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

NASA Astrophysics Data System (ADS)

Ahmad, Rosman

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

Proceedings of N.A.Web 2001: The International North America Web-Based Learning Conference (7th, Fredericton, New Brunswick, Canada, October 13-16, 2001).

ERIC Educational Resources Information Center

Ellis, Allan, Ed.; Hall, Rik, Ed.; Li, Jeni, Ed.

NAWeb 2001, the International North America Web-Based Learning Conference, focused on innovative and practical uses of the World Wide Web in teaching and learning. This proceedings contains the following papers: (1) "Roles of Parties Involved in Distance Learning" (Ahlam Al-Bassam, Peter Neubert, Ali Al-Shammari); (2) "The World…

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

ERIC Educational Resources Information Center

Li, Judy

2014-01-01

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

Learning Strategies for Success in a Web-Based Course: A Descriptive Exploration

ERIC Educational Resources Information Center

Hu, Haihong; Gramling, Jennifer

2009-01-01

Web-based distance instruction has become a popular delivery method for education. How are learning strategies helping make the connection between Web-based technologies and educational goals? The purpose of this study was to examine learners' use of self-regulated learning strategies in a Web-based course. Twelve students from an information…

Discursive Constructions of Web Learning and Education.

ERIC Educational Resources Information Center

Boshier, Roger; Onn, Chia Mun

2000-01-01

Discusses Web-based learning and distance education and compares four discourses and their manifestations in North America and Asia that shape Web educational practice: techno-utopianism, techno-cynicism, techno-zealotry, and techno-structuralism. Concludes that techno-utopian discourse impedes Web development through claims about paradigm shifts…

A Framework for Open, Flexible and Distributed Learning.

ERIC Educational Resources Information Center

Khan, Badrul H.

Designing open, flexible distance learning systems on the World Wide Web requires thoughtful analysis and investigation combined with an understanding of both the Web's attributes and resources and the ways instructional design principles can be applied to tap the Web's potential. A framework for open, flexible, and distributed learning has been…

Trend of E-Learning: The Service Mashup

ERIC Educational Resources Information Center

Yen, Neil Y.; Shih, Timothy K.; Jin, Qun; Hsu, Hui-Huang; Chao, Louis R.

2010-01-01

With the improvement of internet technologies and multimedia resources, traditional learning has been replaced by distance learning, web-based learning or others' e-learning learning styles. According to distance learning, there are many research organizations and companies who make efforts in developing the relevant systems. But they lack…

Problems of Implementing SCORM in an Enterprise Distance Learning Architecture: SCORM Incompatibility across Multiple Web Domains.

ERIC Educational Resources Information Center

Engelbrecht, Jeffrey C.

2003-01-01

Delivering content to distant users located in dispersed networks, separated by firewalls and different web domains requires extensive customization and integration. This article outlines some of the problems of implementing the Sharable Content Object Reference Model (SCORM) in the Marine Corps' Distance Learning System (MarineNet) and extends…

Addressing Challenges in Web Accessibility for the Blind and Visually Impaired

ERIC Educational Resources Information Center

Guercio, Angela; Stirbens, Kathleen A.; Williams, Joseph; Haiber, Charles

2011-01-01

Searching for relevant information on the web is an important aspect of distance learning. This activity is a challenge for visually impaired distance learners. While sighted people have the ability to filter information in a fast and non sequential way, blind persons rely on tools that process the information in a sequential way. Learning is…

Recurrent Themes in E-Learning: A Narrative Analysis of Major E-Learning Reports

ERIC Educational Resources Information Center

Waight, Consuelo L.; Willging, Pedro; Wentling, Tim

2004-01-01

E-learning, sometimes referred to as online learning, Web-based learning, distance learning, and technology-based learning, among other names, is a concept that has garnered significant global attention. This broad attention to e-learning has resulted in numerous e-learning reports. In doing extensive Web searches for e-learning reports, the…

New Definitions for New Higher Education Institutions

ERIC Educational Resources Information Center

Meyer, Katrina A.

2009-01-01

New terms were exploding early in the development of distance learning and virtual universities. Distance learning, online learning, e-learning, and distributed learning were applied to the various new forms of learning using online or Web-based materials and processes. However, largely thanks to the immediate popularity of the Western Governors'…

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

ERIC Educational Resources Information Center

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…

Effectiveness of Learning Process Using "Web Technology" in the Distance Learning System

ERIC Educational Resources Information Center

Killedar, Manoj

2008-01-01

Web is a globally distributed, still highly personalized media for cost-effective delivery of multimedia information and services. Web is expected to have a strong impact on almost every aspect of how we learn. "Total Quality" is the totality of features, as perceived by the customers of the product or service. Totality of features…

Social Web Content Enhancement in a Distance Learning Environment: Intelligent Metadata Generation for Resources

ERIC Educational Resources Information Center

García-Floriano, Andrés; Ferreira-Santiago, Angel; Yáñez-Márquez, Cornelio; Camacho-Nieto, Oscar; Aldape-Pérez, Mario; Villuendas-Rey, Yenny

2017-01-01

Social networking potentially offers improved distance learning environments by enabling the exchange of resources between learners. The existence of properly classified content results in an enhanced distance learning experience in which appropriate materials can be retrieved efficiently; however, for this to happen, metadata needs to be present.…

Convergent Technologies in Distance Learning Delivery.

ERIC Educational Resources Information Center

Wheeler, Steve

1999-01-01

Describes developments in British education in distance learning technologies. Highlights include networking the rural areas; communication, community, and paradigm shifts; digital compression techniques and telematics; Web-based material delivered over the Internet; system flexibility; social support; learning support; videoconferencing; and…

Past, Present, and Future Trends in Teaching Clinical Skills through Web-Based Learning Environments

ERIC Educational Resources Information Center

Coe Regan, Jo Ann R.; Youn, Eric J.

2008-01-01

Distance education in social work has grown significantly due to the use of interactive television and computer networks. Given the recent developments in delivering distance education utilizing Web-based technology, this article presents a literature review focused on identifying generational trends in the development of Web-based learning…

Breaking out of the Asynchronous Box: Using Web Conferencing in Distance Learning

ERIC Educational Resources Information Center

Lietzau, Julie Arnold; Mann, Barbara J.

2009-01-01

A discussion of a university library's use of Web conferencing (real-time synchronous instruction) which addresses the questions (1) Is Web conferencing a viable option for distance students in online only classrooms? (2) Do faculty and students benefit from this type of instruction? Four different scenarios are presented with assessment results…

Distance Learning and the Web: Are Advertising Programs Missing the Target?

ERIC Educational Resources Information Center

Falk, Louis K.; Rehman, Sharaf; Foster, Dawn

1999-01-01

Discusses survey results that examined whether distance education programs at universities offering courses in advertising and/or public relations make use of the Internet/Web pages to inform potential students about courses taught via distance education. The survey and list of Association of Education in Journalism and Mass Communication (AEJMC)…

A Framework for Developing Competencies in Open and Distance Learning

ERIC Educational Resources Information Center

Arinto, Patricia B.

2013-01-01

Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on…

Online Learning: A Comparison of Web-Based and Land-Based Courses

ERIC Educational Resources Information Center

Brown, Joy L. M.

2012-01-01

Distance learning has become more popular in recent years. Due to concern about the quality of web-based courses, the purpose of this study was to explore the differences in web-based versus land-based courses. In this study, the researcher compares web-based and land-based education courses to explore the strengths and weaknesses of each type of…

Economics: A Discriminant Analysis of Students' Perceptions of Web-Based Learning.

ERIC Educational Resources Information Center

Usip, Ebenge E.; Bee, Richard H.

1998-01-01

Users and nonusers of Web-based instruction (WBI) in an undergraduate statistics classes at Youngstown State University were surveyed. Users concluded that distance learning via the Web was a good method of obtaining general information and useful tool in improving their academic performance. Nonusers thought the university should provide…

Implementation and Deployment of the IMS Learning Design Specification

ERIC Educational Resources Information Center

Paquette, Gilbert; Marino, Olga; De la Teja, Ileana; Lundgren­-Cayrol, Karin; Lonard, Michel; Contamines, Julien

2005-01-01

Knowledge management in organizations, the learning objects paradigm, the advent of a new web generation, and the "Semantic Web" are major actual trends that reveal a potential for a renewed distance learning pedagogy. First and foremost is the use of educational modelling languages and instructional engineering methods to help decide…

Distance Education Programs in Texas Community & Technical Colleges: Assessing Student Support Services in a Virtual Environment.

ERIC Educational Resources Information Center

Luedtke, Cherry Beth

This project evaluates the status of distance learning at 54 public, two-year community, and technical colleges in Texas. Data was collected from the Web sites of each of the institutions. The Web site data indicted that 44 of the colleges refer specifically to distance education courses offered. To assess what student support services are…

Transactional Distance in a Blended Learning Environment

ERIC Educational Resources Information Center

Dron, Jon; Seidel, Catharine; Litten, Gabrielle

2004-01-01

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…

Discovering Decision Knowledge from Web Log Portfolio for Managing Classroom Processes by Applying Decision Tree and Data Cube Technology.

ERIC Educational Resources Information Center

Chen, Gwo-Dong; Liu, Chen-Chung; Ou, Kuo-Liang; Liu, Baw-Jhiune

2000-01-01

Discusses the use of Web logs to record student behavior that can assist teachers in assessing performance and making curriculum decisions for distance learning students who are using Web-based learning systems. Adopts decision tree and data cube information processing methodologies for developing more effective pedagogical strategies. (LRW)

Quality evaluation on an e-learning system in continuing professional education of nurses.

PubMed

Lin, I-Chun; Chien, Yu-Mei; Chang, I-Chiu

2006-01-01

Maintaining high quality in Web-based learning is a powerful means of increasing the overall efficiency and effectiveness of distance learning. Many studies have evaluated Web-based learning but seldom evaluate from the information systems (IS) perspective. This study applied the famous IS Success model in measuring the quality of a Web-based learning system using a Web-based questionnaire for data collection. One hundred and fifty four nurses participated in the survey. Based on confirmatory factor analysis, the variables of the research model fit for measuring the quality of a Web-based learning system. As Web-based education continues to grow worldwide, the results of this study may assist the system adopter (hospital executives), the learner (nurses), and the system designers in making reasonable and informed judgments with regard to the quality of Web-based learning system in continuing professional education.

The Knowledge Web: Learning and Collaborating on the Net. Open and Distance Learning Series.

ERIC Educational Resources Information Center

Eisenstadt, Marc, Ed.; Vincent, Tom, Ed.

This book contains a collection of examples of new and effective uses of the World Wide Web in education from the Knowledge Media Institute (KMi) at the Open University (Great Britain). The publication is organized in three main sections--"Learning Media,""Collaboration and Presence," and "Knowledge Systems on the…

A Web-Based Learning and Assessment System To Support Flexible Education.

ERIC Educational Resources Information Center

Gardner, Lesley; Sheridan, D.; White, D.

2002-01-01

Describes the development of a computer-supported, Web-based learning system, CECIL, at the University of Auckland (New Zealand). Discusses the potential benefits that a university-wide resource management system may have in terms of educational flexibility, such as online learning for distance education, and resource sharing, as well as…

Demanding Need of Growing Technologies in Distance Learning System

ERIC Educational Resources Information Center

Hafeez, Amtul; Ahmed, Aiijaz; Zubia, Noreen

2014-01-01

In distance education system use of different media enable the learners to start the course of study independently. The appearance of the internet and the expansion of web have now changed distance learning from a broadcasting way to an interactive way, and allowed connecting the learners and instructors who are geographically divided.…

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

ERIC Educational Resources Information Center

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

2000-01-01

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

Can you go the distance? Attending the virtual classroom.

PubMed

Bigony, Lorraine

2010-01-01

Distance learning via the World Wide Web offers convenience and flexibility. Online education connects nurses geographically in a manner that the traditional face-to-face learning environment lacks. Delivered in both a synchronous (real time interaction) or asynchronous (delayed interaction) format, distance programs continue to provide nurses with choice, especially in the pursuit of advanced degrees. This article explores the pros and cons of distance education, in addition to the most popular platform used in distance learning today, the Blackboard Academic Suite. Characteristics of the potential enrollee to ensure a successful distance education experience are also discussed. Distance nursing programs are here to stay. Although rigorous, the ease of accessibility makes distance learning a viable alternative for busy nurses.

Around the Globe.

ERIC Educational Resources Information Center

Wheeler, Steve

2001-01-01

Provides an overview of current activities in Web-based learning and development in Romania. Discusses promotion of online learning by various societies and institutions; the distance courses based on traditional procedures; problems of the current state of distance education, including shortage of teachers and network administration and poor and…

Are Accessible Distance Learning Systems Useful for All Students?: Our Experience with IMES, an Accessible Web-Based Learning System

ERIC Educational Resources Information Center

Iglesias, Ana; Moreno, Lourdes; Cuadra, Dolores; Castro, Elena

2013-01-01

Nowadays the use of distance learning systems is widely extended in engineering education. Moreover, most of them use multimedia resources that sometimes are the only educational material available to provide certain educational knowledge to the students. Unfortunately, most of the current educational systems and their educational content present…

Are Accessible Distance Learning Systems Useful for All Students?: Our Experience with IMES, an Accessible Web-Based Learning System

ERIC Educational Resources Information Center

Iglesias, Ana; Moreno, Lourdes; Castro, Elena; Cuadra, Dolores

2014-01-01

Nowadays the use of distance learning systems is widely extended in engineering education. Moreover, most of them use multimedia resources that sometimes are the only educational material available to provide certain educational knowledge to the students. Unfortunately, most of the current educational systems and their educational content present…

A Distance Learning Review--The Communicational Module "Learning on Demand--Anywhere at Any Time"

ERIC Educational Resources Information Center

Tatkovic, Nevenka; Ruzic, Maja

2004-01-01

The society of knowledge refers to the society marked with the principle which requires that knowledge, information and life-time learning hold a key to success in the world of IT technology. Internet, World Wide Web, Web Based Education and ever so growing speed of IT and communicational technologies have enabled the application of new modes,…

A Quantitative Cost Effectiveness Model for Web-Supported Academic Instruction

ERIC Educational Resources Information Center

Cohen, Anat; Nachmias, Rafi

2006-01-01

This paper describes a quantitative cost effectiveness model for Web-supported academic instruction. The model was designed for Web-supported instruction (rather than distance learning only) characterizing most of the traditional higher education institutions. It is based on empirical data (Web logs) of students' and instructors' usage…

Will E-Business Shape the Future of Open and Distance Learning?

ERIC Educational Resources Information Center

Oblinger, Diana

2001-01-01

Explores the impact that electronic business is likely to have on the growth of open and distance learning. Discusses global consortia and global virtual universities; technological developments, including Web qualities; value chains; pricing models; the importance of scale; operating efficiencies; and increasing competition. (Author/LRW)

Randomized Study of the Impact of Cooperative Learning: Distance Education in Public Health

ERIC Educational Resources Information Center

Riley, William; Anderson, Paige

2006-01-01

The purpose of this study is to explore the effects of cooperative learning on cognitive outcomes in a public health graduate level Web-based distance education course. Specifically, the authors use a randomized control trial to determine the impact of two teaching pedagogies on learning effectiveness in three areas of the cognitive domain: (1)…

Student Satisfaction with a Web-Based Dissertation Course: Findings from an International Distance Learning Master's Programme in Public Health

ERIC Educational Resources Information Center

Harrison, Roger; Gemmell, Isla; Reed, Katie

2014-01-01

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…

A Preliminary Evaluation of Using WebPA for Online Peer Assessment of Collaborative Performance by Groups of Online Distance Learners

ERIC Educational Resources Information Center

Murray, Jo-Anne; Boyd, Sharon

2015-01-01

Collaborative assessment has well-recognised benefits in higher education and, in online distance learning, this type of assessment may be integral to collaborative e-learning and may have a strong influence on the student's relationship with learning. While there are known benefits associated with collaborative assessment, the main drawback is…

Activity-Based Costing Models for Alternative Modes of Delivering On-Line Courses

ERIC Educational Resources Information Center

Garbett, Chris

2011-01-01

In recent years there has been growth in online distance learning courses. This has been prompted by; new technology such as the Internet, mobile learning, video and audio conferencing: the explosion in student numbers in Higher Education, and the need for outreach to a world wide market. Web-based distance learning is seen as a solution to…

A Web-Based Tutor for Java™: Evidence of Meaningful Learning

ERIC Educational Resources Information Center

Emurian, Henry H.

2006-01-01

Students in a graduate class and an undergraduate class in Information Systems completed a Web-based programmed instruction tutor that taught a simple Java applet as the first technical training exercise in a computer programming course. The tutor is a competency-based instructional system for individualized distance learning. When a student…

Satisfaction of Outcome Achievement with Web-Enhanced Teaching Strategies in Nursing Education

ERIC Educational Resources Information Center

Thornock, Susan B.

2013-01-01

The future of distance and Web-enhanced education and the use of technology are becoming more advantageous to a growing population. Nursing education has been encouraged to incorporate these teaching-learning methods. Changes in nursing education and the teaching-learning environment have the potential to challenge the preservation of nursing…

Teach beyond Your Reach: An Instructor's Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions, and More. Second Edition

ERIC Educational Resources Information Center

Neidorf, Robin

2012-01-01

Distance education is enabling individuals to earn college and graduate degrees, professional certificates, and a wide range of skills and credentials. In addition to the expanding role of distance learning in higher education, all types of organizations now offer web-based training courses to employees, clients, and other associates. In this…

Distance learning: the future of continuing professional development.

PubMed

Southernwood, Julie

2008-10-01

The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.

Predicting Student Performance in Web-Based Distance Education Courses Based on Survey Instruments Measuring Personality Traits and Technical Skills

ERIC Educational Resources Information Center

Hall, Michael

2008-01-01

Two common web-based surveys, "Is Online Learning Right for Me?' and "What Technical Skills Do I Need?", were combined into a single survey instrument and given to 228 on-campus and 83 distance education students. The students were enrolled in four different classes (business, computer information services, criminal justice, and…

Using Linked Data to Annotate and Search Educational Video Resources for Supporting Distance Learning

ERIC Educational Resources Information Center

Yu, Hong Qing; Pedrinaci, C.; Dietze, S.; Domingue, J.

2012-01-01

Multimedia educational resources play an important role in education, particularly for distance learning environments. With the rapid growth of the multimedia web, large numbers of educational video resources are increasingly being created by several different organizations. It is crucial to explore, share, reuse, and link these educational…

Demonstrating a Web-Design Technique in a Distance-Learning Environment

ERIC Educational Resources Information Center

Zdenek, Sean

2004-01-01

Objective: To lead a brief training session over a distance-learning network. Type of speech: Informative. Point value: 20% of course grade. Requirements: (a) References: Not specified; (b) Length: 15 minutes; (c) Visual aid: Yes; (d) Outline: No; (e) Prerequisite reading: Chapters 12-16, 18 (Bailey, 2002); (f) Additional requirements: None. This…

Using a web-based system for the continuous distance education in cytopathology.

PubMed

Stergiou, Nikolaos; Georgoulakis, Giannis; Margari, Niki; Aninos, Dionisios; Stamataki, Melina; Stergiou, Efi; Pouliakis, Abraam; Karakitsos, Petros

2009-12-01

The evolution of information technologies and telecommunications has made the World Wide Web a low cost and easily accessible tool for the dissemination of information and knowledge. Continuous Medical Education (CME) sites dedicated in cytopathology field are rather poor, they do not succeed in following the constant changes and lack the ability of providing cytopathologists with a dynamic learning environment, adaptable to the development of cytopathology. Learning methods including skills such as decision making, reasoning and problem solving are critical in the development of such a learning environment. The objectives of this study are (1) to demonstrate on the basis of a web-based training system the successful application of traditional learning theories and methods and (2) to effectively evaluate users' perception towards the educational program, using a combination of observers, theories and methods. Trainees are given the opportunity to browse through the educational material, collaborate in synchronous and asynchronous mode, practice their skills through problems and tasks and test their knowledge using the self-evaluation tool. On the other hand, the trainers are responsible for editing learning material, attending students' progress and organizing the problem-based and task-based scenarios. The implementation of the web-based training system is based on the three-tier architecture and uses an Apache Tomcat web server and a MySQL database server. By December 2008, CytoTrainer's learning environment contains two courses in cytopathology: Gynaecological Cytology and Thyroid Cytology offering about 2000 digital images and 20 case sessions. Our evaluation method is a combination of both qualitative and quantitative approaches to explore how the various parts of the system and students' attitudes work together. Trainees approved of the course's content, methodology and learning activities. The triangulation of evaluation methods revealed that the training program is suitable for the continuous distance education in cytopathology and that it has improved the trainees' skills in diagnostic cytopathology. The web-based training system can be successfully involved in the continuous distance education in cytopathology. It provides the opportunity to access learning material from any place at any time and supports the acquisition of diagnostic knowledge.

Facilitating Interactions through Structured Web-Based Bulletin Boards: A Quasi-Experimental Study on Promoting Learners' Critical Thinking Skills

ERIC Educational Resources Information Center

Yang, Ya-Ting C.; Newby, Timothy; Bill, Robert

2008-01-01

This experimental study investigated the effectiveness of structured Web-Based Bulletin Board (WBB) discussions in improving the critical thinking (CT) skills of learners involved in veterinary distance learning, as well as their attitudes toward learning via WBBs. The two dependent variables were learners' CT skills and their attitudes toward…

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

ERIC Educational Resources Information Center

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…

Web-Based Seamless Migration for Task-Oriented Mobile Distance Learning

ERIC Educational Resources Information Center

Zhang, Degan; Li, Yuan-chao; Zhang, Huaiyu; Zhang, Xinshang; Zeng, Guangping

2006-01-01

As a new kind of computing paradigm, pervasive computing will meet the requirements of human being that anybody maybe obtain services in anywhere and at anytime, task-oriented seamless migration is one of its applications. Apparently, the function of seamless mobility is suitable for mobile services, such as mobile Web-based learning. In this…

Creating and Nurturing Distributed Asynchronous Learning Environments.

ERIC Educational Resources Information Center

Kochtanek, Thomas R.; Hein, Karen K.

2000-01-01

Describes the evolution of a university course from a face-to-face experience to a Web-based asynchronous learning environment. Topics include cognition and learning; distance learning and distributed learning; student learning communities and the traditional classroom; the future as it relates to education and technology; collaborative student…

Web Conferencing for Synchronous Online Tutorials: Perspectives of Tutors Using a New Medium

ERIC Educational Resources Information Center

Kear, Karen; Chetwynd, Frances; Williams, Judith; Donelan, Helen

2012-01-01

This paper reports on a pilot investigation into web conferencing in a distance learning module. It focuses on the perceptions and experiences of the tutors, all of whom were new to the web conferencing environment, but were experienced in online teaching. A number of web conferencing tutorials were studied through the collection of various…

Distance Interaction through the World Wide Web in Graduate Teacher Education: A Follow-Up Analysis of Student Perceptions.

ERIC Educational Resources Information Center

Thompson, Jay C., Jr.; Nay, Frederick W.

This study, a follow-up to an earlier study (reported in the 1998 "Mid-Western Educational Researcher" v10 n4) used the World Wide Web and a "Class Page" to evaluate interaction strategies in a distance education setting. This study further examines Lev Vygotsky's social learning theories as they apply to the asynchronous…

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

ERIC Educational Resources Information Center

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…

Web Based Training for the Hellenic Navy

DTIC Science & Technology

2001-09-01

easy to learn and use. The system should not cause problems for the students. 4. Allow Instructors to Work from a Checklist:‘ Instructors comment that...are preventing participation of a large portion of active military personnel in traditional classroom seminars and courses. Distance learning is a...deliver a large amount of information practically to any place in the world. Those against distance learning methods, claim that the quality of

Empowering Adaptive Lectures through Activation of Intelligent and Web 2.0 Technologies

ERIC Educational Resources Information Center

El-Ghareeb, Haitham; Riad, A.

2011-01-01

Different Learning Paradigms can be presented by different educators as a result of utilizing several types of Information and Communication Technologies in the Learning Process. The three abstract Learning Delivery Models are: "Traditional", "Distance", and "Hybrid Learning". Hybrid Learning attempts to maintain the…

Web-Based Distance Learning: Substitute or Alternative to the Traditional Classroom--Making the Delivery Method Decision

ERIC Educational Resources Information Center

Hunt, David Marshall

2005-01-01

When a distance learning program administrator makes the critical choice of delivery methods, she/he needs to consider factors such as program developer centrism, international experience, cultural similarity, and desired level of control which will all be elaborated on in this article. The aim of this manuscript is to assist international…

Web-Based Lecture Technologies: Blurring the Boundaries between Face-to-Face and Distance Learning

ERIC Educational Resources Information Center

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

2008-01-01

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the…

Measuring the Effectiveness of Blended Learning Environment: A Case Study in Malaysia

ERIC Educational Resources Information Center

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)…

An Integrated Approach to Student Services.

ERIC Educational Resources Information Center

Kelly, Rob

2001-01-01

Describes the comprehensive, coordinated approach to student support services at the University of Wisconsin Learning Innovations, an electronic learning consultation utility that develops online programs for distance learning. Topics include the Learner Relationship Management System, advising opportunities, help desk, administrative Web site,…

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

ERIC Educational Resources Information Center

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…

Relationship between Social Media and Academic Performance in Distance Education

ERIC Educational Resources Information Center

Gupta, C. A. Pallavi; Singh, Bharti; Marwaha, Tushar

2013-01-01

The scope and method of imparting distance education to the learner has evolved over a period of time. Various models of distance education have been introduced over the years; the latest introduction is the use of Web 2.0 technologies to make distance learning more analytical, flexible, interactive, and collaborative for both the teacher and the…

Designing Multimedia for Meaningful Online Teaching and Learning

ERIC Educational Resources Information Center

Terry, Krista P.; Doolittle, Peter E.; Scheer, Stephanie B.; McNeill, Andrea

2004-01-01

The development of distance and distributed learning environments on college campuses has created a need to reconsider traditional approaches to teaching and learning by integrating research and theories in human learning, pedagogy, and instructional technology. Creating effective and efficient multimedia for Web-based instruction requires a…

Demarcating Advanced Learning Approaches from Methodological and Technological Perspectives

ERIC Educational Resources Information Center

Horvath, Imre; Peck, David; Verlinden, Jouke

2009-01-01

In the field of design and engineering education, the fast and expansive evolution of information and communication technologies is steadily converting traditional learning approaches into more advanced ones. Facilitated by Broadband (high bandwidth) personal computers, distance learning has developed into web-hosted electronic learning. The…

The Cost of Online Learning.

ERIC Educational Resources Information Center

Milshtein, Amy

2001-01-01

Examines development considerations and tips for controlling costs when a university decides to develop an online distance learning service. Use of the interactive Web Site for Determining Costs tool for unveiling hidden costs is highlighted. (GR)

Scaling Up: Faculty Workload, Class Size, and Student Satisfaction in a Distance Learning Course on Geographic Information Science.

ERIC Educational Resources Information Center

Dibiase, David; Rademacher, Henry J.

2005-01-01

This article explores issues of scalability and sustainability in distance learning. The authors kept detailed records of time they spent teaching a course in geographic information science via the World Wide Web over a six-month period, during which class sizes averaged 49 students. The authors also surveyed students' satisfaction with the…

The Best of Two Worlds: Combining ITV and Web Quests To Strengthen Distance Learning.

ERIC Educational Resources Information Center

Mosby, Charmaine

This presentation describes an English graduate seminar in Local Color and Regionalism in American Literature at Western Kentucky University that was set up as an experimental hybrid course, i.e., roughly 60% face-to-face and 40% Web course (Web quest format). The focus is on the four tasks that comprised the Web quest segment of the course: (1) a…

Overview of codes and tools for nuclear engineering education

NASA Astrophysics Data System (ADS)

Yakovlev, D.; Pryakhin, A.; Medvedeva, L.

2017-01-01

The recent world trends in nuclear education have been developed in the direction of social education, networking, virtual tools and codes. MEPhI as a global leader on the world education market implements new advanced technologies for the distance and online learning and for student research work. MEPhI produced special codes, tools and web resources based on the internet platform to support education in the field of nuclear technology. At the same time, MEPhI actively uses codes and tools from the third parties. Several types of the tools are considered: calculation codes, nuclear data visualization tools, virtual labs, PC-based educational simulators for nuclear power plants (NPP), CLP4NET, education web-platforms, distance courses (MOOCs and controlled and managed content systems). The university pays special attention to integrated products such as CLP4NET, which is not a learning course, but serves to automate the process of learning through distance technologies. CLP4NET organizes all tools in the same information space. Up to now, MEPhI has achieved significant results in the field of distance education and online system implementation.

Interactive distance learning for orthodontic residents: utilization and acceptability.

PubMed

Klein, Katherine P; Hannum, Wallace M; Koroluk, Lorne D; Proffit, William R

2012-03-01

Sharing resources through distance education has been proposed as 1 way to deal with a lack of full-time faculty in orthodontic residency programs. To keep distance education for orthodontic residents as cost-effective as possible while retaining interaction, we developed a "blended" interactive distance learning approach that combines observation of Web-based seminars with live postseminar discussions. For the 2009-2010 academic year, a grant from the American Association of Orthodontists opened access to the blended learning experience to all orthodontic programs in the United States and Canada. The specific aims of this project were to (1) measure programmatic interest in using blended distance learning, (2) determine resident and faculty interest, (3) determine the seminars' perceived usefulness, and (4) elicit feedback regarding future use. Participants in this project were expected to (1) read all assigned articles before viewing a recorded seminar, (2) watch a 1 to 1.5 hour recording of an actual interactive seminar on a Web site, and (3) participate in a 30-minute follow-up discussion immediately after watching the recorded seminar either with a faculty member at the participating institution or via a videoconference with the leader of the Web-based seminar. The residents and faculty then completed surveys about the experience. Half (52%) of the 63 orthodontic programs in the United States fully participated in this project. The blended approach to distance learning was judged to be effective and enjoyable; faculty members were somewhat more enthusiastic about the experience than were residents. Most residents were not adequately prepared for the seminars (only 14% read all preparatory articles in depth); this impacted their perception of the effectiveness and enjoyability of the experience (P = 0.0016). Prepared residents reported a greater ability to learn from the seminars (P = 0.0035) than those who did not read, and also indicated that they were more likely to use the seminars again (P = 0.0018). Despite feedback regarding the need for technologic improvements of the recorded seminars, such as better editing, more frequent slides, quicker pace, and improved sound quality, most residents and faculty agreed that they would like to use this approach to distance learning again. Blended distance learning is an acceptable method of instruction that allows residents to access various experts, supplement traditional instructor-led training, and ease the strain of current faculty shortages. The content of the recorded seminars needs to remain evidence-based, and some technologic aspects of the recordings should be improved. Copyright © 2012 American Association of Orthodontists. Published by Mosby, Inc. All rights reserved.

Best Practices in Supporting Persistence of Distant Education Students through Integrated Web-Based Systems

ERIC Educational Resources Information Center

McCracken, Holly

2009-01-01

The importance of the interconnectedness of academic, student, and technical support processes intrinsic to the provision of on-line instruction has been frequently depicted as a "service Web," with students at the center of the infrastructure. However, as programming to support distance learning continues to develop, such service Webs have grown…

Embodying Our Values in Our Teaching Practices: Building Open and Critical Discourse through Computer Mediated Communication

ERIC Educational Resources Information Center

Geelan, David R.; Taylor, Peter C.

2004-01-01

Computer mediated communication--including web pages, email and web-based bulletin boards--was used to support the development of a cooperative learning community among students in a web-based distance education unit for practicing science and mathematics educators. The students lived in several Australian states and a number of Pacific Rim…

The Northwest's Hot Topics in Preparedness forum: a novel distance-learning collaborative.

PubMed

Shield, Margaret; Wiesner, Paul; Curran, Connie; Stark, Greg; Rauch, Steve; Stergachis, Andy; Thompson, Jack

2005-11-01

The Northwest Center for Public Health Practice at the University of Washington hosts a training forum, called Hot Topics in Preparedness, that is delivered via a synchronous, Web conferencing system. These monthly, 1-hour sessions focus on key topics related to emergency preparedness for public health professionals and their emergency response partners in the Northwest region. This distance learning series was conceived and implemented as a regional collaborative, overseen by an advisory board representing state, local, and tribal health agencies. Results of session evaluations, challenges, and lessons learned from the first year of the Hot Topics in Preparedness forum are reported. Web conferencing is a popular, convenient, and effective strategy for delivering training in the rapidly changing field of preparedness across a large geographic region.

Learning from First Time eLearning Experiences for Continuous Professional Development of School Leaders in the Maldives: A Case Study

ERIC Educational Resources Information Center

Saeed, Sheema; Moreira, Maria Alfredo

2010-01-01

In Maldives, educational policy makers are beginning to explore the value of ICT and web tools as a medium of continuous professional development for school leaders and teachers. This paper reports on insights and responses of a group of five school leaders who participated in a web based distance education course. For most of them, this was their…

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

ERIC Educational Resources Information Center

Drissi, Samia; Amirat, Abdelkrim

2016-01-01

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

From Reload to ReCourse: Learning from IMS Learning Design Implementations

ERIC Educational Resources Information Center

Griffiths, David; Beauvoir, Phillip; Liber, Oleg; Barrett-Baxendale, Mark

2009-01-01

The use of the Web to deliver open, distance, and flexible learning has opened up the potential for social interaction and adaptive learning, but the usability, expressivity, and interoperability of the available tools leave much to be desired. This article explores these issues as they relate to teachers and learning designers through the case of…

Virtual Slovak: Insight into Learning Slovak in an E-Learning Environment

ERIC Educational Resources Information Center

Kyppö, Anna

2015-01-01

This paper offers insight into learning Slovak in an e-learning environment. The need to reach distance-learners of Slovak led to the implementation of a web-based course on Slovak language and culture in 2008-2010. The pedagogical basis of the course, called Virtual Slovak, is the socioconstructivist approach to teaching and learning, in which…

Virtual Learning Spaces in the Web: An Agent-Based Architecture of Personalized Collaborative Learning Environment.

ERIC Educational Resources Information Center

Nunez Esquer, Gustavo; Sheremetov, Leonid

This paper reports on the results and future research work within the paradigm of Configurable Collaborative Distance Learning, called Espacios Virtuales de Apredizaje (EVA). The paper focuses on: (1) description of the main concepts, including virtual learning spaces for knowledge, collaboration, consulting, and experimentation, a…

Challenging Hegemonies in Online Learning

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2012-01-01

In Western countries today, instructed language learning in higher education normally includes use of the Web: as a resource in face-to-face classes, as an equal partner in instructional delivery in hybrid courses, or as the primary teaching and learning environment in distance learning. Most often today this is enabled through use of a learning…

Mental Representations Formed From Educational Website Formats

DOE Office of Scientific and Technical Information (OSTI.GOV)

Elizabeth T. Cady; Kimberly R. Raddatz; Tuan Q. Tran

2006-10-01

The increasing popularity of web-based distance education places high demand on distance educators to format web pages to facilitate learning. However, limited guidelines exist regarding appropriate writing styles for web-based distance education. This study investigated the effect of four different writing styles on reader’s mental representation of hypertext. Participants studied hypertext written in one of four web-writing styles (e.g., concise, scannable, objective, and combined) and were then administered a cued association task intended to measure their mental representations of the hypertext. It is hypothesized that the scannable and combined styles will bias readers to scan rather than elaborately read, whichmore » may result in less dense mental representations (as identified through Pathfinder analysis) relative to the objective and concise writing styles. Further, the use of more descriptors in the objective writing style will lead to better integration of ideas and more dense mental representations than the concise writing style.« less

Evaluation of Distance Education Components of e-MBA Program--A Case Study

ERIC Educational Resources Information Center

Gunes, Ali; Altintas, Tugba

2013-01-01

By 2008-2009 educational year, distance education e-MBA Program have been added to Graduate School of Social Sciences of Istanbul Aydin University. The distance education components that were used included asynchronous education, synchronous education, exams, the learning management system-web site and a remote live-support desk. At the end of the…

Web-Based Testing Tools for Electrical Engineering Courses

DTIC Science & Technology

2001-09-01

ideas of distance learning are based on forming “ virtual teams” [2]. Each team is equipped with the same software packages and share information via...using virtual laboratories where they can simulate a laboratory experience in a web-based environment. They can also control laboratory devices over...possible to create a set of virtual laboratories that allow students to interact with the learning material at the same time that the student is

Theme: Innovative Curriculum Ideas and Practices in Agricultural Education.

ERIC Educational Resources Information Center

Agricultural Education Magazine, 2002

2002-01-01

Fourteen theme articles discuss the following: curriculum ideas and innovations in agricultural education, agricultural literacy, Supervised Agricultural Experience, active learning, locating agricultural education resources, distance and web-based instruction, principles of forest management, professional development, and service learning. (JOW)

British Council, Work-Based Learning Research Centre and Islamic University Gaza E-Learning Workshop: Five Years on

ERIC Educational Resources Information Center

Basiel, Anthony; Commins, Ralph

2010-01-01

This article describes the process for training Palestinians in Gaza on developing e-learning courses using WebCT. The training was delivered at a distance using information and communications technologies. The project used a problem-based approach to introduce e learning concepts and practice for the pedagogy of online content, learning theory,…

Web-Based versus Classroom-Based Instruction: An Empirical Comparison of Student Performance

ERIC Educational Resources Information Center

Thrasher, Evelyn H.; Coleman, Phillip D.; Atkinson, J. Kirk

2012-01-01

Higher education expenditures are being increasingly targeted toward distance learning, with a large portion focused specifically on web-based instruction (WBI). WBI and classroom-based instruction (CBI) tend to offer students diverse options for their education. Thus, it is imperative that colleges and universities have ample, accurate…

Student Perceptions of WebCT in a Web-Supported Instructional Environment: Distance Education Technologies for the Classroom.

ERIC Educational Resources Information Center

Lindner, James R.; Murphy, Tim H.

2001-01-01

Responses from 89 of 111 agricultural education students explored their perceptions of the use of WebCT. Results show that 72% were able accomplish course objectives and 92% were able to access grades online. However, 82% did not take advantage of the online learning community, and 76% continued to rely on print-based course materials. (Contains…

3D Technology Selection for a Virtual Learning Environment by Blending ISO 9126 Standard and AHP

ERIC Educational Resources Information Center

Cetin, Aydin; Guler, Inan

2011-01-01

Web3D presents many opportunities for learners in a virtual world or virtual environment over the web. This is a great opportunity for open-distance education institutions to benefit from web3d technologies to create courses with interactive 3d materials. There are many open source and commercial products offering 3d technologies over the web…

Construction and validation of a distance learning module on premedication antisepsis for nursing professionals.

PubMed

Pereira, Barbara Juliana da Costa; Mendes, Isabel Amélia Costa; Beatriz Maria, Jorge; Mazzo, Alessandra

2013-11-01

The aim of this descriptive study, carried out at a public university, was to design, develop, and validate a distance learning module on intramuscular premedication antisepsis. The content was introduced in the Modular Object-Oriented Dynamic Learning Environment, based on the Systematic Model for Web-Based Training projects. Ten nurses and information technologists at work consented to participate, in compliance with ethical guidelines, and answered a questionnaire to validate the Virtual Learning Environment. The educational aspects of the environment interface were mostly evaluated as "excellent," whereas the assessment of didactic resources indicated interactivity difficulties. It is concluded that distance learning is an important tool for the teaching of premedication antisepsis. To ensure its effectiveness, appropriate methods and interactive devices must be used.

Web-based learning: pros, cons and controversies.

PubMed

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.

A SCORM Compliant Courseware Authoring Tool for Supporting Pervasive Learning

ERIC Educational Resources Information Center

Wang, Te-Hua; Chang, Flora Chia-I

2007-01-01

The sharable content object reference model (SCORM) includes a representation of distance learning contents and a behavior definition of how users should interact with the contents. Generally, SCORMcompliant systems were based on multimedia and Web technologies on PCs. We further build a pervasive learning environment, which allows users to read…

Real-Time Interactive Social Environments: A Review of BT's Generic Learning Platform.

ERIC Educational Resources Information Center

Gardner, Michael; Ward, Holly

1999-01-01

Describes the development of a generic learning platform for online distance learning and explains RISE (Real-time Interactive Social Environments), a Web-based system. Reports results of trials at the University of Hull Language Institute in an English as a Foreign Language course that investigated system usability, teacher roles, and student…

"The Evolution of e-Learning in the Context of 3D Virtual Worlds"

ERIC Educational Resources Information Center

Kotsilieris, Theodore; Dimopoulou, Nikoletta

2013-01-01

Information and Communication Technologies (ICT) offer new approaches towards knowledge acquisition and collaboration through distance learning processes. Web-based Learning Management Systems (LMS) have transformed the way that education is conducted nowadays. At the same time, the adoption of Virtual Worlds in the educational process is of great…

Dimensions of Transformational Leadership and Perceptions of Online Learning Tools

ERIC Educational Resources Information Center

Oluyomi, Alaba

2010-01-01

The implementation of web-based learning as a platform for distance education is problematic in higher learning institutions (HLI) across Nigeria and other sub-Saharan African countries. Despite the fact that this instructional concept has been implemented and well accepted in many western countries, research has yet to suggest whether or not HLI…

Use of Instructional Dialogue by University Students in a Distance Education Chemistry Course

ERIC Educational Resources Information Center

Gorsky, Paul; Caspi, Avner; Tuvi-Arad, Inbal

2004-01-01

A distance education system may be viewed in terms of intrapersonal and interpersonal instructional dialogues that mediate the learning and instructional resources that enable such dialogues. Instructional resources include self-instruction texts, tutorial sessions, instructor availability, Web sites, and more. This study investigated the kinds of…

Planning and Implementing a Public Health Professional Distance Learning Program

ERIC Educational Resources Information Center

Escoffery, Cam; Leppke, Allison M.; Robinson, Kara B.; Mettler, Erik P.; Miner, Kathleen R.; Smith, Iris

2005-01-01

Training of public health professionals through web-based technology is rapidly increasing. This article describes one school of public health's effort to establish an online Master's program that serves students nationally and internationally. It examines the critical components in the design and implementation of distance education, including…

Reduced Mental Load in Learning a Motor Visual Task with Virtual 3D Method

ERIC Educational Resources Information Center

Dan, A.; Reiner, M.

2018-01-01

Distance learning is expanding rapidly, fueled by the novel technologies for shared recorded teaching sessions on the Web. Here, we ask whether 3D stereoscopic (3DS) virtual learning environment teaching sessions are more compelling than typical two-dimensional (2D) video sessions and whether this type of teaching results in superior learning. The…

Designing Online Learning. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery.

ERIC Educational Resources Information Center

Mishra, Sanjaya

The term "online learning" refers to an Internet- or intranet-based teaching and learning system designed for World Wide Web-based delivery without face-to-face contact between teacher and learner. The Internet is the backbone of online learning. The following media are available to designers of online courses: text; graphics and images;…

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

ERIC Educational Resources Information Center

Means, Barbara; Toyama, Yukie; Murphy, Robert F.; Baki, Marianne

2013-01-01

Background/Context: Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K-12 and higher education, the relative efficacy of online and face-to-face…

A Web-Free Prototype for Distance Learning.

ERIC Educational Resources Information Center

Molinari, Andrea; Colazzo, Luigi

This paper presents a prototype for the construction of interactive educational hypermedia that can be used on the Internet without being bound to typical World Wide Web protocols and tools. Its most innovative aspect is interactivity: it allows teachers and learners to remotely interact in real time in both a synchronous and asynchronous manner.…

Faculty Choice and Student Perception of Web-Based Technologies for Interaction in Online Economics Courses

ERIC Educational Resources Information Center

Morris, Olivia

2012-01-01

This research investigated faculty choice of web-based technologies for interaction in online economics courses and students' perception of those technologies. The literature review of online interaction has established the importance of learner-learner, learner-instructor and learner-content interaction in distance learning. However, some…

Study on an Interactive Truck Crane Simulation Platform Based on Virtual Reality Technology

ERIC Educational Resources Information Center

Sang, Yong; Zhu, Yu; Zhao, Honghua; Tang, Mingyan

2016-01-01

The modern web-based distance education overcomes space-time restriction of the traditional teaching forms. However, being short of specifically observable and operable experimental equipment makes the web-based education lack advantages in the knowledge learning progress, which needs strong stereoscopic effect and operability. Truck crane is the…

Virtual Classroom for Business Planning Formulation.

ERIC Educational Resources Information Center

Osorio, J.; Rubio-Royo, E.; Ocon, A.

One of the most promising possibilities of the World Wide Web resides in its potential to support distance education. In 1996, the University of Las Palmas de Gran Canaria developed the "INNOVA Project" in order to promote Web-based training and learning. As a result, the Virtual Classroom Interface (IVA) was created. Several software…

Higher Education on the Web.

ERIC Educational Resources Information Center

Lee, John

2001-01-01

The investment in information technology has doubled for colleges over the last 10 years, and the next big evolution, the development of Web-based learning, is well underway. Most colleges and universities have a strategic plan for distance education or are developing one. The effort is led by community colleges and private universities, both of…

Design Dimensions and Attributes for Web-Based Distance Learning Modules

ERIC Educational Resources Information Center

Pomales-Garcia, Cristina; Lopez, Angel D.; Liu, Yili

2010-01-01

This study investigates and compares the relative importance of Web module design dimensions and their attributes as perceived by student participants in a research study and those defined by a selected group of researchers in the literature. We aim to understand whether the dimensions of clarity, organization, structure, visual/aesthetical…

Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study.

PubMed

Poirier, Jean-Nicolas; Cooley, Jeffrey R; Wessely, Michelle; Guebert, Gary M; Petrocco-Napuli, Kristina

2014-10-01

Objective : The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods : Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results : Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating >4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings >4.0 and overall agreement levels of 70%-100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions : The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.

Teaching Reading Comprehension in English in a Distance Web-Based Course: New Roles for Teachers (La enseñanza de la comprensión de lectura en inglés en un curso a distancia en la red: nuevos roles para los docentes)

ERIC Educational Resources Information Center

Muñoz Marín, Jorge Hugo; González Moncada, Adriana

2010-01-01

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 teach er plays in an EFL reading comprehension distance…

Provision of Distance Learning Services over Interactive Digital TV with MHP

ERIC Educational Resources Information Center

Pazos-Arias, Jose J.; Lopez-Nores, Martin; Garcia-Duque, Jorge; Diaz-Redondo, Rebeca P.; Blanco-Fernandez, Yolanda; Ramos-Cabrer, Manuel; Gil-Solla, Alberto; Fernandez-Vilas, Ana

2008-01-01

E-learning technologies have developed greatly in recent years, with considerable success. However, there is increasing evidence that web-based learning is not reaching the social sectors which are more reluctant to contact with the new technologies, thus leading to inequalities in the access to education and knowledge in the Information Society.…

Students' Perceived Challenges in an Online Collaborative Learning Environment: A Case of Higher Learning Institutions in Nairobi, Kenya

ERIC Educational Resources Information Center

Muuro, Maina Elizaphan; Wagacha, Waiganjo Peter; Oboko, Robert; Kihoro, John

2014-01-01

Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web…

Information Use and Barriers on a Mobile App in Distance Learning

ERIC Educational Resources Information Center

Du, Yunfei

2015-01-01

Mobile technologies such as iPhone apps make it possible for learners to freely access course content management systems, library Web sites, as well as reference services from anywhere, anytime. This paper reviewed the current status of mobile learning and suggested possible factors influencing the use of mobile apps in online learning. The author…

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

ERIC Educational Resources Information Center

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…

The Online Writing Lab (OWL) and the Forum: A Tool for Writers in Distance Education Environments.

ERIC Educational Resources Information Center

Terryberry, Karl

2002-01-01

Demonstrates how to integrate static web pages with the dynamic forum for an effective learning experience on the online writing lab (OWL). Explains why asynchronous feedback provides effective, individualized writing instruction to students with various learning styles and how collaborative learning is fostered through threaded discussion groups.…

Innovating Professional Development for Future Health Care Practitioners.

ERIC Educational Resources Information Center

Hamilton, Charlene; Rucinski, Ann; Schakelman, Justin

2001-01-01

Describes a Web-based professional development curriculum that was designed at the University of Delaware for the internship portion of the Registered Dieticians program. Topics include distance learning; technology integration; combining in-class with online instruction; multimedia use for problem-based learning case studies; course management…

Real Time with the Librarian: Using Web Conferencing Software to Connect to Distance Students

ERIC Educational Resources Information Center

Riedel, Tom; Betty, Paul

2013-01-01

A pilot program to provide real-time library webcasts to Regis University distance students using Adobe Connect software was initiated in fall of 2011. Previously, most interaction between librarians and online students had been accomplished by asynchronous discussion threads in the Learning Management System. Library webcasts were offered in…

An Evaluation of Selected ASERL Web Pages: "Best Practices" for Serving Distance Learners

ERIC Educational Resources Information Center

Thomas, Melanie

2007-01-01

With the expansion in quantity of full-text content material made available through online database subscriptions, aggregator services, and over the Internet, the need for print materials seems to have diminished over recent years. Growing, too, are the numbers of students taking advantage of distance learning opportunities, scattered miles and…

Integrating Web Conferencing and Field Work for Preparing Rural Special Educators.

ERIC Educational Resources Information Center

Chapman, Carrie; Knapczyk, Dennis

Distance learning can be a useful approach for preparing teachers who are mid-career changers or who are working on limited licenses, especially in rural areas. At Indiana University, the Collaborative Teacher Education Program uses multiple distance education technologies to provide special education teacher preparation in mild (high-incidence)…

Interactive Learning During Solar Maximum

NASA Technical Reports Server (NTRS)

Ashour-Abdalla, Maha; Curtis, Steven (Technical Monitor)

2001-01-01

The goal of this project is to develop and distribute e-educational material for space science during times of solar activity that emphasizes underlying basic science principles of solar disturbances and their effects on Earth. This includes materials such as simulations, animations, group projects and other on-line materials to be used by students either in high school or at the introductory college level. The on-line delivery tool originally intended to be used is known as Interactive Multimedia Education at a Distance (IMED), which is a web-based software system used at UCLA for interactive distance learning. IMED is a password controlled system that allows students to access text, images, bulletin boards, chat rooms, animation, simulations and individual student web sites to study science and to collaborate on group projects.

Social Networking Sites as Communication, Interaction, and Learning Environments: Perceptions and Preferences of Distance Education Students

ERIC Educational Resources Information Center

Bozkurt, Aras; Karadeniz, Abdulkadir; Kocdar, Serpil

2017-01-01

The advent of Web 2.0 technologies transformed online networks into interactive spaces in which user-generated content has become the core material. With the possibilities that emerged from Web 2.0, social networking sites became very popular. The capability of social networking sites promises opportunities for communication and interaction,…

Web-Browsing Competencies of Pre-Service Adult Facilitators: Implications for Curriculum Transformation and Distance Learning

ERIC Educational Resources Information Center

Theresa, Ofoegbu; Ugwu, Agboeze Matthias; Ihebuzoaju, Anyanwu Joy; Uche, Asogwa

2013-01-01

The study investigated the Web-browsing competencies of pre-service adult facilitators in the southeast geopolitical zone of Nigeria. Survey design was adopted for the study. The population consists of all pre-service adult facilitators in all the federal universities in the southeast geopolitical zone of Nigeria. Accidental sampling technique was…

Web Site Usability: A Case Study of Student Perceptions of Educational Web Sites

ERIC Educational Resources Information Center

Ballard, Joyce Kimberly

2010-01-01

The purpose of this research study was to understand the construct of usability from the perspective of 74 students enrolled in six online courses offered by one online and distance learning program at a large, public university in the Midwest. Six courses, designed and developed by two different groups, professional and nonprofessional…

Removing the Barriers for Students with Disabilities: Accessible Online and Web-Enhanced Courses

ERIC Educational Resources Information Center

Tandy, Cindy; Meacham, Mike

2009-01-01

The concern of this article is the difficulties faced by disabled students as technology grows and expands in academia. Although distance learning, web-based courses, and hybrid courses, among other venues, have improved the chances for many people suffering disabilities for obtaining degrees and thereby increasing their life chances, we have met…

ICT and Web Technology Based Innovations in Education Sector

ERIC Educational Resources Information Center

Sangeeta Namdev, Dhamdhere

2012-01-01

ICT made real magic and drastic changes in all service sectors along with higher education and library practices and services. The academic environment is changing from formal education to distance and online learning mode because of ICT. Web technology and mobile technology has made great impact on education sector. The role of Open Access,…

Problems and Practical Solutions of Web-Based Courses: Lessons Learned from Three Educational Institutions.

ERIC Educational Resources Information Center

Miltiadou, Marios; McIsaac, Marina S.

The purpose of this paper is to review problems encountered in World Wide Web-based courses delivered at three different educational institutions (i.e., two community colleges and a university) in the metropolitan Phoenix (Arizona) area. Implications are discussed based on distance education theories of interaction. Interaction is a vital issue to…

Bridging the Distance: The Use of Blogs as Reflective Learning Tools for Placement Students

ERIC Educational Resources Information Center

Wolf, Katharina

2010-01-01

This paper reviews the effectiveness of web logs ("blogs"), or online journals, within the context of a compulsory final-year placement unit for public relations students. The key goal behind the use of Web2.0 technology was to encourage ongoing, reflective practice via an exchange between students thereby limiting feelings of isolation…

A Semi-Automatic Approach to Construct Vietnamese Ontology from Online Text

ERIC Educational Resources Information Center

Nguyen, Bao-An; Yang, Don-Lin

2012-01-01

An ontology is an effective formal representation of knowledge used commonly in artificial intelligence, semantic web, software engineering, and information retrieval. In open and distance learning, ontologies are used as knowledge bases for e-learning supplements, educational recommenders, and question answering systems that support students with…

Advances in Computer-Supported Learning

ERIC Educational Resources Information Center

Neto, Francisco; Brasileiro, Francisco

2007-01-01

The Internet and growth of computer networks have eliminated geographic barriers, creating an environment where education can be brought to a student no matter where that student may be. The success of distance learning programs and the availability of many Web-supported applications and multimedia resources have increased the effectiveness of…

Factors Impeding Implementation of Web-Based Distance Learning

ERIC Educational Resources Information Center

Falowo, Rasheed Olaniyi

2007-01-01

Economic and technological changes are occurring at an accelerating rate in our information and communication-based society, making life-long learning for everyone a necessity. This is particularly the case in the transition period from industrial production to a knowledge and communication-based society. The confluence of technology,…

The RN-BSN Bridge Course: Transitioning the Re-Entry Learner.

ERIC Educational Resources Information Center

Huston, Carol; Shovein, Julia; Damazo, Becky; Fox, Sherry

2001-01-01

A 6-week bridge course designed to ease the transition of registered nurses into baccalaureate degree programs focused on critical thinking, learning styles, professional roles, values clarification, time management, and career planning. It also oriented students to Web Course Tools, used for distance learning. Outcomes included role and campus…

Impact of Web-based Case Conferencing on Cancer Genetics Training Outcomes for Community-based Clinicians

PubMed Central

Blazer, Kathleen R.; Christie, Christina; Uman, Gwen; Weitzel, Jeffrey N.

2013-01-01

Introduction Technology and market forces are driving the demand for cancer risk assessment services in the community setting, where few clinicians are trained to order and interpret predictive genetic tests. City of Hope conducts a three-phase course in genetic cancer risk assessment (GCRA) for community-based clinicians, comprised of distance didactics, face-to-face workshops and 12 months of professional development. As designed, the course cannot meet increasing demands for GCRA training. Action research identified face-to-face workshops as a barrier to increasing course capacity. This study compared the learning effectiveness of Web-based case conferencing to face-to-face training. Methods A quasi-experimental design compared pre-post knowledge, skills and professional self-efficacy outcomes from 2009-2010 course cohorts (n=96). The intervention group (n=52) engaged in Web-based case conferences during distance learning; the comparison group (n=44) participated in the course as originally designed. Results Both groups and all practice disciplines demonstrated significant pre-to-post increases on all measures. Knowledge increases were higher for the intervention group (p < .015); skills and self-efficacy increases were comparable between groups (p < .33 and p < .30, respectively). Discussion Findings support the learning utility of Web-based case conferencing. Further studies may inform the development of tools to assess the impact of Web-based case conferencing on practice change and patient outcomes, in alignment with the highest standards of continuing professional development. PMID:22328115

Evaluating the online platform of a blended-learning pharmacist continuing education degree program.

PubMed

Wilbur, Kerry

2016-01-01

Background Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Results Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Conclusion Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

Evaluating the online platform of a blended-learning pharmacist continuing education degree program

PubMed Central

Wilbur, Kerry

2016-01-01

Background Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Results Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Conclusion Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue. PMID:27282277

Evaluating the online platform of a blended-learning pharmacist continuing education degree program.

PubMed

Wilbur, Kerry

2016-01-01

Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

Web-conference supervision for advanced psychotherapy training: a practical guide.

PubMed

Abbass, Allan; Arthey, Stephen; Elliott, Jason; Fedak, Tim; Nowoweiski, Dion; Markovski, Jasmina; Nowoweiski, Sarah

2011-06-01

The advent of readily accessible, inexpensive Web-conferencing applications has opened the door for distance psychotherapy supervision, using video recordings of treated clients. Although relatively new, this method of supervision is advantageous given the ease of use and low cost of various Internet applications. This method allows periodic supervision from point to point around the world, with no travel costs and no long gaps between direct training contacts. Web-conferencing permits face-to-face training so that the learner and supervisor can read each other's emotional responses while reviewing case material. It allows group learning from direct supervision to complement local peer-to-peer learning methods. In this article, we describe the relevant literature on this type of learning method, the practical points in its utilization, its limitations, and its benefits.

Desk to the Desktop--Digital Reference Service Leveraging Educational Assistance in Distance Learning: Implications for Jamaica

ERIC Educational Resources Information Center

Nicholas, Pauline

2010-01-01

The Internet and the World Wide Web have influenced the new approaches taken in teaching and learning at institutions of higher learning. The nature of the courses offered, the geographical spread of the teaching sites as well as the diverse and distributed student population are the catalysts for the changes. These non-traditional, or distant…

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

ERIC Educational Resources Information Center

Parenti, Melissa A.

2012-01-01

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

Ten Tips for Teaching a Web Course

ERIC Educational Resources Information Center

D'Orsie, Sharon M.; Day, Karen

2006-01-01

Distance learning is a growing trend. There were an estimated 3,077,000 enrollments in all distance education courses offered by two- and four-year institutions in 2000-2001. A survey by the National Center for Educational Statistics revealed that in 2000-2001, 56 percent of two- and four-year degree-granting institutions offered some type of…

Blackboard Overview by a Technology Coordinator

NASA Astrophysics Data System (ADS)

Rodgers, Sue

2000-06-01

Have you ever wished you could find an easier way to get course materials and other information to your students? Would you be interested in improving communication between you and your students? Over 1600 colleges, universities, and K-12 schools have discovered and adopted a software package that can do just that: Blackboard's CourseInfo, a Web-based course delivery system (http://www.blackboard.com). At San Jacinto College we are using CourseInfo to facilitate classes taught in a distance learning format and to support classroom-based classes through web-enhanced learning activities.

Using a Teacher Support Group to Develop Teacher Knowledge of Mandarin Teaching via Web Conferencing Technology

ERIC Educational Resources Information Center

Tseng, Jun-Jie; Lien, Yu-Jen; Chen, Hao-Jan

2016-01-01

Due to its continuous advancement, web conferencing technology is increasingly being integrated into foreign language education; thus, teachers are able to carve out a niche by providing learners with an opportunity to learn a foreign language at a distance without time and space constraints. However, little is known about the relationship between…

The Changing Role of Instructors in Distance Education: Impact on Tool Support.

ERIC Educational Resources Information Center

Biedebach, Anke; Bomsdorf, Birgit; Schlageter, Gunter

At the university of Hagen a lot of experience exists in performing Web-based teaching and in implementing tools supporting e-learning. To share this knowledge, (inexperienced) instructors more and more ask for tool-based assistance in designing and administrating e-learning courses. Considering experience from other universities, it becomes…

Web 2.0 Technologies and Back Channel Communication in an Online Learning Community

ERIC Educational Resources Information Center

Kearns, Lorna R.; Frey, Barbara A.

2010-01-01

Communication, collaboration and community development are processes that contribute to student satisfaction and learning in online courses. This paper describes a study that investigated how campus and distance graduate students in a library science program communicated with one another outside the official boundaries of their courses. We…

The Little eLearn Centre with a Big Impact

ERIC Educational Resources Information Center

Anderson, Terry

2013-01-01

The Open University of Catalonia (UOC) was established as public, online university and thus has grown quickly with the global interest in online courses. However, like other dedicated distance-education institutions, UOC has had challenges adapting to MOOCs, and the emergent world of Web 2.0 learning technologies. To meet these challenges, UOC…

Learner Centered Experiences with Flipped Classroom and Mobile Online Webinars in Distance Higher Education Program

ERIC Educational Resources Information Center

Amhag, Lisbeth

2015-01-01

The aim of this study is to describe and analyse students' learning activities in distance higher education program with online webinars (WEB-based semINAR) by computer, laptop or mobile app for phones and tablets directly face-to-face (F2F) with other students and teachers introduced by "flipped classroom." The data collection consists…

Attitudes toward Web-based distance learning among public health nurses in Taiwan: a questionnaire survey.

PubMed

Yu, Shu; Yang, Kuei-Feng

2006-08-01

Public health nurses (PHNs) often cannot receive in-service education due to limitations of time and space. Learning through the Internet has been a widely used technique in many professional and clinical nursing fields. The learner's attitude is the most important indicator that promotes learning. The purpose of this study was to investigate PHNs' attitude toward web-based learning and its determinants. This study conducted a cross-sectional research design. 369 health centers in Taiwan. The population involved this study was 2398 PHNs, and we used random sampling from this population. Finally, 329 PHNs completed the questionnaire, with a response rate of 84.0%. Data were collected by mailing the questionnaire. Most PHNs revealed a positive attitude toward web-based learning (mean+/-SD=55.02+/-6.39). PHNs who worked at village health centers, a service population less than 10,000, PHNs who had access to computer facility and on-line hardware in health centers and with better computer competence revealed more positive attitudes (p<0.01). Web-based learning is an important new way of in-service education; however, its success and hindering factors require further investigation. Individual computer competence is the main target for improvement, and educators should also consider how to establish a user-friendly learning environment on the Internet.

Integrating Web-based technology into distance education for nurses in China: computer and Internet access and attitudes.

PubMed

Cragg, C E Betty; Edwards, Nancy; Yue, Zhao; Xin, Song Li; Hui, Zou Dao

2003-01-01

To increase continuing education accessibility, nurses around the world are turning to Web-based instruction. However, for Internet education to be successful, particularly in developing countries, nurses must have access to computers and the Internet as well as positive attitudes toward this form of learning. As part of a distance education project for nurses of the Tianjin Municipality in China, a survey of nurses was conducted to examine their sources of professional knowledge as well as their computer and Internet access and attitudes. The attitudes of the nurses were generally positive, and there was evidence of rapidly increasing use of and access to computers and the Internet. This article reports the results of that survey and their implications for Web-based teaching of Chinese nurses.

OAEditor--A Framework for Editing Adaptive Learning Objects

ERIC Educational Resources Information Center

Pereira, Joao Carlos Rodrigues; Cabral, Lucidio dos Anjos Formiga; Oiveira, Ronei dos Santos; Bezerra, Lucimar Leandro; de Melo, Nisston Moraes Tavares

2012-01-01

Distance Learning supported by the WEB is a reality which is growing fast and, like any technological or empirical innovation, it reveals positive and negative aspects. An important aspect is in relation to the monitoring of the activities done by the students since an accurate online assessment of the knowledge acquired is an open and, therefore,…

Mind the Gap: Enabling Online Faculty and Instructional Designers in Mapping New Models for Quality Online Courses

ERIC Educational Resources Information Center

Scoppio, Grazia; Luyt, Ilka

2017-01-01

Distance education has provided the foundation for new generations of learning, including courses delivered through various web-based educational technologies, also referred to as online learning. Many post-secondary institutions face the challenge of creating processes and systems to support instructors who are required to design, deliver, and…

Attitudes of Undergraduate Students towards an Online English Class

ERIC Educational Resources Information Center

Srichanyachon, A. Napaporn

2013-01-01

Distance online learning has been regarded as a useful learning method, especially when we faced the big flood crisis in Thailand. To solve the lack of classrooms, our university administrators decided to implement WebEx system as an alternative to continue teaching. And, there were some relevant aspects that we needed to consider. Therefore, this…

The Development and Application of Distance Learning Courses on the Internet.

ERIC Educational Resources Information Center

Fuks, Hugo; Gerosa, Marco Aurelio; Lucena, Carlos Jose Pereira de

2002-01-01

Presents the methodology, results, and difficulties encountered in the development and delivery of a course through the Internet at a university in Rio de Janeiro. Provides a model for group work, including group discussions; and shows how a Web-based environment can be used to provide support and to facilitate cooperative learning. (Author/LRW)

Optics and Light Activities for Teachers of all Grade Levels from Easily Obtainable Supplies

NASA Astrophysics Data System (ADS)

Lindgren, Richard; Hendricks, Curtis; Lucatorto, Lynn; McNeilus, Thomas; Thornton, Stephen

2010-02-01

Several hands-on activities in light and optics covering selected topics will be discussed in the context of home labs and how such activities can be incorporated into a distance-learning or online web-based course utilizing the latest communication technologies and the Internet. The presentation will focus on activities that can be constructed from easy to obtain supplies as well as a commercially available kit that we are having made available. Activities for teachers at the elementary level will focus on understanding light rays, shadows, and reflection from plane surfaces; at the middle school level will focus on curved mirrors and lenses, dispersion, and drawing ray diagrams; at the high school level will focus on Snell's law, the lens equation, wave interference, polarization, Young's experiment, and diffraction. A distance-learning, web-based course based on these home labs will be described. )

Results from Two Years of Web-Based Astronomy Teaching

NASA Astrophysics Data System (ADS)

Wallin, J.

1996-12-01

During the last two years, course notes, supplemental material, bulletin boards, and an interactive quiz system have been developed for the introductory astronomy course at George Mason University. In this talk, I will present results about the level of Web literacy, Web usage, and educational effectiveness of this system based on in-class surveys and test results. The results presented are based on a 300 person survey course composed primarily of non-science majors. Although this course currently includes a lecture section, we plan to offer this as a web-based distance learning course within six months.

A New Tool for Managing Students' Self-Evaluations in Traditional and Distance Education Courses.

ERIC Educational Resources Information Center

Contreras-Castillo, Juan; Block, Arthur Edwards

This paper describes a Web-based question-answering system called E-teacher that can be used in both traditional and distance learning courses to review academic contents. E-teacher is a self-editing template-based system that consists of a set of PHP scripts that generate the HTML code dynamically, or "on the fly." The entire E-teacher…

A Web-Based Distance Education Course in Nutrition in Public Health: Case study

PubMed Central

Morais, Tania B; Cuppari, Lilian; Franceschini, Sylvia C.C; Priore, Silvia E; Camargo, Kátia G; Gimenez, Reinaldo; Bernardo, Viviane; Sigulem, Daniel

2001-01-01

Background Strict work timetables, personal and professional duties or an inability to be absent from home or work can all represent major constraints for those wishing to improve their professional skills. Within this context, the World Wide Web can allow people to conveniently follow distance courses from their homes. Objective To present an experience in the use of the Web in the continuing education of healthcare professionals in Brazil. Methods A Web-based distance education course in nutrition in public health was developed. The methodology was an adaptation of both problem-based and task-based learning. At the end of the course an evaluation questionnaire which covered the course's contents, the educational methodology and resources, the duration and schedule, and the use of the Web as a tool for distance education was given to the students. Results There were 83 on line registrations from 13 states, 73 of the applicants were female, 62 had a degree in nutrition and 18 were physicians. From these; eleven students from ten states were chosen: nine female nutritionists, two female physicians, and one male physician. Seven students completed the course, took and passed the final exam. Of the other four students, two failed to follow the schedule, one had health problems, and one did not obtain the minimal score for sitting the final exam. The students had a mean age of 35, and a mean of ten years in practice. They all stated that they were unable to attend a regular course, even though they felt that they needed to improve their professional skills. Most of them studied seven days a week for between two and four hours a day. The students also felt that their professional skills had improved and each reported having made changes in their practice as a result of their participation. The students approved of the course's contents, methodology and resources, however they were divided about its duration. The Web as a tool in distance education was approved by the students. If it was not for the Web they could not have taken part in a continuing education program. All students said they would attend another virtual course, if available. Even though most of them did not have difficulty adapting to the virtual environment, they did feel that an adaptation period would be of value. Conclusions A Web-based course may be more effective than other distance education methodologies because it is more interactive and dynamic. On-line material can be constantly reviewed and updated, and the students can have the opportunity to submit commentaries or questions directly to the teaching staff. A Web-based course also allows the students to go beyond the course content as they learn how to search and take advantage of the huge resources of information available on the Internet. PMID:11720958

A Web-based distance education course in nutrition in public health: case study.

PubMed

Sigulem, D M; Morais, T B; Cuppari, L; Franceschini, S C; Priore, S E; Camargo, K G; Gimenez, R; Bernardo, V; Sigulem, D

2001-01-01

Strict work timetables, personal and professional duties or an inability to be absent from home or work can all represent major constraints for those wishing to improve their professional skills. Within this context, the World Wide Web can allow people to conveniently follow distance courses from their homes. To present an experience in the use of the Web in the continuing education of healthcare professionals in Brazil. A Web-based distance education course in nutrition in public health was developed. The methodology was an adaptation of both problem-based and task-based learning. At the end of the course an evaluation questionnaire which covered the course s contents, the educational methodology and resources, the duration and schedule, and the use of the Web as a tool for distance education was given to the students. There were 83 on line registrations from 13 states, 73 of the applicants were female, 62 had a degree in nutrition and 18 were physicians. From these; eleven students from ten states were chosen: nine female nutritionists, two female physicians, and one male physician. Seven students completed the course, took and passed the final exam. Of the other four students, two failed to follow the schedule, one had health problems, and one did not obtain the minimal score for sitting the final exam. The students had a mean age of 35, and a mean of ten years in practice. They all stated that they were unable to attend a regular course, even though they felt that they needed to improve their professional skills. Most of them studied seven days a week for between two and four hours a day. The students also felt that their professional skills had improved and each reported having made changes in their practice as a result of their participation. The students approved of the course s contents, methodology and resources, however they were divided about its duration. The Web as a tool in distance education was approved by the students. If it was not for the Web they could not have taken part in a continuing education program. All students said they would attend another virtual course, if available. Even though most of them did not have difficulty adapting to the virtual environment, they did feel that an adaptation period would be of value. A Web-based course may be more effective than other distance education methodologies because it is more interactive and dynamic. On-line material can be constantly reviewed and updated, and the students can have the opportunity to submit commentaries or questions directly to the teaching staff. A Web-based course also allows the students to go beyond the course content as they learn how to search and take advantage of the huge resources of information available on the Internet.

Integrative Medicine Distance-Learning Program

DTIC Science & Technology

2005-10-01

manual medicine, spirituality, Chinese medicine, homeopathy , medicine and culture and clinical integration. o Sixty physicians, nurse...rec’d from curriculum sent in December •Web development of December content •Develop proposal for additional funding Phase II • Homeopathy x 4 and

[Distance education: use of the WebCT as a support tool for teaching intravenous therapy in nursing undergraduate programs].

PubMed

Dias, Denise Costa; Cassiani, Silvia Helena De Bortoli

2003-01-01

This investigation focused on a learning environment via internet, through which Intravenous Therapy (IVT) was taught. Due to its complexity, Intravenous Therapy was chosen against numerous subjects to be taught through an e-learning environment, by comprising both technical procedures and conceptual aspects that can be discussed through a virtual learning environment. The objectives of this study were to develop educational material about Intravenous Therapy to guide students through the learning related to intravenous therapy, to have the related educational material evaluated by experts, and to evaluate the students' use of this material, considering difficulties and/or advantages, participation/interaction in this environment, and usability of its tools. The interface used for the internet-based training program was WebCT.

A Distance Instructional System with Learning Performance Evaluation Mechanism: Moodle-Based Educational System Design

ERIC Educational Resources Information Center

Lee, Ying-Chen; Terashima, Nobuyoshi

2012-01-01

In this paper, a Moodle-based educational system has been constructed by providing friendly interface to fit most students in e-learning. For the website implementation, the authors take the course "Multimedia Implementation Using JAVA" as a case study. From the modified Moodle-based educational system, the browsing time of each web page for…

Technology and Higher Education: The Impact of E-Learning Approaches on Student Academic Achievement, Perceptions and Persistence

ERIC Educational Resources Information Center

Nora, Amaury; Snyder, Blanca Plazas

2009-01-01

While e-learning, Web-enhanced instruction, and other forms of instructional technology have been touted as an effective way of addressing student withdrawal and academic performance, there are those (Carr, 2000) that report both program and end-of-semester course completion rates in distance education courses as merely acceptable compared to more…

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

ERIC Educational Resources Information Center

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…

Formative Use of Select-and-Fill-In Concept Maps in Online Instruction: Implications for Students of Different Learning Styles.

ERIC Educational Resources Information Center

Kaminski, Charles W.

With the establishment of the Internet and World Wide Web as part of the digital revolution, there has been a trend in which synchronous and asynchronous distance education opportunities have been made available to a greater variety of learners. However, students are indiscriminately pursuing online learning opportunities for the sake of…

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

PubMed

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.

Distance Learning in Low Population Density Regions. A Report from the High School Teching Practice

ERIC Educational Resources Information Center

Daichendt, Horst; Magdas, Ioana

2009-01-01

The most of the long distance courses are mainly based on two or three face to face meetings and printed courses or courses available on the online course web site. In this case the individual students study has attached an important amount of time. Usually the students do not receive a feed-back of their progress and do not receive answers to…

Multimedia Data Capture with Multicast Dissemination for Online Distance Learning

DTIC Science & Technology

2001-12-01

Juan Gril and Dr. Don Brutzman to wrap the multiple videos in a user- friendly environment. The web pages also contain the original PowerPoint...this CD, Juan Gril , a volunteer for the Siggraph 2001 Online Committee, created web pages that match the style and functionality desired by the...leader. The Committee for 2001 consisted of Don Brutzman, Stephen. Matsuba, Mike Collins, Allen Dutton, Juan Gril , Mike Hunsberger, Jerry Isdale

Designing for Educational Technology to Enhance the Experience of Learners in Distance Education: How Open Educational Resources, Learning Design and MOOCs Are Influencing Learning

ERIC Educational Resources Information Center

Scanlon, Eileen; McAndrew, Patrick; O'Shea, Tim

2015-01-01

The area of learning has a justifiable claim to be a special case in how it can be enhanced or supported by technology. In areas such as commerce and web design the aim is usually to ensure efficiency and support specific actions such as purchasing or accessing information as quickly and easily as possible. Working with technology for the purpose…

Tele-education as method of medical education.

PubMed

Masic, Izet; Pandza, Haris; Kulasin, Igor; Masic, Zlatan; Valjevac, Salih

2009-01-01

Development of computer networks and introduction and application of new technologies in all aspects of human activity needs to be followed by universities in their transformation on how to approach scientific, research, and education teaching curricula. Development and increased use of distance learning (DL) over the past decade have clearly shown the potential and efficiency of information technology applied in education. Use of information technology in medical education is where medical informatics takes its place as important scientific discipline which ensures benefit from IT in teaching and learning process involved. Definition of telemedicine as "use of technologies based on health care delivered on distance" covers areas such as electronic health, tele-health (eHealth), telematics, but also tele-education. Web based medical education today is offered in different forms--from online lectures, online exams, web based continuous education programs, use of electronic libraries, online medical and scientific databases etc. Department of Medical Informatics of Medical Faculty of University of Sarajevo has taken many steps to introduce distance learning in medical curricula--from organising professional--scientific events (congresses, workshop etc), organizing first tele-exam at the faculty and among first at the university, to offering online lectures and online education material at the Department's website (www.unsa-medinfo.org). Distance learning in medical education, as well as telemedicine, significantly influence health care in general and are shaping the future model of medical practice. Basic computer and networks skills must be a part of all future medical curricula. The impact of technical equipment on patient-doctor relationship must be taken into account, and doctors have to be trained and prepared for diagnosing or consulting patients by use of IT. Telemedicine requires special approach in certain medical fields--tele-consultation, tele-surgery, tele-radiology and other specific telemedicine applications should be introduced to the curricula. Telemedicine and distance learning are best suited for medical education and doctor-to-doctor consultation--first contact between doctor and a patient should stay face-to-face when possible. In this paper, we present the results of the project Introduction and Implementation of Distance Learning at the Medical Faculty of University of Sarajevo and compare it with the following expected outcomes: development and integration of information technology in medical education; creation of flexible infrastructure which will enable access to e-learning to all students and teaching staff; improvement of digital literacy of academic population; ensuring high educational standards to students and teaching staff; helping medical staffto develop "life-long learning" approach in work and education.

Teaching health assessment in the virtual classroom.

PubMed

Lashley, Mary

2005-08-01

Health assessment skills are vital to professional nursing practice. Health assessment has traditionally been taught using lecture, teacher-developed tests, practice and live demonstration, and interactive and computer-based learning materials. Rapid advances in information technology during the past decade have greatly expanded distance learning options in higher education. Although much nursing education now uses the Internet, there has been limited use of the Web to teach psychomotor and clinical skills. This article describes how online instruction can be integrated into a health assessment course to teach physical examination skills. The development of instructional videos that can be digitally streamed onto the Web for ready and repeated access can also enhance online learning of technical and clinical skills. Student evaluation of this Web-enhanced course revealed that online assignments enabled them to pace their learning, thereby promoting greater flexibility and independence. Students were able to master the technical skills of working online with minimal difficulty and reported that working online was no more stressful than attending class. The most helpful aspect of the online course was the instructor-developed video that was digitally streamed online.

Problem Solving: The "Wright" Math. The Centennial of Flight Special Edition. An Educator Guide with Activities in Mathematics, Science, and Technology. NASA CONNECT[TM].

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

NASA CONNECT is an annual series of integrated mathematics, science, and technology instructional distance learning programs for students in grades 6-8. This program is designed for students to learn about the evolution of flight. The program has three components--television broadcast, Web activity, and lesson guide--which are designed as an…

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

NASA Astrophysics Data System (ADS)

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 communicating with the class and instructors via e-mail, discussion netforum or chat netforum. Motivation and learning strategies were the two significant factors that explained more than one-third of student achievement measured by class grade. Educators should assist students in mastering different motivational and learning strategies to help them become self-regulated learners.

Streaming Media Technology: Laying the Foundations for Educational Change.

ERIC Educational Resources Information Center

Sircar, Jayanta

2000-01-01

Discussion of the delivery of multimedia using streaming technology focuses on its use in engineering education. Highlights include engineering education and instructional technology, including learning approaches based on cognitive development; differences between local and distance education; economic factors; and roles of Web-based streaming,…

Using online modules is a multi-modality teaching system: a high-touch high-tech approach to geriatric education.

PubMed

Gainor, Sara Jane; Goins, R Turner; Miller, Lee Ann

2004-01-01

Making geriatric education available to rural faculty/preceptors, students, and practitioners presents many challenges. Often the only options considered for educating those in the health professions about geriatrics are either traditional face-to-face courses or distance education programs. The purpose of this paper was to examine the use of Web-based modules or courses and other distance learning technology in concert with traditional learning modalities. The Mountain State Geriatric Education Center explored the use of a multi-modal approach within a high-touch, high-tech framework. Our findings indicate the following: it is important to start where participants are ready to begin; flexibility and variety are needed; soliciting evaluative feedback from participants is valuable; there is a need to integrate distance learning with more traditional modalities; and a high-tech, high-touch approach provides a format which participants find acceptable, accessible, and attractive. This assertion does not rule out the use of technology for distance education but rather encourages educators to take advantage of a wide range of modalities, traditional and technological, to reach rural practitioners, faculty, and students.

Information Seeking and Avoidance Behavior in School Library Distance Learning

ERIC Educational Resources Information Center

Du, Yunfei

2010-01-01

Library science students in school librarianship were surveyed to determine their information seeking and avoidance behaviors in Web-based online environments. Two coping styles were identified among students. Barriers to student online collaboration, such as individual preferences, concerns on efficiency, and lack of mutual trust, were observed.…

Advanced Interactive Web Technologies in Industry Training.

ERIC Educational Resources Information Center

Vassileva, Tania; Astinov, Ilario; Bojkov, Dimitar; Tchoumatchenko, Vassiliy; Scholten, Ulrich; Furnadziev, Ivan

Today, faced with the problems of global competition, increasing costs, and complex production engineering, a company can only be successfully managed if the employees are motivated and highly qualified. To cope with this demand the new educational scheme for cost-effective retraining, lifelong learning and distance education at the workplace…

Modelling Method of Recursive Entity

ERIC Educational Resources Information Center

Amal, Rifai; Messoussi, Rochdi

2012-01-01

With the development of the Information and Communication Technologies, great masses of information are published in the Web. In order to reuse, to share and to organise them in distance formation and e-learning frameworks, several research projects have been achieved and various standards and modelling languages developed. In our previous…

Consortial IT Services: Collaborating To Reduce the Pain.

ERIC Educational Resources Information Center

Klonoski, Ed

The Connecticut Distance Learning Consortium (CTDLC) provides its 32 members with Information Technologies (IT) services including a portal Web site, course management software, course hosting and development, faculty training, a help desk, online assessment, and a student financial aid database. These services are supplied to two- and four-year…

Academic Advising in a Virtual University

ERIC Educational Resources Information Center

Steele, George E.; Thurmond, Karen C.

2009-01-01

Many institutions are implementing personalized Web-based student services, which will have a profound effect on interacting with students and achieving learning outcomes for students at a distance. A new conceptual model is necessary for describing the relationship between the advisor and students, as mitigated through use of technology. In this…

Web-based continuing medical education. (II): Evaluation study of computer-mediated continuing medical education.

PubMed

Curran, V R; Hoekman, T; Gulliver, W; Landells, I; Hatcher, L

2000-01-01

Over the years, various distance learning technologies and methods have been applied to the continuing medical education needs of rural and remote physicians. They have included audio teleconferencing, slow scan imaging, correspondence study, and compressed videoconferencing. The recent emergence and growth of Internet, World Wide Web (Web), and compact disk read-only-memory (CD-ROM) technologies have introduced new opportunities for providing continuing education to the rural medical practitioner. This evaluation study assessed the instructional effectiveness of a hybrid computer-mediated courseware delivery system on dermatologic office procedures. A hybrid delivery system merges Web documents, multimedia, computer-mediated communications, and CD-ROMs to enable self-paced instruction and collaborative learning. Using a modified pretest to post-test control group study design, several evaluative criteria (participant reaction, learning achievement, self-reported performance change, and instructional transactions) were assessed by various qualitative and quantitative data collection methods. This evaluation revealed that a hybrid computer-mediated courseware system was an effective means for increasing knowledge (p < .05) and improving self-reported competency (p < .05) in dermatologic office procedures, and that participants were very satisfied with the self-paced instruction and use of asynchronous computer conferencing for collaborative information sharing among colleagues.

Comparison of student outcomes and preferences in a traditional vs. World Wide Web-based baccalaureate nursing research course.

PubMed

Leasure, A R; Davis, L; Thievon, S L

2000-04-01

The purpose of this project was to compare student outcomes in an undergraduate research course taught using both World Wide Web-based distance learning technology and traditional pedagogy. Reasons given for enrolling in the traditional classroom section included the perception of increased opportunity for interaction, decreased opportunity to procrastinate, immediate feedback, and more meaningful learning activities. Reasons for selecting the Web group section included cost, convenience, and flexibility. Overall, there was no significant difference in examination scores between the two groups on the three multiple-choice examinations or for the course grades (t = -.96, P = .343). Students who reported that they were self-directed and had the ability to maintain their own pace and avoid procrastination were most suited to Web-based courses. The Web-based classes can help provide opportunities for methods of communication that are not traditionally nurtured in traditional classroom settings. Secondary benefits of the World Wide Web-based course were to increase student confidence with the computer, and introduce them to skills and opportunities they would not have had in the classroom. Additionally, over time and with practice, student's writing skills improved.

Web-based distance continuing education: a new way of thinking for students and instructors.

PubMed

Garrison, J A; Schardt, C; Kochi, J K

2000-07-01

As people have more difficulty taking time away from work to attend conferences and workshops, the idea of offering courses via the Web has become more desirable. Addressing a need voiced by Medical Library Association membership, the authors developed a Web-based continuing-education course on the subject of the librarian's role in evidence-based medicine. The aim of the course was to provide medical librarians with a well-constructed, content-rich learning experience available to them at their convenience via the Web. This paper includes a discussion of the considerations that need to be taken into account when developing Web-based courses, the issues that arise when the information delivery changes from face-to-face to online, the changing role of the instructor, and the pros and cons of offering Web-based versus traditional courses. The results of the beta test and future plans for the course are also discussed.

Web-based distance continuing education: a new way of thinking for students and instructors

PubMed Central

Garrison, Julie A.; Schardt, Connie; Kochi, Julia K.

2000-01-01

As people have more difficulty taking time away from work to attend conferences and workshops, the idea of offering courses via the Web has become more desirable. Addressing a need voiced by Medical Library Association membership, the authors developed a Web-based continuing-education course on the subject of the librarian's role in evidence-based medicine. The aim of the course was to provide medical librarians with a well-constructed, content-rich learning experience available to them at their convenience via the Web. This paper includes a discussion of the considerations that need to be taken into account when developing Web-based courses, the issues that arise when the information delivery changes from face-to-face to online, the changing role of the instructor, and the pros and cons of offering Web-based versus traditional courses. The results of the beta test and future plans for the course are also discussed. PMID:10928706

Using Contemporary Technology Tools to Improve the Effectiveness of Teacher Educators in Special Education

ERIC Educational Resources Information Center

O'Brien, Chris; Aguinaga, Nancy J.; Hines, Rebecca; Hartshorne, Richard

2011-01-01

Ongoing developments in educational technology, including web-based instruction, streaming video, podcasting, video-conferencing, and the use of wikis and blogs to create learning communities, have substantial impact on distance education and preparation of special educators in rural communities. These developments can be overwhelming, however,…

Animated Agents Teaching Helping Skills in an Online Environment: A Pilot Study

ERIC Educational Resources Information Center

Duggan, Molly H.; Adcock, Amy B.

2007-01-01

Human service educators constantly struggle with how to best teach students the communication skills required of entry-level human service professionals. While teaching such skills is easier in a traditional face-to-face environment, teaching communication skills via distance learning presents its own challenges. Developing interactive web-based…

The Evolution of a National Distance Guidance Service: Trends and Challenges

ERIC Educational Resources Information Center

Watts, A. G.; Dent, Gareth

2008-01-01

Three trends in the evolution of the UK Learndirect advice service are identified: the partial migration from telephone to web-based services; the trend within the telephone service from information/advice-oriented interventions to more guidance-oriented interventions; and the move from a mainly learning-oriented service to a more career-oriented…

Protecting Students' Intellectual Property in the Web Plagiarism Detection Process

ERIC Educational Resources Information Center

Butakov, Sergey; Dyagilev, Vadim; Tskhay, Alexander

2012-01-01

Learning management systems (LMS) play a central role in communications in online and distance education. In the digital era, with all the information now accessible at students' fingertips, plagiarism detection services (PDS) have become a must-have part of LMS. Such integration provides a seamless experience for users, allowing PDS to check…

Measuring Disorientation Based on the Needleman-Wunsch Algorithm

ERIC Educational Resources Information Center

Güyer, Tolga; Atasoy, Bilal; Somyürek, Sibel

2015-01-01

This study offers a new method to measure navigation disorientation in web based systems which is powerful learning medium for distance and open education. The Needleman-Wunsch algorithm is used to measure disorientation in a more precise manner. The process combines theoretical and applied knowledge from two previously distinct research areas,…

Comparing Distance vs. Campus-Based Delivery of Research Methods Courses

ERIC Educational Resources Information Center

Girod, Mark; Wojcikiewicz, Steve

2009-01-01

A causal-comparative pre-test, post-test design was used to investigate differences in learning in a research methods course for face-to-face and web-based delivery models. Analyses of participant achievement (N = 205) revealed almost no differences but post-hoc analyses revealed important differences in pedagogy between delivery models despite…

Interactive Maps for Community in Online Learning

ERIC Educational Resources Information Center

Cavanaugh, Terence W.; Cavanaugh, Cathy

2008-01-01

The online courses studied here used the visual medium of the interactive geographic map as a form of dialogue to reduce students' sense of transactional distance during the course, build their skills with Web 2.0 media, and increase their motivation. Using the dynamic map and the related online spreadsheet, the course participants created digital…

Are We There Yet? eLearning in Library and Information Science Courses in Australia

ERIC Educational Resources Information Center

Combes, Barbara; Carroll, Mary

2012-01-01

Tertiary education in Australia has long been associated with the integration of developing technologies as a vehicle for distance education. As personal access to the Web has become more affordable, tertiary institutions have implemented wholly online courses to create flexible elearning spaces for students. While there are tangible benefits…

The Culture of Distance Education: Implementing an Online Graduate Level Course in Audience Analysis.

ERIC Educational Resources Information Center

Duin, Ann Hill

1998-01-01

Details the experience of designing, implementing, and evaluating an online course in audience analysis at the graduate level. Describes how the educational culture of the Land Grant Mission flowed into efforts to create a quality learning experience. Discusses how the Web modules and asynchronous (listserv) and synchronous (MOO) conversations…

The Influence of National Culture toward Learner Interaction: Shanghai TV University and Wawasan Open University

ERIC Educational Resources Information Center

Bing, Wu; Ai-Ping, Teoh

2008-01-01

The authors conducted a comparative analysis to examine learners' interaction in the Web-based learning environment of 2 distance education institutions. The interaction was critically analyzed based on social, procedural, expository, explanatory, and cognitive dimensions, across 7 categories of exchanges between course coordinator to groups,…

Telemedicine and pediatric radiology: a new environment for training, learning, and interactive discussions.

PubMed

Monteiro, Alexandra M V; Corrêa, Diogo Goulart; Santos, Alair Augusto Sarmet M D; Cavalcanti, Silvio A; Sakuno, Telma; Filgueiras, Tereza; Just, Eduardo; Santos, Munique; Messina, Luiz Ary; Haddad, Ana Estela; Marchiori, Edson

2011-12-01

To report the experience of the Brazilian Program of Pediatric Teleradiology in combining teleconferencing and a virtual learning environment for services integration, collaborative research, and continuing education in pediatric radiology. We performed virtual meetings from March 2005 to October 2010 on pediatric radiology-related themes, using a combination of videoconferences and Web conferences, which were recorded and made available in an open-source software (Moodle) for reuse. We performed 58 virtual sessions: 29 anatomical-clinical-radiological sessions, 28 on upgrading themes, and 1 virtual symposium. The average of connected points was 12 by videoconference and 39 by Web conference, and of 450 participants per event. At the time of this writing, 318 physicians and students are registered in the virtual learning environment, with a total of 14,678 accesses. Telemedicine is being included in pediatric radiology practice, as a means for distance education, training, and continuing integration between groups.

Sociomateriality: a theoretical framework for studying distributed medical education.

PubMed

MacLeod, Anna; Kits, Olga; Whelan, Emma; Fournier, Cathy; Wilson, Keith; Power, Gregory; Mann, Karen; Tummons, Jonathan; Brown, Peggy Alexiadis

2015-11-01

Distributed medical education (DME) is a type of distance learning in which students participate in medical education from diverse geographic locations using Web conferencing, videoconferencing, e-learning, and similar tools. DME is becoming increasingly widespread in North America and around the world.Although relatively new to medical education, distance learning has a long history in the broader field of education and a related body of literature that speaks to the importance of engaging in rigorous and theoretically informed studies of distance learning. The existing DME literature is helpful, but it has been largely descriptive and lacks a critical "lens"-that is, a theoretical perspective from which to rigorously conceptualize and interrogate DME's social (relationships, people) and material (technologies, tools) aspects.The authors describe DME and theories about distance learning and show that such theories focus on social, pedagogical, and cognitive considerations without adequately taking into account material factors. They address this gap by proposing sociomateriality as a theoretical framework allowing researchers and educators to study DME and (1) understand and consider previously obscured actors, infrastructure, and other factors that, on the surface, seem unrelated and even unimportant; (2) see clearly how the social and material components of learning are intertwined in fluid, messy, and often uncertain ways; and (3) perhaps think differently, even in ways that disrupt traditional approaches, as they explore DME. The authors conclude that DME brings with it substantial investments of social and material resources, and therefore needs careful study, using approaches that embrace its complexity.

Singapore National Medical Image Resource Centre (SN.MIRC): a world wide web resource for radiology education.

PubMed

Yang, Guo-Liang; Lim, C C Tchoyoson

2006-08-01

Radiology education is heavily dependent on visual images, and case-based teaching files comprising medical images can be an important tool for teaching diagnostic radiology. Currently, hardcopy film is being rapidly replaced by digital radiological images in teaching hospitals, and an electronic teaching file (ETF) library would be desirable. Furthermore, a repository of ETFs deployed on the World Wide Web has the potential for e-learning applications to benefit a larger community of learners. In this paper, we describe a Singapore National Medical Image Resource Centre (SN.MIRC) that can serve as a World Wide Web resource for teaching diagnostic radiology. On SN.MIRC, ETFs can be created using a variety of mechanisms including file upload and online form-filling, and users can search for cases using the Medical Image Resource Center (MIRC) query schema developed by the Radiological Society of North America (RSNA). The system can be improved with future enhancements, including multimedia interactive teaching files and distance learning for continuing professional development. However, significant challenges exist when exploring the potential of using the World Wide Web for radiology education.

Web-based teaching video packages on anatomical education.

PubMed

Ozer, Mehmet Asim; Govsa, Figen; Bati, Ayse Hilal

2017-11-01

The aim of this study was to study the effect of web-based teaching video packages on medical students' satisfaction during gross anatomy education. The objective was to test the hypothesis that individual preference, which can be related to learning style, influences individual utilization of the video packages developed specifically for the undergraduate medical curriculum. Web-based teaching video packages consisting of Closed Circuit Audiovisual System and Distance Education of Anatomy were prepared. 54 informative application videos each lasting an average 12 min, competent with learning objectives have been prepared. 300 young adults of the medical school on applied anatomy education were evaluated in terms of their course content, exam performance and perceptions. A survey was conducted to determine the difference between the students who did not use teaching packages with those who used it during or after the lecture. A mean of 150 hits for each student per year was indicated. Academic performance of anatomy has been an increase of 10 points. Positive effects of the video packages on anatomy education have manifested on the survey conducted on students. The survey was compiled under twenty different items including effectiveness, providing education opportunity and affecting learning positively. Additionally, the difference was remarkable that the positive ideas of the second year students on learning were statistically significant from that of the third year students. Web-based video packages are helpful, definitive, easily accessible and affordable which enable students with different pace of learning to reach information simultaneously in equal conditions and increase the learning activity in crowded group lectures in cadaver labs. We conclude that personality/learning preferences of individual students influence their use of video packages in the medical curriculum.

Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning

ERIC Educational Resources Information Center

Rosas, Fátima Weber; Rocha Machado, Leticia; Behar, Patricia Alejandra

2016-01-01

This article proposes a pedagogical architecture (PA) focused on the development of competencies for music technology in education. This PA used free Web 3.0 technologies, mainly those related to production and musical composition. The pedagogical architecture is geared for teachers and those pursing a teaching degree, working in distance…

Computing in the Social Sciences and Humanities. [With CD-ROM].

ERIC Educational Resources Information Center

Burton, Orville Vernon, Ed.

This book-and-CD package provide a lively, hands-on introduction for teachers and scholars in the humanities and social sciences. New technology is changing the nature of research and teaching in the humanities and social sciences. From specialized online forums to Web-based teaching and distance learning, computers are being used to expand…

[Distance learning using internet in the field of bioengineering].

PubMed

Ciobanu, O

2003-01-01

The Leonardo da Vinci training programme supports innovative transnational initiatives for promoting the knowledge, aptitudes and skills necessary for successful integration into working life. Biomedical engineering is an emerging interdisciplinary field that contributes to understand, define and solve problems in biomedical technology within industrial and health service contexts. Paper presents a Leonardo da Vinci pilot-project called Web-based learning and training in the field of biomedical and design engineering (WEBD). This project has started on 2001. The WEBD project proposes to use advanced learning technologies to provide education in the www. Project uses interactive 3D graphics and virtual reality tools. The WEBD distance training permits users to experience and interact with a life-like model or environment, in safety and at convenient times, while providing a degree of control over the simulation that is usually not possible in the real-life situation.

U.S. dental hygiene faculty perceptions of learner outcomes in distance education courses.

PubMed

Corum, Kathrine A; Gadbury-Amyot, Cynthia C; Johnson, Kerry; Strait, Tia M

2014-04-01

The purpose of this study was to determine perceptions of full-time, entry-level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student-instructor, student-content, and student-student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student-instructor interaction as achievable, 95.3 percent reported student-content interaction as achievable, and 79.7 percent reported student-student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student-instructor interaction, 79.7 percent from student-content interaction, and 70.3 percent from student-student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student-student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses.

Smart Classroom: Bringing Pervasive Computing into Distance Learning

NASA Astrophysics Data System (ADS)

Shi, Yuanchun; Qin, Weijun; Suo, Yue; Xiao, Xin

In recent years, distance learning has increasingly become one of themost important applications on the internet and is being discussed and studied by various universities, institutes and companies. The Web/Internet provides relatively easy ways to publish hyper-linked multimedia content for more audiences. Yet, we find that most of the courseware are simply shifted from textbook to HTML files. However, in ost cases the teacher's live instruction is very important for catching the attention and interest of the students. That's why Real-Time Interactive Virtual Classroom (RTIVC) always plays an indispensable role in distance learning, where teachers nd students located in different places can take part in the class synchronously through certain multimedia communication systems and obtain real-time and mediarich interactions using Pervasive Computing technologies [1]. The Classroom 2000 project [2] at GIT has been devoted to the automated capturing of the classroom experience. Likewise, the Smart Classroom project [3] at our institute is focused on Tele-education. Most currently deployed real-time Tele-education systems are desktop-based, in which the teacher's experience is totally different from teaching in a real classroom.

Towards an Innovative Web-Based Lab Delivery System for a Management Information Systems Course

ERIC Educational Resources Information Center

Breimer, Eric; Cotler, Jami; Yoder, Robert

2011-01-01

While online systems are an essential component of distance learning, they can also play a critical role in improving the delivery of activities in a traditional laboratory setting. The quality and effectiveness of online course delivery is often compared to equivalent face-to-face alternatives. In our approach, we have harnessed what we feel to…

The NASA "Why?" Files: The Case of the Barking Dogs. Program 2 in the 2000-2001 Series.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

The National Aeronautics and Space Administration (NASA) has produced a distance learning series of four 60-minute video programs with an accompanying Web site and companion teacher guide. This teacher guide accompanies the second video in the series. The story line of each program involves six ethnically diverse, inquisitive schoolchildren who…

The Use of Facebook for Online Discussions among Distance Learners

ERIC Educational Resources Information Center

Lim, Tina

2010-01-01

With the advent of Web 2.0 tools, educators are looking to these new technological tools to examine its potential in enhancing teaching and learning. While its runaway success as a social networking tool is now renowned, the use of Facebook for educational purposes may be considered still at its infancy stage. This paper describes the use of…

The NASA "Why?" Files: The Case of the Challenging Flight. Program 4 in the 2000-2001 Series.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

The National Aeronautics and Space Administration (NASA) has produced a distance learning series of four 60-minute video programs with an accompanying Web site and companion teacher guides. This teacher guide accompanies the fourth video in the series. The story lines of each program involve six ethnically diverse, inquisitive schoolchildren who…

Preservice Mathematics Teachers' Views on Distance Education and Their Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Cagirgan Gulten, Dilek

2013-01-01

This research aims to investigate primary preservice mathematics teachers' views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the…

The NASA "Why?" Files: The Case of the Inhabitable Habitat. A Lesson Guide with Activities in Mathematics, Science, and Technology.

ERIC Educational Resources Information Center

Ricles, Shannon

The National Aeronautics and Space Administration (NASA) has produced a distance learning series of four 60-minute video programs with an accompanying Web site and companion teacher guides. The story lines of each program or episode involve six inquisitive school children who meet in a treehouse. They seek the solution of a particular problem, and…

Reducing the Spatial Distance between Printed and Online Information Sources by Means of Mobile Technology Enhances Learning: Using 2D Barcodes

ERIC Educational Resources Information Center

Ozcelik, Erol; Acarturk, Cengiz

2011-01-01

Online information sources, such as pictures and animations on web pages are frequently used for complementing printed course material in educational contexts. The concurrent use of online and printed information sources by students, however, requires going back and forth between physically separated course material, such as a course book and a…

Measurement, Ratios, and Graphing: Safety First. A Lesson Guide with Activities in Mathematics, Science, and Technology. NASA CONNECT.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

NASA CONNECT is an annual series of free integrated mathematics, science, and technology instructional distance learning programs for students in grades 5-8. Each program has three components: (1) a 30-minute television broadcast which can be viewed live or taped for later use; (2) an interactive Web activity that allows teachers to integrate…

The NASA "Why?" Files: The Case of the Phenomenal Weather. Program 7 in 2001-2002 Video Series. [Videotape].

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

The National Aeronautics and Space Administration (NASA) has produced a distance learning series of four 60-minute video programs with an accompanying Web site and companion teacher guides designed for students in grades 3-5. The story lines of each program or episode involve six inquisitive school children who meet in a treehouse. They seek the…

Distance Learning Materials for Elementary Astronomy with Lab

NASA Astrophysics Data System (ADS)

Castle, K. G.

2004-05-01

I have developed a distance learning astronomy course with an integral lab. The materials for this course are available from the site below. Test and quiz contents can be obtained upon request In this distance-learning format, students take quizzes online, tests in person and meet with the instructor for assistance. Student activities include homework, laboratory exercises and observing projects using household and community resources. This course (Astro 128) has been approved to fulfill general education requirements for University of California and the California State University system. Materials include instructions and reference materials for measuring parallax, analyzing radial velocity and light curves, finding ages of star clusters, tracking planets, recording sunrise or sunset time, simulating lunar phases, assessing lunar feature ages, classifying stellar spectra from tracings, and classifying galaxy morphology. Students analyze actual astronomical data from the literature in many cases. A comparatively large number of observational examples allows each student to work with a unique assignment. Course management includes a calendar where students schedule meetings with the instructor and WebCT test, quiz and grade maintenance. Course materials are supplied with links to data sets in PDF. This class was developed with technical assistance from the Instructional Technology Department at Diablo Valley College.

Distance Learning Courses and Master of Arts in Physics Education

NASA Astrophysics Data System (ADS)

Lindgren, Richard; Thornton, Stephen

2006-11-01

More than twenty distance learning courses in physics have been taken by hundreds of High School Physics Teachers over the past 7 years. The success of these courses helped initiate our 30 credit Master of Arts in Physics Education degree program. We have graduated 28 teachers over the last 6 years and expect 13 more to graduate in 2006. The candidates earn 14 credits in residence at the University of Virginia and 16 credits online. This allows teachers to matriculate, while earning more than half the credits at home. Presently, there are over 50 Master degree candidates. Three of the five online courses utilize CD-ROMS with edited lectures of live Physics courses taught at the University of Virginia by Physics Professors recognized for their teaching. Homework and examinations are submitted using WebAssign. Local high school teachers and administrators proctor the examinations. General communication and pedagogical feedback on homework assignments and exams are submitted through Blackboard as well as email. Screen captured video shots of physics demonstrations are widely used in the audio chat room to facilitate discussion and also used on examinations. We will discuss the changes of our distance-learning model based on what has worked (or not) and new technology.

A WEB based approach in biomedical engineering design education.

PubMed

Enderle, J D; Browne, A F; Hallowell, M B

1997-01-01

As part of the accreditation process for university engineering programs, students are required to complete a minimum number of design credits in their course of study, typically at the senior level. Many call this the capstone course. Engineering design is a course or series of courses that bring together concepts and principles that students learn in their field of study--it involves the integration and extension of material learned in their major toward a specific project. Most often, the student is exposed to system-wide analysis, critique and evaluation for the first time. Design is an iterative, decision making process in which the student optimally applies previously learned material to meet a stated objective. At the University of Connecticut, students work in teams of 3-4 members and work on externally sponsored projects. To facilitate working with sponsors, a WEB based approach is used for reporting the progress on projects. Students are responsible for creating their own WEB sites that support both html and pdf formats. Students provide the following deliverables: weekly progress reports, project statement, specifications, project proposal, interim report, and final report. A senior design homepage also provides links to data books and other resources for use by students. We are also planning distance learning experiences between two campuses so students can work on projects that involve the use of video conferencing.

Web-Based Communications, the Internet, and Distance Education. Readings in Distance Education, Number 7.

ERIC Educational Resources Information Center

Moore, Michael G., Ed.; Cozine, Geoffrey T., Ed.

This book brings together a selection of articles published in "The American Journal of Distance Education" that are related to Web-based delivery of distance education. Articles include: "Performance and Perceptions of Distance Learners in Cyberspace" (Peter Navarro and Judy Shoemaker); "Distance Education for Dentists: Improving the Quality of…

Achieving Full Scope of Practice Readiness Using Evidence for Psychotherapy Teaching in Web and Hybrid Approaches in Psychiatric Mental Health Advanced Practice Nursing Education.

PubMed

McCoy, Kathleen T

2018-01-01

Radical changes in role, education, and practice have affected how education of advance practice nurses and practice deliverables occur. This article examines the effects of distance education upon the teaching/learning of psychotherapy in integrating Web-based technology and platforms. With the advent and proliferation of online programs of study, the question begs: How do distance-linked programs successfully introduce, practice, and supervise one-to-one and group psychotherapy training? By employing evidence-based education strategies, technology, and strong interpersonal skills and evidence-based therapies, a charter Psychiatric Mental Health Nurse Practitioner Doctor of Nursing Practice program paved an innovative and successful path. In that program, they prepared their students for full scope of practice, upon graduation, inclusive of psychotherapy as well as the other highly demanding and compressed requirements of the 3-year program. This article explores that journey and its recommendations for application derived from this 2010 cohort. © 2017 Wiley Periodicals, Inc.

Analysis of Web-based learning methods in emergency medicine: randomized controlled trial.

PubMed

Leszczyński, Piotr; Gotlib, Joanna; Kopański, Zbigniew; Wejnarski, Arkadiusz; Świeżewski, Stanisław; Gałązkowski, Robert

2018-04-01

In medical education, Web-based learning is increasingly used as a complement to practical classes. The objective of the study was to perform a comparative analysis of three different forms of e-learning course on emergency medicine in terms of an indicator of knowledge growth and students' satisfaction. For the purpose of the study, we developed and implemented a tool in the form of an online course: A - non-animated presentation, B - video, C - interactive video. The participants were undergraduate students of emergency medicine and nursing ( n = 106). A pre-test and a post-test were carried out, and the resulting data were analyzed using parametric tests ( t -test, ANOVA, post-hoc). Final questionnaires assessing six parameters of satisfaction were also evaluated. A significant increase in knowledge in the experimental group which used an interactive video was observed ( p = 0.04). Moreover, the number of replays of learning material was the highest in group C (2.09 ±2.48). The level of post-course satisfaction turned out to be comparable in all three groups ( p = 0.62). The study allowed the interactive course to be identified as the most effective method of distance learning among selected ones. Due to the limitations of the study, we conclude that there is a need for further studies on the effectiveness of e-learning in emergency medicine.

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

PubMed

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).

Discovering, Indexing and Interlinking Information Resources

PubMed Central

Celli, Fabrizio; Keizer, Johannes; Jaques, Yves; Konstantopoulos, Stasinos; Vudragović, Dušan

2015-01-01

The social media revolution is having a dramatic effect on the world of scientific publication. Scientists now publish their research interests, theories and outcomes across numerous channels, including personal blogs and other thematic web spaces where ideas, activities and partial results are discussed. Accordingly, information systems that facilitate access to scientific literature must learn to cope with this valuable and varied data, evolving to make this research easily discoverable and available to end users. In this paper we describe the incremental process of discovering web resources in the domain of agricultural science and technology. Making use of Linked Open Data methodologies, we interlink a wide array of custom-crawled resources with the AGRIS bibliographic database in order to enrich the user experience of the AGRIS website. We also discuss the SemaGrow Stack, a query federation and data integration infrastructure used to estimate the semantic distance between crawled web resources and AGRIS. PMID:26834982

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

ERIC Educational Resources Information Center

Loh, Christian Sebastian

2001-01-01

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

Distance Education Clearinghouse Web Site.

ERIC Educational Resources Information Center

Adams, Kate; Martin, Sara

A World Wide Web site, developed by University of Nebraska-Lincoln Information Services staff and funded by a NEB*SAT (Nebraska's multiple channel satellite and optical fiber educational telecommunications network) grant, provides a clearinghouse of distance education, Internet, and Web page development information that is useful to librarians and…

Two web-based laboratories of the FisL@bs network: Hooke's and Snell's laws

NASA Astrophysics Data System (ADS)

de la Torre, L.; Sánchez, J.; Dormido, S.; Sánchez, J. P.; Yuste, M.; Carreras, C.

2011-03-01

FisL@bs is a network of remote and virtual laboratories for physics university education via the Internet that offers students the possibility of performing hands-on experiments in different fields of physics in two ways: simulation and real remote operation. This paper gives a detailed account of a novel way in physics in which distance learning students can gain practical experience autonomously. FisL@bs uses the same structure as AutomatL@bs, a network of virtual and remote laboratories for learning/teaching of control engineering, which has been in operation for four years. Students can experiment with the laboratories offered using an Internet connection and a Java-compatible web browser. This paper, specially intended for university educators but easily comprehensible even for undergraduate students, explains how the portal works and the hardware and software tools used to create it. In addition, it also describes two physics experiments already available: spring elasticity and the laws of reflection and refraction.

Web Mining: Machine Learning for Web Applications.

ERIC Educational Resources Information Center

Chen, Hsinchun; Chau, Michael

2004-01-01

Presents an overview of machine learning research and reviews methods used for evaluating machine learning systems. Ways that machine-learning algorithms were used in traditional information retrieval systems in the "pre-Web" era are described, and the field of Web mining and how machine learning has been used in different Web mining…

Virtual surgical telesimulations in otolaryngology.

PubMed

Navarro Newball, Andrés A; Hernández, Carlos J; Velez, Jorge A; Munera, Luis E; García, Gregorio B; Gamboa, Carlos A; Reyes, Antonio J

2005-01-01

Distance learning can be enhanced with the use of virtual reality; this paper describes the design and initial validation of a Web Environment for Surgery Skills Training on Otolaryngology (WESST-OT). WESST-OT was created aimed to help trainees to gain the skills required in order to perform the Functional Endoscopic Sinus Surgery procedure (FESS), since training centers and specialist in this knowledge are scarce in Colombia; also, it is part of a web based educational cycle which simulates the stages of a real procedure. WESST-OT is one from the WESST family of telesimulators which started to be developed from an architecture proposed at the Medicine Meets Virtual Reality conference 2002; also, it is a step towards the use of virtual reality technologies in Latin America.

Combining Graphic Arts, Hollywood and the Internet to Improve Distance Learning in Science and Math

NASA Astrophysics Data System (ADS)

Tso-Varela, S.; Friedberg, R.; Lipnick, D.

We on the Navajo Reservation face the daunting problem of trying to educate a widely scattered student population over a landmass (25,000+ sq. miles) larger than all the New England states combined. Compounding this problem is the fact that English is a second language for many students and that many of our students lack basic foundation skills. One of the obvious answers is Distance Learning Programs. But, in the past Distance Learning Programs have been notably ineffective on the Navajo Reservation. An experimental Internet Astronomy that we taught last summer showed conclusively that we must specifically tailor our Distance Learning courses to a Navajo audience. As with many college level science courses, our experimental course was English intensive and there lies the crux of the problem. With the help of our colleague institutions, Los Alamos National Laboratory, University of California at Berkeley, University of New Mexico, Kennesaw State University, and New Mexico Highlands University, we undertook to replace 90% of the traditional verbiage with art, an idiom much accepted on the Navajo Reservation. We used the Walt Disney Studios as a model. Specifically, we studied the Pvt. Snafu cartoons used by the War Department in World War II. We tried to emulate their style and techniques. We developed our own cartoon characters, Astroboy, Professor Tso and Roxanne. We combined high quality graphic art, animation, cartooning, Navajo cultural elements, Internet hyperlinks and voiceovers to tell the story of Astronomy 101 Lab. In addition we have added remedial math resources and other helpful resources to our web site. We plan to test initial efforts in an experimental Internet course this summer.

Distance-Learning, ADHD Quality Improvement in Primary Care: A Cluster-Randomized Trial.

PubMed

Fiks, Alexander G; Mayne, Stephanie L; Michel, Jeremy J; Miller, Jeffrey; Abraham, Manju; Suh, Andrew; Jawad, Abbas F; Guevara, James P; Grundmeier, Robert W; Blum, Nathan J; Power, Thomas J

2017-10-01

To evaluate a distance-learning, quality improvement intervention to improve pediatric primary care provider use of attention-deficit/hyperactivity disorder (ADHD) rating scales. Primary care practices were cluster randomized to a 3-part distance-learning, quality improvement intervention (web-based education, collaborative consultation with ADHD experts, and performance feedback reports/calls), qualifying for Maintenance of Certification (MOC) Part IV credit, or wait-list control. We compared changes relative to a baseline period in rating scale use by study arm using logistic regression clustered by practice (primary analysis) and examined effect modification by level of clinician participation. An electronic health record-linked system for gathering ADHD rating scales from parents and teachers was implemented before the intervention period at all sites. Rating scale use was ascertained by manual chart review. One hundred five clinicians at 19 sites participated. Differences between arms were not significant. From the baseline to intervention period and after implementation of the electronic system, clinicians in both study arms were significantly more likely to administer and receive parent and teacher rating scales. Among intervention clinicians, those who participated in at least 1 feedback call or qualified for MOC credit were more likely to give parents rating scales with differences of 14.2 (95% confidence interval [CI], 0.6-27.7) and 18.8 (95% CI, 1.9-35.7) percentage points, respectively. A 3-part clinician-focused distance-learning, quality improvement intervention did not improve rating scale use. Complementary strategies that support workflows and more fully engage clinicians may be needed to bolster care. Electronic systems that gather rating scales may help achieve this goal. Index terms: ADHD, primary care, quality improvement, clinical decision support.

An Exploration of Cultural Value Orientations in Distance Education Web Marketing

ERIC Educational Resources Information Center

DeGaetano, Lora A.

2013-01-01

In the current global environment, universities seek to attract international students. The low enrollment of international students at a particular distance education institution demonstrated the competitive challenge in attracting international students. Distance education web marketing communications may be a factor influencing low enrollment…

Technology Development, Implementation and Assessment: K-16 Pre-Service, In-Service and Distance Learning Initiatives

NASA Technical Reports Server (NTRS)

Williams, William B., Jr.

1999-01-01

The technologies associated with distance learning are evolving rapidly, giving to educators a potential tool for enhancing the educational experiences of large numbers of students simultaneously. This enhancement, in order to be effective, must take into account the various agendas of teachers, administrators, state systems, and of course students. It must also make use of the latest research on effective pedagogy. This combination, effective pedagogy and robust information technology, is a powerful vehicle for communicating, to a large audience of school children the excitement of mathematics and science--an excitement that for the most part is now well-hidden. This project,"Technology Development, Implementation and Assessment," proposed to bring to bear on the education of learners in grades 3 - 8 in science and mathematics both advances in information technology and in effective pedagogy. Specifically, the project developed components NASA CONNECT video series--problem-based learning modules that focus on the scientific method and that incorporate problem-based learning scenarios tied to national mathematics and science standards. These videos serve two purposes; they engage students in the excitement of hands-on learning and they model for the teachers of these students the problem-based learning practices that are proving to be excellent ways to teach science and mathematics to school students. Another component of NASA CONNECT is the accompanying web-site.

Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Kapp, Felix; Proske, Antje; Narciss, Susanne; Körndle, Hermann

2015-01-01

Effective studying in web-based learning environments (web-LEs) requires cognitive engagement and demands learners to regulate their learning activities. One way to support learners in web-LEs is to provide interactive learning questions within the learning environment. Even though research on learning questions has a long tradition, there are…

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

PubMed

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.

Learning from WebQuests

NASA Astrophysics Data System (ADS)

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

2006-04-01

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

Exploring Education Major Focused Adult Learners' Perspectives and Practices of Web-Based Distance Education in Sixteen Universities

ERIC Educational Resources Information Center

Zhang, Jing

2009-01-01

Distance education is not a new concept for all kinds of learners in the modern societies. Many researchers have studied traditional distance education programs for adult learners in the past, but little research has been done on Web-based distance education (WBDE) for adult learners. There are also many popular online universities in the U.S. or…

A collection of problems for physics teaching

NASA Astrophysics Data System (ADS)

Gröber, S.; Jodl, H.-J.

2010-07-01

Problems are an important instrument for teachers to mediate physics content and for learners to adopt this content. This collection of problems is not only suited to traditional teaching and learning in lectures or student labs, but also to all kinds of new ways of teaching and learning, such as self-study, long-distance teaching, project-oriented learning and the use of remote labs/web experiments. We focus on Rutherford's scattering experiment, electron diffraction, Millikan's experiment and the use of pendulums to measure the dependence of gravitational acceleration on latitude. The collection contains about 50 problems with 160 subtasks and solutions, altogether 100 pages. Structure, content, range and the added value of the problems are described. The whole collection can be downloaded for free from http://rcl.physik.uni-kl.de.

Synchronous Distance Education: Using Web-Conferencing in an MBA Accounting Course

ERIC Educational Resources Information Center

Ellingson, Dee Ann; Notbohm, Matthew

2012-01-01

Online distance education can take many forms, from a correspondence course with materials online to fully synchronous, live instruction. This paper describes a fully synchronous, live format using web-conferencing. Some useful features of web-conferencing and the way they are employed in this course are described. Instructor observations and…

Faculty Perceptions of Web-Based Distance Education in Agriculture.

ERIC Educational Resources Information Center

Born, Kevin A.; Miller, Greg

1999-01-01

A survey of 42 agronomy faculty showed their perceptions of Web-based distance education were higher when they were familiar with the master of science in agronomy program or had viewed a lesson. Their concerns included the value and rigor of Web-based degree programs and the effectiveness of online student-teacher interaction. (SK)

Evaluating the Effectiveness of the 2003-2004 NASA CONNECT(trademark)Program

NASA Technical Reports Server (NTRS)

Caton, Randall H.; Pinelli, Thomas E.; Giersch, Christopher E.; Holmes, Ellen B.; Lambert, Matthew A.

2005-01-01

NASA CONNECT is an Emmy-award-winning series of instructional (distance learning) programs for grades 6-8. Produced by the NASA Center for Distance Learning, the nine programs in the 2003-2004 NASA CONNECT series are research-, inquiry-, standards-, teacher-, and technology-based and include a 30-minute program, an educator guide containing a hands-on activity, and a web-based component. The 1,500 randomly selected NASA CONNECT registered users were invited to complete an electronic (self-reported) survey that employed a 5-point Likert-type scale. Regarding NASA CONNECT, respondents reported that the programs (1) enhance the teaching of mathematics, science, and technology (4.53); (2) are aligned with the national mathematics, science, and technology standards (4.52); (3) raise student awareness of careers requiring mathematics, science, and technology (4.48); (4) demonstrate the application of mathematics, science, and technology (4.47); and (5) present women and minorities performing challenging engineering and science tasks (4.50).

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

ERIC Educational Resources Information Center

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

2013-01-01

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

An Evaluation of the Impact of E-Learning Media Formats on Student Perception and Performance

NASA Astrophysics Data System (ADS)

Kurbel, Karl; Stankov, Ivo; Datsenka, Rastsislau

Factors influencing student evaluation of web-based courses are analyzed, based on student feedback from an online distance-learning graduate program. The impact of different media formats on the perception of the courses by the students as well as on their performance in these courses are examined. In particular, we studied conventional hypertext-based courses, video-based courses and audio-based courses, and tried to find out whether the media format has an effect on how students assess courses and how good or bad their grades are. Statistical analyses were performed to answer several research questions related to the topic and to properly evaluate the factors influencing student evaluation.

A pan-Canadian web-based education program to support screening for distress: evaluation of outcomes.

PubMed

McLeod, Deborah L; Morck, Angela C; Curran, Janet A

2014-02-01

Cancer-related distress has been endorsed as the sixth vital sign by many international cancer organizations, and some countries such as Canada have implemented national screening for distress programs. The completion of a screening tool is an important first step in improving responsiveness to cancer-related distress, but screening must be followed with skilled supportive care to make a difference in patient-reported outcomes. Our objective was to create a web-based education program to support nurses and other frontline staff in providing an initial response to screening results. To address screening and supportive care learning needs, the Canadian Association of Psychosocial Oncology (CAPO), with support from the Canadian Partnership Against Cancer, created a web-based education program as one component of the national screening for distress agenda. The program provides clinically grounded and interactive learning through the use of PowerPoint presentations, video clips of clinical interactions with patients and family members, and test questions. Presentation topics include, for example, strategies for dealing with screening results, managing referrals, and supportive counseling. We employed a matched pairs, pre-post survey design to assess the effect of the education program on confidence in screening and in providing initial supportive care. Our analysis of the first 147 matched pairs to complete the course suggests that satisfaction with the course was high. Statistically significant increases in confidence in relation to screening for distress and assessing distress, and in providing initial supportive care, were evident. Our ongoing experience with CAPO's Interprofessional Psychosocial Oncology Distance Education (IPODE) project (www.ipode.ca) project suggests that healthcare professionals value web-based learning for its accessibility and convenience. Such programs appear to offer excellent opportunities for cost-effective education that supports practice change.

Distance learning and toxicology: new horizons for Paracelsus.

PubMed

Huggins, Jane; Morris, John; Peterson, C Erik

2005-09-01

Distance learning offers many advantages to students and teachers of almost any scientific discipline. Toxicology is no exception. For example, should Paracelsus be interested in learning more about toxicology at Drexel University, he would have the opportunity to take two courses in this subject utilizing the content management software, WebCT. The two courses would offer a website from which he could view and/or download his notes for each class. He could correspond with the instructor as well as fellow students, participate in discussions about timely topics, and make presentations to the class, all via electronic communication. Moreover, his examinations would also be computerized. Although he might have the option of attending traditional "face-to-face" lectures with other students in the class, he could also access these lectures at any time from a remote location by using the archive of taped lectures on the class website. Overall, Paracelsus would have access to many tools to enhance his understanding of toxicology, and he probably would never have to worry about parking before class (!). The two WebCT modules in toxicology that we have developed at Drexel represent the successful migration of two courses from a traditional "face-to-face" model of classroom instruction to hybrid models that combine "face-to-face" interaction with online instruction. Student and faculty evaluations of these courses have been very positive. Future plans include linking the two modules together so that students in the advanced class can do "review" or "remedial" work in the basic module. Furthermore, a library of video clips is also planned in which researchers will be discussing their work on various toxicologic topics. Students will be able to access these clips as resources from which to write research papers.

Distance learning and toxicology: New horizons for Paracelsus

DOE Office of Scientific and Technical Information (OSTI.GOV)

Huggins, Jane; Morris, John; Peterson, C. Erik

2005-09-01

Distance learning offers many advantages to students and teachers of almost any scientific discipline. Toxicology is no exception. For example, should Paracelsus be interested in learning more about toxicology at Drexel University, he would have the opportunity to take two courses in this subject utilizing the content management software, WebCT. The two courses would offer a website from which he could view and/or download his notes for each class. He could correspond with the instructor as well as fellow students, participate in discussions about timely topics, and make presentations to the class, all via electronic communication. Moreover, his examinations wouldmore » also be computerized. Although he might have the option of attending traditional 'face-to-face' lectures with other students in the class, he could also access these lectures at any time from a remote location by using the archive of taped lectures on the class website. Overall, Paracelsus would have access to many tools to enhance his understanding of toxicology, and he probably would never have to worry about parking before class ({exclamation_point}). The two WebCT modules in toxicology that we have developed at Drexel represent the successful migration of two courses from a traditional 'face-to-face' model of classroom instruction to hybrid models that combine 'face-to-face' interaction with online instruction. Student and faculty evaluations of these courses have been very positive. Future plans include linking the two modules together so that students in the advanced class can do 'review' or 'remedial' work in the basic module. Furthermore, a library of video clips is also planned in which researchers will be discussing their work on various toxicologic topics. Students will be able to access these clips as resources from which to write research papers.« less

Web-based learning in professional development: experiences of Finnish nurse managers.

PubMed

Korhonen, Teija; Lammintakanen, Johanna

2005-11-01

The aim of this article is to describe the nurse managers' expectations, attitudes and experiences on web-based learning before and after participation in a web-based course. Information technology has rapidly become more common in health care settings. However, little is known about nurse managers' experiences on web-based learning, although they have a crucial role in promoting the professional development of their staff. Diagnostic assignments (n = 18) written before and interviews (n = 8) taken after the web-based education. The data were analysed by inductive content analysis. Nurse managers found web-based education to be a suitable and modern method of learning. On the basis of their experience they found multiple ways to utilize web-based learning environments in health care. Information technology skills, equipment, support and time were considered essential in web-based learning. Additionally, they found that their own experience might lead to more widespread implementation of web-based learning in health care settings. Information technology skills of nurse managers and staff need to be developed in order to use information technology effectively. In order to learn in a web-based environment, everyone needs the opportunity and access to required resources. Additionally, nurse managers' own experiences are important to promote wider utilization of web-based learning.

E-Learning as New Method of Medical Education

PubMed Central

Masic, Izet

2008-01-01

CONFLICT OF INTEREST: NONE DECLARED Distance learning refers to use of technologies based on health care delivered on distance and covers areas such as electronic health, tele-health (e-health), telematics, telemedicine, tele-education, etc. For the need of e-health, telemedicine, tele-education and distance learning there are various technologies and communication systems from standard telephone lines to the system of transmission digitalized signals with modem, optical fiber, satellite links, wireless technologies, etc. Tele-education represents health education on distance, using Information Communication Technologies (ICT), as well as continuous education of a health system beneficiaries and use of electronic libraries, data bases or electronic data with data bases of knowledge. Distance learning (E-learning) as a part of tele-education has gained popularity in the past decade; however, its use is highly variable among medical schools and appears to be more common in basic medical science courses than in clinical education. Distance learning does not preclude traditional learning processes; frequently it is used in conjunction with in-person classroom or professional training procedures and practices. Tele-education has mostly been used in biomedical education as a blended learning method, which combines tele-education technology with traditional instructor-led training, where, for example, a lecture or demonstration is supplemented by an online tutorial. Distance learning is used for self-education, tests, services and for examinations in medicine i.e. in terms of self-education and individual examination services. The possibility of working in the exercise mode with image files and questions is an attractive way of self education. Automated tracking and reporting of learners’ activities lessen faculty administrative burden. Moreover, e-learning can be designed to include outcomes assessment to determine whether learning has occurred. This review article evaluates the current status and level of tele-education development in Bosnia and Herzegovina outlining its components, faculty development needs for implementation and the possibility of its integration as official learning standard in biomedical curricula in Bosnia and Herzegovina. Tele-education refers to the use of information and communication technologies (ICT) to enhance knowledge and performance. Tele-education in biomedical education is widely accepted in the medical education community where it is mostly integrated into biomedical curricula forming part of a blended learning strategy. There are many biomedical digital repositories of e-learning materials worldwide, some peer reviewed, where instructors or developers can submit materials for widespread use. First pilot project with the aim to introduce tele-education in biomedical curricula in Bosnia and Herzegovina was initiated by Department for Medical Informatics at Medical Faculty in Sarajevo in 2002 and has been developing since. Faculty member’s skills in creating tele-education differ from those needed for traditional teaching and faculty rewards must recognize this difference and reward the effort. Tele-education and use of computers will have an impact of future medical practice in a life long learning. Bologna process, which started last years in European countries, provide us to promote and introduce modern educational methods of education at biomedical faculties in Bosnia and Herzegovina. Cathedra of Medical informatics and Cathedra of Family medicine at Medical Faculty of University of Sarajevo started to use Web based education as common way of teaching of medical students. Satisfaction with this method of education within the students is good, but not yet suitable for most of medical disciplines at biomedical faculties in Bosnia and Herzegovina. PMID:24109154

E-learning as new method of medical education.

PubMed

Masic, Izet

2008-01-01

NONE DECLARED Distance learning refers to use of technologies based on health care delivered on distance and covers areas such as electronic health, tele-health (e-health), telematics, telemedicine, tele-education, etc. For the need of e-health, telemedicine, tele-education and distance learning there are various technologies and communication systems from standard telephone lines to the system of transmission digitalized signals with modem, optical fiber, satellite links, wireless technologies, etc. Tele-education represents health education on distance, using Information Communication Technologies (ICT), as well as continuous education of a health system beneficiaries and use of electronic libraries, data bases or electronic data with data bases of knowledge. Distance learning (E-learning) as a part of tele-education has gained popularity in the past decade; however, its use is highly variable among medical schools and appears to be more common in basic medical science courses than in clinical education. Distance learning does not preclude traditional learning processes; frequently it is used in conjunction with in-person classroom or professional training procedures and practices. Tele-education has mostly been used in biomedical education as a blended learning method, which combines tele-education technology with traditional instructor-led training, where, for example, a lecture or demonstration is supplemented by an online tutorial. Distance learning is used for self-education, tests, services and for examinations in medicine i.e. in terms of self-education and individual examination services. The possibility of working in the exercise mode with image files and questions is an attractive way of self education. Automated tracking and reporting of learners' activities lessen faculty administrative burden. Moreover, e-learning can be designed to include outcomes assessment to determine whether learning has occurred. This review article evaluates the current status and level of tele-education development in Bosnia and Herzegovina outlining its components, faculty development needs for implementation and the possibility of its integration as official learning standard in biomedical curricula in Bosnia and Herzegovina. Tele-education refers to the use of information and communication technologies (ICT) to enhance knowledge and performance. Tele-education in biomedical education is widely accepted in the medical education community where it is mostly integrated into biomedical curricula forming part of a blended learning strategy. There are many biomedical digital repositories of e-learning materials worldwide, some peer reviewed, where instructors or developers can submit materials for widespread use. First pilot project with the aim to introduce tele-education in biomedical curricula in Bosnia and Herzegovina was initiated by Department for Medical Informatics at Medical Faculty in Sarajevo in 2002 and has been developing since. Faculty member's skills in creating tele-education differ from those needed for traditional teaching and faculty rewards must recognize this difference and reward the effort. Tele-education and use of computers will have an impact of future medical practice in a life long learning. Bologna process, which started last years in European countries, provide us to promote and introduce modern educational methods of education at biomedical faculties in Bosnia and Herzegovina. Cathedra of Medical informatics and Cathedra of Family medicine at Medical Faculty of University of Sarajevo started to use Web based education as common way of teaching of medical students. Satisfaction with this method of education within the students is good, but not yet suitable for most of medical disciplines at biomedical faculties in Bosnia and Herzegovina.

Cognitive Style and Self-Efficacy: Predicting Student Success in Online Distance Education

ERIC Educational Resources Information Center

DeTure, Monica

2004-01-01

This study was designed to identify those learner attributes that may be used to predict student success (in terms of grade point average) in a Web-based distance education setting. Students enrolled in six Web-based, general education distance education courses at a community college were asked to complete the Group Embedded Figures Test for…

Intelligent Web-Based Learning System with Personalized Learning Path Guidance

ERIC Educational Resources Information Center

Chen, C. M.

2008-01-01

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

The Interprofessional Psychosocial Oncology Distance Education (IPODE) project: perceived outcomes of an approach to healthcare professional education.

PubMed

McLeod, Deborah; Curran, Janet; Dumont, Serge; White, Maureen; Charles, Grant

2014-05-01

The Interprofessional Psychosocial Oncology Distance Education (IPODE) project was designed as an approach to the problems of feasibility and accessibility in specialty health professional education, in this case, psychosocial oncology (PSO). In this article, we report the evaluation findings from the first three years of the project in relation to one IPODE course, which was offered as a graduate level university elective in nine Canadian universities and as a continuing education (CE) option to health professionals between January 2008 and May 2010. The evaluation included a pre and post questionnaire that explored how an interprofessional (IP), web-based, PSO course influenced participants' knowledge, attitudes and beliefs about IP, person-centered PSO care. It also examined what attributes of a web-based platform were most effective in delivering an IP PSO course. The study yielded two key findings. First, web-based learning in a pan-Canadian and cross-university collaboration is a viable alternative to providing specialty education and significantly improves knowledge, attitudes and beliefs about IP, person-centered PSO care. Second, a web-based platform with real-time seminars, discussion boards and multiple audio visual resources that privilege first person illness narratives were important elements in expanding knowledge and shifting attitudes about IP practice and person-centered care in regards to PSO. In their evaluation, course participants highlighted a variety of ways in which the course expanded their vision about what constitutes an IP team and increased their confidence in interacting with healthcare professionals from professions other than their own.

Supporting Self-Regulated Learning in Web 2.0 Contexts

ERIC Educational Resources Information Center

Huang, Yong-Ming; Huang, Yueh-Min; Wang, Chia-Sui; Liu, Chien-Hung; Sandnes, Frode Eika

2012-01-01

Web-based self-learning (WBSL) provides learners with a powerful means of acquiring knowledge. However, WBSL may disorient learners, especially when their skills are inadequate for regulating their learning. In this paper, a Web 2.0 self-regulated learning (Web2SRL) system based on the theory of self-regulated learning is proposed. Learners use…

Distance learning in toxicology: Australia's RMIT program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ahokas, Jorma; Donohue, Diana; Rix, Colin

2005-09-01

RMIT University was the first to offer a comprehensive Masters of Toxicology in Australasia 19 years ago. In 2001 the program was transformed into two stages, leading to a Graduate Diploma and Master of Applied Science in Toxicology. Now, these programs are fully online and suitable for graduates living and working anywhere in the world. The modular distance-learning courses are specifically designed to equip students with essential skills for entering fields such as chemical and drug evaluation; risk assessment of chemicals in the workplace; environmental and food toxicology. RMIT's online course delivery system has made it possible to deliver themore » toxicology programs, both nationally and internationally. The learning material and interactive activities (tests and quizzes, discussion boards, chat sessions) use Blackboard and WebBoard, each with a different educational function. Students log in to a Learning Hub to access their courses. The Learning Hub enables students to extend their learning beyond the classroom to the home, workplace, library and any other location with Internet access. The teaching staff log in to the Learning Hub to maintain and administer the online programs and courses which they have developed and/or which they teach. The Learning Hub is also a communication tool for students and staff, providing access to email, a diary and announcements. The early experience of delivering a full toxicology program online is very positive. However this mode of teaching continues to present many interesting technical, educational and cultural challenges, including: the design and presentation of the material; copyright issues; internationalisation of content; interactive participation; and the assessment procedures.« less

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

NASA Astrophysics Data System (ADS)

Kim, Dong Won; Yao, Jingtao

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

Learning from WebQuests

ERIC Educational Resources Information Center

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

2006-01-01

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

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

ERIC Educational Resources Information Center

Brown, Stephen

2010-01-01

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

Examining High-School Students' Preferences toward Learning Environments, Personal Beliefs and Concept Learning in Web-Based Contexts

ERIC Educational Resources Information Center

Yang, Fang-Ying; Chang, Cheng-Chieh

2009-01-01

The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments, personal epistemological beliefs, and beliefs about web-based learning. One hundred 11th graders…

Using Hollywood techniques to teach freshman astronomy over the Internet

NASA Astrophysics Data System (ADS)

Friedberg, R.; Lipnick, D.; Vila Migliaro, M.

We use interactive 'click and drag' learning, bold colors, high graphic design standards, cartooning, animations and videos. We present Astronomy material in three languages, written English, written Spanish, and written and spoken Navajo. This distance-learning course is specifically designed for students with limited proficiency in the English language. We have both a lecture and laboratory series in the course that may be found at www.ibe.ncc.cc.nm.us and http://yoda.phys.unm.edu/ast100. It carries 4 hours of credit as Astronomy 100. To paraphrase John Ford, the great Hollywood director, a good movie should be able to stand with no dialogue. We have tried to meet his standard. We have borrowed heavily from the style of the Pvt. Snafu World War II military training films produced principally by the Walt Disney Studios. We have also used the graphic design techniques that I learned many years ago as a technical briefing officer at the Chief of Naval Operation's Briefing Room at the Pentagon, Washington D.C.. Finally, we use elements of 'Programmed Learning' developed by the American Management Association thirty odd years ago. Elements that make our web course unique are: A laboratory on Navajo Astronomy, lectures translated into Spanish, and many collateral resources for student use both internal to our web site and as external links on the Internet. Much of this work was underwritten by NASA grant NAG5-10254.

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

PubMed

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.

Ocean Drilling Program: Public Information: Promotional Materials

Science.gov Websites

Learning web site) "From Mountains to Monsoons" interactive CD-ROM and Teacher's Guide (August 1997; JOI Learning web site) "Blast from the Past" poster with classroom activities (August 1997; JOI Learning web site) Slides "The ODP in Film" DVD (JOI Learning web site) B-roll

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

ERIC Educational Resources Information Center

Zhao, Fang; Kemp, Linzi

2013-01-01

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

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

NASA Astrophysics Data System (ADS)

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 instructors in general, and specifically related to testing. Opinions indicated students prefer a comfortable course environment, whether that involves technology or not. Several recommendations can be made. A continued increase in the type and variety of web-based courses will allow students continued flexibility in course scheduling. Multiple-choice tests should be considered to reduce student anxiety. Instructors should strive towards creating comfortable classroom environments and communicate clearly with their students.

Semi-supervised morphosyntactic classification of Old Icelandic.

PubMed

Urban, Kryztof; Tangherlini, Timothy R; Vijūnas, Aurelijus; Broadwell, Peter M

2014-01-01

We present IceMorph, a semi-supervised morphosyntactic analyzer of Old Icelandic. In addition to machine-read corpora and dictionaries, it applies a small set of declension prototypes to map corpus words to dictionary entries. A web-based GUI allows expert users to modify and augment data through an online process. A machine learning module incorporates prototype data, edit-distance metrics, and expert feedback to continuously update part-of-speech and morphosyntactic classification. An advantage of the analyzer is its ability to achieve competitive classification accuracy with minimum training data.

Web-Based Learning Support System

NASA Astrophysics Data System (ADS)

Fan, Lisa

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

Web-Based Learning in a Geometry Course

ERIC Educational Resources Information Center

Chan, Hsungrow; Tsai, Pengheng; Huang, Tien-Yu

2006-01-01

This study concerns applying Web-based learning with learner controlled instructional materials in a geometry course. The experimental group learned in a Web-based learning environment, and the control group learned in a classroom. We observed that the learning method accounted for a total variation in learning effect of 19.1% in the 3rd grade and…

Learning in a Sheltered Internet Environment: The Use of WebQuests

ERIC Educational Resources Information Center

Segers, Eliane; Verhoeven, Ludo

2009-01-01

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

A Study of Multimedia Annotation of Web-Based Materials

ERIC Educational Resources Information Center

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

2007-01-01

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

Mining Formative Evaluation Rules Using Web-Based Learning Portfolios for Web-Based Learning Systems

ERIC Educational Resources Information Center

Chen, Chih-Ming; Hong, Chin-Ming; Chen, Shyuan-Yi; Liu, Chao-Yu

2006-01-01

Learning performance assessment aims to evaluate what knowledge learners have acquired from teaching activities. Objective technical measures of learning performance are difficult to develop, but are extremely important for both teachers and learners. Learning performance assessment using learning portfolios or web server log data is becoming an…

Web 2.0 and Marketing Education: Explanations and Experiential Applications

ERIC Educational Resources Information Center

Granitz, Neil; Koernig, Stephen K.

2011-01-01

Although both experiential learning and Web 2.0 tools focus on creativity, sharing, and collaboration, sparse research has been published integrating a Web 2.0 paradigm with experiential learning in marketing. In this article, Web 2.0 concepts are explained. Web 2.0 is then positioned as a philosophy that can advance experiential learning through…

Web 3.0: Implications for Online Learning

ERIC Educational Resources Information Center

Morris, Robin D.

2010-01-01

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

Effectiveness of distance learning strategies for continuing professional development (CPD) for rural allied health practitioners: a systematic review.

PubMed

Berndt, Angela; Murray, Carolyn M; Kennedy, Kate; Stanley, Mandy J; Gilbert-Hunt, Susan

2017-07-12

Allied health professionals working in rural areas face unique challenges, often with limited access to resources. Accessing continuing professional development is one of those challenges and is related to retention of workforce. Effectiveness of distance learning strategies for continuing professional development in rural allied healthcare workers has not been evaluated. We searched 17 databases and the grey literature up to September 2016 following the PRISMA guidelines. Any primary studies were included that focussed on allied health and distance delivery regardless of education topic or study design. Two independent reviewers extracted data and critically appraised the selected studies. The search returned 5257 results. With removal of duplicate references, we reviewed 3964 article titles and abstracts; n = 206 appeared potentially eligible and were scrutinised via full text screening; n = 14 were included. Studies were published between 1997 and 2016, were of varied methodological quality and were predominantly from Australia, USA and Canada with a focus on satisfaction of learners with the delivery method or on measures of educational outcomes. Technologies used to deliver distance education included video conference, teleconference, web based platforms and virtual reality. Early papers tended to focus more on the technology characteristics than educational outcomes. Some studies compared technology based delivery to face to face modes and found satisfaction and learning outcomes to be on par. Only three studies reported on practice change following the educational intervention and, despite a suggestion there is a link between the constructs, none measured the relationship between access to continuing professional development and workforce retention. Technology based options of delivery have a high utility, however the complex inter-relatedness of time, use, travel, location, costs, interactivity, learning outcomes and educational design suggest a need for more sophisticated consideration by educational providers. Registration with PROSPERO 30 June 2016: CRD42016041588 .

Master of Arts in Physics Education (MAPE) Program

NASA Astrophysics Data System (ADS)

Lindgren, Richard A.; Thornton, Stephen T.

2001-11-01

In the past 15 years, the Department of Physics at the University of Virginia in collaboration with the Curry School of Education has supported numerous summer high school physics and physical science teacher enrichment programs through the School of Continuing and Professional Studies. As a result of this accumulated experience in working with teachers, we created the Master of Arts in Physics Education (MAPE) program to address the needs of the high school physics teacher of the present and future. Through distance learning and summer study at UVa, participants earn the 30 hours needed for the Masters degree within 2 1/2 years while maintaining their current teaching position. Summer study includes the calculus based primary physics courses 631, 632, and 633 and associated laboratory courses. Summer physics course assignments and responsibilities do not terminate until late in the fall. Distance learning during the academic year is accomplished via the Internet using WebAssign, chat rooms, email, videotapes, and streamline video. Although recently approved in the spring 2000, 12 teachers have already graduated with the MAPE degree.

Future View: Web Navigation based on Learning User's Browsing Strategy

NASA Astrophysics Data System (ADS)

Nagino, Norikatsu; Yamada, Seiji

In this paper, we propose a Future View system that assists user's usual Web browsing. The Future View will prefetch Web pages based on user's browsing strategies and present them to a user in order to assist Web browsing. To learn user's browsing strategy, the Future View uses two types of learning classifier systems: a content-based classifier system for contents change patterns and an action-based classifier system for user's action patterns. The results of learning is applied to crawling by Web robots, and the gathered Web pages are presented to a user through a Web browser interface. We experimentally show effectiveness of navigation using the Future View.

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

ERIC Educational Resources Information Center

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…

Exploring the Influences of Elementary School Students' Learning Motivation on Web-Based Collaborative Learning

ERIC Educational Resources Information Center

Chin-Fei, Huang; Chia-Ju, Liu

2012-01-01

The purpose of this study is to explore the influences of students' learning motivation on Web-based collaborative learning. This study conducted learning materials of Web pages about science and collaborative learning, a motivation questionnaire and interviews were used for data collection. Eighty Grade 5 students and a science teacher were…

Distance learning in academic health education.

PubMed

Mattheos, N; Schittek, M; Attström, R; Lyon, H C

2001-05-01

Distance learning is an apparent alternative to traditional methods in education of health care professionals. Non-interactive distance learning, interactive courses and virtual learning environments exist as three different generations in distance learning, each with unique methodologies, strengths and potential. Different methodologies have been recommended for distance learning, varying from a didactic approach to a problem-based learning procedure. Accreditation, teamwork and personal contact between the tutors and the students during a course provided by distance learning are recommended as motivating factors in order to enhance the effectiveness of the learning. Numerous assessment methods for distance learning courses have been proposed. However, few studies report adequate tests for the effectiveness of the distance-learning environment. Available information indicates that distance learning may significantly decrease the cost of academic health education at all levels. Furthermore, such courses can provide education to students and professionals not accessible by traditional methods. Distance learning applications still lack the support of a solid theoretical framework and are only evaluated to a limited extent. Cases reported so far tend to present enthusiastic results, while more carefully-controlled studies suggest a cautious attitude towards distance learning. There is a vital need for research evidence to identify the factors of importance and variables involved in distance learning. The effectiveness of distance learning courses, especially in relation to traditional teaching methods, must therefore be further investigated.

[Design of visualized medical images network and web platform based on MeVisLab].

PubMed

Xiang, Jun; Ye, Qing; Yuan, Xun

2017-04-01

With the trend of the development of "Internet +", some further requirements for the mobility of medical images have been required in the medical field. In view of this demand, this paper presents a web-based visual medical imaging platform. First, the feasibility of medical imaging is analyzed and technical points. CT (Computed Tomography) or MRI (Magnetic Resonance Imaging) images are reconstructed three-dimensionally by MeVisLab and packaged as X3D (Extensible 3D Graphics) files shown in the present paper. Then, the B/S (Browser/Server) system specially designed for 3D image is designed by using the HTML 5 and WebGL rendering engine library, and the X3D image file is parsed and rendered by the system. The results of this study showed that the platform was suitable for multiple operating systems to realize the platform-crossing and mobilization of medical image data. The development of medical imaging platform is also pointed out in this paper. It notes that web application technology will not only promote the sharing of medical image data, but also facilitate image-based medical remote consultations and distance learning.

Developing an online professional network for veterinary education: the NOVICE project.

PubMed

Baillie, Sarah; Kinnison, Tierney; Forrest, Neil; Dale, Vicki H M; Ehlers, Jan P; Koch, Michael; Mándoki, Mira; Ciobotaru, Emilia; de Groot, Esther; Boerboom, Tobias B B; van Beukelen, Peter

2011-01-01

An online professional network for veterinarians, veterinary students, veterinary educationalists, and ICT (Information and Communication Technology) educationalists is being developed under the EU (European Union) Lifelong Learning Programme. The network uses Web 2.0, a term used to describe the new, more interactive version of the Internet, and includes tools such as wikis, blogs, and discussion boards. Focus groups conducted with qualified and student veterinarians within the project's five founding countries (The Netherlands, Germany, United Kingdom, Hungary, Romania) demonstrated that online professional communities can be valuable for accessing information and establishing contacts. Online networks have the potential to overcome common challenges to face-to-face communities-such as distance, cost, and timing-but they have their own drawbacks, such as security and professionalism issues. The Network Of Veterinary ICt in Education (NOVICE) was developed using Elgg, an open-source, free social networking platform, after several software options had been considered. NOVICE aims to promote the understanding of Web 2.0, confidence to use social software tools, and participation in an online community. Therefore, the Web site contains help sections, Frequently Asked Questions, and access to support from ICT experts. Five months after the network's launch (and just over one year into the project) 515 members from 28 countries had registered. Further research will include analysis of a core group's activities, which will inform ongoing support for and development of informal, lifelong learning in a veterinary context.

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

PubMed

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.

Student participation in World Wide Web-based curriculum development of general chemistry

NASA Astrophysics Data System (ADS)

Hunter, William John Forbes

1998-12-01

This thesis describes an action research investigation of improvements to instruction in General Chemistry at Purdue University. Specifically, the study was conducted to guide continuous reform of curriculum materials delivered via the World Wide Web by involving students, instructors, and curriculum designers. The theoretical framework for this study was based upon constructivist learning theory and knowledge claims were developed using an inductive analysis procedure. This results of this study are assertions made in three domains: learning chemistry content via the World Wide Web, learning about learning via the World Wide Web, and learning about participation in an action research project. In the chemistry content domain, students were able to learn chemical concepts that utilized 3-dimensional visualizations, but not textual and graphical information delivered via the Web. In the learning via the Web domain, the use of feedback, the placement of supplementary aids, navigation, and the perception of conceptual novelty were all important to students' use of the Web. In the participation in action research domain, students learned about the complexity of curriculum. development, and valued their empowerment as part of the process.

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

PubMed

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-08-01

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

The Influence of Personality and Chronotype on Distance Learning Willingness and Anxiety among Vocational High School Students in Turkey

ERIC Educational Resources Information Center

Randler, Christoph; Horzum, Mehmet Baris; Vollmer, Christian

2014-01-01

There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willingness and distance learning anxiety are…

Using WebQLM to Enhance Performance in Argumentative Writing among Year 12 ESL Students

ERIC Educational Resources Information Center

Tan-Ooi, L. C.; Tan, K. E.

2013-01-01

This study investigated the impact of a designed web-based learning module on Year 12 students' learning of argumentative writing. The module known as WebQuest Learning Module or WebQLM comprises four units of learning. The subjects were 68 Year 12 Arts Stream students in an urban school in Penang. The main objective of this study was to…

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

ERIC Educational Resources Information Center

Huang, Yueh-Min; Liu, Chien-Hung

2009-01-01

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

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

ERIC Educational Resources Information Center

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…

Has Web 2.0 Revitalized Informal Learning? The Relationship between Web 2.0 and Informal Learning

ERIC Educational Resources Information Center

Song, D.; Lee, J.

2014-01-01

Learning is becoming increasingly self-directed and often occurs away from schools and other formal educational settings. The development of a myriad of new technologies for learning has enabled people to learn anywhere and anytime. Web 2.0 technology allows researchers to shed a new light on the importance and prevalence of informal learning.…

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

ERIC Educational Resources Information Center

Chen, Chih-Ming; Huang, Sheng-Hui

2014-01-01

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

Distance Training in the European Union. ZIFF Papiere 96.

ERIC Educational Resources Information Center

Keegan, Desmond

A study examined distance training in the European Union (EU) countries. First, recent literature on the following topics was reviewed: technology-supported learning, flexible and distance learning, development of open distance learning, and teleconferencing and distance learning. Next, enrollments and trends in distance learning in the EU as a…

Developing Distance Education Content Using the TAPPA Process

ERIC Educational Resources Information Center

Moore, Robert L.

2016-01-01

The proliferation of distance education has occurred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors approach, design, and deliver their instructional materials. In the past, instructional design (ID) practitioners relied on instruction system design (ISD) models that focused primarily on…

Web Page Design in Distance Education

ERIC Educational Resources Information Center

Isman, Aytekin; Dabaj, Fahme; Gumus, Agah; Altinay, Fahriye; Altinay, Zehra

2004-01-01

Distance education is contemporary process of the education. It facilitates fast, easy delivery of information with its concrete hardware and software tools. The development of high technology, internet and web-design delivering become impact of effective using as delivery system to the students. Within the global perspective, even the all work…

Web Page Design in Distance Education

ERIC Educational Resources Information Center

Isman, Aytekin; Dabaj, Fahme; Gumus, Agah; Altinay, Fahriye; Altinay, Zehra

2004-01-01

Distance education is contemporary process of the education. It facilitates fast, easy delivery of information with its concrete hardware and software tools. The development of high technology, Internet and web-design delivering become impact of effective using as delivery system to the students. Within the global perspective, even the all work…

Interactive Machine Learning at Scale with CHISSL

DOE Office of Scientific and Technical Information (OSTI.GOV)

Arendt, Dustin L.; Grace, Emily A.; Volkova, Svitlana

We demonstrate CHISSL, a scalable client-server system for real-time interactive machine learning. Our system is capa- ble of incorporating user feedback incrementally and imme- diately without a structured or pre-defined prediction task. Computation is partitioned between a lightweight web-client and a heavyweight server. The server relies on representation learning and agglomerative clustering to learn a dendrogram, a hierarchical approximation of a representation space. The client uses only this dendrogram to incorporate user feedback into the model via transduction. Distances and predictions for each unlabeled instance are updated incrementally and deter- ministically, with O(n) space and time complexity. Our al- gorithmmore » is implemented in a functional prototype, designed to be easy to use by non-experts. The prototype organizes the large amounts of data into recommendations. This allows the user to interact with actual instances by dragging and drop- ping to provide feedback in an intuitive manner. We applied CHISSL to several domains including cyber, social media, and geo-temporal analysis.« less

NAWeb 2000: Web-Based Learning - On Track! International Conference on Web-Based Learning. (6th, New Brunswick, Canada, October 14-17, 2000).

ERIC Educational Resources Information Center

Hall, Richard., Ed.

This proceedings of the Sixth International Conference on Web-Based Learning, NAWeb 2000, includes the following papers: "Is a Paradigm Shift Required To Effectively Teach Web-Based Instruction?"; "Issues in Courseware Reuse for a Web-Based Information System"; "The Digital Curriculum Database: Meeting the Needs of Industry and the Challenge of…

Self Regulated Learning for Developing Nursing Skills via Web-Based

ERIC Educational Resources Information Center

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…

Web Enhanced Learning and Student Awareness of Strategy Use.

ERIC Educational Resources Information Center

Crozier, Jane

This study continues the research into Web-based learning by examining a mid-level Web-based learning environment as a support for an informal learning experience. The informal learning situation was a group of undergraduate students that were Fellows in the Honors program and who served as the selection committee for the finalists of a global…

Changing Paradigms Managed Learning Environments and Web 2.0

ERIC Educational Resources Information Center

Craig, Emory M.

2007-01-01

Purpose: The purpose of this paper is to understand how emerging technologies and Web 2.0 services are transforming the structure of the web and their potential impact on managed learning environments (MLS) and learning content management systems (LCMS). Design/methodology/approach: Innovative Web 2.0 applications are reviewed in the paper to…

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

PubMed

Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

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

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

ERIC Educational Resources Information Center

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

2007-01-01

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

Web-Based Intelligent E-Learning Systems: Technologies and Applications

ERIC Educational Resources Information Center

Ma, Zongmin

2006-01-01

Collecting and presenting the latest research and development results from the leading researchers in the field of e-learning systems, Web-Based Intelligent E-Learning Systems: Technologies and Applications provides a single record of current research and practical applications in Web-based intelligent e-learning systems. This book includes major…

On Social e-Learning

NASA Astrophysics Data System (ADS)

Kim, Won; Jeong, Ok-Ran

Social Web sites include social networking sites and social media sites. They make it possible for people to share user-created contents online and to interact and stay connected with their online people networks. The social features of social Web sites, appropriately adapted, can help turn e-learning into social e-learning and make e-learning significantly more effective. In this paper, we develop requirements for social e-learning systems. They include incorporating the many of the social features of social Web sites, accounting for all key stakeholders and learning subjects, and curbing various types of misuses by people. We also examine the capabilities of representative social e-learning Web sites that are available today.

The Development of GIS Educational Resources Sharing among Central Taiwan Universities

NASA Astrophysics Data System (ADS)

Chou, T.-Y.; Yeh, M.-L.; Lai, Y.-C.

2011-09-01

Using GIS in the classroom enhance students' computer skills and explore the range of knowledge. The paper highlights GIS integration on e-learning platform and introduces a variety of abundant educational resources. This research project will demonstrate tools for e-learning environment and delivers some case studies for learning interaction from Central Taiwan Universities. Feng Chia University (FCU) obtained a remarkable academic project subsidized by Ministry of Education and developed e-learning platform for excellence in teaching/learning programs among Central Taiwan's universities. The aim of the project is to integrate the educational resources of 13 universities in central Taiwan. FCU is serving as the hub of Center University. To overcome the problem of distance, e-platforms have been established to create experiences with collaboration enhanced learning. The e-platforms provide coordination of web service access among the educational community and deliver GIS educational resources. Most of GIS related courses cover the development of GIS, principles of cartography, spatial data analysis and overlaying, terrain analysis, buffer analysis, 3D GIS application, Remote Sensing, GPS technology, and WebGIS, MobileGIS, ArcGIS manipulation. In each GIS case study, students have been taught to know geographic meaning, collect spatial data and then use ArcGIS software to analyze spatial data. On one of e-Learning platforms provide lesson plans and presentation slides. Students can learn Arc GIS online. As they analyze spatial data, they can connect to GIS hub to get data they need including satellite images, aerial photos, and vector data. Moreover, e-learning platforms provide solutions and resources. Different levels of image scales have been integrated into the systems. Multi-scale spatial development and analyses in Central Taiwan integrate academic research resources among CTTLRC partners. Thus, establish decision-making support mechanism in teaching and learning. Accelerate communication, cooperation and sharing among academic units

Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

PubMed

Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

2016-03-01

Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

WebWatcher: Machine Learning and Hypertext

DTIC Science & Technology

1995-05-29

WebWatcher: Machine Learning and Hypertext Thorsten Joachims, Tom Mitchell, Dayne Freitag, and Robert Armstrong School of Computer Science Carnegie...HTML-page about machine learning in which we in- serted a hyperlink to WebWatcher (line 6). The user follows this hyperlink and gets to a page which...AND SUBTITLE WebWatcher: Machine Learning and Hypertext 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Evaluating the Effects of Competency-Based Web Learning on Self-Directed Learning Aptitudes

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2007-01-01

The main aim of the study is to evaluate the impact of the competency-based web learning material (CBWLM) on the self-directed learning aptitude (SDLA) of college students. Specifically, it seeks to investigate, statistically, the changes in SDLAs at different stages of competency-based web learning (CBWL) over an eight-week period. The sample of…

Professional Development Graduate Courses and a Masters of Arts in Physics Education with Web Based Course Components

NASA Astrophysics Data System (ADS)

Lindgren, Richard; Thornton, Stephen

2010-02-01

Professional development courses offered in physical/Earth science and physics by the Department of Physics are delivered by different venues to accommodate the needs of the K-12 teaching community. The majority of teachers take our courses off-site or through our distance-learning web-based program on the Internet for endorsement or recertification, but with a gradually increasing number enrolling in our 30 credit Masters of Arts in Physics Education degree (MAPE) program. The purpose of the Masters program is to provide increased physics content to those teachers who feel inadequately prepared to teach high school physics. The increase in numbers and success of this program is partly due to the convenience of taking online web-based courses which is made possible by using the latest communication technologies on the high speed internet. There is also a residential component of the MAPE program, which requires the candidates to earn 14 credits of calculus-based core physics in residence in the summer at the University. We have graduated a total of 91 teachers since the program began in 2000. )

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

PubMed

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

2013-04-01

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

Disaster Research Team Building: A Case Study of a Web-based Disaster Research Training Program.

PubMed

Beaton, Randal D; Johnson, L Clark; Maida, Carl A; Houston, J Brian; Pfefferbaum, Betty

2012-11-19

This case study describes the process and outcomes of the Northwest Center for Public Health Practice Child and Family Disaster Research Training (UWDRT) Program housed at the University of Washington, which used web-based distance learning technology. The purposes of this program were to provide training and to establish a regional cadre of researchers and clinicians; to increase disaster mental health research capacity and collaboration; and to improve the scientific rigor of research investigations of disaster mental health in children and families. Despite a number of obstacles encountered in development and implementation, outcomes of this program included increased team member awareness and knowledge of child and family disaster mental health issues; improved disaster and public health instruction and training independent of the UWDRT program; informed local and state disaster response preparedness and response; and contributions to the child and family disaster mental health research literature.

Student Perceptions of Learning in a Web-Based Tutorial.

ERIC Educational Resources Information Center

Brescia, William; McAuley, Sean

This case study used both quantitative and qualitative methods to investigate students' perceptions of learning using a Web-based tutorial. Students participated in a Web-based tutorial to learn basic HTML as part of a graduate-level Web design course. Four of five students agreed to participate in the survey and interviews. After completing the…

The Acquisition of Integrated Science Process Skills in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Saat, Rohaida Mohd

2004-01-01

Web-based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web-based learning environment among…

Culture, Learning Styles, and Web 2.0

ERIC Educational Resources Information Center

Olaniran, Bolanle A.

2009-01-01

This article explores Web 2.0 in interactive learning environments. Specifically, the article examines Web 2.0 as an interactive learning platform that holds potential, but is also limited by learning styles and cultural value preferences. The article explores the issue of control from both teacher and learner perspectives, and in particular the…

Potential of information technology in dental education.

PubMed

Mattheos, N; Stefanovic, N; Apse, P; Attstrom, R; Buchanan, J; Brown, P; Camilleri, A; Care, R; Fabrikant, E; Gundersen, S; Honkala, S; Johnson, L; Jonas, I; Kavadella, A; Moreira, J; Peroz, I; Perryer, D G; Seemann, R; Tansy, M; Thomas, H F; Tsuruta, J; Uribe, S; Urtane, I; Walsh, T F; Zimmerman, J; Walmsley, A D

2008-02-01

The use of information technology (IT) in dentistry is far ranging. In order to produce a working document for the dental educator, this paper focuses on those methods where IT can assist in the education and competence development of dental students and dentists (e.g. e-learning, distance learning, simulations and computer-based assessment). Web pages and other information-gathering devices have become an essential part of our daily life, as they provide extensive information on all aspects of our society. This is mirrored in dental education where there are many different tools available, as listed in this report. IT offers added value to traditional teaching methods and examples are provided. In spite of the continuing debate on the learning effectiveness of e-learning applications, students request such approaches as an adjunct to the traditional delivery of learning materials. Faculty require support to enable them to effectively use the technology to the benefit of their students. This support should be provided by the institution and it is suggested that, where possible, institutions should appoint an e-learning champion with good interpersonal skills to support and encourage faculty change. From a global prospective, all students and faculty should have access to e-learning tools. This report encourages open access to e-learning material, platforms and programs. The quality of such learning materials must have well defined learning objectives and involve peer review to ensure content validity, accuracy, currency, the use of evidence-based data and the use of best practices. To ensure that the developers' intellectual rights are protected, the original content needs to be secure from unauthorized changes. Strategies and recommendations on how to improve the quality of e-learning are outlined. In the area of assessment, traditional examination schemes can be enriched by IT, whilst the Internet can provide many innovative approaches. Future trends in IT will evolve around improved uptake and access facilitated by the technology (hardware and software). The use of Web 2.0 shows considerable promise and this may have implications on a global level. For example, the one-laptop-per-child project is the best example of what Web 2.0 can do: minimal use of hardware to maximize use of the Internet structure. In essence, simple technology can overcome many of the barriers to learning. IT will always remain exciting, as it is always changing and the users, whether dental students, educators or patients are like chameleons adapting to the ever-changing landscape.

The WebQuest: constructing creative learning.

PubMed

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

2010-10-01

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

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

PubMed

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.

Has Distance Learning Become More Flexible? Reflections of a Distance Learning Student

ERIC Educational Resources Information Center

Thomas, Theda

2012-01-01

This paper provides insight into the way in which distance learning had changed over the past 30 years from the perspective of the author as a distance learning student. The question is then asked as to whether current practice is reducing flexibility for distance learning students? The paper starts with a discussion of flexible learning and the…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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,…

WebNet 96 Conference Proceedings (San Francisco, California, October 15-19, 1996).

ERIC Educational Resources Information Center

Maurer, Hermann, Ed.

This proceedings contains 80 full papers, 12 posters/demonstrations, 108 short papers, one panel, and one tutorial, all focusing on World Wide Web applications. Topics include: designing hypertext navigation tools; Web site design; distance education via the Web; instructional design; the world-wide market and censorship on the Web; customer…

E-Learning 3.0 = E-Learning 2.0 + Web 3.0?

ERIC Educational Resources Information Center

Hussain, Fehmida

2012-01-01

Web 3.0, termed as the semantic web or the web of data is the transformed version of Web 2.0 with technologies and functionalities such as intelligent collaborative filtering, cloud computing, big data, linked data, openness, interoperability and smart mobility. If Web 2.0 is about social networking and mass collaboration between the creator and…

Using Web 2.0 for health promotion and social marketing efforts: lessons learned from Web 2.0 experts.

PubMed

Dooley, Jennifer Allyson; Jones, Sandra C; Iverson, Don

2014-01-01

Web 2.0 experts working in social marketing participated in qualitative in-depth interviews. The research aimed to document the current state of Web 2.0 practice. Perceived strengths (such as the viral nature of Web 2.0) and weaknesses (such as the time consuming effort it took to learn new Web 2.0 platforms) existed when using Web 2.0 platforms for campaigns. Lessons learned were identified--namely, suggestions for engaging in specific types of content creation strategies (such as plain language and transparent communication practices). Findings present originality and value to practitioners working in social marketing who want to effectively use Web 2.0.

University students' emotions, interest and activities in a web-based learning environment.

PubMed

Nummenmaa, Minna; Nummenmaa, Lauri

2008-03-01

Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). This study examined how emotions experienced while using a WBLE, students' interest towards the course topic and interest towards web-based learning are associated with collaborative visible and non-collaborative invisible activities and 'lurking' in the WBLE. Participants were 99 Finnish university students from five web-based courses. All the students enrolled in the courses filled out pre- and post-test questionnaires of interest, and repeatedly completed an on-line questionnaire on emotions experienced while using the WBLE during the courses. The fluctuation of emotional reactions was positively associated with both visible collaborative and invisible non-collaborative activities in the WBLE. Further, interest towards the web-based learning was positively associated with invisible activity. The results also demonstrated that students not actively participating in the collaborative activities (i.e. lurkers) had more negative emotional experiences during the courses than other students. The results highlight the distinct impacts that emotions and interest have on different web-based learning activities and that they should be considered when designing web-based courses.

GeneOnEarth: fitting genetic PC plots on the globe.

PubMed

Torres-Sánchez, Sergio; Medina-Medina, Nuria; Gignoux, Chris; Abad-Grau, María M; González-Burchard, Esteban

2013-01-01

Principal component (PC) plots have become widely used to summarize genetic variation of individuals in a sample. The similarity between genetic distance in PC plots and geographical distance has shown to be quite impressive. However, in most situations, individual ancestral origins are not precisely known or they are heterogeneously distributed; hence, they are hardly linked to a geographical area. We have developed GeneOnEarth, a user-friendly web-based tool to help geneticists to understand whether a linear isolation-by-distance model may apply to a genetic data set; thus, genetic distances among a set of individuals resemble geographical distances among their origins. Its main goal is to allow users to first apply a by-view Procrustes method to visually learn whether this model holds. To do that, the user can choose the exact geographical area from an on line 2D or 3D world map by using, respectively, Google Maps or Google Earth, and rotate, flip, and resize the images. GeneOnEarth can also compute the optimal rotation angle using Procrustes analysis and assess statistical evidence of similarity when a different rotation angle has been chosen by the user. An online version of GeneOnEarth is available for testing and using purposes at http://bios.ugr.es/GeneOnEarth.

Class size as related to the use of technology, educational practices, and outcomes in Web-based nursing courses.

PubMed

Burruss, Nancy M; Billings, Diane M; Brownrigg, Vicki; Skiba, Diane J; Connors, Helen R

2009-01-01

With the expanding numbers of nursing students enrolled in Web-based courses and the shortage of faculty, class sizes are increasing. This exploratory descriptive study examined class size in relation to the use of technology and to particular educational practices and outcomes. The sample consisted of undergraduate (n = 265) and graduate (n = 863) students enrolled in fully Web-based nursing courses. The Evaluating Educational Uses of Web-based Courses in Nursing survey (Billings, D., Connors, H., Skiba, D. (2001). Benchmarking best practices in Web-based nursing courses. Advances in Nursing Science, 23, 41--52) and the Social Presence Scale (Gunawardena, C. N., Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11, 9-26.) were used to gather data about the study variables. Class sizes were defined as very small (1 to 10 students), small (11 to 20 students), medium (21 to 30 students), large (31 to 40 students), and very large (41 students and above). Descriptive and inferential statistics were used to analyze the data. There were significant differences by class size in students' perceptions of active participation in learning, student-faculty interaction, peer interaction, and connectedness. Some differences by class size between undergraduate and graduate students were also found, and these require further study.

The Use of Video-Taped Lectures and Web-Based Communications in Teaching: A Distance-Teaching and Cross-Atlantic Collaboration Experiment.

ERIC Educational Resources Information Center

Herder, P. M.; Subrahmanian, E.; Talukdar, S.; Turk, A. L.; Westerberg, A. W.

2002-01-01

Explains distance education approach applied to the 'Engineering Design Problem Formulation' course simultaneously at the Delft University of Technology (the Netherlands) and at Carnegie Mellon University (CMU, Pittsburgh, USA). Uses video taped lessons, video conferencing, electronic mails and web-accessible document management system LIRE in the…

Maintenance and Exchange of Learning Objects in a Web Services Based e-Learning System

ERIC Educational Resources Information Center

Vossen, Gottfried; Westerkamp, Peter

2004-01-01

"Web services" enable partners to exploit applications via the Internet. Individual services can be composed to build new and more complex ones with additional and more comprehensive functionality. In this paper, we apply the Web service paradigm to electronic learning, and show how to exchange and maintain learning objects is a…

Web-Enhanced Learning: Engaging Students in Constructivist Learning

ERIC Educational Resources Information Center

Neo, Mai

2005-01-01

Purpose: The purpose of this paper is to study the impact of a web-based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning. Design/methodology/approach: In this paper, a web-based multimedia-mediated project was developed based on an Internet…

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

ERIC Educational Resources Information Center

Wang, Wei-Tsong; Wang, Chun-Chieh

2009-01-01

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

Integrating Web 2.0-Based Informal Learning with Workplace Training

ERIC Educational Resources Information Center

Zhao, Fang; Kemp, Linzi J.

2012-01-01

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

Problem-Based Learning in Web-Based Science Classroom.

ERIC Educational Resources Information Center

Kim, Heeyoung; Chung, Ji-Sook; Kim, Younghoon

The purpose of this paper is to discuss how general problem-based learning (PBL) models and social-constructivist perspectives are applied to the design and development of a Web-based science program, which emphasizes inquiry-based learning for fifth grade students. The paper also deals with the general features and learning process of a Web-based…

On Recommending Web 2.0 Tools to Personalise Learning

ERIC Educational Resources Information Center

Juškeviciene, Anita; Kurilovas, Eugenijus

2014-01-01

The paper aims to present research results on using Web 2.0 tools for learning personalisation. In the work, personalised Web 2.0 tools selection method is presented. This method takes into account student's learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and…

Implementing a Self-Regulated "WebQuest" Learning System for Chinese Elementary Schools

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Tsai, Chung-Chieh; Lin, Chien-Yu; Lin, Chih-Cheng

2012-01-01

The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist…

Towards Greater Learner Control: Web Supported Project-Based Learning

ERIC Educational Resources Information Center

Guthrie, Cameron

2010-01-01

Project-based learning has been suggested as an appropriate pedagogy to prepare students in information systems for the realities of the business world. Web-based resources have been used to support such pedagogy with mixed results. The paper argues that the design of web-based learning support to cater to different learning styles may give…

The Effectiveness of Web-Based Learning Environment: A Case Study of Public Universities in Kenya

ERIC Educational Resources Information Center

Kirui, Paul A.; Mutai, Sheila J.

2010-01-01

Web mining is emerging in many aspects of e-learning, aiming at improving online learning and teaching processes and making them more transparent and effective. Researchers using Web mining tools and techniques are challenged to learn more about the online students' reshaping online courses and educational websites, and create tools for…

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

ERIC Educational Resources Information Center

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…

The Application of an Adaptive, Web-Based Learning Environment on Oxidation-Reduction Reactions

ERIC Educational Resources Information Center

Own, Zangyuan

2006-01-01

The World Wide Web is increasingly being used as a vehicle for flexible learning, where learning is seen to be free from time, geographical, and participation constraints. In addition to flexibility, the Web facilitates student-centered approaches, creating a motivating and active learning environment. The purpose of this study is to set up an…

Virtual Labs and Virtual Worlds

NASA Astrophysics Data System (ADS)

Boehler, Ted

2006-12-01

Virtual Labs and Virtual Worlds Coastline Community College has under development several virtual lab simulations and activities that range from biology, to language labs, to virtual discussion environments. Imagine a virtual world that students enter online, by logging onto their computer from home or anywhere they have web access. Upon entering this world they select a personalized identity represented by a digitized character (avatar) that can freely move about, interact with the environment, and communicate with other characters. In these virtual worlds, buildings, gathering places, conference rooms, labs, science rooms, and a variety of other “real world” elements are evident. When characters move about and encounter other people (players) they may freely communicate. They can examine things, manipulate objects, read signs, watch video clips, hear sounds, and jump to other locations. Goals of critical thinking, social interaction, peer collaboration, group support, and enhanced learning can be achieved in surprising new ways with this innovative approach to peer-to-peer communication in a virtual discussion world. In this presentation, short demos will be given of several online learning environments including a virtual biology lab, a marine science module, a Spanish lab, and a virtual discussion world. Coastline College has been a leader in the development of distance learning and media-based education for nearly 30 years and currently offers courses through PDA, Internet, DVD, CD-ROM, TV, and Videoconferencing technologies. Its distance learning program serves over 20,000 students every year. sponsor Jerry Meisner

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

PubMed

Wink, Diane M; Smith-Stoner, Marilyn

2011-01-01

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

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Supporting online learning with games

NASA Astrophysics Data System (ADS)

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

2007-04-01

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

The Role That Web 2.0 Currently Has and Could Have in the Future in Supporting the Teaching of ICT Design for All

NASA Astrophysics Data System (ADS)

Mitrea, Paulina; Mitrea, Delia

The main objective of the article is to highlight the role that Web2.0 currently has and could have in the future in supporting the teaching of ICT Design for All. According to this, first the concepts of Web2.0 and eLearning2.0 are clarified and connected. The new way of thinking about eLearning being inspired by the emergence of Web2.0, the term eLearning2.0 was introduced to identify a new paradigm. So, eLearning 2.0, by contrast to eLearning1.0 is built around collaboration, also eLearning2.0 assumes that knowledge is socially constructed. Related to the role of Web2.0 in supporting the teaching of ICT Design for All, the 4 steps involved by the ICT Design For All Teaching Principles are presented and detailed. Finally, some real world examples are shown, as evidence of how the new methods of communication offered by Web2.0 can be used to support students as they learn about Design for All.

Web-based learning resources - new opportunities for competency development.

PubMed

Moen, Anne; Nygård, Kathrine A; Gauperaa, Torunn

2009-01-01

Creating web-based learning environments holds great promise for on the job training and competence development in nursing. The web-based learning environment was designed and customized by four professional development nurses. We interviewed five RNs that pilot tested the web-based resource. Our findings give some insight into how the web-based design tool are perceived and utilized, and how content is represented in the learning environment. From a competency development perspective, practicing authentic tasks in a web-based learning environment can be useful to train skills and keep up important routines. The approach found in this study also needs careful consideration. Emphasizing routines and skills can be important to reduce variation and ensure more streamlined practice from an institution-wide quality improvement efforts. How the emphasis on routines and skills plays out towards the individual's overall professional development needs further careful studies.

In-office distance learning for practitioners.

PubMed

Klein, Katherine P; Miller, Kenneth T; Brown, Matthew W; Proffit, William R

2011-07-01

Distance learning studies involving orthodontic residents have shown that, although residents prefer being live and interactive with an instructor, they learn almost as much from watching a recorded interactive seminar followed by a live discussion. Our objective in this study was to test the acceptability and perceived effectiveness of using recorded interactive seminars and video conference follow-up discussions for in-office continuing education. Four small groups of practitioners (total, n = 23) were asked to prepare for, view, and then discuss previously recorded interactive seminars on a variety of subjects; a fifth group (5 previous participants) had live discussions of 3 topics without viewing a prerecorded seminar. All discussions were via video conference through typical broadband Internet connections, by using either WebEx (Cisco, Santa Clara, Calif) or Elluminate (Pleasanton, Calif) software. The participants evaluated their experiences by rating presented statements on a 7-point Likert scale and by providing open-ended responses. Twenty-two of the 23 participants agreed (with varying degrees of enthusiasm) that this was an enjoyable, effective way to learn, and that they would like to participate in this type of learning in the future. Everyone agreed that they would recommend this method of learning to others. The age and experience of the participants had only minor effects on their perceptions of acceptance and acceptability. The use of recorded seminars followed by live interaction through videoconferencing can be an acceptable and effective method of providing continuing education to the home or office of orthodontists in private practice, potentially saving them both time and travel expenses. Copyright © 2011 American Association of Orthodontists. Published by Mosby, Inc. All rights reserved.

The Effect of Teaching Methods and Learning Style on Learning Program Design in Web-Based Education Systems

ERIC Educational Resources Information Center

Hung, Yen-Chu

2012-01-01

The instructional value of web-based education systems has been an important area of research in information systems education. This study investigates the effect of various teaching methods on program design learning for students with specific learning styles in web-based education systems. The study takes first-year Computer Science and…

Integration of Web 2.0 Tools in Learning a Programming Course

ERIC Educational Resources Information Center

Majid, Nazatul Aini Abd

2014-01-01

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

Mobile Web 2.0 in the Workplace: A Case Study of Employees' Informal Learning

ERIC Educational Resources Information Center

Gu, Jia; Churchill, Daniel; Lu, Jie

2014-01-01

Employees' informal learning in the workplace warrants more attention, and such learning could benefit from the latest mobile technologies such as Web 2.0 applications, which have increasingly been utilized and have the potential to enhance learning outcomes. This multiple-case study examined the impact of mobile Web 2.0 applications on…

Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-Based Learning

ERIC Educational Resources Information Center

Wang, K. H.; Wang, T. H.; Wang, W. L.; Huang, S. C.

2006-01-01

The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three…

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

ERIC Educational Resources Information Center

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…

Distance learning in toxicology: Resident and remote; Scotland, IPCS, IUPAC, and the world

DOE Office of Scientific and Technical Information (OSTI.GOV)

Duffus, John H.

2005-09-01

Globally, very few college or university chemistry courses incorporate toxicology although public perception of chemicals and the chemical industry as threats to health and the environment has had an adverse effect on chemistry and on the use of its products. The International Union for Pure and Applied Chemistry (IUPAC) through its Commission on Toxicology recognized this and, with the support of the Committee on the Teaching of Chemistry has used the IUPAC web site to promote distance learning in toxicology for chemists. After preparation of a thoroughly refereed consensus Glossary of Terms for Chemists of Terms Used in Toxicology, amore » textbook Fundamental Toxicology for Chemists and a set of educational modules entitled Essential Toxicology were compiled and put through the normal thorough review procedure of IUPAC before being approved by the organization. There is now an additional Glossary of Terms Used in Toxicokinetics. The modules are freely downloadable in Adobe PDF format and are designed to be used both by educators and by students. Educators are asked to select whatever is appropriate to their students and to use the material as they wish, adding content specifically relevant to their circumstances. For self-study, the web modules have self-assessment questions and model answers. Currently the original Glossary for Chemists of Terms Used in Toxicology is being revised and it is expected that this will lead to further developments. The currently available components of the IUPAC programme may be accessed through the IUPAC website at the Subcommittee on Toxicology and Risk Assessment page: http://www.iupac.org/divisions/VII/VII.C.2/index.html.« less

Using the Geospatial Web to Deliver and Teach Giscience Education Programs

NASA Astrophysics Data System (ADS)

Veenendaal, B.

2015-05-01

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

Assessing the effect of cognitive styles with different learning modes on learning outcome.

PubMed

Liao, Chechen; Chuang, Shu-Hui

2007-08-01

In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to-face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studies; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web-based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead to significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.

Using WebCT Bulletin Board Option To Extend Transitional Classroom Walls.

ERIC Educational Resources Information Center

LaMaster, Kathryn J.; Morley, Laurie

This paper describes a study that used WebCT Bulletin Board, a program for breaking down geographical barriers to collaborating in distance education. Participants were preservice teachers, mentor physical educators, and university professors. WebCT was used to support electronic bulletin board communication. Students utilized WebCT's internal…

Web Instruction with the LBO Model.

ERIC Educational Resources Information Center

Agarwal, Rajshree; Day, A. Edward

2000-01-01

Presents a Web site that utilizes the Learning-by-Objective (LBO) model that integrates Internet tools for knowledge transmission, communication, and assessment of learning. Explains that the LBO model has been used in creating micro and macroeconomic course Web sites with WebCT software. (CMK)

Common Metaphors and Their Impact on Distance Education: What They Tell Us and What They Hide

ERIC Educational Resources Information Center

Meyer, Katrina A.

2005-01-01

This article explores some of the common metaphors used to illuminate the Web and its application to distance education. Using the work of Lakoff and Johnson (1980) as a foundation for understanding and categorizing metaphors, the advantages and disadvantages for our future of such metaphors as the "Web", "Information Highway", "virtual",…

Learning to Design and Implement Educational Web Sites within Pre-Service Training: a Project-Based Learning Environment and its Impact on Student Teachers

ERIC Educational Resources Information Center

Papastergiou, Marina

2005-01-01

This paper reports on a project-based learning (PBL) environment targeted towards introducing student teachers to the design and development of educational web sites. The participants were 46 student teachers who constructed 16 web sites for primary school. A survey of their views, before and after the projects, and an evaluation of the web sites…

Learning to Design and Implement Educational Web Sites within Pre-Service Training: A Project-Based Learning Environment and Its Impact on Student Teachers

ERIC Educational Resources Information Center

Papastergiou, Marina

2005-01-01

This paper reports on a project-based learning (PBL) environment targeted towards introducing student teachers to the design and development of educational web sites. The participants were 46 student teachers who constructed 16 web sites for primary school. A survey of their views, before and after the projects, and an evaluation of the web sites…

APOLLO: a quality assessment service for single and multiple protein models.

PubMed

Wang, Zheng; Eickholt, Jesse; Cheng, Jianlin

2011-06-15

We built a web server named APOLLO, which can evaluate the absolute global and local qualities of a single protein model using machine learning methods or the global and local qualities of a pool of models using a pair-wise comparison approach. Based on our evaluations on 107 CASP9 (Critical Assessment of Techniques for Protein Structure Prediction) targets, the predicted quality scores generated from our machine learning and pair-wise methods have an average per-target correlation of 0.671 and 0.917, respectively, with the true model quality scores. Based on our test on 92 CASP9 targets, our predicted absolute local qualities have an average difference of 2.60 Å with the actual distances to native structure. http://sysbio.rnet.missouri.edu/apollo/. Single and pair-wise global quality assessment software is also available at the site.

Estimation of density of mongooses with capture-recapture and distance sampling

USGS Publications Warehouse

Corn, J.L.; Conroy, M.J.

1998-01-01

We captured mongooses (Herpestes javanicus) in live traps arranged in trapping webs in Antigua, West Indies, and used capture-recapture and distance sampling to estimate density. Distance estimation and program DISTANCE were used to provide estimates of density from the trapping-web data. Mean density based on trapping webs was 9.5 mongooses/ha (range, 5.9-10.2/ha); estimates had coefficients of variation ranging from 29.82-31.58% (X?? = 30.46%). Mark-recapture models were used to estimate abundance, which was converted to density using estimates of effective trap area. Tests of model assumptions provided by CAPTURE indicated pronounced heterogeneity in capture probabilities and some indication of behavioral response and variation over time. Mean estimated density was 1.80 mongooses/ha (range, 1.37-2.15/ha) with estimated coefficients of variation of 4.68-11.92% (X?? = 7.46%). Estimates of density based on mark-recapture data depended heavily on assumptions about animal home ranges; variances of densities also may be underestimated, leading to unrealistically narrow confidence intervals. Estimates based on trap webs require fewer assumptions, and estimated variances may be a more realistic representation of sampling variation. Because trap webs are established easily and provide adequate data for estimation in a few sample occasions, the method should be efficient and reliable for estimating densities of mongooses.

Research and Development of Web-Based Virtual Online Classroom

ERIC Educational Resources Information Center

Yang, Zongkai; Liu, Qingtang

2007-01-01

To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment…

Selected Styles in Web-Based Educational Research

ERIC Educational Resources Information Center

Mann, Bruce, Ed.

2006-01-01

"Selected Styles in Web-Based Educational Research" is concerned with the most common research styles in Web-based teaching or learning. It is intended for practitioners, educators and students, who wish to learn how to conduct research in online teaching and learning, and helps define style in educational research methodology. To…

Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective

ERIC Educational Resources Information Center

Lytras, Miltiadis, Ed.; Naeve, Ambjorn, Ed.

2005-01-01

In the context of Knowledge Society, the convergence of knowledge and learning management is a critical milestone. "Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective" provides state-of-the art knowledge through a balanced theoretical and technological discussion. The semantic web perspective…

A Web-Based Learning System for Software Test Professionals

ERIC Educational Resources Information Center

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…

ICCE/ICCAI 2000 Full & Short Papers (Web-Based Learning).

ERIC Educational Resources Information Center

2000

This document contains full and short papers on World Wide Web-based learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). Topics covered include: design and development of CAL (Computer Assisted Learning) systems; design and development of WBI (Web-Based…

Web Geometry Laboratory: Case Studies in Portugal and Serbia

ERIC Educational Resources Information Center

Santos, Vanda; Quaresma, Pedro; Maric, Milena; Campos, Helena

2018-01-01

The role of information and communication technologies (ICT) in education is well recognised--learning environments where the ICT features included are being proposed for many years now. The Web Geometry Laboratory (WGL) innovates in proposing a blended learning, collaborative and adaptive learning Web-environment for geometry. It integrates a…

Nurses' Internet self-efficacy and attitudes toward web-based continuing learning.

PubMed

Liang, Jyh-Chong; Wu, Szu-Hsien; Tsai, Chin-Chung

2011-11-01

There are increasing opportunities for nurses to engage in continuing learning via the Internet; hence, it is important to explore nurses' attitudes toward web-based continuing learning. This paper explores 267 Taiwanese clinical nurses' attitudes toward web-based continuing learning. In addition, the role of the nurses' Internet self-efficacy in their attitudes is investigated. This study utilizes two questionnaires to respectively survey the nurses' Internet self-efficacy and their attitudes toward web-based continuing learning. In particular, the Internet Self-efficacy Survey includes two scales: 'Basic self-efficacy' (the perceived confidence of using basic Internet functions, such as the confidence in using a web browser or searching for online information) and 'Advanced self-efficacy' (the perceived confidence of using advanced Internet functions, such as the confidence in online discussion or making online payments). Exploratory factor analyses indicated adequate reliability and validity of the two questionnaires. The regression analyses revealed that both nurses' basic and advanced Internet self-efficacy can positively explain the perceived usefulness, ease of use and friendly feeling when using web-based continuing learning environments, whereas nurses' advanced Internet self-efficacy was the only predictor to explain how they intend to use web-based continuing learning environments more. Copyright © 2010 Elsevier Ltd. All rights reserved.

RITES: Online (Reaching In-Service Teachers With Earth Sciences Online)

NASA Astrophysics Data System (ADS)

Baptiste, H.

2002-12-01

The RITES: Online project team (Drs. H. Prentice Baptiste, Susan Brown, Jennifer Villa) believe that the power of technology could not be effectively utilized unless it is grounded in new models of teaching and learning based on a student centered and project based curriculum, that increases opportunities for active, hands-on learning and respect for multiculturalism. We subscribe to an inquiry approach to learning. Specifically, science teaching should actively engage the learners in activities that draw on multiple abilities and learning styles. Recent brain-based research has shown that human beings construct knowledge through actions and interactions within their environment. Learning occurs in communities, and new ideas are linked to previous knowledge and constructed by the learner. Knowledge is acquired by making connections. We believe the aforementioned ideas and points to be equally true for the inservice teachers participating in the RITES: Online project as well as for their students. The ESSEA science courses are delivered by distance learning via the university WebCt distance education system. Teachers are encouraged to use technology in their classrooms and to record their students' involvement in science activities with digital cameras. Teachers involved in the ESSEA courses are engaged in earth science inquiry activities relevant to the four spheres (atmosphere, lithosphere, biosphere, hydrosphere) with the students in their classes. This presentation will highlight the teachers in the roles of designer, researcher, and collaborator. As a result of our courses our teachers attain the following positive outcomes: 1) Teachers experience the inquiry approach to learning about the spheres of our earth. 2) Teachers become confident in using technology. 3) Teachers learn to work cooperatively in-groups and understand what their own students must feel. 4) Teachers find ways to obtain dynamic professional development and not leave their classrooms or homes. 5) Teachers develop relationships with other teachers that have an interest in teaching science and a learning community evolves.

Inclusive Approach to the Psycho-Pedagogical Assistance of Distance Learning

ERIC Educational Resources Information Center

Akhmetova, Daniya Z.

2014-01-01

Author focuses on three groups of problems: quality of distance learning and e-learning; necessity to develop the facilitation skills for teachers who work using distance learning technologies; realization of inclusive approach for the organization of distance learning in inclusive groups where people with disabilities study with people without…

Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

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.

Pervasive Knowledge, Social Networks, and Cloud Computing: E-Learning 2.0

ERIC Educational Resources Information Center

Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

2015-01-01

Embedding Web 2.0 in learning processes has extended learning from traditional based learning-centred to a collaborative based learning-centred institution that emphasises learning anywhere and anytime. While deploying Semantic Web into e-learning offers a broader spectrum of pervasive knowledge acquisition to enrich users' experience in learning.…

SOLE: Applying Semantics and Social Web to Support Technology Enhanced Learning in Software Engineering

NASA Astrophysics Data System (ADS)

Colomo-Palacios, Ricardo; Jiménez-López, Diego; García-Crespo, Ángel; Blanco-Iglesias, Borja

eLearning educative processes are a challenge for educative institutions and education professionals. In an environment in which learning resources are being produced, catalogued and stored using innovative ways, SOLE provides a platform in which exam questions can be produced supported by Web 2.0 tools, catalogued and labeled via semantic web and stored and distributed using eLearning standards. This paper presents, SOLE, a social network of exam questions sharing particularized for Software Engineering domain, based on semantics and built using semantic web and eLearning standards, such as IMS Question and Test Interoperability specification 2.1.

Developing Web-Based Assessment Strategies for Facilitating Junior High School Students to Perform Self-Regulated Learning in an E-Learning Environment

ERIC Educational Resources Information Center

Wang, Tzu-Hua

2011-01-01

This research refers to the self-regulated learning strategies proposed by Pintrich (1999) in developing a multiple-choice Web-based assessment system, the Peer-Driven Assessment Module of the Web-based Assessment and Test Analysis system (PDA-WATA). The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning behaviors…

Contributing, Exchanging and Linking for Learning: Supporting Web Co-Discovery in One-to-One Environments

ERIC Educational Resources Information Center

Liu, Chen-Chung; Don, Ping-Hsing; Chung, Chen-Wei; Lin, Shao-Jun; Chen, Gwo-Dong; Liu, Baw-Jhiune

2010-01-01

While Web discovery is usually undertaken as a solitary activity, Web co-discovery may transform Web learning activities from the isolated individual search process into interactive and collaborative knowledge exploration. Recent studies have proposed Web co-search environments on a single computer, supported by multiple one-to-one technologies.…

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

PubMed

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.

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

NASA Astrophysics Data System (ADS)

Parker, Mary Jo

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

Distance Learning.

ERIC Educational Resources Information Center

Orey, Michael; Koenecke, Lynne; Snider, Richard C.; Perkins, Ross A.; Holmes, Glen A.; Lockee, Barbara B.; Moller, Leslie A.; Harvey, Douglas; Downs, Margaret; Godshalk, Veronica M.

2003-01-01

Contains four articles covering trends and issues on distance learning including: the experience of two learners learning via the Internet; a systematic approach to determining the scalability of a distance education program; identifying factors that affect learning community development and performance in asynchronous distance education; and…

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

46 CFR 10.412 - Distance and e-learning.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 46 Shipping 1 2014-10-01 2014-10-01 false Distance and e-learning. 10.412 Section 10.412 Shipping... CREDENTIAL Training Courses and Programs § 10.412 Distance and e-learning. The Coast Guard may allow the training of mariners by means of distance learning and e-learning in accordance with the standards of...

Self-Regulated Learning Ability of Chinese Distance Learners

ERIC Educational Resources Information Center

Zhao, Hong; Chen, Li; Panda, Santosh

2014-01-01

This study reports on self-regulated learning (SRL) of Chinese distance learners by using a structured SRL scale. SRL of adult and lifelong learners is a well-researched area, though its application within distance education is a new area of investigation. Open and distance learning lean heavily on self-learning and self-learning resources, though…

Pragmatists, positive communicators, and shy enthusiasts: three viewpoints on Web conferencing in health sciences education.

PubMed

Valaitis, Ruta; Akhtar-Danesh, Noori; Eva, Kevin; Levinson, Anthony; Wainman, Bruce

2007-12-31

Web conferencing is a synchronous technology that allows coordinated online audio and visual interactions with learners logged in to a central server. Recently, its use has grown rapidly in academia, while research on its use has not kept up. Conferencing systems typically facilitate communication and support for multiple presenters in different locations. A paucity of research has evaluated synchronous Web conferencing in health sciences education. McMaster University Faculty of Health Sciences trialed Wimba's Live Classroom Web conferencing technology to support education and curriculum activities with students and faculty. The purpose of this study was to explore faculty, staff, and student perceptions of Web conferencing as a support for teaching and learning in health sciences. The Live Classroom technology provided features including real-time VoIP audio, an interactive whiteboard, text chat, PowerPoint slide sharing, application sharing, and archiving of live conferences to support student education and curriculum activities. Q-methodology was used to identify unique and common viewpoints of participants who had exposure to Web conferencing to support educational applications during the trial evaluation period. This methodology is particularly useful for research on human perceptions and interpersonal relationships to identify groups of participants with different perceptions. It mixes qualitative and quantitative methods. In a Q-methodology study, the goal is to uncover different patterns of thought rather than their numerical distribution among the larger population. A total of 36 people participated in the study, including medical residents (14), nursing graduate students (11), health sciences faculty (9), and health sciences staff (2). Three unique viewpoints were identified: pragmatists (factor 1), positive communicators (factor 2A), and shy enthusiasts (factor 2B). These factors explained 28% (factor 1) and 11% (factor 2) of the total variance, respectively. The majority of respondents were pragmatists (n = 26), who endorsed the value of Web conferencing yet identified that technical and ease-of-use problems could jeopardize its use. Positive communicators (N = 4) enjoyed technology and felt that Web conferencing could facilitate communication in a variety of contexts. Shy enthusiasts (N = 4) were also positive and comfortable with the technology but differed in that they preferred communicating from a distance rather than face-to-face. Common viewpoints were held by all groups: they found Web conferencing to be superior to audio conferencing alone, felt more training would be useful, and had no concerns that Web conferencing would hamper their interactivity with remote participants or that students accustomed to face-to-face learning would not enjoy Web conferencing. Overall, all participants, including pragmatists who were more cautious about the technology, viewed Web conferencing as an enabler, especially when face-to-face meetings were not possible. Adequate technical support and training need to be provided for successful ongoing implementation of Web conferencing.

Learning characteristics of veterinary technology students in a distance-education and an on-campus program.

PubMed

Varnhagen, Connie K; Wright, David L

2008-01-01

Distance-education programs have the potential to greatly increase the number of veterinary technicians. The demographic characteristics, readiness for independent and online learning, learning styles, and academic locus of control of a group of distance-education and on-campus veterinary technology students were examined. Distance-education students preferred independent learning and were more internally motivated to learn. Distance-education students with greater degrees of independence and internal motivation participated more fully, were more satisfied with their learning, and achieved higher grades. Students who preferred problem solving and active experimentation were particularly successful in distance education. These findings could have important implications for advising students interested in distance-education programs.

The Web Resource Collaboration Center

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2004-01-01

The Web Resource Collaboration Center (WRCC) is a web-based tool developed to help software engineers build their own web-based learning and performance support systems. Designed using various online communication and collaboration technologies, the WRCC enables people to: (1) build a learning and professional development resource that provides…

Web-based resources for critical care education.

PubMed

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

2011-03-01

To identify, catalog, and critically evaluate Web-based resources for critical care education. A multilevel search strategy was utilized. Literature searches were conducted (from 1996 to September 30, 2010) using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature with the terms "Web-based learning," "computer-assisted instruction," "e-learning," "critical care," "tutorials," "continuing education," "virtual learning," and "Web-based education." The Web sites of relevant critical care organizations (American College of Chest Physicians, American Society of Anesthesiologists, American Thoracic Society, European Society of Intensive Care Medicine, Society of Critical Care Medicine, World Federation of Societies of Intensive and Critical Care Medicine, American Association of Critical Care Nurses, and World Federation of Critical Care Nurses) were reviewed for the availability of e-learning resources. Finally, Internet searches and e-mail queries to critical care medicine fellowship program directors and members of national and international acute/critical care listserves were conducted to 1) identify the use of and 2) review and critique Web-based resources for critical care education. To ensure credibility of Web site information, Web sites were reviewed by three independent reviewers on the basis of the criteria of authority, objectivity, authenticity, accuracy, timeliness, relevance, and efficiency in conjunction with suggested formats for evaluating Web sites in the medical literature. Literature searches using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature resulted in >250 citations. Those pertinent to critical care provide examples of the integration of e-learning techniques, the development of specific resources, reports of the use of types of e-learning, including interactive tutorials, case studies, and simulation, and reports of student or learner satisfaction, among other general reviews of the benefits of utilizing e-learning. Review of the Web sites of relevant critical care organizations revealed the existence of a number of e-learning resources, including online critical care courses, tutorials, podcasts, webcasts, slide sets, and continuing medical education resources, some requiring membership or a fee to access. Respondents to listserve queries (>100) and critical care medicine fellowship director and advanced practice nursing educator e-mail queries (>50) identified the use of a number of tutorials, self-directed learning modules, and video-enhanced programs for critical care education and practice. In all, >135 Web-based education resources exist, including video Web resources for critical care education in a variety of e-learning formats, such as tutorials, self-directed learning modules, interactive case studies, webcasts, podcasts, and video-enhanced programs. As identified by critical care educators and practitioners, e-learning is actively being integrated into critical care medicine and nursing training programs for continuing medical education and competency training purposes. Knowledge of available Web-based educational resources may enhance critical care practitioners' ongoing learning and clinical competence, although this has not been objectively measured to date.

Language Learning on the World Wide Web: An Investigation of EFL Learners' Attitudes and Perceptions.

ERIC Educational Resources Information Center

Yang, Shu Ching

2001-01-01

Describes the integration of Web resources as instructional and learning tools in an EFL (English as a Foreign Language) class in Taiwan. Highlights include challenges and advantages of using the Web; learners' perceptions; intentional and incidental learning; disorientation and cognitive overload; and information seeking as problem-solving. A…

Evaluation of Webquest in Biology: Teachers' Perception

ERIC Educational Resources Information Center

Osman, Kamisah

2014-01-01

Teaching and learning based on web or web-based learning is a concept which integrates information and technology in education. Teachers and instructors have to assist their learners to learn to function in this information environment. However, teacher trainers and instructors have limited experience in the integration of ICT by using web in…

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

ERIC Educational Resources Information Center

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…

WebQuests and Collaborative Learning in Teacher Preparation: A Singapore Study

ERIC Educational Resources Information Center

Yang, Chien-Hui; Tzuo, Pei-Wen; Komara, Cecile

2011-01-01

This research project aimed to introduce WebQuests to train special education preservice teachers in Singapore. The following research questions were posed: (1) Does the use of WebQuests in teacher preparation promote special education teacher understanding on Universal Design for Learning in accommodating students with diverse learning needs? (2)…

Educating Managers with Tomorrow's Technologies. Research in Management Education and Development Series.

ERIC Educational Resources Information Center

Wankel, Charles, Ed.; DeFillippi, Robert, Ed.

This volume demonstrates how technology is impacting management education and learning in a variety of educational contexts. Some of the issues and trends in management education addressed include: technotrends; web-based management learning; the changing nature of the web as a context for learning; online simulations; web-format case studies;…

Applying Web-Enabled Problem-Based Learning and Self-Regulated Learning to Enhance Computing Skills of Taiwan's Vocational Students: A Quasi-Experimental Study of a Short-Term Module

ERIC Educational Resources Information Center

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

2007-01-01

Contrary to conventional expectations, the reality of computing education in Taiwan's vocational schools is not so practically oriented, and thus reveals much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based problem-based learning (PBL), web-based self-regulated learning (SRL), and…

The Quest for Deeper Learning: An Investigation into the Impact of a Knowledge-Pooling WebQuest in Primary Initial Teacher Training

ERIC Educational Resources Information Center

Allan, Jo; Street, Mark

2007-01-01

This paper explores the impact on learning in higher education of the integration of a knowledge-pooling stage into a WebQuest. We explain the concept of WebQuests, consider recent literature regarding the effects and difficulties of this approach to learning, and examine students' perceptions of the impact of this tool on high-order learning. The…

Growing and navigating the small world Web by local content

PubMed Central

Menczer, Filippo

2002-01-01

Can we model the scale-free distribution of Web hypertext degree under realistic assumptions about the behavior of page authors? Can a Web crawler efficiently locate an unknown relevant page? These questions are receiving much attention due to their potential impact for understanding the structure of the Web and for building better search engines. Here I investigate the connection between the linkage and content topology of Web pages. The relationship between a text-induced distance metric and a link-based neighborhood probability distribution displays a phase transition between a region where linkage is not determined by content and one where linkage decays according to a power law. This relationship is used to propose a Web growth model that is shown to accurately predict the distribution of Web page degree, based on textual content and assuming only local knowledge of degree for existing pages. A qualitatively similar phase transition is found between linkage and semantic distance, with an exponential decay tail. Both relationships suggest that efficient paths can be discovered by decentralized Web navigation algorithms based on textual and/or categorical cues. PMID:12381792

Growing and navigating the small world Web by local content

NASA Astrophysics Data System (ADS)

Menczer, Filippo

2002-10-01

Can we model the scale-free distribution of Web hypertext degree under realistic assumptions about the behavior of page authors? Can a Web crawler efficiently locate an unknown relevant page? These questions are receiving much attention due to their potential impact for understanding the structure of the Web and for building better search engines. Here I investigate the connection between the linkage and content topology of Web pages. The relationship between a text-induced distance metric and a link-based neighborhood probability distribution displays a phase transition between a region where linkage is not determined by content and one where linkage decays according to a power law. This relationship is used to propose a Web growth model that is shown to accurately predict the distribution of Web page degree, based on textual content and assuming only local knowledge of degree for existing pages. A qualitatively similar phase transition is found between linkage and semantic distance, with an exponential decay tail. Both relationships suggest that efficient paths can be discovered by decentralized Web navigation algorithms based on textual and/or categorical cues.

Growing and navigating the small world Web by local content.

PubMed

Menczer, Filippo

2002-10-29

Can we model the scale-free distribution of Web hypertext degree under realistic assumptions about the behavior of page authors? Can a Web crawler efficiently locate an unknown relevant page? These questions are receiving much attention due to their potential impact for understanding the structure of the Web and for building better search engines. Here I investigate the connection between the linkage and content topology of Web pages. The relationship between a text-induced distance metric and a link-based neighborhood probability distribution displays a phase transition between a region where linkage is not determined by content and one where linkage decays according to a power law. This relationship is used to propose a Web growth model that is shown to accurately predict the distribution of Web page degree, based on textual content and assuming only local knowledge of degree for existing pages. A qualitatively similar phase transition is found between linkage and semantic distance, with an exponential decay tail. Both relationships suggest that efficient paths can be discovered by decentralized Web navigation algorithms based on textual and/or categorical cues.

Joint learning of labels and distance metric.

PubMed

Liu, Bo; Wang, Meng; Hong, Richang; Zha, Zhengjun; Hua, Xian-Sheng

2010-06-01

Machine learning algorithms frequently suffer from the insufficiency of training data and the usage of inappropriate distance metric. In this paper, we propose a joint learning of labels and distance metric (JLLDM) approach, which is able to simultaneously address the two difficulties. In comparison with the existing semi-supervised learning and distance metric learning methods that focus only on label prediction or distance metric construction, the JLLDM algorithm optimizes the labels of unlabeled samples and a Mahalanobis distance metric in a unified scheme. The advantage of JLLDM is multifold: 1) the problem of training data insufficiency can be tackled; 2) a good distance metric can be constructed with only very few training samples; and 3) no radius parameter is needed since the algorithm automatically determines the scale of the metric. Extensive experiments are conducted to compare the JLLDM approach with different semi-supervised learning and distance metric learning methods, and empirical results demonstrate its effectiveness.

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

ERIC Educational Resources Information Center

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

2011-01-01

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

LAND-MAN: a new curriculum based on open distance learning for Asian

NASA Astrophysics Data System (ADS)

Guadagno, F. M.; Dhital, M. R.; Petley, D.

2003-04-01

Land-Man is a one-year Asian-European partnership project (Asia-Link EU programme), aiming to implement both a new curriculum and a new distance learning model in the field of landslides management which deals with situations that occur prior to, during, and after the landslide. The emphasis in Land-Man is placed on establishing methodologies, guidelines, and tools to develop Open and Distance Learning (ODL) for the future improvement and harmonisation of education in Landslides Management. Decision-makers, postgraduate students in environmental, earth and engineering disciplines, as well as professionals may benefit from the project. During the implementation of activities, the clear intention is to use internet-based tools in order to strengthen the co-operation between partners and thus lay a stable, cross-cultural, internet-oriented foundation for the future ODL-based educational model. At the end of the project, an ODL-based model for Asian-European Landslides Management Education will be designed and based on specially assembled, multimedia products. In particular, the project aims to provide tutors/professors with training by supplying them with appropriate materials and support to enable them to change to the new teaching model and by focusing on assessment of training, self-esteem, comfort level, commitment, and enthusiasm for tutors. The project also aims to nurture positive attitudes towards distance learning by changing the techniques whereby students learn landslides management, using the latest educational strategies and technology. Although the management of territory is the responsibility of national and local authorities, personnel in these departments can have limited training and experience in natural hazard and, particularly, in landslides management plans. This project will not only hypothesise, through a new curriculum, how management planning can be undertaken, but will also consider how to bring together practitioners and decision makers from different disciplines to work together and benefit from each other's skill and experience to achieve a truly integrated plan. An integrated landslides management plan, once operational has numerous benefits for a wide number of professionals working on areas at risk. It establishes how to reduce or avoid the human, physical, and economic losses suffered by individuals, by society, and by the country. Through an established web site (www.land-man.net) the project aims to create a self-sustaining virtual community open to academics, professionals and decision makers, thus reaching and benefiting a wide multidisciplinary user group. Firstly, academics attending the curricula and the training courses will be in a position to pass on the knowledge and experience gained to their students. The training course is specifically designed for this purpose and part of the output for the activity will be documentation that can be used by participants for future teaching purposes. Professors will benefit from the material produced (CD-ROM, web pages, etc.) in their teaching activity. Through exchanges they will have an opportunity to meet other teachers and to develop their knowledge base of landslides management and teaching methods. Students will benefit directly from educational material produced and directed specifically to their learning levels. The local and national media will also be benefiting as project outcomes such as animation and clips are made available to them. This will also be a valuable means of drawing the attention of a wide audience to natural hazards.

Evaluating the Effectiveness of the 2001-2002 NASA CONNECT(tm) Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Frank, Kari Lou; Lambert, Matthew A.; Williams, Amy C.

2002-01-01

NASA CONNECT(tm) is a research and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6-8. Respondents who evaluated the programs in the 2001-2002 NASA CONNECT(tm) series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

Evaluating the Effectiveness of the 2002-2003 NASA CONNECT(TM) Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Lambert, Matthew A.; Williams, Amy C.

2004-01-01

NASA CONNECT is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the 2002 2003 NASA CONNECT series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

A GIS-Interface Web Site: Exploratory Learning for Geography Curriculum

ERIC Educational Resources Information Center

Huang, Kuo Hung

2011-01-01

Although Web-based instruction provides learners with sufficient resources for self-paced learning, previous studies have confirmed that browsing navigation-oriented Web sites possibly hampers users' comprehension of information. Web sites designed as "categories of materials" for navigation demand more cognitive effort from users to orient their…

Introduction to the JASIST Special Topic Issue on Web Retrieval and Mining: A Machine Learning Perspective.

ERIC Educational Resources Information Center

Chen, Hsinchun

2003-01-01

Discusses information retrieval techniques used on the World Wide Web. Topics include machine learning in information extraction; relevance feedback; information filtering and recommendation; text classification and text clustering; Web mining, based on data mining techniques; hyperlink structure; and Web size. (LRW)

Distance and Face-to-Face Learning Culture and Values: A Conceptual Analysis

ERIC Educational Resources Information Center

Tejeda-Delgado, Carmen; Millan, Brett J.; Slate, John R.

2011-01-01

With distance learning increasing in popularity across the country and the world, a review of the extant literature as it relates to distance learning and face-to-face learning is warranted. In particular, this paper examined distance learning, including a historical overview, prevailing themes in past research, and studies relating the importance…

webpic: A flexible web application for collecting distance and count measurements from images

PubMed Central

2018-01-01

Despite increasing ability to store and analyze large amounts of data for organismal and ecological studies, the process of collecting distance and count measurements from images has largely remained time consuming and error-prone, particularly for tasks for which automation is difficult or impossible. Improving the efficiency of these tasks, which allows for more high quality data to be collected in a shorter amount of time, is therefore a high priority. The open-source web application, webpic, implements common web languages and widely available libraries and productivity apps to streamline the process of collecting distance and count measurements from images. In this paper, I introduce the framework of webpic and demonstrate one readily available feature of this application, linear measurements, using fossil leaf specimens. This application fills the gap between workflows accomplishable by individuals through existing software and those accomplishable by large, unmoderated crowds. It demonstrates that flexible web languages can be used to streamline time-intensive research tasks without the use of specialized equipment or proprietary software and highlights the potential for web resources to facilitate data collection in research tasks and outreach activities with improved efficiency. PMID:29608592

Learning Strategies in Web-Supported Collaborative Project

ERIC Educational Resources Information Center

ChanLin, Lih-Juan

2012-01-01

Web-based learning promotes computer-mediated interaction and student-centred learning in most higher education institutions. To fulfil their academic requirements, students develop appropriate strategies to support learning. Purposes of this study were to: (1) examine the relationship between students study strategies (assessed by Learning and…

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

PubMed

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.

International Perspectives of Distance Learning in Higher Education

ERIC Educational Resources Information Center

Moore, Joi L., Ed.; Benson, Angela D., Ed.

2012-01-01

This book, written by authors representing 12 countries and five continents, is a collection of international perspectives on distance learning and distance learning implementations in higher education. The perspectives are presented in the form of practical case studies of distance learning implementations, research studies on teaching and…

Internet-Based Distance Learning in Higher Education.

ERIC Educational Resources Information Center

Hofmann, Donald W.

2002-01-01

Suggests that the effectiveness of Internet-based distance learning has increased with its increased popularity. Looks at the differences between the effectiveness of Internet-based distance learning and traditional methods. Indicates that distance learning is more effective because of the necessity for students to become active learners.…

Distance Education and Distance Learning: Some Psychological Considerations.

ERIC Educational Resources Information Center

Cropley, Arthur J.; Kahl, Thomas N.

1983-01-01

Compares and contrasts distance education and face-to-face education in terms of selected psychological dimensions, i.e., organization and learning, motivation, learning and communication processes, didactic activities and materials, and evaluation and feedback. Psychological aspects of distance education that may be favorable to learning are also…

Evaluation of a distance-learning immunology and pathology module in a postgraduate biomedical science course.

PubMed

Ryan, M T; Mulholland, C W

2005-01-01

An electronic presentation of materials for a distance-learning immunology and pathology module from a postgraduate biomedical science course is evaluated. Two different electronic presentation formats for the delivery of the educational material to distance learners are assessed. Responses from users of this material highlighted a preference for a format that has a design tailored to distance learning. There was no significant difference in learning outcome between those taking the module on campus and by distance learning. This suggests that the prerequisites for entry, learning materials and direction given to the students studying by distance learning are adequate for these students to achieve the learning objectives outlined in the course. The evaluation also gave direction for areas within the (CAL) application that can be improved for future students.

Exploring Students' Perceptions of Service-Learning Experiences in an Undergraduate Web Design Course

ERIC Educational Resources Information Center

Lee, Sang Joon; Wilder, Charlie; Yu, Chien

2018-01-01

Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data…

Individual Differences: Implications for Web-Based Learning Design

ERIC Educational Resources Information Center

Alomyan, Hesham

2004-01-01

In the past ten years the Web has attracted many educators for purposes of teaching and learning. The main advantage of the Web lies in its non-linear interaction. That is, students can have more control over their learning paths. However, this freedom of control may cause problems for some students, such as disorientation, cognitive overload and…

Cooperative Learning and Web 2.0: A Social Perspective on Critical Thinking

ERIC Educational Resources Information Center

Schipke, Rae Carrington

2018-01-01

This article discusses how cooperative learning as a socioinstructional approach, relates to both socially-based emerging technologies (i.e. Web 2.0) and to critical thinking with respect to co-cognition. It begins with a discussion of the importance of connecting cooperative learning, Web 2.0, and critical thinking. This is followed by the need…

Gender Divide and Acceptance of Collaborative Web 2.0 Applications for Learning in Higher Education

ERIC Educational Resources Information Center

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

2013-01-01

Situated in the gender digital divide framework, this survey study investigated the role of computer anxiety in influencing female college students' perceptions toward Web 2.0 applications for learning. Based on 432 college students' "Web 2.0 for learning" perception ratings collected by relevant categories of "Unified Theory of Acceptance and Use…

Investigating Essential Factors on Students' Perceived Accomplishment and Enjoyment and Intention to Learn in Web Development

ERIC Educational Resources Information Center

Zhang, Yulei; Dang, Yan

2015-01-01

Web development is an important component in the curriculum of computer science and information systems areas. However, it is generally considered difficult to learn among students. In this study,we examined factors that could influence students' perceptions of accomplishment and enjoyment and their intention to learn in the web development…

Nurses' Motivations for Web-Based Learning and the Role of Internet Self-Efficacy

ERIC Educational Resources Information Center

Liang, Jyh-Chong; Wu, Szu-Hsien

2010-01-01

The purpose of this study was to investigate clinical nurses' Internet self-efficacy and motivations toward Web-based learning. The sample consisted of 256 volunteer nurses from one selected medical centre in Taiwan. This study used the Internet Self-efficacy Survey (ISS) and the Motivations about Web-based Continuing Learning Survey (MWCL) for…

The World Wide Web Revisited

ERIC Educational Resources Information Center

Owston, Ron

2007-01-01

Nearly a decade ago the author wrote in one of the first widely-cited academic articles, Educational Researcher, about the educational role of the web. He argued that educators must be able to demonstrate that the web (1) can increase access to learning, (2) must not result in higher costs for learning, and (3) can lead to improved learning. These…

A Community-Based Research Approach to Develop an Educational Web Portal

ERIC Educational Resources Information Center

Preiser-Houy, Lara; Navarrete, Carlos J.

2011-01-01

Service-learning projects are becoming more prevalent in Information Systems education. This study explores the use of community-based research, a special kind of a service-learning strategy, in an Information Systems web development course. The paper presents a case study of a service-learning project to develop an educational web portal for a…

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

ERIC Educational Resources Information Center

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

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

Meaningful Learning from Practice: Web-Based Video in Professional Preparation Programmes in University

ERIC Educational Resources Information Center

Admiraal, Wilfried

2014-01-01

Web-based video is one of the technologies which can support meaningful learning from practice--in addition to practical benefits such as accessibility of practices, flexibility in updating information, and incorporating video into multimedia resources. A multiple case study was set up on the use of a web-based video learning environment in two…

Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings

ERIC Educational Resources Information Center

Mwanza-Simwami, Daisy

2016-01-01

Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. However, very few studies link mobile Web 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal…

Language Learning: The Merge of Teletandem and Web 2.0 Tools

ERIC Educational Resources Information Center

Abreu-Ellis, Carla; Ellis, Jason Brent; Carle, Abbie; Blevens, Jared; Decker, Aline; Carvalho, Leticia; Macedo, Patricia

2013-01-01

The following action research provides an overview of student's perceptions of the incorporation of Web 2.0 technologies into in-tandem language learning activities. American and Brazilian college students were partnered in order to work in-tandem through pre-determined language activities using Web 2.0 technologies to learn a second language,…

WebQuest Learning as Perceived by Higher-Education Learners

ERIC Educational Resources Information Center

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

2005-01-01

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

Interactive web-based learning modules prior to general medicine advanced pharmacy practice experiences.

PubMed

Isaacs, Alex N; Walton, Alison M; Nisly, Sarah A

2015-04-25

To implement and evaluate interactive web-based learning modules prior to advanced pharmacy practice experiences (APPEs) on inpatient general medicine. Three clinical web-based learning modules were developed for use prior to APPEs in 4 health care systems. The aim of the interactive modules was to strengthen baseline clinical knowledge before the APPE to enable the application of learned material through the delivery of patient care. For the primary endpoint, postassessment scores increased overall and for each individual module compared to preassessment scores. Postassessment scores were similar among the health care systems. The survey demonstrated positive student perceptions of this learning experience. Prior to inpatient general medicine APPEs, web-based learning enabled the standardization and assessment of baseline student knowledge across 4 health care systems.

Exploring the Extreme Universe! (2nd Edition)

NASA Technical Reports Server (NTRS)

White, Nicholas E.

2002-01-01

A large array of web sites devoted to the science that the NASA Goddard Space Flight Center Laboratory for High Energy Astrophysics (LHEA) studies have been frozen in time and included on this CD. Featured are five of our 'Understanding the Extreme Universe' sites, which offer explanations about cosmic ray, gamma ray, and X-ray science and satellites, as well as cosmic distances. They also include images and engaging activities that are great for helping both children and adults to learn more about science and basic physical principles. The 'Missions That Take Us There' section contains web sites on the satellite, balloon-borne, International Space Station, and rocket missions in our Laboratory that study X-rays, gamma rays, and cosmic rays. There are also two multi-mission sites and an experiment that measures Earth's UV light in preparation for a future cosmic ray mission. Most of the sites on this CD contain high-resolution images that are great for scientific presentations, study, or just your own enjoyment. This CD shows our web sites as they existed in April of 2001. We have made sure to include the WWW address for every site, so you will know where to go to access the most current versions of them.

A Delphi Study on Collaborative Learning in Distance Education: The Faculty Perspective

ERIC Educational Resources Information Center

O'Neill, Susan; Scott, Murray; Conboy, Kieran

2011-01-01

This paper focuses on the factors that influence collaborative learning in distance education. Distance education has been around for many years and the use of collaborative learning techniques in distance education is becoming increasingly popular. Several studies have demonstrated the superiority of collaborative learning over traditional modes…

Distance Learning in Higher Education. CHEA Update Number 3.

ERIC Educational Resources Information Center

Council for Higher Education Accreditation, Washington, DC.

This report discusses issues related to distance learning in higher education. Section 1, "The Expanding Universe of Distance Learning," examines: data from a new national survey on higher education distance learning; Internet access in elementary and secondary schools; the 1999 national survey of information technology in higher…

7 CFR 1700.31 - Distance Learning and Telemedicine Loan and Grant Program.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 11 2010-01-01 2010-01-01 false Distance Learning and Telemedicine Loan and Grant... § 1700.31 Distance Learning and Telemedicine Loan and Grant Program. RUS, through the Telecommunications Program, makes grants and loans to furnish and improve telemedicine services and distance learning...

Tidewater Community College Distance Learning Report.

ERIC Educational Resources Information Center

Tidewater Community Coll., Norfolk, VA.

This study of distance learning at Tidewater Community College (TCC) was conducted to determine enrollment patterns, retention, and success in distance learning courses and student perceptions. Distance learning was defined as students enrolled in one of three modes of course delivery: telecourse, online, and compressed video. The time frame for…

7 CFR 1700.31 - Distance Learning and Telemedicine Loan and Grant Program.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 11 2013-01-01 2013-01-01 false Distance Learning and Telemedicine Loan and Grant... § 1700.31 Distance Learning and Telemedicine Loan and Grant Program. RUS, through the Telecommunications Program, makes grants and loans to furnish and improve telemedicine services and distance learning...

7 CFR 1700.31 - Distance Learning and Telemedicine Loan and Grant Program.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 11 2011-01-01 2011-01-01 false Distance Learning and Telemedicine Loan and Grant... § 1700.31 Distance Learning and Telemedicine Loan and Grant Program. RUS, through the Telecommunications Program, makes grants and loans to furnish and improve telemedicine services and distance learning...

7 CFR 1700.31 - Distance Learning and Telemedicine Loan and Grant Program.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 11 2012-01-01 2012-01-01 false Distance Learning and Telemedicine Loan and Grant... § 1700.31 Distance Learning and Telemedicine Loan and Grant Program. RUS, through the Telecommunications Program, makes grants and loans to furnish and improve telemedicine services and distance learning...

7 CFR 1700.31 - Distance Learning and Telemedicine Loan and Grant Program.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 11 2014-01-01 2014-01-01 false Distance Learning and Telemedicine Loan and Grant... § 1700.31 Distance Learning and Telemedicine Loan and Grant Program. RUS, through the Telecommunications Program, makes grants and loans to furnish and improve telemedicine services and distance learning...

Deriving a Typology of Web 2.0 Learning Technologies

ERIC Educational Resources Information Center

Bower, Matt

2016-01-01

This paper presents the methods and outcomes of a typological analysis of Web 2.0 technologies. A comprehensive review incorporating over 2000 links led to identification of over 200 Web 2.0 technologies that were suitable for learning and teaching purposes. The typological analysis involved development of relevant Web 2.0 dimensions, grouping…

A Comparison between Quantity Surveying and Information Technology Students on Web Application in Learning Process

ERIC Educational Resources Information Center

Keng, Tan Chin; Ching, Yeoh Kah

2015-01-01

The use of web applications has become a trend in many disciplines including education. In view of the influence of web application in education, this study examines web application technologies that could enhance undergraduates' learning experiences, with focus on Quantity Surveying (QS) and Information Technology (IT) undergraduates. The…

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

ERIC Educational Resources Information Center

Osman, Mohamed Eltahir

2005-01-01

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

Designing a WebQuest

ERIC Educational Resources Information Center

Salsovic, Annette R.

2009-01-01

A WebQuest is an inquiry-based lesson plan that uses the Internet. This article explains what a WebQuest is, shows how to create one, and provides an example. When engaged in a WebQuest, students use technology to experience cooperative learning and discovery learning while honing their research, writing, and presentation skills. It has been found…

"Current topics in health sciences librarianship": a pilot program for network-based lifelong learning.

PubMed Central

Brandt, K A; Sapp, J R; Campbell, J M

1996-01-01

The long-term objective of this project is to make health sciences librarians more effective in their role by using emerging technologies to deliver timely continuing education (CE) programs to them regardless of their physical location. The goals of the one-year planning project at the William H. Welch Medical Library are to plan, implement, and evaluate a pilot CE program that includes (1) a three-day general-interest session organized in four tracks: Market Forces and Management, Information Technology and the Internet, Publishing and Copyright, and Education; (2) a one-day special topic session on the Informatics of the Human Genome Project; and (3) an electronic poster session in parallel with the general-interest session. The program will be offered in three simultaneous formats: (1) on-site, in a distance-learning classroom in Baltimore; (2) as a telecourse, in a similar classroom outside Washington, DC; and (3) online, via the World Wide Web. An electronic proceedings of the entire program will be published on the Web to serve as a continuously available CE resource for health sciences librarians. This paper gives an overview of the planning process, presents a status report on the programmatic and technical implementation of the pilot project at its midpoint, and discusses future directions for the program. PMID:8913554

Are We Ready To Abandon the Classroom? The Dark Side of Web Instruction.

ERIC Educational Resources Information Center

Cohen, LeoNora M.

This paper discusses four assumptions and four concerns regarding instruction using the World Wide Web. The assumptions address: the novice status of the Web course developer; the developer's appreciation for various aspects of the Web; her high expectations for doing it right; and her commitment to not incurring more costs for distance learners.…

Ontology-Based Concept Map for Planning a Personalised Learning Path

ERIC Educational Resources Information Center

Chen, Chih-Ming

2009-01-01

Developing personalised web-based learning systems has been an important research issue in e-learning because no fixed learning pathway will be appropriate for all learners. However, most current web-based learning platforms with personalised curriculum sequencing tend to emphasise the learner preferences and interests in relation to personalised…

An Intelligent Semantic E-Learning Framework Using Context-Aware Semantic Web Technologies

ERIC Educational Resources Information Center

Huang, Weihong; Webster, David; Wood, Dawn; Ishaya, Tanko

2006-01-01

Recent developments of e-learning specifications such as Learning Object Metadata (LOM), Sharable Content Object Reference Model (SCORM), Learning Design and other pedagogy research in semantic e-learning have shown a trend of applying innovative computational techniques, especially Semantic Web technologies, to promote existing content-focused…

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

NASA Astrophysics Data System (ADS)

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

2018-03-01

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

Development of Competency-Based Web Learning Material and Effect Evaluation of Self-Directed Learning Aptitudes on Learning Achievements

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2006-01-01

This study aims to develop and evaluate competency-based web learning material (CBWLM) for the college practicum Microprocessor Laboratory. After using the CBWLM for 8 weeks, this study investigates CBWL's learning effects and self-directed learning aptitudes (SDLAs) as well as exploring the influence of SDLA on learning effects based on the…

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

PubMed Central

2012-01-01

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 students. PMID:22248183

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

PubMed

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

2012-01-16

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

Higher Education through Open and Distance Learning. World Review of Distance Education and Open Learning, Volume 1. A Commonwealth of Learning Series.

ERIC Educational Resources Information Center

Harry, Keith, Ed.

This book reports on the expansion of open and distance learning during the past decade, examining ways in which open and distance learning for higher education has responded to the needs of the new society, and summarizing the lessons of recent practice for policymakers and educators. After an introductory chapter, "Open and Distance…

A Quasi-Experimental Study of a Blended Course Integrated with Refined Web-Mediated Pedagogy of Collaborative Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2014-01-01

Innovative teaching methods integrated with web technologies have been increasingly used in higher education. However, there are few studies discussing effective web-mediated teaching methods for both students and teachers. To help students learn and develop their academic involvement in a blended course, and improve their thoughts regarding this…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

A Research on E - learning Resources Construction Based on Semantic Web

NASA Astrophysics Data System (ADS)

Rui, Liu; Maode, Deng

Traditional e-learning platforms have the flaws that it's usually difficult to query or positioning, and realize the cross platform sharing and interoperability. In the paper, the semantic web and metadata standard is discussed, and a kind of e - learning system framework based on semantic web is put forward to try to solve the flaws of traditional elearning platforms.

Creating Effective Web-Based Learning Environments: Relevant Research and Practice

ERIC Educational Resources Information Center

Wijekumar, Kay

2005-01-01

Web-based learning environments are a great asset only if they are designed well and used as intended. The urgency to create courses in response to the growing demand for online learning has resulted in a hurried push to drop PowerPoint notes into Web-based course management systems (WBCMSs), devise an electronic quiz, put together a few…

Benefits, Barriers and Prerequisites for Web 2.0 Learning Activities in the Classroom: The View of Greek Pioneer Teachers

ERIC Educational Resources Information Center

Palaigeorgiou, George; Grammatikopoulou, Athina

2016-01-01

Purpose: This paper aims to identify the learning benefits and the challenges of Web 2.0 educational activities when applied in typical learning settings and as perceived by pioneer educators with extensive Web 2.0 experience. Design/Methodology/Approach: The testimonies of 26 Greek primary and secondary education teachers were collected. All…

Student Characteristics, Sense of Community, and Cognitive Achievement in Web-Based and Lab-Based Learning Environments

ERIC Educational Resources Information Center

Overbaugh, Richard C.; Lin, ShinYi

2006-01-01

This study investigated differential effects of learning styles and learning orientation on sense of community and cognitive achievement in Web-based and lab-based university course formats. Students in the Web-based sections achieved higher scores at the "remember" and "understand" levels, but not at the "apply" or "analyze" levels. In terms of…

Making Web3D Less Scary: Toward Easy-to-Use Web3D e-Learning Content Development Tools for Educators

ERIC Educational Resources Information Center

de Byl, Penny

2009-01-01

Penny de Byl argues that one of the biggest challenges facing educators today is the integration of rich and immersive three-dimensional environments with existing teaching and learning materials. To empower educators with the ability to embrace emerging Web3D technologies, the Advanced Learning and Immersive Virtual Environment (ALIVE) research…

Distance-Learning for Advanced Military Education: Using Wargame Simulation Course as an Example

ERIC Educational Resources Information Center

Keh, Huan-Chao; Wang, Kuei-Min; Wai, Shu-Shen; Huang, Jiung-yao; Hui, Lin; Wu, Ji-Jen

2008-01-01

Distance learning in advanced military education can assist officers around the world to become more skilled and qualified for future challenges. Through well-chosen technology, the efficiency of distance-learning can be improved significantly. In this paper we present the architecture of Advanced Military Education-Distance Learning (AME-DL)…

Making Distance Learning E.R.O.T.I.C.: Applying Interpretation Principles to Distance Learning

ERIC Educational Resources Information Center

Ross, Anne; Siepen, Greg; O'Connor, Sue

2003-01-01

Distance learners are self-directed learners traditionally taught via study books, collections of readings, and exercises to test understanding of learning packages. Despite advances in e-Learning environments and computer-based teaching interfaces, distance learners still lack opportunities to participate in exercises and debates available to…

Accreditation and Assuring Quality in Distance Learning. CHEA Monograph Series, 2002.

ERIC Educational Resources Information Center

Council for Higher Education Accreditation, Washington, DC.

This report describes the scope and impact of distance learning on higher education and identifies the primary challenges that distance learning poses for accreditation. The responses of the accrediting community designed to assure quality in distance learning are outlined. Data from a variety of sources show that 5,655 institutions are accredited…

Distance Learning and Non-Formal Education: Existing Trends and New Possibilities of Distance Learning Experiences.

ERIC Educational Resources Information Center

Romi, Shlomo

2000-01-01

Reviews the characteristics of non-formal education as expressed in various academic-theoretical definitions, presents the links in this field to distance learning, and recommends future directions for exploring distance learning in non-formal education. Discusses the use of information and communication technology and considers problems with…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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.…

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

The ALIVE program: developing a web-based professional development program for nursing leaders in the home healthcare sector.

PubMed

Lankshear, Sara; Huckstep, Sherri; Lefebre, Nancy; Leiterman, Janis; Simon, Deborah

2010-05-01

Home healthcare nurses often work in isolation and rarely have the opportunity to meet or congregate in one location. As a result, nurse leaders must possess unique leadership skills to supervise and manage a dispersed employee base from a distance. The nature of this dispersed workforce creates an additional challenge in the ability to identify future leaders, facilitate leadership capacity, and enhance skill development to prepare them for future leadership positions. The ALIVE (Actively Leading In Virtual Environments) web-based program was developed to meet the needs of leaders working in virtual environments such as the home healthcare sector. The program, developed through a partnership of three home healthcare agencies, used nursing leaders as content experts to guide program development and as participants in the pilot. Evaluation findings include the identification of key competencies for nursing leaders in the home healthcare sector, development of program learning objectives and participant feedback regarding program content and delivery.

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

ERIC Educational Resources Information Center

Chittaro, Luca; Ranon, Roberto

2007-01-01

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

WebQuest on Conic Sections as a Learning Tool for Prospective Teachers

ERIC Educational Resources Information Center

Kurtulus, Aytac; Ada, Tuba

2012-01-01

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

Strategies for Adapting WebQuests for Students with Learning Disabilities

ERIC Educational Resources Information Center

Skylar, Ashley A.; Higgins, Kyle; Boone, Randall

2007-01-01

WebQuests are gaining popularity as teachers explore using the Internet for guided learning activities. A WebQuest involves students working on a task that is broken down into clearly defined steps. Students often work in groups to actively conduct the research. This article suggests a variety of methods for adapting WebQuests for students with…

ChemVoyage: A Web-Based, Simulated Learning Environment with Scaffolding and Linking Visualization to Conceptualization

ERIC Educational Resources Information Center

McRae, Christopher; Karuso, Peter; Liu, Fei

2012-01-01

The Web is now a standard tool for information access and dissemination in higher education. The prospect of Web-based, simulated learning platforms and technologies, however, remains underexplored. We have developed a Web-based tutorial program (ChemVoyage) for a third-year organic chemistry class on the topic of pericyclic reactions to…

University Students' Emotions, Interest and Activities in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Nummenmaa, Minna; Nummenmaa, Lauri

2008-01-01

Background: Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). Aims: This…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials

ERIC Educational Resources Information Center

Radovan, Marko; Perdih, Mojca

2016-01-01

E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning's main component, enables alternative means of accessing the web-based learning materials that comprise the…

E-Learning System Overview Based on Semantic Web

ERIC Educational Resources Information Center

Alsultanny, Yas A.

2006-01-01

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

The Leadership Roles of Distance Learning Administrators (DLAs) in Increasing Educational Value and Quality Perceptions

ERIC Educational Resources Information Center

McFarlane, Donovan A.

2011-01-01

This paper examines the leadership roles of distance learning administrators (DLAs) in light of the demand and need for value and quality in educational distance learning programs and schools. The author explores the development of distance learning using available and emerging technologies in relation to increased demand for education, training,…

Teaching and Learning at a Distance: What it Takes To Effectively Design, Deliver, and Evaluate Programs.

ERIC Educational Resources Information Center

Cyrs, Thomas E., Ed.; Menges, Robert J., Ed.; Svinicki, Marilla D., Ed.

1997-01-01

In this volume, experienced distance educators provide insights into new trends in computer-based teaching and learning in postsecondary education. The book is divided into four parts: (1) Issues and Trends; (2) Instructional Design Principles for Distance Learning; (3) Alternative Delivery Systems for Distance Learning; and (4) Administrative…

Facebook Mediated Interaction and Learning in Distance Learning at Makerere University

ERIC Educational Resources Information Center

Mayende, Godfrey; Muyinda, Paul Birevu; Isabwe, Ghislain Maurice Norbert; Walimbwa, Michael; Siminyu, Samuel Ndeda

2014-01-01

This paper reports on an investigation of the use of Facebook as a tool to mediate learning amongst distance learners at Makerere University, a dual-mode institution offering both conventional and distance learning programs. While conventional courses take 17 weeks in a semester, the distance learners come in for two residential sessions, each…

Distance Learning for Food Security and Rural Development: A Perspective from the United Nations Food and Agriculture Organization.

ERIC Educational Resources Information Center

McLean, Scott; Gasperini, Lavinia; Rudgard, Stephen

2002-01-01

The distance learning experiences of the United Nations Food and Agriculture Organization led to the following suggestions for applying distance learning strategies to the challenges of food security and rural development: use distance learning for the right reasons, be sensitive to context, use existing infrastructure, engage stakeholders, and…

Topics on Distance Learning Conference Proceedings (Hammond, Indiana, June 5-6, 2001).

ERIC Educational Resources Information Center

Purdue Univ., Hammond, IN. Calumet Campus.

The purpose of this conference was to focus attention on the increasing role of distance learning in academia and industry and to inform and educate the participants in several key aspects of distance learning. In addition, the conference spotlights the accomplishments of technology in education and showcases the many leaders in distance learning.…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Web page sorting algorithm based on query keyword distance relation

NASA Astrophysics Data System (ADS)

Yang, Han; Cui, Hong Gang; Tang, Hao

2017-08-01

In order to optimize the problem of page sorting, according to the search keywords in the web page in the relationship between the characteristics of the proposed query keywords clustering ideas. And it is converted into the degree of aggregation of the search keywords in the web page. Based on the PageRank algorithm, the clustering degree factor of the query keyword is added to make it possible to participate in the quantitative calculation. This paper proposes an improved algorithm for PageRank based on the distance relation between search keywords. The experimental results show the feasibility and effectiveness of the method.

The Evolution of Distance Learning: Technology-Mediated Interactive Learning.

ERIC Educational Resources Information Center

Dede, Christopher J.

1990-01-01

Summarizes a paper prepared for the Office of Technology Assessment (OTA) on the evolution of distance learning which begins by describing technological, the demographic, economic, political, and pedagogical forces involved. A new field is proposed called technology-mediated interactive learning (TMIL), which synthesizes distance learning,…

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

PubMed

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

2010-01-01

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

Web 2.0 and Second Language Learning: What Does the Research Tell Us?

ERIC Educational Resources Information Center

Wang, Shenggao; Vasquez, Camilla

2012-01-01

This article reviews current research on the use of Web 2.0 technologies in second language (L2) learning. Its purpose is to investigate the theoretical perspectives framing it, to identify some of the benefits of using Web 2.0 technologies in L2 learning, and to discuss some of the limitations. The review reveals that blogs and wikis have been…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

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…

Detritus decorations of an orb-weaving spider, Cyclosa mulmeinensis (Thorell): for food or camouflage?

PubMed

Tan, Eunice J; Li, Daiqin

2009-06-01

Many species of the orb-web spider genus Cyclosa often adorn their webs with decorations of prey remains, egg sacs and/or plant detritus, termed ;detritus decorations'. These detritus decorations have been hypothesised to camouflage the spider from predators or prey and thus reduce predation risk or increase foraging success. In the present study, we tested these two alternative hypotheses simultaneously using two types of detritus decorations (prey remain and egg sac) built by Cyclosa mulmeinensis (Thorell). By monitoring the possible responses of predators to spiders on their webs with and without decorations in the field, we tested whether web decorations would reduce the mortality of spiders. Wasp predators were observed to fly in the vicinity of webs with decorations slightly more often than in the vicinity of webs without decorations but there were very few attacks on spiders by wasps. By comparing the insect interception rates of webs with and without decorations in the field, we tested whether web decorations would increase the foraging success. Webs decorated with prey remains or egg sacs intercepted more insects than those without in the field. By calculating colour contrasts of both prey-remain and egg-sac decorations against spiders viewed by bird (blue tits) and hymenopteran (e.g. wasps) predators as well as hymenopteran (bees) prey, we showed that C. mulmeinensis spiders on webs with egg-sac decorations were invisible to both hymenopteran prey and predators and bird predators over short and long distances. While spiders on webs with prey-remain decorations were invisible to both hymenopterans and birds over short distances, spiders on webs with prey-remain decorations were visible to both predators and prey over long distances. Our results thus suggest that decorating webs with prey remains and egg sacs in C. mulmeinensis may primarily function as camouflage to conceal the spider from insects rather than as prey attractants, possibly contributing to the interception of more insect prey. However, the detritus decorations exhibit varying success as camouflage against predators, depending on whether predators are jumping spiders, wasps or birds, as well as on the decoration type.

T-RMSD: a web server for automated fine-grained protein structural classification.

PubMed

Magis, Cedrik; Di Tommaso, Paolo; Notredame, Cedric

2013-07-01

This article introduces the T-RMSD web server (tree-based on root-mean-square deviation), a service allowing the online computation of structure-based protein classification. It has been developed to address the relation between structural and functional similarity in proteins, and it allows a fine-grained structural clustering of a given protein family or group of structurally related proteins using distance RMSD (dRMSD) variations. These distances are computed between all pairs of equivalent residues, as defined by the ungapped columns within a given multiple sequence alignment. Using these generated distance matrices (one per equivalent position), T-RMSD produces a structural tree with support values for each cluster node, reminiscent of bootstrap values. These values, associated with the tree topology, allow a quantitative estimate of structural distances between proteins or group of proteins defined by the tree topology. The clusters thus defined have been shown to be structurally and functionally informative. The T-RMSD web server is a free website open to all users and available at http://tcoffee.crg.cat/apps/tcoffee/do:trmsd.

T-RMSD: a web server for automated fine-grained protein structural classification

PubMed Central

Magis, Cedrik; Di Tommaso, Paolo; Notredame, Cedric

2013-01-01

This article introduces the T-RMSD web server (tree-based on root-mean-square deviation), a service allowing the online computation of structure-based protein classification. It has been developed to address the relation between structural and functional similarity in proteins, and it allows a fine-grained structural clustering of a given protein family or group of structurally related proteins using distance RMSD (dRMSD) variations. These distances are computed between all pairs of equivalent residues, as defined by the ungapped columns within a given multiple sequence alignment. Using these generated distance matrices (one per equivalent position), T-RMSD produces a structural tree with support values for each cluster node, reminiscent of bootstrap values. These values, associated with the tree topology, allow a quantitative estimate of structural distances between proteins or group of proteins defined by the tree topology. The clusters thus defined have been shown to be structurally and functionally informative. The T-RMSD web server is a free website open to all users and available at http://tcoffee.crg.cat/apps/tcoffee/do:trmsd. PMID:23716642

The Direction of Web-based Training: A Practitioner's View.

ERIC Educational Resources Information Center

Kilby, Tim

2001-01-01

Web-based training has had achievements and disappointments as online learning has matured. Best practices include user-centered design, knowledge object structures, usability engineering, and formal evaluation. Knowledge management, peer-to-peer learning, and personal learning appliances will continue to alter the online learning landscape. (SK)

Re-Examining Cognition during Student-Centered, Web-Based Learning

ERIC Educational Resources Information Center

Hannafin, Michael; Hannafin, Kathleen; Gabbitas, Bruce

2009-01-01

During student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. This can be particularly challenging while learning from the World-Wide Web, where…

CLEW: A Cooperative Learning Environment for the Web.

ERIC Educational Resources Information Center

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

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

Oh What a Tangled Biofilm Web Bacteria Weave

MedlinePlus

... What a Tangled Biofilm Web Bacteria Weave Inside Life Science View All Articles | Inside Life Science Home Page Oh What a Tangled Biofilm Web ... Cellular Conversations Learning from Bacterial Chatter This Inside Life Science article also appears on LiveScience . Learn about related ...

Web-Based Learning - Yes We Can!

NASA Astrophysics Data System (ADS)

Schroeder, Ulrik

Web-based Learning has become a matter of fact at universities. We are now at the edge of new developments with Web 2.0 applications and social software is radically changing the way of how we communicate and share in social networks. Can we expect an analogous revolution for university education 2.0? I will give some arguments that I rather expect an incremental evolution than a radical change. First, I take a look at current eLearning implementations and organizational frameworks and give an example from RWTH Aachen University. Against the background of cognitive theories the utilization of Web 2.0 applications are promising to strengthen 21st century learning. But methods and tools must be adapted to the context of institutional learning as well as the formal regulations must be adjusted vice versa.

A Conceptual Model for Effective Distance Learning in Higher Education

ERIC Educational Resources Information Center

Farajollahi, Mehran; Zare, Hosein; Hormozi, Mahmood; Sarmadi, Mohammad Reza; Zarifsanaee, Nahid

2010-01-01

The present research aims at presenting a conceptual model for effective distance learning in higher education. Findings of this research shows that an understanding of the technological capabilities and learning theories especially constructive theory and independent learning theory and communicative and interaction theory in Distance learning is…

Distance Learning: What's Holding Back This Boundless Delivery System?

ERIC Educational Resources Information Center

Bruder, Isabelle

1989-01-01

Discusses distance learning, identifies who distance learners may be, and examines issues involved in establishing distance learning systems. Topics discussed include teacher concerns, including job security and certification; curriculum concerns, including state and local requirements and cross-cultural issues; cooperative development,…