

  20. Web Based Learning Support for Experimental Design in Molecular Biology.

    Science.gov (United States)

    Wilmsen, Tinri; Bisseling, Ton; Hartog, Rob

    An important learning goal of a molecular biology curriculum is a certain proficiency level in experimental design. Currently students are confronted with experimental approaches in textbooks, in lectures and in the laboratory. However, most students do not reach a satisfactory level of competence in the design of experimental approaches. This…

  1. Lifelong Learning: Web-Based Information Literacy Module for Merchandisers

    Science.gov (United States)

    Hines, Jean D.; Frey, Diane K.; Swinker, Mary E.

    2005-01-01

    Universities are strategically positioned to serve as a vital impetus in developing pre-professionals' lifelong learning skills. The development of a Web portal, InfoWIZARD, a tool for integrating information literacy and information technology in problem-based research assignments is described in this article. InfoWIZARD includes 20 modules in…

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

    Science.gov (United States)

    Cavus, Nadire; Ibrahim, Dogan

    2007-01-01

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

  3. 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

  4. Preparing ESOL Teachers Using Web-Based Learning: Strategies and Tactics.

    Science.gov (United States)

    Vazquez-Montilla, Elia; Zhu, Erping

    Communications technologies such as Web-based conferencing and chat are being used increasingly around the world by instructors and students in either face to face or distance learning courses. While some discuss the affects of this phenomena, others are more focused on how these technological tools can be used in specific courses to achieve…

  5. Mining Students' Learning Patterns and Performance in Web-Based Instruction: A Cognitive Style Approach

    Science.gov (United States)

    Chen, Sherry Y.; Liu, Xiaohui

    2011-01-01

    Personalization has been widely used in Web-based instruction (WBI). To deliver effective personalization, there is a need to understand different preferences of each student. Cognitive style has been identified as one of the most pertinent factors that affect students' learning preferences. Therefore, it is essential to investigate how learners…

  6. 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).…

  7. 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…

  8. 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…

  9. Cooperative Project-Based Learning in a Web-Based Software Engineering Course

    Science.gov (United States)

    Piccinini, Nicola; Scollo, Giuseppe

    2006-01-01

    Even in self-organized project-based learning, the instructors' role re-mains critical, especially in the initial orientation provided to the students in order to grasp the educational goals and the various roles they may undertake to achieve them. In this paper we survey a few questions proposed to that purpose in a web-based software engineering…

  10. Enabling Meaningful Learning through Web-Based Instruction with Occupational Therapy Students

    Science.gov (United States)

    Perlman, Cynthia; Weston, Cynthia; Gisel, Erika

    2010-01-01

    This paper explores the design of a Web-based tutorial for Activity Analysis offered within an undergraduate course of occupational therapy and how its design features influenced meaningful learning from the students' perspective. This tutorial, using a case-based format, offers a learner-directed approach to students and the application of…

  11. The Perception of English Literature Students on E-Xamination and Online (Web-Based) Learning

    Science.gov (United States)

    Iwuchukwu, Onyeka

    2014-01-01

    The purpose of this study is to investigate the perception of students on the implementation of e-examination and their preparedness for facilitation through a web-based learning platform at the National Open University of Nigeria. Information gathered from the year three and year four students who registered for courses in English Literature in…

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

    Directory of Open Access Journals (Sweden)

    Min Jou

    2008-05-01

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

  13. Data Warehousing for Improving Web-based Learning Sites

    Directory of Open Access Journals (Sweden)

    F. Araque

    2007-12-01

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

  14. Is Teacher Assessment Reliable or Valid for High School Students under a Web-Based Portfolio Environment?

    Science.gov (United States)

    Chang, Chi-Cheng; Wu, Bing-Hong

    2012-01-01

    This study explored the reliability and validity of teacher assessment under a Web-based portfolio assessment environment (or Web-based teacher portfolio assessment). Participants were 72 eleventh graders taking the "Computer Application" course. The students perform portfolio creation, inspection, self- and peer-assessment using the Web-based…

  15. 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

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

    Science.gov (United States)

    Akmal

    2017-01-01

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

  17. Developing an interactive web-based learning program on skin cancer: the learning experiences of clinical educators.

    Science.gov (United States)

    Shaikh, Waqas R; Geller, Alan; Alexander, Gwen; Asgari, Maryam M; Chanange, Gunther J; Dusza, Stephen; Eide, Melody J; Fletcher, Suzanne W; Goulart, Jacqueline M; Halpern, Allan C; Landow, Shoshana; Marghoob, Ashfaq A; Quigley, Elizabeth A; Weinstock, Martin A

    2012-12-01

    Web-based learning in medical education is rapidly growing. However, there are few firsthand accounts on the rationale for and development of web-based learning programs. We present the experience of clinical educators who developed an interactive online skin cancer detection and management course in a time-efficient and cost-efficient manner without any prior skills in computer programming or technical construction of web-based learning programs. We review the current state of web-based learning including its general advantages and disadvantages as well as its specific utility in dermatology. We then detail our experience in developing an interactive online skin cancer curriculum for primary care clinicians. Finally, we describe the main challenges faced and lessons learned during the process. This report may serve medical educators who possess minimal computer programming and web design skills but want to employ the many strengths of web-based learning without the huge costs associated with hiring a professional development team.

  18. Preparation With Web-Based Observational Practice Improves Efficiency of Simulation-Based Mastery Learning.

    Science.gov (United States)

    Cheung, Jeffrey J H; Koh, Jansen; Brett, Clare; Bägli, Darius J; Kapralos, Bill; Dubrowski, Adam

    2016-10-01

    Our current understanding of what results in effective simulation-based training is restricted to the physical practice and debriefing stages, with little attention paid to the earliest stage: how learners are prepared for these experiences. This study explored the utility of Web-based observational practice (OP) -featuring combinations of reading materials (RMs), OP, and collaboration- to prepare novice medical students for a simulation-based mastery learning (SBML) workshop in central venous catheterization. Thirty medical students were randomized into the following 3 groups differing in their preparatory materials for a SBML workshop in central venous catheterization: a control group with RMs only, a group with Web-based groups including individual OP, and collaborative OP (COP) groups in addition to RM. Preparation occurred 1 week before the SBML workshop, followed by a retention test 1-week afterward. The impact on the learning efficiency was measured by time to completion (TTC) of the SBML workshop. Web site preparation behavior data were also collected. Web-based groups demonstrated significantly lower TTC when compared with the RM group, (P = 0.038, d = 0.74). Although no differences were found between any group performances at retention, the COP group spent significantly more time and produced more elaborate answers, than the OP group on an OP activity during preparation. When preparing for SBML, Web-based OP is superior to reading materials alone; however, COP may be an important motivational factor to increase learner engagement with instructional materials. Taken together, Web-based preparation and, specifically, OP may be an important consideration in optimizing simulation instructional design.

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

    Directory of Open Access Journals (Sweden)

    William Salim

    2012-10-01

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

  20. 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

  1. Occupational Hazards Education for Nursing Staff through Web-Based Learning

    Directory of Open Access Journals (Sweden)

    Chen-Yin Tung

    2014-12-01

    Full Text Available This study aims to explore the efficiency of using online education as an intervention measure to prevent occupational hazards in a clinical nursing setting. The subjects were 320 female nursing staff from two hospitals in Taiwan. The questionnaire results indicated that the subjects primarily experienced human factor occupational hazards, as well as psychological and social hazards. Specifically, 73.1% and 69.8% of the subjects suffered from poor sleep quality and low back pain, respectively. After web-based learning, the experimental group had higher post-test scores than the control group in terms of knowledge, attitudes, and practices (KAP. However, there was only a significant difference (p < 0.05 in their knowledge about the prevention of occupational hazards. It is suggested that an online discussion may enhance nursing staff’s participation in web-based learning, and further facilitate their comments on negative factors. The findings can highly promote nursing staff’s attitudes and practices toward preventing occupational hazards through web-based learning.

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

    Science.gov (United States)

    Iizuka, Norio; Usuku, Koichiro; Nakae, Hajime; Segawa, Makoto; Wang, Yue; Ogashiwa, Kahori; Fujita, Yusuke; Ogihara, Hiroyuki; Tazuma, Susumu; Hamamoto, Yoshihiko

    2016-01-01

    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.

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

    Science.gov (United States)

    Huang, Yin; Chen, Jianhua; Xiong, Shaojun

    2009-07-01

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

  4. 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.

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

    Directory of Open Access Journals (Sweden)

    Anon Sukstrienwong

    2017-11-01

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

  6. 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....... 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...

  7. A Quantitative Study on Attitudes of Web-Based Mathematic Competition in Different Learning Stages students in Taiwan

    Directory of Open Access Journals (Sweden)

    Tai Cheng Tso

    2009-06-01

    Full Text Available The study mainly investigates the students’ attitudes toward mathematic learning and web-based mathematic competition in different learning stages in Taiwan. This study was to conduct an online survey, which is driven by three issues: (1 What are the differences in mathematical learning attitudes with the web-based mathematics competition in the different learning stages (2 Is there any significant difference between students’ mathematical learning attitudes to take part in the web-based mathematics competition in the different learning stages? (3 Is there any correlation between students’ mathematical learning attitudes, the participators’ motivation and the attitudes of students’ took part in the web-based mathematics competition? The research targets of this study are 277 students, including 207(74.7% boys and 70(25.3% girls. The collected data of this study was analyzed by descriptive statistics, one-way ANOVA, Scheffe’ method and Pearson’s product-moment correlation. Following are the results of the study: There is significant motivational difference between elementary school and junior high school students to participate the web-based mathematic competition and there are middle relationships between students’ mathematical learning attitudes, the participators’ motivation and the attitudes of students’ took part in the web-based mathematics competition.

  8. The Impact of Web-Based Learning with a Problem-Solving Approach on Logical Thinking Development

    National Research Council Canada - National Science Library

    Moayeri, Marjan

    2014-01-01

    This study is aimed to assess the impact of web based learning (weblog) with a problem-solving approach on logical thinking development among students of industrial engineering of Islamic Azad university of Sirjan...

  9. Rough Set Approach to Analysis of Students Academic Performance in Web-based Learning Support System

    Science.gov (United States)

    Fan, Lisa; Matsuyama, Tomoko

    This paper presents a Rough Set approach to analyze of students academic performance in a Web-based learning support system (WLSS). Web-based education has become a very important area of educational technology. This paper considers individual learners working alone without support from a teacher to provide guidance and advice on learning approach. Learners may have access to a wealth of material but may be faced with other problems such as material selection, planning a learning strategy, maintaining motivation and sequencing learning sub-goals. It might create a situation where some students may not be able to improve their grade as well as they could, compared to a face-to-face course. What if customized course materials were prepared for each student? It might fill this gap. Their records, such as grades for prerequisite courses or some personal factors that seems to affect their academic performance are used as student profile. In this paper, we discuss how to use Rough Sets to analyze student personal information to assist students with effective learning.

  10. Differences in Learning Preferences by Generational Cohort: Implications for Instructional Design in Corporate Web-Based Learning

    Science.gov (United States)

    Kriegel, Jessica

    2013-01-01

    In today's global and high-tech economy, the primary contributing factor to sustainable competitive advantage is the strategic development of employees, an organization's only unique asset. However, with four generations actively present in the workforce and the proliferation of web-based learning as a key method for developing…

  11. 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…

  12. Test-enhanced web-based learning: optimizing the number of questions (a randomized crossover trial).

    Science.gov (United States)

    Cook, David A; Thompson, Warren G; Thomas, Kris G

    2014-01-01

    Questions enhance learning in Web-based courses, but preliminary evidence suggests that too many questions may interfere with learning. The authors sought to determine how varying the number of self-assessment questions affects knowledge outcomes in a Web-based course. The authors conducted a randomized crossover trial in one internal medicine and one family medicine residency program between January 2009 and July 2010. Eight Web-based modules on ambulatory medicine topics were developed, with varying numbers of self-assessment questions (0, 1, 5, 10, or 15). Participants completed modules in four different formats each year, with sequence randomly assigned. Participants completed a pretest for half their modules. Outcomes included knowledge, completion time, and module ratings. One hundred eighty residents provided data. The mean (standard error) percent correct knowledge score was 53.2 (0.8) for pretests and 73.7 (0.5) for posttests. In repeated-measures analysis pooling all data, mean posttest knowledge scores were highest for the 10- and 15-question formats (75.7 [1.1] and 74.4 [1.0], respectively) and lower for 0-, 1-, and 5-question formats (73.1 [1.3], 72.9 [1.0], and 72.8 [1.5], respectively); P = .04 for differences across all modules. Modules with more questions generally took longer to complete and were rated higher, although differences were small. Residents most often identified 10 questions as ideal. Posttest knowledge scores were higher for modules that included a pretest (75.4 [0.9] versus 72.2 [0.9]; P = .0002). Increasing the number of self-assessment questions improves learning until a plateau beyond which additional questions do not add value.

  13. Web-based learning in undergraduate medical education: development and assessment of an online course on experimental surgery.

    Science.gov (United States)

    Bernardo, Viviane; Ramos, Monica Parente; Plapler, Helio; De Figueiredo, Luiz Francisco Poli; Nader, Helena B; Anção, Meide Silva; Von Dietrich, Carl P; Sigulem, Daniel

    2004-09-01

    In order to increase the number of practical and discussion classes offered to students in the traditional-curriculum scenario, while decreasing the lecture-based ones and to create an online community to share knowledge on surgery, we developed and assessed the first online course for undergraduate medical students on experimental surgery at the Federal University of Sao Paulo-UNIFESP, Brazil. The purposes of the present study are: describe and discuss the process and the lessons learned involved in developing an undergraduate web-based course and analyze the students' attitude towards this educational environment. A group of medical students was taught online during 5 weeks on the theory of experimental surgery through video quizzes, required readings, collaborative activities using discussion board and asynchronous communication. The students' knowledge gain, their web session variables and the results of the course evaluation were used to support our study. The students have significantly improved their knowledge on experimental surgery after the course. Among factors in the online course that could possibly have contributed to this gain, the interactive activities (video quizzes), key element in our online material, seemed to be promising for candidates. The evaluation results demonstrated high levels of course functionality, effectiveness of its online content and acceptance among medical students. This study indicated that a web-based course for undergraduate students may be successfully developed and implemented in medical settings and the students seem to be quite supportive. We encourage undergraduate medical learning strategies involving the Web.

  14. 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.

  15. Does reflective web-based discussion strengthen nursing students' learning experiences during clinical training?

    Science.gov (United States)

    Mettiäinen, Sari; Vähämaa, Kristiina

    2013-09-01

    The aim of this research was to study how a web-based discussion forum can be used as a supervision tool during nursing students' clinical training. The study emphasises peer support and its importance for the students. The empirical research was carried out at a Finnish university of applied sciences. 25 nursing students took part in web-based discussion during their eight-week clinical training period. All in all, 395 comments were submitted. The material was analysed by using categorisation and a thematic analysis process. Finally, the results were reported using a modified Salmon's (2002) 5-stage model of Teaching and Learning On-line and Mezirow's (1981) levels of reflection. The students motivated each other by sharing their feelings and experiences. They noticed the value of peer support and started to learn from each other as well. By reflecting on their experiences, the students progressed in their learning process and at the same time advanced their reflective thinking process. This combination of theoretical knowledge and practice, based on the students' needs and interests, could lead to a deeper understanding which could also result in better clinical skills. This method offers the lecturers the possibility to support and follow the professional growth process in a new evidence-based manner. Copyright © 2012 Elsevier Ltd. All rights reserved.

  16. 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.

  17. 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

  18. THE RELATIONSHIP BETWEEN STUDENT CHARACTERISTICS, INCLUDING LEARNING STYLES, AND THEIR PERCEPTIONS AND SATISFACTION IN WEB-BASED COURSES IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Sami SAHIN

    2008-01-01

    Full Text Available ABSTRACTDistance education and web-based courses are mainstream in the United States higher education and growing (NCES, 2003 involving over 80% of four year public universities in 2002. The National Academy of Science review of “how people learn” suggests that technology-mediated learning can be used to respond to students’ preferences and related characteristics. This investigation of the relationships between learners’ characteristics and their perception of web-based learning and satisfaction with their course used Kolb’s (1984 Learning Styles Inventory and Walker’s (2003 distance education learning environment instrument plus demographic questions to survey 279 students in five web-based undergraduate courses in a Midwestern university. The study founds that the three dimensions of Moore’s Transactional Distance Theory may be linked with Kolb’s two dimensional views of individual learning styles. For example, introductory biology courses with high structure are perceived as more satisfactory by students who prefer a more “abstract conceptual” learning style for “knowledge grasping.” The author recommends that courses are designed to accommodate multiple learning styles with variety on all dimensions of transactional

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

    Directory of Open Access Journals (Sweden)

    Liam Rourke

    2002-10-01

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

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

    Directory of Open Access Journals (Sweden)

    Ramez M Alkoudmani

    2015-01-01

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

  1. Toward a Web based Environment for Evaluation and Design of Pedagogical Hypermedia

    Directory of Open Access Journals (Sweden)

    Ecaterina Pacurar-Giacomini

    2004-07-01

    Full Text Available We are working on a method, called CEPIAH. We propose a web based system used to help teachers to design multimedia documents and to evaluate their prototypes. Our current research objectives are to create a methodology to sustain the educational hypermedia design and evaluation . A module is used to evaluate multimedia software applied in educational context. We structured a knowledge base composed from a list of evaluation criteria, grouped in six themes: general feeling, technical quality, usability, scenario, multimedia documents, and didactical aspects. We insisted on multimedia particular aspects: we thoroughly studied the specificity of multimedia documents (investigating various fields such as photography, typography, picture semantics, cinema…. We also evaluated the way multimedia elements are gathered to prepare the reading acts. We finally determined specific criteria for pedagogical aspects, associated to the previous approaches. A global questionnaire joins all these modules. In this paper, we present the first two modules, EMPI and SP/UL/FC ( a method for designing pedagogical hypermedia , and an application of distant teaching (and distant learning, commenting the first results of this experiment. We conclude by a short presentation of the third module, on which we are still working.

  2. Web-based description of the space radiation environment using the Bethe-Bloch model

    Science.gov (United States)

    Cazzola, Emanuele; Calders, Stijn; Lapenta, Giovanni

    2016-01-01

    Space weather is a rapidly growing area of research not only in scientific and engineering applications but also in physics education and in the interest of the public. We focus especially on space radiation and its impact on space exploration. The topic is highly interdisciplinary, bringing together fundamental concepts of nuclear physics with aspects of radiation protection and space science. We give a new approach to presenting the topic by developing a web-based application that combines some of the fundamental concepts from these two fields into a single tool that can be used in the context of advanced secondary or undergraduate university education. We present DREADCode, an outreach or teaching tool to rapidly assess the current conditions of the radiation field in space. DREADCode uses the available data feeds from a number of ongoing space missions (ACE, GOES-13, GOES-15) to produce a first order approximation of the radiation dose an astronaut would receive during a mission of exploration in deep space (i.e. far from the Earth’s shielding magnetic field and from the radiation belts). DREADCode is based on an easy-to-use GUI interface available online from the European Space Weather Portal (www.spaceweather.eu/dreadcode). The core of the radiation transport computation to produce the radiation dose from the observed fluence of radiation observed by the spacecraft fleet considered is based on a relatively simple approximation: the Bethe-Bloch equation. DREADCode also assumes a simplified geometry and material configuration for the shields used to compute the dose. The approach is approximate and sacrifices some important physics on the altar of rapid execution time, which allows a real-time operation scenario. There is no intention here to produce an operational tool for use in space science and engineering. Rather, we present an educational tool at undergraduate level that uses modern web-based and programming methods to learn some of the most important

  3. 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.

  4. The SWISS-MODEL workspace: a web-based environment for protein structure homology modelling

    National Research Council Canada - National Science Library

    Arnold, Konstantin; Bordoli, Lorenza; Kopp, Jürgen; Schwede, Torsten

    2006-01-01

    ...s. Integrating all required tools, programs and databases into a single web-based workspace facilitates access to homology modelling from a computer with web connection without the need of downloading...

  5. The concept of a clinical round as a virtual, interactive web-based, e-learning model for interdisciplinary teaching.

    Science.gov (United States)

    Schultze-Mosgau, S; Thorwarth, W M; Grabenbauer, G G; Amann, K; Zielinski, T; Lochner, J; Zenk, J

    2004-07-01

    The demonstration of patient case reports in the course of a clinical round is an essential part of teaching medicine and dentistry. However, suitable live patients with particular problems are not always available at a time when teaching is taking place. This project therefore had the objective of establishing a web-based, virtual e-learning concept for demonstrating case reports independent of time and place, with the possibility of an interactive examination, diagnosis, and interdisciplinary therapy decision making for medical and dental students. Anonymized case reports of diseases in the oral and maxillofacial region and the interdisciplinary treatment were digitized and prepared in a web-based format. The technical aspect was based on connecting flash modules with videos and animation, and monitoring through HTML and Javascript. Due to the modular concept and the programming used, the learning environment was independent of platform and open. Independent formats (.swf, .avi, .mpeg, etc.) were integrated into the individual modules. According to a hierarchic decision system, the user was guided interactively to the diagnosis through a differential diagnostic exclusion process. Sound was digitized and integrated in mp3 compressed form in the 3D models for lip-synchronous speech output. The speech output was connected with a virtual 3D tutor that acted in an advisory capacity in reaching a diagnosis and determining therapy. Further sources of information and literature with abstracts or pdf files of the subject-related publications were inserted to ensure that the teaching was objective. To conclude the virtual clinical round, a check on learning success was conducted in the form of a multimedia multiple choice test.

  6. Matching/Mismatching in Web-Based Learning: A Perspective Based on Cognitive Styles and Physiological Factors

    Science.gov (United States)

    Huang, Yueh-Min; Hwang, Jan-Pan; Chen, Sherry Y.

    2016-01-01

    Cognitive styles have been regarded as a crucial factor that affects the effectiveness of web-based learning (WBL). Previous research indicated that educational settings that match with students' cognitive styles can enhance students' learning performance, which is, however, linked to their emotion. Various physiological signals can be applied to…

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

    Science.gov (United States)

    Chen, Chih-Ming; Chang, Chia-Cheng

    2014-01-01

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

  8. 3D web based learning of medical equipment employed in intensive care units.

    Science.gov (United States)

    Cetin, Aydın

    2012-02-01

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

  9. 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.

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

    Energy Technology Data Exchange (ETDEWEB)

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

    2015-07-01

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

  11. Assessing Student Perceptions of Internet-Based Online Learning Environments.

    Science.gov (United States)

    Teh, George P. L.

    1999-01-01

    Reports on a study of Web-based learning environments in Singapore that focuses on the cross-validation of the Geography Classroom Environment Inventory (GCEI) which assesses undergraduate students' perceptions of psychosocial aspects of their Web-based instruction. Examines gender equity, instructional innovation, internal consistency…

  12. A software framework for the development of Web-based medical education using learning object classes.

    Science.gov (United States)

    Wu, Ting; Zimolong, Andreas; Schiffers, Norbert; Radermacher, Klaus

    2006-03-01

    A software framework for the development of Web-based medical education is proposed. The objective is to optimize the development process by introducing Learning Objects (LO) and Learning Object Classes (LO Classes) so that the content preparation can be separated from the educational issues, ergonomic design, and technical realization. Based on the concept of case-based, problem-oriented education, different learning scenarios were analysed and then modelled as different LOs. These LOs can be further abstracted in several reusable LO Classes that represent certain patterns of content structure, pedagogical concept, and user interface. With the help of LO input templates, the educational material can be prepared by the authors in the authoring process easily and appropriately. An LO content management system was developed to store and maintain different LOs and to generate the Web-presentation of LOs adaptively and dynamically in the tutoring process. This software framework has been applied to the exemplary development of an interactive course in orthopaedics. The LOs and LO Classes also help to maintain consistency of the course representation to users. As a result, more efficiency in the development phase and good usability and quality of the end products can be achieved.

  13. 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

  14. A Study on the Effects of the Rubric on Concurrent Discussion in Web-Based Environment

    Science.gov (United States)

    Jung, Jaewon

    2015-01-01

    The purpose of this study was to research the effect of the rubric on the level of learners' cognitive engagement and to explore the effectiveness of Web-based concurrent discussions experienced by learners. The participants were 20 undergraduate students of D Women's University and they were divided into six groups for concurrent discussions in…

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

    Science.gov (United States)

    Wang, T. H.

    2014-01-01

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

  16. Teaching Math Problem Solving Using a Web-Based Tutoring System, Learning Games, and Students' Writing

    Science.gov (United States)

    Maloy, Robert W.; Edwards, Sharon A.; Anderson, Gordon

    2010-01-01

    This article describes the use of "4MALITY", a web-based mathematics tutoring system, with 125 Massachusetts fourth graders and their teachers in three rural school districts during the 2007-2008 school year. At the outset, "4MALITY" was envisioned as a stand-alone web based system providing tutorial support to individual…

  17. Web-based collaboration tools.

    Science.gov (United States)

    Wink, Diane M

    2009-01-01

    In this bimonthly series, the author examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, and collaborative writing tools; social networking and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. This article describes Web-based collaboration tools and techniques to increase their effectiveness.

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

    Science.gov (United States)

    Goksu, Idris

    2016-01-01

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

  19. Pioneering a web-Based Museum in Taiwan: Design and Implementation of Lifelong Distance Learning of Science Education.

    Science.gov (United States)

    Young, Shelley Shwu-Ching; Huang, Yi-Long; Jang, Jyh-Shing Roger

    2000-01-01

    Describes the development and implementation process of a Web-based science museum in Taiwan. Topics include use of the Internet; lifelong distance learning; museums and the Internet; objectives of the science museum; funding; categories of exhibitions; analysis of Web users; homepage characteristics; graphics and the effect on speed; and future…

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

    Science.gov (United States)

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

    2015-01-01

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

  1. Rehearsal of Professional Practice: Impacts of Web-Based Collaborative Learning on the Future Encounter of Different Disciplines

    Science.gov (United States)

    Karakaya, Ahmet Fatih; Senyapili, Burcu

    2008-01-01

    This study argues that the shift towards a more multidisciplinary professional life in contemporary design practice requires design curricula to equip students with collaborative skills. The study offers that by the aid of web-based collaborative learning (WBCL) in design education, different disciplines may be brought together during their…

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

    Science.gov (United States)

    Jiang, Jiahong

    2016-01-01

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

  3. 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…

  4. 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.

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

    Science.gov (United States)

    Barak, Miri

    2017-10-01

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

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

    Directory of Open Access Journals (Sweden)

    Fatwa Aji Kurniawan

    2015-12-01

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

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

    Directory of Open Access Journals (Sweden)

    Hansi Effendi

    2015-12-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  9. Utilizing peer interactions to promote learning through a web-based peer assessment system

    Directory of Open Access Journals (Sweden)

    Lan Li

    2009-03-01

    Full Text Available Peer assessment is an instructional strategy in which students evaluate each other’s performance for the purpose of improving learning. Despite its accepted use in higher education, researchers and educators have reported concerns such as students’ time on task, the impact of peer pressure on the accuracy of marking, and students’ lack of ability to make critical judgments about peers’ work. This study explored student perceptions of a web-based peer assessment system. Findings conclude that web-based peer assessment can be effective in minimizing peer pressure, reducing management workload, stimulating student interactions, and enhancing student understanding of marking criteria and critical assessment skills. Résumé : L’évaluation par les pairs est une stratégie pédagogique au cours de laquelle l’étudiant évalue la performance de l’autre dans un but d’amélioration de l’apprentissage. Malgré son usage répondu aux études supérieures, les chercheurs et les enseignants ont mentionné certaines préoccupations, notamment en ce qui a trait au temps que les étudiants consacrent à cette tâche, à l’impact de la pression des pairs sur la justesse de l’évaluation, ainsi qu’à l’inaptitude des étudiants à poser un jugement critique sur le travail de leurs pairs. La présente étude explore les perceptions des étudiants à l’égard d’un système d’évaluation en ligne par les pairs. Nos résultats nous permettent de conclure que l’évaluation en ligne par les pairs peut constituer un moyen efficace de réduire la pression des pairs, de diminuer le travail de gestion, de stimuler les interactions entre étudiants et d’améliorer la compréhension des critères d’évaluation par les étudiants ainsi que leurs compétences d’évaluation critique.

  10. Study Procrastination, Achievement, and Academic Motivation in Web-Based and Blended Distance Learning

    Science.gov (United States)

    Romano, Jeanine; Wallace, Tary L.; Helmick, Ina J.; Carey, Lou M.; Adkins, Lisa

    2005-01-01

    Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict…

  11. Exploring the Relationship between Self-Regulated Vocabulary Learning and Web-Based Collaboration

    National Research Council Canada - National Science Library

    Sarah Hsueh-Jui Liu; Yu-Ju Lan; Cloudia Ya-Yu Ho

    2014-01-01

    ...). The work performed in this study represents a further step toward identifying the factors that influence self-regulated vocabulary strategy use and perceptions of Web-based collaboration (SRvsWBC...

  12. Enhancement of Learning Process in Web-Based Courses Using Combined Media Components

    National Research Council Canada - National Science Library

    Georgios, Desypris

    2002-01-01

    .... Two approaches were studied for the development of a part of a web-based course. The first is the instructional design approach and how an instructor will implement the best course possible applying the more suitable instructional strategies...

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

    Science.gov (United States)

    Paavilainen, Eija; Salminen-Tuomaala, Mari

    2010-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Aytac KURTULUS

    2009-04-01

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

  15. 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.

  16. Effects of Reflection Category and Reflection Quality on Learning Outcomes during Web-Based Portfolio Assessment Process: A Case Study of High School Students in Computer Application Course

    Science.gov (United States)

    Chou, Pao-Nan; Chang, Chi-Cheng

    2011-01-01

    This study examines the effects of reflection category and reflection quality on learning outcomes during Web-based portfolio assessment process. Experimental subjects consist of forty-five eight-grade students in a "Computer Application" course. Through the Web-based portfolio assessment system, these students write reflection, and join…

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

    Directory of Open Access Journals (Sweden)

    Stefan Hesse

    2012-02-01

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

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

    Science.gov (United States)

    Damarell, Raechel A; Tieman, Jennifer J

    2017-07-13

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

  19. E-learning: a nutritionally ripe environment.

    Science.gov (United States)

    Savige, Gayle S

    2005-06-01

    Schools provide a social context in which children learn and develop; thus, schools are a desirable environment for nutrition promotion. The kidsfoodclub.org is a web-based technology that has been used in Australian primary schools as a model for nutrition promotion. It provides interactive activities, role models, and opportunities for children to learn from their peers through a bulletin board and story telling. This web-based technology is readily accessible to all schools, thereby overcoming problems associated with geographic location and socioeconomic status. This model can be adapted to meet the needs of different school communities and has the capacity to connect children from different backgrounds and cultures.

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

    Science.gov (United States)

    Yang, Li

    2016-01-01

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

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

    Science.gov (United States)

    Khatun, Nazma; Miwa, Jouji

    2016-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  3. Supporting Real-Time Collaborative Learning with Web-Based Groupware

    Science.gov (United States)

    Chan, Stephen C. F.; Leung, Cane W. K.; Yeung, Cassidy Y.; Chow, Teddy C. Y.; Tsui, Edward W. C.; Ng, Vincent T. Y.

    2005-01-01

    The Wireless Online Tutoring System (WOTS) is a web-based, synchronous groupware system that has been developed to facilitate student collaboration in group projects. It supports interactive and collaborative structured-diagramming and is equipped with group awareness features such as remote cursors, locking, and textbased instant messaging. Users…

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

    Science.gov (United States)

    Shih, Ching-Chun

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

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

    Science.gov (United States)

    Karalar, Halit; Korucu, Agah Tugrul

    2016-01-01

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

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

    Science.gov (United States)

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

    2013-07-01

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

  7. Web-based description of the space radiation environment using the Bethe-Bloch model

    CERN Document Server

    Cazzola, Emanuele; Lapenta, Giovanni

    2015-01-01

    Space weather is a rapidly growing area not only in scientific and engineering applications but also in physics education and in the interest of the public. We focus especially on space radiation and its impact on space exploration. The topic is highly interdisciplinary bringing together fundamental concepts of nuclear physics with aspects of radiation protection and space science. We present a new approach to presenting the topic by developing a web-based tool that combines some of the fundamental concepts from these two fields in a single tool that can be developed in the context of advanced secondary or undergraduate university education. We present DREADCode, an outreach or teaching tool to asses rapidly the current conditions of the radiation field in space. DREADCode uses the available data feeds from a number of ongoing space missions to produce a first order approximation of the dose an astronaut would receive during a mission of exploration in deep space. DREADcode is based on a intuitive GUI interfa...

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

    OpenAIRE

    Damarell, Raechel A; Tieman, Jennifer J

    2017-01-01

    Background Clinicians are important stakeholders in the translation of well-designed research evidence into clinical practice for optimal patient care. However, the application of knowledge translation (KT) theories and processes may present conceptual and practical challenges for clinicians. Online learning platforms are an effective means of delivering KT education, providing an interactive, time-efficient, and affordable alternative to face-to-face education programs. Objective This study ...

  9. The Relationship Between Student Characteristics, Including Learning Styles and Their Perceptions and Satisfaction in Web-Based Courses in Higher Education

    OpenAIRE

    Sami SAHIN

    2015-01-01

    Distance education and web-based courses are mainstream in the United States higher education and growing (NCES, 2003) involving over 80% of four year public universities in 2002. The National Academy of Science review of “how people learn” suggests that technology-mediated learning can be used to respond to students’ preferences and related characteristics. This investigation of the relationships between learners’ characteristics and their perception of web-based learning and satisfactio...

  10. Securing web-based exams

    NARCIS (Netherlands)

    Sessink, O.D.T.; Beeftink, H.H.; Tramper, J.; Hartog, R.J.M.

    2004-01-01

    Learning management systems may offer web-based exam facilities. Such facilities entail a higher risk to exams fraud than traditional paper-based exams. The article discusses security issues with web-based exams, and proposes precautionary measures to reduce the risks. A security model is presented

  11. The Impact of Web-Based Learning with a Problem-Solving Approach on Logical Thinking Development

    Directory of Open Access Journals (Sweden)

    Marjan Moayeri

    2014-08-01

    Full Text Available This study is aimed to assess the impact of web based learning (weblog with a problem-solving approach on logical thinking development among students of industrial engineering of Islamic Azad university of Sirjan. The method for gathering data was based on questionnaire that were designed by Kember et al. (1999 which is based on Mezirow theory (1991, that was by one pre-test and one post-test which were conducted for both experiment (N=15 and control groups (N=15 who were selected by cluster sampling method.

  12. Context-aware Cloud Computing for Personal Learning Environment

    OpenAIRE

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

    2016-01-01

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

  13. Mobile Formative Assessment Tool Based on Data Mining Techniques for Supporting Web-Based Learning

    Science.gov (United States)

    Chen, Chih-Ming; Chen, Ming-Chuan

    2009-01-01

    Current trends clearly indicate that online learning has become an important learning mode. However, no effective assessment mechanism for learning performance yet exists for e-learning systems. Learning performance assessment aims to evaluate what learners learned during the learning process. Traditional summative evaluation only considers final…

  14. NaviCell: a web-based environment for navigation, curation and maintenance of large molecular interaction maps.

    Science.gov (United States)

    Kuperstein, Inna; Cohen, David P A; Pook, Stuart; Viara, Eric; Calzone, Laurence; Barillot, Emmanuel; Zinovyev, Andrei

    2013-10-07

    Molecular biology knowledge can be formalized and systematically represented in a computer-readable form as a comprehensive map of molecular interactions. There exist an increasing number of maps of molecular interactions containing detailed and step-wise description of various cell mechanisms. It is difficult to explore these large maps, to organize discussion of their content and to maintain them. Several efforts were recently made to combine these capabilities together in one environment, and NaviCell is one of them. NaviCell is a web-based environment for exploiting large maps of molecular interactions, created in CellDesigner, allowing their easy exploration, curation and maintenance. It is characterized by a combination of three essential features: (1) efficient map browsing based on Google Maps; (2) semantic zooming for viewing different levels of details or of abstraction of the map and (3) integrated web-based blog for collecting community feedback. NaviCell can be easily used by experts in the field of molecular biology for studying molecular entities of interest in the context of signaling pathways and crosstalk between pathways within a global signaling network. NaviCell allows both exploration of detailed molecular mechanisms represented on the map and a more abstract view of the map up to a top-level modular representation. NaviCell greatly facilitates curation, maintenance and updating the comprehensive maps of molecular interactions in an interactive and user-friendly fashion due to an imbedded blogging system. NaviCell provides user-friendly exploration of large-scale maps of molecular interactions, thanks to Google Maps and WordPress interfaces, with which many users are already familiar. Semantic zooming which is used for navigating geographical maps is adopted for molecular maps in NaviCell, making any level of visualization readable. In addition, NaviCell provides a framework for community-based curation of maps.

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

    Directory of Open Access Journals (Sweden)

    Todd Botto

    2006-06-01

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

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

    Science.gov (United States)

    Allan, Mary

    2004-01-01

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

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

    Directory of Open Access Journals (Sweden)

    José del Campo-Ávila

    2015-03-01

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

  18. Learning Outcomes and Knowledge Sharing using Web-based Technologies in Finnish Forest Education from an Educational Experience Point of View

    Science.gov (United States)

    Xia, Belle Selene; Rekola, Mika

    2013-01-01

    Learning outcomes, as a conceptual base, are a recognised phenomenon in higher education. Advances in technology, such as web-based technologies in teaching, have facilitated learning efficiency, while such technologies relation to learning outcomes remains a popular topic of research. In this article, we have employed the feedback of 312 Finnish…

  19. Development and alignment of undergraduate medical curricula in a web-based, dynamic Learning Opportunities, Objectives and Outcome Platform (LOOOP).

    Science.gov (United States)

    Balzer, Felix; Hautz, Wolf E; Spies, Claudia; Bietenbeck, Andreas; Dittmar, Martin; Sugiharto, Firman; Lehmann, Lars; Eisenmann, Dorothea; Bubser, Florian; Stieg, Markus; Hanfler, Sven; Georg, Waltraud; Tekian, Ara; Ahlers, Olaf

    2016-01-01

    This study presents a web-based method and its interface ensuring alignment of all parts of a curriculum map including competencies, objectives, teaching and assessment methods, workload and patient availability. Needs, acceptance and effectiveness are shown through a nine-year study. After a comprehensive needs assessment, the curriculum map and a web-based interface "Learning Opportunities, Objectives and Outcome Platform" (LOOOP) were developed according to Harden's conceptual framework of 10-steps for curriculum mapping. The outcome was measured by surveys and results of interdisciplinary MCQ-assessments. The usage rates and functionalities were analysed. The implementation of LOOOP was significantly associated with improved perception of the curriculum structure by teachers and students, quality of defined objectives and their alignment with teaching and assessment, usage by students to prepare examinations and their scores in interdisciplinary MCQ-assessment. Additionally, LOOOP improved the curriculum coordination by faculty, and assisted departments for identifying patient availability for clinical training. LOOOP is well accepted among students and teachers, has positive effect on curriculum development, facilitates effective utilisation of educational resources and improves student's outcomes. Currently, LOOOP is used in five undergraduate medical curricula including 85,000 mapped learning opportunities (lectures, seminars), 5000 registered users (students, teachers) and 380,000 yearly page-visits.

  20. Exploring Learner Attitudes toward Web-Based Recommendation Learning Service System for Interdisciplinary Applications

    Science.gov (United States)

    Chen, Hong-Ren; Huang, Jhen-Gang

    2012-01-01

    The booming digital-content industry has resulted in an increasing number of e-learning Internet websites that provide online learning services. Recommendations for learning sites are used by diverse learners to identify the most appropriate learning resources. However, research into recommendations about learning has concentrated primarily on…

  1. Prioritizing the Implementation of E-Learning Tools to Enhance the Post-Secondary Learning Environment

    Science.gov (United States)

    Percival, Jennifer Catherine; Muirhead, Bill

    2009-01-01

    The implementation of both blended learning and web-based programs is becoming more prevalent within higher education in Canada. Thus, there is increasing reliance upon e-learning tools to support student learning in a variety of teaching environments. Typically, budgetary and programmatic decisions regarding the investment of e-learning resources…

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

    Science.gov (United States)

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

    2015-07-02

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

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

    Science.gov (United States)

    He, Wu; Yuan, Xiaohong; Yang, Li

    2013-01-01

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

  4. Collaborative Tools' Quality in Web-Based Learning Systems — A Model of User Perceptions

    Science.gov (United States)

    Davoli, Paolo; Monari, Matteo

    The importance of collaborative tools is increasing in e-learning practice, both in educational institutions and enterprises. E-learning is nowadays much more than file downloading: both in distance and blended learning, group interactions are showing their didactic relevance. Specific contexts and needs are to be taken into account when evaluating didactic collaborative tools, since they present peculiar aspects. For instance, e-learning platforms are not pure groupware, but didactic systems hosting both groupware facilities and single-user features.

  5. Ontology and Taxonomy Design and Development for Personalised Web-Based Learning Systems

    Science.gov (United States)

    Yalcinalp, Serpil; Gulbahar, Yasemin

    2010-01-01

    Recent developments and new directions in education have emphasised learners' needs, profile and pedagogical aspects by focusing on learner-centered approaches in educational settings. e-Learning, on the other hand, guarantees learners the opportunity of learning in their own way, and leads to new considerations in course design. e-Learning is…

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

    DEFF Research Database (Denmark)

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

    2016-01-01

    , transforming ideas into practical solutions, through innovation, using collaborative and transdisciplinary learning designs contributing to new ways of welfare solutions for the Region of Zealand. The key focus is the contribution to innovation in partnership with the work field, students’ learning processes......, and the development of analytical, experiential, experimental, and management competencies. Index Terms — collaborative, innovation, learning design, transdisciplinary....

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

    Science.gov (United States)

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

    2016-01-01

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

  8. The Benefits of a Real-Time Web-Based Response System for Enhancing Engaged Learning in Classrooms and Public Science Events

    Science.gov (United States)

    Sarvary, Mark A.; Gifford, Kathleen M.

    2017-01-01

    Large introduction to neuroscience classes and small science cafés have the same goal: bridging the gap between the presenter and the audience to convey the information while being engaging. Early classroom response systems became the cornerstone of flipped and engaged learning. These “clickers” helped turn lectures into dialogues, allowing the presenter to become a facilitator rather than a “sage on the stage.” Rapid technological developments, especially the increase of computing power opened up new opportunities, moving these systems from a clicker device onto cellphones and laptops. This allowed students to use their own devices, and instructors to use new question types, such as clicking on a picture or ranking concepts. A variety of question types makes the learning environment more engaging, allows better examples for creative and critical thinking, and facilitates assessment. Online access makes these response systems scalable, bringing the strength of formative assessments and surveys to public science communication events, neuroscience journal clubs and distance learning. In addition to the new opportunities, online polling systems also create new challenges for the presenters. For example, allowing mobile devices in the classroom can be distracting. Here, a web-based, real-time response system called Poll Everywhere was compared to iClickers, highlighting the benefits and the pitfalls of both systems. In conclusion, the authors observe that the benefits of web-based response systems outweigh the challenges, and this form of digital pedagogy can help create a rich dialogue with the audience in large classrooms as well as in public science events. PMID:28690444

  9. The Benefits of a Real-Time Web-Based Response System for Enhancing Engaged Learning in Classrooms and Public Science Events.

    Science.gov (United States)

    Sarvary, Mark A; Gifford, Kathleen M

    2017-01-01

    Large introduction to neuroscience classes and small science cafés have the same goal: bridging the gap between the presenter and the audience to convey the information while being engaging. Early classroom response systems became the cornerstone of flipped and engaged learning. These "clickers" helped turn lectures into dialogues, allowing the presenter to become a facilitator rather than a "sage on the stage." Rapid technological developments, especially the increase of computing power opened up new opportunities, moving these systems from a clicker device onto cellphones and laptops. This allowed students to use their own devices, and instructors to use new question types, such as clicking on a picture or ranking concepts. A variety of question types makes the learning environment more engaging, allows better examples for creative and critical thinking, and facilitates assessment. Online access makes these response systems scalable, bringing the strength of formative assessments and surveys to public science communication events, neuroscience journal clubs and distance learning. In addition to the new opportunities, online polling systems also create new challenges for the presenters. For example, allowing mobile devices in the classroom can be distracting. Here, a web-based, real-time response system called Poll Everywhere was compared to iClickers, highlighting the benefits and the pitfalls of both systems. In conclusion, the authors observe that the benefits of web-based response systems outweigh the challenges, and this form of digital pedagogy can help create a rich dialogue with the audience in large classrooms as well as in public science events.

  10. Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook

    Science.gov (United States)

    Rappolt-Schlichtmann, Gabrielle; Daley, Samantha G.; Lim, Seoin; Lapinski, Scott; Robinson, Kristin H.; Johnson, Mindy

    2013-01-01

    Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning for many students. This study (a) assessed in a randomized controlled trial the potential for a web-based science notebook designed using the Universal…

  11. Web-Based Learning: What Do We Know? Where Do We Go? Nebraska Symposium on Information Technology in Education (1st, Lincoln, Nebraska, May 15-17, 2002).

    Science.gov (United States)

    Bruning, Roger, Ed.; Horn, Christy A., Ed.; PytlikZillig, Lisa M., Ed.

    This volume contains the proceedings from the 2002 Nebraska Symposium on Information Technology in Education. The book includes the following chapters: (1) "Research on Web-Based Learning: A Half-Full Glass" (Richard E. Clark); (2) "Nine Ways To Reduce Cognitive Load in Multimedia Learning" (Richard E. Mayer, Roxana Moreno); (3) "Technology: The…

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

    Directory of Open Access Journals (Sweden)

    M. Gosper

    2010-12-01

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

  13. Outcome Evaluation of "Family Eats": An Eight-Session Web-Based Program Promoting Healthy Home Food Environments and Dietary Behaviors for African American Families

    Science.gov (United States)

    Cullen, Karen Weber; Thompson, Debbe; Chen, Tzu-An

    2017-01-01

    This article presents the results of a randomized clinical trial evaluating the eight-session "Family Eats" web-based intervention promoting healthy home food environments for African American families. African American families (n = 126) with 8- to 12-year-old children completed online baseline questionnaires and were randomized into…

  14. How Can Students' Academic Performance in Statistics Be Improved? Testing the Influence of Social and Temporal-Self Comparison Feedback in a Web-Based Training Environment

    Science.gov (United States)

    Delaval, Marine; Michinov, Nicolas; Le Bohec, Olivier; Le Hénaff, Benjamin

    2017-01-01

    The aim of this study was to examine how social or temporal-self comparison feedback, delivered in real-time in a web-based training environment, could influence the academic performance of students in a statistics examination. First-year psychology students were given the opportunity to train for a statistics examination during a semester by…

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

    Science.gov (United States)

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

    2011-07-01

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

  16. Effects of web-based electrocardiography simulation on strategies and learning styles.

    Science.gov (United States)

    Granero-Molina, José; Fernández-Sola, Cayetano; López-Domene, Esperanza; Hernández-Padilla, José Manuel; Preto, Leonel São Romão; Castro-Sánchez, Adelaida María

    2015-08-01

    To identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students. A descriptive and correlational design with a one-group pretest-posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree. No significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning. The use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students.

  17. 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

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

    National Research Council Canada - National Science Library

    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...

  19. Intelligent and adaptive tutoring for active learning and training environments

    OpenAIRE

    Kenny, Claire; Pahl, Claus

    2009-01-01

    Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of th...

  20. Using The Results From Research on Undergraduate Learning in Cosmology to Create an Immersive Web-Based Curriculum

    Science.gov (United States)

    Coble, Kim

    2012-03-01

    Powerful new observations and advances in computation and visualization have led to a revolution in our understanding of the structure, composition, and evolution of the universe. These gains have been vast, but their impact on education has been limited. We are bringing these tools and advances to the teaching of cosmology through research on undergraduate learning in cosmology as well as the development of a series of web-based cosmology learning modules. In addition to the open-ended written surveys administered at multiple institutions, additional data from a single minority-serving institution includes in-depth student interviews, homework assignments, lab responses, and exams gathered throughout an introductory astronomy course. Topics include the structure, composition, and evolution of the universe as in in the open-ended surveys, with an additional study of student perceptions of distances. Results are consistent with the surveys at the beginning of the course and indicate that while students do make strides toward scientific understanding over the semester, they frequently retain some critical misunderstandings. Furthermore, results indicate that using ``authentic'' lab experiences with ``real'' data can address the common student pre-course ideas that scientific conclusions are simply ``made up.'' Informed by our research on student learning, we have created a series of cosmology learning modules in which students master the scientific concepts and reasoning processes that lead to our current understanding of the universe, through interactive tasks, prediction and reflection, experimentation, and model building.

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

    DEFF Research Database (Denmark)

    Dolog, Peter

    2006-01-01

    Adaptation that is so natural for teaching by humans is a challenging issue for electronic learning tools. Adaptation in classic teaching is based on observations made about students during teaching. Similar idea was employed in user-adapted (personalized) eLearning applications. Knowledge about...

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

    Science.gov (United States)

    von Franqué, Alexander; Tellioglu, Hilda

    2014-01-01

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

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

    Science.gov (United States)

    Mirzaee, Meisam; Gharibeh, Sajjad Gharibeh

    2016-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    DEFF Research Database (Denmark)

    Rootzen, Helle

    2007-01-01

    at first, then look at some pictures which show the essential parts and then read a text or listen to a spoken explanation. There are many possibilities – only your fantasy limits you. Learning objects are easy to modify (in contrast to writing a new book) and it is easy to use learning objects made...

  6. A Web-Based Learning Information System Resource and Knowledge Management

    Science.gov (United States)

    Rego, Hugo; Moreira, Tiago; Garcia, Francisco José

    AHKME e-learning system main aim is to provide a modular and extensible system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in it, giving them meaning. Metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure courses. The metadata management and evaluation play an important role in order to get the best results in the teaching/learning process.

  7. From the Field to the Classroom: A Web-Based Teaching Tool on Depositional Environments and Landscape Development

    Science.gov (United States)

    Krzic, M.; Watson, K.; Grand, S.; Crowley, C.; Dyanatkar, S.; Bomke, A.; Smith, S.

    2012-04-01

    The relationship between sedimentary deposits, landforms and soil profile development is difficult for students to grasp in a conventional classroom setting. The ideal way to solve this is to take the students on extended field trips; however, field trips are expensive, have to be conducted during specific time periods, and can only handle a limited number of students. The objective of this project was to bring the field to the classroom via a virtual, dynamic web-based teaching tool illustrating common depositional environments and associated landforms and soils. The teaching tool was largely based on video footage obtained in the Canadian Rocky Mountains and in the grasslands of the southern interior of British Columbia. The Canadian Rockies are undergoing rapid deglaciation and provided excellent examples of new glacial deposits and early landscape development processes. On the other hand, British Columbia's grasslands became ice-free about 10,000 years ago and were used to illustrate landscape evolution and post-glaciation soil profile development. To bring these two environments together, video footage of corresponding landforms was shot at both locations and edited into a series of short video clips illustrating the link between depositional processes, resulting landforms and soils and their post-glacial evolution. Soil scientists, survey specialists and geomorphologists provided live commentary. The teaching tool (http://soilweb.landfood.ubc.ca/landscape/) is an open-access website merging video clips, sound recordings, text, photos and graphics intended to help students situate landforms within their geomorphologic context. This online teaching resource allows students to observe, on their own time, conditions under which sediments are deposited and soils are formed, and to witness the transformation of a barren, glacial landscape into a vegetated soil landscape. The tool can be used in various geomorphology, soil, agriculture, forestry, and natural

  8. Authoring for Adaptive Web-Based Learning Systems: A Case Study

    Directory of Open Access Journals (Sweden)

    Peter Blanchfield

    2009-10-01

    Full Text Available Adaptive Educational Hypermedia aims to provide tailored and personalised learning experiences to different students. However, one of its limitations which have resulted in its poor adoption by the e-learning community is the complexity of its authoring process. This paper tries to address this issue in order to push those adaptive systems forward. First, it presents an authoring aid for an existing adaptive system. Lessons learned from this case study are then used to provide a high-level design specification for an authoring tool with an accessible interface to ordinary teachers with limited IT-skills.

  9. WebIntera-Classroom: An Interaction-Aware Virtual Learning Environment for Augmenting Learning Interactions

    Science.gov (United States)

    Chen, Jingjing; Xu, Jianliang; Tang, Tao; Chen, Rongchao

    2017-01-01

    Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE--WebIntera-classroom--which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that…

  10. Virtual learning environments: second life.

    Science.gov (United States)

    Ahern, Nancy; Wink, Diane M

    2010-01-01

    In this bimonthly series, the authors examine how nurse educators can use the 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. The editor of this column and her coauthor describes how the virtual world of Second Life can be used in nursing education.

  11. Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE)

    Science.gov (United States)

    Schulz, Rachel Corinne

    This study investigated the intended teacher use of a technology-enhanced learning tool, Web-based Inquiry Science Environment (WISE), and the first experiences of teachers new to using it and untrained in its use. The purpose of the study was to learn more about the factors embedded into the design of the technology that enabled it or hindered it from being used as intended. The qualitative research design applied grounded theory methods. Using theoretical sampling and a constant comparative analysis, a document review of WISE website led to a model of intended teacher use. The experiences of four middle school science teachers as they enacted WISE for the first time were investigated through ethnographic field observations, surveys and interviews using thematic analysis to construct narratives of each teachers use. These narratives were compared to the model of intended teacher use of WISE. This study found two levels of intended teacher uses for WISE. A basic intended use involved having student running the project to completion while the teacher provides feedback and assesses student learning. A more optimal description of intended use involved the supplementing the core curriculum with WISE as well as enhancing the core scope and sequence of instruction and aligning assessment with the goals of instruction through WISE. Moreover, WISE projects were optimally intended to be facilitated through student-centered teaching practices and inquiry-based instruction in a collaborative learning environment. It is also optimally intended for these projects to be shared with other colleagues for feedback and iterative development towards improving the Knowledge Integration of students. Of the four teachers who participated in this study, only one demonstrated the use of WISE as intended in the most basic way. This teacher also demonstrated the use of WISE in a number of optimal ways. Teacher confusion with certain tools available within WISE suggests that there may be a

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

    Science.gov (United States)

    She, Hsiao-Ching; Liao, Ya-Wen

    2010-01-01

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

  13. Web based learning support for experimental design in molecular biology: a top-down approach

    NARCIS (Netherlands)

    Aegerter-Wilmsen, T.; Hartog, R.; Bisseling, T.

    2003-01-01

    An important learning goal of a molecular biology curriculum is the attainment of a certain competence level in experimental design. Currently, undergraduate students are confronted with experimental approaches in textbooks, lectures and laboratory courses. However, most students do not reach a

  14. Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses

    Science.gov (United States)

    Antonis, Konstantinos; Daradoumis, Thanasis; Papadakis, Spyros; Simos, Christos

    2011-01-01

    This paper reports on work undertaken within a pilot study concerned with the design, development, and evaluation of online computer science training courses. Drawing on recent developments in e-learning technology, these courses were structured around the principles of a learner-oriented approach for use with adult learners. The paper describes a…

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

    Science.gov (United States)

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

    2016-01-01

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

  16. Web-Based Learning Support for Experimental Design in Molecular Biology: A Top-Down Approach

    Science.gov (United States)

    Aegerter-Wilmsen, Tinri; Hartog, Rob; Bisseling, Ton

    2003-01-01

    An important learning goal of a molecular biology curriculum is the attainment of a certain competence level in experimental design. Currently, undergraduate students are confronted with experimental approaches in textbooks, lectures and laboratory courses. However, most students do not reach a satisfactory level of competence in the designing of…

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

    CSIR Research Space (South Africa)

    Strik, H

    2015-09-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

  19. Effects of Using Self-Explanation on a Web-Based Chinese Sentence-Learning System

    Science.gov (United States)

    Chang, Jia-Wei; Lee, Ming-Che; Su, Chien-Yuan; Wang, Tzone-I

    2017-01-01

    Chinese as a foreign language (CFL) learners generally encounter difficulty in using some special rules of Chinese grammar because such grammar points do not exist in their native languages. CFL learners require an effective learning strategy to assist them in acquiring a greater understanding of Chinese grammar. Thus, we integrated a…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Raska, David

    2014-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Nunn, Heidi, E-mail: heidi@imageinterpretation.co.uk [Norfolk and Norwich University Hospital NHS Foundation Trust, Colney Lane, Norwich, Norfolk NR4 7UY (United Kingdom); Nunn, David L. [Norfolk and Norwich University Hospital NHS Foundation Trust, Colney Lane, Norwich, Norfolk NR4 7UY (United Kingdom)

    2011-11-15

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

  3. The Effectiveness of Web-Based Multimedia Applications Simulation in Teaching and Learning

    Directory of Open Access Journals (Sweden)

    Azidah Abu Ziden

    2013-07-01

    Full Text Available This study focuses on the effectiveness of using multimedia virtual simulation in Islamic Studies in Malaysia. Virtual simulation methods embedded in Microsoft PowerPoint was used in this study to determine the effectiveness of these modes to motivate students on the topic of pilgrimage in the Islamic Studies subject. Pilgrimage topic has been choosen because pilgrimage of hajj is a difficult topic to be learnt as it is not same as performing everyday prayers or fasting during in Ramadhan for Muslims. Virtual simulation allow students to interact with a virtual environment that almost similar to the real environment in Mecca. A study was conducted using a 2x2 factorial experimental and quasi t-test was used as a method of analyzing the data. The finding of this study shows that the use of virtual simulation help students to increase their achievement in a topic of pilgrimage

  4. 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…

  5. Implementing Constructivist Web-Based Learning and Determining its Effectiveness on a Teacher Preparation Course

    Directory of Open Access Journals (Sweden)

    Martha Casas, Ed.D.

    2006-07-01

    Full Text Available This paper describes the design of an online course to reflect a constructivist approach to teaching and learning, and how students are able to identify the constructivist elements of the course. Key to this study is to determine how effectively the student participants believe the course prepares them to become K-8 teachers, and which elements of the course are most beneficial and which are not. Ninety-four percent of the students who took the course over two semesters were able to identify at least four of the constructivist elements of the course. Furthermore, 100% of the student participants found the course to be effective. The data stem from pre- and post-questionnaires and instructor course evaluations.

  6. Toward a web-based real-time radiation treatment planning system in a cloud computing environment.

    Science.gov (United States)

    Na, Yong Hum; Suh, Tae-Suk; Kapp, Daniel S; Xing, Lei

    2013-09-21

    To exploit the potential dosimetric advantages of intensity modulated radiation therapy (IMRT) and volumetric modulated arc therapy (VMAT), an in-depth approach is required to provide efficient computing methods. This needs to incorporate clinically related organ specific constraints, Monte Carlo (MC) dose calculations, and large-scale plan optimization. This paper describes our first steps toward a web-based real-time radiation treatment planning system in a cloud computing environment (CCE). The Amazon Elastic Compute Cloud (EC2) with a master node (named m2.xlarge containing 17.1 GB of memory, two virtual cores with 3.25 EC2 Compute Units each, 420 GB of instance storage, 64-bit platform) is used as the backbone of cloud computing for dose calculation and plan optimization. The master node is able to scale the workers on an 'on-demand' basis. MC dose calculation is employed to generate accurate beamlet dose kernels by parallel tasks. The intensity modulation optimization uses total-variation regularization (TVR) and generates piecewise constant fluence maps for each initial beam direction in a distributed manner over the CCE. The optimized fluence maps are segmented into deliverable apertures. The shape of each aperture is iteratively rectified to be a sequence of arcs using the manufacture's constraints. The output plan file from the EC2 is sent to the simple storage service. Three de-identified clinical cancer treatment plans have been studied for evaluating the performance of the new planning platform with 6 MV flattening filter free beams (40 × 40 cm(2)) from the Varian TrueBeam(TM) STx linear accelerator. A CCE leads to speed-ups of up to 14-fold for both dose kernel calculations and plan optimizations in the head and neck, lung, and prostate cancer cases considered in this study. The proposed system relies on a CCE that is able to provide an infrastructure for parallel and distributed computing. The resultant plans from the cloud computing are

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

    Science.gov (United States)

    Birnbaum, Michael H; Wakcher, Sandra V

    2002-05-01

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

  8. WEB-BASED JOURNALS IN THE CLASSROOM: MOTIVATION AND AUTONOMOUS LEARNING

    Directory of Open Access Journals (Sweden)

    Andrew Pollard

    2015-01-01

    Full Text Available Abstract: The use of Web 2.0 in the language classroom is an area of exploration and interest to many. In recent years, much research has looked at the use of blogs in the assistance of language development, and this paper continues in a similar fashion. One key area where this paper adds to the field however, is that it looks at a Web 2.0 portal specifically aimed at language learners; the portal in question is Lang-8, which in conjunction with being similar to a blogging platform, also provides similar functions to a social networking service. This research exposed 12 Korean participants to Lang-8 as part of a credit-bearing university writing course. The participants made weekly journal entries on Lang-8, and upon completion of the course, were given an anonymous online survey to complete. The survey addressed areas relating to online language journals, corrective feedback, motivation, and learner autonomy. Overall, the participants reported that the use of Lang-8 positively affected their motivation levels, had positive experiences through received varied corrective feedback, and were exposed to a portal that allowed for more autonomous learning.

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

    Science.gov (United States)

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

    2017-03-30

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

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

    Directory of Open Access Journals (Sweden)

    Michael W. Gaultois

    2016-05-01

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

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

    Science.gov (United States)

    Lu, Zhihong; Wen, Fuan; Li, Ping

    2012-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  14. WEB BASED E-LEARNING PROGRAM DICTATION AND ITS IMPACT ON ACADEMIC PROGRESS OF THE THIRD GRADE STUDENTS OF PRIMARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Zarabian F .

    2011-04-01

    Full Text Available The purpose of this research is to study the effect of web based E-learning program instruction on academic progress of third grade students of primary school in dictation .This study is performed in the form of quasi-experiment. Statistical society included 62 third grade girl students of Mahdavi elementary school of region one in Tehran city education. Sampling in this study is done using random sampling method. Samples divided to two equal control and experimental groups. The experimental group was instructed dictation in three months using web based e-Learning program designed by the researcher and approved by the 16 relevant specialists in the ministry of education and universities. Control group was instructed using Traditional classroom method. Analysis of obtained data using average and statistical independent t test of group results showed that there is a significant relationship between the use of e-learning program of dictation and academic progress of third grade students of primary school in dictation and its related elements including visual, auditory, movement skills. Similarly, there is a significant difference between academic progress of students who learned dictation using web based program and students who learned dictation using traditional method. In addition, there are significant differences between prerequisite capabilities in dictation including visual, auditory and movement skills in the experimental and control group post test. According to score differences in post test there are significant differences between experimental and control group dictation.

  15. SMILE Maker : a web-based tool for problem solving

    NARCIS (Netherlands)

    Stoyanov, S.; Aroyo, L.M.; Kommers, Petrus A.M.; Ivanov, Ivan

    1999-01-01

    This paper focuses on the purposes, theoretical model, and functionality of the SMILE (Solution Mapping Intelligent Learning Environment) Maker--a World Wide Web-based problem-solving tool. From an instructional design point of view, an attempt to establish a balance between

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

    Science.gov (United States)

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

    2013-01-01

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

  17. 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…

  18. RELATIONSHIP BETWEEN WEB-BASED LEARNING TIME OUTSIDE THE CLASSROOM AND ACADEMIC ACHIEVEMENT IN GERMAN AS A TERTIARY LANGUAGE BY THE STUDENTS ON VOCATIONAL HIGH SCHOOLS

    Directory of Open Access Journals (Sweden)

    Orhan HANBAY

    2013-01-01

    Full Text Available The purpose of this empirical research is to investigate the relationship between web-based learning time and academic achievement in German. 36 learners of L3 German with L1 Turkish and L2 English from Vocational High School of Kahta at Adiyaman University were the participants of this study. The empirical process of the study continued 6 weeks in 2011-2012 fall semesters. During this time, the German, as tertiary language, course was lectured by traditional face-to-face method in the classroom. But the students studied outside the course the same subjects in interactive form via web page, specifically designed for this study. At the end of the empirical process, the data about the study were obtained. The Pearson product-moment correlation was used to find out the relationship between web-based learning time and academic achievements in German. As a result of this study it is found out that there is a significant relationship between web-based learning time and academic achievement in German as a tertiary language.

  19. 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)…

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

    Science.gov (United States)

    Roehl, Amy

    2013-01-01

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

  1. Interactive Learning with Java Applets: Using Interactive, Web-Based Java Applets to Present Science in a Concrete, Meaningful Manner

    Science.gov (United States)

    Corder, Greg

    2005-01-01

    Science teachers face challenges that affect the quality of instruction. Tight budgets, limited resources, school schedules, and other obstacles limit students' opportunities to experience science that is visual and interactive. Incorporating web-based Java applets into science instruction offers a practical solution to these challenges. The…

  2. Students’ digital learning environments

    DEFF Research Database (Denmark)

    Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

    2018-01-01

    The objective of the paper is to examine the nature of students’ digital learning environments to understand the interplay of institutional systems and tools that are managed by the students themselves. The paper is based on a study of 128 students’ digital learning environments. The objectives...... used tools in the students’ digital learning environments are Facebook, Google Drive, tools for taking notes, and institutional systems. Additionally, the study shows that the tools meet some very basic demands of the students in relation to collaboration, communication, and feedback. Finally...... learning environments in relation to existing and emerging needs....

  3. Evaluation of a Web-Based Training Program for Professional Carers Working With People With Learning Disabilities and Challenging Behavior: A Pilot Study with SSED-Design.

    Science.gov (United States)

    Antonsson, Helena; Graneheim, Ulla Hällgren; Isaksson, Ulf; Åström, Sture; Lundström, Mats O

    2016-10-01

    The interaction between people with intellectual disabilities and professional carers is often influenced by communicative difficulties contributing challenging behaviours. The aims of this study were to evaluate to a web-based training program aimed at improving carers' abilities to interact with people with learning disabilities who exhibit challenging behaviours and to explore carers' experiences of participating in such a program. A single-subject experimental design and mixed methods were used to integrate qualitative and quantitative data. Triangulation of questionnaires, interviews with carers, and assessments of one woman's behaviour was performed. The participants were professional carers aged 20 to 55 years. The web-based training program increased carers' abilities to handle challenging behaviours and decreased challenging behaviours in daily care. The program improved the opportunities to offer training to carers who work in community-based accommodations with limited time to receive training.

  4. Learning about Flood Risk: Comparing the Web-Based and Physical Flood-Walk Learning Environments

    Science.gov (United States)

    Chang Rundgren, Shu-Nu; Nyberg, Lars; Evers, Mariele; Alexandersson, Jan

    2015-01-01

    Numerous of sustainable development related challenges are emerging today, e.g. flooding problems. Our group has developed "the flood walk" project since 2010 to convey flood risk knowledge in an authentic context. Considering the limitation of time and space to educate people the flood risk knowledge, we tried to transform the physical…

  5. Towards Individualized Online Learning: The Design and Development of an Adaptive Web Based Learning Environment

    Science.gov (United States)

    Inan, Fethi A.; Flores, Raymond; Ari, Fatih; Arslan-Ari, Ismahan

    2011-01-01

    The purpose of this study was to document the design and development of an adaptive system which individualizes instruction such as content, interfaces, instructional strategies, and resources dependent on two factors, namely student motivation and prior knowledge levels. Combining adaptive hypermedia methods with strategies proposed by…

  6. SMashup Personal Learning Environments

    NARCIS (Netherlands)

    Chatti, Mohamed; Jarke, Matthias; Wang, Zhaohui; Specht, Marcus

    2009-01-01

    Chatti, M. A., Jarke, M., Wang, Z., & Specht, M. (2009). SMashup Personal Learning Environments. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.), Proceedings of 2nd Workshop Mash-Up Personal Learning Environments (MUPPLE'09). Workshop in conjunction with 4th European Conference on Technology

  7. Designing Creative Learning Environments

    Directory of Open Access Journals (Sweden)

    Thomas Cochrane

    2015-05-01

    Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.

  8. User requirements for geo-collaborative work with spatio-temporal data in a web-based virtual globe environment.

    Science.gov (United States)

    Yovcheva, Zornitza; van Elzakker, Corné P J M; Köbben, Barend

    2013-11-01

    Web-based tools developed in the last couple of years offer unique opportunities to effectively support scientists in their effort to collaborate. Communication among environmental researchers often involves not only work with geographical (spatial), but also with temporal data and information. Literature still provides limited documentation when it comes to user requirements for effective geo-collaborative work with spatio-temporal data. To start filling this gap, our study adopted a User-Centered Design approach and first explored the user requirements of environmental researchers working on distributed research projects for collaborative dissemination, exchange and work with spatio-temporal data. Our results show that system design will be mainly influenced by the nature and type of data users work with. From the end-users' perspective, optimal conversion of huge files of spatio-temporal data for further dissemination, accuracy of conversion, organization of content and security have a key role for effective geo-collaboration. Copyright © 2012 Elsevier Ltd and The Ergonomics Society. All rights reserved.

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

    Science.gov (United States)

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

    2016-02-01

    We aim to determine whether observed operations or internet-based video review predict improved performance in the surgery clerkship. A retrospective review of students' usage of surgical videos, observed operations, evaluations, and examination scores were used to construct an exploratory principal component analysis. Multivariate regression was used to determine factors predictive of clerkship performance. Case log data for 231 students revealed a median of 25 observed cases. Students accessed the web-based video platform a median of 15 times. Principal component analysis yielded 4 factors contributing 74% of the variability with a Kaiser-Meyer-Olkin coefficient of .83. Multivariate regression predicted shelf score (P web-based operative video platform during a surgical clerkship is an independently associated with improved clinical reasoning, fund of knowledge, and overall evaluation. Thus, this modality can serve as a useful adjunct to live observation. Copyright © 2016 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Knowlden, Adam P; Sharma, Manoj

    2014-09-01

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

  11. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Hundebøl, Jesper

    2006-01-01

    The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE's differ...... from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...... in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed...

  12. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    2006-01-01

    Abstract: The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE......'s differ from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...... in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed...

  13. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    2006-01-01

    The potentials of pervasive communication in learning within industry and education are right now being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE?s differ...... from virtual learning environments (VLE) primarily because in PLE?s the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...... in schools. The other is moreover related to work-based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed...

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

    Directory of Open Access Journals (Sweden)

    Yang A

    2014-05-01

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

  15. Design of a Problem-Based Online Learning Environment and Evaluation of Its Effectiveness

    Science.gov (United States)

    Gündüz, Abdullah Yasin; Alemdag, Ecenaz; Yasar, Sevil; Erdem, Mukaddes

    2016-01-01

    Problem-based learning approach presents several advantages such as improving students' engagement in learning and fostering their higher-order thinking skills. Although there is a plethora of research regarding implementation of problem-based learning in classrooms, its design and application process for web-based environments need further…

  16. THE COHESIVE ROLE OF FOREIGN LANGUAGE IN STUDENTS ADOPTION OF MEDICAL KNOWLEDGE-CONJUNCTION OF CLASSICAL LEARNING AND WEB- BASED LEARNING

    Directory of Open Access Journals (Sweden)

    Mirjana Bakic

    2008-01-01

    Full Text Available Medical students, non-native English speakers, who have not been well-served by foreign language education, cannot take advantage of the educational benefits of web- based learning and benefits of scientific work. Foreign language education affects not only the language and culture of students, but also their socio-economic status and interpersonal relationship.The aim of this study was to determine the cohesive role of foreign language in students’ adoption of medical knowledge and its influence on the conjunction of classical learning and web- based learning.The investigation was carried out among students of Faculty of Medicine in Nis during June, 2006. The investigation included 312 students of all study years and departments and was conducted by means of a questionnaire. Students’ performance in scientific work was evaluated according to the achievements at faculty. Language literacy was evaluated according to students’ ability to use and understand scientific web contents in English.Generally, the average grade of the mother tongue knowledge (including writing, and speaking skills was higher at high educational departments compared to the College of Nursing. Writing skill was differently evaluated among departments. The highest average grade was obtained at the Departments of Medicine and Pharmacy; it was significantly lower at the Department of Dentistry and the lowest at the Department of Nursing, which was confirmed by T test. Speaking skill was the highest among medical students, significantly lower among students of dentistry and pharmacy, whereas it was the lowest among students of the College of Nursing, which represents a statistically significant finding. A very high average grade for reading skill was obtained at the Departments of Medicine and Pharmacy; it was significantly lower at the Department of Dentistry and the lowest at the College of Nursing. Listening skill was the best among medical students; it was

  17. Second Language Writing Anxiety, Computer Anxiety, and Performance in a Classroom versus a Web-Based Environment

    Science.gov (United States)

    Dracopoulos, Effie; Pichette, François

    2011-01-01

    This study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that involved distance learning. Contrary to previous…

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

    Science.gov (United States)

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

    2017-07-25

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

  19. Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study.

    Science.gov (United States)

    Fontaine, Guillaume; Cossette, Sylvie; Heppell, Sonia; Boyer, Louise; Mailhot, Tanya; Simard, Marie-Josée; Tanguay, Jean-Francois

    2016-08-18

    Brief motivational interviewing (MI) can contribute to reductions in morbidity and mortality related to coronary artery disease, through health behavior change. Brief MI, unlike more intensive interventions, was proposed to meet the needs of clinicians with little spare time. While the provision of face-to-face brief MI training on a large scale is complicated, Web-based e-learning is promising because of the flexibility it offers. The primary objective of this pilot study was to examine the feasibility and acceptability of a Web-based e-learning platform for brief MI (MOTIV@CŒUR), which was evaluated by nurses in cardiovascular care. The secondary objective was to assess the preliminary effect of the training on nurses' perceived brief MI skills and self-reported clinical use of brief MI. We conducted a single-group, pre-post pilot study involving nurses working in a coronary care unit to evaluate MOTIV@CŒUR, which is a Web-based e-learning platform for brief MI, consisting of two sessions lasting 30 and 20 minutes. MOTIV@CŒUR covers 4 real-life clinical situations through role-modeling videos showing nurse-client interactions. A brief introduction to MI is followed by role playing, during which a nurse practitioner evaluates clients' motivation to change and intervenes according to the principles of brief MI. The clinical situations target smoking, medication adherence, physical activity, and diet. Nurses were asked to complete both Web-based training sessions asynchronously within 20 days, which allowed assessment of the feasibility of the intervention. Data regarding acceptability and preliminary effects (perceived skills in brief MI, and self-reported clinical use of conviction and confidence interventions) were self-assessed through Web-based questionnaires 30 days (±5 days) after the first session. We enrolled 27 women and 4 men (mean age 37, SD 9 years) in March 2016. Of the 31 participants, 24 (77%, 95% CI 63%-91%) completed both sessions in ≤20 days

  20. Business Game Learning Environment

    NARCIS (Netherlands)

    Kirschner, Paul A.; Valcke, Martin; Van Vilsteren, Paul

    2010-01-01

    Kirschner, P. A., Valcke, M., & Van Vilsteren, P. (1997) Business Game Learning Environment. Design and development of a competency-based distance education business curriculum at the Open University of the Netherlands.

  1. Designing Interactive Learning Environments.

    Science.gov (United States)

    Akpinar, Y.; Hartley, J. R.

    1996-01-01

    Describes the design principles of computer-assisted learning (CAL) environments in which the software is interactive yet adaptable to different styles of learning and teaching, illustrated with a mathematics application. Following implementation, initial evaluation data taken from students showed marked performance improvements, and indicated how…

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

    Science.gov (United States)

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

    2014-06-01

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

  3. LoColms: an innovative approach of enhancing traditional classroom form of education by promoting web-based distance learning in the poorer countries.

    Science.gov (United States)

    Ngarambe, Donart; Pan, Yun-he; Chen, De-ren

    2003-01-01

    There have been numerous attempts recently to promote technology based education (Shrestha, 1997) in the poorer third world countries, but so far all these have not provided a sustainable solution as they are either centered and controlled from abroad and relying solely on foreign donors for their sustenance or they are not web-based, which make distribution problematic, and some are not affordable by most of the local population in these places. In this paper we discuss an application, the Local College Learning Management System (LoColms), which we are developing, that is both sustainable and economical to suit the situation in these countries. The application is a web-based system, and aims at improving the traditional form of education by empowering the local universities. Its economy comes from the fact that it is supported by traditional communication technology, the public switching telephone network system, PSTN, which eliminates the need for packet switched or dedicated private virtual networks (PVN) usually required in similar situations. At a later stage, we shall incorporate ontology and paging tools to improve resource sharing and storage optimization in the Proxy Caches (ProCa) and LoColms servers. The system is based on the client/server paradigm and its infrastructure consists of the PSTN, ProCa, with the learning centers accessing the universities by means of point-to-point protocol (PPP).

  4. A WEB-BASED VIRTUAL CLASSROOM SYSTEM MODEL

    Directory of Open Access Journals (Sweden)

    lumide S. ADEWALE

    2012-01-01

    Full Text Available The population of students all over the world is growing without a proportionate increase in teaching/learning resources/infrastructure. There is also much quest for learning in an environment that provides equal opportunities to all learners. The need to provide an equal opportunity learning environment that will hitherto improve the system of education globally has therefore become imperative. Based on our findings, a mathematical model Web-based Virtual Classroom system (WebVCS was developed to provide a viable medium through which sound education can be offered in tertiary institutions that can carter for varieties of learners irrespective of their abilities, dispositions and geographical locations. Our system model is developed based on active learning approach that adopts blended learning theory (Constructivist-Cognivist learning approach, incorporating e-pedagogy that supports collaboration among participants in the web-based Virtual learning environment. The key objects used in creating the WebVCS model are: Courses, Students, Instructors and Learning performances. Our system model sets a framework for developers of virtual classrooms and successful implementation of the model leads to students learning by interacting with their peers resulting in the construction of knowledge.

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

    Directory of Open Access Journals (Sweden)

    Nega Debela

    2004-12-01

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

  6. Transactional distance in a blended learning environment

    Directory of Open Access Journals (Sweden)

    Jon Dron

    2004-12-01

    Full Text Available This paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore's theory of transactional distance, the course was explicitly designed to have dialogue at its heart. However, the reality of systemic behaviours caused by delivering such a course within a group of conventional further and higher educational institutions has led to an entirely unanticipated reversion to structure, with unpleasant consequences for both quality and quantity of dialogue. The paper looks at some of the reasons for this drift, and suggests that some of the disappointing results (in particular in terms of the quality of the students' experience and associated poor retention can be attributed to the lack of dialogue, and consequent increase in transactional distance. It concludes with a description and evaluation of steps currently being taken to correct this behaviour.

  7. Understanding the science-learning environment: A genetically sensitive approach.

    Science.gov (United States)

    Haworth, Claire M A; Davis, Oliver S P; Hanscombe, Ken B; Kovas, Yulia; Dale, Philip S; Plomin, Robert

    2013-02-01

    Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000 pairs of 14-year-old twins from the UK Twins Early Development Study reported on their experiences of the science-learning environment and were assessed for their performance in science using a web-based test of scientific enquiry. Multivariate twin analyses were used to investigate the genetic and environmental links between environment and outcome. The most surprising result was that the science-learning environment was almost as heritable (43%) as performance on the science test (50%), and showed negligible shared environmental influence (3%). Genetic links explained most (56%) of the association between learning environment and science outcome, indicating gene-environment correlation.

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

    Science.gov (United States)

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

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

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

    Directory of Open Access Journals (Sweden)

    Wallwiener, Markus

    2006-11-01

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

  10. Hipatia: a hypermedia learning environment in mathematics

    Directory of Open Access Journals (Sweden)

    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.

  11. Web-based education in bioprocess engineering

    NARCIS (Netherlands)

    Sessink, O.D.T.; Schaaf, van der H.; Beeftink, H.H.; Hartog, R.; Tramper, J.

    2007-01-01

    The combination of web technology, knowledge of bioprocess engineering, and theories on learning and instruction might yield innovative learning material for bioprocess engineering. In this article, an overview of the characteristics of web-based learning material is given, as well as guidelines for

  12. From Personal Environment to Personal Learning Environment

    OpenAIRE

    Charlier, Bernadette; Henry, France; Peraya, Daniel; Gillet, Denis

    2010-01-01

    In the scientific literature, the Personal Environment has been described as a “new” resource to the learning process and named Personal Learning Environment. However, it has not yet been demonstrated in what way and to what extent Personal Environments contribute significantly and efficiently to the learning processes and outcomes framed by Higher Education programs. Our position paper aims firstly at defining Personal Environment. Secondly, it will suggest conditions under which Personal En...

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

    Science.gov (United States)

    Zadahmad, Manouchehr; Yousefzadehfard, Parisa

    2016-01-01

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

  14. Designing Virtual Learning Environments

    DEFF Research Database (Denmark)

    Veirum, Niels Einar

    2003-01-01

    The main objective of this working paper is to present a conceptual model for media integrated communication in virtual learning environments. The model for media integrated communication is very simple and identifies the necessary building blocks for virtual place making in a synthesis of methods...

  15. Reading Comprehension in Face-to-Face and Web-Based Modalities: Graduate Students’ Use of Reading and Language Learning Strategies in EFL1

    Directory of Open Access Journals (Sweden)

    Fabio Alberto Arismendi Gomez

    2011-11-01

    Full Text Available Few studies in Colombia have explored and compared students’ reading comprehension processes in EFL, in different modalities ofinstruction. This article reports on some findings of a larger study in which two groups of graduate Law students took a reading comprehensioncourse in English, delivered in two different modalities of instruction: face-to-face and web-based. Both courses were served by an English teacherfrom the School of Languages at Universidad de Antioquia. The data gathered from class observations, in-depth interviews, questionnaires, tests,the teacher’s journal and data records in the platform provided insights about the students’ use of reading and language learning strategies inboth modalities. Findings suggest that students applied the reading strategies explicitly taught during the courses and some language learningstrategies for which they did not receive any instruction.

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

    Science.gov (United States)

    West, Ellen Jo

    2010-01-01

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

  17. Helping Preservice Teachers Learn to Assess Writing: Practice and Feedback in a Web-Based Environment

    Science.gov (United States)

    Dempsey, Michael S.; PytlikZillig, Lisa M.; Bruning, Roger H.

    2009-01-01

    Writing is a highly valued skill that is often neglected in the classroom; one reason is that teachers often do not receive adequate training in writing assessment and instruction. Teachers, particularly preservice teachers, need practice making detailed assessments of student writing and to build their confidence for assessing student writing,…

  18. Intelligent agents to improve adaptivity in a web-based learning environment

    OpenAIRE

    Peña de Carrillo, Clara Inés

    2004-01-01

    En esta tesis se propone el uso de agentes inteligentes en entornos de aprendizaje en línea con el fin de mejorar la asistencia y motivación del estudiante a través de contenidos personalizados que tienen en cuenta el estilo de aprendizaje del estudiante y su nivel de conocimiento. Los agentes propuestos se desempeñan como asistentes personales que ayudan al estudiante a llevar a cabo las actividades de aprendizaje midiendo su progreso y motivación. El entorno de agentes se construye a través...

  19. Measuring Transactional Distance in Web-Based Learning Environments: An Initial Instrument Development

    Science.gov (United States)

    Huang, Xiaoxia; Chandra, Aruna; DePaolo, Concetta; Cribbs, Jennifer; Simmons, Lakisha

    2015-01-01

    This study was an initial attempt to operationalise Moore's transactional distance theory by developing and validating an instrument measuring the related constructs: dialogue, structure, learner autonomy and transactional distance. Data were collected from 227 online students and analysed through an exploratory factor analysis. Results suggest…

  20. Understanding Transactional Distance in Web-Based Learning Environments: An Empirical Study

    Science.gov (United States)

    Huang, Xiaoxia; Chandra, Aruna; DePaolo, Concetta A.; Simmons, Lakisha L.

    2016-01-01

    Transactional distance is an important pedagogical theory in distance education that calls for more empirical support. The purpose of this study was to verify the theory by operationalizing and examining the relationship of (1) dialogue, structure and learner autonomy to transactional distance, and (2) environmental factors and learner demographic…

  1. Premature closure and guided reinvention: a case study in a web-based learning environment

    NARCIS (Netherlands)

    Bannink, A.; Van Dam, J.

    2007-01-01

    Just as linguistic errors have provided insights into the nature of linguistic competence(s), detailed analyses of blind spots or marked trajectories in the reflection cycles of novice teachers may provide a window on their underlying beliefs, and thus on relevant zones of proximal development. In

  2. Web-based virtual learning environment (EmoViLe) with emotive ...

    African Journals Online (AJOL)

    Journal of Fundamental and Applied Sciences. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 9, No 4S (2017) >. Log in or Register to get access to full text downloads.

  3. Web-based virtual learning environment (EmoViLe) with emotive ...

    African Journals Online (AJOL)

    This study attempts to obtain the user requirements for the EmoViLe during the data collection and to identify the user requirement for the EmoViLE. This VLE will be benefited to the student by improving the user experience and increasing their engagement when using the VLE, and lecturer in helping them to understand ...

  4. A Web-Based Programme for Person-Centred Learning and Support Designed for Preschool Children with Long-Term Illness: A Pilot Study of a New Intervention

    Science.gov (United States)

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

    2012-01-01

    For children living with long-term illness, school age is a risk period with regard to psychosocial ill health and poor compliance with treatment. There is a need for methods to promote health, well-being, and self-esteem. This study describes a new concept for supporting children, person-centred web-based learning and support, which has been tested in 12 preschool children and incorporates learning about feelings, relationships, and the right to integrity. SKYPE was used for conversations between the child and the web teacher. Methods. The programme was developed and tested in two steps. The conversations were tape-recorded and analysed using phenomenography. The questions addressed concerned the quality of the intervention process: accessibility of intervention, learning content and support, and identification of measurable items and patterns. Findings. The children found it interesting to communicate with their web teacher using SKYPE. The story about Max and Sara served as a good basis for discussion, and development was found in the learning process. The children were able to talk about relations and feelings and developed an understanding for use in new situations in their daily lives. Items and patterns that are useful for research and documentation were identified, for example, well-being, resources, needs, and wishes. PMID:23326654

  5. Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Web-Based Courses

    Science.gov (United States)

    Wang, Chih-hsuan

    2010-01-01

    The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Previous research provided conflicting evidence regarding the relationship among these variables. Further, there is no prior research that has examined these…

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

    Science.gov (United States)

    Chuang, Hsueh-Hua

    2016-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  8. A Web-Based Computer-Aided Learning Module for an Anatomy Course Using Open Source Image Mapping Software

    Science.gov (United States)

    Carleton, Renee E.

    2012-01-01

    Computer-aided learning (CAL) is used increasingly to teach anatomy in post-secondary programs. Studies show that augmentation of traditional cadaver dissection and model examination by CAL can be associated with positive student learning outcomes. In order to reduce costs associated with the purchase of skeletons and models and to encourage study…

  9. Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment

    Science.gov (United States)

    Iordanou, Kalypso; Constantinou, Costas P.

    2015-01-01

    The aim of this study was to examine how students used evidence in argumentation while they engaged in argumentive and reflective activities in the context of a designed learning environment. A Web-based learning environment, SOCRATES, was developed, which included a rich data base on the topic of climate change. Sixteen 11th graders, working with…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Jönsson, Bo-Anders

    2005-09-01

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

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

    Science.gov (United States)

    Chu, X.

    2011-12-01

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

  13. Using a Web-based simulation as a problem-based learning experience: perceived and actual performance of undergraduate public health students.

    Science.gov (United States)

    Spinello, Elio F; Fischbach, Ronald

    2008-01-01

    This study investigated the use of a Web-based community health simulation as a problem-based learning (PBL) experience for undergraduate students majoring in public health. The study sought to determine whether students who participated in the online simulation achieved differences in academic and attitudinal outcomes compared with students who participated in a traditional PBL exercise. Using a nonexperimental comparative design, 21 undergraduate students enrolled in a health-behavior course were each randomly assigned to one of four workgroups. Each workgroup was randomly assigned the semester-long simulation project or the traditional PBL exercise. Survey instruments were used to measure students' attitudes toward the course, their perceptions of the learning community, and perceptions of their own cognitive learning. Content analysis of final essay exams and group reports was used to identify differences in academic outcomes and students' level of conceptual understanding of health-behavior theory. Findings indicated that students participating in the simulation produced higher mean final exam scores compared with students participating in the traditional PBL (p=0.03). Students in the simulation group also outperformed students in the traditional group with respect to their understanding of health-behavior theory (p=0.04). Students in the simulation group, however, rated their own level of cognitive learning lower than did students in the traditional group (p=0.03). By bridging time and distance constraints of the traditional classroom setting, an online simulation may be an effective PBL approach for public health students. Recommendations include further research using a larger sample to explore students' perceptions of learning when participating in simulated real-world activities. Additional research focusing on possible differences between actual and perceived learning relative to PBL methods and student workgroup dynamics is also recommended.

  14. Collaborations in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard

    2015-01-01

    This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed

  15. Organizational Semantic Web based Portals

    OpenAIRE

    Necula, Sabina-Cristiana

    2011-01-01

    This paper tries to treat organizational semantic web based portals. The first part of the paper focuses on concepts regarding semantic web based portals. After discussing some concepts we treat the basic functionalities that a semantic web based portal must have and we finish by presenting these functionalities by actual examples. We present semantic web based portals after studying the necessary implementations from literature and practice. We develop some examples that use semantic web ...

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

    Science.gov (United States)

    Rampai, Nattaphon; Sopeerak, Saroch

    2011-01-01

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

  17. Benefits and Constraints of Distributed Cognition in Foreign Language Learning: Creating a Web-Based Tourist Guide for London

    Science.gov (United States)

    Narciss, Susanne; Koerndle, Hermann

    2008-01-01

    This paper uses the framework of distributed cognition to discuss benefits and constraints of technology adoption and use in social-constructive language learning scenarios. The purposes of this paper are (a) to describe how the open-ended knowledge construction and communication tools TEE (The Electronic Exercise) and EF-editor (Exercise Format…

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

    Science.gov (United States)

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

    2007-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  20. The Effectiveness of Using Learning Management Systems and Collaborative Tool in Web-Based Teaching of Programming Languages

    Science.gov (United States)

    Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan

    2006-01-01

    This paper is about a pilot study which has been carried out at the Near East University during the 2004/5 Fall Semester using the Moodle LMS [learning management system] together with GREWPtool collaborative editor. The system has been tested with 36 students taking the Java and the Pascal programming courses. The results of the pilot study…

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

    Science.gov (United States)

    Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

    2017-12-27

    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.

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

    Science.gov (United States)

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

    2017-05-17

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

  3. Web-based technology: its effects on small group "problem-based learning" interactions in a professional veterinary medical program.

    Science.gov (United States)

    Schoenfeld-Tacher, Regina; Bright, Janice M; McConnell, Sherry L; Marley, Wanda S; Kogan, Lori R

    2005-01-01

    The objective of this investigation was to ascertain whether and how the introduction of a new technology (WebCT) influenced faculty teaching styles while facilitating small group problem-based learning (PBL) sessions in a professional veterinary medical (PVM) program. The following questions guided the study: (1) How does the use of technology affect faculty teaching behaviors? (2) Do the facilitators' interactions with WebCT technology change over the course of one semester? (3) What is the perceived impact of WebCT on facilitators' role in PBL? The study employed a combination of qualitative (case study) and semi-quantitative (survey) methods to explore these issues. Nine clinical sciences faculty members, leading a total of six PBL groups, were observed over the course of an academic semester for a total of 20 instructional sessions. The qualitative data gathered by observing faculty as they facilitated PBL sessions yielded three major themes: (1) How do PBL facilitators adapt to the addition of WebCT technology? (2) Does this technology affect teaching? and (3) How do PBL facilitators interact with their students and each other over the course of a semester? No direct evidence was found to suggest that use of WebCT affected teaching behaviors (e.g., student-centered vs. teacher-centered instruction). However, all facilitators showed a moderate increase in comfort with the technology during the semester, and one participant showed remarkable gains in technology skills. The teaching theme provided insight into how facilitators foster learning in a PBL setting as compared to a traditional lecture. A high degree of variability in teaching styles was observed, but individuals' styles tended to remain stable over the course of the semester. Nevertheless, all facilitators interacted similarly with students, in a more caring and approachable manner, when compared to the classroom or clinic atmospheres.

  4. Judgments of Learning in Collaborative Learning Environments

    NARCIS (Netherlands)

    Helsdingen, Anne

    2010-01-01

    Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology.

  5. Web-Based CALL to Listening Comprehension

    Science.gov (United States)

    Chen, Li-Mei; Zhang, Ruiming

    2010-01-01

    This study investigated effectiveness of Web-based CALL on listening comprehension. Both students' academic performance and attitudes were examined. T-tests were used to analyze the results of students' academic performance. Descriptive statistics interpreted students' attitudes toward this learning. Students' participation was also recorded.…

  6. 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.

  7. A Simulated Learning Environment for Teaching Medicine Dispensing Skills.

    Science.gov (United States)

    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.

  8. PROBLEMS AND SUGGESTED SOLUTIONS RELATED TO THE USE OF TEXTS WITH TRANSCRIPTION IN WEB-BASED LEARNIG ENVIRONMENTS / TRANSKRIPSIYONLU METINLERIN WEB TABANLI ÖĞRENME ORTAMLARINDA KULLANIMINA DAIR SORUNLAR VE ÇÖZÜM ÖNERILERI

    Directory of Open Access Journals (Sweden)

    Dr. İlyas YAZAR

    2008-11-01

    Full Text Available It is clear that the academic studies on theClassical Turkish Literature, especially after adopting thenew alphabet, continued to focus on two separate formsof context and content. Problems with Arabic texts interms of form and of translation into Latin script were only overcome by using special symbols called atranscription system. For the individual users, afterproblems with translated texts in digital formats weresorted out, research on this issue brought about differentperspectives and gained momentum. Considering thecurrent problems related to the transcription of Ottomantexts, parallel to the scientific and technologicaladvances, we can see a shift toward web-based learningenvironments beyond individual efforts. In this articlesome of the problems and solutions related to use oftranscripted texts in web-based learning environmentswill be discussed.

  9. Standardized patient-narrated web-based learning modules improve students' communication skills on a high-stakes clinical skills examination.

    Science.gov (United States)

    Lee, Christina A; Chang, Anna; Chou, Calvin L; Boscardin, Christy; Hauer, Karen E

    2011-11-01

    Use of web-based standardized patient (SP) modules is associated with improved medical student history-taking and physical examination skills on clinical performance examinations (CPX), but a benefit for communication skills has not been shown. We describe an innovative web-based SP module using detailed SP and faculty commentary to teach communication skills. A public medical school in 2008-2009. Fourth-year medical students. A 90-minute web-based module with three simulated clinical encounters was narrated by an expert clinician and SP to explain expected history-taking, physical examination, and communication skills behaviors. All 147 students were encouraged to review the module one month before the CPX. One hundred and six students (72%) viewed the web-based module. Students who watched the module performed significantly higher on the CPX communication score (+2.67%, p Students who watched an optional web-based SP module prior to the CPX performed higher than those who did not on communication skills. The web-based module appears to be an effective CPX preparatory activity to enhance communication performance.

  10. The impact of a compulsory web-based course on preservice teachers’ motivational profile

    Directory of Open Access Journals (Sweden)

    THIERRY KARSENTI

    2007-01-01

    Full Text Available The goal of this research was to better understand the impact of the implementation of a compulsory Web-based course on preservice teacher motivation. Subjects were enrolled in a four-year teacher education program (n=429 in the province of Quebec (Canada. Our initial hypothesis was that the Web-based distance education course – designed to promote self-determination, affiliation, and a sense of competence – would positively impact the motivation of preservice teachers. Results presented are based on quantitative and qualitative data analysis. They demonstrate that a technologically rich learning environment can enhance motivation after only a few weeks.

  11. Web-based public health geographic information systems for resources-constrained environment using scalable vector graphics technology: a proof of concept applied to the expanded program on immunization data

    Directory of Open Access Journals (Sweden)

    Kamadjeu Raoul

    2006-06-01

    Full Text Available Abstract Background Geographic Information Systems (GIS are powerful communication tools for public health. However, using GIS requires considerable skill and, for this reason, is sometimes limited to experts. Web-based GIS has emerged as a solution to allow a wider audience to have access to geospatial information. Unfortunately the cost of implementing proprietary solutions may be a limiting factor in the adoption of a public health GIS in a resource-constrained environment. Scalable Vector Graphics (SVG is used to define vector-based graphics for the internet using XML (eXtensible Markup Language; it is an open, platform-independent standard maintained by the World Wide Web Consortium (W3C since 2003. In this paper, we summarize our methodology and demonstrate the potential of this free and open standard to contribute to the dissemination of Expanded Program on Immunization (EPI information by providing interactive maps to a wider audience through the Internet. Results We used SVG to develop a database driven web-based GIS applied to EPI data from three countries of WHO AFRO (World Health Organization – African Region. The system generates interactive district-level country immunization coverage maps and graphs. The approach we describe can be expanded to cover other public health GIS demanding activities, including the design of disease atlases in a resources-constrained environment. Conclusion Our system contributes to accumulating evidence demonstrating the potential of SVG technology to develop web-based public health GIS in resources-constrained settings.

  12. Software Agents to Assist in Distance Learning Environments

    Science.gov (United States)

    Choy, Sheung-On; Ng, Sin-Chun; Tsang, Yiu-Chung

    2005-01-01

    The Open University of Hong Kong (OUHK) is a distance education university with about 22,500 students. In fulfilling its mission, the university has adopted various Web-based and electronic means to support distance learning. For instance, OUHK uses a Web-based course management system (CMS) to provide students with a flexible way to obtain course…

  13. Exploring the Efficacy of Replacing Linear Paper-Based Patient Cases in Problem-Based Learning With Dynamic Web-Based Virtual Patients: Randomized Controlled Trial

    Science.gov (United States)

    2014-01-01

    Background Problem-based learning (PBL) is well established in medical education and beyond, and continues to be developed and explored. Challenges include how to connect the somewhat abstract nature of classroom-based PBL with clinical practice and how to maintain learner engagement in the process of PBL over time. Objective A study was conducted to investigate the efficacy of decision-PBL (D-PBL), a variant form of PBL that replaces linear PBL cases with virtual patients. These Web-based interactive cases provided learners with a series of patient management pathways. Learners were encouraged to consider and discuss courses of action, take their chosen management pathway, and experience the consequences of their decisions. A Web-based application was essential to allow scenarios to respond dynamically to learners’ decisions, to deliver the scenarios to multiple PBL classrooms in the same timeframe, and to record centrally the paths taken by the PBL groups. Methods A randomized controlled trial in crossover design was run involving all learners (N=81) in the second year of the graduate entry stream for the undergraduate medicine program at St George’s University of London. Learners were randomized to study groups; half engaged in a D-PBL activity whereas the other half had a traditional linear PBL activity on the same subject material. Groups alternated D-PBL and linear PBL over the semester. The measure was mean cohort performance on specific face-to-face exam questions at the end of the semester. Results D-PBL groups performed better than linear PBL groups on questions related to D-PBL with the difference being statistically significant for all questions. Differences between the exam performances of the 2 groups were not statistically significant for the questions not related to D-PBL. The effect sizes for D-PBL–related questions were large and positive (>0.6) except for 1 question that showed a medium positive effect size. The effect sizes for questions

  14. Exploring the efficacy of replacing linear paper-based patient cases in problem-based learning with dynamic Web-based virtual patients: randomized controlled trial.

    Science.gov (United States)

    Poulton, Terry; Ellaway, Rachel H; Round, Jonathan; Jivram, Trupti; Kavia, Sheetal; Hilton, Sean

    2014-11-05

    Problem-based learning (PBL) is well established in medical education and beyond, and continues to be developed and explored. Challenges include how to connect the somewhat abstract nature of classroom-based PBL with clinical practice and how to maintain learner engagement in the process of PBL over time. A study was conducted to investigate the efficacy of decision-PBL (D-PBL), a variant form of PBL that replaces linear PBL cases with virtual patients. These Web-based interactive cases provided learners with a series of patient management pathways. Learners were encouraged to consider and discuss courses of action, take their chosen management pathway, and experience the consequences of their decisions. A Web-based application was essential to allow scenarios to respond dynamically to learners' decisions, to deliver the scenarios to multiple PBL classrooms in the same timeframe, and to record centrally the paths taken by the PBL groups. A randomized controlled trial in crossover design was run involving all learners (N=81) in the second year of the graduate entry stream for the undergraduate medicine program at St George's University of London. Learners were randomized to study groups; half engaged in a D-PBL activity whereas the other half had a traditional linear PBL activity on the same subject material. Groups alternated D-PBL and linear PBL over the semester. The measure was mean cohort performance on specific face-to-face exam questions at the end of the semester. D-PBL groups performed better than linear PBL groups on questions related to D-PBL with the difference being statistically significant for all questions. Differences between the exam performances of the 2 groups were not statistically significant for the questions not related to D-PBL. The effect sizes for D-PBL-related questions were large and positive (>0.6) except for 1 question that showed a medium positive effect size. The effect sizes for questions not related to D-PBL were all small (≤0

  15. Designing Learning Resources in Synchronous Learning Environments

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2015-01-01

    Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

  16. Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness

    Directory of Open Access Journals (Sweden)

    Katherine Pang

    2009-06-01

    Full Text Available The purpose of this study was to assess the pedagogical equivalence, as determined by knowledge gains, and the pedagogical effectiveness of certain components in a video-driven multimedia, web-based professional development training program as compared to a traditional, face-to-face program under real-world constraints of time and limited economic resources. The study focused on the use of video-driven multimedia, web-based instruction in the corporate environment to determine if the quality of the learning experience and the knowledge gained from the instruction were the same as with traditional methods. This experimental study assigned business professionals quasi-randomly to either a control group or an experimental group, where they attended either a live-instructed professional development program or a video-driven multimedia, web-based professional development program. Overall, results indicated that the video-driven multimedia, web-based instruction was not only pedagogically equivalent in terms of knowledge gains to the live instruction but that the knowledge gains were slightly higher among the web-based participants. Further, certain components in the web-based environment contributed more than components in the live environment to pedagogical effectiveness.

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

    Science.gov (United States)

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

    2015-10-30

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

  18. Georgia - Improved Learning Environment

    Data.gov (United States)

    Millennium Challenge Corporation — The school rehabilitation activity seeks to decrease student and teacher absenteeism, increase students’ time on task, and, ultimately, improve learning and labor...

  19. Constructivist learning theories and complex learning environments

    NARCIS (Netherlands)

    R-J. Simons; Dr. S. Bolhuis

    2004-01-01

    Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive

  20. Learning Interaction In Web Based Learning In Speaking II Class Of English Education Study Program Of Teacher Training And Education Faculty Of Bandar Lampung University

    OpenAIRE

    Mendis, Upeka; Vandika, Arnes Yuli

    2016-01-01

    As we know that technology is the most important need for people nowadays. Without technology even we cannot think that we can complete our all works, so technology takes very important place in globalization area. Due to development of technology most of people use it as a tool for the leaning in the classroom or outside of the classroom. Example: - e-learning, distance learning, blended learning and etc. technological tools are very easy and cheaper than traditional methods. These learning ...

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    Foster, Jonathan; Lin, Angela

    2003-01-01

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

  3. Web-Based Training Applications in Safeguards and Security

    Energy Technology Data Exchange (ETDEWEB)

    Lopez, R.L.

    1999-05-21

    The U.S. Department of Energy (DOE) requires all employees who hold a security clearance and have access to classified information and/or special nuclear material to be trained in the area of Safeguards and Security. Since the advent of the World Wide Web, personnel who are responsible for training have capitalized on this communication medium to develop and deliver Web-based training. Unlike traditional computer based training where the student was required to find a workstation where the training program resided, one of Web-based training strongest advantage is that the training can be delivered right to the workers desk top computer. This paper will address reasons for the driving forces behind the utilization of Web-based training at the Laboratory with a brief explanation of the different types of training conducted. Also discussed briefly is the different types of distance learning used in conjunction with Web-based training. The implementation strategy will be addressed and how the Laboratory utilized a Web-Based Standards Committee to develop standards for Web-based training applications. Web-based problems resulting from little or no communication between training personnel across the Laboratory will be touched on and how this was solved. Also discussed is the development of a ''Virtual Training Center'' where personnel can shop on-line for their training needs. Web-based training programs within the Safeguards and Security arena will be briefly discussed. Specifically, Web-based training in the area of Materials Control and Accountability will be explored. A Web-based example of what a student would experience during a training session is also discussed. A short closing statement of what the future of Web-based Training holds in the future is offered.

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

    Science.gov (United States)

    Zhang, Yin; Chu, Samuel K. W.

    2016-01-01

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

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

    Science.gov (United States)

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

    2005-01-01

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

  6. Learning Environments in Mathematics

    Science.gov (United States)

    Turner, Vanshelle E.

    2017-01-01

    Learning mathematics is problematic for most primary school age children because mathematics is rote and the memorization of steps rather than an approach to seeing relationships that builds inquiry and understanding. Therefore, the traditional "algorithmic" way of teaching mathematics has not fully prepared students to be critical…

  7. Advances in personalized web-based education

    CERN Document Server

    Chrysafiadi, Konstantina

    2015-01-01

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

  8. Guiding web-based self-study in accounting basics : Case: Lahti University of Applied Sciences

    OpenAIRE

    Rohrweck, Johanna

    2017-01-01

    Accounting, and work life in general, is going through rapid changes. The political and financial environment forces the educational system to adapt to the new circumstances. How can Lahti University of Applied Sciences (LUAS) meet these challenges in the field of accounting? E-learning has been one answer to the new requirements in education, and developing web-based solutions is one of the institutions’ aims. This study begins with the intention of finding out the present situation of t...

  9. Efficient content production for a university multimedia learning environment

    Science.gov (United States)

    Kurtze, Ali; Grau, Ronald; Creutzburg, Reiner

    2005-03-01

    The use of multimedia learning environments in educational institutions is often associated with the need of uncomplicated content production and moreover, the problem to animate users to maintain the system and its content. A recently developed prototype, 'Instant Seminar,' which is being used at the University of Applied Sciences Brandenburg in Germany, can be seen as an approach for creating an easy-to-use, low-price learning management system (LMS) for multimedia learning environments. The system could be suitable as a solution for those universities wishing to extend their teachings with an electronic learning environment, but which are presently not prepared for a commercial LMS implementation, mostly due to financial or organizational reasons. 'Instant Seminar' follows the didactic concept of 'Hybrid Learning Arrangements' and we considered corresponding features for communication and personal tutoring as part of the design. Important part of the prototype is a production tool called 'Lecture Wizard,' which is basically a Web-based application running on Apache and MySQL servers. It employs Windows Media Services to allow production, modification and broadcasting of AV streams corresponding with the other content of created lectures. Produced streams may have different bandwidths and the distribution of lectures is possible within local and wide area networks. Recently, 'Instant Seminar' has been further developed to serve mobile devices.

  10. A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students.

    Science.gov (United States)

    Reis, Pamela J; Faser, Karl; Davis, Marquietta

    2015-01-01

    Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible. The purpose of this article is to present the experience of a nurse-midwifery education program in a Southeastern US university in delivering Web-based interprofessional education for nurse-midwifery and third-year medical students utilizing the Virtual Community Clinic Learning Environment (VCCLE). The VCCLE is a 3D, Web-based, asynchronous, immersive clinic environment into which students enter to meet and interact with instructor-controlled virtual patient and virtual preceptor avatars and then move through a classic diagnostic sequence in arriving at a plan of care for women throughout the lifespan. By participating in the problem-based management of virtual patients within the VCCLE, students learn both clinical competencies and competencies for interprofessional collaborative practice, as described by the Interprofessional Education Collaborative Core Competencies for Interprofessional Collaborative Practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

  11. Early childhood intervention: web-based training for transformation ...

    African Journals Online (AJOL)

    In the last decade the number of distance learning programs locally and internationally has escalated as academics explore the use of the Web and its impact on learning. However, very little has been done in relation to the evaluation of students and trainers' learning on the Web. Literature is available on Web-based ...

  12. Self-organized Learning Environments

    DEFF Research Database (Denmark)

    Dalsgaard, Christian; Mathiasen, Helle

    2007-01-01

    The purpose of the paper is to discuss the potentials of using a conference system in support of a project based university course. We use the concept of a self-organized learning environment to describe the shape of the course. In the paper we argue that educational technology, such as conference...... systems, has a potential to support students’ development of self-organized learning environments and facilitate self-governed activities in higher education. The paper is based on an empirical study of two project groups’ use of a conference system. The study showed that the students used the conference...... system actively. The two groups used the system in their own way to support their specific activities and ways of working. The paper concludes that self-organized learning environments can strengthen the development of students’ academic as well as social qualifications. Further, the paper identifies...

  13. Lessons learned from a web based distributed learning case study: evaluation of course design, modules, effectiveness, and students' performance and reactions

    OpenAIRE

    Komar, Miroslav E.

    2001-01-01

    This thesis evaluated the first iteration of Navy PostgraduateSchool (NPS) on-line courseSpace Systems - Technology andApplications'. The thesis goal wasto evaluate: course design; courseeffectiveness; student expectationsand motivation before and affectivereactions after the course; andtypical patterns of on-line learningbehavior according to Long'stheory. Ultimately, the thesisintended to derive lessons learnedand recommendations for futuredistributed learning (DL) coursesand future researc...

  14. RE-SERVICE TEACHERS’ VIEWS ON WEB-BASED CLASSROOM MANAGEMENT

    Directory of Open Access Journals (Sweden)

    Adnan BOYACI

    2010-04-01

    Full Text Available With the invention of World Wide Web in 1992, delivery of distance education via internet and emergency of web-based classrooms have rapidly gained acceptance as an alternative and supplement to traditional face to face classroom instruction (Alavi, Yoo & Vogel, 1997; Rahm & Reed, 1997, which represents a paradigm shift challenging all traditionally accepted assumptions concerning dynamics of classroom management. Classroom is highly complicated environment with its features of multi-dimensionality, simultaneity, immediacy, unpredictability, publicness and history. And web based classroom is more complicated than traditional classroom because the web technology is added. Students’ views are considered by many researchers as one of the critical and valid source data in evaluating the teaching effectiveness and learning settings. The purpose of this study is to find out views of pre-service teachers about web based classroom management. With qualitative research method, particularly descriptive technique 20 pre-service teachers’ views were evaluated. Research findings revealed that students defined web-based classroom management with extra workloads of the students thus effectiveness is associated with students’ roles. Guiding/mentoring on technical issues, on the field knowledge, classroom interaction were defined by the students as the essential leadership roles of teachers. Concerning interaction while student to course content/material interaction was perceived as satisfactory, level of student to student interaction was reported as low. Web-based instruction itself and being free form time and place emerged as motivating factors. Besides, discipline is identified within the responsibility of students and accessing information without time/place limitation was perceived as advantageous side of web based classroom.

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

    Directory of Open Access Journals (Sweden)

    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.

  16. A comparison of student characteristics in traditional and Web-based college science courses

    Science.gov (United States)

    Andrikanich, Meghan

    Distance learning options at colleges and universities are increasing dramatically (e.g. National Center for Educational Statistics [NCES], 1998; NCES, 2001). Web-based courses create an interesting learning environment for study (e.g., Dupin-Bryant, 2004; Maki & Maki, 2003). Because science is a topic that induces anxiety for many students (e.g., Brownlow, et al., 2000; Greenburg & Mallow, 1982), and test anxiety has been linked to reduced academic performance (e.g., Bruch, 1981; Spielberger, 1979), the intersection of course format, science, and test anxiety is an area in need of research. This study used an explanatory mixed method design. One hundred and seven web-based science students and 110 students enrolled in traditional courses completed a questionnaire regarding demographic and personal factors, the Reduced Reaction to Tests (RTT) (Benson & Bandalos, 1992) and the Locus of Control of Behavior Scale (Craig, Franklin, & Andrews, 1984). Ten students participated in a follow-up interview. Quantitative results found no significant difference between age, racial/ethnic background, student status (full-time or part-time), or degree program being pursued between traditional and web-based science courses. Significantly more females, more students employed full-time, and with an external locus of control enrolled in web-based courses. Students in traditional courses experienced more test anxiety due to test-irrelevant thoughts. Traditional students experienced more anxiety in traditional science courses, while nontraditional students experienced more anxiety in web-based science courses. Expected course grade and locus of control predicted test anxiety in traditional courses, and previous web experience, expected grade, and locus of control predicted test anxiety for web-based courses. Qualitative data indicated that students in both formats expressed opinions regarding course format, studying and test preparation methods, test-taking, communication with

  17. Web Based ATM PVC Management

    NARCIS (Netherlands)

    van der Waaij, B.D.; Sprenkels, Ron; van Beijnum, Bernhard J.F.; Pras, Aiko

    1998-01-01

    This paper discusses the design of a public domain web based ATM PVC Management tool for the Dutch SURFnet research ATM network. The aim of this tool is to assists in the creation and deletion of PVCs through local and remote ATM network domains. The tool includes security mechanisms to restrict the

  18. 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.

  19. Managing the Collaborative Learning Environment.

    Science.gov (United States)

    Wagner, June G.

    2002-01-01

    The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and…

  20. Towards sustainable empowering learning environments ...

    African Journals Online (AJOL)

    Towards sustainable empowering learning environments: Unmasking apartheid legacies through scholarship of engagement. ... This article reports, from the insider's perspective, on a research project comprising fifteen academics in the Faculty of Education Sciences at the North-West University and fifteen senior officials ...

  1. Predicting Virtual Learning Environment Adoption

    DEFF Research Database (Denmark)

    Penjor, Sonam; Zander, Pär-Ola Mikael

    2016-01-01

    This study investigates the significance of Rogers’ Diffusion of Innovations (DOI) theory with regard to the use of a Virtual Learning Environment (VLE) at the Royal University of Bhutan (RUB). The focus is on different adoption types and characteristics of users. Rogers’ DOI theory is applied...

  2. Portability and networked learning environments

    NARCIS (Netherlands)

    Collis, Betty; de Diana, I.P.F.

    1994-01-01

    Abstract The portability of educational software is defined as the likelihood of software usage, with or without adaptation, in an educational environment different from that for which it was originally designed and produced. Barriers and research relevant to the portability of electronic learning

  3. AMBIENTE DE PROGRAMAÇÃO BASEADO NA WEB PARA ROBÓTICA EDUCACIONAL DE BAIXO CUSTO/WEB BASED PROGRAMMING ENVIRONMENT FOR LOW-COST EDUCATIONAL ROBOTICS

    National Research Council Canada - National Science Library

    V P Torres; R V Aroca; A F Burlamaqui

    2014-01-01

    .... The objective of this work is to ease the way students learn how to program embedded systems using low cost open-source hardware, such as Arduino Uno, modern methods and different programming approaches...

  4. 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.

  5. Scaffolding in Connectivist Mobile Learning Environment

    Science.gov (United States)

    Ozan, Ozlem

    2013-01-01

    Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: (1) to learn in a networked environment; (2) to manage their…

  6. The Effectiveness of Web-Based Instruction: An Initial Inquiry

    Directory of Open Access Journals (Sweden)

    Tatana M. Olson

    2002-10-01

    Full Text Available As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom instruction in order to determine which method is “better.” However, major differences in technology and presentation rather than instructional content can obscure the true relationship between Web-based instruction and these outcomes. Computer-based instruction (CBI, with more features similar to Web-based instruction, may be a more appropriate benchmark than conventional classroom instruction. Furthermore, there is little consensus as to what variables should be examined or what measures of learning are the most appropriate, making comparisons between studies difficult and inconclusive. In this article, we review the historical findings of CBI as an appropriate benchmark to Web-based instruction. In addition, we review 47 reports of evaluations of Web-based courses in higher education published between 1996 and 2002. A tabulation of the documented findings into eight characteristics is offered, along with our assessments of the experimental designs, effect sizes, and the degree to which the evaluations incorporated features unique to Web-based instruction.

  7. Using Web-Based GIS in Introductory Human Geography

    Science.gov (United States)

    Songer, Lynn C.

    2010-01-01

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

  8. Ubiquitous Personal Learning Environment (UPLE

    Directory of Open Access Journals (Sweden)

    Behnam Taraghi

    2012-11-01

    Full Text Available Web 2.0 technologies opened up new perspectives in learning and teaching activities. Collaboration, communication and sharing between learners contribute to the self-regulated learning, a bottom-up approach. The market for smartphones and tablets are growing rapidly. They are being used more often in everyday life. This allows us to support self-regulated learning in a way that learning resources and applications are accessible any time and at any place. This publication focuses on the Personal Learning Environment (PLE that was launched at Graz University of Technology in 2010. After a first prototype a complete redesign was carried out to fulfill a change towards learner-centered framework. Statistical data show a high increase of attractiveness of the whole system in general. As the next step a mobile version is integrated. A converter for browser-based learning apps within PLE to native smartphone apps leads to the Ubiquitous PLE, which is discussed in this paper in detail.

  9. Virtual environments in cancer care: Pilot-testing a three-dimensional web-based platform as a tool for support in young cancer patients

    DEFF Research Database (Denmark)

    Høybye, Mette Terp; Olsen, Pia Riis; Hansson, Helena Eva

    2016-01-01

    Bringing virtual environments into cancer support may offer a particular potential to engage patients and increase adherence to treatment. Developing and pilot-testing an online real-time multi-user three-dimensional platform, this study tested the use of an early prototype of the platform among...... adolescent and young adult cancer patients. Data were collected with an online questionnaire and using ethnographic methods of participant observation. The adolescent and young adult patients tested basic features of the virtual environment and some conducted brief in-world interactions with fellow patients...... during hospitalization. They had no reservations about using the technology and shared their ideas about its use. Our pilot test pointed to a number of areas of development for virtual environment applications as potential platforms for medical or behavioral interventions in cancer care. Overall...

  10. Personal Learning Environments for Language Learning

    Directory of Open Access Journals (Sweden)

    Panagiotis Panagiotidis

    2013-02-01

    Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students. In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach. Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose. Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually

  11. Personal Learning Environments for Language Learning

    Directory of Open Access Journals (Sweden)

    Panagiotis Panagiotidis

    2012-12-01

    Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students.In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach.Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose.Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually acquiring

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

    Science.gov (United States)

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

    2016-09-01

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

  13. Enhancing Learning within the 3-D Virtual Learning Environment

    OpenAIRE

    Akbar Moazen Safaei; Shirin Shafieiyoun

    2013-01-01

    Today’s using of virtual learning environments becomes more remarkable in education. The potential of virtual learning environments has frequently been related to the expansion of sense of social presence which is obtained from students and educators. This study investigated the effectiveness of social presence within virtual learning environments and analysed the impact of social presence on increasing learning satisfaction within virtual learning environments. Second Life, as an example of ...

  14. Designing for Learning: Multiplayer Digital Game Learning Environments

    Science.gov (United States)

    Kim, Chung On

    2010-01-01

    Many people in general think that digital game environment has potential as a learning environment. However, empirical research in digital game environment and education is a still relative young field, so to create a digital learning environment where students are actively engaged in the learning process is a great challenge. In part, it has been…

  15. academic dimension of classroom learning environment and ...

    African Journals Online (AJOL)

    261 ... disciplinary measures and finally, healthy academic learning environment such that will help the students develop the right attitude ... KEYWORDS: Academic Dimension, classroom learning environment, students' nurses and attitude.

  16. Web-Based Virtual Microscopy of Digitized Blood Slides for Malaria Diagnosis: An Effective Tool for Skills Assessment in Different Countries and Environments.

    Science.gov (United States)

    Ahmed, Laura; Seal, Leonard H; Ainley, Carol; De la Salle, Barbara; Brereton, Michelle; Hyde, Keith; Burthem, John; Gilmore, William Samuel

    2016-08-11

    Morphological examination of blood films remains the reference standard for malaria diagnosis. Supporting the skills required to make an accurate morphological diagnosis is therefore essential. However, providing support across different countries and environments is a substantial challenge. This paper reports a scheme supplying digital slides of malaria-infected blood within an Internet-based virtual microscope environment to users with different access to training and computing facilities. The feasibility of the approach was established, allowing users to test, record, and compare their own performance with that of other users. From Giemsa stained thick and thin blood films, 56 large high-resolution digital slides were prepared, using high-quality image capture and 63x oil-immersion objective lens. The individual images were combined using the photomerge function of Adobe Photoshop and then adjusted to ensure resolution and reproduction of essential diagnostic features. Web delivery employed the Digital Slidebox platform allowing digital microscope viewing facilities and image annotation with data gathering from participants. Engagement was high with images viewed by 38 participants in five countries in a range of environments and a mean completion rate of 42/56 cases. The rate of parasite detection was 78% and accuracy of species identification was 53%, which was comparable with results of similar studies using glass slides. Data collection allowed users to compare performance with other users over time or for each individual case. Overall, these results demonstrate that users worldwide can effectively engage with the system in a range of environments, with the potential to enhance personal performance through education, external quality assessment, and personal professional development, especially in regions where educational resources are difficult to access.

  17. Virtual environments in cancer care: Pilot-testing a three-dimensional web-based platform as a tool for support in young cancer patients.

    Science.gov (United States)

    Høybye, Mette Terp; Olsen, Pia Riis; Hansson, Helena Eva; Spiegel, David; Bennetsen, Henrik; Cheslack-Postava, Ewen

    2016-11-28

    Bringing virtual environments into cancer support may offer a particular potential to engage patients and increase adherence to treatment. Developing and pilot-testing an online real-time multi-user three-dimensional platform, this study tested the use of an early prototype of the platform among adolescent and young adult cancer patients. Data were collected with an online questionnaire and using ethnographic methods of participant observation. The adolescent and young adult patients tested basic features of the virtual environment and some conducted brief in-world interactions with fellow patients during hospitalization. They had no reservations about using the technology and shared their ideas about its use. Our pilot test pointed to a number of areas of development for virtual environment applications as potential platforms for medical or behavioral interventions in cancer care. Overall, the results demonstrate the need for high user involvement in the development of such interventions and early testing of intervention designs. © The Author(s) 2016.

  18. The learning environment and learning styles: a guide for mentors.

    Science.gov (United States)

    Vinales, James Jude

    The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.

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

    Science.gov (United States)

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

    2016-09-21

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

  20. Implementing a multi-professional web-based learning environment for a comprehensive cancer centre: obstacles, solutions and reflections.

    Science.gov (United States)

    Links, Matthew; Sargeant, Chris; Waters, Amy; Liauw, Winston; Thomas, Patrice

    2012-03-01

    There is an urgent need for efficient cancer education programmes to promote safe practice in a comprehensive cancer centre. Educational practice has developed historically in an unplanned and inefficient way. Developments in educational theory and information technology provide an opportunity to develop systems with better educational methodology, better efficiency and potential for better impact on safety outcomes. We have developed such a programme at St. George Comprehensive Cancer Centre in Sydney, Australia, and describe here our experience in the first 2 years of implementing such a programme. In this article, we describe the programme, the obstacles and solutions we encountered and our reflections on the journey so far.

  1. Students' perceptions and satisfaction with a web-based human nutrition course.

    Science.gov (United States)

    Rochester, Charmaine D; Pradel, Francoise

    2008-08-15

    To assess the perceptions and satisfaction of third-year pharmacy students with a Web-based, distance-learning course, Principles of Human Nutrition, and describe the challenges faculty members encountered while implementing the course. The human nutrition course was redesigned from a traditional classroom-based format to a Web-based format. Precourse and postcourse surveys were administered to 2 consecutive classes of 120 students. Students gave positive feedback regarding the Web-based format and especially appreciated the flexibility the course offered. Students recommended that a hybrid Web-based/classroom-based course be developed instead of a Web-based only course. A Web-based format was used to effectively deliver a course in human nutrition to third-year pharmacy students; however, implementation of the course revealed several challenges that will need to be addressed before additional Web-based courses can be added.

  2. Personalized learning Ecologies in Problem and Project Based Learning Environments

    DEFF Research Database (Denmark)

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

    2012-01-01

    education, institutions leverage learning by providing courses, learning spaces and also different ICT systems as tools to support students’ learning (Virtual learning environments). However, courses, physical learning environments, and Virtual Learning Environments are just temporary learning scaffoldings.......0 tools in their academic life. As such students’ engagements with technology are composed of formal administrative systems, virtual learning environments, various other learning technologies and also a range of ‘life’-technologies, such as Facebook, Youtube and many other services which form important...... 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...

  3. Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

    Directory of Open Access Journals (Sweden)

    M. Bahaddin Acat

    2016-01-01

    Full Text Available The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is “Web Based Listening Scale”. In the process of the study, it was investigated that the level of differentiation listening skill and educational level of mother and father, family income level, Turkish Course grading note, the most popular and listened music genre. According to the results obtained that significant difference was found with listening skills and educational level of mother and father, family income level and the most popular and listened music genre. Also it was found that there is powerful relationship between listening skills and Turkish Course grading note. In the process of the research, it was observed the students used the web based system more attentive and motivated. Nevertheless, personalized measuring environment was provided by the web based system. Finally, it can be said that the web based systems can be used positively for language learning, teaching, and instruction, improving, measuring and assessing process.

  4. Authoring Adaptive 3D Virtual Learning Environments

    Science.gov (United States)

    Ewais, Ahmed; De Troyer, Olga

    2014-01-01

    The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the…

  5. Web-Based Medical Appointment Systems: A Systematic Review.

    Science.gov (United States)

    Zhao, Peng; Yoo, Illhoi; Lavoie, Jaie; Lavoie, Beau James; Simoes, Eduardo

    2017-04-26

    Health care is changing with a new emphasis on patient-centeredness. Fundamental to this transformation is the increasing recognition of patients' role in health care delivery and design. Medical appointment scheduling, as the starting point of most non-urgent health care services, is undergoing major developments to support active involvement of patients. By using the Internet as a medium, patients are given more freedom in decision making about their preferences for the appointments and have improved access. The purpose of this study was to identify the benefits and barriers to implement Web-based medical scheduling discussed in the literature as well as the unmet needs under the current health care environment. In February 2017, MEDLINE was searched through PubMed to identify articles relating to the impacts of Web-based appointment scheduling. A total of 36 articles discussing 21 Web-based appointment systems were selected for this review. Most of the practices have positive changes in some metrics after adopting Web-based scheduling, such as reduced no-show rate, decreased staff labor, decreased waiting time, and improved satisfaction, and so on. Cost, flexibility, safety, and integrity are major reasons discouraging providers from switching to Web-based scheduling. Patients' reluctance to adopt Web-based appointment scheduling is mainly influenced by their past experiences using computers and the Internet as well as their communication preferences. Overall, the literature suggests a growing trend for the adoption of Web-based appointment systems. The findings of this review suggest that there are benefits to a variety of patient outcomes from Web-based scheduling interventions with the need for further studies.

  6. 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.

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

    Directory of Open Access Journals (Sweden)

    Lih-Juan ChanLin

    2008-06-01

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

  8. The instructional effectiveness of a web-based audiometry simulator.

    Science.gov (United States)

    Lieberth, Ann K; Martin, Douglas R

    2005-02-01

    With distance learning becoming more of a reality than a novelty in many undergraduate and graduate training programs, web-based clinical simulations can be identified as an instructional option in distance education that has both a sound pedagogical foundation and clinical relevance. The purpose of this article is to report on the instructional effectiveness of a web-based pure-tone audiometry simulator by undergraduate and graduate students in speech-language pathology. Graduate and undergraduate majors in communication sciences and disorders practiced giving basic hearing tests on either a virtual web-based audiometer or a portable audiometer. Competencies in basic testing skills were evaluated for each group. Results of our analyses of the data indicate that both undergraduate and graduate students learned basic audiometric testing skills using the virtual audiometer. These skills were generalized to basic audiometric testing skills required of a speech language pathologist using a portable audiometer.

  9. Student Cheating and Alternative Web-Based Assessment

    Science.gov (United States)

    Styron, Jennifer; Styron, Ronald A., Jr.

    2010-01-01

    As distance education continues to expand within the United States so does the amount of faculty concern in regard to student cheating. The purpose of this paper was to explore the concept of eCheating in web-based course environments and review the need for and the types of alternative assessments found in these environments. This paper will also…

  10. Learning environment: assessing resident experience.

    Science.gov (United States)

    Byszewski, Anna; Lochnan, Heather; Johnston, Donna; Seabrook, Christine; Wood, Timothy

    2017-06-01

    Given their essential role in developing professional identity, academic institutions now require formal assessment of the learning environment (LE). We describe the experience of introducing a novel and practical tool in postgraduate programmes. The Learning Environment for Professionalism (LEP) survey, validated in the undergraduate setting, is relatively short, with 11 questions balanced for positive and negative professionalism behaviours. LEP is anonymous and focused on rotation setting, not an individual, and can be used on an iterative basis. We describe how we implemented the LEP, preliminary results, challenges encountered and suggestions for future application. Academic institutions now require formal assessment of the learning environment METHODS: The study was designed to test the feasibility of introducing the LEP in the postgraduate setting, and to establish the validity and the reliability of the survey. Residents in four programmes completed 187 ratings using LEP at the end of one of 11 rotations. The resident response rate was 87 per cent. Programme and rotation ratings were similar but not identical. All items rated positively (favourably), but displays of altruism tended to have lower ratings (meaning less desirable behaviour was witnessed), as were ratings for derogatory comments (again meaning that less desirable behaviour was witnessed). We have shown that the LEP is a feasible and valid tool that can be implemented on an iterative basis to examine the LE. Two LEP questions in particular, regarding derogatory remarks and demonstrating altruism, recorded the lowest scores, and these areas deserve attention at our institution. Implementation in diverse programmes is planned at our teaching hospitals to further assess reliability. This work may influence other postgraduate programmes to introduce this assessment tool. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  11. Exploring face-to-face and Web-based pedagogy in undergraduate natural resource sciences

    Science.gov (United States)

    Mbabaliye, Theogene

    Little has been published about Internet instruction compared to traditional classroom teaching in undergraduate natural resource science (NRS) education. This study hypothesized associations between teaching environments (face-to-face only (FF), Web only (WE), mixed mode (MI)); and teaching philosophy, practices, and perceived course outcomes. A questionnaire was sent to 142 faculty members with experience teaching in these environments in Western US. Sixty percent responded. Data were analyzed using factor analysis and multivariate statistics. Only statistically significant differences are presented. Most respondents were male (68%) 50-59 years old (80%) and tenured (74%). Overall, Web-based instruction was not seen as equivalent to face to face instruction. Adoption of the Internet for teaching was beyond critical mass. Most faculty members ranked their ability to use the Internet as average (27%) or expert (22%). Faculty rarely perceived students' learning experience in a WE course as "better" than FF. Web-based courses were not usually required of majors in the offering department. Faculty age, gender and experience are significant variables in use of some teaching practices. Faculty members who used the Internet favored a constructivist teaching philosophy, while FF and MI instruction tended towards a behaviorist philosophy. Respondents' most frequent teaching practices addressed connections, collaboration, meaning making, and learner autonomy. Collaborative teaching strategies were seldom used in Web-based instruction relative to FF. Learning assessments focused on learner interactions, efforts (individual or groups), and recall. The latter assessment was used less on the Web. Respondents viewed effective teaching in all teaching environments as achieving competency and application of knowledge. Personal experience, resource availability, and feedback were the most important influences on teaching. Resource availability constrained Internet instruction most

  12. Analogies: Explanatory Tools in Web-Based Science Instruction

    Science.gov (United States)

    Glynn, Shawn M.; Taasoobshirazi, Gita; Fowler, Shawn

    2007-01-01

    This article helps designers of Web-based science instruction construct analogies that are as effective as those used in classrooms by exemplary science teachers. First, the authors explain what analogies are, how analogies foster learning, and what form analogies should take. Second, they discuss science teachers' use of analogies. Third, they…

  13. Educational Assessment via a Web-Based Intelligent System

    Science.gov (United States)

    Huang, Jingshan; He, Lei; Davidson-Shivers, Gayle V.

    2011-01-01

    Effective assessment is vital in educational activities. We propose IWAS (intelligent Web-based assessment system), an intelligent, generalized and real-time system to assess both learning and teaching. IWAS provides a foundation for more efficiency in instructional activities and, ultimately, students' performances. Our contributions are…

  14. An Interactive Graphing Tool for Web-Based Courses.

    Science.gov (United States)

    Kennedy, David M.; Fritze, Paul

    This paper reports on a project involving the development and formative evaluation of an interactive World Wide Web-based learning tool. The interactive graphing tool (IGT) permits students to sketch a graph on screen using a mouse and responds to a wide range of common graph types. The IGT facilitates an iterative approach to understanding…

  15. A Blended Mobile Learning Environment for Museum Learning

    Science.gov (United States)

    Hou, Huei-Tse; Wu, Sheng-Yi; Lin, Peng-Chun; Sung, Yao-Ting; Lin, Jhe-Wei; Chang, Kuo-En

    2014-01-01

    The use of mobile devices for informal learning has gained attention over recent years. Museum learning is also regarded as an important research topic in the field of informal learning. This study explored a blended mobile museum learning environment (BMMLE). Moreover, this study applied three blended museum learning modes: (a) the traditional…

  16. Virtual Representations in 3D Learning Environments

    Science.gov (United States)

    Shonfeld, Miri; Kritz, Miki

    2013-01-01

    This research explores the extent to which virtual worlds can serve as online collaborative learning environments for students by increasing social presence and engagement. 3D environments enable learning, which simulates face-to-face encounters while retaining the advantages of online learning. Students in Education departments created avatars…

  17. Constructivist Learning Environment among Palestinian Science Students

    Science.gov (United States)

    Zeidan, Afif

    2015-01-01

    The purpose of this study was to investigate the constructivist learning environment among Palestinian science students. The study also aimed to investigate the effects of gender and learning level of these students on their perceptions of the constructivist learning environment. Data were collected from 125 male and 101 female students from the…

  18. Licensing web-based nursing programs, courses, and course materials.

    Science.gov (United States)

    Billings, Diane M; Hoke, Mary M; Waldhuetter, Kurt

    2005-01-01

    With the advent of the digital information age, schools of nursing are developing and using web-based programs, courses, and course materials to meet students' needs for access and high-quality learning experiences. In an attempt to maximize scant resources, including faculty, many schools are seeking grant funding, joining consortia, or forming partnerships that require sharing of web-based course materials. Entering such collaborative arrangements usually requires licensing agreements to transfer intellectual capital. This article explains licensing and the related concepts of intellectual property, copyright, and technology transfer. It also identifies the advantages and disadvantages of licensing and describes a licensing process.

  19. CMS Web-Based Monitoring

    Energy Technology Data Exchange (ETDEWEB)

    Badgett, William [Fermilab; Lopez-Perez, Juan Antonio [Fermilab; Maeshima, Kaori [Fermilab; Soha, Aron [Fermilab; Sulmanas, Balys [Fermilab; Wan, Zongru [Kansas State U.

    2010-01-01

    With the growth in size and complexity of High Energy Physics experiments, and the accompanying increase in the number of collaborators spread across the globe, the importance of widely relaying timely monitoring and status information has grown. To this end, we present online Web Based Monitoring solutions from the CMS experiment at CERN. The web tools developed present data to the user from many underlying heterogeneous sources, from real time messaging system to relational databases. We provide the power to combine and correlate data in both graphical and tabular formats of interest to the experimentalist, with data such as beam conditions, luminosity, trigger rates, detector conditions and many others, allowing for flexibility on the user side. We also present some examples of how this system has been used during CMS commissioning and early beam collision running at the Large Hadron Collider.

  20. Web based foundry knowledge base

    Directory of Open Access Journals (Sweden)

    A. Stawowy

    2009-01-01

    Full Text Available The main assumptions and functions of proposed Foundry Knowledge Base (FKB are presented in this paper. FKB is a framework forinformation exchange of casting products and manufacturing methods. We use CMS (Content Management System to develope andmaintain our web-based system. The CastML – XML dialect developed by authors for description of casting products and processes – isused as a tool for information interchange between ours and outside systems, while SQL is used to store and edit knowledge rules and alsoto solve the basic selection problems in the rule-based module. Besides the standard functions (companies data, news, events, forums and media kit, our website contains a number of nonstandard functions; the intelligent search module based on expert system is the main advantage of our solution. FKB is to be a social portal which content will be developed by foundry community.

  1. Learning Environment And Pupils Academic Performance ...

    African Journals Online (AJOL)

    The study investigated the influence of learning environment on academic performance of primary school children. Two learning environments: the home and the school environments were identified for this study. Three research hypotheses were raised as guide to the study. The study made use of survey design.

  2. Cultural conventions and the Virtual Learning Environment

    NARCIS (Netherlands)

    van Wesel, Maarten; ten Haaf, J.; Vesseur, Antoinette

    2009-01-01

    Culture influences usability, and usability has influence on learning in a Virtual Learning Environment. When offering ‘e-Learning distance degree programs’ one has to take in account the cultural background of the student population. A mismatch between the culture for witch the Virtual Learning

  3. Student Motivation in Constructivist Learning Environment

    Science.gov (United States)

    Cetin-Dindar, Ayla

    2016-01-01

    The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

  4. Development and Application of an Autonomous Learning System for Engineering Graphics Education

    OpenAIRE

    Weiwei Song; Shukun Cao; Bo Yang; Kaifeng Song; Changzhong Wu

    2011-01-01

    Autonomous learning plays an important role in raising students’ learning effect and innovation ability in university education. An effective e-learning environment is indispensable in autonomous learning. This paper studies a web based e-learning system and examines students’ autonomous learning ability and perceptions of e-learning taking students at University of Jinan in China as an example. In this paper, a web-based e-learning system for engineering graphics course is developed. The cha...

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

    Science.gov (United States)

    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.

  6. Personal Learning Environments in Black and White

    NARCIS (Netherlands)

    Kalz, Marco

    2010-01-01

    Kalz, M. (2010, 22 January). Personal Learning Environments in Black and White. Presentation provided during the workshop "Informal Learning and the use of social software in veterinary medicine" of the Noviceproject (http://www.noviceproject.eu), Utrecht, The Netherlands.

  7. School and workplace as learning environments

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    In vocational education and training the school and the workplace are two different learning environments. But how should we conceive of a learning environment, and what characterizes the school and the workplace respectively as learning environments? And how can the two environ-ments be linked...... the linking of the two learning environments in a learning perspective.......? These questions are treated in this paper. School and workplace are assessed us-ing the same analytical approach. Thereby it is pointed out how different forms of learning are en-couraged in each of them and how different forms of knowledge are valued. On this basis sugges-tions are made about how to understand...

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Shotwell, Mary; Apigian, Charles H.

    2015-01-01

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

  10. Exploring Collaborative Learning Effect in Blended Learning Environments

    Science.gov (United States)

    Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

    2017-01-01

    The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

  11. Science Learning Outcomes in Alignment with Learning Environment Preferences

    Science.gov (United States)

    Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

    2011-01-01

    This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth…

  12. The Web as Personal Learning Environment

    Directory of Open Access Journals (Sweden)

    Krunoslav Žubrinić

    2008-10-01

    Full Text Available Today, the lifelong learning has become a necessity in most professions, especially in computer science where people are constrained to follow fast developments. This learning is predominantly informal, based on self-studying. Internet has turned into the most important source of all kind of information. Many Web sites provide tools and services for exchange of knowledge between people sharing a common concern, and that has a significant influence on self-studying. Personal learning environment provides an opportunity for the user to create and manage his or her environment for learning and knowledge exchange. This article describes a model of personal learning environment based on available free Web services.

  13. Intelligent Web-Based English Instruction in Middle Schools

    Science.gov (United States)

    Jia, Jiyou

    2015-01-01

    The integration of technology into educational environments has become more prominent over the years. The combination of technology and face-to-face interaction with instructors allows for a thorough, more valuable educational experience. "Intelligent Web-Based English Instruction in Middle Schools" addresses the concerns associated with…

  14. Hierarchical Structures in Hypertext Learning Environments

    NARCIS (Netherlands)

    Bezdan, Eniko; Kester, Liesbeth; Kirschner, Paul A.

    2011-01-01

    Bezdan, E., Kester, L., & Kirschner, P. A. (2011, 9 September). Hierarchical Structures in Hypertext Learning Environments. Presentation for the visit of KU Leuven, Open University, Heerlen, The Netherlands.

  15. Personalizing the Collaborative Learning Environment with Pictures

    Directory of Open Access Journals (Sweden)

    Brian Mackie

    2005-10-01

    Full Text Available The Internet and Web-based technologies, as well as rapid globalization, are changing the way businesses communicate. Continuous progress in Information Technology (IT enables effective and efficient communication, particularly with the use of collaborative systems. Such systems have many different types of interfaces and attributes, and one such attribute is the use of visuals. This research assesses the usefulness of participant pictures in a collaborative exchange. To evaluate the usefulness of such pictures, participants were asked a series of questions regarding the use of pictures in CAMS, a collaborative environment. The results suggest that, in a collaborative setting, the use of pictures is valuable in enhancing a "sense of community," particularly in cases where participants have not met face-to-face.

  16. Large-Scale Multiobjective Static Test Generation for Web-Based Testing with Integer Programming

    Science.gov (United States)

    Nguyen, M. L.; Hui, Siu Cheung; Fong, A. C. M.

    2013-01-01

    Web-based testing has become a ubiquitous self-assessment method for online learning. One useful feature that is missing from today's web-based testing systems is the reliable capability to fulfill different assessment requirements of students based on a large-scale question data set. A promising approach for supporting large-scale web-based…

  17. Language Practice with Multimedia Supported Web-Based Grammar Revision Material

    Science.gov (United States)

    Baturay, Meltem Huri; Daloglu, Aysegul; Yildirim, Soner

    2010-01-01

    The aim of this study was to investigate the perceptions of elementary-level English language learners towards web-based, multimedia-annotated grammar learning. WEBGRAM, a system designed to provide supplementary web-based grammar revision material, uses audio-visual aids to enrich the contextual presentation of grammar and allows learners to…

  18. 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 a...

  19. A Study of the Effectiveness of Web-Based Homework in Teaching Undergraduate Business Statistics

    Science.gov (United States)

    Palocsay, Susan W.; Stevens, Scott P.

    2008-01-01

    Web-based homework (WBH) Technology can simplify the creation and grading of assignments as well as provide a feasible platform for assessment testing, but its effect on student learning in business statistics is unknown. This is particularly true of the latest software development of Web-based tutoring agents that dynamically evaluate individual…

  20. Web-Based Tools in Education

    Directory of Open Access Journals (Sweden)

    Lupasc Adrian

    2016-07-01

    Full Text Available Technology is advancing at a rapid pace, and what we knew a year ago is likely to no longer apply today. With it, the technology brings new ways of transmitting information, machining and processing, storage and socializing. The continuous development of information technologies contributes more than ever to the increase of access to information for any field of activity, including education. For this reason, education must help young people (pupils and students to collect and select from the sheer volume of information available, to access them and learn how to use them. Therefore, education must constantly adapt to social change; it must pass on the achievements and richness of human experience. At the same time, technology supports didactic activity because it leads learning beyond the classroom, involving all actors in the school community and prepares young people for their profession. Moreover, web tools available for education can yield added benefits, which is why, especially at higher levels of the education system, their integration starts being more obvious and the results are soon to be seen. Moreover, information technologies produce changes in the classic way of learning, thus suffering rapid and profound transformations. In addition, current information technologies offer many types of applications, representing the argument for a new system of providing education and for building knowledge. In this regard, the paper aims to highlight the impact and benefits of current information technologies, particularly web-based, on the educational process.

  1. Identifying Middlewares for Mashup Personal Learning Environments

    Directory of Open Access Journals (Sweden)

    Jinan Fiaidhi

    2009-08-01

    Full Text Available The common understanding of e-learning has shifted over the last decade from the traditional learning objects portals to learning paradigms that enforces constructivism, discovery learning and social collaboration. Such type of learning takes place outside the formal academic settings (e.g., seminars or lectures where a learning environment is created by using some kind of web application mashup tools. The use of these mashup tools moves the learning environment further away from being a monolithic platform towards providing an open set of learning tools, an unrestricted number of actors, and an open corpus of artifacts, either pre-existing or created by the learning process – freely combinable and utilizable by learners within their learning activities. However, collaboration, mashup and contextualization can only be supported through services, which can be created and modified dynamically based on middlewares to suit the current needs and situations of learners. This article identifies middlewares suitable for creating effective personal learning environment based on Web 2.0 mashup tools. This article also proposed a general framework for constructing such personal learning environments based on Ambient Learning realized by learning agents and the use of Enterprise Mashup servers.

  2. Student Satisfaction with a Web-Based Dissertation Course: Findings from an International Distance Learning Master’s Programme in Public Health

    Directory of Open Access Journals (Sweden)

    Roger Harrison

    2014-02-01

    Full Text Available Introduction Online distance learning (e-learning is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its acceptability to students, is, at times, uncertain. Many higher education courses require students to submit a dissertation. Traditional face-to-face courses will include meetings between the student and an allocated supervisor, to support the dissertation component of the course. Research into the supervisory relationship and student satisfaction has focused on doctoral students. Little is known about the experiences of students studying for a master’s degree. The aim of the current study was to measure student satisfaction with the dissertation course as part of a fully online distance learning master’s programme in public health. Methods All students submitting a dissertation as part of their master’s programme in Public Health were sent an electronic survey to complete, in September 2012. The 34 item questionnaire used a four point Likert scale for students to rate levels of satisfaction across key components of the course, including preparatory materials, study skills, and support, and with the amount and content of supervision. Open ended/free text questions were used to determine factors associated with levels of satisfaction and to gain student feedback on the course overall. The constant comparative method was used to identify key themes from the free-text responses. Results Of the 45 students submitting a dissertation, 82% (37 responded to the survey. The majority of students, 85% (28 were satisfied or very satisfied with the dissertation course overall. Levels of satisfaction remained high for many of the components examined. Differences were observed for part time and full time students, and

  3. Personalized Virtual Learning Environment from the Detection of Learning Styles

    Science.gov (United States)

    Martínez Cartas, M. L.; Cruz Pérez, N.; Deliche Quesada, D.; Mateo Quero, S.

    2013-01-01

    Through the previous detection of existing learning styles in a classroom, a Virtual Learning Environment (VLE) has been designed for students of several Engineering degrees, using the Learning Management System (LMS) utilized in the University of Jaen, ILIAS. Learning styles of three different Knowledge Areas; Chemical Engineering, Materials…

  4. Adaptive Learning Environments and e-Learning Standards

    Science.gov (United States)

    Paramythis, Alexandros; Loidl-Reisinger, Susanne

    2004-01-01

    This paper examines the sufficiency of existing e-Learning standards for facilitating and supporting the introduction of adaptive techniques in computer-based learning systems. To that end, the main representational and operational requirements of adaptive learning environments are examined and contrasted against current eLearning standards. The…

  5. Effective Learning Environments in Relation to Different Learning Theories

    NARCIS (Netherlands)

    Guney, A.; Al, S.

    2012-01-01

    There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just

  6. Web Based Seismological Monitoring (wbsm)

    Science.gov (United States)

    Giudicepietro, F.; Meglio, V.; Romano, S. P.; de Cesare, W.; Ventre, G.; Martini, M.

    Over the last few decades the seismological monitoring systems have dramatically improved tanks to the technological advancements and to the scientific progresses of the seismological studies. The most modern processing systems use the network tech- nologies to realize high quality performances in data transmission and remote controls. Their architecture is designed to favor the real-time signals analysis. This is, usually, realized by adopting a modular structure that allow to easy integrate any new cal- culation algorithm, without affecting the other system functionalities. A further step in the seismic processing systems evolution is the large use of the web based appli- cations. The web technologies can be an useful support for the monitoring activities allowing to automatically publishing the results of signals processing and favoring the remote access to data, software systems and instrumentation. An application of the web technologies to the seismological monitoring has been developed at the "Os- servatorio Vesuviano" monitoring center (INGV) in collaboration with the "Diparti- mento di Informatica e Sistemistica" of the Naples University. A system named Web Based Seismological Monitoring (WBSM) has been developed. Its main objective is to automatically publish the seismic events processing results and to allow displaying, analyzing and downloading seismic data via Internet. WBSM uses the XML tech- nology for hypocentral and picking parameters representation and creates a seismic events data base containing parametric data and wave-forms. In order to give tools for the evaluation of the quality and reliability of the published locations, WBSM also supplies all the quality parameters calculated by the locating program and allow to interactively display the wave-forms and the related parameters. WBSM is a modular system in which the interface function to the data sources is performed by two spe- cific modules so that to make it working in conjunction with a

  7. Designing Lesson Content in Adaptive Learning Environments

    OpenAIRE

    Danijela Milosevic

    2006-01-01

    Online learning is widely spreading and adaptive learning environments are increasing its potentials. We present a scenario of adapting learning content towards individual student characteristics taking into consideration his/her learning style type and subject matter motivation level. We use an ontology based student model for storing student information. The scenario of designing lesson content tailored to individual student needs is presented as a cross section of learning style and motiva...

  8. The Beginning Spanish Lexicon: A Web-based interface to calculate phonological similarity among Spanish words in adults learning Spanish as a foreign language.

    Science.gov (United States)

    Vitevitch, Michael S; Stamer, Melissa K; Kieweg, Douglas

    2012-01-01

    A number of resources provide psycholinguistic researchers with information about the words that the typical child or adult knows in a variety of languages. What is currently not available is a resource that provides information about the words that a typical adult learning a foreign language knows. We created such a resource for Spanish: The Beginning Spanish Lexicon. The present report describes the words contained in this web-accessible resource, and the information about those words provided by the interface. This information is freely accessible at: http://www.people.ku.edu/~mvitevit/BegSpanLex.html.

  9. A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction. A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004: 57-68.

    Directory of Open Access Journals (Sweden)

    Gill Needham

    2006-06-01

    Full Text Available Objective – To determine whether library skills self-efficacy levels and learning outcomes of postgraduate education students varied with different instructional delivery methods, specifically Web-based or face to face. Design – Pre- and post-intervention survey comparing three groups receiving different types of instruction. Setting – Department of Educational Studies at a large U.S. urban university. Subjects – Forty-nine masters, doctoral, and certificate-seeking education students enrolled in one of three sections of a research methods course. There were 40 female and 9 male students. Methods – Immediately before receiving library instruction, the three student groups were asked to complete a library skills selfefficacy questionnaire, comprising 30 items designed to measure students’ perceptions of their ability to successfully perform library research. They also completed a library skills test, consisting of 20 multiple choice questions, designed to assess conceptual knowledge, knowledge of database searching, and institution-specific knowledge. The intervention groups were: • Group 1 (Sixteen students – an oncampus class that received a face to face instruction session comprised of a 70-minute demonstration of key library databases followed by an activity that allowed students to practice their skills. • Group 2 (Nineteen students – an on-campus class that received a Web-based tutorial comprised of four interactive modules, requiring an average 80 minutes to complete. • Group 3 (Nineteen students - a Web-based class that received the same Web-based tutorial as Group 2. The survey and test were repeated six weeks after the instruction. Main results – Both self‐efficacy scores and library skills test scores increased for all three groups post‐intervention. Average self-efficacy levels increased from a mean of 68.88 (SD=19.92 to a mean of 91.90 (SD=16.24; library skills scores increased from an average score of 58

  10. A Design Framework for Personal Learning Environments

    NARCIS (Netherlands)

    Rahimi, E.

    2015-01-01

    The purpose of our research was to develop a PLE (personal learning environment) design framework for workplace settings. By doing such, the research has answered this research question, how should a technology-based personal learning environment be designed, aiming at supporting learners to gain

  11. Science Learning Environments and Action Research

    Science.gov (United States)

    Martin-Dunlop, Catherine

    2006-01-01

    A learning environment survey can be easily used in the science classroom to evaluate new instructional approaches, to spark enthusiasm, and to produce evidence showing that science teachers are indeed becoming a reflective practitioner. Conducting learning environment research in the classroom is personally rewarding as well. It allows science…

  12. Academic dimension of classroom learning environment and ...

    African Journals Online (AJOL)

    Academic dimension of classroom learning environment and students' nurses attitude toward schooling. ... Global Journal of Pure and Applied Sciences ... Based on this finding, it was recommended that the teacher should create and maintain social learning environment, relationship with peers, inculcate tone of ...

  13. Conditions for effective smart learning environments

    NARCIS (Netherlands)

    Koper, Rob

    2014-01-01

    Reference: Koper, E.J.R. (2014) Conditions for effective smart learning environments. Smart Learning Environments,1(5), 1-17. http://www.slejournal.com/content/1/1/5/abstract doi:10.1186/s40561-014-0005-4

  14. Relationships between Learning Environment and Mathematics Anxiety

    Science.gov (United States)

    Taylor, Bret A.; Fraser, Barry J.

    2013-01-01

    We investigated relationships between the learning environment and students' mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is…

  15. Web-Based Distributed XML Query Processing

    NARCIS (Netherlands)

    Smiljanic, M.; Feng, L.; Jonker, Willem; Blanken, Henk; Grabs, T.; Schek, H-J.; Schenkel, R.; Weikum, G.

    2003-01-01

    Web-based distributed XML query processing has gained in importance in recent years due to the widespread popularity of XML on the Web. Unlike centralized and tightly coupled distributed systems, Web-based distributed database systems are highly unpredictable and uncontrollable, with a rather

  16. Preparing Teachers for Emerging Blended Learning Environments

    Science.gov (United States)

    Oliver, Kevin M.; Stallings, Dallas T.

    2014-01-01

    Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of…

  17. A Collaborative Model for Ubiquitous Learning Environments

    Science.gov (United States)

    Barbosa, Jorge; Barbosa, Debora; Rabello, Solon

    2016-01-01

    Use of mobile devices and widespread adoption of wireless networks have enabled the emergence of Ubiquitous Computing. Application of this technology to improving education strategies gave rise to Ubiquitous e-Learning, also known as Ubiquitous Learning. There are several approaches to organizing ubiquitous learning environments, but most of them…

  18. Interactive learning environments in augmented reality technology

    Directory of Open Access Journals (Sweden)

    Rafał Wojciechowski

    2010-01-01

    Full Text Available In this paper, the problem of creation of learning environments based on augmented reality (AR is considered. The concept of AR is presented as a tool for safe and cheap experimental learning. In AR learning environments students may acquire knowledge by personally carrying out experiments on virtual objects by manipulating real objects located in real environments. In the paper, a new approach to creation of interactive educational scenarios, called Augmented Reality Interactive Scenario Modeling (ARISM, is mentioned. In this approach, the process of building learning environments is divided into three stages, each of them performed by users with different technical and domain knowledge. The ARISM approach enables teachers who are not computer science experts to create AR learning environments adapted to the needs of their students.

  19. Clearing your Desk! Software and Data Services for Collaborative Web Based GIS Analysis

    Science.gov (United States)

    Tarboton, D. G.; Idaszak, R.; Horsburgh, J. S.; Ames, D. P.; Goodall, J. L.; Band, L. E.; Merwade, V.; Couch, A.; Hooper, R. P.; Maidment, D. R.; Dash, P. K.; Stealey, M.; Yi, H.; Gan, T.; Gichamo, T.; Yildirim, A. A.; Liu, Y.

    2015-12-01

    Can your desktop computer crunch the large GIS datasets that are becoming increasingly common across the geosciences? Do you have access to or the know-how to take advantage of advanced high performance computing (HPC) capability? Web based cyberinfrastructure takes work off your desk or laptop computer and onto infrastructure or "cloud" based data and processing servers. This talk will describe the HydroShare collaborative environment and web based services being developed to support the sharing and processing of hydrologic data and models. HydroShare supports the upload, storage, and sharing of a broad class of hydrologic data including time series, geographic features and raster datasets, multidimensional space-time data, and other structured collections of data. Web service tools and a Python client library provide researchers with access to HPC resources without requiring them to become HPC experts. This reduces the time and effort spent in finding and organizing the data required to prepare the inputs for hydrologic models and facilitates the management of online data and execution of models on HPC systems. This presentation will illustrate the use of web based data and computation services from both the browser and desktop client software. These web-based services implement the Terrain Analysis Using Digital Elevation Model (TauDEM) tools for watershed delineation, generation of hydrology-based terrain information, and preparation of hydrologic model inputs. They allow users to develop scripts on their desktop computer that call analytical functions that are executed completely in the cloud, on HPC resources using input datasets stored in the cloud, without installing specialized software, learning how to use HPC, or transferring large datasets back to the user's desktop. These cases serve as examples for how this approach can be extended to other models to enhance the use of web and data services in the geosciences.

  20. Learning from data streams in dynamic environments

    CERN Document Server

    Sayed-Mouchaweh, Moamar

    2016-01-01

    This book addresses the problems of modeling, prediction, classification, data understanding and processing in non-stationary and unpredictable environments. It presents major and well-known methods and approaches for the design of systems able to learn and to fully adapt its structure and to adjust its parameters according to the changes in their environments. Also presents the problem of learning in non-stationary environments, its interests, its applications and challenges and studies the complementarities and the links between the different methods and techniques of learning in evolving and non-stationary environments.

  1. Evaluation of a Learning Object Based Learning Environment in Different Dimensions

    Directory of Open Access Journals (Sweden)

    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,

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

    Science.gov (United States)

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

    2012-09-01

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

  3. A Comparative Analysis of the Consistency and Difference among Teacher-Assessment, Student Self-Assessment and Peer-Assessment in a Web-Based Portfolio Assessment Environment for High School Students

    Science.gov (United States)

    Chang, Chi-Cheng; Tseng, Kuo-Hung; Lou, Shi-Jer

    2012-01-01

    This study explored the consistency and difference of teacher-, student self- and peer-assessment in the context of Web-based portfolio assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the assessment system, the students performed portfolio creation, inspection, self- and…

  4. THE EFFECTS OF DIFFERENT INTERACTION TYPES IN WEB-BASED TEACHING ON THE ATTITUDES OF LEARNERS TOWARDS WEB BASED TEACHING AND INTERNET

    Directory of Open Access Journals (Sweden)

    Ozgen KORKMAZ

    2013-04-01

    Full Text Available It might be said that attitudes impact success directly in web-based teaching and timely and appropriate fulfillment of learners’ expectations bear utmost significance for their success. From this perspective a properly designed web supported teaching application can provide positive contribution as well to learners’ attitudes towards web supported teaching and internet. Based on this premise, the objective of present research is to explore the effects of different interaction types in web-based teaching setting on the attitudes of learners towards web-based teaching and internet. An experimental pattern with pretest-posttest control group was used in the study. Study group of research consists of 77 students. Research data have been compiled via Attitude towards Internet Scale (α=0,77 and Attitude towards Web-based Learning Scale (α=0,86. In one of the experimental groups, synchronous web-based training interaction and in the other group asynchronous web-based training interaction and in the control group learner-content only interaction has been provided. In data analysis; standard deviation, arithmetical means, one-way variance analysis and LSD tests have been employed. As a result: Web-based training applications with synchronous interaction, compared to web-based training application with learner-content only interaction, have significantly higher contribution on learners’ attitudes towards web-based teaching. In Web-based teaching settings different types of interaction have no effect on learners’ attitudes towards internet which may be attributed to the fact that learners’ attitudes towards internet were already in quite high levels prior to the procedure.

  5. Georgia - Improved Learning Environment Infrastructure

    Data.gov (United States)

    Millennium Challenge Corporation — The school rehabilitation activity seeks to decrease student and teacher absenteeism, increase students’ time on task, and, ultimately, improve learning and labor...

  6. Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

    Science.gov (United States)

    von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus

    2001-01-01

    Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…

  7. The Effects of Integrating Social Learning Environment with Online Learning

    Science.gov (United States)

    Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela

    2017-01-01

    The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…

  8. Web-based teaching in nursing: lessons from the literature.

    Science.gov (United States)

    Twomey, Angela

    2004-08-01

    Many in nurse education have partially adopted the Internet as a pedagogical approach. This has highlighted serious contentious issues for educators. These include, pedagogical vs. technological approaches to teaching, face-to-face vs. online communication and classroom vs. online teaching. This paper attempts to reassure educators about this new Internet-based pedagogy, by applying traditional educational theories and discussions on curriculum to web-based teaching. In particular, cognitive learning theories such as constructivism and the process model of curriculum development are discussed. These provide a solid theoretical framework from which to expand the Internet-based pedagogical approach among those whose interest is the promotion of learning. The paper concludes with the implications of web-based teaching for the personal and professional development of nurse educators.

  9. A Case Study in Instructional Design for Web-based Courses.

    Science.gov (United States)

    Barker, Anne M.

    2002-01-01

    Presents a framework for designing a web-based nursing course based on adult learning principles. Discusses the following issues: changing role of faculty, the development of an online community, and the need to keep the technology simple. (JOW)

  10. Creating a Learning Environment for Engineering Education

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    ? And the introduction of IT has highlighted the importance of the learning environment, but the focus has narrowly been on the physical environment. However, the mental frame-work is also very important. To assure educational quality it is necessary to take all these elements into account and consider the total...... learning environment as an integrated whole.......Until recently discussions about improvement of educational quality have focussed on the teacher – it was as-sumed that by training the teacher you could increase the students’ learning outcome. Realising that other changes than better teaching were necessary to give the students more useful...

  11. SCAFFOLDING IN CONNECTIVIST MOBILE LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Ozlem OZAN

    2013-04-01

    Full Text Available Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: Ø to learn in a networked environment, Ø to manage their networked learning process, Ø to interact in a networked society, and Ø to use the tools belonging to the network society. The researcher described how Vygotsky's “scaffolding” concept, Berge’s “learner support” strategies, and Siemens’ “connectivism” approach can be used together to satisfy mobile learners’ needs. A connectivist mobile learning environment was designed for the research, and the research was executed as a mixed-method study. Data collection tools were Facebook wall entries, personal messages, chat records; Twitter, Diigo, blog entries; emails, mobile learning management system statistics, perceived learning survey and demographic information survey. Results showed that there were four major aspects of scaffolding in connectivist mobile learning environment as type of it, provider of it, and timing of it and strategies of it. Participants preferred mostly social scaffolding, and then preferred respectively, managerial, instructional and technical scaffolding. Social scaffolding was mostly provided by peers, and managerial scaffolding was mostly provided by instructor. Use of mobile devices increased the learner motivation and interest. Some participants stated that learning was more permanent by using mobile technologies. Social networks and mobile technologies made it easier to manage the learning process and expressed a positive impact on perceived learning.

  12. Create a good learning environment and motivate active learning enthusiasm

    Science.gov (United States)

    Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa

    2017-08-01

    In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.

  13. Reconfiguring Course Design in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mullins, Michael; Zupancic, Tadeja

    2007-01-01

    Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project...... for architectural students offers some innovative insights into experientially oriented educational interfaces. A comparative analysis of VIPA courses and project results are presented in the paper. Special attention in the discussion is devoted to the improvements of e-learning solutions in architecture....... The criterion of the relation between the actual applicability of selected e-learning solutions and elements of collaborative educational interfaces with VR are taken into account. A system of e-learning applicability levels in program and course development and implementation of architectural tectonics...

  14. Conditions for Productive Learning in Network Learning Environments

    DEFF Research Database (Denmark)

    Ponti, M.; Dirckinck-Holmfeld, Lone; Lindström, B.

    2004-01-01

    The Kaleidoscope1 Jointly Executed Integrating Research Project (JEIRP) on Conditions for Productive Networked Learning Environments is developing and elaborating conceptual understandings of Computer Supported Collaborative Learning (CSCL) emphasizing the use of cross-cultural comparative......: Pedagogical design and the dialectics of the digital artefacts, the concept of collaboration, ethics/trust, identity and the role of scaffolding of networked learning environments.   The JEIRP is motivated by the fact that many networked learning environments in various European educational settings...... are designed without a deep understanding of the pedagogical, communicative and collaborative conditions embedded in networked learning. Despite the existence of good theoretical views pointing to a social understanding of learning, rather than a traditional individualistic and information processing approach...

  15. Redundant Information Presentation in Hypertext Learning Environments

    NARCIS (Netherlands)

    Bezdan, Eniko; Kester, Liesbeth; Kirschner, Paul A.

    2011-01-01

    Bezdan, E., Kester, L., & Kirschner, P. A. (2011, 29 August). Redundant Information Presentation in Hypertext Learning Environments. Presentation at the pre-conference of the Junior Researchers of EARLI, Exeter, United Kingdom.

  16. Blended synchronous learning environment: Student perspectives

    National Research Council Canada - National Science Library

    Sheri Conklina; Beth Oyarzun; Daisyane Barreto

    2017-01-01

    .... Blended synchronous learning environment (BSLE) can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection...

  17. LA IMPORTANCIA DEL PLE (Personal Learning Environment)

    National Research Council Canada - National Science Library

    Amaia Arroyo Sagasta

    2013-01-01

    ...... That shapes our PLE or Personal Learning Environment. Considering the great importance that has taken the Internet and new media, we can only emphasize its value and claim their place in formal education.

  18. Information literacy experiencies inside virtual learning environments

    Directory of Open Access Journals (Sweden)

    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.

  19. Relationship between learning environment characteristics and academic engagement

    NARCIS (Netherlands)

    Opdenakker, Marie-Christine; Minnaert, Alexander

    The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural

  20. Patterns as learning environment for learning mathematics

    OpenAIRE

    Markočič, Neli

    2012-01-01

    The thesis is about patterns in mathematics and their role in learning mathematics in lower secondary school. The thesis consists of two parts, a theoretical and an empirical one. In the theoretical part we describe what patterns in everyday life are. Then we consider in greater detail the patterns as a means in school mathematics. We define patterns as a sequence of objects together with perceived regularity among them. We classify patterns according to two criteria: the type of objects ...

  1. Web-based Project Reporting System

    Data.gov (United States)

    US Agency for International Development — Web-PRS is a web-based system that captures financial information and project status information that is sortable by geographical location, pillar, project type and...

  2. Advanced Training Technologies and Learning Environments

    Science.gov (United States)

    Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)

    1999-01-01

    This document contains the proceedings of the Workshop on Advanced Training Technologies and Learning Environments held at NASA Langley Research Center, Hampton, Virginia, March 9-10, 1999. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objective of the workshop was to assess the status and effectiveness of different advanced training technologies and learning environments.

  3. Web-based Digital Lexicographic Bilingual Resources

    Directory of Open Access Journals (Sweden)

    Ralitsa Dutsova

    2015-12-01

    Full Text Available Web-based Digital Lexicographic Bilingual Resources The paper presents briefly a web-based system for creation and management of bilingual resources with Bulgarian as one of the paired language. This is useful and easy to use tool for collection and management of a large amount of different linguistic knowledge. The system uses two sets of natural language data: bilingual dictionary and aligned text corpora

  4. Learning through Discussions in Blended Environments

    Science.gov (United States)

    Ellis, R. A.; Calvo, R. A.

    2004-01-01

    This paper reports research into the student experience of learning through discussions in a blended environment. Third year engineering students studying e-commerce engaged in both face-to-face discussions and online asynchronous discussions as key aspects of their learning experience. Adopting a quantitative methodology, questionnaires were…

  5. A Deign Framework for Online Learning Environments.

    Science.gov (United States)

    Mishra, Sanjaya

    2002-01-01

    Discusses use of the Web for online instruction and presents a design framework for creating online learning environments. Highlights include approaches to instruction, including behaviorism, cognitivism, and constructivism; learning activities; content; learner support; and application of the framework for a graduate course at the Indira Gandhi…

  6. The new learning environment is personal

    NARCIS (Netherlands)

    De Vries, P.

    2013-01-01

    In a traditional sense the learning environment is qualified as the institutional setting for the teaching and learning to take place. This comprises the students, the teachers, management, the services and all the buildings, the classrooms, the equipment, the tools and laboratories that constitute

  7. Building Student Trust in Online Learning Environments

    Science.gov (United States)

    Wang, Ye Diana

    2014-01-01

    As online learning continues to gain widespread attention and thrive as a legitimate alternative to classroom instruction, educational institutions and online instructors face the challenge of building and sustaining student trust in online learning environments. The present study represents an attempt to address the challenge by identifying the…

  8. Creating sustainable empowering learning environments through ...

    African Journals Online (AJOL)

    Creating sustainable empowering learning environments through scholarship of engagement. ... South African Journal of Higher Education ... Abstract. The assumption grounding this issue of SAJHE is that; a university or any institution of higher learning comes to its fullness through serious engagement with the community.

  9. Learning environments matter: Identifying influences on the ...

    African Journals Online (AJOL)

    Hennie

    Learning environments matter: Identifying influences on the motivation to learn science. Salomé Schulze. Department of Psychology of Education, University of South Africa, Pretoria Campus, South Africa. Schuls@unisa.ac.za. Mark van Heerden. Department of Science and Technology Education, University of South Africa, ...

  10. Social presence and interaction in learning environments

    OpenAIRE

    Kožuh, Ines; Jeremić, Zoran; Sarjaš, Andrej; Lapuh Bele, Julija; Devedžić, Vladan; Debevc, Matjaž

    2017-01-01

    With the increased use of social media there is a growing interest in using social interaction and social presence in education. Despite this phenomenon, no appropriate methodology was found on effective integrating of both concepts into online learning. In this study, we propose integrating two different kinds of learning tools to provide social interaction and social presence in Personal Learning Environments. We have evaluated the proposed concept in a classroom setting, using a specific s...

  11. A generalized longitudinal mixture IRT model for measuring differential growth in learning environments.

    Science.gov (United States)

    Kadengye, Damazo T; Ceulemans, Eva; Van den Noortgate, Wim

    2014-09-01

    This article describes a generalized longitudinal mixture item response theory (IRT) model that allows for detecting latent group differences in item response data obtained from electronic learning (e-learning) environments or other learning environments that result in large numbers of items. The described model can be viewed as a combination of a longitudinal Rasch model, a mixture Rasch model, and a random-item IRT model, and it includes some features of the explanatory IRT modeling framework. The model assumes the possible presence of latent classes in item response patterns, due to initial person-level differences before learning takes place, to latent class-specific learning trajectories, or to a combination of both. Moreover, it allows for differential item functioning over the classes. A Bayesian model estimation procedure is described, and the results of a simulation study are presented that indicate that the parameters are recovered well, particularly for conditions with large item sample sizes. The model is also illustrated with an empirical sample data set from a Web-based e-learning environment.

  12. Stereopsis in Medical Virtual-Learning-Environments

    NARCIS (Netherlands)

    Luursema, J.M.; Kommers, Petrus A.M.; Verwey, Willem B.; Geelkerken, R.H.; Bos, Lodewijk; Laxminarayan, Swamy; Marsh, Andy

    2004-01-01

    In surgical training a lot of effort is directed at developing virtual learning environments (VLE's). These environments usually include one or more of the following features: haptic feedback, the sending of a slightly different computer-generated image to both eyes (affording an user's experience

  13. School Zone: Learning Environments for Children.

    Science.gov (United States)

    Taylor, Anne P.; Vlastos, George

    Architectural solutions to some educational problems are explored and a systematic method is presented for designing schools as learning environments for children. Classroom environments and outdoor play areas are considered as functional art forms and seen as three-dimensional textbooks. The book demonstrates a way of using curriculum as a design…

  14. The Effectiveness of Blended Learning Environments

    Science.gov (United States)

    Eryilmaz, Meltem

    2015-01-01

    The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and online environments. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. During the application,…

  15. REDESIGNING A COURSE FOR BLENDED LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Feza ORHAN

    2008-01-01

    Full Text Available ABSTRACT This article describes a collaborative study of the blended learning approach, designed to pave the way for higher education students to integrate online and face-to-face learning environments in an “Instructional Technology and Material Development” course at the University of Yildiz Technic in Turkey. The purpose of this study is to investigate the students’ perceptions of the blended learning environment and to trace the integration between online and face-to-face learning environments. For this purpose, 30 students were given statements on the redesigned course, which they rated on a 5-point Likert scale. To probe more deeply into their positive and negative responses, a focus group discussion was held to gather the students’ views. The findings are reveal that the majority of the students (90% enjoyed being in the blended learning environment. However, improvement in methods of application and online study materials are needed. Additionally, other factors that may be salient in blended learning environment are also discussed.

  16. 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

  17. Digital Learning Environments: New possibilities and opportunities

    Directory of Open Access Journals (Sweden)

    Otto Peters

    2000-06-01

    Full Text Available This paper deals with the general problem whether and, if so, how far the impact of the digitised learning environment on our traditional distance education will change the way in which teachers teach and learners learn. Are the dramatic innovations a menace to established ways of learning and teaching or are they the panacea to overcome some of the difficulties of our system of higher learning and to solve some of our educational problems caused by the big and far-reaching educational paradigm shift? This paper will not deal with technical or technological achievements in the field of information and communication which are, of course, revolutionary and to be acknowledged and admired. Rather, the digital learning environment will be analysed from a pedagogical point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages.

  18. Blended Learning Environments and Suggesstions for Blended Learning Design

    OpenAIRE

    Funda DAĞ

    2011-01-01

    The number of studies in blended learning field, which has gained importance by being reinterpreted with the effect of the developments in information and communication technologies, has been increasing recently. There have been many diverse approaches in these studies on the point of defining blended learning and on the point of which components of blended learning environments need blending and how they are blended. The aim of this study is to examine national and international studies in b...

  19. 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.

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

    Directory of Open Access Journals (Sweden)

    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.