Identifying Internet Sites to Coordinate with National Science Education Standards

ERIC Educational Resources Information Center

Fehrenbach, Carolyn R.; Morris, Maxine G.

2004-01-01

Identifying Internet sites to coordinate with National Science Education Standards can be challenging for teachers and students. By identifying quality free Internet sites in science, teachers and students can use the extensive resources of the Internet to enhance learning and instruction while meeting National Science Education Content Standards…

Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning.

PubMed

Lin, Yi-Hui; Liang, Jyh-Chong; Tsai, Chin-Chung

2012-03-01

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

Issues in Informal Education: Event-Based Science Communication Involving Planetaria and the Internet

NASA Technical Reports Server (NTRS)

Adams, M.; Gallagher, D. L.; Whitt, A.; Six, N. Frank (Technical Monitor)

2002-01-01

For the past four years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of science communication through the web resources on the Internet. The program includes extended stories about NAS.4 science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. We give here, examples of events, problems, and lessons learned from these activities.

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

ERIC Educational Resources Information Center

Hakverdi-Can, Meral; Sonmez, Duygu

2012-01-01

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

The Use of Internet-Based Social Media as a Tool in Enhancing Student's Learning Experiences in Biological Sciences

ERIC Educational Resources Information Center

Beltran-Cruz, Maribel; Cruz, Shannen Belle B.

2013-01-01

This study explored the use of social media as a tool in enhancing student's learning experiences, by using online instruction as a supplement to a face-to-face general education course, such as biological sciences. Survey data were collected from 186 students who were enrolled in a Biological Sciences course. The course was taught in a blended…

Pupil Science Learning in Resource-Based e-Learning Environments

ERIC Educational Resources Information Center

So, Wing-mui Winnie; Ching, Ngai-ying Fiona

2011-01-01

With the rapid expansion of broadband Internet connection and availability of high performance yet low priced computers, many countries around the world are advocating the adoption of e-learning, the use of computer technology to improve learning and teaching. The trend of e-learning has urged many teachers to incorporate online resources in their…

Expectations of Internet Education: Casper College's Experience.

ERIC Educational Resources Information Center

Nelson, Gerald E.

The Internet Based Distance Learning (IBDL) classes provided in Wyoming's Casper College have the potential to benefit all involved. The "Cyber Semester," which began in the spring of 1997, consisted of four typical freshman classes (Physical Geography, Precalculus Algebra, English Composition I, and Political Science) that were offered…

E-learning based distance education programme on Remote Sensing and Geoinformation Science - An initiative of IIRS

NASA Astrophysics Data System (ADS)

Karnatak, H.; Raju, P. L. N.; Krishna Murthy, Y. V. N.; Srivastav, S. K.; Gupta, P. K.

2014-11-01

IIRS has initiated its interactive distance education based capacity building under IIRS outreach programme in year 2007 where more than 15000+ students were trained in the field of geospatial technology using Satellite based interactive terminals and internet based learning using A-View software. During last decade the utilization of Internet technology by different user groups in the society is emerged as a technological revaluation which has directly affect the life of human being. The Internet is used extensively in India for various purposes right from entrainment to critical decision making in government machinery. The role of internet technology is very important for capacity building in any discipline which can satisfy the needs of maximum users in minimum time. Further to enhance the outreach of geospatial science and technology, IIRS has initiated e-learning based certificate courses of different durations. The contents for e-learning based capacity building programme are developed for various target user groups including mid-career professionals, researchers, academia, fresh graduates, and user department professionals from different States and Central Government ministries. The official website of IIRS e-learning is hosted at http://elearning.iirs.gov.in. The contents of IIRS e-learning programme are flexible for anytime, anywhere learning keeping in mind the demands of geographically dispersed audience and their requirements. The program is comprehensive with variety of online delivery modes with interactive, easy to learn and having a proper blend of concepts and practical to elicit students' full potential. The course content of this programme includes Image Statistics, Basics of Remote Sensing, Photogrammetry and Cartography, Digital Image Processing, Geographical Information System, Global Positioning System, Customization of Geospatial tools and Applications of Geospatial Technologies. The syllabus of the courses is as per latest developments and trends in geo-spatial science and technologies with specific focus on Indian case studies for geo-spatial applications. The learning is made available through interactive 2D and 3D animations, audio, video for practical demonstrations, software operations with free data applications. The learning methods are implemented to make it more interactive and learner centric application with practical examples of real world problems.

Transforming Classrooms through Game-Based Learning: A Feasibility Study in a Developing Country

ERIC Educational Resources Information Center

Vate-U-Lan, Poonsri

2015-01-01

This article reports an exploratory study which investigated attitudes towards the practice of game-based learning in teaching STEM (science, technology, engineering and mathematics) within a Thai educational context. This self-administered Internet-based survey yielded 169 responses from a snowball sampling technique. Three fifths of respondents…

Internet Architecture: Lessons Learned and Looking Forward

DTIC Science & Technology

2006-12-01

Internet Architecture: Lessons Learned and Looking Forward Geoffrey G. Xie Department of Computer Science Naval Postgraduate School April 2006... Internet architecture. Report Documentation Page Form ApprovedOMB No. 0704-0188 Public reporting burden for the collection of information is...readers are referred there for more information about a specific protocol or concept. 2. Origin of Internet Architecture The Internet is easily

Developing an Internet-Based Chemistry Class

NASA Astrophysics Data System (ADS)

Patterson, Mary Jane

2000-05-01

With the increasing popularity of Internet-based classes, more faculty are being asked to develop them (1). In Texas, the Virtual College of Texas (http://www.vct.org) even provides a forum that allows community colleges to advertise their distance-learning classes, and it paves the way for a college to offer a distance-learning class from any other college in the state. The two colleges simply work out a Memorandum of Understanding, mutually deciding how to administer the class, divide fees, set enrollment limits, among other details. While some classes are easily adapted to an Internet format, lab sciences raise a number of issues that must be tackled before a quality course can be developed in this new medium. I will raise some of those issues and offer a few possibilities.

Web-based encyclopedia on physical effects

NASA Astrophysics Data System (ADS)

Papliatseyeu, Andrey; Repich, Maryna; Ilyushonak, Boris; Hurbo, Aliaksandr; Makarava, Katerina; Lutkovski, Vladimir M.

2004-07-01

Web-based learning applications open new horizons for educators. In this work we present the computer encyclopedia designed to overcome drawbacks of traditional paper information sources such as awkward search, low update rate, limited copies count and high cost. Moreover, we intended to improve access and search functions in comparison with some Internet sources in order to make it more convenient. The system is developed using modern Java technologies (Jave Servlets, Java Server Pages) and contains systemized information about most important and explored physical effects. It also may be used in other fields of science. The system is accessible via Intranet/Internet networks by means of any up-to-date Internet browser. It may be used for general learning purposes and as a study guide or tutorial for performing laboratory works.

Creating a Framework of a Resource-Based E-Learning Environment for Science Learning in Primary Classrooms

ERIC Educational Resources Information Center

So, Winnie W. M.

2012-01-01

Advancements in information and communications technology and the rapid expansion of the Internet have changed the nature and the mode of the presentation and delivery of teaching and learning resources. This paper discusses the results of a study aimed at investigating how five teachers planned to integrate online resources in their teaching of…

Epistemic Metacognition in Context: Evaluating and Learning Online Information

ERIC Educational Resources Information Center

Mason, Lucia; Boldrin, Angela; Ariasi, Nicola

2010-01-01

This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific beliefs about science. In addition, we investigated whether Internet-based learning was…

Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks

ERIC Educational Resources Information Center

Wiley, Jennifer; Goldman, Susan R.; Graesser, Arthur C.; Sanchez, Christopher A.; Ash, Ivan K.; Hemmerich, Joshua A.

2009-01-01

In two experiments, undergraduates' evaluation and use of multiple Internet sources during a science inquiry task were examined. In Experiment 1, undergraduates had the task of explaining what caused the eruption of Mt. St. Helens using the results of an Internet search. Multiple regression analyses indicated that source evaluation significantly…

Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources

NASA Astrophysics Data System (ADS)

Gelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah

2016-04-01

Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers and 10 parents were conducted. Participants identified a wide range of SIS, including TV, magazines, newspapers, internet, peers, teachers, families, science centers/museums, science exhibitions, textbooks, science books, and science camps. Students reported using various SIS in school-based and non-school contexts to satisfy their cognitive, affective, personal, and social integrative needs. SIS were used for science courses, homework/project assignments, examination/test preparations, and individual science-related research. Students assessed SIS in terms of the perceived accessibility of the sources, the quality of the content, and the content presentation. In particular, some sources such as teachers, families, TV, science magazines, textbooks, and science centers/museums ("directive sources") predictably led students to other sources such as teachers, families, internet, and science books ("directed sources"). A small number of sources crossed context boundaries, being useful in both school and out. Results shed light on the connection between science education and science communication in terms of promoting science learning.

Implementation and Student Assessment of Intranet-Based Learning Resources.

ERIC Educational Resources Information Center

Sosabowski, Michael H.; Herson, Katie; Lloyd, Andrew W.

1998-01-01

The University of Brighton (England) pharmacy and biomedical sciences school developed an institutional intranet providing course information, Internet links, lecture notes, links to computer-assisted instructional packages, and worksheets. Electronic monitoring of usage and subsequent questionnaire-based evaluation showed the intranet to be a…

On-Line Learning Materials for the Science Classroom: Design Methodology and Implementation.

ERIC Educational Resources Information Center

Hoffman, Joseph L.; And Others

The recent introduction of the Internet into classrooms provides an opportunity for learners to access a wide range of digital resources on the World Wide Web. The development of on-line learning materials can support inquiry-based activities for students as they pursue questions of interest, plan searches, and analyze their findings. This paper…

Science Students' Use of the Internet for Learning in Higher Institutions in Osun State, Nigeria

ERIC Educational Resources Information Center

Oyelekan, Oloyede Solomon; Akinpelu, Gabriel Akinyemi; Daramola, Florence Olutunu

2015-01-01

The Internet is one technology that has impacted tremendously on the sociological fabric of man. In the field of education, it serves as a library of knowledge from where virtually all information could be obtained. Knowledge of how well higher institution students use the Internet for learning may enable their lecturers take appropriate decisions…

Guiding science expeditions: The design of a learning environment for project-based science

NASA Astrophysics Data System (ADS)

Polman, Joseph Louis

Project-based pedagogy has been revived recently as a teaching strategy for promoting students' active engagement in learning science by doing science. Numerous reform efforts have encouraged project-based teaching in high schools, along with a range of supports for its implementation, often including computers and the Internet. History has shown, however, that academic research and new technologies are not enough to effect real change in classrooms. Ultimately, teachers accomplish activity with their students daily in classrooms. Putting the idea of project-based teaching into practice depends on many particulars of teachers' situated work with students. To better understand the complexity of project-based science teaching in schools, I conducted an interpretive case study of one exceptional teacher's work. The teacher devotes all class time after the beginning of the year to open-ended, student-designed Earth Science research projects. Over four years of involvement with the Learning through Collaborative Visualization (CoVis) reform effort, this teacher has developed, implemented, and refined strategies for supporting and guiding students in conducting open-ended inquiry. Through a close examination of the teacher's work supporting student projects, I explore the design issues involved in such an endeavor, including affordances, constraints, and tradeoffs. In particular, I show how time constrains both student and teacher action, how the traditional school culture and grading create stumbling blocks for change, and how conflicting beliefs about teaching and learning undermine the accomplishment of guided inquiry. I also show how Internet tools including Usenet news, email, and the World Wide Web afford students an opportunity to gather and make use of distributed expertise and scientific data resources; how an activity structure, combined with a corresponding structure to the artifact of the final written product, supports student accomplishment of unfamiliar practices; and how the teacher guides students in real time through mutually transformative communication. I synthesize the important design elements into a framework for conducting project-based science, especially in settings where such pedagogy is relatively new. This study will inform teachers and reformers of the practical and complex work of implementing project-based teaching in schools.

Perceptions of the Internet and Education: A Study with Physics Education Website Users

ERIC Educational Resources Information Center

Gokalp, Muhammed Sait

2013-01-01

The use of the web in teaching and learning and research studies on this issue are increasingly common in science education. In most of these studies, teachers' and students' perceptions of and their attitudes toward the specific web-assisted/based learning activities and the effects of these activities on their achievement and attitudes have been…

Time and Learning Efficiency in Internet-Based Learning: A Systematic Review and Meta-Analysis

ERIC Educational Resources Information Center

Cook, David A.; Levinson, Anthony J.; Garside, Sarah

2010-01-01

Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. Objectives Determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based…

Self-Efficacy in Internet-Based Learning Environments: A Literature Review

ERIC Educational Resources Information Center

Tsai, Chin-Chung; Chuang, Shih-Chyueh; Liang, Jyh-Chong; Tsai, Meng-Jung

2011-01-01

This paper reviews 46 papers from 1999 to 2009 regarding self-efficacy in Internet-based learning environments, and discusses three major categories of research: (1) learners' Internet self-efficacy, assessing learners' confidence in their skills or knowledge of operating general Internet functions or applications in Internet-based learning; (2)…

Internet-based learning and applications for critical care medicine.

PubMed

Wolbrink, Traci A; Burns, Jeffrey P

2012-01-01

Recent changes in duty hour allowances and economic constraints are forcing a paradigm shift in graduate medical education in the United States. Internet-based learning is a rapidly growing component of postgraduate medical education, including the field of critical care medicine. Here, we define the key concepts of Internet-based learning, summarize the current literature, and describe how Internet-based learning may be uniquely suited for the critical care provider. A MEDLINE/PubMed search from January 2000 to July 2011 using the search terms: "e-learning," "Web-based learning," "computer-aided instruction," "adult learning," "knowledge retention," "intensive care," and "critical care." The growth of the Internet is marked by the development of new technologies, including more user-derived tools. Nonmedical fields have embraced Internet-based learning as a valuable teaching tool. A recent meta-analysis described Internet-based learning in the medical field as being more effective than no intervention and likely as efficacious as traditional teaching methods. Web sites containing interactive features are aptly suited for the adult learner, complementing the paradigm shift to more learner-centered education. Interactive cases, simulators, and games may allow for improvement in clinical care. The total time spent utilizing Internet-based resources, as well as the frequency of returning to those sites, may influence educational gains. Internet-based learning may provide an opportunity for assistance in the transformation of medical education. Many features of Web-based learning, including interactivity, make it advantageous for the adult medical learner, especially in the field of critical care medicine, and further work is necessary to develop a robust learning platform incorporating a variety of learning modalities for critical care providers.

Online Interprofessional Health Sciences Education: From Theory to Practice

ERIC Educational Resources Information Center

Luke, Robert; Solomon, Patty; Baptiste, Sue; Hall, Pippa; Orchard, Carole; Rukholm, Ellen; Carter, Lorraine

2009-01-01

Online learning (e-learning) has a nascent but established history. Its application to interprofessional education (IPE), however, is relatively new. Over the past 2 decades the Internet has been used increasingly to mediate education. We have come past the point of ""should" we use the Internet for education" to…

Predicting the Continued Use of Internet-Based Learning Technologies: The Role of Habit

ERIC Educational Resources Information Center

Limayem, Moez; Cheung, Christy M. K.

2011-01-01

The proliferation and advance of Internet-based technologies create expanded opportunities for educators to provide students with better learning experiences. Although current studies focus mostly on the learning processes and learning outcomes, this article examines the students' usage behaviour with Internet-based learning technologies across…

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis.

PubMed

Cook, David A; Levinson, Anthony J; Garside, Sarah

2010-12-01

Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based instruction are associated with improved learning efficiency. we searched databases including MEDLINE, CINAHL, EMBASE, and ERIC from 1990 through November 2008. STUDY SELECTION AND DATA ABSTRACTION we included all studies quantifying learning time for Internet-based instruction for health professionals, compared with other instruction. Reviewers worked independently, in duplicate, to abstract information on interventions, outcomes, and study design. we identified 20 eligible studies. Random effects meta-analysis of 8 studies comparing Internet-based with non-Internet instruction (positive numbers indicating Internet longer) revealed pooled effect size (ES) for time -0.10 (p = 0.63). Among comparisons of two Internet-based interventions, providing feedback adds time (ES 0.67, p =0.003, two studies), and greater interactivity generally takes longer (ES 0.25, p = 0.089, five studies). One study demonstrated that adapting to learner prior knowledge saves time without significantly affecting knowledge scores. Other studies revealed that audio narration, video clips, interactive models, and animations increase learning time but also facilitate higher knowledge and/or satisfaction. Across all studies, time correlated positively with knowledge outcomes (r = 0.53, p = 0.021). on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction.

On learning science and pseudoscience from prime-time television programming

NASA Astrophysics Data System (ADS)

Whittle, Christopher Henry

The purpose of the present dissertation is to determine whether the viewing of two particular prime-time television programs, ER and The X-Files, increases viewer knowledge of science and to identify factors that may influence learning from entertainment television programming. Viewer knowledge of scientific dialogue from two science-based prime-time television programs, ER, a serial drama in a hospital emergency room and The X-Files, a drama about two Federal Bureau of Investigation agents who pursue alleged extraterrestrial life and paranormal activity, is studied. Level of viewing, education level, science education level, experiential factors, level of parasocial interaction, and demographic characteristics are assessed as independent variables affecting learning from entertainment television viewing. The present research involved a nine-month long content analysis of target television program dialogue and data collection from an Internet-based survey questionnaire posted to target program-specific on-line "chat" groups. The present study demonstrated that entertainment television program viewers incidentally learn science from entertainment television program dialogue. The more they watch, the more they learn. Viewing a pseudoscientific fictional television program does necessarily influence viewer beliefs in pseudoscience. Higher levels of formal science study are reflected in more science learning and less learning of pseudoscience from entertainment television program viewing. Pseudoscience learning from entertainment television programming is significantly related to experience with paranormal phenomena, higher levels of viewer parasocial interaction, and specifically, higher levels of cognitive parasocial interaction. In summary, the greater a viewer's understanding of science the more they learn when they watch their favorite science-based prime-time television programs. Viewers of pseudoscience-based prime-time television programming with higher levels of paranormal experiences and parasocial interaction demonstrate cognitive interest in and learning of their favorite television program characters ideas and beliefs. What television viewers learn from television is related to what they bring to the viewing experience. Television viewers are always learning, even when their intentions are to simply relax and watch the tube.

Collaborative Action Research on Technology Integration for Science Learning

NASA Astrophysics Data System (ADS)

Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-02-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

Project-Based Learning as a Vehicle for Teaching Science at the University Level

NASA Astrophysics Data System (ADS)

Courtney, A. R.; Wade, P.

2012-12-01

In a typical science course learning is teacher directed. Students are presented with knowledge and concepts via textbooks and lecture and then given the opportunity to apply them. Project-based learning (PBL) creates a context and reason to learn information and concepts. In PBL, learning is student directed and teacher facilitated. Students take ownership of their learning by finding, evaluating and synthesizing information from a variety of resources and via interaction between each other. In PBL, the project is central rather than peripheral to the curriculum. It is not just an activity that provides examples, additional practice or applications of the course content, but rather, the vehicle through which major concepts are discovered. The PBL process requires students to do revision and reflection encouraging them to think about what and how they are learning. PBL projects also allow students to develop important life-work skills such as collaboration, communication and critical thinking within the discipline. We have employed PBL in both Liberal Arts courses for non-science majors and upper division courses for science students. Three examples will be discussed. The first will be the production of video documentaries in a non-science major course; the second, a student generated electronic textbook in a 300-level energy course for science students; and lastly, a student designed analysis project in a chemistry major capstone laboratory course. The product in each of these examples was used to deliver knowledge to others in the class as well as members of the public providing motivation for students to do high-quality work. In our examples, student documentaries are publicly screened as part of a university-wide Academic Excellence Showcase; the student generated electronic textbook is available for public use on the internet; and the results of the student designed analysis were communicated to the real-world clients via letters and reports. We will discuss various technology tools employed in these projects such as the internet, wikis for collaborative writing, bookmarking management tools for sharing literature resources, photo sharing sites, and electronic literature searching tools. Also described will be assessment methods to gauge how the projects affected student learning.

Transformation for Adults in an Internet-Based Learning Environment--Is It Necessary to Be Self-Directed?

ERIC Educational Resources Information Center

Chu, Regina Juchun; Chu, Anita Zichun; Weng, Cathy; Tsai, Chin-Chung; Lin, Chia-chun

2012-01-01

This research explores the relationships between self-directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet-based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet-based learning was administered to adults enrolled in classes in community…

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.…

Research Experiences for 14 Year Olds: preliminary report on the `Sky Explorer' pilot program at Springfield (MA) High School of Science and Technology

NASA Astrophysics Data System (ADS)

Tucker, G. E.

1997-05-01

This NSF supported program, emphasizing hands-on learning and observation with modern instruments, is described in its pilot phase, prior to being launched nationally. A group of 14 year old students are using a small (21 cm) computer controlled telescope and CCD camera to do: (1) a 'sky survey' of brighter celestial objects, finding, identifying, and learning about them, and accumulating a portfolio of images, (2) photometry of variable stars, reducing the data to get a light curve, and (3) learn modern computer-based communication/dissemination skills by posting images and data to a Web site they are designing (http://www.javanet.com/ sky) and contributing data to archives (e.g. AAVSO) via the Internet. To attract more interest to astronomy and science in general and have a wider impact on the school and surrounding community, peer teaching is used as a pedagogical technique and families are encouraged to participate. Students teach e.g. astronomy, software and computers, Internet, instrumentation, and observing to other students, parents and the community by means of daytime presentations of their results (images and data) and evening public viewing at the telescope, operating the equipment themselves. Students can contribute scientifically significant data and experience the `discovery' aspect of science through observing projects where a measurement is made. Their `informal education' activities also help improve the perception of science in general and astronomy in particular in society at large. This program could benefit from collaboration with astronomers wanting to organize geographically distributed observing campaigns coordinated over the Internet and willing to advise on promising observational programs for small telescopes in the context of current science.

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.

The Internet Learning Forum: Developing a Community Prototype for Teachers of the 21st Century.

ERIC Educational Resources Information Center

Reynolds, Eric; Treahy, Diana; Chao, Chin-chi; Barab, Sasha

2001-01-01

Reports on the creation of a community of practice for teachers' professional development via the World Wide Web. Highlights include theoretical foundations; current online models of professional development; and the Internet Learning Forum, a Web site developed to support mathematics and science teachers. (Author/LRW)

Effects of Web based inquiry on physical science teachers and students in an urban school district

NASA Astrophysics Data System (ADS)

Stephens, Joanne

An inquiry approach in teaching science has been advocated by many science educators for the past few decades. Due to insufficient district funding for science teaching, inadequate science laboratory facilities, and outdated science materials, inquiry teaching has been difficult for many science teachers, particularly science teachers in urban settings. However, research shows that the availability of computers with high speed Internet access has increased in all school districts. This study focused on the effects of inservice training on teachers and using web based science inquiry activities with ninth grade physical science students. Participants were 16 science teachers and 474 physical science students in an urban school district of a large southern U.S. city. Students were divided into control and experimental groups. The students in the experimental group participated in web based inquiry activities. Students in the control group were taught using similar methods, but not web based science activities. Qualitative and quantitative data were collected over a nine-week period using instruments and focus group interviews of students' and teachers' perceptions of the classroom learning environment, students' achievement, lesson design and classroom implementation, science content of lesson, and classroom culture. The findings reported that there were no significant differences in teachers' perception of the learning environment before and after implementing web based inquiry activities. The findings also reported that there were no overall significant differences in students' perceptions of the learning environment and achievement, pre-survey to post-survey, pre-test to post-test, between the control group and experimental group. Additional findings disclosed that students in the experimental group learned in a collaborative environment. The students confirmed that collaborating with others contributed to a deeper understanding of the science content. This study provides insights about utilizing technology to promote science inquiry teaching and learning. This study describes students' and teachers' perceptions of using web based inquiry to support scientific inquiry.

Using an Exploratory Internet Activity & Trivia Game to Teach Students about Biomes

ERIC Educational Resources Information Center

Richardson, Matthew L.

2009-01-01

Students in life science classes need an introduction to biomes, including an introduction to the concept, key biotic and abiotic features of biomes, and geographic locations of biomes. In this activity, students in seventh- and eighth-grade science classes used a directed exploratory Internet activity to learn about biomes. The author tested…

A Fuzzy Logic-Based Quality Function Deployment for Selection of E-Learning Provider

ERIC Educational Resources Information Center

Kazancoglu, Yigit; Aksoy, Murat

2011-01-01

According to the Internet World Stats (2010), the growth rate of internet usage in the world is 444.8 % from 2000 to 2010. Since the number of internet users is rapidly increasing with each passed year, e-learning is often identified with web-based learning. The institutions, which deliver e-learning service via the use of computer and internet,…

Comparisons of Internet-Based and Face-to-Face Learning Systems Based on "Equivalency of Experiences" According to Students' Academic Achievements and Satisfactions

ERIC Educational Resources Information Center

Karatas, Sercin; Simsek, Nurettin

2009-01-01

The purpose of this study is to determine whether "equivalent learning experiences" ensure equivalency, in the Internet-based and face-to-face interaction methods on learning results and student satisfaction. In the experimental process of this study, the effect of the Internet-based and face-to-face learning on the equivalency in…

The impact of real-time, Internet experiments versus interactive, asynchronous replays of experiments on high school students science concepts and attitudes

NASA Astrophysics Data System (ADS)

Kubasko, Dennis S., Jr.

The purpose of this study was to investigate whether students' learning experiences were similar or different with an interactive, live connection via the Internet in real-time to an Atomic Force Microscope (AFM) versus a stored replay of AFM experiments. Did the two treatments influence students' attitudes towards the learning experience? Are there differences in students' understandings of viruses and science investigations? In addition, this study investigated treatment effects on students' understandings of the nature of science. The present study drew upon the research that examined students' attitudes toward science, students' views of the nature of science, instructional technology in education, and prior research on the nanoManipulator. Specific efforts have been made to address reform efforts in science education throughout the literature review. Eighty-five high school biology students participated in the nanoManipulator experience (44 males, 41 females, 64 Euro-American, 16 African-American, and 5 of other ethnicities). Two high school classes were randomly selected and administered the interactive, real-time treatment. Two different high school classes were randomly selected and administered the limited-interaction, experimental replay treatment. The intervention occurred over a one-week period. Qualitative and quantitative measures were used to examine the differences between two treatment conditions. Experiential, affective, cognitive, and the nature of science domains were assessed. Findings show that the questions and statements made in synchronous time by the live treatment group were significantly different than students' questions and statements in asynchronous communication. Students in the replay treatment made more statements about what they learned or knew about the experience than did students in the live experience. Students in both groups showed significant gains in understanding viruses (particularly viral dimensionality and shape). Students' attitudes towards learning about science concepts weren't different from one group to the other, but all students changed their views independent of treatment condition. Across treatment groups students performed similarly on all assessment instruments used to measure the nature of science domain. Furthermore, there were no significant differences, pre-test to post-test between groups or due to interaction. These findings show that students' investigations using the Internet and stored replay experiences can assist science educators in providing student with more inquiry-based experiences.

Under One Big Sky: Elementary Pre-Service Teachers Use Inquiry to Learn about the Moon, Construct Knowledge, and Teach Elementary Students around the World via the Internet

ERIC Educational Resources Information Center

Lee, Luann Christensen

2011-01-01

This study examined the content knowledge and pedagogical content knowledge (PCK) constructed by a group of 24 pre-service elementary teacher participants as they learned about the moon's phases, inquiry learning, and use of the Internet message boards as a teaching tool as a part of their science teaching methods course. The MOON Project (More…

Virtual Interactive Classroom: A New Technology for Distance Learning Developed

NASA Technical Reports Server (NTRS)

York, David W.; Babula, Maria

1999-01-01

The Virtual Interactive Classroom (VIC) allows Internet users, specifically students, to remotely control and access data from scientific equipment. This is a significant advantage to school systems that cannot afford experimental equipment, have Internet access, and are seeking to improve science and math scores with current resources. A VIC Development Lab was established at Lewis to demonstrate that scientific equipment can be controlled by remote users over the Internet. Current projects include a wind tunnel, a room camera, a science table, and a microscope.

Association of Classroom Participation and Examination Performance in a First-Year Medical School Course

ERIC Educational Resources Information Center

Millis, Richard M.; Dyson, Sharon; Cannon, Dawn

2009-01-01

The advent of internet-based delivery of basic medical science lectures may unintentionally lead to decreased classroom attendance and participation, thereby creating a distance learning paradigm. In this study, we tested the hypothesis that classroom attendance/participation may be positively correlated with performance on a written examination…

Exploring Animals, Glossopedia Style

ERIC Educational Resources Information Center

Leveen, Lois

2007-01-01

It's the first day of the "Animals" unit for Tami Brester's third-grade class and the first day her students are using Glossopedia, a free online multimedia science encyclopedia. But you wouldn't know that from observing the kids, who are excitedly researching animals on the internet. This is inquiry-based learning of a special kind, incorporating…

Understanding the internet-based distance learning preferences of European respiratory specialists.

PubMed

Roberts, C M; Milon, S; Kurosinski, P

2006-08-01

We studied the learning preferences of 160 respiratory specialists from four European countries who participated in ten internet-based learning modules and answered linked survey questions. Specialists were enthusiastic for internet learning amongst all national groups and particularly wanted to access material for teaching others. The value of social interactive learning was acknowledged but British and German subjects appeared more reluctant to participate. Internet delivered distance learning is well perceived amongst respiratory specialists. There is potential for both individual and group learning that could be realized by developing Europe-wide continuing professional development communities.

The impact of internet and simulation-based training on transoesophageal echocardiography learning in anaesthetic trainees: a prospective randomised study.

PubMed

Sharma, V; Chamos, C; Valencia, O; Meineri, M; Fletcher, S N

2013-06-01

With the increasing role of transoesophageal echocardiography in clinical fields other than cardiac surgery, we decided to assess the efficacy of multi-modular echocardiography learning in echo-naïve anaesthetic trainees. Twenty-eight trainees undertook a pre-test to ascertain basic echocardiography knowledge, following which the study subjects were randomly assigned to two groups: learning via traditional methods such as review of guidelines and other literature (non-internet group); and learning via an internet-based echocardiography resource (internet group). After this, subjects in both groups underwent simulation-based echocardiography training. More tests were then conducted after a review of the respective educational resources and simulation sessions. Mean (SD) scores of subjects in the non-internet group were 28 (10)%, 44 (10)% and 63 (5)% in the pre-test, post-intervention test and post-simulation test, respectively, whereas those in the internet group scored 29 (8)%, 59 (10)%, (p = 0.001) and 72 (8)%, p = 0.005, respectively. The use of internet- and simulation-based learning methods led to a significant improvement in knowledge of transoesophageal echocardiography by anaesthetic trainees. The impact of simulation-based training was greater in the group who did not use the internet-based resource. We conclude that internet- and simulation-based learning methods both improve transoesophageal echocardiography knowledge in echo-naïve anaesthetic trainees. Anaesthesia © 2013 The Association of Anaesthetists of Great Britain and Ireland.

Information and communication technology and community-based health sciences training in Uganda: perceptions and experiences of educators and students.

PubMed

Chang, Larry W; Mwanika, Andrew; Kaye, Dan; Muhwezi, Wilson W; Nabirye, Rose C; Mbalinda, Scovia; Okullo, Isaac; Kennedy, Caitlin E; Groves, Sara; Sisson, Stephen D; Burnham, Gilbert; Bollinger, Robert C

2012-01-01

Information and communication technology (ICT) has been advocated as a powerful tool for improving health education in low-resource settings. However, few evaluations have been performed of ICT perceptions and user experiences in low-resource settings. During late 2009, an internet-based survey on ICT was administered to students, tutors, and faculty members associated with a Community-Based Education and Service (COBES) program in Uganda. 255 surveys were completed. Response rates varied (students, 188/684, 27.5%; tutors, 14/27, 51.9%; faculty, 53/335, 15.8%). Most respondents owned mobile phones (98%). Students were less likely (p < 0.001) to own laptops (25%) compared to tutors (71%) and faculty (85%). Internet access at rural sites was uncommon; mobile phone coverage was almost universally present. Laptop ownership and internet and mobile phone access was not associated with high valuation of students' COBES experiences. Free text responses found that respondents valued ICT access for research, learning, and communication purposes. In summary, ICT penetration in this population is primarily manifest by extensive mobile phone ownership. Internet access in rural educational sites is still lacking, but students and educators appear eager to utilize this resource if availability improves. ICT may offer a unique opportunity to improve the quality of teaching and learning for COBES participants.

The Role of Personal Epistemology in the Self-Regulation of Internet-Based Learning

ERIC Educational Resources Information Center

Stromso, Helge I.; Braten, Ivar

2010-01-01

The predictability of Internet-specific epistemic beliefs for self-regulated learning within Internet technologies was examined in a sample of 84 physics undergraduates. Dimensions of Internet-specific epistemic beliefs were found to explain unique variance in Internet-based search, help-seeking, and self-regulatory strategies, respectively.…

Motivations to Seek Science Videos on YouTube: Free-Choice Learning in a Connected Society

ERIC Educational Resources Information Center

Rosenthal, Sonny

2018-01-01

Do individuals use video sharing sites in their free time to learn about science, and if so, why? This study takes a preliminary look at individual differences that motivate online science video seeking. Among 273 Singapore Internet users who participated in an online survey, most reported using YouTube during the previous week, and one-third…

Enlarging the STEM pipeline working with youth-serving organizations

NASA Astrophysics Data System (ADS)

Porro, I.

2005-12-01

The After-School Astronomy Project (ASAP) is a comprehensive initiative to promote the pursuit of science learning among underrepresented youth. To this end ASAP specifically aims at building the capacity of urban community-based centers to deliver innovative science out-of-school programming to their youth. ASAP makes use of a modular curriculum consisting of a combination of hands-on activities and youth-led explorations of the night sky using MicroObservatory. Through project-based investigations students reinforce learning in astronomy and develop an understanding of science as inquiry, while also develop communication and computer skills. Through MicroObservatory students gain access to a network of educational telescopes, that they control over the Internet, software analysis tools and an online community of users. An integral part of ASAP is to provide professional development opportunities for after-school workers. This promotes a self-sustainable implementation of ASAP long-term and fosters the creation of a cadre of after-school professionals dedicated to facilitating science-based programs.

Effect of Internet-Based Learning in Public Health Training: An Exploratory Meta-Analysis

ERIC Educational Resources Information Center

Peng, Ying; Yan, Weirong

2017-01-01

Internet-based learning is increasingly applied in medical education, but its effect in the field of public health training is still unclear. This meta-analysis was undertaken to explore the impact of Internet-based learning on students'/professionals' knowledge of public health compared with no intervention and with traditional face-to-face (FTF)…

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…

NASA Access Mechanism: Lessons learned document

NASA Technical Reports Server (NTRS)

Burdick, Lisa; Dunbar, Rick; Duncan, Denise; Generous, Curtis; Hunter, Judy; Lycas, John; Taber-Dudas, Ardeth

1994-01-01

The six-month beta test of the NASA Access Mechanism (NAM) prototype was completed on June 30, 1993. This report documents the lessons learned from the use of this Graphical User Interface to NASA databases such as the NASA STI Database, outside databases, Internet resources, and peers in the NASA R&D community. Design decisions, such as the use of XWindows software, a client-server distributed architecture, and use of the NASA Science Internet, are explained. Users' reactions to the interface and suggestions for design changes are reported, as are the changes made by the software developers based on new technology for information discovery and retrieval. The lessons learned section also reports reactions from the public, both at demonstrations and in response to articles in the trade press and journals. Recommendations are included for future versions, such as a World Wide Web (WWW) and Mosaic based interface to heterogeneous databases, and NAM-Lite, a version which allows customization to include utilities provided locally at NASA Centers.

Top 20 Collaborative Internet-Based Science Projects of 1998: Characteristics and Comparisons to Exemplary Science Instruction.

ERIC Educational Resources Information Center

Berg, Craig A.; Jefson, Cristy

This paper utilizes the characteristics of model science instruction to identify exemplary Internet-based science collaborations. The filter for attaining "exemplary" status was based on state and national standards-generating initiatives and the corresponding implications for appropriate student activity in science classrooms. Twenty…

Study on the feasibility of provision of distance learning programmes in surgery to Malawi.

PubMed

Mains, Edward A A; Blackmur, James P; Dewhurst, David; Ward, Ross M; Garden, O James; Wigmore, Stephen J

2011-12-01

Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes. This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed. The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee's requirements. Internet speeds remain slow and access is currently expensive. There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access. Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training. Copyright © 2010 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

Internet-based perceptual learning in treating amblyopia.

PubMed

Zhang, Wenqiu; Yang, Xubo; Liao, Meng; Zhang, Ning; Liu, Longqian

2013-01-01

Amblyopia is a common childhood condition, which affects 2%-3% of the population. The efficacy of conventional treatment in amblyopia seems not to be high and recently perceptual learning has been used for treating amblyopia. The aim of this study was to address the efficacy of Internet-based perceptual learning in treating amblyopia. A total of 530 eyes of 341 patients with amblyopia presenting to the outpatient department of West China Hospital of Sichuan University between February 2011 and December 2011 were reviewed. A retrospective cohort study was conducted to compare the efficacy of Internet-based perceptual learning and conventional treatment in amblyopia. The efficacy was evaluated by the change in visual acuity between pretreatment and posttreatment. The change in visual acuity between pretreatment and posttreatment by Internet-based perceptual learning was larger than that by conventional treatment in ametropic and strabismic amblyopia (p<0.05), but smaller than that in anisometropic and other types of amblyopia (p<0.05). The improvement in visual acuity by Internet-based perceptual learning was larger for patients with amblyopia not younger than 7 years (p<0.05). The mean cure time of patients with amblyopia by Internet-based perceptual learning was 3.06 ± 1.42 months, while conventional treatment required 3.52 ± 1.67 months to reach the same improvement (p<0.05). Internet-based perceptual learning can be considered as an alternative to conventional treatment. It is especially suitable for ametropic and strabismic patients with amblyopia who are older than 7 years and can shorten the cure time of amblyopia.

Water Exploration: An Online High School Water Resource Education Program

NASA Astrophysics Data System (ADS)

Ellins, K. K.; McCall, L. R.; Amos, S.; McGowan, R. F.; Mote, A.; Negrito, K.; Paloski, B.; Ryan, C.; Cameron, B.

2010-12-01

The Institute for Geophysics at The University of Texas at Austin and 4empowerment.com, a Texas-based for-profit educational enterprise, teamed up with the Texas Water Development Board to develop and implement a Web-based water resources education program for Texas high school students. The program, Water Exploration uses a project-based learning approach called the Legacy Cycle model to permit students to conduct research and build an understanding about water science and critical water-related issues, using the Internet and computer technology. The three Legacy Cycle modules in the Water Exploration curriculum are: Water Basics, Water-Earth Dynamics and People Need Water. Within each Legacy Cycle there are three different challenges, or instructional modules, laid out as projects with clearly stated goals for students to carry out. Each challenge address themes that map to the water-related “Big Ideas” and supporting concepts found in the new Earth Science Literacy Principles: The Big Ideas and Supporting Concepts of Earth Science. As students work through a challenge they follow a series of steps, each of which is associated (i.e., linked online) with a manageable number of corresponding, high quality, research-based learning activities and Internet resources, including scholarly articles, cyber tools, and visualizations intended to enhance understanding of the concepts presented. The culmination of each challenge is a set of “Go Public” products that are the students’ answers to the challenge and which serve as the final assessment for the challenge. The “Go Public” products are posted to a collaborative workspace on the Internet as the “legacy” of the students’ work, thereby allowing subsequent groups of students who take the challenge to add new products. Twenty-two science educators have been trained on the implementation of the Water Exploration curriculum. A graduate student pursuing a master’s degree in science education through The University of Texas’ UTEACH program is conducting research to track the teachers’ implementation of Water Exploration and assess their comfort with cyber-education through classroom observations, students and teacher surveys, and evaluation of students’ “Go Public” products.

LEARNERS: Interdisciplinary Learning Technology Projects Provide Visualizations and Simulations for Use of Geospatial Data in the Classroom

NASA Astrophysics Data System (ADS)

Farrell, N.; Hoban, S.

2001-05-01

The NASA Leading Educators to Applications, Research and NASA-related Educational Resources in Science (LEARNERS) initiative supports seven projects for enhancing kindergarten-to-high school science, geography, technology and mathematics education through Internet-based products derived from content on NASA's mission. Topics incorporated in LEARNERS projects include remote sensing of the Earth for agriculture and weather/climate studies, virtual exploration of remote worlds using robotics and digital imagery. Learners are engaged in inquiry or problem-based learning, often assuming the role of an expert scientist as part of an interdisciplinary science team, to study and explain practical problems using real-time NASA data. The presentation/poster will demonstrate novel uses of remote sensing data for K-12 and Post-Secondary students. This will include the use of visualizations, tools for educators, datasets, and classroom scenarios.

In-Service Teachers' Internet Self-Efficacy: A Re-Examination of Gender Differences

ERIC Educational Resources Information Center

Kahraman, Sakip; Yilmaz, Zeynel Abidin

2018-01-01

Teachers' Internet self-efficacy plays a critical role in their web-based professional development and on their students' learning outcomes in Internet-based learning environments. It is therefore important to periodically measure and evaluate teachers' self-efficacy regarding the Internet, which is a dynamic technology, using an instrument that…

New Media Learning: Student Podcasting and Blogging in an Intro to Meteorology Course

NASA Astrophysics Data System (ADS)

Small, J. D.

2013-12-01

Current weather events and climate change are hot media topics discussed on television, the internet, and through social media. In this world of 'Tweets', 'Texts' and constant multi-media bombardment it is becoming increasingly difficult to engage students in the learning process by simply standing at a podium and lecturing in a darkened classroom. Educational research has found that lectures place students in a passive role, preventing them from actively engaging in the learning process. Through the innovative use of multi-media platforms this study assesses the potential to create active learning opportunities (podcasting and blogging) that connect theoretical 'textbook' atmospheric science with the 'real world.' This work focuses on students enrolled in the Introduction to Meteorology course (MET 101) at the University of Hawaii at Manoa. This study summarizes the impact of the 'course-casting' technique which utilizes podcasts of lectures and supplemental material. Lecture Podcasts are used mainly as a revision tool for students by providing on-demand portable (MP3) course content that supports independent student learning. Students also produced their own podcasts (research projects) to share with classmates throughout the course relating atmospheric science content to personal 'real world' experiences. Along with podcasting, students blogged about designated topics related to weather and climate, making their knowledge and understanding accessible to other students in the course and the general internet community. Student surveys, journals, and final exit interviews are used to assess the impact of the blogging and podcasting exercises on the student learning experience. The number of times each lecture podcast was downloaded is recorded to determine the interest level in using audio lectures as a review tool. Student blogs and podcasts are evaluated based on science content accuracy and student survey evaluations of the learning experience.

Self-Directed Learning Readiness, Internet Self-Efficacy and Preferences towards Constructivist Internet-Based Learning Environments among Higher-Aged Adults

ERIC Educational Resources Information Center

Chu, R. J-C.; Tsai, C-C.

2009-01-01

This article examines several research questions to establish a theory model for explaining factors that influence adult learners' preferences for constructivist Internet-based learning environments (CILE). Data were gathered from 541 individual participants enrolled in adult education institutes in Taiwan for structural equation modelling (SEM)…

Student Interactives--A new Tool for Exploring Science.

NASA Astrophysics Data System (ADS)

Turner, C.

2005-05-01

Science NetLinks (SNL), a national program that provides online teacher resources created by the American Association for the Advancement of Science (AAAS), has proven to be a leader among educational resource providers in bringing free, high-quality, grade-appropriate materials to the national teaching community in a format that facilitates classroom integration. Now in its ninth year on the Web, Science NetLinks is part of the MarcoPolo Consortium of Web sites and associated state-based training initiatives that help teachers integrate Internet content into the classroom. SNL is a national presence in the K-12 science education community serving over 700,000 teachers each year, who visit the site at least three times a month. SNL features: High-quality, innovative, original lesson plans aligned to Project 2061 Benchmarks for Science Literacy, Original Internet-based interactives and learning challenges, Reviewed Web resources and demonstrations, Award winning, 60-second audio news features (Science Updates). Science NetLinks has an expansive and growing library of this educational material, aligned and sortable by grade band or benchmark. The program currently offers over 500 lessons, covering 72% of the Benchmarks for Science Literacy content areas in grades K-12. Over the past several years, there has been a strong movement to create online resources that support earth and space science education. Funding for various online educational materials has been available from many sources and has produced a variety of useful products for the education community. Teachers, through the Internet, potentially have access to thousands of activities, lessons and multimedia interactive applications for use in the classroom. But, with so many resources available, it is increasingly more difficult for educators to locate quality resources that are aligned to standards and learning goals. To ensure that the education community utilizes the resources, the material must conform to a format that allows easy understanding, evaluation and integration. Science NetLinks' material has been proven to satisfy these criteria and serve thousands of teachers every year. All online interactive materials that are created by AAAS are aligned to AAAS Project 2061 Benchmarks, which mirror National Science Standards, and are developed based on a rigorous set of criteria. For the purpose of this forum we will provide an overview that explains the need for more of these materials in the earth and space education, a review of the criteria for creating these materials and show examples of online materials created by AAAS that support earth and space science.

Implementing Elementary School Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Kennedy, Katheryn B.

Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered through the lens of Schon's reflective learning and Weick's sensemaking theories. Analysis with provisional and open coding strategies identified informal and formal supports and barriers to teachers' learning. Results indicated that informal supports, primarily internet usage, emerged as most valuable to the teachers' learning. Formal structures, including professional learning communities and grade level meetings, arose as both supportive and restrictive at the building and district levels. Existing formal supports emerged as the least useful because of the dominance of other priorities competing for time and resources. Addressing weaknesses within formal supports through more effective planning in professional development can promote positive change. Improvement to professional development approaches using the internet and increased hands on activities can be integrated into formal supports. Explicit attention to these strategies can strengthen teacher effectiveness bringing positive social change.

The impact of inaccurate Internet health information in a secondary school learning environment.

PubMed

Kortum, Philip; Edwards, Christine; Richards-Kortum, Rebecca

2008-06-30

Patients in the United States commonly use the Internet to acquire health information. While a significant amount of health-related information is available on the Internet, the accuracy of this information is highly variable. The objective of the study was to determine how effectively students can assess the accuracy of Internet-based material when gathering information on a controversial medical topic using simple keyword searches. A group of 34 students from the science magnet high school in Houston, Texas searched for the terms "vaccine safety" and "vaccine danger" using Google and then answered questions regarding the accuracy of the health information on the returned sites. The students were also asked to describe the lessons they learned in the exercise and to answer questions regarding the strength of evidence for seven statements regarding vaccinations. Because of the surprising revelation that the majority of students left the exercise with inaccurate information concerning the safety and efficacy of vaccines, these same students participated in a follow-up study in which a fact-based vaccine video was shown, after which the assessment of student knowledge was repeated. Of the 34 participants, 20 (59%) thought that the Internet sites were accurate on the whole, even though over half of the links (22 out of 40, 55%) that the students viewed were, in fact, inaccurate on the whole. A high percentage of the students left the first exercise with significant misconceptions about vaccines; 18 of the 34 participants (53%) reported inaccurate statements about vaccines in the lessons they learned. Of the 41 verifiable facts about vaccines that were reported by participants in their lessons-learned statement, 24 of those facts (59%) were incorrect. Following presentation of the film, the majority of students left the exercise with correct information about vaccines, based on their lessons-learned statement. In this case, 29 of the 31 participants (94%) reported accurate information about vaccines. Of the 49 verifiable facts about vaccines that were reported by participants, only 2 (4%) were incorrect. Students had higher correct scores in the "strength of evidence" exercise following exposure to the video as well. Allowing students to use the Internet to gain information about medical topics should be approached with care since students may take away predominantly incorrect information. It is important to follow up conflicting information with a solid, unambiguous message that communicates those lessons that the instructor deems most important. This final message should be fact based but may need to contain an anecdotal component to counter the strong emotional message that is often delivered by inaccurate Internet sites.

Design and Implementation of Campus Application APP Based on Android

NASA Astrophysics Data System (ADS)

dongxu, Zhu; yabin, liu; xian lei, PI; weixiang, Zhou; meng, Huang

2017-07-01

In this paper, "Internet + campus" as the entrance of the Android technology based on the application of campus design and implementation of Application program. Based on GIS(Geographic Information System) spatial database, GIS spatial analysis technology, Java development technology and Android development technology, this system server adopts the Model View Controller architectue to realize the efficient use of campus information and provide real-time information of all kinds of learning and life for campus student at the same time. "Fingertips on the Institute of Disaster Prevention Science and Technology" release for the campus students of all grades of life, learning, entertainment provides a convenient.

Use of Internet panels to conduct surveys.

PubMed

Hays, Ron D; Liu, Honghu; Kapteyn, Arie

2015-09-01

The use of Internet panels to collect survey data is increasing because it is cost-effective, enables access to large and diverse samples quickly, takes less time than traditional methods to obtain data for analysis, and the standardization of the data collection process makes studies easy to replicate. A variety of probability-based panels have been created, including Telepanel/CentERpanel, Knowledge Networks (now GFK KnowledgePanel), the American Life Panel, the Longitudinal Internet Studies for the Social Sciences panel, and the Understanding America Study panel. Despite the advantage of having a known denominator (sampling frame), the probability-based Internet panels often have low recruitment participation rates, and some have argued that there is little practical difference between opting out of a probability sample and opting into a nonprobability (convenience) Internet panel. This article provides an overview of both probability-based and convenience panels, discussing potential benefits and cautions for each method, and summarizing the approaches used to weight panel respondents in order to better represent the underlying population. Challenges of using Internet panel data are discussed, including false answers, careless responses, giving the same answer repeatedly, getting multiple surveys from the same respondent, and panelists being members of multiple panels. More is to be learned about Internet panels generally and about Web-based data collection, as well as how to evaluate data collected using mobile devices and social-media platforms.

Virtual Classroom versus Physical Classroom: An Exploratory Study of Class Discussion Patterns and Student Learning in an Asynchronous Internet-Based MBA Course.

ERIC Educational Resources Information Center

Arbaugh, J. B.

2000-01-01

Class discussions and student interaction were compared in a conventional class (n=33) and an Internet-based class using LearningSpace(R) software (n=29). No significant differences in learning or interaction quality were found. There was significantly more participation in the Internet course, particularly by women. (SK)

Teaching and Learning Physics in a 1:1 Laptop School

NASA Astrophysics Data System (ADS)

Zucker, Andrew A.; Hug, Sarah T.

2008-12-01

1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This article describes the school's use of laptops, the Internet, and related digital tools, especially for teaching and learning physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner); word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators; probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry, and to identify strengths and weaknesses of students' understanding of physics. Technology provides students at DSST with high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of digital technology for high school physics.

The Use of Deep and Surface Learning Strategies among Students Learning English as a Foreign Language in an Internet Environment

ERIC Educational Resources Information Center

Aharony, Noa

2006-01-01

Background: The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). Aim: The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from…

Internet Self-Efficacy and Preferences toward Constructivist Internet-Based Learning Environments: A Study of Pre-School Teachers in Taiwan

ERIC Educational Resources Information Center

Liang, Jyh-Chong; Tsai, Chin-Chung

2008-01-01

This study was conducted to explore the relationship between Internet self-efficacy and preferences toward constructivist Internet-based learning environments. The sample included 365 college students in Taiwan who all majored in early childhood care and pre-school education. Some of them were preservice pre-school teachers (n=185), and the rest…

Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences

PubMed Central

2013-01-01

Background Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students’ and lecturers’ access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. Method A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. Results 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students’ access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7% of students and 16% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84% of students and 58% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS. Conclusion The strong interest revealed by the study participants to adopt and follow-up the development of e-learning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy. PMID:23601853

Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences.

PubMed

Bediang, Georges; Stoll, Beat; Geissbuhler, Antoine; Klohn, Axel M; Stuckelberger, Astrid; Nko'o, Samuel; Chastonay, Philippe

2013-04-19

Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students' and lecturers' access to computers and to Internet on its campus.The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students' access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7% of students and 16% of residents have heard about Medical Subject Headings (MeSH).The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84% of students and 58% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS. The strong interest revealed by the study participants to adopt and follow-up the development of e-learning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy.

Measuring the Impact of a Science Center on Its Community

ERIC Educational Resources Information Center

Falk, John H.; Needham, Mark D.

2011-01-01

A range of sources support science learning, including the formal education system, libraries, museums, nature and Science Centers, aquariums and zoos, botanical gardens and arboretums, television programs, film and video, newspapers, radio, books and magazines, the Internet, community and health organizations, environmental organizations, and…

Podcasting the Sciences: A Practical Overview

ERIC Educational Resources Information Center

Barsky, Eugene; Lindstrom, Kevin

2008-01-01

University science education has been undergoing great amount of change since the commercialization of the Internet a decade ago. Mobile technologies in science education can encompass more than the proximal teaching and learning environment. Podcasting, for example, allows audio content from user-selected feeds to be automatically downloaded to…

Undergraduate Non-Science Majors' Descriptions and Interpretations of Scientific Data Visualizations

ERIC Educational Resources Information Center

Swenson, Sandra Signe

2010-01-01

Professionally developed and freely accessible through the Internet, scientific data maps have great potential for teaching and learning with data in the science classroom. Solving problems or developing ideas while using data maps of Earth phenomena in the science classroom may help students to understand the nature and process of science. Little…

Popular Science Journalism: Facilitating Learning through Peer Review and Communication of Science News

ERIC Educational Resources Information Center

Tuten, Holly; Temesvari, Lesly

2013-01-01

In a multisemester Popular Science Journalism course that met for 2 hours once a week at Clemson University, students produced science news articles for the university newspaper by using primary literature, the internet, and interviews with researchers. Short lectures were given on topic choice, story development, literature surveys, common…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

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

ERIC Educational Resources Information Center

Kao, Chia-Pin; Tsai, Chin-Chung

2009-01-01

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

The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

PubMed

Aharony, Noa

2006-12-01

The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.

Innovative Technologies in Science Teaching

ERIC Educational Resources Information Center

Guerra, Cecilia; Pombo, Lucia; Moreira, Antonio

2011-01-01

Technology plays a crucial role in pupils' and primary teachers' lives nowadays and its use can facilitate change towards an innovative school environment. The internet, for example, can act as a platform to foster science teaching and offers a variety of opportunities for effective science learning and engaging and motivating children. But…

A study of integrated learning and the value of science in remote education: using the Internet to relay the total solar eclipse of 2001 June 11 in Africa

NASA Astrophysics Data System (ADS)

Takahashi, N.; Agata, H.; Maeda, K.; Okyudo, M..; Yamazaki, Y.

A total solar eclipse was observed on 2001 June 21 in Angola, Zambia, and Zimbabwe in Africa. For the purpose of promotion of science education using a solar eclipse as an educational project, the whole image and an enlarged image of the Sun, that showed the process of an eclipse and how things went in the observation area, were broadcast to the world through the Internet (Live Eclipse). Such images were distributed to four primary schools in Hiroshima and the Science and Technology Museum in Tokyo to give a remote lecture through computers. To find the effectiveness of the lecture, the learning effect on the participating children was examined two times before and after the remote lecture on the solar eclipse.

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

PubMed

Chiu, Yen-Lin; Tsai, Chin-Chung

2014-03-01

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

Energy. Stop Faking It! Finally Understanding Science So You Can Teach It.

ERIC Educational Resources Information Center

Robertson, William C.

This book explains science concepts in a manner in which non-science teachers and parents can understand and learn science through activities. The concepts covered in this book include energy, simple machines, temperature, and heat transfer. Each chapter is supported with internet resources available at SciLinks and ends with a summary and…

Online interprofessional health sciences education: From theory to practice.

PubMed

Luke, Robert; Solomon, Patty; Baptiste, Sue; Hall, Pippa; Orchard, Carole; Rukholm, Ellen; Carter, Lorraine

2009-01-01

Online learning (e-learning) has a nascent but established history. Its application to interprofessional education (IPE), however, is relatively new. Over the past 2 decades the Internet has been used increasingly to mediate education. We have come past the point of "should we use the Internet for education" to "how should we use the Internet for education." Research has begun on the optimal development of online learning environments to support IPE. Developing online IPE should follow best practices in e-learning generally, though there are some special considerations for acknowledging the interprofessional context and clinical environments that online IPE is designed to support. The design, development, and deployment of effective online IPE must therefore pay special attention to the particular constraints of the health care worker educational matrix, both pre- and postlicensure. In this article we outline the design of online, interprofessional health sciences education. Our work has involved 4 educational and 4 clinical service institutions. We establish the context in which we situate our development activities that created learning modules designed to support IPE and its transfer into new interprofessional health care practices. We illustrate some best practices for the design of effective online IPE, and show how this design can create effective learning for IPE. Challenges exist regarding the full implementation of interprofessional clinical practice that are beginning to be met by coordinated efforts of multiple health care education silos.

Internet-based Interactive Construction Management Learning System.

ERIC Educational Resources Information Center

Sawhney, Anil; Mund, Andre; Koczenasz, Jeremy

2001-01-01

Describes a way to incorporate practical content into the construction engineering and management curricula: the Internet-based Interactive Construction Management Learning System, which uses interactive and adaptive learning environments to train students in the areas of construction methods, equipment and processes using multimedia, databases,…

CosmoQuest: Building community around Citizen Science Collaboration

NASA Astrophysics Data System (ADS)

Gay, P.

2015-12-01

CosmoQuest was envisioned in 2011 with a singular goal: to create a place where people of all backgrounds can learn and do science in a virtual research community. Like a brick-and-mortar center, CosmoQuest includes facilities for doing science and for educating its members through classes, seminars, and other forms of professional development. CosmoQuest is unique with its combination of public engagement in doing science—known as "citizen science"— and its diversity of learning opportunities that enable STEM education. Our suite of activities is able maximize people's ability to learn and do science, while improving scientific literacy. Since its launch on January 1, 2012, CosmoQuest has grown to become the most trafficked astronomy citizen science site on the English-language internet. It has hosted five citizen science portals supporting NASA SMD science and is the only citizen science site to have produced peer-reviewed surface science results [Robbins, et al. 2014]. CosmoQuest, however, is more than just citizen science. It is a virtual research center for the public, and for the educators who teach in classrooms and science centers. Like with with any research center, CosmoQuest's success hinges on its ability to build a committed research community, and the challenge has been creating this community without the benefit of real-world interactions. In this talk, we overview how CosmoQuest has built a virtual community through screen-to-screen interactions using a suite of technologies that must constantly evolve as the internet evolves.

The Internet as an informal learning environment: Assessing knowledge acquisition of science and engineering students using constructivist and objectivist formats

NASA Astrophysics Data System (ADS)

Hargis, Jace

This study examined the effects of two different instructional formats on Internet WebPages in an informal learning environment. The purpose of this study is to (a) identify optimal instructional formats for on-line learning; (b) identify the relationship between post-assessment scores and the student's gender, age or racial identity; (c) examine the effects of verbal aptitudes on learning in different formats; (d) identify relationships between computer attitudes and achievement; and (e) identify the potential power for self-regulated learning and self-efficacy on Internet WebPages. Two learning strategy modules were developed; a constructivist and an objectivist instruction module. The study program consisted of an on-line consent form; a computer attitude survey; a Motivated Strategies for Learning Questionnaire; a verbal aptitude test; a pre-assessment; instructional directions followed by the instructional module and a post-assessment. The study tested 145 post-secondary science and engineering participants from the University of Florida. Participants were randomly assigned to one of two treatment groups or a control in a pretest/posttest design. An analysis of covariance with general linear models was used to account for effects of individual difference variables and aptitude treatment interaction (ATI). This statistical procedure was used to determine the relationships among the dependent variable, the achievement on each of the formats and the independent variables, attitudes, gender, racial identity, verbal aptitudes, and self-regulated learning/self-efficacy. Significant results at alpha = .05 were found for none of these variables. However, a linear prediction of age shows that older participants scored higher on the post-assessment after completing the objectivist module. Although there were no significant differences between the learning format and the variables, there was a difference between the modules and the control. Therefore, it is possible that regardless of characteristics, science and engineering students can learn on-line technical material.

Students' and Teachers' Perceptions of Using Video Games to Enhance Science Instruction

NASA Astrophysics Data System (ADS)

Marino, Matthew T.; Israel, Maya; Beecher, Constance C.; Basham, James D.

2013-10-01

Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students' reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students' use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified.

Drilling Deep Into STEM Education with JOIDES Resolution Education and Outreach Officers

NASA Astrophysics Data System (ADS)

Christiansen, E. A.

2015-12-01

During International Ocean Discovery Program (IODP) expeditions, IODP scientists and Education/Outreach (E/O) Officers enter classrooms and informal science venues via live Internet video links between the JOIDES Resolution (JR) and land-based learning centers. Post-expedition, E/O Officers, serving as JR Ambassadors, deepen and broaden the learning experience by bringing STEM from the JR to the general public through targeted outreach events at those land-based sites. Youth and adult learners participate in scientific inquiry through interactive activities linked directly to the video broadcast experience. Outreach venues include museums, summer camps, and after-school programs; classroom visits from E/O Officers encompass kindergarten to undergraduate school groups and often include professional development for educators. Events are hands-on with simulations, expedition samples, core models, and equipment available for interaction. This program can serve as a model for linking virtual and real experiences; deepening the educational value of virtual field trip events; and bringing cutting edge science into both classrooms and informal science venues.

Using Mobile Phones in Support of Student Learning in Secondary Science Inquiry Classrooms

ERIC Educational Resources Information Center

Khoo, Elaine; Otrel-Cass, Kathrin

2017-01-01

This paper reports on findings from a research project concerned with how electronic networking tools (e-networked tools), such as the Internet, online forums, and mobile technologies, can support authentic science inquiry in junior secondary classrooms. It focuses on three qualitative case studies involving science teachers from two high schools…

Science and Math in the Library Media Center Using GLOBE.

ERIC Educational Resources Information Center

Aquino, Teresa L.; Levine, Elissa R.

2003-01-01

Describes the Global Learning and Observations to Benefit the Environment (GLOBE) program which helps school library media specialists and science and math teachers bring earth science, math, information literacy, information technology, and student inquiry into the classroom. Discusses use of the Internet to create a global network to study the…

The Role of Hands-On Science Labs in Engaging the Next Generation of Space Explorers

NASA Astrophysics Data System (ADS)

Williams, Teresa A. J.

2002-01-01

Each country participating on the International Space Station (ISS) recognizes the importance of educating the coming generation about space and its opportunities. In 2001 the St. James School in downtown Houston, Texas was approached with a proposal to renovate an unused classroom and become involved with the "GLOBE" Program and other Internet based international learning resources. This inner-city school willingly agreed to the program based on "hands-on" learning. One month after room conversion and ten computer terminals donated by area businesses connectivity established to the internet the students immediately began using the "Global Learning and Observations to Benefit the Environment (GLOBE)" program and the International Space Station (ISS) Program educational resources. The "GLOBE" program involves numerous scientific and technical agencies studying the Earth, who make it their goal to provide educational resources to an international community of K-12 scientist. This project was conceived as a successor to the "Interactive Elementary Space Museum for the New Millennium" a space museum in a school corridor without the same type of budget. The laboratory is a collaboration, which involved area businesses, volunteers from the NASA/Johnson Space Center ISS Outreach Program, and students. This paper will outline planning and operation of the school science laboratory project from the point of view of the schools interest and involvement and assess its success to date. It will consider the lessons learned by the participating school administrations in the management of the process and discuss some of the issues that can both promote and discourage school participation in such projects.

Determinants of Internet Use for Interactive Learning: An Exploratory Study

ERIC Educational Resources Information Center

Castaño, Jonatan; Duart, Josep M.; Sancho-Vinuesa, Teresa

2015-01-01

The use of the Internet in higher education teaching can facilitate the interactive learning process and thus improve educational outcomes. The aim of the study presented here is to explore which variables are linked to higher intensity of Internet-based interactive educational practices. The study is based on data obtained from an online survey…

Classroom Blogging: What Is the Role in Science Learning?

ERIC Educational Resources Information Center

Sawmiller, Alison

2010-01-01

Educators are encouraged to integrate technology into their classrooms because today's student is exposed to all sorts of digital devices in their daily life. Classroom blogging is an excellent way to use the internet for more than just research. Blogging capitalizes on student interest in the internet. When done properly, a blog can serve as an…

Disruptive Promise: The Links Intervention and Its Impact on Multiple, Multimodal, Internet Text Integration

ERIC Educational Resources Information Center

Schira Hagerman, Michelle

2014-01-01

This dissertation study presents an instructional intervention called LINKS: Learning to Integrate InterNet Knowledge Strategically. It reports evidence of the intervention's impact on two variables: (a) ninth graders' use of ten online reading and integration strategies while engaged in dyadic online inquiry on science topics in school, and (b)…

Internet Activities Using Scientific Data. A Self-Guided Exploration.

ERIC Educational Resources Information Center

Froseth, Stan; Poppe, Barbara

This guide is intended for the secondary school teacher (especially math or science) or the student who wants to access and learn about scientific data on the Internet. It is organized as a self-guided exploration. Nine exercises enable the user to access and analyze on-line information from the National Oceanic and Atmospheric Administration…

Social Computing as Next-Gen Learning Paradigm: A Platform and Applications

NASA Astrophysics Data System (ADS)

Margherita, Alessandro; Taurino, Cesare; Del Vecchio, Pasquale

As a field at the intersection between computer science and people behavior, social computing can contribute significantly in the endeavor of innovating how individuals and groups interact for learning and working purposes. In particular, the generation of Internet applications tagged as web 2.0 provides an opportunity to create new “environments” where people can exchange knowledge and experience, create new knowledge and learn together. This chapter illustrates the design and application of a prototypal platform which embeds tools such as blog, wiki, folksonomy and RSS in a unique web-based system. This platform has been developed to support a case-based and project-driven learning strategy for the development of business and technology management competencies in undergraduate and graduate education programs. A set of illustrative scenarios are described to show how a learning community can be promoted, created, and sustained through the technological platform.

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;…

Using Technology to Facilitate and Enhance Project-based Learning in Mathematical Physics

NASA Astrophysics Data System (ADS)

Duda, Gintaras

2011-04-01

Problem-based and project-based learning are two pedagogical techniques that have several clear advantages over traditional instructional methods: 1) both techniques are active and student centered, 2) students confront real-world and/or highly complex problems, and 3) such exercises model the way science and engineering are done professionally. This talk will present an experiment in project/problem-based learning in a mathematical physics course. The group project in the course involved modeling a zombie outbreak of the type seen in AMC's ``The Walking Dead.'' Students researched, devised, and solved their mathematical models for the spread of zombie-like infection. Students used technology in all stages; in fact, since analytical solutions to the models were often impossible, technology was a necessary and critical component of the challenge. This talk will explore the use of technology in general in problem and project-based learning and will detail some specific examples of how technology was used to enhance student learning in this course. A larger issue of how students use the Internet to learn will also be explored.

A Comparison of Internet-Based Learning and Traditional Classroom Lecture to Learn CPR for Continuing Medical Education

ERIC Educational Resources Information Center

Hemmati, Nima; Omrani, Soghra; Hemmati, Naser

2013-01-01

The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training…

Internet Based Learning (IBL) in Higher Education: A Literature Review

ERIC Educational Resources Information Center

Yadav, Rajan; Tiruwa, Anurag; Suri, Pradeep Kumar

2017-01-01

Purpose: The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process worldwide. This paper aims to identify and understand the ways in which higher education institutions draw benefits by the use of such means, synthesizing the literature…

Connecting Teachers and Students with Science and Scientists: The Science Learning Hub

ERIC Educational Resources Information Center

Cooper, Beverley; Cowie, Bronwen; Jones, Alister

2010-01-01

National and international data is raising concerns about levels of student interest and engagement in science in school and student retention into tertiary study. For today's students the Internet plays an important role as a source of information and means for communication with peers. This paper reports on a Ministry of Research Technology and…

The AALAS Learning Library and its effectiveness as a tool for technician training.

PubMed

Parker-Thornburg, Jan; Grabeel, Pam; Butler, Mark

2009-06-01

Computer-based training is potentially a useful means of gaining proficiency in various aspects of laboratory animal science. The authors present an overview of the AALAS Learning Library (ALL), an internet-based training system that was established in 2003 and is widely used for technician certification training and for IACUC-mandated training. To evaluate the effectiveness of the ALL as a tool for general training and for achieving certification, the AALAS Online Learning Committee initiated a review of the online courses. The authors analyzed the numbers of users who accessed different types of courses and completed exams in those courses. They also correlated ALL usage with pass rates in technician certification exams. Results suggest that the ALL is a highly effective method of training, particularly for technician certification.

Forensic Science and the Internet - Current Utilization and Future Potential.

PubMed

Chamakura, R P

1997-12-01

The Internet has become a very powerful and inexpensive tool for the free distribution of knowledge and information. It is a learning and research tool, a virtual library without borders and membership requirements, a help desk, and a publication house providing newspapers with current information and journals with instant publication. Very soon, when live audio and video transmission is perfected, the Internet (popularly referred to as the Net) also will be a live classroom and everyday conference site. This article provides a brief overview of the basic structure and essential components of the Internet. A limited number of home pages/Web sites that are already made available on the Net by scientists, laboratories, and colleges in the forensic science community are presented in table forms. Home pages/Web sites containing useful information pertinent to different disciplines of forensic science are also categorized in various tables. The ease and benefits of the Internet use are exemplified by the author's personal experience. Currently, only a few forensic scientists and institutions have made their presence felt. More participation and active contribution and the creation of on-line searchable databases in all specialties of forensic science are urgently needed. Leading forensic journals should take the lead and create on-line searchable indexes with abstracts. Creating Internet repositories of unpublished papers is an idea worth looking into. Leading forensic science institutions should also develop use of the Net to provide training and retraining opportunities for forensic scientists. Copyright © 1997 Central Police University.

Design and evaluation of an Internet based data repository and visualization system for science education

NASA Astrophysics Data System (ADS)

Dalphond, James M.

In modern classrooms, scientific probes are often used in science labs to engage students in inquiry-based learning. Many of these probes will never leave the classroom, closing the door on real world experimentation that may engage students. Also, these tools do not encourage students to share data across classrooms or schools. To address these limitations, we have developed a web-based system for collecting, storing, and visualizing sensor data, as well as a hardware package to interface existing classroom probes. This system, The Internet System for Networked Sensor Experimentation (iSENSE), was created to address these limitations. Development of the system began in 2007 and has proceeded through four phases: proof-of-concept prototype, technology demonstration, initial classroom deployment, and classroom testing. User testing and feedback during these phases guided development of the system. This thesis includes lessons learned during development and evaluation of the system in the hands of teachers and students. We developed three evaluations of this practical use. The first evaluation involved working closely with teachers to encourage them to integrate activities using the iSENSE system into their existing curriculum. We were looking for strengths of the approach and ease of integration. Second, we developed three "Activity Labs," which teachers used as embedded assessments. In these activities, students were asked to answer questions based on experiments or visualizations already entered into the iSENSE website. Lastly, teachers were interviewed after using the system to determine what they found valuable. This thesis makes contributions in two areas. It shows how an iterative design process was used to develop a system used in a science classroom, and it presents an analysis of the educational impact of the system on teachers and students.

Computer-assisted learning in medicine. How to create a novel software for immunology.

PubMed

Colsman, Andreas; Sticherling, Michael; Stöpel, Claus; Emmrich, Frank

2006-06-01

Teaching medical issues is increasingly demanding due to the permanent progress in medical sciences. Simultaneously, software applications are rapidly advancing with regard to their availability and easy use. Here a novel teaching program is presented for immunology, which is one of the fastest expanding topics in medical sciences. The requirements of media didactics were transferred to this e-learning tool for German students. After implementation, medical students evaluated the software and the different learning approaches showed acceptance. Altogether this novel software compares favourably to other English e-learning tools available in the Internet.

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

NASA Astrophysics Data System (ADS)

Drexler, Wendy

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

The Effect of Students' Perceptions of Internet Information Quality on Their Use of Internet Information in Inquiry-Based Learning

ERIC Educational Resources Information Center

Pow, Jacky; Li, Sandy C.

2015-01-01

In Web 2.0 environments, the quality of published information can vary significantly and much of the information on the Internet is unproven. This unverified information hinders rather than facilitates student learning, especially among undergraduate students who depend heavily on Internet resources for their studies. Currently, we do not have…

The Internet as a Platform for Student Presentations

NASA Astrophysics Data System (ADS)

Ponomarenko, A. L.

2003-12-01

As the number of students enrolled in colleges and universities across the country increases, both class size and faculty workloads also increase, and individual students slip through wider and wider cracks. Universities are moving toward web-based technology as a way to facilitate student learning in an academic environment that is growing and changing faster than ever. Faculty web pages, hosted by the faculty's own internet provider, by the university, or by national services such as Blackboard or WebCT, are often used to bridge the gap between faculty and students. Typically, faculty web pages are used to post syllabi and announcements, to distribute course notes, and to disseminate student grades, while email replaces office hours as the preferred method of communication. While this use of the internet has already begun to transform course instruction, it represents only the simplest use of a tool that has tremendous potential, both in and out of the classroom. The internet can be used to bring back the element of personalization that is quickly lost as class size continues to grow. Much of the material covered in large introductory science classes is completely new to students, and they have trouble visualizing new concepts and placing them in context. In smaller classes, a solution might be to assign papers or projects to help students become familiar with the new concepts and new ideas. This is neither feasible nor terribly effective in large lecture courses. With the innovative use of web-based technology, student presentations as a method of learning can be reinvented, with greater impact for each student. Additional use of internet-based discussions and chats enables each student to experience many of their classmate's presentations in addition to their own. This use of the web as a media for storage and presentation of student projects is well-liked by students. They are able to work together on projects in large classes otherwise closed to such activity, to learn technology that will help them in their future lives, and ultimately to lose their fear of science through hands-on experience. Though generally a success, it is not without problems, most notably direct plagiarism from other websites. The interactive poster session will include the original website, examples of the best and the worst student presentations, student comments on the whole experience, as well as insights on what to do and not to do in your own course.

Use of internet by the teaching faculty of Peshawar Medical College, Peshawar, Khyber Pakhtunkhwa, Pakistan.

PubMed

Jan, Saeedullah; Hussain, Abid; Ibrahim, Muhammad; Saeed, Sarah

2018-03-01

This study was planned to examine the hard and soft form of learning resources available on the internet accessed by the teaching faculty. This study was conducted at the Peshawar Medical College, Peshawar, Pakistan from January 2to April 2017. As the target population was not too large, no sampling technique was employed and census-based approach was adopted. For data collection, the pre-tested questionnaire was distributed among 115 faculty members of both basic and clinical sciences groups with a response rate of 66(57.39%). Data was analysed using SPSS. Among the respondents, 38(57.6%) were males and 28(42.4%) were females. A majority 51 (77.27%) of the respondents used the internet for teaching and research. Library was the most frequently 22 (33.33%) used place for the internet use. Low internet speed, virus on computers and a lack of modern trainings were the major barriers. E-journals, e-books, online databases and theses and dissertations were the major sources consulted by the participants.

Learning by Doing Approach in the Internet Environment to Improve the Teaching Efficiency of Information Technology

NASA Astrophysics Data System (ADS)

Zhang, X.-S.; Xie, Hua

This paper presents a learning-by-doing method in the Internet environment to enhance the results of information technology education by experimental work in the classroom of colleges. In this research, an practical approach to apply the "learning by doing" paradigm in Internet-based learning, both for higher educational environments and life-long training systems, taking into account available computer and network resources, such as blogging, podcasting, social networks, wiki etc. We first introduce the different phases in the learning process, which aimed at showing to the readers that the importance of the learning by doing paradigm, which is not implemented in many Internet-based educational environments. Secondly, we give the concept of learning by doing in the different perfective. Then, we identify the most important trends in this field, and give a real practical case for the application of this approach. The results show that the attempt methods are much better than traditional teaching methods.

The Internet: A Learning Environment.

ERIC Educational Resources Information Center

McGreal, Rory

1997-01-01

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

Nonscience Majors' Perceptions on the Use of YouTube Video to Support Learning in an Integrated Science Lecture

ERIC Educational Resources Information Center

Eick, Charles Joseph; King, David T., Jr.

2012-01-01

The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey…

Intercultural Internet-Based Learning: Know Your Audience and What They Value

ERIC Educational Resources Information Center

Bentley, Joanne P. H.; Tinney, Mari Vawn; Chia, Bing Howe

2004-01-01

As the internet-based learning (IBL) market becomes increasingly global, understanding differing educational values and cultural expectations could provide an important competitive edge for providers (universities, publishing houses, and corporate training entities). How each of person determines "good" or "quality" instruction…

Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics?

ERIC Educational Resources Information Center

Bingham, Teri; Ray, Jan

2013-01-01

In an effort to keep up with the new generation of digital learners, educators are integrating multiple forms of technology into their teaching, including online learning game applications. The purpose of this study was to determine the degree to which internet-based learning game applications selected by preservice teachers were aligned with the…

Teaching in the Digital Age: Using the Internet to Increase Student Engagement and Understanding. Second Edition

ERIC Educational Resources Information Center

Nelson, Kristen J.

2007-01-01

This book provides a framework to help teachers connect brain-compatible learning, multiple intelligences, and the Internet to help students learn and understand critical concepts and skills. Educators will find internet-based activities that feature interpersonal exchange, problem-solving, and information gathering and analysis, plus…

Cooperative Learning Technique through Internet Based Education: A Model Proposal

ERIC Educational Resources Information Center

Ozkan, Hasan Huseyin

2010-01-01

Internet is gradually becoming the most valuable learning environment for the people which form the information society. That the internet provides written, oral and visual communication between the participants who are at different places, that it enables the students' interaction with other students and teachers, and that it does these so fast…

Role of Suzanne Mubarak Science Exploration Center in Motivating Physics Learning (abstract)

NASA Astrophysics Data System (ADS)

Mohsen, Mona

2009-04-01

The role of Science Exploration centers to promote learning ``beyond school walls'' is demonstrated. The Suzane Mubarak Science Exploration Center (www.smsec.com) at Hadaek El Kobba, Cairo, was inaugurated in 1998 with the assistance of Zusane Mubarak, the first lady of Egypt and the minister of education. It was the first interactive science and technology center in Egypt. After 10 years, the number of centers has increased to 33 nationwide. Since its inauguration the center has received over 3 million visitors. Through different facilities, such as the internet, science cities, multimedia, and virtual reality programs, basic principles of science are simplified and their technological applications in our daily lives are explored. These facilities are fully equipped with new media such as video conferencing, videotapes, overhead projectors, data shows, and libraries, as well as demonstration tools for basic science. The main objectives of the science exploration centers are discussed such as: (1) curricula development for on-line learning; (2) integration of e-learning programs into basic science (physics, mathematics, chemistry, and biology) and (3) workshops and organizations for students, teachers, and communities dealing with basic science programs.

m-Learning and holography: Compatible techniques?

NASA Astrophysics Data System (ADS)

Calvo, Maria L.

2014-07-01

Since the last decades, cell phones have become increasingly popular and are nowadays ubiquitous. New generations of cell phones are now equipped with text messaging, internet, and camera features. They are now making their way into the classroom. This is creating a new teaching and learning technique, the so called m-Learning (or mobile-Learning). Because of the many benefits that cell phones offer, teachers could easily use them as a teaching and learning tool. However, an additional work from the teachers for introducing their students into the m-Learning in the classroom needs to be defined and developed. As an example, optical techniques, based upon interference and diffraction phenomena, such as holography, appear to be convenient topics for m-Learning. They can be approached with simple examples and experiments within the cell phones performances and classroom accessibility. We will present some results carried out at the Faculty of Physical Sciences in UCM to obtain very simple holographic recordings via cell phones. The activities were carried out inside the course on Optical Coherence and Laser, offered to students in the fourth course of the Grade in Physical Sciences. Some open conclusions and proposals will be presented.

An Online Astronomy Course VS. A Interactive Classroom

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Bailey, Janelle M.; Jaeggli, Sarah A.; Jones, Lauren V.; Lee, Ariane C.

Contemporary science education reforms emphasize building instruction around students’ pre-instructional beliefs fostering a learning environment where students interact with information and phenomena and providing students with frequent feedback to help them monitor their own learning. Recently personal computers and the Internet have given students access to scientific data sets and visualization tools that only professional scientists could use a few years before. With these things in mind we designed a hypermedia learning experience for introductory astronomy (Astronomy Online) that matches Internet technology with how people learn. Astronomy Online was used as the sole delivery system for courses offered during the Fall 2002 semester. The courses are run online. In one manifestation the course was delivered to middle and secondary school teachers spread across the globe. In another version the course was delivered to college undergraduate non-science majors where the only class meetings were a single orientation session and three on-campus exams. We compare these with on-campus courses that use highly interactive teaching techniques by studying common examination questions the Astronomy Diagnostic Test an attitude survey and interviews with students

Non-Science Majors' Critical Evaluation of Websites in a Biotechnology Course

ERIC Educational Resources Information Center

Halverson, Kristy L.; Siegel, Marcelle A.; Freyermuth, Sharyn K.

2010-01-01

Helping students develop criteria for judgment and apply examination skills is essential for promoting scientific literacy. With the increasing availability of the Internet, it is even more essential that students learn how to evaluate the science they gather from online resources. This is particularly true because publishing information on the…

Internet Use among Middle School Students in School and at Home: What Can We Learn from a U.S.-China Comparison?

ERIC Educational Resources Information Center

Lei, Jing; Zhou, Jingye; Wang, Qiu

2009-01-01

Based on data collected from middle school students in a U.S. school (N = 159) and a Chinese school (N = 183), this study compared Internet use in school and at home between American students and Chinese students, explored what affected students' use of the Internet, and examined how students' Internet use related to their learning. Results reveal…

Ten Years' Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology

ERIC Educational Resources Information Center

Efferth, Thomas

2013-01-01

In life sciences, the internet is an indispensable medium for research, but has not yet realized its full potential for teaching. The concept of e-learning has been developed over the past decades for undergraduate, graduate and postgraduate programs. We set up an e-learning lecture on cancer biology and pharmacology that was first offered in 2003…

Measurement of information and communication technology experience and attitudes to e-learning of students in the healthcare professions: integrative review.

PubMed

Wilkinson, Ann; While, Alison E; Roberts, Julia

2009-04-01

This paper is a report of a review to describe and discuss the psychometric properties of instruments used in healthcare education settings measuring experience and attitudes of healthcare students regarding their information and communication technology skills and their use of computers and the Internet for education. Healthcare professionals are expected to be computer and information literate at registration. A previous review of evaluative studies of computer-based learning suggests that methods of measuring learners' attitudes to computers and computer aided learning are problematic. A search of eight health and social science databases located 49 papers, the majority published between 1995 and January 2007, focusing on the experience and attitudes of students in the healthcare professions towards computers and e-learning. An integrative approach was adopted, with narrative description of findings. Criteria for inclusion were quantitative studies using survey tools with samples of healthcare students and concerning computer and information literacy skills, access to computers, experience with computers and use of computers and the Internet for education purposes. Since the 1980s a number of instruments have been developed, mostly in the United States of America, to measure attitudes to computers, anxiety about computer use, information and communication technology skills, satisfaction and more recently attitudes to the Internet and computers for education. The psychometric properties are poorly described. Advances in computers and technology mean that many earlier tools are no longer valid. Measures of the experience and attitudes of healthcare students to the increased use of e-learning require development in line with computer and technology advances.

Is Internet search better than structured instruction for web-based health education?

PubMed

Finkelstein, Joseph; Bedra, McKenzie

2013-01-01

Internet provides access to vast amounts of comprehensive information regarding any health-related subject. Patients increasingly use this information for health education using a search engine to identify education materials. An alternative approach of health education via Internet is based on utilizing a verified web site which provides structured interactive education guided by adult learning theories. Comparison of these two approaches in older patients was not performed systematically. The aim of this study was to compare the efficacy of a web-based computer-assisted education (CO-ED) system versus searching the Internet for learning about hypertension. Sixty hypertensive older adults (age 45+) were randomized into control or intervention groups. The control patients spent 30 to 40 minutes searching the Internet using a search engine for information about hypertension. The intervention patients spent 30 to 40 minutes using the CO-ED system, which provided computer-assisted instruction about major hypertension topics. Analysis of pre- and post- knowledge scores indicated a significant improvement among CO-ED users (14.6%) as opposed to Internet users (2%). Additionally, patients using the CO-ED program rated their learning experience more positively than those using the Internet.

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

NASA Astrophysics Data System (ADS)

Demir, I.

2015-12-01

Recent developments in internet technologies make it possible to manage and visualize large data on the web. Novel visualization techniques and interactive user interfaces allow users to create realistic environments, and interact with data to gain insight from simulations and environmental observations. This presentation showcase information communication interfaces, games, and virtual and immersive reality applications for supporting teaching and learning of concepts in atmospheric and hydrological sciences. The information communication platforms utilizes latest web technologies and allow accessing and visualizing large scale data on the web. The simulation system is a web-based 3D interactive learning environment for teaching hydrological and atmospheric processes and concepts. The simulation systems provides a visually striking platform with realistic terrain and weather information, and water simulation. The web-based simulation system provides an environment for students to learn about the earth science processes, and effects of development and human activity on the terrain. Users can access the system in three visualization modes including virtual reality, augmented reality, and immersive reality using heads-up display. The system provides various scenarios customized to fit the age and education level of various users.

Real-Time Collaboration of Virtual Laboratories through the Internet

ERIC Educational Resources Information Center

Jara, Carlos A.; Candelas, Francisco A.; Torres, Fernando; Dormido, Sebastian; Esquembre, Francisco; Reinoso, Oscar

2009-01-01

Web-based learning environments are becoming increasingly popular in higher education. One of the most important web-learning resources is the virtual laboratory (VL), which gives students an easy way for training and learning through the Internet. Moreover, on-line collaborative communication represents a practical method to transmit the…

Quality resource networks for young women in science: The role of Internet-facilitated ties

NASA Astrophysics Data System (ADS)

Gillette, Shana Cecile

In communications, a new approach to the study of online interaction has been suggested by social network analysts. Garton, Haythornthwaite, and Wellman (1997) have outlined the importance of using network analysis to study how media are interconnected with other social aspects of a media user's world. As applied here, this approach to communication when combined with recent network studies from the fields of education and rural development, provides a method for looking at the role of Internet-facilitated ties in the development of resource networks in the learning communities of young women from seven rural schools across the state of Washington. Twenty-six young women (ages 14-16) from diverse cultural and ethnic backgrounds (approximately half of the participants are Hispanic or Native American, the other half are White) participated in the research. Participants were selected because they shared a common educational orientation through Rural Girls in Science, a NSF-funded program at the Northwest Center for Research on Women at the University of Washington. As part of the school-based component of the Rural Girls in Science program, all 26 participants designed and conducted year-long, community-based research projects in science. Each school in the program was provided an Internet workstation for communication and research. Through the Internet, students could conceivably maintain distant ties with mentors and research scientists whom they met at summer camp as well as seek additional information resources. Toward the conclusion of the long-term research projects, each student participant was interviewed using a participatory form of network analysis that included a combined qualitative and quantitative approach. Given the small number of participants and schools in the sample, the results from the analysis can not be generalized to a larger population. However the study of the structure and composition of networks among individuals and school groups provided insight into how media are implicated in the development of resource networks, in particular for a subset of students who have been underrepresented in science--young ethnic minority women.

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.

Why internet-based education?

PubMed Central

Gernsbacher, Morton Ann

2015-01-01

This essay illustrates five ways that Internet-based higher education can capitalize on fundamental principles of learning. Internet-based education can enable better mastery through distributed (shorter, more frequent) practice rather than massed (longer, less frequent) practice; it can optimize performance because it allows students to learn at their peak time of their day; it can deepen memory because it requires cheat-proof assignments and tests; it can promote critical thinking because it necessitates intellectual winnowing and sifting; and it can enhance writing skills by requiring students to write frequently and for a broad audience. PMID:25653625

Why internet-based education?

PubMed

Gernsbacher, Morton Ann

2014-01-01

This essay illustrates five ways that Internet-based higher education can capitalize on fundamental principles of learning. Internet-based education can enable better mastery through distributed (shorter, more frequent) practice rather than massed (longer, less frequent) practice; it can optimize performance because it allows students to learn at their peak time of their day; it can deepen memory because it requires cheat-proof assignments and tests; it can promote critical thinking because it necessitates intellectual winnowing and sifting; and it can enhance writing skills by requiring students to write frequently and for a broad audience.

Building Internet-Based Electronic Performance Support for Teaching and Learning.

ERIC Educational Resources Information Center

Laffey, James M.; Musser, Dale

The College of Education, University of Missouri-Columbia is developing and testing a suite of tools that utilize the Internet and work as a system to support learning from field experiences. These tools are built to support preservice teachers, field-based mentors, and college faculty as they collaborate, engage in practice, document their…

Debating Whether Dinosaurs Should Be "Cloned" from Ancient DNA To Promote Cooperative Learning in an Introductory Evolution Course.

ERIC Educational Resources Information Center

Soja, Constance M.; Huerta, Deborah

2001-01-01

Describes an interactive internet exercise that enables students to engage in cooperative library and web research on a controversial topic in science, specifically the cloning of extinct lifeforms. Creates a dynamic learning environment in a large introductory geology course and demonstrates the importance of scientific literacy. (Author/SAH)

Eliminating the Textbook: Learning Science with Cell Phones

ERIC Educational Resources Information Center

Tessier, Jack T.

2014-01-01

College faculty have myriad choices of resources for their students when designing courses. The rising prices of textbooks and the availability of cell phones with internet access open the question of using cell phones in the classroom. In this study, I compared student learning in an ecology course between a semester in which a textbook was used…

ICT-Mediated Science Inquiry: The Remote Access Microscopy Project (RAMP)

ERIC Educational Resources Information Center

Hunt, John

2007-01-01

The calls for the transformation of how science is taught (and what is taught) are numerous and show no sign of abating. Common amongst these calls is the need to shift from the traditional teaching and learning towards a model that represents the social constructivist epistemology. These calls have coincided with the Internet revolution. Through…

Earth Science Digital Museum (ESDM): Toward a new paradigm for museums

NASA Astrophysics Data System (ADS)

Dong, Shaochun; Xu, Shijin; Wu, Gangshan

2006-07-01

New technologies have pushed traditional museums to take their exhibitions beyond the barrier of a museum's walls and enhance their functions: education and entertainment. Earth Science Digital Museum (ESDM) is such an emerging effort in this field. It serves as a platform for Earth Scientists to build a Web community to share knowledge about the Earth and is of to benefit the general public for their life-long learning. After analyzing the purposes and requirements of ESDM, we present here our basic philosophy of ESDM and a four-layer hierarchical architecture for enhancing the structure of ESDM via Internet. It is a Web-based application to enable specimens to be exhibited, shared and preserved in digital form, and to provide the functionalities of interoperability. One of the key components of ESDM is the development of a metadata set for describing Earth Science specimens and their digital representations, which is particularly important for building ESDM. Practical demonstrations show that ESDM is suitable for formal and informal Earth Science education, including classroom education, online education and life-long learning.

Internet-Based Sources of Information Which Can Be Used to Study the Internationalization Process

ERIC Educational Resources Information Center

Danford, Gerard L.

2008-01-01

This review shows how the Internet can support learning about the process of internationalization. A description of how Internet-based sources of information can be used by students when investigating internationalization has not been made. However, the Internet and its role during a corporation's foreign market expansion has not been investigated…

Boosting physics education through mobile augmented reality

NASA Astrophysics Data System (ADS)

Crǎciun, Dana; Bunoiu, Mǎdǎlin

2017-12-01

The integration of collaborative applications, based on modern learning technologies and the Internet, of various visualization techniques and digital strategies in open, flexible modern learning environments which facilitate access to resources, represents a challenge for physics teachers in Romania in general, and for novice teachers in particular. Although large efforts have been made worldwide to invest in educational technologies, their impact on the students' learning outcomes is quite modest. In this paper, we describe and analyze various curricular and extracurricular activities specifically designed for and undertaken by pre-service physics teachers. These activities employ new educational technologies, mobile augmented reality (MAR) and are based on modern teaching and learning theories. MAR is an extension for mobile devices of augmented reality, an interactive and in real time combination, of real and virtual objects overlaid in the real environment. The obtained results show that pre-service physics teachers are confident in using MAR in their teaching and learning activities, and consider that the activities performed helped them develop the skills necessary for science teachers in a technology-based society and to reflect upon the role of technology in the current Romanian educational context.

Promoting Pre-college Science Education

NASA Astrophysics Data System (ADS)

Taylor, P. L.; Lee, R. L.

2000-10-01

The Fusion Education Program, with continued support from DOE, has strengthened its interactions with educators in promoting pre-college science education for students. Projects aggressively pursued this year include an on-site, college credited, laboratory-based 10-day educator workshop on plasma and fusion science; completion of `Starpower', a fusion power plant simulation on interactive CD; expansion of scientist visits to classrooms; broadened participation in an internet-based science olympiad; and enhancements to the tours of the DIII-D Facility. In the workshop, twelve teachers used bench top devices to explore basic plasma physics. Also included were radiation experiments, computer aided drafting, techniques to integrate fusion science and technology in the classroom, and visits to a University Physics lab and the San Diego Supercomputer Center. Our ``Scientist in a Classroom'' program reached more than 2200 students at 20 schools. Our `Starpower' CD allows a range of interactive learning from the effects of electric and magnetic fields on charged particles to operation of a Tokamak-based power plant. Continuing tours of the DIII-D facility were attended by more than 800 students this past year.

In-Factory Learning - Qualification For The Factory Of The Future

NASA Astrophysics Data System (ADS)

Quint, Fabian; Mura, Katharina; Gorecky, Dominic

2015-07-01

The Industry 4.0 vision anticipates that internet technologies will find their way into future factories replacing traditional components by dynamic and intelligent cyber-physical systems (CPS) that combine the physical objects with their digital representation. Reducing the gap between the real and digital world makes the factory environment more flexible, more adaptive, but also more complex for the human workers. Future workers require interdisciplinary competencies from engineering, information technology, and computer science in order to understand and manage the diverse interrelations between physical objects and their digital counterpart. This paper proposes a mixed-reality based learning environment, which combines physical objects and visualisation of digital content via Augmented Reality. It uses reality-based interaction in order to make the dynamic interrelations between real and digital factory visible and tangible. We argue that our learning system does not work as a stand-alone solution, but should fit into existing academic and advanced training curricula.

The Pedagogical Application of Alternate Reality Games: Using Game-Based Learning to Revisit History

ERIC Educational Resources Information Center

Lynch, Ronan; Mallon, Bride; Connolly, Cornelia

2015-01-01

The advent of the Internet has been instrumental in producing new Game Based Learning (GBL) tools where education and games converge. Alternate Reality Games (ARGs) are one such GBL tool. Interactive narrative games that use the Internet as a central communications platform, ARGs challenge players to collaboratively collate a fragmented story.…

Assessment of the Effectiveness of Internet-Based Distance Learning through the VClass e-Education Platform

ERIC Educational Resources Information Center

Pukkaew, Chadchadaporn

2013-01-01

This study assesses the effectiveness of internet-based distance learning (IBDL) through the VClass live e-education platform. The research examines (1) the effectiveness of IBDL for regular and distance students and (2) the distance students' experience of VClass in the IBDL course entitled Computer Programming 1. The study employed the common…

Attitudes of Turkish Distance Learners toward Internet-Based Learning: An Investigation Depending on Demographical Characteristics

ERIC Educational Resources Information Center

Tekinarslan, Erkan

2008-01-01

The purpose of this study is to develop an attitude scale toward Internet-based learning (IBL) and to investigate whether attitude levels of Turkish distance learners in an IBL environment differ according to their demographical characteristics (i.e. age, gender, marital status, parental status, employment status, grade point average (GPA).…

Internet Technology-Based Projects in Learning and Teaching English as a Foreign Language at Yakutsk State University

ERIC Educational Resources Information Center

Zamorshchikova, Lena; Egorova, Olga; Popova, Marina

2011-01-01

This paper discusses recent uses of information and communication technologies (ICTs) in fostering Internet-based projects for learning English as a Foreign Language (EFL) at the Faculty of Foreign Languages in Yakutsk State University, Russia. It covers the authors' experiences integrating distance education and creating educational resources…

The Third Annual NASA Science Internet User Working Group Conference

NASA Technical Reports Server (NTRS)

Lev, Brian S. (Editor); Gary, J. Patrick (Editor)

1993-01-01

The NASA Science Internet (NSI) User Support Office (USO) sponsored the Third Annual NSI User Working Group (NSIUWG) Conference March 30 through April 3, 1992, in Greenbelt, MD. Approximately 130 NSI users attended to learn more about the NSI, hear from projects which use NSI, and receive updates about new networking technologies and services. This report contains material relevant to the conference; copies of the agenda, meeting summaries, presentations, and descriptions of exhibitors. Plenary sessions featured a variety of speakers, including NSI project management, scientists, and NSI user project managers whose projects and applications effectively use NSI, and notable citizens of the larger Internet community. The conference also included exhibits of advanced networking applications; tutorials on internetworking, computer security, and networking technologies; and user subgroup meetings on the future direction of the conference, networking, and user services and applications.

Explorers of the Universe: Interactive Collaborations via the Internet

NASA Astrophysics Data System (ADS)

Burks, G.

1999-05-01

This proposal details how self-directed case-based research with earth/space investigations, and instruction together with collaborative interactions with teachers, students, scientists, and university educators using metacognitive tools (e.g., concept maps, interactive vee diagrams, and thematic organizers), and innovative technology promotes meaningful learning in ways that differ from conventional and atypical educational settings. Our Explorers of the Universe Scientific/Literacy project (http://explorers.tsuniv.edu) promotes earth/space science inquires in non-conventional learning environments with middle, secondary, and postsecondary students. Outlined are programs and educational processes and outcomes that meet both local and national contexts for achieving meaningful learner-centered science and mathematics goals. All information is entered electronically by students and collected for analyses in a database at our TSU web server. Scientists and university educators review and respond to these postings of students by writing in their electronic notebooks, commenting on their concept maps and interactive vee diagrams, and guiding them to pertinent papers and journal articles. Teachers are active learners with their students. They facilitate the learning process by guiding students in their inquires, evoking discussions, and involving their students with other affiliated schools whose students may be engaged in similar research topics. Teachers manage their student electronic accounts by assigning passwords, determining the degree of portfolio sharing among students, and responding to student inquires. Students post their thoughts, progress, inquires, and data on their individualized electronic notebook. Likewise, they plan, carry out, and finalize their case-based research using electronic transmissions via e-mail and the Internet of their concept maps and interactive vee diagrams. Their peer-edited papers are posted on the WWW for others to read and react. The final process involves students developing CDs of their case research report, which serves as a longitudinal case for others to pursue.

Analysis of internet use behaviors among clinical medical students in China.

PubMed

Yang, Hua; Chen, Yunxiang; Zheng, Liqiang; Xu, Xin; Cao, Xia

2014-04-02

The availability of internet-based information resources is increasing and the appropriate use of such resources is an important subject for clinical medical students. The aims of this study were to investigate the behaviors of clinical medical students regarding the use of internet-based activities, to analyze the behavior and characteristics of the students' information demands, and to discuss the behaviors and time preferences related to internet use of students with different levels of education. Librarians obtained real-time feedback from 999 clinical medical students to record online activities. The data was recorded in a standard form and then analyzed statistically. There were significant differences in the use of the internet for learning activities among the different groups of clinical medical students (P < 0.0001). Learning accounted for 73.5% of all internet use for doctoral candidates, 47.6% of internet use for master's candidates, 28.7% of internet use for seven-year undergraduate students, and 14.1% of use for five-year undergraduate students. There was also a significant difference in the proportions of leisure and e-commerce activities among the student groups (P < 0.0001), with five-year students displaying the highest total proportion of these activities (59.4% and 18.8%). Internet use for entertainment activities was the same for all groups of clinical medical students. Time of day of internet use was consistent across all student groups, but internet use differed by day of the week (P < 0.01). There was no difference among the time of day of internet use for learning, leisure and entertainment activities during a single day (P > 0.05), but e-commerce activities varied according to time of day (P < 0.05). Learning and e-commerce activities by clinical medical students did not vary by day of the week (P > 0.05), but the distributions of leisure and entertainment activities were different according to day of the week (P < 0.05). A stronger demand for learning is associated with a higher academic level of clinical medical students. Differences exist among student groups regarding internet use behaviors and internet use during different time periods.

Relevant Telecomputing Activities.

ERIC Educational Resources Information Center

Ross, Patricia

1995-01-01

Discusses the use of telecomputing in classrooms. Topics include telecomputing goals; use of the Internet; language arts and music FTP (file transfer protocol) sites; social studies FTP sites; science Telnet sites; social studies Telnet sites; skill building and learning processes; and instructional design. (LRW)

Investigation Faculty of Education Students' Cyberloafing Behaviors in Terms of Various Variables

ERIC Educational Resources Information Center

Arabaci, I. Bakir

2017-01-01

Today, internet-based information technologies are sine qua non of effective learning and teaching. By the use of multiple multi-media tools in education, learning environment is enriched, persistence of learning is ensured and the boringness of the course is prevented. However, the purposeless use of internet in classrooms leads students to get…

NASA EOSDIS: Enabling Science by Improving User Knowledge

NASA Technical Reports Server (NTRS)

Lindsay, Francis; Brennan, Jennifer; Blumenfeld, Joshua

2016-01-01

Lessons learned and impacts of applying these newer methods are explained and include several examples from our current efforts such as the interactive, on-line webinars focusing on data discovery and access including tool usage, informal and informative data chats with data experts across our EOSDIS community, data user profile interviews with scientists actively using EOSDIS data in their research, and improved conference and meeting interactions via EOSDIS data interactively used during hyper-wall talks and Worldview application. The suite of internet-based, interactive capabilities and technologies has allowed our project to expand our user community by making the data and applications from numerous Earth science missions more engaging, approachable and meaningful.

Science teachers' utilization of Internet and inquiry-based laboratory lessons after an Internet-delivered professional development program

NASA Astrophysics Data System (ADS)

Lee, Kathryn Martell

Much of the professional development in the past decades has been single incident experiences. The heart of inservice growth is the sustained development of current knowledge and practices, vital in science education, as reflected in the National Science Education Standards' inquiry and telecommunications components. This study was an exploration of an Internet-delivered professional development experience, utilizing multiple session interactive real-time data sources and semester-long sustained telementoring. Two groups of inservice teachers participated in the study, with only one group receiving a telementored coaching component. Measures of the dependent variable (delivery of an inquiry-based laboratory lesson sequence) were obtained by videotape, and predictive variables (self-analysis of teaching style and content delivery interviews) were administered to the forty veteran secondary school science teacher volunteers. Results showed that teachers in the group receiving semester-long coaching performed significantly better on utilizing the Internet for content research and inquiry-based lesson sequence delivery than the group not receiving the coaching. Members of the coached group were able to select a dedicated listserv, e-mail, chatline or telephone as the medium of coaching. While the members of the coached group used the listserv, the overwhelming preference was to be coached via the telephone. Qualitative analysis indicated that the telephone was selected for its efficiency of time, immediacy of response, and richer dialogue. Perceived barriers to the implementation of the Internet as a real-time data source in science classrooms included time for access, obsolesce of equipment, and logistics of computer to student ratios. These findings suggest that the group of science teachers studied (1) benefited from a sustained coaching experience for inquiry-based lesson delivery, (2) perceived the Internet as a source of content for their curriculum rather than a communication source, and (3) preferred the telephone as a coaching tool for its efficiency and convenience. Utilizing current pedagogy in science and telecommunication tools has served to whet the appetite of the study teachers to develop utilization of the Internet in their classes for real-time data acquisition.

Using the mixed media according to internet-based on the instructional multimedia for developing students' learning achievements in biology course on foundational cell issue of secondary students at the 10th grade level in Rangsit University demonstration school

NASA Astrophysics Data System (ADS)

Kangloan, Pichet; Chayaburakul, Kanokporn; Santiboon, Toansakul

2018-01-01

The aims of this research study were 1) to develop students' learning achievements in biology course on foundational cell issue, 2) to examine students' satisfactions of their learning activities through the mixed media according to internet-based multi-instruction in biology on foundational cell issue at the 10th grade level were used in the first semester in the academic year 2014, which a sample size of 17 students in Rangsit University Demonstration School with cluster random sampling was selected. Students' learning administrations were instructed with the 3-instructional lesson plans according to the 5-Step Ladder Learning Management Plan (LLMP) namely; the maintaining lesson plan on the equilibrium of cell issue, a lesson plan for learning how to communicate between cell and cell division. Students' learning achievements were assessed with the 30-item Assessment of Learning Biology Test (ALBT), students' perceptions of their satisfactions were satisfied with the 20-item Questionnaire on Students Satisfaction (QSS), and students' learning activities were assessed with the Mixed Media Internet-Based Instruction (MMIBI) on foundational cell issue was designed. The results of this research study have found that: statistically significant of students' post-learning achievements were higher than their pre-learning outcomes and indicated that the differences were significant at the .05 level. Students' performances of their satisfaction to their perceptions toward biology class with the mixed media according to internet-based multi instruction in biology on foundational cell issue were the highest level and evidence of average mean score as 4.59.

The Intersection of Science and Politics

NASA Astrophysics Data System (ADS)

Kim, Elias

2016-03-01

Politics and science often seem at odds. However, important political issues like climate change, cybersecurity, and space exploration require the input of both communities. To create the best possible policies, there must be a dialogue between politicians and scientists. SPS and John Mather gave me the opportunity to be part of this dialogue. Through the Mather Policy Internship, I worked for the House Committee on Energy and Commerce, which has jurisdiction over telecom, health care, energy supply, and other technical areas. I worked with the technology and communications subcommittee, conducting research on cybersecurity, spectrum auctions, and the internet of things. It is clear that even the commercial side of science would benefit from the help of the science community. My background gave me an edge over the other interns; I didn't need to learn what it meant for there to be signals of different wavelength. Most importantly, I learned what it will take to pursue a career in science policy. For the number of physics undergrads who do not wish to pursue a pure physics career, science policy is a strong option. Scientists bring a rigorous, fact-based approach that might benefit the political world as a whole. Thanks to SPS, AIP, and the John and Jane Mather Foundation for Science and the Arts.

Teaching and Learning with Internet-based Resources. Literacy Leader Fellowship Program Reports, Volume III, Number 2.

ERIC Educational Resources Information Center

Cowles, Susan

1997-01-01

This issue focuses on a project to develop a set of curricular materials using Internet-based resources and the formation of a staff development/project implementation team of instructors. Section 1 provides a project rationale, summary information about findings and lessons learned, and results of needs assessment surveys conducted in Oregon.…

Exploring educational needs and design aspects of internet-enabled patient education for persons with diabetes: a qualitative interview study

PubMed Central

Jafari, Javad; Karimi Moonaghi, Hosein; Zary, Nabil; Masiello, Italo

2016-01-01

Objective The objective of this article is to explore the educational needs and design aspects of personalised internet-enabled education for patients with diabetes in Iran. Design Data were collected using semistructured interviews and then qualitatively analysed using inductive content analysis. Participants 9 patients with type 2 diabetes were included. Inclusion criteria were access to and knowledge on how to use the internet. The selection ensured representation based on gender, age, occupation and educational background. Setting The sample population was patients with diabetes who were admitted to an outpatient diabetes clinic in Mashhad, a large city of Iran with about 3 million inhabitants. Results 4 core categories emerged from the data: (1) seeking knowledge about diabetes, including specific knowledge acquisition, patient's interactions and learning requirements; (2) teaching and learning, including using different teaching methods and different ways to learn about the disease; (3) facilitators, including internet and mobile phone use to learn about the disease; and (4) barriers, including lack of internet access, uncertainty of access to the internet and lack of website in the local language and also perceived cultural barriers, such as patients' fears of the internet, lack of time and awareness. Conclusions This study provides a better understanding of the patient's educational expectations and technical needs in relation to internet-enabled education. This knowledge will inform the development of functional mock-ups in the next research phase using a design-based research approach in order to design internet-enabled patient education for self-management of diabetes. PMID:27799245

Sailing smoothly across the cultural divide: Constructing effective behavioral science presentations for medical audiences.

PubMed

Myerholtz, Linda; Schirmer, Julie; Carling, Mary Anne

2015-01-01

Beginning behavioral science faculty, who are critical residency program contributors, face significant immediate challenges that often diminish their effectiveness and increase the time it takes to translate and reformat their expertise into relevant and meaningful educational presentations. Residency program culture and competency-based learning are quite different from the educational objectives and teaching environments found in most behavioral health training programs. The goal of this article is to provide beginning behavior science faculty, who are typically on their own and learning on the job, with a guide to the core educational perspectives and skills required as well as key resources that are available to them. Since a significant portion of behavioral science faculty's teaching time revolves around small and large group presentations, our guide focuses on how to incorporate key strategies and resources into relevant, evidenced-based and, most importantly, effective behavioral health presentations for the program's resident physicians. Specifically, our recommendations include selection of content, methods of content organization, techniques for actively engaging resident physicians in discussing the significance of the topics, and descriptions of numerous Internet resources for the primary mental health topics that concern family medicine trainees. Finally, it is emphasized that the relevant and effective use of these recommendations is dependent upon the behavioral science faculty educator's first understanding and appreciating how physicians' think, speak, and prioritize information while caring for their patients. © The Author(s) 2015.

Internet-Assisted Real-Time Experiments Using the Internet--Hardware and Software Considerations

ERIC Educational Resources Information Center

Singh, R. Paul; Circelli, Diego

2005-01-01

The spectacular increase in Internet-based applications during the past decade has had a significant impact on the education delivery paradigms. The user interactivity aspect of the Internet has provided new opportunities to instructors to incorporate its use in developing new learning systems. The use of the Internet in carrying out live…

eLearning: a review of Internet-based continuing medical education.

PubMed

Wutoh, Rita; Boren, Suzanne Austin; Balas, E Andrew

2004-01-01

The objective was to review the effect of Internet-based continuing medical education (CME) interventions on physician performance and health care outcomes. Data sources included searches of MEDLINE (1966 to January 2004), CINAHL (1982 to December 2003), ACP Journal Club (1991 to July/August 2003), and the Cochrane Database of Systematic Reviews (third quarter, 2003). Studies were included in the analyses if they were randomized controlled trials of Internet-based education in which participants were practicing health care professionals or health professionals in training. CME interventions were categorized according to the nature of the intervention, sample size, and other information about educational content and format. Sixteen studies met the eligibility criteria. Six studies generated positive changes in participant knowledge over traditional formats; only three studies showed a positive change in practices. The remainder of the studies showed no difference in knowledge levels between Internet-based interventions and traditional formats for CME. The results demonstrate that Internet-based CME programs are just as effective in imparting knowledge as traditional formats of CME. Little is known as to whether these positive changes in knowledge are translated into changes in practice. Subjective reports of change in physician behavior should be confirmed through chart review or other objective measures. Additional studies need to be performed to assess how long these new learned behaviors could be sustained. eLearning will continue to evolve as new innovations and more interactive modes are incorporated into learning.

The Acadia Learning Project: Lessons Learned from Engaging High School Teachers and Students in Citizen Science Supporting National Parks

NASA Astrophysics Data System (ADS)

Nelson, S. J.; Zoellick, B.; Davis, Y.; Lindsey, E.

2009-12-01

In 2007 the authors initiated a citizen science research project, supported with funding from the Maine Department of Education, designed to extend research at Acadia National Park to a broader geographic area while also providing high school students and teachers with an opportunity to engage in authentic research in cooperation with working scientists. The scientific focus of the work has been on providing information about the mercury burden of organisms at different trophic levels across different geographic and environmental settings. The pedagogical focus has been on providing students with immersion in a substantial, field-based project, including background research, hypothesis formulation, data collection and analysis, and presentation of research findings. Starting work with 6 teachers in two schools the first year, the project expanded to involve more than 20 teachers and 350 students in a dozen schools in its second year. In coming years, with support from NOAA and cooperation from other National Parks in the region, the project will expand to include work in other states along the coast of the Gulf of Maine. In this paper the authors describe evolution in the use of the Internet over the first two years of the project, a sharpened focus on professional development for teachers, survey results regarding student views of the nature of science, the importance of focusing on rigorous, useful data collection from an educational perspective, success in establishing that samples collected by students are useful in research, the disjuncture between scientific and pedagogical outcomes, an assessment of the value of student poster presentations, and lessons learned about preparation and use of curriculum support materials. The authors also describe future directions, which include an increased focus on professional development and student work with graphs, a narrower focus in sample collection, and increased use of the Internet to provide participating teachers and students with a picture of how their fieldwork contributes to overall objectives. The authors describe the expected course of research supported by this citizen science project and the work, now underway, on developing learning progressions to support such research.

Learning radio astronomy by doing radio astronomy

NASA Astrophysics Data System (ADS)

Vaquerizo Gallego, J. A.

2011-11-01

PARTNeR (Proyecto Académico con el Radio Telescopio de NASA en Robledo, Academic Project with the NASA Radio Telescope at Robledo) is an educational program that allows high school and undergraduate students to control a 34 meter radio telescope and conduct radio astronomical observations via the internet. High-school teachers who join the project take a course to learn about the science of radio astronomy and how to use the antenna as an educational resource. Also, teachers are provided with learning activities they can do with their students and focused on the classroom implementation of the project within an interdisciplinary framework. PARTNeR provides students with firsthand experience in radio astronomy science. Thus, remote radio astronomical observations allow students to learn with a first rate scientific equipment the basics of radio astronomy research, aiming to arouse scientific careers and positive attitudes toward science. In this contribution we show the current observational programs and some recent results.

Learning Physics-based Models in Hydrology under the Framework of Generative Adversarial Networks

NASA Astrophysics Data System (ADS)

Karpatne, A.; Kumar, V.

2017-12-01

Generative adversarial networks (GANs), that have been highly successful in a number of applications involving large volumes of labeled and unlabeled data such as computer vision, offer huge potential for modeling the dynamics of physical processes that have been traditionally studied using simulations of physics-based models. While conventional physics-based models use labeled samples of input/output variables for model calibration (estimating the right parametric forms of relationships between variables) or data assimilation (identifying the most likely sequence of system states in dynamical systems), there is a greater opportunity to explore the full power of machine learning (ML) methods (e.g, GANs) for studying physical processes currently suffering from large knowledge gaps, e.g. ground-water flow. However, success in this endeavor requires a principled way of combining the strengths of ML methods with physics-based numerical models that are founded on a wealth of scientific knowledge. This is especially important in scientific domains like hydrology where the number of data samples is small (relative to Internet-scale applications such as image recognition where machine learning methods has found great success), and the physical relationships are complex (high-dimensional) and non-stationary. We will present a series of methods for guiding the learning of GANs using physics-based models, e.g., by using the outputs of physics-based models as input data to the generator-learner framework, and by using physics-based models as generators trained using validation data in the adversarial learning framework. These methods are being developed under the broad paradigm of theory-guided data science that we are developing to integrate scientific knowledge with data science methods for accelerating scientific discovery.

Rural New Zealand health professionals' perceived barriers to greater use of the internet for learning.

PubMed

Janes, Ron; Arroll, Bruce; Buetow, Stephen; Coster, Gregor; McCormick, Ross; Hague, Iain

2005-01-01

The purpose of this research was to investigate rural North Island (New Zealand) health professionals' attitudes and perceived barriers to using the internet for ongoing professional learning. A cross-sectional postal survey of all rural North Island GPs, practice nurses and pharmacists was conducted in mid-2003. The questionnaire contained both quantitative and qualitative questions. The transcripts from two open questions requiring written answers were analysed for emergent themes, which are reported here. The first open question asked: 'Do you have any comments on the questionnaire, learning, computers or the Internet?' The second open question asked those who had taken a distance-learning course using the internet to list positive and negative aspects of their course, and suggest improvements. Out of 735 rural North Island health professionals surveyed, 430 returned useable questionnaires (a response rate of 59%). Of these, 137 answered the question asking for comments on learning, computers and the internet. Twenty-eight individuals who had completed a distance-learning course using the internet, provided written responses to the second question. Multiple barriers to greater use of the internet were identified. They included lack of access to computers, poor availability of broadband (fast) internet access, lack of IT skills/knowledge, lack of time, concerns about IT costs and database security, difficulty finding quality information, lack of time, energy or motivation to learn new skills, competing priorities (eg family), and a preference for learning modalities which include more social interaction. Individuals also stated that rural health professionals needed to engage the technology, because it provided rapid, flexible access from home or work to a significant health information resource, and would save money and travelling time to urban-based education. In mid-2003, there were multiple barriers to rural North Island health professionals making greater use of the internet for learning. Now that access to broadband internet is available in all rural towns in New Zealand, there is a clear need to address the other identified barriers, especially the self-reported lack of IT skills, which are preventing many in the rural health workforce from gaining maximum advantage from both computers and the internet.

Effectiveness of Internet-Based Reading Apprenticeship Improving Science Education ("iRAISE"): A Report of a Randomized Experiment in Michigan and Pennsylvania. Research Report

ERIC Educational Resources Information Center

Jaciw, Andrew P.; Schellinger, Adam M.; Lin, Li; Zacamy, Jenna; Toby, Megan

2016-01-01

In 2012, WestEd received a "Development" grant from the U.S. Department of Education's Investing in Innovation (i3) competition to develop and implement Internet-based Reading Apprenticeship Improving Science Education ("iRAISE"). "iRAISE" was implemented in Michigan and Pennsylvania and was provided to over 100…

E-Learning. Trends and Issues Alert.

ERIC Educational Resources Information Center

Imel, Susan

Electronic learning, also known as e-learning, is generally defined as instruction and learning experiences that are delivered via electronic technology such as the Internet, audiotape and videotape, satellite broadcast, interactive television, and CD-ROM. Web-based learning, computer-based learning, and virtual classrooms are some of the…

Enrichment of Science Education Using Real-time Data Streams

NASA Astrophysics Data System (ADS)

McDonnell, J. M.; de Luca, M. P.

2002-12-01

For the past six years, Rutgers Marine and Coastal Sciences (RMCS) has capitalized on human interest and fascination with the ocean by using the marine environment as an entry point to develop interest and capability in understanding science. This natural interest has been used as a springboard to encourage educators and their students to use the marine environment as a focal point to develop basic skills in reading, writing, math, problem-solving, and critical thinking. With the selection of model science programs and the development of collaborative school projects and Internet connections, RMCS has provided a common ground for scientists and educators to create interesting and meaningful science learning experiences for classroom application. Student exposure to the nature of scientific inquiry also prepares them to be informed decision-makers and citizens. Technology serves as an educational tool, and its usefulness is determined by the quality of the curriculum content and instructional strategy it helps to employ. In light of this, educational issues such as curriculum reform, professional development, assessment, and equity must be addressed as they relate to technology. Efforts have been made by a number of organizations to use technology to bring ocean science education into the K-12 classroom. RMCS has used he Internet to increase (1) communication and collaboration among students and teacher, (2) the range of resources available to students, and (3) opportunities for students and educators to present their ideas and opinions. Technology-based educational activities will be described.

E-learning in a virtual science camp for urban youth

PubMed Central

Holden, Lynne; Morrison, Andrew; Berger, Wallace; Siegel, Elliot

2014-01-01

The Virtual Science Camp (VSC) is a unique demonstration of synchronous e-learning developed by Mentoring in Medicine (MIM). This paper reports on a pilot offering during the summer of 2012 that taught advanced biological concepts, healthy living and health care career opportunities to medically underserved urban youth. Livestream’s interactive video technology was used to engage a diverse audience of mostly high school students at remote sites in a new two week instructional program that provided custom course content free of charge over the internet. We describe the technical and program preparations undertaken, their implementation, the IT environment, a multi-faceted evaluation plan, the results of the experiment, and lessons learned. PMID:24733956

The visible human and digital anatomy learning initiative.

PubMed

Dev, Parvati; Senger, Steven

2005-01-01

A collaborative initiative is starting within the Internet2 Health Science community to explore the development of a framework for providing access to digital anatomical teaching resources over Internet2. This is a cross-cutting initiative with broad applicability and will require the involvement of a diverse collection of communities. It will seize an opportunity created by a convergence of needs and technical capabilities to identify the technologies and standards needed to support a sophisticated collection of tools for teaching anatomy.

Web-based teaching in nursing: lessons from the literature.

PubMed

Twomey, Angela

2004-08-01

Many in nurse education have partially adopted the Internet as a pedagogical approach. This has highlighted serious contentious issues for educators. These include, pedagogical vs. technological approaches to teaching, face-to-face vs. online communication and classroom vs. online teaching. This paper attempts to reassure educators about this new Internet-based pedagogy, by applying traditional educational theories and discussions on curriculum to web-based teaching. In particular, cognitive learning theories such as constructivism and the process model of curriculum development are discussed. These provide a solid theoretical framework from which to expand the Internet-based pedagogical approach among those whose interest is the promotion of learning. The paper concludes with the implications of web-based teaching for the personal and professional development of nurse educators.

A comparative evaluation of the effect of Internet-based CME delivery format on satisfaction, knowledge and confidence.

PubMed

Curran, Vernon R; Fleet, Lisa J; Kirby, Fran

2010-01-29

Internet-based instruction in continuing medical education (CME) has been associated with favorable outcomes. However, more direct comparative studies of different Internet-based interventions, instructional methods, presentation formats, and approaches to implementation are needed. The purpose of this study was to conduct a comparative evaluation of two Internet-based CME delivery formats and the effect on satisfaction, knowledge and confidence outcomes. Evaluative outcomes of two differing formats of an Internet-based CME course with identical subject matter were compared. A Scheduled Group Learning format involved case-based asynchronous discussions with peers and a facilitator over a scheduled 3-week delivery period. An eCME On Demand format did not include facilitated discussion and was not based on a schedule; participants could start and finish at any time. A retrospective, pre-post evaluation study design comparing identical satisfaction, knowledge and confidence outcome measures was conducted. Participants in the Scheduled Group Learning format reported significantly higher mean satisfaction ratings in some areas, performed significantly higher on a post-knowledge assessment and reported significantly higher post-confidence scores than participants in the eCME On Demand format that was not scheduled and did not include facilitated discussion activity. The findings support the instructional benefits of a scheduled delivery format and facilitated asynchronous discussion in Internet-based CME.

Forget the hype or reality. Big data presents new opportunities in Earth Science.

NASA Astrophysics Data System (ADS)

Lee, T. J.

2015-12-01

Earth science is arguably one of the most mature science discipline which constantly acquires, curates, and utilizes a large volume of data with diverse variety. We deal with big data before there is big data. For example, while developing the EOS program in the 1980s, the EOS data and information system (EOSDIS) was developed to manage the vast amount of data acquired by the EOS fleet of satellites. EOSDIS continues to be a shining example of modern science data systems in the past two decades. With the explosion of internet, the usage of social media, and the provision of sensors everywhere, the big data era has bring new challenges. First, Goggle developed the search algorithm and a distributed data management system. The open source communities quickly followed up and developed Hadoop file system to facility the map reduce workloads. The internet continues to generate tens of petabytes of data every day. There is a significant shortage of algorithms and knowledgeable manpower to mine the data. In response, the federal government developed the big data programs that fund research and development projects and training programs to tackle these new challenges. Meanwhile, comparatively to the internet data explosion, Earth science big data problem has become quite small. Nevertheless, the big data era presents an opportunity for Earth science to evolve. We learned about the MapReduce algorithms, in memory data mining, machine learning, graph analysis, and semantic web technologies. How do we apply these new technologies to our discipline and bring the hype to Earth? In this talk, I will discuss how we might want to apply some of the big data technologies to our discipline and solve many of our challenging problems. More importantly, I will propose new Earth science data system architecture to enable new type of scientific inquires.

Analysis of internet use behaviors among clinical medical students in China

PubMed Central

2014-01-01

Background The availability of internet-based information resources is increasing and the appropriate use of such resources is an important subject for clinical medical students. The aims of this study were to investigate the behaviors of clinical medical students regarding the use of internet-based activities, to analyze the behavior and characteristics of the students’ information demands, and to discuss the behaviors and time preferences related to internet use of students with different levels of education. Methods Librarians obtained real-time feedback from 999 clinical medical students to record online activities. The data was recorded in a standard form and then analyzed statistically. Results There were significant differences in the use of the internet for learning activities among the different groups of clinical medical students (P < 0.0001). Learning accounted for 73.5% of all internet use for doctoral candidates, 47.6% of internet use for master’s candidates, 28.7% of internet use for seven-year undergraduate students, and 14.1% of use for five-year undergraduate students. There was also a significant difference in the proportions of leisure and e-commerce activities among the student groups (P < 0.0001), with five-year students displaying the highest total proportion of these activities (59.4% and 18.8%). Internet use for entertainment activities was the same for all groups of clinical medical students. Time of day of internet use was consistent across all student groups, but internet use differed by day of the week (P < 0.01). There was no difference among the time of day of internet use for learning, leisure and entertainment activities during a single day (P > 0.05), but e-commerce activities varied according to time of day (P < 0.05). Learning and e-commerce activities by clinical medical students did not vary by day of the week (P > 0.05), but the distributions of leisure and entertainment activities were different according to day of the week (P < 0.05). Conclusions A stronger demand for learning is associated with a higher academic level of clinical medical students. Differences exist among student groups regarding internet use behaviors and internet use during different time periods. PMID:24690437

Exploring educational needs and design aspects of internet-enabled patient education for persons with diabetes: a qualitative interview study.

PubMed

Jafari, Javad; Karimi Moonaghi, Hosein; Zary, Nabil; Masiello, Italo

2016-10-31

The objective of this article is to explore the educational needs and design aspects of personalised internet-enabled education for patients with diabetes in Iran. Data were collected using semistructured interviews and then qualitatively analysed using inductive content analysis. 9 patients with type 2 diabetes were included. Inclusion criteria were access to and knowledge on how to use the internet. The selection ensured representation based on gender, age, occupation and educational background. The sample population was patients with diabetes who were admitted to an outpatient diabetes clinic in Mashhad, a large city of Iran with about 3 million inhabitants. 4 core categories emerged from the data: (1) seeking knowledge about diabetes, including specific knowledge acquisition, patient's interactions and learning requirements; (2) teaching and learning, including using different teaching methods and different ways to learn about the disease; (3) facilitators, including internet and mobile phone use to learn about the disease; and (4) barriers, including lack of internet access, uncertainty of access to the internet and lack of website in the local language and also perceived cultural barriers, such as patients' fears of the internet, lack of time and awareness. This study provides a better understanding of the patient's educational expectations and technical needs in relation to internet-enabled education. This knowledge will inform the development of functional mock-ups in the next research phase using a design-based research approach in order to design internet-enabled patient education for self-management of diabetes. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Education Through Exploration: Evaluating the Unknown

NASA Astrophysics Data System (ADS)

Anbar, A. D.

2015-12-01

Mastery of the peculiar and powerful practices of science is increasingly important for the average citizen. With the rise of the Internet, most of human knowledge is at our fingertips. As content becomes a commodity, success and survival aren't about who knows the most, but who is better able to explore the unknown, actively applying and extending knowledge through critical thinking and hypothesis-driven problem-solving. This applies to the economic livelihoods of individuals and to society at large as we grapple with climate change and other science-infused challenges. Unfortunately, science is too often taught as an encyclopedic collection of settled facts to be mastered rather than as a process of exploration that embraces curiosity, inquiry, testing, and communication to reduce uncertainty about the unknown. This problem is exacerbated by the continued prevalence of teacher-centric pedagogy, which promotes learning-from-authority and passive learning. The initial wave of massively open online courses (MOOCs) generally mimic this teaching style in virtual form. It is hypothesized that emerging digital teaching technologies can help address this challenge at Internet scale in "next generation" MOOCs and flipped classroom experiences. Interactive simulations, immersive virtual field trips, gamified elements, rapid adaptive feedback, intelligent tutoring systems, and personalized pathways, should motivate and enhance learning. Through lab-like projects and tutorials, students should be able to construct knowledge from interactive experiences, modeling the authentic practice of science while mastering complex concepts. Freed from lecturing, teaching staff should be available for direct and intense student-teacher interactions. These claims are difficult to evaluate with traditional assessment instruments, but digital technologies provide powerful new ways to evaluate student learning and learn from student behaviors. We will describe ongoing experiences with such technologies, and future plans, drawing from the experiences of > 2500 students who have taken the Habitable Worlds fully online general education class at ASU, and as part of the new Inspark Science Teaching Network.

Internet-based health education in China: a content analysis of websites.

PubMed

Peng, Ying; Wu, Xi; Atkins, Salla; Zwarentein, Merrick; Zhu, Ming; Zhan, Xing Xin; Zhang, Fan; Ran, Peng; Yan, Wei Rong

2014-01-27

The Internet is increasingly being applied in health education worldwide; however there is little knowledge of its use in Chinese higher education institutions. The present study provides the first review and highlights the deficiencies and required future advances in Chinese Internet-based health education. Two authors independently conducted a duplicate Internet search in order to identify information regarding Internet-based health education in China. The findings showed that Internet-based education began in China in September 1998. Currently, only 16 of 150 (10.7%) health education institutions in China offer fee-based online undergraduate degree courses, awarding associates and/or bachelors degrees. Fifteen of the 16 institutions were located in the middle or on the eastern coast of China, where were more developed than other regions. Nursing was the most popular discipline in Internet-based health education, while some other disciplines, such as preventive medicine, were only offered at one university. Besides degree education, Chinese institutions also offered non-degree online training and free resources. The content was mainly presented in the form of PowerPoint slides or videos for self-learning. Very little online interactive mentoring was offered with any of the courses. There is considerable potential for the further development of Internet-based health education in China. These developments should include a focus on strengthening cooperation among higher education institutions in order to develop balanced online health curricula, and on enhancing distance education in low- and middle-income regions to meet extensive learning demands.

Internet-based health education in China: a content analysis of websites

PubMed Central

2014-01-01

Background The Internet is increasingly being applied in health education worldwide; however there is little knowledge of its use in Chinese higher education institutions. The present study provides the first review and highlights the deficiencies and required future advances in Chinese Internet-based health education. Methods Two authors independently conducted a duplicate Internet search in order to identify information regarding Internet-based health education in China. Results The findings showed that Internet-based education began in China in September 1998. Currently, only 16 of 150 (10.7%) health education institutions in China offer fee-based online undergraduate degree courses, awarding associates and/or bachelors degrees. Fifteen of the 16 institutions were located in the middle or on the eastern coast of China, where were more developed than other regions. Nursing was the most popular discipline in Internet-based health education, while some other disciplines, such as preventive medicine, were only offered at one university. Besides degree education, Chinese institutions also offered non-degree online training and free resources. The content was mainly presented in the form of PowerPoint slides or videos for self-learning. Very little online interactive mentoring was offered with any of the courses. Conclusions There is considerable potential for the further development of Internet-based health education in China. These developments should include a focus on strengthening cooperation among higher education institutions in order to develop balanced online health curricula, and on enhancing distance education in low- and middle-income regions to meet extensive learning demands. PMID:24467710

Teaching with the Internet: Lessons from the Classroom.

ERIC Educational Resources Information Center

Leu, Donald J., Jr.; Leu, Deborah Diadiun; Len, Katherine R.

This book is designed to give teachers ideas about how to effectively integrate the Internet into the classroom, based on teaching practices throughout the world. The book is organized three sections. The first section provides an introduction to Internet use and applications. Chapters include the potential of the Internet to support learning,…

Re-Examining the Way We Teach: The Earth System Science Education Alliance Online Courses

NASA Astrophysics Data System (ADS)

Botti, J. A.; Myers, R. J.

2003-12-01

Science education reform has skyrocketed over the last decade thanks in large part to the technology of the Internet, opening up dynamic new online communities of learners. It has allowed educators worldwide to share thoughts about Earth system science and reexamine the way science is taught. The Earth System Science Education Alliance (ESSEA) is one positive offshoot of this reform effort. This developing partnership among universities, colleges, and science education organizations is led by the Institute for Global Environmental Strategies and the Center for Educational TechnologiesTM at Wheeling Jesuit University. ESSEA's mission is to improve Earth system science education. ESSEA has developed three Earth system science courses for K-12 teachers. These online courses guide teachers into collaborative, student-centered science education experiences. Not only do these courses support teachers' professional development, they also help teachers implement Earth systems science content and age-appropriate pedagogical methods into their classrooms. The ESSEA semester-long courses are open to elementary, middle school, and high school educators. After three weeks of introductory content, teachers develop content and pedagogical and technological knowledge in four three-week learning cycles. The elementary school course focuses on basic Earth system interactions between land, life, air, and water. The middle school course stresses the effects of real-world events-volcanic eruptions, hurricanes, rainforest destruction-on Earth's lithosphere, atmosphere, biosphere, and hydrosphere, using "jigsaw" to study the interactions between events, spheres, and positive and negative feedback loops. The high school course uses problem-based learning to examine critical areas of global change, such as coral reef degradation, ozone depletion, and climate change. This ESSEA presentation provides examples of learning environments from each of the three courses.

Design and Evaluation of Dedicated Smartphone Applications for Collaborative Science Education

NASA Astrophysics Data System (ADS)

Fertitta, John A., Jr.

2011-12-01

Over the past several years, the use of scientific probes is becoming more common in science classrooms. The goal of teaching with these science probes is to engage students in inquiry-based learning. However, they are often complicated and stationary, forcing experiments to remain in the classroom and limiting their use. The Internet System for Networked Sensor Experimentation (iSENSE) was created to address these limitations. iSENSE is a web-system for storing and visualizing sensor data. The project also includes a hardware package, the PINPoint, that interfaces to existing probes, and acts as a probe itself. As the mobile phone industry continues to advance, we are beginning to see smartphones that are just as powerful, if not more powerful, than many desktop computers. These devices are often equipped with advanced sensors, making them as capable as some science probes at a lower cost. With this background, this thesis explores the use of smartphones in secondary school science classrooms. By collaborating with one teacher, three custom applications were developed for four separate curriculum-based learning activities. The smartphones replaced existing traditional tools and science probes. Some data collected with the smartphones were uploaded to the iSENSE web-system for analysis. Student use of the smartphones and the subsequent scientific visualizations using the iSENSE web-system were observed. A teacher interview was conducted afterward. It was found that a collaborative design process involving the teacher resulted in the successful integration of smartphone applications into learning activities. In one case, the smartphones and use of iSENSE did not improve the students' understanding of the learning objectives. In several others, however, the smartphones out-performed traditional probeware as a data collector, and with the classroom teachers guidance, the iSENSE web-system facilitated more in-depth discussions of the data.

Science-On Line: Partnership Approach for the Creation of Internet-based Classroom Resources.

ERIC Educational Resources Information Center

Hawkins, Isabel; Battle, Robyn

Research has been conducted which develops case studies on how to engage scientists in partnerships with teachers. Studies have focused on the Internet and the World Wide Web as potential conduits of research results to the classroom, particularly if scientists and teachers were involved in joint creation of Internet-based curriculum and lesson…

Genetic Science Learning Center

MedlinePlus

... discuss important health topics Teacher participants at the Neuroscience of Our Senses 2012 Summer Institute Cell Size and Scale became an Internet sensation in 2009 NIH Director Dr. Francis Collins appeared at the GSLC hosted NIH SciEd 2012 Conference in Washington, DC. © The University of Utah

Inspiring Future Scientists

ERIC Educational Resources Information Center

Betteley, Pat; Lee, Richard E., Jr.

2009-01-01

In an integrated science/language arts/technology unit called "How Scientists Learn," students researched famous scientists from the past and cutting-edge modern-day scientists. Using biography trade books and the internet, students collected and recorded data on charts, summarized important information, and inferred meaning from text. Then they…

Internet-Based Laboratory Activities Designed for Studying the Sun with Satellites

NASA Astrophysics Data System (ADS)

Slater, T. F.

1998-12-01

Yohkoh Public Outreach Project (YPOP) is a collaborative industry, university, and K-16 project bringing fascinating and dynamic images of the Sun to the public in real-time. Partners have developed an extensive public access and educational WWW site containing more than 100 pages of vibrant images with current information that focuses on movies of the X-ray output of our Sun taken by the Yohkoh Satellite. More than 5 Gb of images and movies are available on the WWW site from the Yohkoh satellite, a joint project of the Institute for Space and Astronautical Sciences (ISAS) and NASA. Using a movie theater motif, the site was created by teams working at Lockheed Martin Advanced Technology Center, Palo Alto, CA in the Solar and Astrophysics Research Group, the Montana State University Solar Physics Research Group, and the Montana State University Conceptual Astronomy and Physics Education Research Group with funding from the NASA Learning Technology Project (LTP) program (NASA LTP SK30G4410R). The Yohkoh Movie Theater Internet Site is found at URL: http://www.lmsal.com/YPOP/ and mirrored at URL: http://solar.physics.montana.edu/YPOP/. In addition to being able to request automated movies for any dates in a 5 Gb on-line database, the user can view automatically updated daily images and movies of our Sun over the last 72 hours. Master science teachers working with the NASA funded Yohkoh Public Outreach Project have developed nine technology-based on-line lessons for K-16 classrooms. These interdisciplinary science, mathematics, and technology lessons integrate Internet resources, real-time images of the Sun, and extensive NASA image databases. Instructors are able to freely access each of the classroom-ready activities. The activities require students to use scientific inquiry skills and manage electronic information to solve problems consistent with the emphasis of the NRC National Science Education Standards.

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. )

Online citizen science games: Opportunities for the biological sciences.

PubMed

Curtis, Vickie

2014-12-01

Recent developments in digital technologies and the rise of the Internet have created new opportunities for citizen science. One of these has been the development of online citizen science games where complex research problems have been re-imagined as online multiplayer computer games. Some of the most successful examples of these can be found within the biological sciences, for example, Foldit, Phylo and EteRNA. These games offer scientists the opportunity to crowdsource research problems, and to engage with those outside the research community. Games also enable those without a background in science to make a valid contribution to research, and may also offer opportunities for informal science learning.

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study.

PubMed

Keogh, Justin W L; Gowthorp, Lisa; McLean, Michelle

2017-09-01

This study sought to gain insight into blended learning-naive sports science students' understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3-4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching.

Teaching with technology: automatically receiving information from the internet and web.

PubMed

Wink, Diane M

2010-01-01

In this bimonthly series, the author examines how nurse educators can use the Internet and Web-based computer technologies such as search, communication, and collaborative writing tools, social networking and social bookmarking sites, virtual worlds, and Web-based teaching and learning programs. This article presents information and tools related to automatically receiving information from the Internet and Web.

The Effectiveness of Internet-Based Peer Feedback Training on Chinese EFL College Students' Writing Proficiency

ERIC Educational Resources Information Center

Jiang, Jiahong; Yu, Yibing

2014-01-01

English writing, an indispensable skill in English learning, plays an important role in improving learners' language proficiency. With the wide spread and use of wired or wireless internet, EFL students can easily help and be helped with English writing. Therefore, the application of internet-based peer feedback training on writing to foreign or…

The Future of the New Media in the Communication of Science

NASA Astrophysics Data System (ADS)

Hanson, Joseph

2014-03-01

New media, that which is based around social networks, ubiquitous consumer technology, and today's near-universal access to information, has transformed the way that science is communicated to the scientist and non-scientist alike. We may be in the midst of mankind's greatest shift in information consumption and distribution since the invention of the printing press. Or maybe not. The problem with predicting the future is that it's very hard, and unless you're Isaac Asimov, it's very easy to be wrong. When one predicts the future regarding the internet, that risk becomes almost a certainty. Still, we can apply lessons learned from the near and distant history of science communication to put today's new media evolution into perspective, and to give us clues as to where social media, digital journalism, open access, and online education will lead science communication in years to come. Most importantly, it remains to be seen whether this new media evolution will translate into a shift in how science is viewed by citizens and their policymakers.

Informal science educators network project Association of Science-Technology Centers Incorporated. Final report

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

NONE

1997-05-09

Funding from the Department of Energy and the Annenberg/CPB Math and Science Project have helped the Association of Science-technology Centers Incorporated (ASTC) to establish and sustain an on-line community of informal science educators nationwide. The Project, called the Informal Science Educators Network Project (ISEN), is composed primarily of informal science educators and exhibit developers from science centers, museums, zoos, aquariums, botanical gardens, parks, and nature centers. Although museum-based professionals represent the majority of subscribers to ISEN, also involved are some classroom teachers and teacher educators from colleges and universities. Common to all ISEN participants is a commitment to school andmore » science education reform. Specifically, funding from the Department of Energy helped to boot strap the effort, providing Barrier Reduction Vouchers to 123 educators that enabled them participate in ISEN. Among the major accomplishments of the Project are these: (1) assistance to 123 informal science educators to attend Internet training sessions held in connection with the Project and/or purchase hardware and software that linked them to the Internet; (2) Internet training for 153 informal science educators; (3) development of a listserv which currently has over 180 subscribers--an all-time high; (4) opportunity to participate in four web chats involving informal science educators with noted researchers; (5) development of two sites on the World Wide Web linking informal science educators to Internet resources; (6) creation of an on-line collection of over 40 articles related to inquiry-based teaching and science education reform. In order to continue the momentum of the Project, ASTC has requested from the Annenberg/CPB Math and Science project a no/cost extension through December 1997.« less

Common ground: the HealthWeb project as a model for Internet collaboration.

PubMed Central

Redman, P M; Kelly, J A; Albright, E D; Anderson, P F; Mulder, C; Schnell, E H

1997-01-01

The establishment of the HealthWeb project by twelve health sciences libraries provides a collaborative means of organizing and enhancing access to Internet resources for the international health sciences community. The project is based on the idea that the Internet is common ground for all libraries and that through collaboration a more comprehensive, robust, and long-lasting information product can be maintained. The participants include more than seventy librarians from the health sciences libraries of the Committee on Institutional Cooperation (CIC), an academic consortium of twelve major research universities. The Greater Midwest Region of the National Network of Libraries of Medicine serves as a cosponsor. HealthWeb is an information resource that provides access to evaluated, annotated Internet resources via the World Wide Web. The project vision as well as the progress reported on its implementation may serve as a model for other collaborative Internet projects. PMID:9431420

Bridging the divide between science and journalism.

PubMed

Van Eperen, Laura; Marincola, Francesco M; Strohm, Jennifer

2010-03-10

There are countless reasons nearly every scientist should learn how to communicate effectively with the media, including increased understanding of critical research findings to attract or sustain funding and build new professional partnerships that will further propel forward research. But where do scientists begin? Bridging the Divide between Science and Journalism offers practical tips for any scientist looking to work with the media.Given the traditional and internet-based sources for medical research and healthcare-related news now available, it is imperative that scientists know how to communicate their latest findings through the appropriate channels. The credible media channels are managed by working journalists, so learning how to package vast, technical research in a form that is appetizing and "bite-sized" in order to get their attention, is an art. Reducing years of research into a headline can be extremely difficult and certainly doesn't come naturally to every scientist, so this article provides suggestions on how to work with the media to communicate your findings.

Bridging the Divide between Science and Journalism

PubMed Central

2010-01-01

There are countless reasons nearly every scientist should learn how to communicate effectively with the media, including increased understanding of critical research findings to attract or sustain funding and build new professional partnerships that will further propel forward research. But where do scientists begin? Bridging the Divide between Science and Journalism offers practical tips for any scientist looking to work with the media. Given the traditional and internet-based sources for medical research and healthcare-related news now available, it is imperative that scientists know how to communicate their latest findings through the appropriate channels. The credible media channels are managed by working journalists, so learning how to package vast, technical research in a form that is appetizing and "bite-sized" in order to get their attention, is an art. Reducing years of research into a headline can be extremely difficult and certainly doesn't come naturally to every scientist, so this article provides suggestions on how to work with the media to communicate your findings. PMID:20219123

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

NASA Astrophysics Data System (ADS)

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

2013-07-01

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

A comparative evaluation of the effect of internet-based CME delivery format on satisfaction, knowledge and confidence

PubMed Central

2010-01-01

Background Internet-based instruction in continuing medical education (CME) has been associated with favorable outcomes. However, more direct comparative studies of different Internet-based interventions, instructional methods, presentation formats, and approaches to implementation are needed. The purpose of this study was to conduct a comparative evaluation of two Internet-based CME delivery formats and the effect on satisfaction, knowledge and confidence outcomes. Methods Evaluative outcomes of two differing formats of an Internet-based CME course with identical subject matter were compared. A Scheduled Group Learning format involved case-based asynchronous discussions with peers and a facilitator over a scheduled 3-week delivery period. An eCME On Demand format did not include facilitated discussion and was not based on a schedule; participants could start and finish at any time. A retrospective, pre-post evaluation study design comparing identical satisfaction, knowledge and confidence outcome measures was conducted. Results Participants in the Scheduled Group Learning format reported significantly higher mean satisfaction ratings in some areas, performed significantly higher on a post-knowledge assessment and reported significantly higher post-confidence scores than participants in the eCME On Demand format that was not scheduled and did not include facilitated discussion activity. Conclusions The findings support the instructional benefits of a scheduled delivery format and facilitated asynchronous discussion in Internet-based CME. PMID:20113493

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)

Comprehending and Learning from Internet Sources: Processing Patterns of Better and Poorer Learners

ERIC Educational Resources Information Center

Goldman, Susan R.; Braasch, Jason L. G.; Wiley, Jennifer; Graesser, Arthur C.; Brodowinska, Kamila

2012-01-01

Readers increasingly attempt to understand and learn from information sources they find on the Internet. Doing so highlights the crucial role that evaluative processes play in selecting and making sense of the information. In a prior study, Wiley et al. (2009, Experiment 1) asked undergraduates to perform a web-based inquiry task about volcanoes…

Moral Reasoning and Student Perceptions of the Middle East: Observations on Student Learning from an Internet Dialog

ERIC Educational Resources Information Center

Stover, William J.

2006-01-01

This article explores the relationship between the religious based moral reasoning of Judaism and Islam and college student subjects' attitudes toward political entities involved in Middle East conflict, Israel and Arab states. Subjects learn about the moral positions by observing parts of an interactive, Internet dialog among Christian, Jewish,…

Participating in a Community of Learners enhances resident perceptions of learning in an e-mentoring program: proof of concept

PubMed Central

2011-01-01

Background Community learning and e-mentoring, learning methods used in higher education, are not used to any extent in residency education. Yet both have the potential to enhance resident learning and, in the case of community learning, introduce residents to basic lifelong learning skills. We set out to determine whether residents participating in an Internet based e-mentoring program would, with appropriate facilitation, form a community of learners (CoL) and hold regular community meetings. We also determined resident and faculty perceptions of CoL and Internet sessions as effective learning experiences. Methods A six-month e-mentoring pilot was offered to 10 Radiology residents in the Aga Khan University Postgraduate Medical Education Program in Nairobi, Kenya (AKUHN) with a Professor of Radiology, located at University of Virginia, USA, acting as the e-mentor. Monthly Internet case-based teaching sessions were facilitated by the e-mentor. In addition, residents were coached by a community facilitator to form CoL and collectively work through clinical cases at weekly face-to-face CoL sessions. Event logs described observed resident activity at CoL sessions; exit survey and interviews were used to elicit perceptions of CoL and Internet sessions as effective learning experiences. Results Resident adoption of CoL behaviors was observed, including self-regulation, peer mentoring and collaborative problem solving. Analysis revealed high resident enthusiasm and value for CoL. Surveys and interviews indicated high levels of acceptance of Internet learning experiences, although there was room for improvement in audio-visual transmission technologies. Faculty indicated there was a need for a larger multi-specialty study. Conclusions The pilot demonstrated resident acceptance of community building and collaborative learning as valued learning experiences, addressing one barrier to its formal adoption in residency education curricula. It also highlighted the potential of e-mentoring as a means of expanding faculty and teaching materials in residency programs in developing countries. PMID:21266070

Designing high-quality interactive multimedia learning modules.

PubMed

Huang, Camillan

2005-01-01

Modern research has broadened scientific knowledge and revealed the interdisciplinary nature of the sciences. For today's students, this advance translates to learning a more diverse range of concepts, usually in less time, and without supporting resources. Students can benefit from technology-enhanced learning supplements that unify concepts and are delivered on-demand over the Internet. Such supplements, like imaging informatics databases, serve as innovative references for biomedical information, but could improve their interaction interfaces to support learning. With information from these digital datasets, multimedia learning tools can be designed to transform learning into an active process where students can visualize relationships over time, interact with dynamic content, and immediately test their knowledge. This approach bridges knowledge gaps, fosters conceptual understanding, and builds problem-solving and critical thinking skills-all essential components to informatics training for science and medicine. Additional benefits include cost-free access and ease of dissemination over the Internet or CD-ROM. However, current methods for the design of multimedia learning modules are not standardized and lack strong instructional design. Pressure from administrators at the top and students from the bottom are pushing faculty to use modern technology to address the learning needs and expectations of contemporary students. Yet, faculty lack adequate support and training to adopt this new approach. So how can faculty learn to create educational multimedia materials for their students? This paper provides guidelines on best practices in educational multimedia design, derived from the Virtual Labs Project at Stanford University. The development of a multimedia module consists of five phases: (1) understand the learning problem and the users needs; (2) design the content to harness the enabling technologies; (3) build multimedia materials with web style standards and human factors principles; (4) user testing; (5) evaluate and improve design.

"The Hands-On Model of the Internet": Engaging Diverse Groups of Visitors

ERIC Educational Resources Information Center

Shea, Michael

2014-01-01

Based on ethnographic field research at the Miraikan National Museum of Emerging Science and Innovation in Tokyo, this article uses the "Hands-on Model of the Internet" in the Future, Innovation, and Society section of the museum as a case study in the various issues related to effective public engagement in science museums. Museum…

ICT Facilitated Access to Information and Undergraduates' Cheating Behaviours

ERIC Educational Resources Information Center

Trushell, John; Byrne, Kevin; Hassan, Nasima

2013-01-01

This paper describes an illuminative small-scale study that featured a survey instrument, distributed to 66 undergraduate students of Education and social science. The investigation concerned students' use of ICT--including a virtual learning environment and the Internet--and students' engagement in lecturer impressing strategies and cheating…

Students Learn Programming Faster through Robotic Simulation

ERIC Educational Resources Information Center

Liu, Allison; Newsom, Jeff; Schunn, Chris; Shoop, Robin

2013-01-01

Schools everywhere are using robotics education to engage kids in applied science, technology, engineering, and mathematics (STEM) activities, but teaching programming can be challenging due to lack of resources. This article reports on using Robot Virtual Worlds (RVW) and curriculum available on the Internet to teach robot programming. It also…

Internet Links for Science Education: Student-Scientist Partnerships (edited by Karen Cohen)

NASA Astrophysics Data System (ADS)

Barden, Linda M.

1998-10-01

Plenum: New York, 1997. xx + 260 pp. Figs., tables, photos. 15 x 22.8 cm. ISBN 0-306-45558-7. $27.50. Science education is undergoing an upheaval more fundamental than the one that occurred in the aftermath of Sputnik. Research during the past 40 years has led to a radical change in the way we view children's learning of science. The National Science Education Standards (NSES) suggest a new model for teaching science based upon these research findings. Societal changes, particularly changes in business, have put pressure on schools to alter the emphasis of curricula from rote memory and individual competition to problem solving using a variety of technological skills and teamwork/team competition. This timely book addresses all these issues by describing projects that K-12 teachers can use to achieve the goals set forth by both NSES and business. It also provides scientists with examples of how they and their coworkers might better interact with K-12 science education to encourage a more scientifically literate society. Finally, it includes suggestions for future research in science education.

An Evaluation of the Network Efficiency Required in Order to Support Multicast and Synchronous Distributed Learning Network Traffic

DTIC Science & Technology

2003-09-01

This restriction limits the deployment to small and medium sized enterprises. The Internet cannot universally use DVMRP for this reason. In addition...20503. 1. AGENCY USE ONLY (Leave blank) 2. REPORT DATE September 2003 3. REPORT TYPE AND DATES COVERED Master’s Thesis 4. TITLE... University , 1996 Submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE IN COMPUTER SCIENCE from

Developing an evidence-based curriculum designed to help psychiatric nurses learn to use computers and the Internet.

PubMed

Koivunen, Marita; Välimäki, Maritta; Jakobsson, Tiina; Pitkänen, Anneli

2008-01-01

This article describes the systematic process in which an evidence-based approach was used to develop a curriculum designed to support the computer and Internet skills of nurses in psychiatric hospitals in Finland. The pressure on organizations to have skilled and motivated nurses who use modern information and communication technology in health care organizations has increased due to rapid technology development at the international and national levels. However, less frequently has the development of those computer education curricula been based on evidence-based knowledge. First, we identified psychiatric nurses' learning experiences and barriers to computer use by examining written essays. Second, nurses' computer skills were surveyed. Last, evidence from the literature was scrutinized to find effective methods that can be used to teach and learn computer use in health care. This information was integrated and used for the development process of an education curriculum designed to support nurses' computer and Internet skills.

Perspectives on the Use of Internet in Art Classrooms.

ERIC Educational Resources Information Center

Heise, Donalyn; Grandgenett, Neal F.

1996-01-01

Maintains that access to full internet capabilities can benefit students in their art instruction and allow for life-long art-based learning. Describes the activities of a Nebraska middle-school art class that used the Internet in their research and study of cultural images and societal heroes. (MJP)

Ethical Issues and Best Practice Considerations for Internet Research

ERIC Educational Resources Information Center

Colvin, Jan; Lanigan, Jane

2005-01-01

With rapidly increasing public use of the Internet and advances in Web technologies, family and consumer sciences researchers have the opportunity to conduct Internet-based research. However, online research raises critical ethical issues concerning human subjects that have an impact on research practices. This article provides a review of the…

Resident and student education in otolaryngology: A 10-year update on e-learning.

PubMed

Tarpada, Sandip P; Hsueh, Wayne D; Gibber, Marc J

2017-07-01

E-learning, in its most rudimentary form, is the use of Internet-based resources for teaching and learning purposes. In surgical specialties, this definition encompasses the use of virtual patient cases, digital modeling, and online tutorials, as well as standardized video and imaging. As new technological frontiers rapidly emerge within otolaryngology, e-learning may be an effective alternative to traditional teaching. Here we present a systematic review of the literature assessing the efficacy of e-learning for otolaryngology education and a discussion of the relevance of these programs for both medical students and residents within the field. Systematic review. A systematic search of PubMed, Embase, Web of Science, and the Cochrane Library was conducted according to the guidelines defined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Twelve studies met inclusion criteria. These studies measured a range of outcomes from basic science anatomical knowledge to clinically relevant endpoints such as diagnostic accuracy. Nearly all of the studies reported greater satisfaction and/or significantly increased objective knowledge using the e-learning intervention compared to traditional techniques. E-learning proves to be a powerful alternative to standard teaching techniques within otolaryngology education for both residents and medical students. Future work should focus on validating specific e-learning programs and accessing long-term knowledge retention using these innovative platforms. NA Laryngoscope, 127:E219-E224, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

Elaborative encoding through self-generation enhances outcomes with errorless learning: Findings from the Skypekids memory study.

PubMed

Haslam, Catherine; Wagner, Joseph; Wegener, Signy; Malouf, Tania

2017-01-01

Errorless learning has demonstrated efficacy in the treatment of memory impairment in adults and older adults with acquired brain injury. In the same population, use of elaborative encoding through supported self-generation in errorless paradigms has been shown to further enhance memory performance. However, the evidence base relevant to application of both standard and self-generation forms of errorless learning in children is far weaker. We address this limitation in the present study to examine recall performance in children with brain injury (n = 16) who were taught novel age-appropriate science and social science facts through the medium of Skype. All participants were taught these facts under conditions of standard errorless learning, errorless learning with self-generation, and trial-and-error learning after which memory was tested at 5-minute, 30-minute, 1-hour and 24-hour delays. Analysis revealed no main effect of time, with participants retaining most information acquired over the 24-hour testing period, but a significant effect of condition. Notably, self-generation proved more effective than both standard errorless and trial-and-error learning. Further analysis of the data revealed that severity of attentional impairment was less detrimental to recall performance under errorless conditions. This study extends the literature to provide further evidence of the value of errorless learning methods in children with ABI and the first demonstration of the effectiveness of self-generation when delivered via the Internet.

Web-Searching to Learn: The Role of Internet Self-Efficacy in Pre-School Educators' Conceptions and Approaches

ERIC Educational Resources Information Center

Kao, Chia-Pin; Chien, Hui-Min

2017-01-01

This study was conducted to explore the relationships between pre-school educators' conceptions of and approaches to learning by web-searching through Internet Self-efficacy. Based on data from 242 pre-school educators who had prior experience of participating in web-searching in Taiwan for path analyses, it was found in this study that…

Holy Lemons! Learning from Children's Uses of the Internet in Out-of-School contexts

ERIC Educational Resources Information Center

Burnett, Cathy; Wilkinson, Jeff

2005-01-01

The Internet offers new possibilities for engaging with information and is associated with a wide range of literacy practices. National guidance in the United Kingdom on "reading the web", however, has focused largely on the different skills children may need to learn in school to navigate web-based texts successfully. Here it is argued…

The web of life: Natural science information on the Internet

USGS Publications Warehouse

Clement, Gail

2000-01-01

As society has come to equate economic prosperity with the health of our living resources, national science policy has called for the development of a comprehensive digital knowledge base to support informed decision making and wise resource management. The Internet and World Wide Web demonstrate the earliest stages of this evolving virtual library of the natural world, offering an increasing array of high-quality, innovative resources and services in the natural science arena. This article discusses the leading providers of natural science information on the Internet and highlights some of the exemplary resources they are delivering online. The discussion concludes with a brief discussion of the role of the librarian in developing the Web of natural science knowledge online and provides a short Webliography of starting points for further exploration of this subject area. PDF

A Comparative Study on the Architecture Internet of Things and its’ Implementation method

NASA Astrophysics Data System (ADS)

Xiao, Zhiliang

2017-08-01

With the rapid development of science and technology, Internet-based the Internet of things was born and achieved good results. In order to further build a complete Internet of things system, to achieve the design of the Internet of things, we need to constitute the object of the network structure of the indicators of comparative study, and on this basis, the Internet of things connected to the way and do more in-depth to achieve the unity of the object network architecture and implementation methods. This paper mainly analyzes the two types of Internet of Things system, and makes a brief comparative study of the important indicators, and then introduces the connection method and realization method of Internet of Things based on the concept of Internet of Things and architecture.

Shifting to an Inquiry-Based Experience

ERIC Educational Resources Information Center

Corder, Gregory; Slykhuis, Julie

2011-01-01

Teaching science with an inquiry-based approach can seem like an impossible challenge. However, it is achievable. One way to begin is by converting a cookbook-style lab (from the internet or a textbook) into an inquiry-based science experience. To convert a cookbook lab into an inquiry-based science experience, the authors propose the following…

Merging the Internet and Hypermedia in the English Language Arts.

ERIC Educational Resources Information Center

Reed, W. Michael; Wells, John G.

1997-01-01

Discussion of hypermedia and computer-mediated communication focuses on a project that merges a language arts Internet resource with a hypermedia-based knowledge construction approach to learning. Highlights include constructing a HyperCard-based program on Shakespeare's "Hamlet," gophers and search engines, downloading, collaborative…

Computer-Based Learning in Open and Distance Learning Institutions in Nigeria: Cautions on Use of Internet for Counseling

ERIC Educational Resources Information Center

Okopi, Fidel Onjefu; Odeyemi, Olajumoke Janet; Adesina, Adewale

2015-01-01

The study has identified the areas of strengths and weaknesses in the current use of Computer Based Learning (CBL) tools in Open and Distance Learning (ODL) institutions in Nigeria. To achieve these objectives, the following research questions were proposed: (i) What are the computer-based learning tools (soft and hard ware) that are actually in…

An Intelligent Learning Diagnosis System for Web-Based Thematic Learning Platform

ERIC Educational Resources Information Center

Huang, Chenn-Jung; Liu, Ming-Chou; Chu, San-Shine; Cheng, Chih-Lun

2007-01-01

This work proposes an intelligent learning diagnosis system that supports a Web-based thematic learning model, which aims to cultivate learners' ability of knowledge integration by giving the learners the opportunities to select the learning topics that they are interested, and gain knowledge on the specific topics by surfing on the Internet to…

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…

Computer Technology-Integrated Projects Should not Supplant Craft Projects in Science Education

NASA Astrophysics Data System (ADS)

Klopp, Tabatha J.; Rule, Audrey C.; Suchsland Schneider, Jean; Boody, Robert M.

2014-03-01

The current emphasis on computer technology integration and narrowing of the curriculum has displaced arts and crafts. However, the hands-on, concrete nature of craft work in science modeling enables students to understand difficult concepts and to be engaged and motivated while learning spatial, logical, and sequential thinking skills. Analogy use is also helpful in understanding unfamiliar, complex science concepts. This study of 28 academically advanced elementary to middle-school students examined student work and perceptions during a science unit focused on four fossil organisms: crinoid, brachiopod, horn coral and trilobite. The study compared: (1) analogy-focused instruction to independent Internet research and (2) computer technology-rich products to crafts-based products. Findings indicate student products were more creative after analogy-based instruction and when made using technology. However, students expressed a strong desire to engage in additional craft work after making craft products and enjoyed making crafts more after analogy-focused instruction. Additionally, more science content was found in the craft products than the technology-rich products. Students expressed a particular liking for two of the fossil organisms because they had been modeled with crafts. The authors recommend that room should be retained for crafts in the science curriculum to model science concepts.

Integration of advanced technologies to enhance problem-based learning over distance: Project TOUCH.

PubMed

Jacobs, Joshua; Caudell, Thomas; Wilks, David; Keep, Marcus F; Mitchell, Steven; Buchanan, Holly; Saland, Linda; Rosenheimer, Julie; Lozanoff, Beth K; Lozanoff, Scott; Saiki, Stanley; Alverson, Dale

2003-01-01

Distance education delivery has increased dramatically in recent years as a result of the rapid advancement of communication technology. The National Computational Science Alliance's Access Grid represents a significant advancement in communication technology with potential for distance medical education. The purpose of this study is to provide an overview of the TOUCH project (Telehealth Outreach for Unified Community Health; http://hsc.unm.edu/touch) with special emphasis on the process of problem-based learning case development for distribution over the Access Grid. The objective of the TOUCH project is to use emerging Internet-based technology to overcome geographic barriers for delivery of tutorial sessions to medical students pursuing rotations at remote sites. The TOUCH project also is aimed at developing a patient simulation engine and an immersive virtual reality environment to achieve a realistic health care scenario enhancing the learning experience. A traumatic head injury case is developed and distributed over the Access Grid as a demonstration of the TOUCH system. Project TOUCH serves as an example of a computer-based learning system for developing and implementing problem-based learning cases within the medical curriculum, but this system should be easily applied to other educational environments and disciplines involving functional and clinical anatomy. Future phases will explore PC versions of the TOUCH cases for increased distribution. Copyright 2003 Wiley-Liss, Inc.

MISESS: Web-Based Examination, Evaluation, and Guidance

ERIC Educational Resources Information Center

Tanrikulu, Zuhal

2006-01-01

Many universities are reevaluating their traditional educational methods and providing pedagogical material through the Internet. Some Web-based systems offer a constructionist learning environment, for example, where students can learn by designing their own objects. Providing effective, convenient technology to support learning is important, and…

On-line and Mobil Learning Activities

NASA Astrophysics Data System (ADS)

Ackerman, S. A.; Whittaker, T. M.; Jasmin, T.; Mooney, M. E.

2012-12-01

Introductory college-level science courses for non-majors are critical gateways to imparting not only discipline-specific information, but also the basics of the scientific method and how science influences society. They are also indispensable for student success to degree. On-line, web-based homework (whether on computers or mobile devices) is a rapidly growing use of the Internet and is becoming a major component of instruction in science, replacing delayed feedback from a few major exams. Web delivery and grading of traditional textbook-type questions is equally effective as having students write them out for hand grading, as measured by student performance on conceptual and problem solving exams. During this presentation we will demonstrate some of the interactive on-line activities used to teach concepts and how scientists approach problem solving, and how these activities have impacted student learning. Evaluation of the activities, including formative and summative, will be discussed and provide evidence that these interactive activities significantly enhance understanding of introductory meteorological concepts in a college-level science course. More advanced interactive activities are also used in our courses for department majors, some of these will be discussed and demonstrated. Bring your mobile devices to play along! Here is an example on teaching contouring: http://profhorn.aos.wisc.edu/wxwise/contour/index.html

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

ERIC Educational Resources Information Center

Liu, Ming-Chou; Chi, Ming-Hsiao

2012-01-01

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

The Future of Electronic Educational Networks: Some Ethical Issues.

ERIC Educational Resources Information Center

Johnson, Dell

Institutions of higher education in the United States are making use of educational communication networks, such as the National Science Foundation's INTERNET system, to enhance research and learning. Such information networks are used to exchange information electronically, and exist not only in the United States, but also in other countries.…

Relationship between Study Habits and Student Attitudes towards Science and Technology

ERIC Educational Resources Information Center

Bowman, Charles Robert

2012-01-01

Improving student performance is the goal of any chemistry educator. With the proliferation of internet technologies in recent years, educators have been struggling with providing effective learning materials to students online. These materials also have not always had the intended effect of improving student performance. Either students do not…

Protocol Architecture Model Report

NASA Technical Reports Server (NTRS)

Dhas, Chris

2000-01-01

NASA's Glenn Research Center (GRC) defines and develops advanced technology for high priority national needs in communications technologies for application to aeronautics and space. GRC tasked Computer Networks and Software Inc. (CNS) to examine protocols and architectures for an In-Space Internet Node. CNS has developed a methodology for network reference models to support NASA's four mission areas: Earth Science, Space Science, Human Exploration and Development of Space (REDS), Aerospace Technology. This report applies the methodology to three space Internet-based communications scenarios for future missions. CNS has conceptualized, designed, and developed space Internet-based communications protocols and architectures for each of the independent scenarios. The scenarios are: Scenario 1: Unicast communications between a Low-Earth-Orbit (LEO) spacecraft inspace Internet node and a ground terminal Internet node via a Tracking and Data Rela Satellite (TDRS) transfer; Scenario 2: Unicast communications between a Low-Earth-Orbit (LEO) International Space Station and a ground terminal Internet node via a TDRS transfer; Scenario 3: Multicast Communications (or "Multicasting"), 1 Spacecraft to N Ground Receivers, N Ground Transmitters to 1 Ground Receiver via a Spacecraft.

Teaching Prevention in Pediatrics.

ERIC Educational Resources Information Center

Cheng, Tina L.; Greenberg, Larrie; Loeser, Helen; Keller, David

2000-01-01

Reviews methods of teaching preventive medicine in pediatrics and highlights innovative programs. Methods of teaching prevention in pediatrics include patient interactions, self-directed learning, case-based learning, small-group learning, standardized patients, computer-assisted instruction, the Internet, student-centered learning, and lectures.…

The Development of an E-Learning-Based Learning Service for MKDP Curriculum and Learning at the Indonesia University of Education

ERIC Educational Resources Information Center

Rusman

2016-01-01

E-learning is a general term used to refer to computer-enhanced learning based that facilitates whoever, wherever, and whenever the person is to be able to learn more fun, easier and cheaper by using Internet. In other words, E-learning is the use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere. It…

The Effect of Virtual versus Traditional Learning in Achieving Competency-Based Skills

ERIC Educational Resources Information Center

Mosalanejad, Leili; Shahsavari, Sakine; Sobhanian, Saeed; Dastpak, Mehdi

2012-01-01

Background: By rapid developing of the network technology, the internet-based learning methods are substituting the traditional classrooms making them expand to the virtual network learning environment. The purpose of this study was to determine the effectiveness of virtual systems on competency-based skills of first-year nursing students.…

Web-Based History Learning Environments: Helping All Students Learn and Like History

ERIC Educational Resources Information Center

Okolo, Cynthia M.; Englert, Carol Sue; Bouck, Emily C.; Heutsche, Anne M.

2007-01-01

This article explores the benefits of the Internet to enhance history instruction for all learners. The authors describe a Web-based learning environment, the Virtual History Museum (VHM), that helps teachers create motivating, inquiry-based history units. VHM also allows teachers to build supports for learners with disabilities or other learning…

Web-based Interactive Landform Simulation Model - Grand Canyon

NASA Astrophysics Data System (ADS)

Luo, W.; Pelletier, J. D.; Duffin, K.; Ormand, C. J.; Hung, W.; Iverson, E. A.; Shernoff, D.; Zhai, X.; Chowdary, A.

2013-12-01

Earth science educators need interactive tools to engage and enable students to better understand how Earth systems work over geologic time scales. The evolution of landforms is ripe for interactive, inquiry-based learning exercises because landforms exist all around us. The Web-based Interactive Landform Simulation Model - Grand Canyon (WILSIM-GC, http://serc.carleton.edu/landform/) is a continuation and upgrade of the simple cellular automata (CA) rule-based model (WILSIM-CA, http://www.niu.edu/landform/) that can be accessed from anywhere with an Internet connection. Major improvements in WILSIM-GC include adopting a physically based model and the latest Java technology. The physically based model is incorporated to illustrate the fluvial processes involved in land-sculpting pertaining to the development and evolution of one of the most famous landforms on Earth: the Grand Canyon. It is hoped that this focus on a famous and specific landscape will attract greater student interest and provide opportunities for students to learn not only how different processes interact to form the landform we observe today, but also how models and data are used together to enhance our understanding of the processes involved. The latest development in Java technology (such as Java OpenGL for access to ubiquitous fast graphics hardware, Trusted Applet for file input and output, and multithreaded ability to take advantage of modern multi-core CPUs) are incorporated into building WILSIM-GC and active, standards-aligned curricula materials guided by educational psychology theory on science learning will be developed to accompany the model. This project is funded NSF-TUES program.

"Musyahadat Al Fidyu": YouTube-Based Teaching and Learning of Arabic as Foreign Language (AFL)

ERIC Educational Resources Information Center

Albantani, Azkia Muharom; Madkur, Ahmad

2017-01-01

Today, it is not surprising to say that there is a swiftly rising use of internet in education. Internet with the enormous features has provided up prospects for rich and ground-breaking approaches to deal with educational issues and present solutions to the escalating needs for learning resources. Despite this fact, it is still found few studies…

Online Teaching Resources about Medicinal Plants and Ethnobotany

ERIC Educational Resources Information Center

Straus, Kristina M.; Chudler, Eric H.

2016-01-01

Classroom exploration of plant-based medicines and ethnobotany is a timely and valuable way to engage students in science. This Feature highlights Internet-based resources to help teachers in primary and secondary classrooms incorporate lessons and activities to teach about plant medicines. These Internet resources include curricula, videos, sites…

Development of an Undergraduate Course--Internet-Based Instrumentation and Control

ERIC Educational Resources Information Center

Zhuang, Hanqi; Morgera, Salvatore D.

2007-01-01

The objective, strategy, and implementation details of a new undergraduate course, Internet-based Instrumentation and Control, are presented. The course has a companion laboratory that is supported by the National Science Foundation and industry. The combination is offered to senior-level undergraduate engineering students interested in sensing,…

Using communication technology to support professional development in teaching science

NASA Astrophysics Data System (ADS)

Sundberg, Cheryl White

The impact of collaboration via communication technology on follow-up to on-site professional development was the central focus of this hypothesis-generating study. The study used a combination of quantitative methodology and qualitative methodology. A convenient sample of 18 teachers was drawn from 208 teachers in an existing professional development program in science in a southeastern state. The statewide professional development program focused on energy education with a strong emphasis on using technology to enhance learning. Data sources included E-mail messages, lesson plans, photographs, workshop evaluations, surveys, and the report of an external reviewer. The study focused on two on-site workshops, February and June 2000 that were designed to model constructivist pedagogy and instruct teachers in effective utilization of computer-based laboratories in science classrooms. Follow-up to the on-site workshops was facilitated with several communication technologies (Internet, E-mail, telephone, and mail). The research found E-mail was the preferred mode for follow-up to on-site workshops because of the convenience of the medium. Barriers to effective distance professional development were time constraints, equipment failure, and lack of consistent Internet access to teachers in rural and under-served areas. Teacher characteristics of the sample, teacher efficacy, technical skill, experience, and constructivist pedagogy did not appear to impact the use of communication technologies as a means of follow-up to on-site professional development workshops. However, teacher efficacy might have negatively impacted effective implementation of calculator-based laboratory technology in the classroom. The study found E-mail was the most convenient and efficient way to facilitate follow-up to on-site professional development. Teacher characteristics (efficacy, technical skill, experience, and constructivist pedagogy) did not appear to impact the use of E-mail to facilitate follow-up to on-site professional development. Consistent access to the Internet was problematic for teachers in rural and under-served areas.

The use of information sources by faculty members of babol university of medical sciences: a case study from iran.

PubMed

Siamian, Hasan; Yaminfirooz, Moosa; Dehghan, Zahra; Shahrabi, Afsaneh

2013-01-01

This study seeks to determine the expertise, use, and satisfaction of faculty members of Babol University of Medical Sciences, using the provided online information services by the university. This study is descriptive and analytical survey and the information gathering was through the questionnaireand the samples, based on the random of Kerjesi and Morgan Table sample size determination that was selected through stratified sampling proportionately to the size of the departments which summed up to 155 of which 113 responded to the mailed questionnaire. The results of the study show that among the various data sources such as books, journals and internet, faculty members have more undemandingand convenient access to the Internet compared to other resources use, however, half of the information needs of faculty members, 57 (50.4 percent) are provided by the printed books;and the databases available to the University and used by faculty members are PubMed with 76.1% and Science direct with 53.1% and Iranmedex with 46.9%.Only 17% of faculty members have the absolute contentment of the Internet information services,and more than half of the respondents (58.4%) expressed the low speed of Internet service as their major reason for their dissatisfaction of the provided services. Use and Satisfaction of Internet-Based Information Services of Faculty Members. Using the Internet to provide the needed information with an index of 46%is a significant issue. The results of the study show that among the various data sources such as books, journals and internet, faculty members have more undemandingand convenient access to the Internet and their access to printed books was really hard and limited, although the internet was more convenient to acquire information, most of the information needs of faculty members are provided by the printed books based on what they expressed. The study showed that the use and acquaintance of the sample of the information databases is very lowand only a few of them have the full satisfaction of the provided Internet information services and the main foremost reason for this major dissatisfaction is the low-speed Internet services at the University.

Teacher Perceptions and Use of the Internet in the Classroom: A Descriptive Case Study

ERIC Educational Resources Information Center

Garcia, Steven Michael

2010-01-01

The purpose of this descriptive qualitative case study was to explore teacher perceptions and use of the Internet as a tool for constructivist learning. Based on a review of the literature, some researchers concluded that the Internet may be a catalyst for an instructional paradigm towards constructivism (Collins, 1991; Sheingold, 1991; Hadley &…

Designing a Virtual Classroom for Distance Learning Students through the Internet.

ERIC Educational Resources Information Center

Bradshaw, Allen

Advantages to using the Internet to deliver instruction include the fact that Hypertext Markup Language (HTML) can be accessed on any computer, broadening the student base to anyone with an Internet browser and a PPP (Point-to-Point Protocol) account. In addition, instructions, lectures, and examples can be linked together for use as students need…

Language Learning Podcasts and Learners' Belief Change

ERIC Educational Resources Information Center

Basaran, Süleyman; Cabaroglu, Nese

2014-01-01

The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile learning has become a plausible alternative to or a good complement for conventional classroom-based teaching. However, there is a lack of research that explores and defines the characteristics and effects of mobile language learning (LL) through language…

Conative aptitudes in science learning

NASA Astrophysics Data System (ADS)

Jackson, Douglas Northrop, III

2000-09-01

The conative domain of aptitude constructs spans the domains of individual differences in motivation and volition. This research sampled a broad range of conative constructs, including achievement motivation, anxiety, goal orientations, and interest, among others. The purpose was threefold: (a) to explore relationships among conative constructs hypothesized to affect student commitment to learning and subsequent performance, (b) to determine whether or not individual differences in conative constructs were associated with the learning activities and time-on-task of students learning science, and (c) to ascertain whether or not the conative constructs and the time and activity variables were associated with performance differences in a paper-and-pencil science recall measure. This research consisted of three separate studies. Study I involved 60 U.S. college students. In Study II, 234 Canadian high school students participated. These two studies investigated the construct validity of a selection of conative constructs. A principal components analysis of the measures was undertaken and yielded seven components: Pursuit of Excellence, Evaluation Anxiety, Self-Reported Grades, Science Confidence, Science Interest vs. Science Ambivalence, Performance Orientation, and Verbal Ability. For Study III, 82 Canadian high school students completed the same conative questionnaires as were administered in Study II. A computerized environment patterned after an internet browser allowed students to learn about disease-causing microbes. The environment yielded aggregate measures of the time spent learning science, the time spent playing games, the number of games played, and the number of science-related learning activities engaged in by each student. Following administration of the computerized learning environment, students were administered a paper-and pencil science recall measure. Study III found support for the educational importance of the conative variables. Among the principal components, the strongest positive relationship was found between Science Interest vs. Science Ambivalence and performance on the recall measure. Scores on the conative variables were also correlated with both the time and activity variables from the computerized learning task. The implications of the findings are discussed with regard to the construct validation of conative constructs, the use of conative constructs for future educational research, and the design of computerized learning environments for both educational research and applied use.

Assessing the effect of an educational intervention program based on Health Belief Model on preventive behaviors of internet addiction

PubMed Central

Maheri, Aghbabak; Tol, Azar; Sadeghi, Roya

2017-01-01

INTRODUCTION: Internet addiction refers to the excessive use of the internet that causes mental, social, and physical problems. According to the high prevalence of internet addiction among university students, this study aimed to determine the effect of an educational intervention on preventive behaviors of internet addiction among Tehran University of Medical Sciences students. MATERIALS AND METHODS: This study was a quasi-experimental study conducted among female college students who live in the dormitories of Tehran University of Medical Sciences. Two-stage cluster sampling was used for selection of eighty participants in each study groups; data were collected using “Young's Internet Addiction” and unstructured questionnaire. Validity and reliability of unstructured questionnaire were evaluated by expert panel and were reported as Cronbach's alpha. Information of study groups before and 4 months after the intervention was compared using statistical methods by SPSS 16. RESULTS: After the intervention, the mean scores of internet addiction, perceived barriers construct, and the prevalence of internet addiction significantly decreased in the intervention group than that in the control group and the mean scores of knowledge and Health Belief Model (HBM) constructs (susceptibility, severity, benefits, self-efficacy) significantly increased. CONCLUSIONS: Education based on the HBM was effective on the reduction and prevention of internet addiction among female college students, and educational interventions in this field are highly recommended. PMID:28852654

Hand-Held Sunphotometers for High School Student Construction and Measuring Aerosol Optical Thickness

NASA Technical Reports Server (NTRS)

Almonor, Linda; Baldwin, C.; Craig, R.; Johnson, L. P.

2000-01-01

Science education is taking the teaching of science from a traditional (lecture) approach to a multidimensional sense-making approach which allows teachers to support students by providing exploratory experiences. Using projects is one way of providing students with opportunities to observe and participate in sense-making activity. We created a learning environment that fostered inquiry-based learning. Students were engaged in a variety of Inquiry activities that enabled them to work in cooperative planning teams where respect for each other was encouraged and their ability to grasp, transform and transfer information was enhanced. Summer, 1998: An air pollution workshop was conducted for high school students in the Medgar Evers College/Middle College High School Liberty Partnership Summer Program. Students learned the basics of meteorology: structure and composition of the atmosphere and the processes that cause weather. The highlight of this workshop was the building of hand-held sunphotometers, which measure the intensity of the sunlight striking the Earth. Summer, 1999: high school students conducted a research project which measured the mass and size of ambient particulates and enhanced our ability to observe through land based measurements changes in the optical depth of ambient aerosols over Brooklyn. Students used hand held Sunphotometers to collect data over a two week period and entered it into the NASA GISS database by way of the internet.

Ubiquitous learning model using interactive internet messenger group (IIMG) to improve engagement and behavior for smart campus

NASA Astrophysics Data System (ADS)

Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-01-01

The recent popularity of internet messenger based smartphone technologies has motivated some university lecturers to use them for educational activities. These technologies have enormous potential to enhance the teaching and ubiquitous learning experience for smart campus development. However, the design ubiquitous learning model using interactive internet messenger group (IIMG) and empirical evidence that would favor a broad application of mobile and ubiquitous learning in smart campus settings to improve engagement and behavior is still limited. In addition, the expectation that mobile learning could improve engagement and behavior on smart campus cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present ubiquitous learning model design and showing learners’ experiences in improved engagement and behavior using IIMG for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous learning and realize the impressions of learners and lecturers about engagement and behavior aspect, and its contribution to learning.

Teaching basic medical sciences at a distance: strategies for effective teaching and learning in internet-based courses.

PubMed

Ertmer, Peggy A; Nour, Abdelfattah Y M

2007-01-01

In recent years, the Internet has become an effective and accessible delivery mechanism for distance education. In 2003, 81% of all institutions of higher education offered at least one fully online or hybrid course. By 2005, the proportion of institutions that listed online education as important to their long-term goals had increased by 8%. This growth in available online courses and their increased convenience and flexibility have stimulated dramatic increases in enrollment in online programs, including the Veterinary Technology Distance Learning Program (VT-DLP) at Purdue University. Regardless of the obvious benefits, distance learning (DL) can be frustrating for the learners if course developers are unable to merge their knowledge about the learners, the process of instructional design, and the appropriate uses of technology and interactivity options into effective course designs. This article describes strategies that we have used to increase students' learning of physiology content in an online environment. While some of these are similar, if not identical, to strategies that might be used in a face-to-face (f2f) environment (e.g., case studies, videos, concept maps), additional strategies (e.g., animations, virtual microscopy) are needed to replace or supplement what might normally occur in a f2f course. We describe how we have addressed students' need for instructional interaction, specifically in the context of two foundational physiology courses that occur early in the VT-DLP. Although the teaching and learning strategies we have used have led to increasingly high levels of interaction, there is an ongoing need to evaluate these strategies to determine their impact on students' learning of physiology content, their development of problem-solving skills, and their retention of information.

Internet messenger based smart virtual class learning using ubiquitous computing

NASA Astrophysics Data System (ADS)

Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-06-01

Internet messenger (IM) has become an important educational technology component in college education, IM makes it possible for students to engage in learning and collaborating at smart virtual class learning (SVCL) using ubiquitous computing. However, the model of IM-based smart virtual class learning using ubiquitous computing and empirical evidence that would favor a broad application to improve engagement and behavior are still limited. In addition, the expectation that IM based SVCL using ubiquitous computing could improve engagement and behavior on smart class cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present the model of IM-based SVCL using ubiquitous computing and showing learners’ experiences in improved engagement and behavior for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous computing and realize the impressions of learners and lecturers about engagement and behavior aspect and its contribution to learning

Prediction of internet addiction based on information literacy among students of Iran University of Medical Sciences.

PubMed

Langarizadeh, Mostafa; Naghipour, Majid; Tabatabaei, Seyed Mohsen; Mirzaei, Abbas; Vaghar, Mohammad Eslami

2018-02-01

A considerable group of internet users consists of university users; however, despite internet benefits and capabilities, internet overuse is a threat to societies especially to young people and students. The objective of this study was to determine the predictive role of information literacy in internet addiction among students of Iran University of Medical Sciences during 2016. This analytical cross-sectional study was conducted in Iran University of Medical Sciences in 2016. Using stratified random sampling method, 365 students from different disciplines were selected. Measuring tools included the Information Literacy Questionnaire, the Yang Online Drug Addiction Scale and the General Health Questionnaire. The collected data were analyzed by Pearson product-moment correlation, independent samples t-test and multiple linear regression using SPSS version 22. According to this study, 31.2% of students had internet addiction (29.9% were mildly addicted and 1.3% had severe addiction). There was a significant and inverse relationship between higher information literacy and internet addiction (R= -0.45) and (p<0.001). The predictor variable "Information literacy" explained 20% of the variation in the outcome variable "Internet addiction". Students play a substantial role in promoting the cultural and scientific level of knowledge in society; the higher their information literacy, the lower the level of Internet addiction, and consequently the general health of society will improve. It seems that wise planning by authorities of Iran's universities to prevent internet addiction and to increase information literacy among students is needed.

Quality and Equality in Internet-Based Higher Education: Benchmarks for Success.

ERIC Educational Resources Information Center

Merisotis, Jamie P.

The Institute for Higher Education Policy reviewed the research on quality and equality in Internet-based higher education and found a relative paucity of original research dedicated to explaining or predicting phenomena related to distance learning. The research that does exist has tended to emphasize student outcomes for individual courses,…

User Acceptance of a Proposed Self-Evaluation and Continuous Assessment System

ERIC Educational Resources Information Center

Robles-Gómez, Antonio; Ros, Salvador; Hernández, Roberto; Tobarra, Llanos; Caminero, Agustin C.; Agudo, José M.

2015-01-01

The WWW nowadays enables faculty to develop new Internet-based applications that can be used to enhance classroom instruction. There is a clear evolution towards the implementation of new service-oriented learning/teaching systems, which can be considered as the latest generation of Internet-based platforms. This work first describes a…

eLearning: A Review of Internet-Based Continuing Medical Education

ERIC Educational Resources Information Center

Wutoh, Rita; Boren, Suzanne Austin; Balas, E. Andrew

2004-01-01

Introduction: The objective was to review the effect of Internet-based continuing medical education (CME) interventions on physician performance and health care outcomes. Methods: Data sources included searches of MEDLINE (1966 to January 2004), CINAHL (1982 to December 2003), ACP Journal Club (1991 to July/August 2003), and the Cochrane Database…

The Effect of Recommendation Systems on Internet-Based Learning for Different Learners: A Data Mining Analysis

ERIC Educational Resources Information Center

Liu, Chen-Chung; Chang, Chia-Jung; Tseng, Jui-Min

2013-01-01

A general challenge facing Internet-based learners is how to identify information objects which are helpful in expanding their understanding of important information in a domain. Recommendation systems may assist learners in identifying potentially helpful information objects. However, the recent literature mainly focuses on the technical…

Starting a Community-Wide Internet Turnkey Training Program for K-12 Teachers.

ERIC Educational Resources Information Center

McGrath, Beth; Baron, Joshua

Based on the work of the New Jersey Networking Infrastructure in Education (NJNIE) project, it has been demonstrated that thoughtful integration into the curriculum of Internet-based resources has enormous potential to improve teaching and learning. "The Alliance for Training K-12 Teachers in Instructional Technologies: A National…

Internet discussion forums as part of a student-centred teaching concept of pharmacology.

PubMed

Sucha, Michael; Engelhardt, Stefan; Sarikas, Antonio

2013-01-01

The world wide web opens up new opportunities to interconnect electronic and classroom teaching and to promote active student participation. In this project article we describe the use of internet discussion forums as part of a student-centred teaching concept of pharmacology and discuss its advantages and disadvantages based on evaluation data and current literature. Final year medical students at the Technische Universität München (Munich, Germany) with the elective pharmacology moderated an internet forum that allowed all students to discuss pharmacology-related questions. Evaluation results of forum participants and elective students demonstrated a learning benefit of internet forums in pharmacology teaching. Internet discussion forums offer an easy-to-implement and effective way to actively engage students and increase the learning benefit of electronic and classroom teaching in pharmacology.

The Undergraduate Research Resources at the Pisgah Astronomical Research Institute

NASA Astrophysics Data System (ADS)

Cline, J. Donald; Castelaz, Michael W.

2016-01-01

Pisgah Astronomical Research Institute (PARI), a former NASA tracking station located in western North Carolina, has been offering programs, campus, and instrument use for undergraduate research and learning experiences since 2000. Over these years, PARI has collaborated with universities and colleges in the Southeastern U.S. Sharing its campus with institutions of higher learning is a priority for PARI as part of its mission to "to providing hands-on educational and research opportunities for a broad cross-section of users in science, technology, engineering and math (STEM) disciplines."PARI is a 200 acre campus for environmental, earth, geological, physical, and astronomical sciences. For example, the PARI 26-m and 4.6-m radio telescopes are excellent for teaching electromagnetic theory, spectroscopy, atomic and molecular emission processes, and general physics and astronomy concepts. The PARI campus has lab and office space, data centers with high speed internet, distance learning capabilities, radio and optical telescopes, earth science sensors, housing and cafeteria.Also, the campus is in an excellent spot for environmental and biological sciences lab and classroom experiences for students. The campus has the capability to put power and Internet access almost anywhere on its 200 acre campus so experiments can be set up in a protected area of a national forest. For example, Earthscope operates a Plate Boundary Observatory sensor on campus to measure plate tectonic motion. And, Clemson University has an instrument measuring winds and temperatures in the Thermsophere. The use of thePARI campus is limited only by the creativity faculty to provide a rich educational environment for their students. An overview of PARI will be presented along with a summary of programs, and a summary of undergraduate research experiences over the past 15 years. Access to PARI and collaboration possibilities will be presented.

Usefulness of an Internet-based thematic learning network: comparison of effectiveness with traditional teaching.

PubMed

Coma Del Corral, María Jesús; Guevara, José Cordero; Luquin, Pedro Abáigar; Peña, Horacio J; Mateos Otero, Juan José

2006-03-01

UniNet is an Internet-based thematic network for a virtual community of users (VCU). It supports one multidisciplinary community of doctoral students, who receive most of the courses on the network. The evident advantages of distance learning by Internet, in terms of costs, comfort, etc., require a previous evaluation of the system, focusing on the learning outcomes of the student. The aim was to evaluate the real learning of the students of doctorate courses, by comparing the effectiveness of distance learning in UniNet with traditional classroom-based teaching. Five doctorate courses were taught simultaneously to two independent groups of students in two ways: one, through the UniNet Network, and the other in a traditional classroom. The academic knowledge of students was evaluated at the beginning and end of each course. The difference in score was considered as a knowledge increase. The comparison was made using Student's t-test for independent groups. There were no significant statistical differences in the outcomes of the two groups of students. This suggests that both teaching systems were equivalent in increasing the knowledge of the students. Both educational methods, the traditional system and the online system in a thematic network, are effective and similar for increasing knowledge.

The Evolution of Networked Computing in the Teaching of Japanese as a Foreign Language.

ERIC Educational Resources Information Center

Harrison, Richard

1998-01-01

Reviews the evolution of Internet-based projects in Japanese computer-assisted language learning and suggests future directions in which the field may develop, based on emerging network technology and learning theory. (Author/VWL)

Developing, Implementing, and Evaluating the Educational Module Students Active Learning via Internet Observations (SALIO) in Undergraduate Nursing Education.

PubMed

Salzmann-Erikson, Martin; Bjuhr, Marie; Mårtensson, Gunilla

2017-04-01

This study aimed not only to describe the development and implementation of the module but also to evaluate the nursing students' perceptions. A cross-sectional design including 101 students who were asked to participate and answer a survey. We describe the development of the pedagogic module Students Active Learning via Internet Observations based on situated learning. The findings show that learning about service users' own lived experiences via web-based platforms was instructive according to the students: 81% agreed to a high or very high degree. Another important finding was that 96% of students responded that the module had clinical relevance for nursing work. We argue that learning that engages students with data that are contextually and culturally situated is important for developing competence in caregiving. © 2015 Wiley Periodicals, Inc.

Infusing Technology to Enhance Science Lessons: Prospective Teachers as Action Researchers Learning to Teach for Conceptual Change.

ERIC Educational Resources Information Center

Spaid, M. Randall

Today's high school students have grown up in technology-rich environments with video games, personal computers, instant communications, and Internet access. These students are naturally more interested and involved in a technology-infused classroom. Emerging technologies change the teacher's role in the classroom. Professional teachers need to…

Information on the Economic--Social Environment as Didactic Material for Bachelor's or Master's Thesis

ERIC Educational Resources Information Center

Tamosiunas, Teodoras

2006-01-01

Purpose: The purpose of the research is to investigate how particular information from the environment serves as didactic material for students of Siauliai University Faculty of Social Sciences in learning to carry out scientific analysis and theoretical generalization of data in their theses. Methodology: The main sources--Internet databases,…

Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study of Teacher and Student Impacts

ERIC Educational Resources Information Center

Walker, Andrew; Recker, Mimi; Ye, Lei; Robertshaw, M. Brooke; Sellers, Linda; Leary, Heather

2012-01-01

This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. The first TTPD design…

Using Advertising as a Teaching and Learning Medium in the Science Classroom

ERIC Educational Resources Information Center

Belova, Nadja; Affeldt, Fiona; Eilks, Ingo

2016-01-01

Advertising is everywhere: on television, on the internet, on billboards and in print media. It is important to be able to understand and process the advertising messages that we are bombarded with daily. Advertising frequently uses scientific information to make a product appear more credible or to underscore specific features or benefits.…

A Case Study: Applying Critical Thinking Skills to Computer Science and Technology

ERIC Educational Resources Information Center

Shannon, Li-Jen; Bennett, Judith

2012-01-01

A majority of incoming college freshmen and sophomores have not applied their critical thinking skills as part of their learning process. This paper investigates how students acquire their critical thinking skills while facing the copyright, fair use, and internet security challenges in this contemporary digital society. The findings show that 90…

Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers

ERIC Educational Resources Information Center

Loving, Cathleen C.; Schroeder, Carolyn; Kang, Rui; Shimek, Christine; Herbert, Bruce

2007-01-01

Anyone who can access the Internet can be part of the knowledge-access, knowledge-building, information-exchanging culture, regardless of location. The research presented in this article is about blogs and their use in a new teacher professional development project. Weblogs were first named and described in 1997 by Jorn Barger (Blood, 2000) and…

Conceptual Framework of Modes of Problem Solving Action (MPSA): Implications for Internet Teaching and Learning.

ERIC Educational Resources Information Center

Lai, Su-Huei

The conceptual framework of the Modes of Problem Solving Action (MPSA) model integrates Dewey's pragmatism, critical science theory, and theory regarding the three modes of inquiry. The MPSA model is formulated in the shape of a matrix. Horizontally, there are the following modes: technical, interpretive, and emancipating. Vertically, there are…

Teacher perceptions of usefulness of mobile learning devices in rural secondary science classrooms

NASA Astrophysics Data System (ADS)

Tighe, Lisa

The internet and easy accessibility to a wide range of digital content has created the necessity for teachers to embrace and integrate digitial media in their curriculums. Although there is a call for digital media integration in curriculum by current learning standards, rural schools continue to have access to fewer resources due to limited budgets, potentially preventing teachers from having access to the most current technology and science instructional materials. This dissertation identifies the perceptions rural secondary science teachers have on the usefulness of mobile learning devices in the science classroom. The successes and challenges in using mobile learning devices in the secondary classroom were also explored. Throughout this research, teachers generally supported the integration of mobile devices in the classroom, while harboring some concerns relating to student distractability and the time required for integrating mobile devices in exisiting curriculum. Quantitative and qualitative data collected through surveys, interviews, and classroom observations revealed that teachers perceive that mobile devices bring benefits such as ease of communication and easy access to digitial information. However, there are perceived challenges with the ability to effectively communicate complex scientific information via mobile devices, distractibility of students, and the time required to develop effective curriculum to integrate digital media into the secondary science classroom.

Internet-based medical education: a realist review of what works, for whom and in what circumstances

PubMed Central

2010-01-01

Background Educational courses for doctors and medical students are increasingly offered via the Internet. Despite much research, course developers remain unsure about what (if anything) to offer online and how. Prospective learners lack evidence-based guidance on how to choose between the options on offer. We aimed to produce theory driven criteria to guide the development and evaluation of Internet-based medical courses. Methods Realist review - a qualitative systematic review method whose goal is to identify and explain the interaction between context, mechanism and outcome. We searched 15 electronic databases and references of included articles, seeking to identify theoretical models of how the Internet might support learning from empirical studies which (a) used the Internet to support learning, (b) involved doctors or medical students; and (c) reported a formal evaluation. All study designs and outcomes were considered. Using immersion and interpretation, we tested theories by considering how well they explained the different outcomes achieved in different educational contexts. Results 249 papers met our inclusion criteria. We identified two main theories of the course-in-context that explained variation in learners' satisfaction and outcomes: Davis's Technology Acceptance Model and Laurillard's model of interactive dialogue. Learners were more likely to accept a course if it offered a perceived advantage over available non-Internet alternatives, was easy to use technically, and compatible with their values and norms. 'Interactivity' led to effective learning only if learners were able to enter into a dialogue - with a tutor, fellow students or virtual tutorials - and gain formative feedback. Conclusions Different modes of course delivery suit different learners in different contexts. When designing or choosing an Internet-based course, attention must be given to the fit between its technical attributes and learners' needs and priorities; and to ways of providing meaningful interaction. We offer a preliminary set of questions to aid course developers and learners consider these issues. PMID:20122253

An Architecture for Online Laboratory E-Learning System

ERIC Educational Resources Information Center

Duan, Bing; Hosseini, Habib Mir M.; Ling, Keck Voon; Gay, Robert Kheng Leng

2006-01-01

Internet-based learning systems, or e-learning, are widely available in institutes, universities, and industrial companies, hosting regular or continuous education programs. The dream of teaching and learning from anywhere and at anytime becomes a reality due to the construction of e-learning infrastructure. Traditional teaching materials and…

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)…

[Online continuing medical education based on national disease management guidelines. The e-learning platform leitlinien-wissen.de].

PubMed

Vollmar, H C; Schürer-Maly, C-C; Lelgemann, M; Koneczny, N; Koch, M; Butzlaff, M

2006-05-01

Effective translation of relevant knowledge into clinical practice is essential for modern health care systems. National Disease Management Guidelines (NDMG) are considered relevant instruments to support this transfer. To implement NDMG Internet-based continuing medical education (CME), modules and online case-based learning objects were designed and published. To ensure high quality the contents are based on NDMG and subjected to multi-step review processes. Presentation on the web was realized through a modified content management system. To obtain a CME certificate, completing an online questionnaire using a four-point Likert scale was mandatory. Between June 2003 and April 2005, 3,105 physicians were registered and used the platform: 95% of the physicians expressed positive feedback in the evaluation questionnaire, and 35% actually used the corresponding NDMG in practice. This prompted the development of interactive medical case-based learning objects as a second learning pathway. An Internet platform for CME including case-based learning objects can be a helpful tool to assure the provision of scientific knowledge for patient care.

Exploring Earth Systems Through STEM

NASA Astrophysics Data System (ADS)

Chen, Loris; Salmon, Jennifer; Burns, Courtney

2015-04-01

During the 2010 school year, grade 8 science teachers at Dwight D. Eisenhower Middle School in Wyckoff, New Jersey, began using the draft of A Framework for K-12 Science Education to transition to the Next Generation Science Standards. In an evolutionary process of testing and revising, teachers work collaboratively to develop problem-based science, technology, engineering, and mathematics (STEM) units that integrate earth science, physical science, and life science topics. Students explore the interconnections of Earth's atmosphere, lithosphere, hydrosphere, and biosphere through problem-based learning. Problem-based learning engages students in (1) direct observations in the field and classroom, (2) collection and analysis of data from remote sensors and hand-held sensors, and (3) analysis of physical, mathematical, and virtual models. Students use a variety of technologies and applications in their investigations, for example iPad apps, Google Classroom, and Vernier sensors. Data from NASA, NOAA, non-government organizations, and scientific research papers inspire student questions and spark investigations. Teachers create materials and websites to support student learning. Teachers curate reading, video, simulations, and other Internet resources for students. Because curriculum is standards-based as opposed to textbook-based, teacher participation in workshops and institutes frequently translates into new or improved study units. Recent programs include Toyota International Teacher Program to Costa Rica, Japan Society Going Global, Siemens STEM Academy, U.S. Naval Academy SET Sail, and NJSTA Maitland P. Simmons Memorial Award Summer Institute. Unit themes include weather and climate, introduction to general chemistry and biochemistry, and cells and heredity. Each if the three 12-week units has embedded engineering challenges inspired by current events, community needs, and/or the work of scientists. The unit segments begin with a problem, progress to observations and data collection, and end with an engineering application. English language arts and mathematics skills are developed through performance assessments that include written arguments that require students to state a claim and support the claim with evidence, analysis, and reasoning. Student selected capstone projects are completed during the final three weeks of the school year. Partnerships with universities, research scientists, and science centers are essential to the development of unit challenges. Collaborative projects have included studies of iron cycling in the Ross Sea with scientists from Rutgers University, climate and climate change using NASA data and resources from Liberty Science Center, human and natural impacts on endangered species with San Diego Zoo Institute for Conservation Research, and air quality monitoring with the University of Northern Iowa. Grant funds have supported student research projects involving air quality improvement, urban heat island mitigation, alternative energies, and sustainability.

Anatomy learning styles and strategies among Jordanian and Malaysian medical students: the impact of culture on learning anatomy.

PubMed

Mustafa, Ayman G; Allouh, Mohammed Z; Mustafa, Intisar G; Hoja, Ibrahim M

2013-07-01

The study aims to investigate anatomy learning styles and strategies of Jordanian and Malaysian medical students at the Jordan University of Science and Technology. The study is a cross-sectional questionnaire-based study. Students' responses for the questionnaire were numerically coded, and the results were analyzed to reveal statistically significant differences between Jordanian and Malaysian students. The results showed that Jordanian medical students were less interested in using cadavers in learning anatomy than Malaysian medical students. However, similar to their Malaysian counterparts, they prefer to employ other tools to learn anatomy like plastinated models and Internet-based resources. In addition to the aforementioned tools, Malaysian students were more interested in using cross-sectional images and making their own revision cards. Both Jordanian and Malaysian medical students were more interested in learning anatomy through clinical cases, and by system rather than by region. Moreover, it was revealed that Jordanian medical students learn anatomy more efficiently when they formulate a general view of a particular topic. Both Jordanian and Malaysian medical students also relied on reciting definitions and memorizing facts to learn anatomy. The study also reported significant differences between Jordanian and Malaysian students' perspectives on learning anatomy. The findings of the study suggest that Jordanian and Malaysian medical students posses different cultures of learning. Jordanian anatomy instructors need to consider these different learning cultures when they prepare their instructional methods and teaching materials to fulfill the educational needs of their culturally diverse students.

Video streaming into the mainstream.

PubMed

Garrison, W

2001-12-01

Changes in Internet technology are making possible the delivery of a richer mixture of media through data streaming. High-quality, dynamic content, such as video and audio, can be incorporated into Websites simply, flexibly and interactively. Technologies such as G3 mobile communication, ADSL, cable and satellites enable new ways of delivering medical services, information and learning. Systems such as Quicktime, Windows Media and Real Video provide reliable data streams as video-on-demand and users can tailor the experience to their own interests. The Learning Development Centre at the University of Portsmouth have used streaming technologies together with e-learning tools such as dynamic HTML, Flash, 3D objects and online assessment successfully to deliver on-line course content in economics and earth science. The Lifesign project--to develop, catalogue and stream health sciences media for teaching--is described and future medical applications are discussed.

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

ERIC Educational Resources Information Center

Chen, Hong-Ren; Huang, Jhen-Gang

2012-01-01

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

Acceptance of e-learning devices by dental students.

PubMed

Schulz, Peter; Sagheb, Keyvan; Affeldt, Harald; Klumpp, Hannah; Taylor, Kathy; Walter, Christian; Al-Nawas, Bilal

2013-01-01

E-Learning programs and their corresponding devices are increasingly employed to educate dental students during their clinical training. Recent progress made in the development of e-learning software as well as in hardware (computers, tablet PCs, smartphones) caused us to more closely investigate into the habits of dental students in dealing with these learning techniques. Dental students during their clinical training attended a survey compiled in cooperation with biostatisticians. The questionnaire probands were asked to complete based on previous surveys of similar subjects, allowing single as well as multiple answers. The data, which were obtained with respect to the learning devices students commonly employ, were compared with their internet learning activities. The e-learning devices utilized are of heterogeneous brands. Each student has access to at least one hardware type suitable for e-learning. All students held mobile devices, about 90 percent employed laptops, and about 60 percent possess smartphones. Unexceptional all participants of the survey acknowledged an unlimited internet access. In contrast, only 16 percent of students utilized tablet PCs. A detailed analysis of the survey outcome reveals that an increasing use of mobile devices (tablet PC, smartphone) facilitates internet learning activities while at the same time utilization of computers (desktop, laptop) declines. Dental students overwhelmingly accept e-learning during their clinical training. Students report outstanding preconditions to conduct e-learning as both their access to hardware and to the internet is excellent. Less satisfying is the outcome of our survey regarding the utilization of e-learning programs. Depending of the hardware employed only one-third to barely one-half of students comprise learning programs.

Writing and Pseudo-Writing from Internet-Based Sources: Implications for Learning and Assessment

ERIC Educational Resources Information Center

Skaar, Håvard

2015-01-01

In recent years, plagiarism has been on the increase across the Western world. This article identifies Internet access as a contributory cause of this trend and addresses the implications of readily available Internet sources for the teaching and assessment of writing in schools. The basis for the article is a previous study showing a wide…

The Development of a Nurse-Led Internet-Based Learning and Self-care Program for Cancer Patients With Symptoms of Anxiety and Depression-A Part of U-CARE.

PubMed

Hauffman, Anna; Alfonsson, Sven; Mattsson, Susanne; Forslund, Marina; Bill-Axelson, Anna; Nygren, Peter; Johansson, Birgitta

Having access to information about the disease and being encouraged to participate in self-care activities may reduce anxiety and depression symptoms in cancer patients. Internet-based interventions may be one way to support effective self-care strategies to improve emotional well-being and health-related quality of life. The aim of this study was to describe the development and acceptance of an Internet-based program intended to support cancer patients with anxiety and depression symptoms. A structured collaboration between patients, clinicians, and researchers was used to develop a theory- and evidence-based interactive health communication application (IHCA) based on Orem's self-care deficit nursing theory with influences from Bandura's social learning theory and psychoeducation. The result is an IHCA described as a Nurse-led, Internet-based Learning and Self-care program that helps patients to perform self-care using different types of material in interaction with patients and healthcare staff. The acceptance of the program is consistent with the results of similar studies. Collaboration between patients, clinicians, and researchers seems to be a fruitful approach in the development of an IHCA aiming to support cancer patients' self-care strategies. Well-designed intervention studies are needed to evaluate the effects of the IHCA. This article suggests a theoretical foundation for an IHCA and allows researchers and healthcare providers to take part in the discussion regarding format and content of IHCAs.

The Learning and Teaching Experiences in an Online Problem-Based Learning Course.

ERIC Educational Resources Information Center

Sage, Sara M.

This paper describes and examines the experiences of eight learners and two teachers in an online distance education graduate course taught using an asynchronous program and a problem-based learning (PBL) pedagogy. The course, "Integrating the Internet across the Curriculum," was offered by Indiana University Bloomington as a 6-week…

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…

A Study of Autonomy English Learning on the Internet

ERIC Educational Resources Information Center

Zhong, Yunsheng

2008-01-01

With the variety of environment and method of English learning, Autonomy English learning on the Internet is playing a more and more important role in modern English learning. It challenges the traditional learning approach, and also is forwardness. This paper points out that autonomy English learning on the Internet facilitates the improvement of…

Education and Public Outreach for MSFC's Ground-Based Observations in Support of the HESSI Mission

NASA Technical Reports Server (NTRS)

Adams, Mitzi L.; Hagyard, Mona J.; Newton, Elizabeth K.

1999-01-01

A primary focus of NASA is the advancement of science and the communication of these advances to a number of audiences, both within the science research community and outside it. The upcoming High Energy Solar Spectroscopic Imager (HESSI) mission and the MSFC ground-based observing program, provide an excellent opportunity to communicate our knowledge of the Sun, its cycle of activity, the role of magnetic fields in that activity, and its effect on our planet. In addition to ground-based support of the HESSI mission, MSFC's Solar Observatory, located in North Alabama, will involve students and the local education community in its day-to-day operations, an experience which is more immediate, personal, and challenging than their everyday educational experience. Further, by taking advantage of the Internet, our program can reach beyond the immediate community. By joining with Fernbank Science Center in Atlanta, Georgia, we will leverage their almost 30 years'experience in science program delivery in diverse situations to a distance learning opportunity which can encompass the entire Southeast and beyond. This poster will outline our education and public outreach plans in support of the HESSI mission in which we will target middle and high school students and their teachers.

Recruiting future neuroscientists: what asking the recruits can teach us.

PubMed

Willcockson, Irmgard U; Phelps, Cynthia L

2004-12-01

Many different strategies are used to recruit students into scientific research careers, including neuroscience research. These strategies are rarely based on knowledge about students; instead, activities are selected based on their ease of implementation. The goal of the LEARN Project is to encourage high school students into mental health science research using the theme of learning and memory. One intervention the authors developed is five Web-based biographies introducing students to contemporary neuroscientist role models studying learning and memory. To guide the design of this intervention, the authors created a survey to determine where students obtain career information and who and what influences their career selection. In a convenience sample of 124 students, the authors found that almost all students use the Internet for information about careers, in addition to consulting family members and teachers. Students' career selections are influenced most by family members, teachers, and people already in the field. The most important factors students look for in their future career are money, fun, and a good match between current interests and future careers. The data affirm the value of outreach efforts that go beyond students to include a broader audience of parents and teachers who play a critical role in career selection.

Internet-Based Resources for Disease Self-Care Among Middle-Aged and Older Women with Chronic Conditions.

PubMed

Pettus, Amanda J; Mendez-Luck, Carolyn A; Bergeron, Caroline D; Ahn, SangNam; Towne, Samuel D; Ory, Marcia G; Smith, Matthew Lee

2017-03-01

This two-part study analyzed data collected from middle-aged (age 44-64) and older women (age 65+) with one or more chronic conditions who completed the National Council on Aging Chronic Care Survey. Part One analyzed data from 418 women to describe sociodemographics, disease types, and healthcare utilization associated with Internet use among middle-aged and older women with 1 or more chronic diseases. Part Two analyzed data from the 251 Internet-using women to identify the online self-care resources they are using (format, host organization) and for what purposes. Approximately 31% of participants were age 65 years or older, 30% reported having three or more chronic condition types, and 65% reported using the Internet. A significantly larger proportion of older women reported multiple chronic conditions, and a significantly fewer number of older women reported using the Internet. A significantly smaller proportion of Internet users were non-Hispanic white, more educated, and employed. A significantly larger proportion of non-Internet users reported needing help learning what to do to manage their health conditions and needing help learning how to care for their health conditions. Among only Internet-using women, 18.7% participated in online discussions/chatrooms/listserv and 45.2% read about the experiences of others with chronic diseases. Interest in websites and online courses varied. Understanding Internet use among women with chronic conditions can inform targeted efforts to increase Internet availability, educate potential users about the benefits of online resources, and effectively tailor Internet-based materials to self-care needs.

A novel Internet-based blended learning programme providing core competency in clinical research.

PubMed

Tsugihashi, Yukio; Kakudate, Naoki; Yokoyama, Yoko; Yamamoto, Yosuke; Mishina, Hiroki; Fukumori, Norio; Nakamura, Fumiaki; Takegami, Misa; Ohno, Shinya; Wakita, Takafumi; Watanabe, Kazuhiro; Yamaguchi, Takuhiro; Fukuhara, Shunichi

2013-04-01

We developed a novel Internet-based blended learning programme that allows busy health care professionals to attain core competency in clinical research. This study details the educational strategies and learning outcomes of the programme. This study was conducted at Kyoto University and seven satellite campuses from September 2009 to March 2010. A total of 176 health care professionals who had never attempted to attain core competency in clinical research were enrolled. The participants were supplied with a novel programme comprising the following four strategies: online live lectures at seven satellite campuses, short examinations after each lecture, an Internet-based feedback system and an end-of-course examination. We assessed the proportion of attendance at the lectures as the main outcome. In addition, we evaluated interaction via the feedback system and scores for end-of-course examination. Of the 176 participants, 134 (76%) reported working more than 40 hours per week. The mean proportion of attendance over all 23 lectures was 82%. A total of 156 (89%) participants attended more than 60% of all lectures and were eligible for the end-of-course examination. A total of the participants accessed the feedback system 3564 times and asked 284 questions. No statistically significant differences were noted in the end-of-course scores among medical doctors, pharmacists, registered nurses and other occupations. We developed an Internet-based blended learning programme providing core competency in clinical research. Most busy health care professionals completed the programme successfully. In addition, the participants could attain the core competency effectively, regardless of their occupation. © 2011 Blackwell Publishing Ltd.

Communicating and Interacting: An Exploration of the Changing Roles of Media in CALL/CMC

ERIC Educational Resources Information Center

Hoven, Debra

2006-01-01

The sites of learning and teaching using CALL are shifting from CD-based, LAN-based, or stand-alone programs to the Internet. As this change occurs, pedagogical approaches to using CALL are also shifting to forms which better exploit the communication, collaboration, and negotiation aspects of the Internet. Numerous teachers and designers have…

Extending the Capabilities of Internet-Based Research: Lessons from the Field.

ERIC Educational Resources Information Center

Tingling, Peter; Parent, Michael; Wade, Michael

2003-01-01

Summarizes the existing practices of Internet research and suggests extensions to them (e.g., consideration of new capabilities, such as adaptive questions and higher levels of flexibility and control) based on a large-scale, national Web survey. Lessons learned include the use of a modular design, management of Web traffic, and the higher level…

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.

The development of an internet-based knowledge exchange platform for pediatric critical care clinicians worldwide*.

PubMed

Wolbrink, Traci A; Kissoon, Niranjan; Burns, Jeffrey P

2014-03-01

Advances in Internet technology now enable unprecedented global collaboration and collective knowledge exchange. Up to this time, there have been limited efforts to use these technologies to actively promote knowledge exchange across the global pediatric critical care community. To develop an open-access, peer-reviewed, not-for-profit Internet-based learning application, OPENPediatrics, a collaborative effort with the World Federation of Pediatric Intensive and Critical Care Societies, was designed to promote postgraduate educational knowledge exchange for physicians, nurses, and others caring for critically ill children worldwide. Description of program development. International multicenter tertiary pediatric critical care units across six continents. Multidisciplinary pediatric critical care providers. A software application, providing information on demand, curricular pathways, and videoconferencing, downloaded to a local computer. In 2010, a survey assessing postgraduate educational needs was distributed through World Federation of Pediatric Intensive and Critical Care Societies to constituent societies. Four hundred and twenty-nine critical care providers from 49 countries responded to the single e-mail survey request. Respondents included 68% physicians and 28% nurses who care for critically ill children. Fifty-two percent of respondents reported accessing the Internet at least weekly to obtain professional educational information. The five highest requests were for educational content on respiratory care [mechanical ventilation] (48% [38%]), sepsis (28%), neurology (25%), cardiology (14%), extracorporeal membrane oxygenation (10%), and ethics (8%). Based on these findings, and in collaboration with researchers in adult learning and online courseware, an application was developed and is currently being used by 770 registered users in 60 countries. We describe here the development and implementation of an Internet-based application which is among the first efforts designed to promote global knowledge exchange for physicians and nurses caring for critically ill children. This application has the potential to evolve new methods in postgraduate education. Ongoing assessment of the efficacy of Internet-based learning platforms will be necessary.

Flying High.

ERIC Educational Resources Information Center

Sherman, Lee; Paglin, Catherine; Jarrett, Denise; Kneidek, Tony

1998-01-01

Profiles 10 technology-based programs in Montana, Oregon, Washington, Alaska, and Idaho schools that use computers, the Internet, and multimedia to teach math, science, information skills, economics, English, history, and graphic design. Includes teacher comments on hardware, software, costs, the changing role of the teacher, Internet safety, and…

Beyond Web-Based Training: Learning Unplugged.

ERIC Educational Resources Information Center

Gayeski, Diane M.

2002-01-01

Discussion of corporate training focuses on the Internet, Web-based training, and the latest trend toward wireless technology. Topics include the emerging workplace, including continuous learning and collaboration and aiding performance; mobile delivery systems for corporate instructional designers; and types of mobile devices, including PDAs…

Performance evaluation of a distance learning program.

PubMed

Dailey, D J; Eno, K R; Brinkley, J F

1994-01-01

This paper presents a performance metric which uses a single number to characterize the response time for a non-deterministic client-server application operating over the Internet. When applied to a Macintosh-based distance learning application called the Digital Anatomist Browser, the metric allowed us to observe that "A typical student doing a typical mix of Browser commands on a typical data set will experience the same delay if they use a slow Macintosh on a local network or a fast Macintosh on the other side of the country accessing the data over the Internet." The methodology presented is applicable to other client-server applications that are rapidly appearing on the Internet.

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

PubMed

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

2008-06-01

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

Promoting Pre-college Science Education

NASA Astrophysics Data System (ADS)

Lee, R. L.

1999-11-01

The Fusion Education Program, with support from DOE, continues to promote pre-college science education for students and teachers using multiple approaches. An important part of our program is direct scientist-student interaction. Our ``Scientist in a Classroom'' program allows students to interact with scientists and engage in plasma science activities in the students' classroom. More than 1000 students from 11 schools have participated in this exciting program. Also, this year more than 800 students and teachers have visited the DIII--D facility and interacted with scientists to cover a broad range of technical and educational issues. Teacher-scientist interaction is imperative in professional development and each year more than 100 teachers attend workshops produced by the fusion education team. We also participate in unique learning opportunities. Members of the team, in collaboration with the San Diego County Office of Education, held a pioneering Internet-based Physics Olympiad for American and Siberian students. Our teamwork with educators helps shape material that is grade appropriate, relevant, and stimulates thinking in educators and students.

Prediction of internet addiction based on information literacy among students of Iran University of Medical Sciences

PubMed Central

Langarizadeh, Mostafa; Tabatabaei, Seyed Mohsen; Mirzaei, Abbas; Vaghar, Mohammad Eslami

2018-01-01

Background A considerable group of internet users consists of university users; however, despite internet benefits and capabilities, internet overuse is a threat to societies especially to young people and students. Objective The objective of this study was to determine the predictive role of information literacy in internet addiction among students of Iran University of Medical Sciences during 2016. Methods This analytical cross-sectional study was conducted in Iran University of Medical Sciences in 2016. Using stratified random sampling method, 365 students from different disciplines were selected. Measuring tools included the Information Literacy Questionnaire, the Yang Online Drug Addiction Scale and the General Health Questionnaire. The collected data were analyzed by Pearson product-moment correlation, independent samples t-test and multiple linear regression using SPSS version 22. Results According to this study, 31.2% of students had internet addiction (29.9% were mildly addicted and 1.3% had severe addiction). There was a significant and inverse relationship between higher information literacy and internet addiction (R= −0.45) and (p<0.001). The predictor variable “Information literacy” explained 20% of the variation in the outcome variable “Internet addiction”. Conclusion Students play a substantial role in promoting the cultural and scientific level of knowledge in society; the higher their information literacy, the lower the level of Internet addiction, and consequently the general health of society will improve. It seems that wise planning by authorities of Iran’s universities to prevent internet addiction and to increase information literacy among students is needed. PMID:29629056

Supporting geoscience with graphical-user-interface Internet tools for the Macintosh

NASA Astrophysics Data System (ADS)

Robin, Bernard

1995-07-01

This paper describes a suite of Macintosh graphical-user-interface (GUI) software programs that can be used in conjunction with the Internet to support geoscience education. These software programs allow science educators to access and retrieve a large body of resources from an increasing number of network sites, taking advantage of the intuitive, simple-to-use Macintosh operating system. With these tools, educators easily can locate, download, and exchange not only text files but also sound resources, video movie clips, and software application files from their desktop computers. Another major advantage of these software tools is that they are available at no cost and may be distributed freely. The following GUI software tools are described including examples of how they can be used in an educational setting: ∗ Eudora—an e-mail program ∗ NewsWatcher—a newsreader ∗ TurboGopher—a Gopher program ∗ Fetch—a software application for easy File Transfer Protocol (FTP) ∗ NCSA Mosaic—a worldwide hypertext browsing program. An explosive growth of online archives currently is underway as new electronic sites are being added continuously to the Internet. Many of these resources may be of interest to science educators who learn they can share not only ASCII text files, but also graphic image files, sound resources, QuickTime movie clips, and hypermedia projects with colleagues from locations around the world. These powerful, yet simple to learn GUI software tools are providing a revolution in how knowledge can be accessed, retrieved, and shared.

User/Tutor Optimal Learning Path in E-Learning Using Comprehensive Neuro-Fuzzy Approach

ERIC Educational Resources Information Center

Fazlollahtabar, Hamed; Mahdavi, Iraj

2009-01-01

Internet evolution has affected all industrial, commercial, and especially learning activities in the new context of e-learning. Due to cost, time, or flexibility e-learning has been adopted by participators as an alternative training method. By development of computer-based devices and new methods of teaching, e-learning has emerged. The…

Discovery and Use of Online Learning Resources: Case Study Findings

ERIC Educational Resources Information Center

Recker, Mimi M.; Dorward, James; Nelson, Laurie Miller

2004-01-01

Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called "learning objects." Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article…

Caka E-Learning Model

ERIC Educational Resources Information Center

Gorsev, Gonca; Turkmen, Ugur; Askin, Cihat

2017-01-01

In today's world, in order to obtain the information in education, various approaches, methods and devices have been developed. Like many developing countries, e-learning and distance learning (internet based learning) are used today in many areas of education in Turkey. This research aims to contribute to education systems and develop a…

Storytelling: An Ancient Human Technology and Critical-Creative Pedagogy for Transformative Learning

ERIC Educational Resources Information Center

Kalogeras, Stavroula

2013-01-01

In the era of e-learning, student-centered approaches and constructivists learning environments are critical success factors. The inherent interactivity of the Internet and the emotional engagement of story can lead to transformative learning experiences in media rich environments. This paper focuses on Web-Based Transmedia Storytelling…

Assuring Integrity of Information Utility in Cyber-Learning Formats.

ERIC Educational Resources Information Center

Morrison, James L.; Stein, Linda L.

1999-01-01

Describes a cyber-learning project for the World Wide Web developed by faculty and librarians at the University of Delaware that combined discovery learning with problem-based learning to develop critical thinking and quality management for information. Undergraduates were to find, evaluate, and use information to generate an Internet marketing…

Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet

ERIC Educational Resources Information Center

Marrs, Kathleen A.; Novak, Gregor

2004-01-01

Just-in-Time Teaching (ITT) is a teaching and learning approach that combines the best features of traditional in-class instruction with the communication and resource potential available via the Web. We describe here how ITT can be used to teach biology to undergraduate and graduate level students, both science majors as well as non science…

M-Learning and Augmented Reality: A Review of the Scientific Literature on the WoS Repository

ERIC Educational Resources Information Center

Fombona, Javier; Pascual-Sevillano, Maria-Angeles; González-Videgara, MariCarmen

2017-01-01

Augmented reality emerges as a tool, on which it is necessary to examine its real educational value. This paper shows the results of a bibliometric analysis performed on documents collected from the Web of Science repository, an Internet service that concentrates bibliographic information from more than 7,000 institutions. Our analysis included an…

Transforming Science Teaching Environment for the 21st Century Primary School Pupils

ERIC Educational Resources Information Center

Sheikh Abdullah, Siti Hendon

2016-01-01

The transformation of technology in the 21st century has produced children who are technology savvy and exposed to the internet and social networking at a very young age. These children are already in our school system. Thus teachers too need to use technology and transform the learning environment to meet the requirements of these children. This…

Understanding children: a qualitative study on health assets of the Internet in Spain.

PubMed

Hernán-García, Mariano; Botello-Díaz, Blanca; Marcos-Marcos, Jorge; Toro-Cárdenas, Silvia; Gil-García, Eugenia

2015-02-01

This research was designed to explore the opinions held by primary school pupils about the Internet as a source of assets for health and well-being. A qualitative study was carried out based on 8 focus groups comprising 64 pupils from 8 primary schools in Spain. Our findings describe the Internet as a tool for learning, communication, fun and health care. In addition, they reveal how children understand influences on health and well-being in relation to their view of the Internet. The results are discussed in terms of the public-health implications of digital literacy, as well as its connection to well-being, especially in relation to health assets. The Internet is an important resource for children's health and well-being, which, through learning, communication, fun and health care, encourages them to make use of it. Digital and health literacy constitutes the foundation required for browsing the Internet in a positive way, as identified by the children interviewed in this study, and especially in relation to the health assets that the Internet can contain.

Internet-Based Public Health E-Learning Student Perceptions: An Evaluation from the People's Open Access Education Initiative (Peoples-uni)

ERIC Educational Resources Information Center

Awofeso, Niyi; Philip, Keir; Heller, Richard F.

2012-01-01

Current public health training infrastructure and facilitators in most developing nations are insufficient relative to public health service delivery needs. We examined five areas of student perceptions of a web-based public health learning initiative, the Peoples-uni, which focused on: reasons for enrolling, learning expectations; technical…

Remote Learning for the Manipulation and Control of Robotic Cells

ERIC Educational Resources Information Center

Goldstain, Ofir; Ben-Gal, Irad; Bukchin, Yossi

2007-01-01

This work proposes an approach to remote learning of robotic cells based on internet and simulation tools. The proposed approach, which integrates remote-learning and tele-operation into a generic scheme, is designed to enable students and developers to set-up and manipulate a robotic cell remotely. Its implementation is based on a dedicated…

A Virtual Learning Application of the Schoolwide Enrichment Model and High-End Learning Theory

ERIC Educational Resources Information Center

Renzulli, Joseph S.; Reis, Sally M.

2012-01-01

Remarkable advances in instructional communication technology (ICT) have now made it possible to provide high levels of enrichment services to students online. This paper describes an Internet-based enrichment program based on a high-end learning theory that focuses on the development of creative productivity through the "application" of knowledge…

Export Odyssey: An Exposition and Analytical Review of Literature Concerning an Undergraduate Student Project in International Marketing on Key Teaching-Learning Dimensions.

ERIC Educational Resources Information Center

Williamson, Nicholas C.

2001-01-01

Describes Export Odyssey (EO), a structured, Internet-intensive, team-based undergraduate student project in international marketing. Presents an analytical review of articles in the literature that relate to three key teaching-learning dimensions of student projects (experiential versus non-experiential active learning, team-based versus…

Ngi and Internet2: accelerating the creation of tomorrow's internet.

PubMed

Kratz, M; Ackerman, M; Hanss, T; Corbato, S

2001-01-01

Internet2 is a consortium of leading U.S. universities working in partnership with industry and the U.S. government's Next Generation Internet (NGI) initiative to develop a faster, more reliable Internet for research and education including enhanced, high-performance networking services and the advanced applications that are enabled by those services [1]. By facilitating and coordinating the development, deployment, operation, and technology transfer of advanced, network-based applications and network services, Internet2 and NGI are working together to fundamentally change the way scientists, engineers, clinicians, and others work together. [http://www.internet2.edu] The NGI Program has three tracks: research, network testbeds, and applications. The aim of the research track is to promote experimentation with the next generation of network technologies. The network testbed track aims to develop next generation network testbeds to connect universities and federal research institutions at speeds that are sufficient to demonstrate new technologies and support future research. The aim of the applications track is to demonstrate new applications, enabled by the NGI networks, to meet important national goals and missions [2]. [http://www.ngi.gov/] The Internet2/NGI backbone networks, Abilene and vBNS (very high performance Backbone Network Service), provide the basis of collaboration and development for a new breed of advanced medical applications. Academic medical centers leverage the resources available throughout the Internet2 high-performance networking community for high-capacity broadband and selectable quality of service to make effective use of national repositories. The Internet2 Health Sciences Initiative enables a new generation of emerging medical applications whose architecture and development have been restricted by or are beyond the constraints of traditional Internet environments. These initiatives facilitate a variety of activities to foster the development and deployment of emerging applications that meet the requirements of clinical practice, medical and related biological research, education, and medical awareness throughout the public sector. Medical applications that work with high performance networks and supercomputing capabilities offer exciting new solutions for the medical industry. Internet2 and NGI,strive to combine the expertise of their constituents to establish a distributed knowledge system for achieving innovation in research, teaching, learning, and clinical care.

The theoretical base of e-learning and its role in surgical education.

PubMed

Evgeniou, Evgenios; Loizou, Peter

2012-01-01

The advances in Internet and computer technology offer many solutions that can enhance surgical education and increase the effectiveness of surgical teaching. E-learning plays an important role in surgical education today, with many e-learning projects already available on the Internet. E-learning is based on a mixture of educational theories that derive from behaviorist, cognitivist, and constructivist educational theoretical frameworks. CAN EDUCATIONAL THEORY IMPROVE E-LEARNING?: Conventional educational theory can be applied to improve the quality and effectiveness of e-learning. The theory of "threshold concepts" and educational theories on reflection, motivation, and communities of practice can be applied when designing e-learning material. E-LEARNING IN SURGICAL EDUCATION: E-learning has many advantages but also has weaknesses. Studies have shown that e-learning is an effective teaching method that offers high levels of learner satisfaction. Instead of trying to compare e-learning with traditional methods of teaching, it is better to integrate in e-learning elements of traditional teaching that have been proven to be effective. E-learning can play an important role in surgical education as a blended approach, combined with more traditional methods of teaching, which offer better face-to-interaction with patients and colleagues in different circumstances and hands on practice of practical skills. National provision of e-learning can make evaluation easier. The correct utilization of Internet and computer resources combined with the application of valid conventional educational theory to design e-learning relevant to the various levels of surgical training can be effective in the training of future surgeons. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

"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

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.

The Effectiveness of Game-Based Learning as an Instructional Strategy to Engage Students in Higher Education in Singapore

ERIC Educational Resources Information Center

Tham, Raymond; Tham, Lesley

2014-01-01

The Internet Generation today is accustomed to multi-tasking, graphics, fun, and fantasy. Educators are finding it challenging to engage and motivate students with the traditional mode of teaching. They are increasingly seeking to tap the potential of game-based learning to engage and motivate learners. Game-based learning is also catching on in…

A Mobile-Based E-Learning System

ERIC Educational Resources Information Center

Ojokoh, Bolanle Adefowoke; Doyeni, Olubimtan Ayo; Adewale, Olumide Sunday; Isinkaye, Folasade Olubusola

2013-01-01

E-learning is an innovative approach for delivering electronically mediated, well-designed, learner-centred interactive learning environments by utilizing internet and digital technologies with respect to instructional design principles. This paper presents the application of Software Development techniques in the development of a Mobile Based…

Wireless Internet and Student-Centered Learning: A Partial Least-Squares Model

ERIC Educational Resources Information Center

Lu, Eric Y.; Ma, Hongyan; Turner, Sandra; Huang, Wayne

2007-01-01

Wireless Internet technology is gaining a foothold on more and more campuses, yet few studies have investigated how wireless Internet supports and enhances a student-centered learning environment. This study seeks to fill the gap by developing an instrument to measure how wireless Internet supports student-centered learning. A web survey was…

Distance Learning. Transforming Libraries Number 6.

ERIC Educational Resources Information Center

Jones, William G.

1998-01-01

This report explores the diverse ways that libraries are currently supporting distance learning, both in its traditional and newer Internet-based forms. Based on interviews with administrators and staff, the following "Reports from the Field" reflect developments in public institutions: "UNET (University of Maine System Network)…

New Learning: Re-Apprenticing the Learner.

ERIC Educational Resources Information Center

Stockhausen, Lynette; Zimitat, Craig

2002-01-01

Discusses higher education's goal of teaching students to become independent critical thinkers and explores the theoretical background to the development of The Interdisciplinary Critical Thinking Tool (TICTT), an Internet tool based on a model that incorporates concepts from cognitive apprenticeship, problem-based learning, and critical thinking.…

Acceptance of E-Learning Devices by Dental Students

PubMed Central

Sagheb, Keyvan; Affeldt, Harald; Klumpp, Hannah; Taylor, Kathy; Walter, Christian; Al-Nawas, Bilal

2013-01-01

Background E-Learning programs and their corresponding devices are increasingly employed to educate dental students during their clinical training. Objective Recent progress made in the development of e-learning software as well as in hardware (computers, tablet PCs, smartphones) caused us to more closely investigate into the habits of dental students in dealing with these learning techniques. Methods Dental students during their clinical training attended a survey compiled in cooperation with biostatisticians. The questionnaire probands were asked to complete based on previous surveys of similar subjects, allowing single as well as multiple answers. The data, which were obtained with respect to the learning devices students commonly employ, were compared with their internet learning activities. Results The e-learning devices utilized are of heterogeneous brands. Each student has access to at least one hardware type suitable for e-learning. All students held mobile devices, about 90 percent employed laptops, and about 60 percent possess smartphones. Unexceptional all participants of the survey acknowledged an unlimited internet access. In contrast, only 16 percent of students utilized tablet PCs. A detailed analysis of the survey outcome reveals that an increasing use of mobile devices (tablet PC, smartphone) facilitates internet learning activities while at the same time utilization of computers (desktop, laptop) declines. Conclusions Dental students overwhelmingly accept e-learning during their clinical training. Students report outstanding preconditions to conduct e-learning as both their access to hardware and to the internet is excellent. Less satisfying is the outcome of our survey regarding the utilization of e-learning programs. Depending of the hardware employed only one-third to barely one-half of students comprise learning programs. PMID:25075241

Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students.

PubMed

Saadati, Farzaneh; Ahmad Tarmizi, Rohani; Mohd Ayub, Ahmad Fauzi; Abu Bakar, Kamariah

2015-01-01

Because students' ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is 'value added' because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students.

A Web-Based Self-Testing System with Some Features of Web 2.0: Design and Primary Implementation

ERIC Educational Resources Information Center

Liu, Xiaolei; Liu, Haitao; Bao, Zhen; Ju, Bo; Wang, Zhenghong

2010-01-01

Self-testing is a means to check learning effect. Besides time-space restriction, there are many deficiencies in traditional offline self-testing. With the development of information technology, learners can have self-testing on the Internet. Self-testing on Internet, namely, web-based self-testing, overcomes time-space limitation of traditional…

The Human Touch: Practical and Ethical Implications of Putting AI and Robotics to Work for Patients.

PubMed

Banks, Jim

2018-01-01

We live in a time when science fiction can quickly become science fact. Within a generation, the Internet has matured from a technological marvel to a utility, and mobile telephones have redefined how we communicate. Health care, as an industry, is quick to embrace technology, so it is no surprise that the application of programmable robotic systems that can carry out actions automatically and artificial intelligence (AI), e.g., machines that learn, solve problems, and respond to their environment, is being keenly explored.

In-Space Internet-Based Communications for Space Science Platforms Using Commercial Satellite Networks

NASA Technical Reports Server (NTRS)

Kerczewski, Robert J.; Bhasin, Kul B.; Fabian, Theodore P.; Griner, James H.; Kachmar, Brian A.; Richard, Alan M.

1999-01-01

The continuing technological advances in satellite communications and global networking have resulted in commercial systems that now can potentially provide capabilities for communications with space-based science platforms. This reduces the need for expensive government owned communications infrastructures to support space science missions while simultaneously making available better service to the end users. An interactive, high data rate Internet type connection through commercial space communications networks would enable authorized researchers anywhere to control space-based experiments in near real time and obtain experimental results immediately. A space based communications network architecture consisting of satellite constellations connecting orbiting space science platforms to ground users can be developed to provide this service. The unresolved technical issues presented by this scenario are the subject of research at NASA's Glenn Research Center in Cleveland, Ohio. Assessment of network architectures, identification of required new or improved technologies, and investigation of data communications protocols are being performed through testbed and satellite experiments and laboratory simulations.

Influence of internet addiction on executive function and learning attention in Taiwanese school-aged children.

PubMed

Kuo, Shu-Yu; Chen, Yu-Ting; Chang, Yu-Kai; Lee, Pi-Hsia; Liu, Mei-Ju; Chen, Su-Ru

2018-01-31

This study aims to evaluate the executive function and learning attention in children with internet addiction (IA). Children aged 10-12 were screened by Chinese Internet Addiction Scale to compose the IA group and internet nonaddiction group. Their executive functions were evaluated by Stroop color and word test, Wisconsin card sorting test, and Wechsler digit span test. Learning attention was evaluated by Chinese concentration questionnaire. Executive function and learning attention were lower in the IA group than in the internet nonaddiction group. Executive function and learning attention are compromised by IA in children. Early interventions into the IA should be planned to maintain the normal development of executive function and learning attention in childhood. © 2018 Wiley Periodicals, Inc.

[Internet-based continuing medical education: as effective as live continuing medical education].

PubMed

Maisonneuve, Hervé; Chabot, Olivier

2009-10-01

E-learning consists in using new multimedia and Internet technologies to improve the quality of learning activities by facilitating access to resources and services, as well as exchanges and remote collaboration. The Internet is used for adult education in most professional domains, but its use for continuing medical education is less developed. Advantages are observed for teachers (e.g., permanent updating, interactive links, illustrations, archiving, and collective intelligence) and for the learners (e.g., accessibility, autonomy, flexibility, and adaptable pace). Research and meta-analyses have shown that e-CME is as effective as live events for immediate and retained learning. English-language educational medical websites that grant CME credits are numerous; few such French-language sites can currently grant credits. Accreditation of websites for CME, in its infancy in Europe, is common in North America.

Opportunities-to-Learn at Home: Profiles of Students With and Without Reaching Science Proficiency

NASA Astrophysics Data System (ADS)

Liu, Xiufeng; Whitford, Melinda

2011-08-01

This study examines the relationship between opportunity-to-learn (OTL) at home and students' attainment of science proficiency. The data set used was the 2006 PISA science US national sample. Data mining was used to create patterns of association between home OTL variables and student attainment of science proficiency. It was found that students who failed to reach science proficiency are characterized by having fewer than 100 books at home; these students are also found to take out-of-school individual or group lessons with their teachers or with other teachers. On the other hands, students who reached science proficiency are characterized by having more than 100 books at home, not taking any out-of-school lessons, and having a highest parent level of graduate education. In addition to the above common characteristics, other home characteristics (e.g. computer and internet at home and language spoke at home) are also identified in profiles of students who have reached science proficiency. We explain the above findings in terms of current social-cultural theories. We finally discuss implications of the above findings for future studies and for improving science education policy and practice.

The Effect of Using Evolution Textbook Based on ICT and Metacognitive on Cognitive Competence of Biology Students at State University of Padang

NASA Astrophysics Data System (ADS)

Helendra, H.; Fadilah, M.; Arsih, F.

2018-04-01

Implementation of evolution lectures at Biology Department Faculty of Mathematics and Natural Sciences State University of Padang has been considered not optimal. The reasons are the limited availability of textbooks and students' learning attitudes. Because currently the students are very familiar with the internet and even has become a necessity, it has developed textbooks of evolution based on ICT and metacognitive. Selection of ICT based is in order to optimize the utilization of multimedia, and this is very compatible with the development of learning technology. While metacognitive based is in order to train students' learning attitudes to be able to think analysis, creative and evaluative. The aim of this study is to determine the effect of the use of evolution textbooks based on ICT and metacognitive to the cognitive competence of students of Biology Department State University of Padang. The data of this research is students' cognitive competence obtained from the implementation of effectiveness test of evolution textbook in the form of student learning outcomes. The research instrument is a learning result test designed to determine students’ cognitive competence. The subject of the study is a group of students in evolution course consisting of 33 students. Lectures are conducted through face-to-face and online lectures on Edmodo’s platform. The result of data analysis shows that there is an increase of cognitive competence of biology students after learning using ICT and metacognitive based evolution textbook, where average achievement is 77.72 with Percentage of achievement of criteria mastery is 81.25%. Therefore, it can be concluded that the evolution textbook based on ICT and metacognitive is effective in improving cognitive competence of students of Biology Department, Universitas Negeri Padang.

Learning to Use the Internet and Online Social Media: What Is the Effectiveness of Home-Based Intervention for Youth with Complex Communication Needs?

ERIC Educational Resources Information Center

Grace, Emma; Raghavendra, Parimala; Newman, Lareen; Wood, Denise; Connell, Tim

2014-01-01

Youth with complex communication needs (CCN) face increased barriers to their social participation due to limited communication abilities and opportunities. Youth today use the internet as a social tool and youth with CCN may also benefit from internet use to increase their social participation. Five youth between the ages of 10-18 with CCN who…

Aviation Research and the Internet

NASA Technical Reports Server (NTRS)

Scott, Antoinette M.

1995-01-01

The Internet is a network of networks. It was originally funded by the Defense Advanced Research Projects Agency or DOD/DARPA and evolved in part from the connection of supercomputer sites across the United States. The National Science Foundation (NSF) made the most of their supercomputers by connecting the sites to each other. This made the supercomputers more efficient and now allows scientists, engineers and researchers to access the supercomputers from their own labs and offices. The high speed networks that connect the NSF supercomputers form the backbone of the Internet. The World Wide Web (WWW) is a menu system. It gathers Internet resources from all over the world into a series of screens that appear on your computer. The WWW is also a distributed. The distributed system stores data information on many computers (servers). These servers can go out and get data when you ask for it. Hypermedia is the base of the WWW. One can 'click' on a section and visit other hypermedia (pages). Our approach to demonstrating the importance of aviation research through the Internet began with learning how to put pages on the Internet (on-line) ourselves. We were assigned two aviation companies; Vision Micro Systems Inc. and Innovative Aerodynamic Technologies (IAT). We developed home pages for these SBIR companies. The equipment used to create the pages were the UNIX and Macintosh machines. HTML Supertext software was used to write the pages and the Sharp JX600S scanner to scan the images. As a result, with the use of the UNIX, Macintosh, Sun, PC, and AXIL machines, we were able to present our home pages to over 800,000 visitors.

The Value of Internet Tools in Undergraduate Surgical Education: Perspective of Medical Students in a Developing Country.

PubMed

Ekenze, S O; Okafor, C I; Ekenze, O S; Nwosu, J N; Ezepue, U F

2017-03-01

Advances in information technology (IT) in the past decade present opportunities and challenges in undergraduate surgical education. There may be need to evaluate the knowledge base and the use of Internet tools among medical students in settings where traditional mode of education is preeminent. This may help to establish a conceptual framework for integrating e-learning into the traditional teaching to enhance learning experience. In this study, we evaluated the medical students' knowledge and use of Internet tools, and their opinion on the application of these tools in surgical education. We undertook a cross-sectional survey of 2013 and 2014 graduating medical class of College of Medicine University of Nigeria, Enugu using structured self-administered questionnaire. The survey assessed the knowledge, utility, and application of Internet tools in surgical education using 5-point Likert scale. Overall response rate was 78% (227/291) comprising 151 (66.5%) males and 76 (33.5%) females. The median age was 24 years (range 20-33 years). Although 106 (46.7%) had formal training on information technology, 223 (98.2%) can access Internet, and 162 (71.4%) use one or more of the Internet tools, 90.6% (96/106) of those trained on ICT use Internet for education/learning compared to 88.4% (107/121) of those without ICT training (p = 0.76). Google™ search tool had the highest rating in terms of familiarity and utility for education/learning (mean rating 4.3 on a scale of 5.0), while Skype™ had the least rating (mean 2.0). Overall, 89% of respondents (mean rating 4.5 on a scale of 5.0) indicated that Internet tools could be effectively applied in surgical education specifically in areas of lectures, assignments, real-time procedure demonstration, case discussion, and interaction with surgical experts. The key benefits are utility as a regular self-assessment tool (mean rating = 4.6) and offer of flexible learning schedule (mean rating = 4.0). Fifty-two percent (118/227) strongly agree that combination of the use of Internet tools with the traditional teaching may give better learning outcome (mean rating 4.44). The major challenges were cost of accessing Internet (n = 126; 55.5%), lack of facility with the technology (n = 115; 50.7%), and network availability (n = 96; 42.3%). Availability of affordable Internet (n = 205; 90.3%), improvement of training on ICT (n = 135; 59.5%), and encouragement of the use of these tools by faculty (n = 107; 47.1%) were the major suggestions to address the challenges. In our setting, a substantial number of undergraduate medical students are familiar with and use Internet tools for learning and believe that the tools may have utility in surgical education. However, to further consolidate and enhance learning experience, it may be useful to integrate this learning modality with the traditional mode of teaching through a well thought out curriculum modification.

Internet-based versus traditional teaching and learning methods.

PubMed

Guarino, Salvatore; Leopardi, Eleonora; Sorrenti, Salvatore; De Antoni, Enrico; Catania, Antonio; Alagaratnam, Swethan

2014-10-01

The rapid and dramatic incursion of the Internet and social networks in everyday life has revolutionised the methods of exchanging data. Web 2.0 represents the evolution of the Internet as we know it. Internet users are no longer passive receivers, and actively participate in the delivery of information. Medical education cannot evade this process. Increasingly, students are using tablets and smartphones to instantly retrieve medical information on the web or are exchanging materials on their Facebook pages. Medical educators cannot ignore this continuing revolution, and therefore the traditional academic schedules and didactic schemes should be questioned. Analysing opinions collected from medical students regarding old and new teaching methods and tools has become mandatory, with a view towards renovating the process of medical education. A cross-sectional online survey was created with Google® docs and administrated to all students of our medical school. Students were asked to express their opinion on their favourite teaching methods, learning tools, Internet websites and Internet delivery devices. Data analysis was performed using spss. The online survey was completed by 368 students. Although textbooks remain a cornerstone for training, students also identified Internet websites, multimedia non-online material, such as the Encyclopaedia on CD-ROM, and other non-online computer resources as being useful. The Internet represented an important aid to support students' learning needs, but textbooks are still their resource of choice. Among the websites noted, Google and Wikipedia significantly surpassed the peer-reviewed medical databases, and access to the Internet was primarily through personal computers in preference to other Internet access devices, such as mobile phones and tablet computers. Increasingly, students are using tablets and smartphones to instantly retrieve medical information. © 2014 John Wiley & Sons Ltd.

Moon Zoo: Educating side-by-side with Doing Science (Invited)

NASA Astrophysics Data System (ADS)

Gay, P. L.; Moon Zoo Team

2010-12-01

The Moon Zoo citizen science project (http://www.moonzoo.org) engages individuals - primarily members of the public - in identifying geological (and sometimes technological) features on the lunar surface. Using a flash-based interface that runs in a web browser, users can mark craters, linear features, and even left-behind lunar landers on Lunar Reconnaissance Orbiter images. These science tools are embedded in an environment designed to encourage learning and collaboration. On the main Moon Zoo site users can explore educational content, including video tutorials, articles, glossary terms, and flash interactive activities. Additionally, there is a blog and a forum to encourage collaboration and social learning, and a twitter feed for general communications. Through this suite of software Moon Zoo users can contribute to science while learning about the Moon and geology. The Moon Zoo educational content is designed with one purpose in mind: To make sure that a curious user can find information quickly, easily, and on (or within 1-click of) the Moon Zoo site. The Internet is filled with many excellent lunar educational products, and many high-quality digital products exist in offline archives. Finding desired resources, however, can sometimes be a challenge even for professional educators. In order to make finding content easier, we developed a glossary list and a basic concept map for our website that addresses geology, lunar exploration, observing, and the moon in history and culture, and then we populated these terms and concepts with already available materials. We also do things in a way that encourages both doing science tasks and learning at the same time! Specifically, we use pop-out audio and video players that allow users to listen, learn, and classify the lunar surface all at once. To try and understand our users better we are conducting both learning and motivations studies while also monitoring site usage. Our learning assessments use an assessment tool designed by Sebastien Cormier and Ed Prather. At the time of this writing, data collection is still in progress. We are asking users with a variety of different experience levels within Moon Zoo to answer concept questions to assess if we can measure a higher conceptual knowledge in people who have spent more time in Moon Zoo and see change over time in individual users. We are also doing interview-based grounded theory investigations into what motivates people to come to Moon Zoo and to continue using the site. Preliminary results of the investigations will be presented, along with user behaviors, and other website statistics-based research. This work is funded through NASA ROSES grant NNX09AD34G and NSF grant DRL-0917608.

Phase Transitions in a Model for Social Learning via the Internet

NASA Astrophysics Data System (ADS)

Bordogna, Clelia M.; Albano, Ezequiel V.

Based on the concepts of educational psychology, sociology and statistical physics, a mathematical model for a new type of social learning process that takes place when individuals interact via the Internet is proposed and studied. The noise of the interaction (misunderstandings, lack of well organized participative activities, etc.) dramatically restricts the number of individuals that can be efficiently in mutual contact and drives phase transitions between ``ordered states'' such as the achievements of the individuals are satisfactory and ``disordered states'' with negligible achievements.

Case Study of the Naval Postgraduate School’s Distance Learning Program

DTIC Science & Technology

2001-12-01

business schools were jockeying for position in what promised to be a booming market for online M.B.A.’s. The Internet was going to revolutionize...budgets. Internet-based learning has yet to sweep the nation’s business schools (Mangan, 2001). According to Milton Blood, director of accreditation...semester 2000, just 2.5 percent, or 2,967 were enrolled in online or other distance programs, according to an AACSB survey of 320 business schools nationwide

Design of Open Content Social Learning Based on the Activities of Learner and Similar Learners

ERIC Educational Resources Information Center

John, Benneaser; Jayakumar, J.; Thavavel, V.; Arumugam, Muthukumar; Poornaselvan, K. J.

2017-01-01

Teaching and learning are increasingly taking advantage of the rapid growth in Internet resources, open content, mobile technologies and social media platforms. However, due to the generally unstructured nature and overwhelming quantity of learning content, effective learning remains challenging. In an effort to close this gap, the authors…

Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

ERIC Educational Resources Information Center

Irzawati, Ira

2013-01-01

Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect…

Motivational Factors Affecting Online Learning by Japanese MBA Students

ERIC Educational Resources Information Center

Kikuchi, Hisayo

2006-01-01

In Japan, Internet based learning is still at an early stage. However, adult learners in Japanese society expect the development of flexible e-learning programs. This case study examines motivational factors affecting online learning in a Japanese and Australian MBA program, using observations, interviews and a questionnaire survey. The data were…

Remote Access to Earth Science Data by Content, Space and Time

NASA Technical Reports Server (NTRS)

Dobinson, E.; Raskin, G.

1998-01-01

This demo presents the combination on an http-based client/server application that facilitates internet access to Earth science data coupled with a Java applet GUI that allows the user to graphically select data based on spatial and temporal coverage plots and scientific parameters.

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…

Proposal of a Framework for Internet Based Licensing of Learning Objects

ERIC Educational Resources Information Center

Santos, Osvaldo A.; Ramos, Fernando M. S.

2004-01-01

This paper presents a proposal of a framework whose main objective is to manage the delivery and rendering of learning objects in a digital rights controlled environment. The framework is based on a digital licensing scheme that requires each learning object to have the proper license in order to be rendered by a trusted player. A conceptual model…

Three two-week enhancement institutes: Design and implementation of the technology and telecomputing component

NASA Technical Reports Server (NTRS)

Hale, L. Vincent

1995-01-01

The Teacher Enhancement Institute (TEI), under the direction of the Center Education Programs Officer offered three two-week workshops to 58 elementary and middle school teachers in science, math, and technology using the Problem Based Learning Model. The 1995 program was designed with input from evaluations and recommendations from previous TEI participants and faculty. The TEI focused on Aviation and Aeronautics as the unifying theme. Four specific objectives were developed. After completing the requirements for the TEI, the participants should be able to: (1) Increase their content knowledge, particularly in aeronautics, science, math, and technology; (2) Design and implement lessons that use scientific inquiry through Problem Based Learning; (3) Demonstrate knowledge of instructional technologies, their uses, and applications to curricula; and (4) Disseminate to their school communities the information acquired through the TEI. Thirty percent of the program was devoted to the effective use of computer technology. SpaceLink, the NASA telecomputing service for educators, was the primary tool used in the technology component of the institute. The training focused on the use of SpaceLink and its many educational services, and Internet tools because of its universal, nongraphical link to any computer plafform the participant may use at his or her school or home. All participants were given Educator Accounts to facilitate the use of E-mail, and access to the Internet and the World Wide Web using their SpaceLink accounts. Classroom demonstrations used videotaped guides and handouts to support concepts presented followed by intensive hands-on activities. Each participant was assigned to an individual Power Mac networked workstation and introduced to the state of the art, graphical, Word Wide Web with the Netscape browser. The methodology proved very effective in reaching the program's goals for technology integration by having the participants learn to use the computer as a tool for communication and research rather than teaching the use of any particular software application alone. However, because of the skill level of the majority of the participants, more hands-on computer time is recommended for future Teacher Enhancement Institutes.

Assessment of Internet-based tele-medicine in Africa (the RAFT project).

PubMed

Bagayoko, Cheick Oumar; Müller, Henning; Geissbuhler, Antoine

2006-01-01

The objectives of this paper on the Réseau Afrique Francophone de Télémédecine (RAFT) project are the evaluation of feasibility, potential, problems and risks of an Internet-based tele-medicine network in developing countries of Africa. The RAFT project was started in Western African countries 5 years ago and has now extended to other regions of Africa as well (i.e. Madagascar, Rwanda). A project for the development of a national tele-medicine network in Mali was initiated in 2001, extended to Mauritania in 2002 and to Morocco in 2003. By 2006, a total of nine countries are connected. The entire technical infrastructure is based on Internet technologies for medical distance learning and tele-consultations. The results are a tele-medicine network that has been in productive use for over 5 years and has enabled various collaboration channels, including North-to-South (from Europe to Africa), South-to-South (within Africa), and South-to-North (from Africa to Europe) distance learning and tele-consultations, plus many personal exchanges between the participating hospitals and Universities. It has also unveiled a set of potential problems: (a) the limited importance of North-to-South collaborations when there are major differences in the available resources or the socio-cultural contexts between the collaborating parties; (b) the risk of an induced digital divide if the periphery of the health system in developing countries is not involved in the development of the network; and (c) the need for the development of local medical content management skills. Particularly point (c) is improved through the collaboration between the various countries as professionals from the medical and the computer science field are sharing courses and resources. Personal exchanges between partners in the project are frequent, and several persons received an education at one of the partner Universities. As conclusion, we can say that the identified risks have to be taken into account when designing large-scale tele-medicine projects in developing countries. These problems can be mitigated by fostering South-South collaboration channels, by the use of satellite-based Internet connectivity in remote areas, the appreciation of local knowledge and its publication on-line. The availability of such an infrastructure also facilitates the development of other projects, courses, and local content creation.

Making environmental health interesting for medical students-internet assisted facilitated collaborative learning approach.

PubMed

Sudharsanam, Manni Balasubramaniam

2014-01-01

Topics on environmental health are usually neglected by students and it is necessary for them to learn this area with a public health perspective as environment plays a vital role in multi-factorial causation of diseases. Hence there is a need for alternative teaching/learning methods to facilitate students in acquiring the required knowledge. To increase the student interest and enhance their participation in acquiring knowledge in public health perspective of environmental health. Teaching Objectives/Learning Were: At the end of the session students should know the importance of air as an environmental factor in disease causation in special reference to public health hazards, the major sources of air pollution, major pollutants causing the health hazards, the way to measure pollutants and control them. The whole class of students was divided into two batches and one session was planned for each batch. Each batch was divided into six small groups. The groups were given task of exploring the internet on the different topics mentioned in the learning objectives. All the students were asked to explore, compile information and collectively prepare a presentation and present their findings based on their reviews. Students' feedback was collected at the end of each session. Eighty five percent of them were clear about the learning objectives and interested about internet learning. Most of them gave a positive opinion about the newer teaching learning method. Internet assisted group study served as a valuable alternative, innovative, and interesting tool to teach and learn the environmental health as revealed by students' feedback.

Extending the IEEE-LTSA.

ERIC Educational Resources Information Center

Voskamp, Jorg; Hambach, Sybille

An Internet-based course management system has been under development at the Fraunhofer-Institute for Computer Graphics Rostock (Germany) for the past 5 years. It is used by experts for distributing their courses via the Internet and by students for learning with the material distributed. The "Course Management System for WWW--CMS-W3"…

ICT Proficiency and Gender: A Validation on Training and Development

ERIC Educational Resources Information Center

Lin, Shinyi; Shih, Tse-Hua; Lu, Ruiling

2013-01-01

Use of innovative learning/instruction mode, embedded in the Certification Pathway System (CPS) developed by Certiport TM, is geared toward Internet and Computing Benchmark & Mentor specifically for IC[superscript 3] certification. The Internet and Computing Core Certification (IC[superscript 3]), as an industry-based credentialing program,…

Creating Social Presence in Online Environments

ERIC Educational Resources Information Center

Aragon, Steven R.

2003-01-01

During the last decade, the Internet has significantly changed the way learning is delivered and facilitated in both educational and noneducational settings. Advocates of Internet-based instruction are largely positive and optimistic about its potential. Before it can be fully accepted by the mainstream public and educational community, however,…

EduMOOs: Virtual Learning Centers.

ERIC Educational Resources Information Center

Woods, Judy C.

1998-01-01

Multi-user Object Oriented Internet activities (MOOs) permit real time interaction in a text-based virtual reality via the Internet. This article explains EduMOOs (educational MOOs) and provides brief descriptions, World Wide Web addresses, and telnet addresses for selected EduMOOs. Instructions for connecting to a MOO and a list of related Web…

Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction

PubMed Central

SADEGHI, ROYA; SEDAGHAT, MOHAMMAD MEHDI; SHA AHMADI, FARAMARZ

2014-01-01

Introduction: Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students’ learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. Methods: This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students’ knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. Results: The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students’ satisfaction in blended learning method was higher than lecture method. Conclusion: The results revealed that the blended method is effective in increasing the students' learning rate. E-learning can be used to teach some courses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students’ knowledge, satisfaction and attention. PMID:25512938

Comparison of the effect of lecture and blended teaching methods on students' learning and satisfaction.

PubMed

Sadeghi, Roya; Sedaghat, Mohammad Mehdi; Sha Ahmadi, Faramarz

2014-10-01

Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students' learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students' knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students' satisfaction in blended learning method was higher than lecture method. The results revealed that the blended method is effective in increasing the students' learning rate. E-learning can be used to teach some courses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students' knowledge, satisfaction and attention.

A Rights-Based Approach to Science Literacy Using Local Languages: Contextualising Inquiry-Based Learning in Africa

ERIC Educational Resources Information Center

Babaci-Wilhite, Zehlia

2017-01-01

This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on…

Getting The Picture: Our Changing Climate- A new learning tool for climate science

NASA Astrophysics Data System (ADS)

Yager, K.; Balog, J. D.

2014-12-01

Earth Vision Trust (EVT), founded by James Balog- photographer and scientist, has developed a free, online, multimedia climate science education tool for students and educators. Getting The Picture (GTP) creates a new learning experience, drawing upon powerful archives of Extreme Ice Survey's unique photographs and time-lapse videos of changing glaciers around the world. GTP combines the latest in climate science through interactive tools that make the basic scientific tenets of climate science accessible and easy to understand. The aim is to use a multidisciplinary approach to encourage critical thinking about the way our planet is changing due to anthropogenic activities, and to inspire students to find their own voice regarding our changing climate The essence of this resource is storytelling through the use of inspiring images, field expedition notes and dynamic multimedia tools. EVT presents climate education in a new light, illustrating the complex interaction between humans and nature through their Art + Science approach. The overarching goal is to educate and empower young people to take personal action. GTP is aligned with national educational and science standards (NGSS, CCSS, Climate Literacy) so it may be used in conventional classrooms as well as education centers, museum kiosks or anywhere with Internet access. Getting The Picture extends far beyond traditional learning to provide an engaging experience for students, educators and all those who wish to explore the latest in climate science.

Vocabulary Learning on the Internet: Using a Structured Think-Aloud Procedure

ERIC Educational Resources Information Center

Ebner, Rachel J.; Ehri, Linnea C.

2013-01-01

Using the Internet as a learning tool has great promise, but also poses significant challenges. Theories and research confirm the importance of students' engagement in self-regulated learning processes for effective Internet learning. In this article the Authors describe a structured think-aloud procedure intended to support students'…

Tufts Health Sciences Database: lessons, issues, and opportunities.

PubMed

Lee, Mary Y; Albright, Susan A; Alkasab, Tarik; Damassa, David A; Wang, Paul J; Eaton, Elizabeth K

2003-03-01

The authors present their seven-year experience with developing the Tufts Health Sciences Database (Tufts HSDB), a database-driven information management system that combines the strengths of a digital library, content delivery tools, and curriculum management. They describe a future where online tools will provide a health sciences learning infrastructure that fosters the work of an increasingly interdisciplinary community of learners and allows content to be shared across institutions as well as with academic and commercial information repositories. The authors note the key partners in Tufts HSDB's success--the close collaboration of the health sciences library, educational affairs, and information technology staff. Tufts HSDB moved quickly from serving the medical curriculum to supporting Tufts' veterinary, dental, biomedical sciences, and nutrition schools, thus leveraging Tufts HSDB research and development with university-wide efforts including Internet2 middleware, wireless access, information security, and digital libraries. The authors identify major effects on teaching and learning, e.g., what is better taught with multimedia, how faculty preparation and student learning time can be more efficient and effective, how content integration for interdisciplinary teaching and learning is promoted, and how continuous improvement methods can be integrated. Also addressed are issues of faculty development, copyright and intellectual property, budgetary concerns, and coordinating IT across schools and hospitals. The authors describe Tufts' recent experience with sharing its infrastructure with other schools, and welcome inquiries from those wishing to explore national and international partnerships to create a truly open and integrated infrastructure for education across the health sciences.

Implementing the virtual reality learning environment: Second Life.

PubMed

Schmidt, Bonnie; Stewart, Stephanie

2009-01-01

Today, faculty members are challenged to find meaningful learning activities that enhance online nursing education. Second Life is an innovative Internet-based strategy that may be used to engage students in active learning. The authors discuss how this technology was implemented into an accelerated online nursing program.

Gender Differences in Self-Regulated Online Learning Environment

ERIC Educational Resources Information Center

Yukselturk, Erman; Bulut, Safure

2009-01-01

This study analyzed gender differences in self-regulated learning components, motivational beliefs and achievement in self-regulated online learning environment. Sample of the study consisted of 145 participants from an online programming course which is based on synchronous and asynchronous communication methods over the Internet. Motivated…

E-Learning and Joomla

ERIC Educational Resources Information Center

Merino, S.; Martinez, J.; Gutierrez, G.; Galan, J. L.; Rodriguez, P.; Munoz, M. L.; Gonzalez, J. M.; Cordero, P.; Padilla, Y.; Mora, A.; Merida, E.; Rodriguez, F.

2011-01-01

For many years, university teaching was based mainly on lectures, but critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation. Nowadays e-learning has become a distance learning paradigm using information technology as the Internet, intranets, emails and multimedia…

Directions for the International Society for Research on Internet Interventions (ISRII).

PubMed

Ritterband, Lee M; Andersson, Gerhard; Christensen, Helen M; Carlbring, Per; Cuijpers, Pim

2006-09-29

In 2004, the International Society for Research on Internet Interventions (ISRII) was formed to encourage eHealth researchers to collaborate in their efforts to further the science behind developing, testing, and disseminating Web-based treatment programs. The group held its second meeting (April 2006) to clarify the Society's direction and identify key issues that need addressing in the field. These issues are identified and examined in the current paper. Given the success of using the Internet to treat a range of medical and mental health problems, and the growing need for better dissemination of health care, Internet interventions will almost certainly play a prominent role in global health. ISRII plans to provide the necessary venue to ensure the science driving this field is strong, enabling researchers to conduct the highest quality research and permitting meaningful conclusions from completed studies.

Reducing Cultural Barriers via Internet Courses

ERIC Educational Resources Information Center

Xing, Minjie; Spencer, Ken

2008-01-01

A Web-based learning environment has been developed to support students from China who are studying in the UK and are confronted by many cultural barriers, which may impede their academic studies. The electronic environment incorporates a number of approaches to support learning, ranging from a simple text-based presentation to more active…

Advances in Web-Based Education: Personalized Learning Environments

ERIC Educational Resources Information Center

Magoulas, George, Ed.; Chen, Sherry, Ed.

2006-01-01

Advances in technology are increasingly impacting the way in which curriculum is delivered and assessed. The emergence of the Internet has offered learners a new instructional delivery system that connects them with educational resources. "Advances in Web-Based Education: Personalized Learning Environments" covers a wide range of factors that…

How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

ERIC Educational Resources Information Center

Hugerat, Muhamad

2016-01-01

This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

Internet-based learning programme to increase nurses' knowledge level about venous leg ulcer care in home health care.

PubMed

Ylönen, Minna; Viljamaa, Jaakko; Isoaho, Hannu; Junttila, Kristiina; Leino-Kilpi, Helena; Suhonen, Riitta

2017-11-01

To test the effectiveness of an Internet-based education programme about venous leg ulcer nursing care on perceived and theoretical knowledge levels and attitudes among nurses working in home health care. Nurses have been shown to have knowledge gaps in venous leg ulcer nursing care. Internet-based learning could offer a means for flexible continuing education for home healthcare environment. Quasi-experimental study with pre- and postmeasurements and nonequivalent intervention and comparison groups. Nurses (n = 946) in home health care in two Finnish municipalities were invited to participate in the study and divided into intervention and comparison groups. The intervention group received education programme about venous leg ulcer nursing care, while the comparison group did not. Data were collected at baseline, at six weeks and at 10 weeks to test the hypotheses: nurses using education programme about venous leg ulcer nursing care will have higher level of knowledge and more positive attitudes than those not using education programme about venous leg ulcer nursing care. An analysis of variance and mixed models with repeated measures were used to test differences in knowledge and attitudes between and within the groups. There were statistically significant increases in knowledge levels in the intervention group from baseline to the first and second follow-up measurements. In the comparison group, the knowledge levels remained unchanged during the study. Attitude levels remained unchanged in both groups. Nurses' perceived and theoretical knowledge levels of venous leg ulcer nursing care can be increased with Internet-based education. However, this increase in knowledge levels is short-lived, which emphasises the need for continuous education. Internet-based education about venous leg ulcer nursing care is recommended for home healthcare nurses. Education programme about venous leg ulcer nursing care provides flexible method for nurses' learning with feasible and cost-effective access to evidence-based education. Education programme about venous leg ulcer nursing care material can be used in all nursing environments where Internet is available. © 2017 John Wiley & Sons Ltd.

Behavioural and brain responses related to Internet search and memory.

PubMed

Dong, Guangheng; Potenza, Marc N

2015-10-01

The ready availability of data via searches on the Internet has changed how many people seek and perhaps store and recall information, although the brain mechanisms underlying these processes are not well understood. This study investigated brain mechanisms underlying Internet-based vs. non-Internet-based searching. The results showed that Internet searching was associated with lower accuracy in recalling information as compared with traditional book searching. During functional magnetic resonance imaging, Internet searching was associated with less regional brain activation in the left ventral stream, the association area of the temporal-parietal-occipital cortices, and the middle frontal cortex. When comparing novel items with remembered trials, Internet-based searching was associated with higher brain activation in the right orbitofrontal cortex and lower brain activation in the right middle temporal gyrus when facing those novel trials. Brain activations in the middle temporal gyrus were inversely correlated with response times, and brain activations in the orbitofrontal cortex were positively correlated with self-reported search impulses. Taken together, the results suggest that, although Internet-based searching may have facilitated the information-acquisition process, this process may have been performed more hastily and be more prone to difficulties in recollection. In addition, people appear less confident in recalling information learned through Internet searching and that recent Internet searching may promote motivation to use the Internet. © 2015 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

The Denali Earth Science Education Project

NASA Astrophysics Data System (ADS)

Hansen, R. A.; Stachnik, J. C.; Roush, J. J.; Siemann, K.; Nixon, I.

2004-12-01

In partnership with Denali National Park and Preserve and the Denali Institute, the Alaska Earthquake Information Center (AEIC) will capitalize upon an extraordinary opportunity to raise public interest in the earth sciences. A coincidence of events has made this an ideal time for outreach to raise awareness of the solid earth processes that affect all of our lives. On November 3, 2002, a M 7.9 earthquake occurred on the Denali Fault in central Alaska, raising public consciousness of seismic activity in this state to a level unmatched since the M 9.2 "Good Friday" earthquake of 1964. Shortly after the M 7.9 event, a new public facility for scientific research and education in Alaska's national parks, the Murie Science and Learning Center, was constructed at the entrance to Denali National Park and Preserve only 43 miles from the epicenter of the Denali Fault Earthquake. The AEIC and its partners believe that these events can be combined to form a synergy for the creation of unprecedented opportunities for learning about solid earth geophysics among all segments of the public. This cooperative project will undertake the planning and development of education outreach mechanisms and products for the Murie Science and Learning Center that will serve to educate Alaska's residents and visitors about seismology, tectonics, crustal deformation, and volcanism. Through partnerships with Denali National Park and Preserve, this cooperative project will include the Denali Institute (a non-profit organization that assists the National Park Service in operating the Murie Science and Learning Center) and Alaska's Denali Borough Public School District. The AEIC will also draw upon the resources of long standing state partners; the Alaska Division of Geological & Geophysical Surveys and the Alaska Division of Homeland Security and Emergency Services. The objectives of this project are to increase public awareness and understanding of the solid earth processes that affect life in Alaska, and to provide new and innovative science curricula and teacher training for the benefit of students and teachers in Alaska and beyond. These objectives will be met by the development of learning opportunities and resources that will come together around the Murie Science and Learning Center as a focus for interpretation of EarthScope science and research results in Alaska. Project activities will take place in five areas, which are: 1) development of interactive museum displays for the Murie Science and Learning Center utilizing cutting edge technology for learning, 2) public outreach with a series of publications and Internet resources, 3) development of inquiry-based, experiential curricula for middle school students to enhance science education, 4) development of accredited teacher training workshops for science educators, and 5) the creation of opportunities for EarthScope scientists to interact with students, teachers, and the public through a series of lectures and discussions in national parks and local communities across Alaska.

Improvements in Undergraduate Science Education Using Web-Based Instructional Modules: The Natural Science Pages.

ERIC Educational Resources Information Center

Carpi, Anthony

2001-01-01

Explains the advantages of using the World Wide Web as an educational tool and describes the Natural Science Pages project which is a teaching module involving Internet access and Web use and aiming to improve student achievement. (Contains 13 references.) (YDS)

Overview of the Earth System Science Education Alliance Online Courses

NASA Astrophysics Data System (ADS)

Botti, J. A.

2001-12-01

Science education reform has skyrocketed over the last decade in large part thanks to technology-and one technology in particular, the Internet. The World Wide Web has opened up dynamic new online communities of learners. It has allowed educators from around the world to share thoughts about Earth system science and reexamine the way science is taught. A positive offshoot of this reform effort is the Earth System Science Education Alliance (ESSEA). This partnership among universities, colleges, and science education organizations is led by the Institute for Global Environmental Strategies and the Center for Educational TechnologiesTM at Wheeling Jesuit University. ESSEA's mission is to improve Earth system science education. ESSEA has developed three Earth system science courses for K-12 teachers. These online courses guide teachers into collaborative, student-centered science education experiences. Not only do these courses support teachers' professional development, they also help teachers implement Earth systems science content and age-appropriate pedagogical methods into their classrooms. The ESSEA courses are open to elementary, middle school, and high school teachers. Each course lasts one semester. The courses begin with three weeks of introductory content. Then teachers develop content and pedagogical and technological knowledge in four three-week learning cycles. The elementary school course focuses on basic Earth system interactions between land, life, air, and water. In week A of each learning cycle, teachers do earth system activities with their students. In week B teachers investigate aspects of the Earth system -- for instance, the reason rocks change to soil, the relationship between rock weathering and soil nutrients, and the consequent development of biomes. In week C teachers develop classroom activities and share them online with other course participants. The middle school course stresses the effects of real-world events -- volcanic eruptions, hurricanes, rainforest destruction -- on Earth's lithosphere, atmosphere, biosphere, and hydrosphere. Teachers team during week A of each cycle to research the effect of each event on individual spheres. In week B groups "jigsaw" to study the interactions between events, spheres, and positive and negative feedback loops. In week C teachers develop classroom activities. The high school course uses problem-based learning to examine critical areas of global change, such as coral reef degradation, ozone depletion, and climate change. The ESSEA presentation provides examples of learning environments from each of the three courses.

Overview of the Earth System Science Education Alliance Online Courses

NASA Astrophysics Data System (ADS)

Botti, J.; Myers, R.

2002-12-01

Science education reform has skyrocketed over the last decade in large part thanks to technology-and one technology in particular, the Internet. The World Wide Web has opened up dynamic new online communities of learners. It has allowed educators from around the world to share thoughts about Earth system science and reexamine the way science is taught. A positive offshoot of this reform effort is the Earth System Science Education Alliance (ESSEA). This partnership among universities, colleges, and science education organizations is led by the Institute for Global Environmental Strategies and the Center for Educational Technologiestm at Wheeling Jesuit University. ESSEA's mission is to improve Earth system science education. ESSEA has developed three Earth system science courses for K-12 teachers. These online courses guide teachers into collaborative, student-centered science education experiences. Not only do these courses support teachers' professional development, they also help teachers implement Earth systems science content and age-appropriate pedagogical methods into their classrooms. The ESSEA courses are open to elementary, middle school, and high school teachers. Each course lasts one semester. The courses begin with three weeks of introductory content. Then teachers develop content and pedagogical and technological knowledge in four three-week learning cycles. The elementary school course focuses on basic Earth system interactions between land, life, air, and water. In week A of each learning cycle, teachers do earth system activities with their students. In week B teachers investigate aspects of the Earth system-for instance, the reason rocks change to soil, the relationship between rock weathering and soil nutrients, and the consequent development of biomes. In week C teachers develop classroom activities and share them online with other course participants. The middle school course stresses the effects of real-world events-volcanic eruptions, hurricanes, rainforest destruction-on Earth's lithosphere, atmosphere, biosphere, and hydrosphere. Teachers team during week A of each cycle to research the effect of each event on individual spheres. In week B groups "jigsaw" to study the interactions between events, spheres, and positive and negative feedback loops. In week C teachers develop classroom activities. The high school course uses problem-based learning to examine critical areas of global change, such as coral reef degradation, ozone depletion, and climate change. The ESSEA presentation provides examples of learning environments from each of the three courses.

Creating an X Window Terminal-Based Information Technology Center.

ERIC Educational Resources Information Center

Klassen, Tim W.

1997-01-01

The creation of an information technology center at the University of Oregon Science Library is described. Goals included providing access to Internet-based resources and multimedia software, platforms for running science-oriented software, and resources so students can create multimedia materials. A mixed-lab platform was created with Unix-based…

Telemedicine in Western Africa: lessons learned from a pilot project in Mali, perspectives and recommendations.

PubMed

Geissbuhler, Antoine; Ly, Ousmane; Lovis, Christian; L'Haire, Jean-François

2003-01-01

to evaluate the feasibility, potential and risks of an internet-based telemedicine network in developing countries of Western Africa. a project for the development of a national telemedicine network in Mali was initiated in 2001, using internet-based technologies for distance learning and teleconsultations. the telemedicine network has been in productive use for 12 months and has enabled various collaboration channels, including North-South, South-South, and South-North distance learning and teleconsultations. It also unveiled a set of potential problems: a) limited pertinence of North-South collaborations when there are major differences in available resources or socio-cultural contexts between the collaborating parties; b) risk of induced digital divide if the periphery of the health system is not involved in the development of the network, and c) need for the development of local medical contents management skills. the identified risks must be taken into account when designing large-scale telemedicine projects in developing countries and can be mitigated by the fostering of South-South collaboration channels, the use of satellite-based internet connectivity in remote areas, and the valorization of local knowledge and its publication on-line.

Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

ERIC Educational Resources Information Center

Kumar, David Devraj

2017-01-01

This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…

Personalized Learning Objects Recommendation Based on the Semantic-Aware Discovery and the Learner Preference Pattern

ERIC Educational Resources Information Center

Wang, Tzone I; Tsai, Kun Hua; Lee, Ming Che; Chiu, Ti Kai

2007-01-01

With vigorous development of the Internet, especially the web page interaction technology, distant E-learning has become more and more realistic and popular. Digital courses may consist of many learning units or learning objects and, currently, many learning objects are created according to SCORM standard. It can be seen that, in the near future,…

A Rule-Based System for Hybrid Search and Delivery of Learning Objects to Learners

ERIC Educational Resources Information Center

Biletskiy, Yevgen; Baghi, Hamidreza; Steele, Jarrett; Vovk, Ruslan

2012-01-01

Purpose: Presently, searching the internet for learning material relevant to ones own interest continues to be a time-consuming task. Systems that can suggest learning material (learning objects) to a learner would reduce time spent searching for material, and enable the learner to spend more time for actual learning. The purpose of this paper is…

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Teaching neuroscience through Web adventures: adolescents reconstruct the history and science of opioids.

PubMed

Miller, Leslie; Schweingruber, Heidi; Oliver, Robert; Mayes, Janice; Smith, Donna

2002-02-01

New technological and cultural developments surrounding adolescents' use of the World Wide Web offer an opportunity for turning aspects of the Internet gaming phenomenon to the advantage of neuroscience education. Specifically, an experimental project to transmit aspects of problem-based learning and the National Science Standards through an interactive Web adventure is reported here. The Reconstructors is an episodic Web-based adventure series entitled Medicinal Mysteries from History. It is funded by the National Institute on Drug Abuse, and the first series focuses on opioids. It was created with the input of middle school students and teachers. Through the use of multimedia technologies, middle school students enter a futuristic world in which they become "reconstructors," members of an elite scientific unit charged with recovering lost medical knowledge about analgesic drugs. Two of the four episodes have been evaluated through a comprehensive review process involving middle school students, teachers, neuroscience researchers, and clinicians. Analysis of the pretest and posttest scores demonstrated significant knowledge gain that validly can be attributed to use of the game. These data provide evidence that science content can be transmitted through innovative online techniques without sacrificing compelling content or effective pedagogical strategies.

KSC Education Technology Research and Development Plan

NASA Technical Reports Server (NTRS)

Odell, Michael R. L.

2003-01-01

Educational technology is facilitating new approaches to teaching and learning science, technology, engineering, and mathematics (STEM) education. Cognitive research is beginning to inform educators about how students learn providing a basis for design of more effective learning environments incorporating technology. At the same time, access to computers, the Internet and other technology tools are becoming common features in K-20 classrooms. Encouraged by these developments, STEM educators are transforming traditional STEM education into active learning environments that hold the promise of enhancing learning. This document illustrates the use of technology in STEM education today, identifies possible areas of development, links this development to the NASA Strategic Plan, and makes recommendations for the Kennedy Space Center (KSC) Education Office for consideration in the research, development, and design of new educational technologies and applications.

Effects of Online College Student's Internet Self-Efficacy on Learning Motivation and Performance

ERIC Educational Resources Information Center

Chang, Chiung-Sui; Liu, Eric Zhi-Feng; Sung, Hung-Yen; Lin, Chun-Hung; Chen, Nian-Shing; Cheng, Shan-Shan

2014-01-01

This study investigates how Internet self-efficacy helps students to transform motivation into learning action, and its influence on learning performance. In this study, the effects of Internet self-efficacy on motivation and the learning performance of online college students were examined using social cognitive theory. The subjects of this study…

Unpacking the Revised Bloom's Taxonomy: Developing Case-Based Learning Activities

ERIC Educational Resources Information Center

Nkhoma, Mathews Zanda; Lam, Tri Khai; Sriratanaviriyakul, Narumon; Richardson, Joan; Kam, Booi; Lau, Kwok Hung

2017-01-01

Purpose: The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom's taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom's taxonomy on students' incremental learning,…

Constructing a Streaming Video-Based Learning Forum for Collaborative Learning

ERIC Educational Resources Information Center

Chang, Chih-Kai

2004-01-01

As web-based courses using videos have become popular in recent years, the issue of managing audio-visual aids has become pertinent. Generally, the contents of audio-visual aids may include a lecture, an interview, a report, or an experiment, which may be transformed into a streaming format capable of making the quality of Internet-based videos…

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.

Assessment of Collaborative Learning Experiences by Graphical Analysis of Wiki Contributions

ERIC Educational Resources Information Center

Palomo-Duarte, Manuel; Dodero, Juan Manuel; Medina-Bulo, Inmaculada; Rodríguez-Posada, Emilio J.; Ruiz-Rube, Iván

2014-01-01

The widespread adoption of computers and Internet in our life has reached the classrooms, where computer-supported collaborative learning (CSCL) based on wikis offers new ways of collaboration and encourages student participation. When the number of contributions from students increases, traditional assessment procedures of e-learning settings…

The Haptic Paradigm in Education: Challenges and Case Studies

ERIC Educational Resources Information Center

Hamza-Lup, Felix G.; Stanescu, Ioana A.

2010-01-01

The process of learning involves interaction with the learning environment through our five senses (sight, hearing, touch, smell, and taste). Until recently, distance education focused only on the first two of those senses, sight and sound. Internet-based learning environments are predominantly visual with auditory components. With the advent of…

The Dot.xxx Challenge to Higher Education.

ERIC Educational Resources Information Center

Graves, William H.

2000-01-01

Describes some of the dimensions of the "e-cology" of Internet-based "e-Learning" in higher education. Discusses e-Learning service and operating dimensions; higher education's challenge to balance virtual and traditional educational delivery; instructor-led and instructor-less learning; the roles of content and instructor in instructor-led…

Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

ERIC Educational Resources Information Center

Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol

2016-01-01

Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning,…

Enabling People Who Are Blind to Experience Science Inquiry Learning through Sound-Based Mediation

ERIC Educational Resources Information Center

Levy, S. T.; Lahav, O.

2012-01-01

This paper addresses a central need among people who are blind, access to inquiry-based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used…

Research on Internet-Supported Learning: A Review

ERIC Educational Resources Information Center

Bekele, Teklu Abate; Menchaca, Michael Paul

2008-01-01

How did the Internet affect learning in higher education? What methodological and theoretical issues characterized research on Internet-Supported Learning (ISL)? What implications existed for future research? A constant comparative, qualitative analysis of 29 studies indicated grade achievement was the prime measure of effectiveness in ISL…

KISS--a new approach to self-controlled e-learning of selected chapters in Medical Engineering and other fields at bachelor and master course level.

PubMed

Hutten, Helmut; Stiegmaier, Wolfgang; Rauchegger, Günter

2005-09-01

Modern life style requires new methods for individual lifelong learning, based on access at every time and from every place. This fundamental requirement is provided by the Internet. The Internet technology promises an increasing potential in the future for e-learning or tele-learning. Some special requirements are password-controlled access, applicability of most commercially available PCs and laptops equipped with standard software (Microsoft Internet Explorer 6.0), central evaluation of the students' performance, inclusion of an examination part, provision of a picture gallery and a comprehensive glossary accessible in the learning mode. The KISS-shell has been developed based on the Oracle 10g application server in combination with a relational data base (Oracle 8i) on the server side and a web browser based interface using JavaScript for user control of data input on the client side (Kontrolliertes Intelligentes Selbstgesteuertes Studium, KISS). The first tutorial application has been realized with a chapter about cardiac pacemakers. The weight of that chapter (or module) is about 2 ECTS (i.e. the equivalent of 30 working hours; European Credit Transfer System, ECTS). The internal structure of the chapter is organized in sequential mode. It consists of five main sections. Each of those five sections is subdivided into five subsections of comparable length. Progression from one subsection to the next is possible only after successfully passing through the respective examination. The whole learning programme with the pacemaker chapter has been evaluated by 10 students. The system will be presented together with first experiences including the evaluation results. Until now the program has not been used for training purposes.

Developing Critical L2 Digital Literacy through the Use of Computer-Based Internet-Hosted Learning Management Systems such as Moodle

NASA Astrophysics Data System (ADS)

Meurant, Robert C.

Second Language (L2) Digital Literacy is of emerging importance within English as a Foreign Language (EFL) in Korea, and will evolve to become regarded as the most critical component of overall L2 English Literacy. Computer-based Internet-hosted Learning Management Systems (LMS), such as the popular open-source Moodle, are rapidly being adopted worldwide for distance education, and are also being applied to blended (hybrid) education. In EFL Education, they have a special potential: by setting the LMS to force English to be used exclusively throughout a course website, the meta-language can be made the target L2 language. Of necessity, students develop the ability to use English to navigate the Internet, access and contribute to online resources, and engage in computer-mediated communication. Through such pragmatic engagement with English, students significantly develop their L2 Digital Literacy.

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

ERIC Educational Resources Information Center

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

2013-01-01

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

The Effect of Online Co-Regulated Learning in the Implementation of Team-Based Learning on Improving Students' Involvement

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2015-01-01

Many education institutions and teachers are recognizing and applying online learning and related educational technologies to help students achieve satisfactory learning performance. Due to the free entertainment on the Internet that may distract students' attention from online courses and with the purpose of developing students' teamwork…

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…

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

ERIC Educational Resources Information Center

Chen, Chih-Ming; Lee, Tai-Hung

2011-01-01

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

Developing an Intelligent Diagnosis and Assessment E-Learning Tool for Introductory Programming

ERIC Educational Resources Information Center

Huang, Chenn-Jung; Chen, Chun-Hua; Luo, Yun-Cheng; Chen, Hong-Xin; Chuang, Yi-Ta

2008-01-01

Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning…

Learning and Teaching with Mobile Devices an Approach in Secondary Education in Ghana

ERIC Educational Resources Information Center

Grimus, Margarete; Ebner, Martin

2014-01-01

While many developing nations find Internet-based e-learning unsuitable for their needs (lack of technology as well as of accessibility), mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). This article examines the chances and…

The Design of Instructional Multimedia in E-Learning: A Media Richness Theory-Based Approach

ERIC Educational Resources Information Center

Sun, Pei-Chen; Cheng, Hsing Kenny

2007-01-01

The rapid development of computer and Internet technologies has made e-Learning become an important learning method. There has been a considerable increase in the needs for multimedia instructional material in e-Learning recently as such content has been shown to attract a learner's attention and interests. The multimedia content alone, however,…

Bridging the Gap between Students and Computers: Supporting Activity Awareness for Network Collaborative Learning with GSM Network

ERIC Educational Resources Information Center

Liu, C.-C.; Tao, S.-Y.; Nee, J.-N.

2008-01-01

The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability…

First Steps Toward K-12 Teacher Professional Development Using Internet-based Telescopes

NASA Astrophysics Data System (ADS)

Berryhill, K. J.; Gershun, D.; Slater, T. F.; Armstrong, J. D.

2012-12-01

How can science teachers become more familiar with emerging technology, excite their students and give students a taste of astronomy research? Astronomy teachers do not always have research experience, so it is difficult for them to convey to students how researchers use telescopes. The nature of astronomical observation (e.g., remote sites, expensive equipment, and odd hours) has been a barrier to providing teachers with insight into the process. Robotic telescopes (operated automatically with queued observing schedules) and remotely controlled telescopes (controlled by the user via the Internet) allow scientists to conduct observing sessions on research-grade telescopes half a world away. The same technology can now be harnessed by STEM educators to engage students and reinforce what is being taught in the classroom, as seen in some early research in elementary schools (McKinnon and Mainwaring 2000 and McKinnon and Geissinger 2002), and middle/high schools (Sadler et al. 2001, 2007 and Gehret et al. 2005). However, teachers need to be trained to use these resources. Responding to this need, graduate students and faculty at the University of Wyoming and CAPER Center for Astronomy & Physics Education Research are developing teacher professional development programs using Internet-based telescopes. We conducted an online course in the science education graduate program at the University of Wyoming. This course was designed to sample different types of Internet-based telescopes to evaluate them as resources for teacher professional development. The 10 participants were surveyed at the end of the course to assess their experiences with each activity. In addition, pre-test/post-test data were collected focusing specifically on one of the telescopes (Gershun, Berryhill and Slater 2012). Throughout the course, the participants learned to use a variety of robotic and remote telescopes including SLOOH Space Camera (www.slooh.com), Sky Titan Observatory (www.skytitan.org), Faulkes Telescope North (FTN—part of Las Cumbres Observatory Global Telescope Network—www.lcogt.net), and the MicroObservatory Robotic Telescope Network (http://mo-www.cfa.harvard.edu/MicroObservatory). As is common in astronomy observation, the class experienced setbacks to observing plans from a variety of sources, including clouds, dust storms, wind, instrument malfunctions, and light pollution from a nearby rodeo. Participants requested observations on robotic telescopes and directly controlled remote telescopes (FTN and Sky Titan). Data from the surveys suggest the theme that the ability to control telescopes in real time is of significant educational value, despite 6 of 10 participants citing frustrations due to equipment malfunctions and weather. Future courses will need backup plans or dates to account for the possibility of lost observing time. Participants used a variety of software tools to analyze data. Survey data showed the LCOGT Agent Exoplanet citizen science exercise to be an important learning event in the progression toward using SalsaJ to create exoplanet light curves from FTN data. Much of the data from FTN and Sky Titan used by participants was not collected during the observing runs due to issues noted above. The telescope operators provided previous data for analysis. None of the evidence we collected indicates that this lack of direct linkage is a problem.

Investigative Primary Science: A Problem-Based Learning Approach

ERIC Educational Resources Information Center

Etherington, Matthew B.

2011-01-01

This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

Theme-Based Project Learning: Design and Application of Convergent Science Experiments

ERIC Educational Resources Information Center

Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

2015-01-01

This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

Factors influencing the adoption of E-learning in Tabriz University of Medical Sciences.

PubMed

Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Ghazi Mirsaeed, Sayd Javad; Zarea Gavgani, Vahideh

2016-01-01

Background: Electronic Learning (E-learning), is the use of electronic technology in education via computer and the internet. Despite its slow adoption by faculty members, e-learning provides several benefits to individuals and organizations. This study was conducted to determine the factors influencing the adoption of e-learning by faculty members in Tabriz University of Medical Sciences. Methods: This was a cross- sectional study, in which a sample of 190 faculty members of Tabriz University of Medical Sciences was randomly selected, using stratified sampling. A Conceptual Path Model of Unified Theory of Acceptance and Use of Technology (UTAUT) was applied to assess the faculty members' attitude towards e-learning. The collected data were analyzed by SPSS16, using descriptive statistics and regression analysis. The model was tested by structural equation modeling (SEM) and was finally represented by Analysis of Moment Structures. Results: The results evidenced that UTAUT model explains about 56% of the variance for adoption of elearning. The findings also revealed that performance expectancy, effort expectancy, social influences and behavior indentation had direct and significant effects on faculty members' behavior towards the use of e-learning. However, facilitated condition had no significant effects on the use of e-learning. Conclusion: The authorized model provides considerable insight for perception and anticipation of faculty members' behaviors in adopting e-learning. The survey clearly identified significant and non-significant factors that may affect the adoption of e-learning. The results of this study could help the policy makers when successful adoption of e-learning is in their agenda.

Factors influencing the adoption of E-learning in Tabriz University of Medical Sciences

PubMed Central

Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Ghazi Mirsaeed, Sayd Javad; Zarea Gavgani, Vahideh

2016-01-01

Background: Electronic Learning (E-learning), is the use of electronic technology in education via computer and the internet. Despite its slow adoption by faculty members, e-learning provides several benefits to individuals and organizations. This study was conducted to determine the factors influencing the adoption of e-learning by faculty members in Tabriz University of Medical Sciences. Methods: This was a cross- sectional study, in which a sample of 190 faculty members of Tabriz University of Medical Sciences was randomly selected, using stratified sampling. A Conceptual Path Model of Unified Theory of Acceptance and Use of Technology (UTAUT) was applied to assess the faculty members’ attitude towards e-learning. The collected data were analyzed by SPSS16, using descriptive statistics and regression analysis. The model was tested by structural equation modeling (SEM) and was finally represented by Analysis of Moment Structures. Results: The results evidenced that UTAUT model explains about 56% of the variance for adoption of elearning. The findings also revealed that performance expectancy, effort expectancy, social influences and behavior indentation had direct and significant effects on faculty members’ behavior towards the use of e-learning. However, facilitated condition had no significant effects on the use of e-learning. Conclusion: The authorized model provides considerable insight for perception and anticipation of faculty members’ behaviors in adopting e-learning. The survey clearly identified significant and non-significant factors that may affect the adoption of e-learning. The results of this study could help the policy makers when successful adoption of e-learning is in their agenda. PMID:28491832

DARPA Internet Program. Internet and Transmission Control Specifications,

DTIC Science & Technology

1981-09-01

Internet Program Protocol Specification", RFC 791, USC/ Information Sciences Institute, September 1981. [34] Postel, J., ed., "Transmission Control Protocol...DARPA Internet Program Protocol Specification", RFC 793, USC/ Information Sciences Institute, September 1981. [35] Postel, J., "Echo Process", RFC 347...Newman, March 1981. [53] Postel, J., " Internet Control Message Protocol - DARPA Internet Program Protocol Specification", RFC 792, USC/ Information

A Platform for Learning Internet of Things

ERIC Educational Resources Information Center

Bogdanovic, Zorica; Simic, Konstantin; Milutinovic, Miloš; Radenkovic, Božidar; Despotovic-Zrakic, Marijana

2014-01-01

This paper presents a model for conducting Internet of Things (IoT) classes based on a web-service oriented cloud platform. The goal of the designed model is to provide university students with knowledge about IoT concepts, possibilities, and business models, and allow them to develop basic system prototypes using general-purpose microdevices and…

Literature Ladders: Linking Books and Internet Resources.

ERIC Educational Resources Information Center

Lamb, Annette

2001-01-01

Describes Literature Learning Ladders, a project that uses books for children and young adults as the focal point for technology-rich thematic activities. Explains the use of Internet Web sites to find book information as well as sties that demonstrate how resources can be used as part of technology-based classroom activities. (LRW)

Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

NASA Astrophysics Data System (ADS)

Cheng, Kun-Hung; Tsai, Chin-Chung

2013-08-01

Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image- based AR and location- based AR. These approaches may result in different affordances for science learning. It is then found that students' spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.

Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students

PubMed Central

Saadati, Farzaneh; Ahmad Tarmizi, Rohani

2015-01-01

Because students’ ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is ‘value added’ because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students’ problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students. PMID:26132553

The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

NASA Astrophysics Data System (ADS)

Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

2003-12-01

The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading professional development workshops and short courses. Core funding for the project is provided from the NASA Office of Space Science Information Technology Research Program, the NASA Earth Science Enterprise Education Program, and the National Science Foundation.

Developing the Learning Physical Science Curriculum: Adapting a Small Enrollment, Laboratory and Discussion Based Physical Science Course for Large Enrollments

ERIC Educational Resources Information Center

Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

2012-01-01

We report on the adaptation of the small enrollment, lab and discussion based physical science course, "Physical Science and Everyday Thinking" (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new "Learning Physical Science" (LEPS) curriculum was designed around specific principles based on research on learning to meet the…

Using the Internet To Teach the Internet: An Opportunistic Approach.

ERIC Educational Resources Information Center

Pasch, Grete; Stewart, Quinn

2002-01-01

Describes the development of a Web-based version of an information in cyberspace course at the University of Texas at Austin for the library and information science graduate school. Topics include using the best technology; focusing on course content; streaming media; student needs and student feedback; reusing materials; and future plans. (LRW)

Trade-Off Analysis Report

NASA Technical Reports Server (NTRS)

Dhas, Chris

2000-01-01

NASAs Glenn Research Center (GRC) defines and develops advanced technology for high priority national needs in communications technologies for application to aeronautics and space. GRC tasked Computer Networks and Software Inc. (CNS) to examine protocols and architectures for an In-Space Internet Node. CNS has developed a methodology for network reference models to support NASAs four mission areas: Earth Science, Space Science, Human Exploration and Development of Space (REDS), Aerospace Technology. CNS previously developed a report which applied the methodology, to three space Internet-based communications scenarios for future missions. CNS conceptualized, designed, and developed space Internet-based communications protocols and architectures for each of the independent scenarios. GRC selected for further analysis the scenario that involved unicast communications between a Low-Earth-Orbit (LEO) International Space Station (ISS) and a ground terminal Internet node via a Tracking and Data Relay Satellite (TDRS) transfer. This report contains a tradeoff analysis on the selected scenario. The analysis examines the performance characteristics of the various protocols and architectures. The tradeoff analysis incorporates the results of a CNS developed analytical model that examined performance parameters.

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

75 FR 52552 - Solicitation for a Cooperative Agreement-Curriculum Development: Implementing and Sustaining an...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-26

... Corrections (NIC) is seeking applications for the development of a competency-based, blended modality training..., handouts, exercises, etc.). The use of blended learning tools such as a live web-based training environment (e.g., WebEx), DVDs, satellite/Internet broadcasts, e-learning, or supplemental online training...

Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals

ERIC Educational Resources Information Center

Wainer, Allison L.; Ingersoll, Brooke R.

2013-01-01

There is a need for the adaptation of training in evidence-based interventions to non-traditional methods, particularly for individuals working with children with autism spectrum disorders (ASD). An internet-based self-directed distance learning program was created to teach reciprocal imitation training, a naturalistic behavioral intervention…

Application of Mobile Agents in Web-Based Learning Environment.

ERIC Educational Resources Information Center

Hong Hong, Kinshuk; He, Xiaoqin; Patel, Ashok; Jesshope, Chris

Web-based learning environments are strongly driven by the information revolution and the Internet, but they have a number of common deficiencies, such as slow access, no adaptivity to the individual student, limitation by bandwidth, and more. This paper outlines the benefits of mobile agents technology, and describes its application in Web-based…

Directions for the International Society for Research on Internet Interventions (ISRII)

PubMed Central

Andersson, Gerhard; Christensen, Helen M; Carlbring, Per; Cuijpers, Pim

2006-01-01

In 2004, the International Society for Research on Internet Interventions (ISRII) was formed to encourage eHealth researchers to collaborate in their efforts to further the science behind developing, testing, and disseminating Web-based treatment programs. The group held its second meeting (April 2006) to clarify the Society’s direction and identify key issues that need addressing in the field. These issues are identified and examined in the current paper. Given the success of using the Internet to treat a range of medical and mental health problems, and the growing need for better dissemination of health care, Internet interventions will almost certainly play a prominent role in global health. ISRII plans to provide the necessary venue to ensure the science driving this field is strong, enabling researchers to conduct the highest quality research and permitting meaningful conclusions from completed studies. PMID:17032639

Task-Oriented Internet Assisted English Teaching and Learning in Colleges

ERIC Educational Resources Information Center

Zhang, Juwu

2014-01-01

Task-Oriented Internet Assisted English Teaching and Learning (TIAETL) is a new English teaching and learning model which integrates the Internet-assisted and task-oriented teaching. This article analyzed the worldwide tendency of English teaching and prerequisites for TIAETL in colleges. The TIAETL has the following advantages:…

Dig That Site: Exploring Archaeology, History, and Civilization on the Internet.

ERIC Educational Resources Information Center

Garfield, Gary M.; McDonough, Suzanne

This book combines the excitement of the Internet with conventional learning resources to explore early civilizations and cultures. This approach encourages independent student research, problem solving, and decision making while bringing together the fascination of archaeology with the Internet and hands-on learning activities. Students learn the…

The Use of Internet of EFL Learners

ERIC Educational Resources Information Center

Srichanyachon, A. Napaporn

2013-01-01

This study investigated attitudes toward using the Internet as a learning tool among students at Bangkok University; students' expectation of social networks and search engines in learning English, as well as their perceived usefulness. It also examined their use of the Internet for learning English. The samples were 198 undergraduate students…

Blended Learning of Programming in the Internet Age

ERIC Educational Resources Information Center

Djenic, S.; Krneta, R.; Mitic, J.

2011-01-01

This paper presents an advanced variant of learning programming by the use of the Internet and multimedia. It describes the development of a blended learning environment, which, in addition to classroom (face-to-face) lessons, introduces lessons delivered over the Internet: the use of multimedia teaching material with completely dynamic…

Internet Data Delivery for Future Space Missions

NASA Technical Reports Server (NTRS)

Rash, James; Casasanta, Ralph; Hogie, Keith; Hennessy, Joseph F. (Technical Monitor)

2002-01-01

Ongoing work at National Aeronautics and Space Administration Goddard Space Flight Center (NASA/GSFC), seeks to apply standard Internet applications and protocols to meet the technology challenge of future satellite missions. Internet protocols and technologies are under study as a future means to provide seamless dynamic communication among heterogeneous instruments, spacecraft, ground stations, constellations of spacecraft, and science investigators. The primary objective is to design and demonstrate in the laboratory the automated end-to-end transport of files in a simulated dynamic space environment using off-the-shelf, low-cost, commodity-level standard applications and protocols. The demonstrated functions and capabilities will become increasingly significant in the years to come as both earth and space science missions fly more sensors and as the need increases for more network-oriented mission operations. Another element of increasing significance will be the increased cost effectiveness of designing, building, integrating, and operating instruments and spacecraft that will come to the fore as more missions take up the approach of using commodity-level standard communications technologies. This paper describes how an IP (Internet Protocol)-based communication architecture can support all existing operations concepts and how it will enable some new and complex communication and science concepts. The authors identify specific end-to-end data flows from the instruments to the control centers and scientists, and then describe how each data flow can be supported using standard Internet protocols and applications. The scenarios include normal data downlink and command uplink as well as recovery scenarios for both onboard and ground failures. The scenarios are based on an Earth orbiting spacecraft with downlink data rates from 300 Kbps to 4 Mbps. Included examples are based on designs currently being investigated for potential use by the Global Precipitation Measurement (GPM) mission.

Inquiry-based Learning and Digital Libraries in Undergraduate Science Education

NASA Astrophysics Data System (ADS)

Apedoe, Xornam S.; Reeves, Thomas C.

2006-12-01

The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context.

Visual and Experiential Learning Opportunities through Geospatial Data

NASA Astrophysics Data System (ADS)

Gardiner, N.; Bulletins, S.

2007-12-01

Global observation data from satellites are essential for both research and education about Earth's climate because they help convey the temporal and spatial scales inherent to the subject, which are beyond most people's experience. Experts in the development of visualizations using spatial data distinguish the process of learning through data exploration from the process of learning by absorbing a story told from beginning to end. The former requires the viewer to absorb complex spatial and temporal dynamics inherent to visualized data and therefore is a process best undertaken by those familiar with the data and processes represented. The latter requires that the viewer understand the intended presentation of concepts, so story telling can be employed to educate viewers with varying backgrounds and familiarity with a given subject. Three examples of climate science education, drawn from the current science program Science Bulletins (American Museum of Natural History, New York, USA), demonstrate the power of visualized global earth observations for climate science education. The first example seeks to explain the potential for sea level rise on a global basis. A short feature film includes the visualized, projected effects of sea level rise at local to global scales; this visualization complements laboratory and field observations of glacier retreat and paleoclimatic reconstructions based on fossilized coral reef analysis, each of which is also depicted in the film. The narrative structure keeps learners focused on discrete scientific concepts. The second example utilizes half-hourly cloud observations to demonstrate weather and climate patterns to audiences on a global basis. Here, the scientific messages are qualitatively simpler, but the viewer must deduce his own complex visual understanding of the visualized data. Finally, we present plans for distributing climate science education products via mediated public events whereby participants learn from climate and geovisualization experts working collaboratively. This last example provides an opportunity for deep exploration of patterns and processes in a live setting and makes full use of complementary talents, including computer science, internet-enabled data sharing, remote sensing image processing, and meteorology. These innovative examples from informal educators serve as powerful pedagogical models to consider for the classroom of the future.

Assessing Students' Learning Outcomes, Self-Efficacy and Attitudes toward the Integration of Virtual Science Laboratory in General Physics

ERIC Educational Resources Information Center

Ghatty, Sundara L.

2013-01-01

Over the past decade, there has been a dramatic rise in online delivery of higher education in the United States. Recent developments in web technology and access to the internet have led to a vast increase in online courses. For people who work during the day and whose complicated lives prevent them from taking courses on campus, online courses…

Participation in Science Practices while Working in a Multimedia Case-Based Environment

ERIC Educational Resources Information Center

Kang, Hosun; Lundeberg, Mary A.

2010-01-01

The purpose of this study was to investigate how two female students participated in science practices as they worked in a multimedia case-based environment: interpreting simulated results, reading and writing multiple texts, role-playing, and Internet conferencing. Using discourse analysis, the following data were analyzed: students' published…

Internet Technology for Future Space Missions

NASA Technical Reports Server (NTRS)

Hennessy, Joseph F. (Technical Monitor); Rash, James; Casasanta, Ralph; Hogie, Keith

2002-01-01

Ongoing work at National Aeronautics and Space Administration Goddard Space Flight Center (NASA/GSFC), seeks to apply standard Internet applications and protocols to meet the technology challenge of future satellite missions. Internet protocols and technologies are under study as a future means to provide seamless dynamic communication among heterogeneous instruments, spacecraft, ground stations, constellations of spacecraft, and science investigators. The primary objective is to design and demonstrate in the laboratory the automated end-to-end transport of files in a simulated dynamic space environment using off-the-shelf, low-cost, commodity-level standard applications and protocols. The demonstrated functions and capabilities will become increasingly significant in the years to come as both earth and space science missions fly more sensors and the present labor-intensive, mission-specific techniques for processing and routing data become prohibitively. This paper describes how an IP-based communication architecture can support all existing operations concepts and how it will enable some new and complex communication and science concepts. The authors identify specific end-to-end data flows from the instruments to the control centers and scientists, and then describe how each data flow can be supported using standard Internet protocols and applications. The scenarios include normal data downlink and command uplink as well as recovery scenarios for both onboard and ground failures. The scenarios are based on an Earth orbiting spacecraft with downlink data rates from 300 Kbps to 4 Mbps. Included examples are based on designs currently being investigated for potential use by the Global Precipitation Measurement (GPM) mission.

The FOSTER Project: Teacher Enrichment Through Participation in NASA's Airborne Astronomy Program

NASA Technical Reports Server (NTRS)

Koch, David; Hull, G.; Gillespie, C., Jr.; DeVore, E.; Witteborn, Fred C. (Technical Monitor)

1995-01-01

NASA's airborne astronomy program offers a unique opportunity for K-12 science teacher enrichment and for NASA to reach out and serve the educational community. Learning from a combination of summer workshops, curriculum supplement materials, training in Internet skills and ultimately flying on NASA's C-141 airborne observatory, the teachers are able to share the excitement of scientific discovery with their students and convey that excitement from first hand experience rather than just from reading about science in a textbook. This year the program has expanded to include teachers from the eleven western states served by NASA Ames Research Center's Educational Programs Office as well as teachers from communities from around the country where the scientist who fly on the observatory reside. Through teacher workshops and inservice presentations, the FOSTER (Flight Opportunities for Science Teacher EnRichment) teachers are sharing the resources and experiences with many hundreds of other teachers. Ultimately, the students are learning first hand about the excitement of science, the scientific method in practice, the team work involved, the relevance of science to their daily lives and the importance of a firm foundation in math and science in today's technologically oriented world.

Applications of a Time Sequence Mechanism in the Simulation Cases of a Web-Based Medical Problem-Based Learning System

ERIC Educational Resources Information Center

Chen, Lih-Shyang; Cheng, Yuh-Ming; Weng, Sheng-Feng; Chen, Yong-Guo; Lin, Chyi-Her

2009-01-01

The prevalence of Internet applications nowadays has led many medical schools and centers to incorporate computerized Problem-Based Learning (PBL) methods into their training curricula. However, many of these PBL systems do not truly reflect the situations which practitioners may actually encounter in a real medical environment, and hence their…

Using Internet Groups in the Learning of Literature

ERIC Educational Resources Information Center

Arikan, Arda

2008-01-01

In this paper, an application of one aspect of the Internet technology, namely Internet groups, into the teaching of American and British literatures is evaluated by means of a content analysis of the Internet group which was used as the course component. The aim of this paper was to see how students used the Internet group in the learning of…

The Effect of Reform-Based Science Teaching on SES-Associated Achievement Gap on PISA 2006: A Comparative Study of the United States and Taiwan

NASA Astrophysics Data System (ADS)

Tang, Nai-En

The goal of this study is to examine how reform-based science teaching has been implemented and whether reform-based science teaching has promoted education equity through being available and beneficial for students from different socioeconomic status (SES) family backgrounds in the U.S. and Taiwan. No existing study used large-scale assessment to investigate the implementation and outcomes of the science reform movement in the U.S. and Taiwan. This study was developed to fill this gap using the Program of International Student Assessment (PISA) 2006 data including 5,611 students in the United States and 5995 students in Taiwan. A Latent Profile Analysis (LPA) was used to classify students into different science learning subgroups to understand how broadly reform-based science learning has been implemented in classrooms. The results showed that students in the U.S. had more opportunity to learn science through the reform-based learning activities than students in Taiwan. Latent Class Regression (LCR) and Structural Equation Modeling (SEM) were used for examining the availability of reform-based science teaching in both countries. The results showed that in the U.S., higher SES students had more opportunity to learn science reform-based learning activities. On the other hand, students' SES had no association with reform-based science learning in Taiwan. Regression Mixture Modeling and SEM were used to examine whether there was an association between reform-based science teaching and SES-associated achievement gaps. The results found no evidence to support the claim that reform-based science teaching helps to minimize SES-associated achievement gaps in both countries.

Models of Educational Computing @ Home: New Frontiers for Research on Technology in Learning.

ERIC Educational Resources Information Center

Kafai, Yasmin B.; Fishman, Barry J.; Bruckman, Amy S.; Rockman, Saul

2002-01-01

Discusses models of home educational computing that are linked to learning in school and recommends the need for research that addresses the home as a computer-based learning environment. Topics include a history of research on educational computing at home; technological infrastructure, including software and compatibility; Internet access;…

Redesigning Problem-Based Learning in the Knowledge Creation Paradigm for School Science Learning

ERIC Educational Resources Information Center

Yeo, Jennifer; Tan, Seng Chee

2014-01-01

The introduction of problem-based learning into K-12 science classrooms faces the challenge of achieving the dual goal of learning science content and developing problem-solving skills. To overcome this content-process tension in science classrooms, we employed the knowledge-creation approach as a boundary object between the two seemingly…

Learning and Teaching with Mobile Devices: An Approach in Higher Secondary Education in Ghana

ERIC Educational Resources Information Center

Grimus, Margarete; Ebner, Martin

2015-01-01

While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and…

10 Guiding principles of a comprehensive Internet-based public health preparedness training and education program.

PubMed

Alexander, Lorraine K; Horney, Jennifer A; Markiewicz, Milissa; MacDonald, Pia D M

2010-01-01

Distance learning is an effective strategy to address the many barriers to continuing education faced by the public health workforce. With the proliferation of online learning programs focused on public health, there is a need to develop and adopt a common set of principles and practices for distance learning. In this article, we discuss the 10 principles that guide the development, design, and delivery of the various training modules and courses offered by the North Carolina Center for Public Health Preparedness (NCCPHP). These principles are the result of 10 years of experience in Internet-based public health preparedness educational programming. In this article, we focus on three representative components of NCCPHP's overall training and education program to illustrate how the principles are implemented and help others in the field plan and develop similar programs.

Children, wired – for better and for worse

PubMed Central

Bavelier, Daphne; Green, C. Shawn; Dye, Matthew W. G.

2011-01-01

Children today encounter and utilize technology constantly both at home and in school. Television, DVDs, video games, the internet, cell phones and PDAs – all now play a formative role in many children’s development. Given that the term “technology” subsumes a large variety of somewhat independent items, it may not be surprising that current research indicates causes for both optimism and for concern that depend upon the content of the technology, the context in which the technology immerses the user, and the developmental stage of the user. Furthermore, because the field is still, relative to other natural sciences, in its infancy, results can be surprising. For example, video games designed to be reasonably mindless result in a widespread enhancement of various abilities, acting, we will argue, as exemplary learning tools. Counter-intuitive outcomes like these, besides being practically relevant, challenge and eventually lead to refinement of theories concerning fundamental principles of brain plasticity and learning. Thus, technology offers us a range of tools, not just for promoting certain behaviors, but also for studying the neural bases of learning and development. PMID:20826302

Earth System Grid II, Turning Climate Datasets into Community Resources

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

Middleton, Don

2006-08-01

The Earth System Grid (ESG) II project, funded by the Department of Energy’s Scientific Discovery through Advanced Computing program, has transformed climate data into community resources. ESG II has accomplished this goal by creating a virtual collaborative environment that links climate centers and users around the world to models and data via a computing Grid, which is based on the Department of Energy’s supercomputing resources and the Internet. Our project’s success stems from partnerships between climate researchers and computer scientists to advance basic and applied research in the terrestrial, atmospheric, and oceanic sciences. By interfacing with other climate science projects,more » we have learned that commonly used methods to manage and remotely distribute data among related groups lack infrastructure and under-utilize existing technologies. Knowledge and expertise gained from ESG II have helped the climate community plan strategies to manage a rapidly growing data environment more effectively. Moreover, approaches and technologies developed under the ESG project have impacted datasimulation integration in other disciplines, such as astrophysics, molecular biology and materials science.« less

Transforming students into digital academics: a challenge at both the individual and the institutional level.

PubMed

Thorell, Maria; Fridorff-Jens, Peter Kindt; Lassen, Pia; Lange, Theis; Kayser, Lars

2015-03-14

Little is known of students' Information and Communication Technology (ICT) readiness in a learning context. Information about students' capabilities and resources is an important prerequisite for designing meaningful teaching and learning activities that engage and motivate students. To learn about health science students' usage of digital equipment, familiarity with software, online behavior and communication with the university, we have conducted a survey focusing on these areas. A digital questionnaire was sent to 9134 health science students, of whom 1165 responded (12.8%). Almost all students owned a laptop (98.3%) and a smartphone (86.5%) and used these for internet access. The students were most familiar with typical office programs like word processing and spread sheets. Students used social media in their private lives but to a lesser extent in relation to their studies; they also experienced that their teachers made limited use of these media. The most commonly used tool for working with fellow students was email (80%) and for communication, SMS (47.6%). An age difference was found in relation to the way students communicated with each other. The mean age of chat users was 23.8 (Standard deviation 3.7) years, SMS users, 25 (Standard deviation 4.2) years and email users, 27.9 (Standard deviation 6.5) years. Over half of the students (53.4%) found that the degree of ICT incorporated in the teaching and learning activities was insufficient to provide them with the skills necessary in their future profession. Although a large percentage of the students had access to the internet, reported familiarity with basic software and used online services in their private lives, they were unfamiliar with the software and services they were expected to use in their studies. The students experienced that teachers did not use internet resources, which apparently influenced their perception of the importance of, and thereby their usage of, these services. The way the younger students communicate differs from the way communication takes place at the university, and it is recommended that the institutions should look into how they can meet the students in ways they are familiar with.

Inquiry-Based Learning in China: Lesson Learned for School Science Practices

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2014-01-01

Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…

STEP--a System for Teaching Experimental Psychology using E-Prime.

PubMed

MacWhinney, B; St James, J; Schunn, C; Li, P; Schneider, W

2001-05-01

Students in psychology need to learn to design and analyze their own experiments. However, software that allows students to build experiments on their own has been limited in a variety of ways. The shipping of the first full release of the E-Prime system later this year will open up a new opportunity for addressing this problem. Because E-Prime promises to become the standard for building experiments in psychology, it is now possible to construct a Web-based resource that uses E-Prime as the delivery engine for a wide variety of instructional materials. This new system, funded by the National Science Foundation, is called STEP (System for the Teaching of Experimental Psychology). The goal of the STEP Project is to provide instructional materials that will facilitate the use of E-Prime in various learning contexts. We are now compiling a large set of classic experiments implemented in E-Prime and available over the Internet from http://step.psy.cmu.edu. The Web site also distributes instructional materials for building courses in experimental psychology based on E-Prime.

A Network Enabled Platform for Canadian Space Science Data

NASA Astrophysics Data System (ADS)

Rankin, R.; Boteler, D. R.; Jayachandran, T. P.; Mann, I. R.; Sofko, G.; Yau, A. W.

2008-12-01

The internet is an example of a pervasive disruptive technology that has transformed society on a global scale. The term "cyberinfrastructure" refers to technology underpinning the collaborative aspect of large science projects and is synonymous with terms such as e-Science, intelligent infrastructure, and/or e- infrastructure. In the context of space science, a significant challenge is to exploit the internet and cyberinfrastructure to form effective virtual organizations (VOs) of scientists that have common or agreed- upon objectives. A typical VO is likely to include universities and government agencies specializing in types of instrumentation (ground and/or space based), which in deployment produce large quantities of space data. Such data is most effectively described by metadata, which if defined in a standard way, facilitates discovery and retrieval of data over the internet by intelligent interfaces and cyberinfrastructure. One recent and significant approach is SPASE, which is being developed by NASA as a data-standard for its Virtual Observatories (VxOs) programs. The space science community in Canada has recently formed a VO designed to complement the e-POP microsatellite mission, and new ground-based observatories (GBOs) that collect data over a large fraction of the Canadian land-mass. The VO includes members of the CGSM community (www.cgsm.ca), which is funded operationally by the Canadian Space Agency. It also includes the UCLA VMO team, and scientists in the NASA THEMIS mission. CANARIE (www.canarie.ca), the federal agency responsible for management, design and operation of Canada's research internet, has recently recognized the value of cyberinfrastucture through the creation of a Network-Enabled-Platforms (NEPs) program. An NEP for space science was funded by CANARIE in its first competition. When fully implemented, the Space Science NEP will consist of a front-end portal providing access to CGSM data. It will utilize an adaptation of the SPASE-based registry developed by Ray Walker et. al at UCLA, along with a common set of services and federation of CGSM data. An important aspect of the space science NEP is the development of scientific workflows that allow users to more easily develop data analysis tools that can be stored on their desktop for re-use. The presentation will include a high-level view of the methodology and software architecture to be implemented through the development of the CANARIE NEP for space science.

Teaching and Learning Foreign Languages via System of "Voice over Internet Protocol" and Language Interactions Case Study: Skype

ERIC Educational Resources Information Center

Wahid, Wazira Ali Abdul; Ahmed, Eqbal Sulaiman; Wahid, Muntaha Ali Abdul

2015-01-01

This issue expresses a research study based on the online interactions of English teaching specially conversation through utilizing VOIP (Voice over Internet Protocol) and cosmopolitan online theme. Data has been achieved by interviews. Simplifiers indicate how oral tasks require to be planned upon to facilitate engagement models propitious to…

Digitization of Full-Text Documents Before Publishing on the Internet: A Case Study Reviewing the Latest Optical Character Recognition Technologies.

ERIC Educational Resources Information Center

McClean, Clare M.

1998-01-01

Reviews strengths and weaknesses of five optical character recognition (OCR) software packages used to digitize paper documents before publishing on the Internet. Outlines options available and stages of the conversion process. Describes the learning experience of Eurotext, a United Kingdom-based electronic libraries project (eLib). (PEN)

Is There a Crisis in International Learning? The "Three Freedoms" Paradox

ERIC Educational Resources Information Center

Shoemaker, Adam

2011-01-01

This paper explores creative responses to global educational, financial and ethical crises. The focus is the potential intersection between academic, Internet and media freedoms. At base, it asks whether there are rights (of definition, use and control) associated with each of these. For instance, is unfettered access to the Internet a human right…

Technology for Musicianship: Using the Internet for Music Instruction.

ERIC Educational Resources Information Center

Kassner, Kirk

2001-01-01

Presents descriptions of using the Internet for music instruction by Laura Ferguson, James F. Daugherty, and Sandi MacLeod. Covers topics such as steps for creating and publishing movies on a Web site, a template for electronic learning called ChoirONLINE based on the creative use of interactive Web forms, and the Vermont MIDI Project. (CMK)

Bridging the Great Divide: Connecting Alaska Native Learners and Leaders via "High Touch-High Tech" Distance Learning.

ERIC Educational Resources Information Center

Berkshire, Steven; Smith, Gary

The Rural Alaska Native Adult program of Alaska Pacific University is specifically designed for adult Native learners. Courses in business administration, human services, and teacher education are offered to rural Native adult students via an interactive Internet-based format after an initial 1-week residency. The Internet component is facilitated…

Effectiveness of Internet-Based Interventions on Glycemic Control in Patients With Type 2 Diabetes: Meta-Analysis of Randomized Controlled Trials

PubMed Central

Shen, Ying; Wang, Fengbin; Zhang, Xing; Zhu, Xiaorou; Sun, Qiudan; Fisher, Edwin

2018-01-01

Background The popularity of internet as an area of research has grown manifold over the years. Given its rapid development and increasing coverage worldwide, internet-based interventions seem to offer a promising option to ameliorate huge burdens brought by type 2 diabetes mellitus. However, studies conducted by different researchers have provided contradictory results on the effect of internet-based interventions in glycemic control. Objective This meta-analysis aims to summarize currently available evidence and evaluate the overall impact of internet-based interventions on glycemic management of type 2 diabetic patients. Methods A systematic literature search was performed in PubMed, ScienceDirect, and Web of Science. Randomized controlled trials that used glycosylated hemoglobin values as the outcome measure of glycemic control were considered. Risk of bias and publication bias were evaluated. Results Of the 492 studies, 35 were included in meta-analysis, and results indicated that the weighted mean difference (WMD) between usual care and internet-based interventions at endpoint was –0.426% (95% CI –0.540 to –0.312; P<.001). Subgroup analyses revealed that intervention duration ≤3 months yielded optimal performance (WMD –0.51%; 95% CI –0.71 to –0.31; P<.001). Combined mobile and website interventions were substantially superior to solely Web-based and mobile-based interventions in glycemic control (combined WMD –0.77%, 95% CI –1.07 to –0.47; P<.001; Web only: WMD –0.48%; 95% CI –0.71 to –0.24, P<.001; mobile only WMD –0.31%, 95% CI –0.49 to –0.14; P<.001). Furthermore, the effect of interventions with automated feedbacks was similar to those with manual feedbacks, and studies with internet-based educational contents were more effective in glycemic control. The assessment revealed a low risk of bias. Conclusions In conclusion, utilization of internet-based intervention is beneficial for patients with type 2 diabetes mellitus, and taking full advantage of this type of intervention may substantially reduce the incidence of complications and improve quality of life. Trial Registration International Prospective Register of Systematic Reviews (PROSPERO): CRD42017058032; https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=58032 (Archived by WebCite at http://www.webcitation.org/6yY7eQNHr) PMID:29735475

Seminar 2.0: Learning With Skype and Video Podcasts

NASA Astrophysics Data System (ADS)

Wessel, Paul; Anderson, Tiffany; Austin, Regan; Benediktsdottir, Asdis; Chandler, Michael T.; Conley, Michaela M.; Kim, Seung-Sep; Michaud, Robert L.; Rumpf, M. Elise; Sleeper, Jonathan D.; Weiss, Jonathan R.

2009-04-01

Graduate seminars typically involve reviewing key papers, ranging from seminal contributions by pioneers to the latest cutting-edge results published in journals such as Nature, Science, and Geophysical Research Letters. Ideally, guest lecturers are invited to add specific expertise and stimulate discussions. However, the increasing costs for travel make this an expensive proposition. Recent improvements in free videoconferencing over the Internet make it possible to invite distant experts to participate in seminars without involving expensive and time-consuming travel. Tools to record video conferences allow anyone to combine narrations with slide presentations and prepare merged video files for distribution over the Internet (i.e., podcasts). This brief report discusses such an experiment in a graduate seminar on advanced plate tectonics in the Department of Geology and Geophysics at University of Hawai`i at Manoa's (UHM) School of Ocean and Earth Science and Technology (SOEST). The podcasts are freely available from iTunes (UHM; SOEST; Public Course Lectures) and from http://www.soest.hawaii.edu/pwessel/podcasts.

Personalized E-Learning System Using Item Response Theory

ERIC Educational Resources Information Center

Chih-Ming, Chen; Lee, Hahn-Ming; Chen, Ya-Hui

2005-01-01

Personalized service is important on the Internet, especially in Web-based learning. Generally, most personalized systems consider learner preferences, interests, and browsing behaviors in providing personalized services. However, learner ability usually is neglected as an important factor in implementing personalization mechanisms. Besides, too…

On-Line Investment Analysis and Portfolio Management: Using Learning Outcome Statements To Design Projects.

ERIC Educational Resources Information Center

Pettijohn, James B.; Ragan, Gay A.; Ragan, Kent P.

2003-01-01

Describes an Internet-based project to familiarize students with online investment analysis and stock portfolio management. Outlines a process for writing learning outcomes that address three levels of cognition: knowledge/comprehension, application/analysis, and synthesis/evaluation. (SK)

A Smart Curriculum for Middle-School Science Instruction: A Web-Based Curriculum Integrating Assessment and Instruction.

ERIC Educational Resources Information Center

1996

This paper discusses a model of integrated instruction and assessment called SMART (Special Multimedia Arenas for Refining Thinking). SMART involves interactive use of the Internet and multimedia software. The Internet serves three important functions: it acts as a formative assessment tool by providing individualized feedback to students, creates…

Evaluating Web-Based Learning and Instruction (WBLI): A Case Study and Framework for Evaluation.

ERIC Educational Resources Information Center

Michalski, Greg V.

The purpose of this paper is to suggest an alternative approach to perform relevant and useful evaluations of Web-based learning and instruction (WBLI) that will accommodate performance and keep pace with the growing capabilities of the Internet. Discussion includes the advantages of WBLI, multimedia and streaming use in WBLI, building the…

From the Mouths of Canadian University Students: Web-Based Information-Seeking Activities for Language Learning

ERIC Educational Resources Information Center

Peters, Martine; Weinberg, Alysse; Sarma, Nandini; Frankoff, Mary

2011-01-01

This article presents student perceptions about different types of web-based activities used to seek information for French language learning. Group interviews were conducted with 71 students in five Canadian universities to elicit data on their use of the Internet for information-seeking activities. These students use the Web for three main…

Identifying Motivational Strategies to Engage Undergraduate Learning in Web-Based Instruction

ERIC Educational Resources Information Center

Glore, Peyton R.

2010-01-01

Increased access to the Internet and online technologies has allowed a growing number of students to take part in college courses online. Participants in these courses tend not to be as motivated to engage in learning with the same thoroughness as they do in a classroom-based course. This study investigates strategies that are perceived as…

Evaluating CSL/CFL Website Usability: A User-Centered Design Approach

ERIC Educational Resources Information Center

Huang, Chung-Kai; Hsin, Ching-O; Chiu, Chiung-Hui

2010-01-01

With the widespread availability of Internet and computer technology, on-line web-based learning has become prevalent in the field of teaching Chinese as a second/foreign language (CSL/CFL). This study examined the concepts of usability and types of design elements that help construct an effective web-based learning environment, as well as their…

Brain-Based Learning and Standards-Based Elementary Science.

ERIC Educational Resources Information Center

Konecki, Loretta R.; Schiller, Ellen

This paper explains how brain-based learning has become an area of interest to elementary school science teachers, focusing on the possible relationships between, and implications of, research on brain-based learning to the teaching of science education standards. After describing research on the brain, the paper looks at three implications from…

Improving Health Care Providers' Capacity for Self-Regulated Learning in Online Continuing Pharmacy Education: The Role of Internet Self-Efficacy.

PubMed

Chiu, Yen-Lin; Liang, Jyh-Chong; Mao, Pili Chih-Min; Tsai, Chin-Chung

2016-01-01

Although Internet-based learning is widely used to improve health professionals' knowledge and skills, the self-regulated learning (SRL) activities of online continuing education in pharmacy are seldom discussed. The main purpose of this study was to explore the relationships between pharmacists' Internet self-efficacy (ISE) and their SRL in online continuing education. A total of 164 in-service pharmacists in Taiwan were surveyed with the Internet Self-Efficacy Survey, including basic ISE (B-ISE), advanced ISE (A-ISE) and professional ISE (P-ISE), as well as the Self-Regulated Learning Questionnaire consisting of preparatory SRL (P-SRL) and enactment SRL (E-SRL). Results of a 1-by-3 (educational levels: junior college versus bachelor versus master) analysis of variance and a 1-by-4 (institutions: community-based versus hospital versus clinic versus company) analysis of variance revealed that there were differences in ISE and SRL among different education levels and working institutions. The hierarchical regression analyses indicated that B-ISE and P-ISE were significant predictors of P-SRL, whereas P-ISE was a critical predictor of E-SRL. Moreover, the interaction of P-ISE × age was linked to E-SRL, implying that P-ISE has a stronger influence on E-SRL for older pharmacists than for younger pharmacists. However, the interactions between age and ISE (A-ISE, B-ISE, and P-ISE) were not related to P-SRL. This study highlighted the importance of ISE and age for increasing pharmacists' SRL in online continuing education.

[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.

Robust Control Techniques Enabling Duty Cycle Experiments Utilizing a 6-DOF Crewstation Motion Base, a Full Scale Combat Hybrid Electric Power System, and Long Distance Internet Communications

DTIC Science & Technology

2006-11-10

Electric Power System, and Long Distance Internet Communications Marc Compere , Jarrett Goodell, Miguel Simon, Wilford Smith Science Applications...System, and Long Distance Internet Communication 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) Marc Compere ...Systems Symposium, NDIA, Traverse City, MI, June 2006. 3. Miguel Simon, Marc Compere , Thomas Connolly, Charles Lars, Wilford Smith, Mark Brudnak, "Hybrid

An evaluation of websites to help neurosurgical trainees learn histopathology.

PubMed

Jeffree, R L

2013-10-01

Knowledge of histopathology is essential for good neurosurgical practice but current pressures on neurosurgical trainees' time restrict opportunities to learn histopathology by traditional methods. The internet offers a possible alternative resource. The aim of this project was to assess the existing, free, internet-based resources for learning histology and histopathology, from the perspective of a neurosurgical trainee. English language websites were evaluated by an expert, and by neurosurgical trainees, for the range of content, academic credibility, quality of the histopathological images, quality of supporting content, educational features and the usability. Thirty-nine websites were examined in detail by the author. Although many websites were useful, no individual website met all the requirements. Five neuropathology websites were clearly superior to the others. These were then assessed by neurosurgical trainees. The results of the assessment, a brief resume of each website, and the characteristics of a good website for the surgical trainees to learn pathology are discussed. The best websites featured a large number of high-quality images, accurate, detailed clinical and pathophysiological information, labelling or description of individual images, and organisation by organ system. Free internet sites can offer a valuable learning resource to supplement textbooks and clinical pathology sessions.

Internet-based virtual classroom and educational management software enhance students' didactic and clinical experiences in perfusion education programs.

PubMed

Riley, Jeffrey B; Austin, Jon W; Holt, David W; Searles, Bruce E; Darling, Edward M

2004-09-01

A challenge faced by many university-based perfusion education (PE) programs is the need for student clinical rotations at hospital locations that are geographically disparate from the main educational campus. The problem has been addressed through the employment of distance-learning environments. The purpose of this educational study is to evaluate the effectiveness of this teaching model as it is applied to PE. Web-based virtual classroom (VC) environments and educational management system (EMS) software were implemented independently and as adjuncts to live, interactive Internet-based audio/video transmission from classroom to classroom in multiple university-based PE programs. These Internet environments have been used in a variety of ways including: 1) forum for communication between the university faculty, students, and preceptors at clinical sites, 2) didactic lectures from expert clinicians to students assigned to distant clinical sites, 3) small group problem-based-learning modules designed to enhance students analytical skills, and 4) conversion of traditional face-to-face lectures to asynchronous learning modules. Hypotheses and measures of student and faculty satisfaction, clinical experience, and learning outcomes are proposed, and some early student feedback was collected. For curricula that emphasize both didactic and clinical education, the use of Internet-based VC and EMS software provides significant advancements over traditional models. Recognized advantages include: 1) improved communications between the college faculty and the students and clinical preceptors, 2) enhanced access to a national network of clinical experts in specialized techniques, 3) expanded opportunity for student distant clinical rotations with continued didactic course work, and 4) improved continuity and consistency of clinical experiences between students through implementation of asynchronous learning modules. Students recognize the learning efficiency of on-line information presentation but still prefer the traditional face-to-face classroom environment. Traditional paradigms impose limitations that are rooted in dependence upon the students and instructors being physically located in the same place at the same time. These represents significant impediments for PE programs that use geographically separate clinical sites to provide clinical experience. Historically this has led to a disintegration of the presentation of theory, and a reduction in the quantity or quality of clinical experience opportunities. New PE models help to eliminate limitations and improve the quality of education especially in the face of economic challenges. Perfusion education students and faculty will have to work together to find computer-based offerings that are equivalent to traditional classroom methods.

Mapping the Digital Divide in Britain: Implications for Learning and Education

ERIC Educational Resources Information Center

Eynon, Rebecca

2009-01-01

The internet presents many potential opportunities for people to learn for both formal and informal purposes. However, not everyone is able to make the most of the internet for learning. This paper utilises quantitative nationally representative survey data of internet use in Britain in order to explore the digital divide in relation to learning…

Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2013-01-01

Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

Conducting Original, Hands-On Astronomical Research in the Classroom

NASA Astrophysics Data System (ADS)

Corneau, M. J.

2009-12-01

Since 2007 I have been a Team Leader for the Tzec Maun Foundation, a non-profit foundation dedicated to providing free, research grade, Internet telescopes to students, teachers and researchers around the world. The name Tzec Maun (pronounced “Teh-Zeck-Moan”) comes from Mayan culture. Tzec Maun was the jovial messenger, laughed at adversity. Based on the challenges students, researchers and professional astronomers face with finances, equipment, and telescope access, the jovial mascot seems to fit. Hundreds of hours performing astronomical outreach as a NASA/JPL Solar System Ambassador and Astronomical League Master of outreach taught me that the best way to inspirationally teach astronomy and space science (and most subjects) is actually being at the eyepiece. I’m NOT a fan of the traditional planetarium experience as a teaching tool because it inhibits inspiration and the learning experience to a 2-D mat on a faux horizon with artificial representations. Once, a student at my dark sky observatory excitedly commented that the night sky was like a 3-D planetarium. I have hosted several classes at my own personal dark sky observatory, but this resource is impractical for all but a few lucky students. Experience has taught me that the next best thing to being at the eyepiece is to control a remote telescope via the Internet. Tzec Maun’s arsenal of telescopes is all research capable, linked to the Internet and positioned for round-the-clock dark skies. The final conditions described above, mean that I can enter an 8:30am science class, log onto the Tzec Maun telescope Portal and turn over control of an Australian system (where it is night) to a student or teacher. Working as a group, the class can either begin their investigations. My Tzec Maun science team (TARP) is engaged in searching for potentially hazardous asteroids (PHAs). PHA work excites student and teacher alike. Teaching from telescopes can unleash powerful attention-getting tools that enable teachers to convey moderately complex computer science, optical, geographic, mathematical, informational and physical principles through hands-on telescope operations. In addition to the general studies aspects of classroom internet-based astronomy, Tzec Maun supports real science by enabling operators precisely point telescopes and acquire extremely faint, magnitude 19+ CCD images. Thanks to the creative Team of Photometrica (photometrica.org), my teams now have the ability to process and analyze images online and produce results in short order. Normally, astronomical data analysis packages cost greater than thousands of dollars for single license operations. Free to my team members, Photometrica allows students to upload their data to a cloud computing server and read precise photometric and/or astrometric results. I’m indebted to Michael and Geir for their support. The efficacy of student-based research is well documented. The Council on Undergraduate Research defines student research as, "an inquiry or investigation conducted by an undergraduate that makes an original intellectual or creative contribution to the discipline." (http://serc.carleton.edu/introgeo/studentresearch/What. Teaching from Tzec Maun in the classroom is the most original teaching research I can imagine. I very much look forward to presenting this program to the convened body.

The Distance-learning Part-time Masters and Doctoral Internet Programs in Astronomy at James Cook University, Australia

NASA Astrophysics Data System (ADS)

White, G. L.; Hons, A.; Orchiston, W.; Blank, D.

2006-08-01

The Centre for Astronomy at James Cook University (Townsville, Australia) specializes in the delivery of postgraduate distance-learning programs. In this paper, we report on the development of Internet-based Masters and Doctoral level degrees in Astrophysics, History of Astronomy and Astronomy Education that are offered by JCU. The Doctor of Astronomy (D.Astro.) degree is the world's only professional doctoral level program that is delivered over the Internet, and students can specialise in the areas of Astronomy Education, History of Astronomy or Astrophysics. An Internet-delivered Ph.D. is also available. There are two Masters level programs: the Master of Astronomy Education (M.Astro.Ed.), and the Master of Astronomy (M.Astro.), which incorporates a major in Astrophysics or History of Astronomy. There are also Internet-delivered Graduate Certificates and Graduate Diplomas in Astronomy. Instruments are being developed on-campus to support these programs (partially in collaboration with the Global Hands-On-Universe Consortium), however, most of the astrophysics research is undertaken using national and international facilities.

Parent's use of the Internet in the search for healthcare information and subsequent impact on the doctor-patient relationship.

PubMed

Harvey, S; Memon, A; Khan, R; Yasin, F

2017-11-01

The Internet is an unavoidable source of healthcare information. This information, both reliable and unreliable, has previously been shown to influence carer's decisions. Our aim was to evaluate this information seeking behavior among parents and its subsequent potential impact on the doctor-patient relationship. We undertook a cross-sectional questionnaire-based survey of paediatric outpatients. Enrollment took place over 4 weeks in March 2015. There were no inclusion or exclusion criteria and enrollment was voluntary. In total 100 questionnaires were completed. General Practitioners were the most common source of healthcare information. The Internet ranked third as a reliable source of healthcare information. The Internet was commonly used as an educational resource to learn about causes, treatment, and medications. A significant percentage of our population expressed concern regarding Internet information reliability. A small percentage of parents were concerned that disclosing Internet usage may worsen the relationship with their doctor. Parents showed a willingness to learn about diseases and treatments, and felt that the Internet was a good resource to do so. This study shows that open discussion about Internet usage between parents and doctors is not common and carers feel at risk of judgment should they admit to Internet usage. The Internet should be seen as a positive adjunct to patient education which can improve understanding, thus strengthening the doctor-patient relationship. The Internet will never replace the role of healthcare professionals but must be seen as an integral part of a multi-disciplinary approach.

Learning Curves: Making Quality Online Health Information Available at a Fitness Center.

PubMed

Dobbins, Montie T; Tarver, Talicia; Adams, Mararia; Jones, Dixie A

2012-01-01

Meeting consumer health information needs can be a challenge. Research suggests that women seek health information from a variety of resources, including the Internet. In an effort to make women aware of reliable health information sources, the Louisiana State University Health Sciences Center - Shreveport Medical Library engaged in a partnership with a franchise location of Curves International, Inc. This article will discuss the project, its goals and its challenges.

Learning Communities via the Internet a la Epic Learning: You Can Lead the Horses to Water, but You Cannot Get Them To Drink.

ERIC Educational Resources Information Center

Orey, Michael; Koenecke, Lynne; Crozier, Jane

2003-01-01

Describes learning experiences of three students enrolled in a training company's Web-based course on network administration that included a variety of online technologies, including a live virtual classroom, coaches, chat, and bulletin boards, to try and develop an online learning community. Concludes that learners must be taught how to form…

Quality Assurance of E-learning. ENQA Workshop Report 14

ERIC Educational Resources Information Center

Grifoll, Josep; Huertas, Esther; Prades, Anna; Rodriguez, Sebastian; Rubin, Yuri; Mulder, Fred; Ossiannilsson, Ebba

2010-01-01

E-learning in the European Higher Education Area has stampeded its way to the foreground of the Quality Assurance (QA) forum, and has become a key issue among quality assurance agencies and institutions in the European Higher Education Area (EHEA). Because internet-based learning is currently such a relevant topic, there is a dire need for the…

Designing Social Media into University Learning: Technology of Collaboration or Collaboration for Technology?

ERIC Educational Resources Information Center

Tay, Elaine; Allen, Matthew

2011-01-01

Using the example of an undergraduate unit of study that is taught both on-campus and externally, but uses Internet-based learning in both cases, we explore how social media might be used effectively in higher education. We place into question the assumption that such technologies necessarily engage students in constructivist learning; we argue…

Student Satisfaction Process in Virtual Learning System: Considerations Based in Information and Service Quality from Brazil's Experience

ERIC Educational Resources Information Center

Machado-Da-Silva, Fábio Nazareno; Meirelles, Fernando de Souza; Filenga, Douglas; Filho, Marino Brugnolo

2014-01-01

Distance learning has undergone great changes, especially since the advent of the Internet and communication and information technology. Questions have been asked following the growth of this mode of instructional activity. Researchers have investigated methods to assess the benefits of e-learning from a number of perspectives. This survey…

Web-Based English Language Learning

ERIC Educational Resources Information Center

Sarica, Gulcin Nagehan; Cavus, Nadire

2008-01-01

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

Language Learning and the Raising of Cultural Awareness through Internet Telephony: A Case Study

ERIC Educational Resources Information Center

Polisca, Elena

2011-01-01

This article seeks to assess the impact of V-Pal (Virtual Partnerships for All Languages) on the student language learning experience within a conventional UK higher education (HE) curriculum. V-Pal is an innovative computer-mediated language scheme, based on a reciprocal, distance-learning language project, run by the University of Manchester in…

Effectiveness of Internet-Based Interventions on Glycemic Control in Patients With Type 2 Diabetes: Meta-Analysis of Randomized Controlled Trials.

PubMed

Shen, Ying; Wang, Fengbin; Zhang, Xing; Zhu, Xiaorou; Sun, Qiudan; Fisher, Edwin; Sun, Xinying

2018-05-07

The popularity of internet as an area of research has grown manifold over the years. Given its rapid development and increasing coverage worldwide, internet-based interventions seem to offer a promising option to ameliorate huge burdens brought by type 2 diabetes mellitus. However, studies conducted by different researchers have provided contradictory results on the effect of internet-based interventions in glycemic control. This meta-analysis aims to summarize currently available evidence and evaluate the overall impact of internet-based interventions on glycemic management of type 2 diabetic patients. A systematic literature search was performed in PubMed, ScienceDirect, and Web of Science. Randomized controlled trials that used glycosylated hemoglobin values as the outcome measure of glycemic control were considered. Risk of bias and publication bias were evaluated. Of the 492 studies, 35 were included in meta-analysis, and results indicated that the weighted mean difference (WMD) between usual care and internet-based interventions at endpoint was -0.426% (95% CI -0.540 to -0.312; P<.001). Subgroup analyses revealed that intervention duration ≤3 months yielded optimal performance (WMD -0.51%; 95% CI -0.71 to -0.31; P<.001). Combined mobile and website interventions were substantially superior to solely Web-based and mobile-based interventions in glycemic control (combined WMD -0.77%, 95% CI -1.07 to -0.47; P<.001; Web only: WMD -0.48%; 95% CI -0.71 to -0.24, P<.001; mobile only WMD -0.31%, 95% CI -0.49 to -0.14; P<.001). Furthermore, the effect of interventions with automated feedbacks was similar to those with manual feedbacks, and studies with internet-based educational contents were more effective in glycemic control. The assessment revealed a low risk of bias. In conclusion, utilization of internet-based intervention is beneficial for patients with type 2 diabetes mellitus, and taking full advantage of this type of intervention may substantially reduce the incidence of complications and improve quality of life. International Prospective Register of Systematic Reviews (PROSPERO): CRD42017058032; https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=58032 (Archived by WebCite at http://www.webcitation.org/6yY7eQNHr). ©Ying Shen, Fengbin Wang, Xing Zhang, Xiaorou Zhu, Qiudan Sun, Edwin Fisher, Xinying Sun. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 07.05.2018.

Graduate Student Preferences in Online Environment

ERIC Educational Resources Information Center

Keener, Cheryl P.

2017-01-01

This research explored online graduate students' preferences using the Constructivist Internet-Based Learning Environment Survey (CILES) and how everyday learner attributes affected their preferences. The purpose of this study was to identify graduate students' preferences for various types of learning in order to aid designers with aligning…

Agriscience Teachers' Implementation of Digital Game-based Learning in an Introductory Animal Science Course

NASA Astrophysics Data System (ADS)

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F. G.

2015-12-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.

NASA/MSFC/NSSTC Science Communication Roundtable

NASA Technical Reports Server (NTRS)

Adams, M. L.; Gallagher, D. L.; Koczor, R.; Six, N. Frank (Technical Monitor)

2002-01-01

The Science Directorate at Marshall Space Flight Center (MSFC) conducts a diverse program of Internet-based science communication through a Science Roundtable process. The Roundtable includes active researchers, writers, NASA public relations staff, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news to inform, involve, and inspire students and the public about science. We describe here the process of producing stories, results from research to understand the science communication process, and we highlight each member of our Web family.

Effectiveness of internet-based affect induction procedures: A systematic review and meta-analysis.

PubMed

Ferrer, Rebecca A; Grenen, Emily G; Taber, Jennifer M

2015-12-01

Procedures used to induce affect in a laboratory are effective and well-validated. Given recent methodological and technological advances in Internet research, it is important to determine whether affect can be effectively induced using Internet methodology. We conducted a meta-analysis and systematic review of prior research that has used Internet-based affect induction procedures, and examined potential moderators of the effectiveness of affect induction procedures. Twenty-six studies were included in final analyses, with 89 independent effect sizes. Affect induction procedures effectively induced general positive affect, general negative affect, fear, disgust, anger, sadness, and guilt, but did not significantly induce happiness. Contamination of other nontarget affect did not appear to be a major concern. Video inductions resulted in greater effect sizes. Overall, results indicate that affect can be effectively induced in Internet studies, suggesting an important venue for the acceleration of affective science. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

ERIC Educational Resources Information Center

Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

1999-01-01

Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

Earthquake!: An Event-Based Science Module. Teacher's Guide. Earth Science Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school earth science teachers to help their students learn about earthquakes and scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

Oil Spill!: An Event-Based Science Module. Teacher's Guide. Oceanography Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school earth science or general science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

Young Children's Development of Scientific Knowledge Through the Combination of Teacher-Guided Play and Child-Guided Play

NASA Astrophysics Data System (ADS)

Sliogeris, Marija; Almeida, Sylvia Christine

2017-09-01

Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in context. Acknowledging the crucial role of the teacher in facilitating science learning through play, the purpose of this qualitative study was to examine how teacher-guided play, in conjunction with child-guided play, supports children's development of science concepts. While previous research on play-based science learning has mainly focused on preschool settings, this study explores the possibilities of play-based approaches to science in primary school contexts. Using a qualitative methodology grounded in the cultural-historical theoretical perspective, children's learning was examined during a science learning sequence that combined teacher-guided and child-guided play. This study revealed that the teacher-guided play explicitly introduced science concepts which children then used and explored in subsequent child-guided play. However, intentional teaching during the child-guided play continued to be important. Play-based approaches to science allowed children to make sense of the science concepts using familiar, everyday knowledge and activities. It became evident that the expectations and values communicated through classroom practices influenced children's learning through play.

World Wide Web as a Research Tool for Self Motivated Learning of Ozone

ERIC Educational Resources Information Center

Hanna, Kim

2009-01-01

Student use of computers and the internet has increased rapidly in recent years. Teachers ask what types of learning experiences can be facilitated by using the internet in their classrooms (NSBF, 2007). Various surveys of U.S. teachers on internet usage report that having students use the internet for research and information gathering purposes…

Internet Based Activities (IBAs): Seniors' Experiences of the Conditions Required for the Performance of and the Influence of these Conditions on their Own Participation in Society

ERIC Educational Resources Information Center

Larsson, Ellinor; Larsson-Lund, Maria; Nilsson, Ingeborg

2013-01-01

The digital gap is a threat to the participation of senior citizens in society, as a large proportion of seniors are not involved in Internet based activities (IBAs). To be able to overcome this disadvantage for seniors, there is a need to both learn more about the conditions that make seniors start performing IBAs and to be able to provide them…

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

NASA Astrophysics Data System (ADS)

Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

2016-04-01

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

NASA Astrophysics Data System (ADS)

Tucker, Deborah L.

Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction, making knowledge and thinking accessible to learners, automatic and fluent retrieval of nonscience-specific skills, and science assessment and assessment strategies, science-specific instructional strategies, and safety within a learning environment; and, contextual knowledge includes curriculum selection and implementation strategies and knowledge of building program coherence. Recommendations. Further research on the use of which specific instructional strategies identified in the refined knowledge base have positive, significant effect sizes for adult learners is recommended.

Walter Reed Army Medical Center's Internet-based electronic health portal.

PubMed

Abbott, Kevin C; Boocks, Carl E; Sun, Zhengyi; Boal, Thomas R; Poropatich, Ronald K

2003-12-01

Use of the World Wide Web (WWW) and electronic media to facilitate medical care has been the subject of many reports in the popular press. However, few reports have documented the results of implementing electronic health portals for essential medical tasks, such as prescription refills and appointments. At Walter Reed Army Medical Center, "Search & Learn" medical information, Internet-based prescription refills and patient appointments were established in January 2001. A multiphase retrospective analysis was conducted to determine the use of the "Search & Learn" medical information and the relative number of prescription refills and appointments conducted via the WWW compared with conventional methods. From January 2001 to May 2002, there were 34,741 refills and 819 appointments made over the Internet compared with 2,275,112 refills and approximately 500,000 appointments made conventionally. WWW activity accounted for 1.52% of refills and 0.16% of appointments. There was a steady increase in this percentage over the time of the analysis. In April of 2002, the monthly average of online refills had risen to 4.57% and online appointments were at 0.27%. Online refills were projected to account for 10% of all prescriptions in 2 years. The "Search & Learn" medical information portion of our web site received 147,429 unique visits during this same time frame, which was an average of 326 visitors per day. WWW-based methods of conducting essential medical tasks accounted for a small but rapidly increasing percentage of total activity at Walter Reed Army Medical Center. Subsequent phases of analysis will assess demographic and geographic factors and aid in the design of future systems to increase use of the Internet-based systems.