Milan Miˇsoviˇ · Journal of Telecommunications and Information Technology · 2003
Using a progressive information technologies for development of web-based courses and their administration brings a lot of practical and theoretical problems. We know web course problem is only small solution concerning construction of a large entire web-based e-learning environment. One of a practical problem is how to construct web-based electronic courses that have to meet international AICC standards. Implementation of such strict statements resulted in a lot of small or larger difficulties if we had used an elementary HTML editor. Using a~special web course oriented editors can absolutely solve this problem. The second problem is construction of the web-based e-learning application that can administrate such web courses and takes into consideration AICC regulations. Development of such web applications is founded on the latest web technologies. This article introduces one approach to the modeling of the two most important components (web-based course, web-based application) of the web-based e-learning environment, convenient for Military Academy in Brno and Czech army. The article outlines the structure of web subject, e-learning environment and their implementation. The LMS`s structure and its functionality, based on a snaps algebra, belong to important results of the article.
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Michalis Aftias, Herbert H. Einstein, Joseph M. Sussman et al. · 2001
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South Korea, Kenji Ohno, Fu-Kwun Hwang et al. · 2000
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Anna Maria Luxton, Supervisors Robert Biddle, James Noble · 2008
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Norhasyimah Hamzah, Arihasnida Ariffin, Hashima Hamid · IOP Conference Series Materials Science and Engineering · 2017
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.
Cited by 23Open access
Andreja Andrić, Vladan Devedžić, Marko Andrejić · 2004
We present a concept of a Web-based learning environment formed as a passive Web document. We outline a method for translation of a knowledge base into a framework of HTML documents, and we present the defector, a recently developed Web based learning environment for diagnosing malfunctions on cars, as a larger scale example. We discuss the advantages of this concept, and give an idea of a commercial exploitation of such a system, regarding the system with this kind of knowledge representation as a new marketing instrument.
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Özdemir, Ali; CELÂL BAYAR ÜNİVERSİTESİ, Alaybeyoğlu, Ayşegül; İZMİR KATİP ÇELEBİ ÜNİVERSİTESİ, Balbal, Kadriye Filiz; CELÂL BAYAR ÜNİVERSİTESİ · DergiPark (Istanbul University) · 2017
Technological developments have influenced the field of education as every field of life. Learning and teaching methods and techniques change and develop with the new technologies. Researchers are developing new methods and approaches that are compatible with technology to ensure the most effective learning way. Web based learning environments prepared by utilizing the possibilities of internet technology are also one of these approaches. Web-based learning environments that can support traditional methods are expected to have a positive impact on the learning of students. In this study, a web-based learning environment is designed in which the exercises related to the subjects in the 10th grade mathematics curriculum is included. A questionnaire is applied to get the opinions of the 58 students studying in vocational high school
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Qu, Yunzhen Lynn, 1977- · DSpace@MIT (Massachusetts Institute of Technology) · 1999
Thesis (S.B. and M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.
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Tomoko Kojiri · Medical Entomology and Zoology · 2001
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Margus Pedaste · DSpace repository (University of Tartu) · 2006
A unique web-based learning environment “Hiking Across Estonia” (http://bio.edu.ee/ tour/) comprising two modules – one for students and another for developers and researchers – has been composed. Students have to solve 30 environmental problem-solving tasks in five virtual ecosys- tems with the help of additional information and virtual tools that can be opened in the same win- dow. The answers of participants are saved in the database of the server for analysing students’ performance in solving the tasks. An all over Estonian competition between teams consisting of three to five students (n = 462) of basic and high school was organized in the spring of 2002. The ANCOVA analysis of the participants’ answers in the preand post-test demonstrated the im- provement of students’ problem-solving skills statistically significantly (F = 195.8; p This finding was strongly influenced by their achievements in the pre-test (F = 9.2; p = 0.003) – the participants with initial lower problem-solving skills developed considerably more. It was also verified that students’ skills to analyse texts (F = 16.9; p = 0.015), graphs (F = 71.2; p and figures (F = 13.2; p = 0.030) improved as a result of the application of the simulation. The analysis of the server database supported the fact that the students’ ability to solve the problems developed significantly – according to the Spearman rank order correlation the score per task in- creased during the usage of the programme. The achievements of basic school students improved more (ρ = 0.393; p = 0.016) than these of high school students (ρ = 0.255; p = 0.087).
Cited by 3Open access
Anh Vu Nguyen, Yassin Rekik, Denis Gillet · 2008
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David C. Coker, John A. Marsh, P. Pick et al. · Journal of Educational Technology Systems · 1998
The Web has been used in teaching in a number of ways. For example, it can be used as a meeting place for students, where they can share their ideas, questions, answers, and, most importantly, where they can compete. We explore the possibilities offered by the Web in a project based learning environment, where students work on team projects and display them on the Web. In particular, the continuous Web display of work in progress during the semester stimulates the students toward greater competition and toward achieving higher goals. Students also directly participate in the assessment as members of the jury judging the projects. We present our experiences in using this learning environment in several undergraduate mathematics and physics classes.
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Sam K. P. Ma · 2009
Advances in multimedia technologies and Internet technologies lead to new types of teaching and learning. However, most distant-learning or virtual-learning sites are still limited to the dissemination of teaching materials. Neither the strengths of Internet have been maximized nor the functions have been fully utilized, for instance, in supporting interactive, customized and collaborative learning. In this paper we propose and describe a web-based customized virtual learning environment, which models a new collaborative learning process that can be widely accessible in the Internet with high user interactions.
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邱筱雅 · 2006
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Minna. Nummenmaa · UTUPub (University of Turku) · 2007
The aim of this thesis was to examine emotions in a web-based learning environment (WBLE). Theoretically, the thesis was grounded on the dimensional model of emotions. Four empirical studies were conducted. Study I focused on students’ anxiety and their self-efficacy in computer-using situations. Studies II and III examined the influence of experienced emotions on students’ collaborative visible and non-collaborative invisible activities and lurking in a WBLE. Study II also focused on the antecedents of the emotions students experience in a web-based learning environment. Study IV concentrated on clarifying the differences between emotions experienced in face-to-face and web-based collaborative learning. The results of these studies are reported in four original research articles published in scientific journals. \n \nThe present studies demonstrate that emotions are important determinants of student behaviour in a web-based learning, and justify the conclusion that interactions on the web can and do have an emotional content. Based on the results of these empirical studies, it can be concluded that the emotions students experience during the web-based learning result mostly from the social interactions rather than from the technological context. The studies indicate that the technology itself is not the only antecedent of students’ emotional reactions in the collaborative web-based learning situations. However, the technology itself also exerted an influence on students’ behaviour. It was found that students’ computer anxiety was associated with their negative expectations of the consequences of using technology-based learning environments in their studies. \n \nMoreover, the results also indicated that student behaviours in a WBLE can be divided into three partially overlapping classes: i) collaborative visible ii) non-collaborative invisible activities, and iii) lurking. What is more, students’ emotions experienced during the web-based learning affected how actively they participated in such activities in the environment. Especially lurkers, i.e. students who seldom participated in discussions but frequently visited the online environment, experienced more negatively valenced emotions during the courses than did the other students. This result indicates that such negatively toned emotional experiences can make the lurking individuals less eager to participate in other WBLE courses in the future. Therefore, future research should also focus more precisely on the reasons that cause individuals to lurk in online learning groups, and the development of learning tasks that do not encourage or permit lurking or inactivity. \n \nFinally, the results from the study comparing emotional reactions in web-based and face-to-face collaborative learning indicated that the learning by means of web-based communication resulted in more affective reactivity when compared to learning in a face-to-face situation. The results imply that the students in the web-based learning group experienced more intense emotions than the students in the face-to-face learning group.The interpretations of this result are that the lack of means for expressing emotional reactions and perceiving others’ emotions increased the affectivity in the web-based learning groups. Such increased affective reactivity could, for example, debilitate individual’s learning performance, especially in complex learning tasks. Therefore, it is recommended that in the future more studies should be focused on the possibilities to express emotions in a text-based web environment to ensure better means for communicating emotions, and subsequently, possibly decrease the high level of affectivity. However, we do not yet know whether the use of means for communicating emotional expressions via the web (for example, “smileys” or “emoticons”) would be beneficial or disadvantageous in formal learning situations. Therefore, future studies should also focus on assessing how the use of such symbols as a means for expressing emotions in a text-based web environment would affect students’ and teachers’ behaviour and emotional state in web-based learning environments.
Cited by 13Open access
Koutoumanos, A, Retalis, S, Papaspyrou, N · DSpace - NTUA (National Technical University of Athens) · 2000
The plethora and variance of learning resources embedded in modern web-based learning environments require a mechanism to enable their structured administration. This goal can be achieved by defining metadata on them and constructing a system that manages the metadata in the context of the learning environment. Both activities have to meet certain standards.
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Mohd. Saat, Rohaida · Universiti Putra Malaysia Institutional Repository (Universiti Putra Malaysia) · 2003
Learning primary science includes the acquisition of science process skills. Studies have shown that integrated science process skills should be taught through some form of specific training. This study adopts the use of Web-based learning environment in learning science process skills. The purpose of this study was to unravel the learning processes that occurred in the learning of science, particularly the skill of controlling variables, in a Web-based learning environment. The study employed an exploratory qualitative case study which involved nineteen Grade Five children. The participants were selected using the purposive sampling technique. During the study, children explored the specially designed Web-based instructional material known as 'Science Process Skills in Scientific Exploration', in short SPicE. The primary data collection techniques used in this study were interviews, children's conversations, observations, children's diary entries and entries from the on-line discussions. Data from interviews, conversations and observations were transcribed while relevant entries from children's diaries and on-line discussions were extracted. Data were analyzed using the constant comparative method of analysis. The findings of the study suggest that there were three dimensions of learning, the cognitive, interpersonal and intrapersonal dimensions. These learning dimensions were intertwined among each other and were influenced by the design features of SPicE. Besides the acquisition of the intended skills, the findings also indicate that the children acquired other science process skills, manipulative skills as well as computer skills. There were four main factors that influence the acquisition of these skills; the programme, physical setting, the teacher and children's readiness. Three major conclusions were drawn from this study. First, Web-based learning facilitates science learning. Second, besides the intended learning outcome, learners acquired other related skills such as manipulative skills and computer skills, in the Web-based learning environment. Lastly, skill acquisition in the Web-based learning environment is influenced by various external and internal factors.
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MICHAEL J. PARKER, Julian L. Seifter · Academic Medicine · 2001
Objective: Computer-aided learning can encourage students' independent exploration of difficult concepts; when balanced with lectures and small-group study, it can be a powerful component of the overall curriculum. In the second-year curriculum at Harvard Medical School, the pathophysiology course offers complex and wide-ranging content, representing challenges in terms of intellectual mastery and integration. We developed a computer-based course component to help medical students master difficult concepts in pathophysiology. Using multimedia and Web-based interactive exercises, the program provides a visual and engaging format and promotes integration of concepts shared between areas of medicine. Description: In November 1999 the project was initiated with the Human Systems Pathophysiology Course at Harvard Medical School to complement the existing course structure. Faculty members in each area of the course (renal, endocrine, musculoskeletal, reproductive, cardiovascular, pulmonary, gastrointestinal) were asked to identify concepts that the students traditionally found confusing. A series of visuals accompanied by text material, practice test questions, patient cases, and references addresses these specific areas of difficulty. Various Web-deliverable media are used to illustrate difficult concepts; for example, in the gastrointestinal section, esophageal peristalsis is explained using interactive animations, barium swallow videos, and text. Whenever possible, underlying principles are illustrated with interactive exercises that can be used on standard Web browsers without modification or extra software. This approach represents an improvement over previously created simulations, which, even when they are sophisticated, are generally not Web-based, thus limiting students' access to them. As an example, for pulmonary pathophysiology, students can interactively explore the reasons for ventilation—perfusion mismatch by adjusting the ventilation and perfusion of individual simulated alveoli and observing the effects on oxygen saturation and content of arterial blood. Another exercise allows students to examine the effect of varying the fraction of inspired oxygen on arterial oxygen content in the presence of a shunt. Each exercise permits self-paced exploration of a difficult concept. Students can also test themselves with multiple-choice questions and obtain instant feedback. Discussion: The advantages of the computer environment we have developed are self-pacing, visual support, interactive engagement, and easy access. Such a program also provides an underlying cohesiveness to a course that is taught by many instructors. A future objective is to develop interactive visuals with potential clinical applicability in training third-and fourth-year students and residents. For example, in a discussion of sodium and water homeostasis in renal function, students could choose intravenous fluids, rates, and amounts and see how their choices affect osmolarity and volumes of body fluid compartments. Another goal is to provide “integrating concepts” sections, such as a “common” area that deals with calcium metabolism from a multi-organ perspective, with links to organ-specific sites. An “engineering section” will allow discussion of mechanical, physical, and biologic mechanisms common to all areas of medicine. Ultimately the project should provide a comprehensive online environment that seamlessly integrates with lecture and small-group learning.
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Anh-vu Nguyen, Yassin Rekik, Denis Gillet · 2005
Abstract ⎯ Nowadays, Web-based environments offer a tremendous opportunity to add flexibility in traditional engineering curricula by providing students with versatile access to the learning resources from both a time and a location perspective. In this context, we have developed the eMersion environment with the aim to provide a Web-based learning environment that supports hands-on experimentation through remote manipulation of physical laboratory devices and/or computer simulation tools. The eMersion environment provides the students with the possibilities to carry out the experimentation in a flexible way and is currently used in various courses offered by the School of Engineering at the Swiss Federal Institute of Technology (EPFL). This paper presents a proposed model for the assessment of Web-based learning environment in engineering education. The model encourages performing evaluation under an iterative perspective. The assessment processes are carried out at different phases at a learning process through different assessment loops. This assessment model allows the integration of different analysis methods including quantitative, qualitative and social network analysis. The paper also describes the results and analyses of the evaluation process carried out in the Automatic Control laboratory courses using the Cockpit environment from the 2002 winter to the 2004 summer semesters at the EPFL. The evaluation takes place in an iterative process with the purpose of studying different aspects of a Webbased engineering learning community, such as participation, flexibility and collaboration. Another objective is to improve the user interface design. These evaluation results allow the observation of different dimensions of the Web-based learning process in engineering education. The first dimension is the amount of the students ’ work that takes place within the environment compared to
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G. García Fernández · RMIT Research Repository (RMIT University Library) · 2003
On-line Web-based learning environments with automated feedback, such as WebLearn [5], present subject questions to the student and evaluate their answers to provide formative and summative assessment. With these tools, formative learning activities such as quizzes and tests are mostly pre-planned, since testing instruments are generated by selecting questions in a pre-specified manner out of question banks created for the purpose. Although this approach has been used with a significant degree of success, the real challenge to support students' learning is to mimic what a human instructor would do when teaching: provide guided learning.\nThe main difficulty associated with creating such an 'electronic tutor' is to implement the required intelligent dynamic behaviour during learning. That is, at any stage of a student's learning session the system should take into account his/her demonstrated cognitive level to generate the next appropriate formative testing instrument. For students to be able to make the higher-level cognitive contributions as they progress through a session, the system must keep a history of students' answers and must react accordingly. We call here that behaviour adaptive learning by adaptive formative assessment.\nWe propose on this paper a strategy to implement an adaptive automated learning system, based on establishing an incremental cognitive path from the lowest to the highest level questions related to a concept. In the research literature this has been often called 'cognitive scaffolding'. For our on-line automated environment, the first hurdle has been how to define the scaffolding and how to implement it from question banks that have not been created for this process. Our approach is embodied in WebTutor, a 'black box' component being developed at RMIT University to work in combination with the generation, presentation and feedback capabilities of the WebLearn system
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