Designing Web-based Telemedicine Training for Military Health Care Providers.

ERIC Educational Resources Information Center

Bangert, David; Doktor, Boert; Johnson, Erik

2001-01-01

Interviews with 48 military health care professionals identified 20 objectives and 4 learning clusters for a telemedicine training curriculum. From these clusters, web-based modules were developed addressing clinical learning, technology, organizational issues, and introduction to telemedicine. (Contains 19 references.) (SK)

Viability of a Web-Based Module for Teaching Electrocardiogram Reading Skills to Psychiatry Residents: Learning Outcomes and Trainee Interest.

PubMed

DeBonis, Katrina; Blair, Thomas R; Payne, Samuel T; Wigan, Katherine; Kim, Sara

2015-12-01

Web-based instruction in post-graduate psychiatry training has shown comparable effectiveness to in-person instruction, but few topics have been addressed in this format. This study sought to evaluate the viability of a web-based curriculum in teaching electrocardiogram (EKG) reading skills to psychiatry residents. Interest in receiving educational materials in this format was also assessed. A web-based curriculum of 41 slides, including eight pre-test and eight post-test questions with emphasis on cardiac complications of psychotropic medications, was made available to all psychiatry residents via email. Out of 57 residents, 30 initiated and 22 completed the module. Mean improvement from pre-test to post-test was 25 %, and all 22 completing participants indicated interest in future web-based instruction. This pilot study suggests that web-based instruction is feasible and under-utilized as a means of teaching psychiatry residents. Potential uses of web-based instruction, such as tracking learning outcomes or patient care longitudinally, are also discussed.

Cardiac e-learning: Development of a web-based implantable cardioverter defibrillator educational system.

PubMed

Hickey, Kathleen T; Johnson, Mary P; Biviano, Angelo; Aboelela, Sally; Thomas, Tami; Bakken, Suzanne; Garan, Hasan; Zimmerman, John L; Whang, William

2011-04-01

The objective of this study was to design a Web-based implantable cardioverter defibrillator (ICD) module that would allow greater access to learning which could occur at an individual's convenience outside the fast-paced clinical environment. A Web-based ICD software educational program was developed to provide general knowledge of the function of the ICD and the interpretation of the stored electrocardiograms. This learning tool could be accessed at any time via the Columbia University Internet server, using a unique, password protected login. A series of basic and advanced ICD terms were presented using actual ICD screenshots and videos that simulated scenarios the practitioner would most commonly encounter in the fast-paced clinical setting. To determine the usefulness of the site and improve the module, practitioners were asked to complete a brief (less than 5 min) online survey at the end of the module. Twenty-six practitioners have logged into our Web site: 20 nurses/nurse practitioners, four cardiac fellows, and two other practitioners. The majority of respondents rated the program as easy to use and useful. The success of this module has led to it becoming part of the training for student nurse practitioners before a clinical electrophysiology rotation, and the module is accessed by our cardiac entry level fellows before a rotation in the intensive care unit or electrophysiology service. Remote electronic arrhythmia learning is a successful example of the melding of technology and education to enhance clinical learning.

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

PubMed

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

2016-09-01

In technically advanced multicentre clinical trials, participating centres can benefit from a credentialing programme before participating in the trial. Education of staff in participating centres is an important aspect of a successful clinical trial. In the multicentre study of fractionated versus single fraction stereotactic ablative body radiotherapy in lung oligometastases (TROG 13.01), knowledge transfer of stereotactic ablative body radiotherapy techniques to the local multidisciplinary team is intended as part of the credentialing process. In this study, a web-based learning platform was developed to provide education and training for the multidisciplinary trial teams at geographically distinct sites. A web-based platform using eLearning software consisting of seven training modules was developed. These modules were based on extracranial stereotactic theory covering the following discrete modules: Clinical background; Planning technique and evaluation; Planning optimisation; Four-dimensional computed tomography simulation; Patient-specific quality assurance; Cone beam computed tomography and image guidance; Contouring organs at risk. Radiation oncologists, medical physicists and radiation therapists from hospitals in Australia and New Zealand were invited to participate in this study. Each discipline was enrolled into a subset of modules (core modules) and was evaluated before and after completing each module. The effectiveness of the eLearning training will be evaluated based on (i) knowledge retention after participation in the web-based training and (ii) confidence evaluation after participation in the training. Evaluation consisted of a knowledge test and confidence evaluation using a Likert scale. In total, 130 participants were enrolled into the eLearning programme: 81 radiation therapists (62.3%), 27 medical physicists (20.8%) and 22 radiation oncologists (16.9%). There was an average absolute improvement of 14% in test score (P < 0.001) after learning. This score improvement compared with initial testing was also observed in the long-term testing (>4 weeks) after completing the modules (P < 0.001). For most there was significant increase in confidence (P < 0.001) after completing all the modules. Copyright © 2016 The Royal College of Radiologists. Published by Elsevier Ltd. All rights reserved.

Developing online learning modules in a family medicine residency.

PubMed

Skye, Eric P; Wimsatt, Leslie A; Master-Hunter, Tara A; Locke, Amy B

2011-03-01

Online modules offer an opportunity to overcome barriers to educational delivery. Such approaches can require significant investment dependent on the development model used. There is little in the literature on the formative assessment of design and development. Better understanding is needed to determine effective methods of training and supporting faculty authors. The purpose of this study was to examine the effectiveness of Web-based modules developed by a Department of Family Medicine in delivering instruction to resident learners and to examine perceptions of the design and development process. Participants included 49 resident learners and 28 faculty and staff members as the development team. Data collection involved use of Web-based surveys, participant observation focus groups, and pretesting/posttesting. Frequency distributions and mean comparisons were used to analyze quantitative data. Participant comments were thematically analyzed. Residents felt that modules met their educational goals and contributed to understanding of core content. Pretest/posttest data showed statistical improvement for a majority of modules. The use of Web authoring software for Web-based learning and scheduling time to work on the modules posed the greatest challenges to module authors. Formative assessment methods can provide important information to module developers and support staff to shape training, content development, and improve module ease of use, navigation, and content for resident learners.

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

PubMed

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

2014-01-01

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

Web-Based Learning and Instruction Support System for Pneumatics

ERIC Educational Resources Information Center

Yen, Chiaming; Li, Wu-Jeng

2003-01-01

This research presents a Web-based learning and instructional system for Pneumatics. The system includes course material, remote data acquisition modules, and a pneumatic laboratory set. The course material is in the HTML format accompanied with text, still and animated images, simulation programs, and computer aided design tools. The data…

Improving education in primary care: development of an online curriculum using the blended learning model.

PubMed

Lewin, Linda Orkin; Singh, Mamta; Bateman, Betzi L; Glover, Pamela Bligh

2009-06-10

Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at (http://casemed.case.edu/cpcp/curriculum). Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

Web-based faculty development: e-learning for clinical teachers in the London Deanery.

PubMed

McKimm, Judy; Swanwick, Tim

2010-03-01

the London Deanery has provided a web-based resource for supporting the educational development needs of clinical teachers since 2002. This forms part of a range of resources supporting the professional development of clinical teachers and postgraduate supervisors. Following a review in 2007, the deanery commissioned a series of new e-learning modules designed as an introduction to clinical teaching. the deanery's faculty development initiatives are one response to requirements of the Postgraduate Medical Education and Training Board (PMETB), other policy drivers, workforce demands and service changes. Increasingly, doctors are required to provide an educational portfolio of evidence, and satisfy the teaching and training component of Good Medical Practice in revalidation or recertification. 'E-learning for clinical teachers' comprises 16 short, open-access, free-standing modules. The modules are built around a unifying structure, and cover core topics in clinical teaching: feedback; supervision; workplace-based learning; assessment; diversity and equal opportunities; career development; appraisal; lecturing; small group teaching; interprofessional education; and setting learning objectives. The modules can be used as a complementary resource to award-bearing programmes. On completion of a module, a certificate can be printed out for the teacher's portfolio. reflective practice and engagement with an individual's teaching practice is encouraged through self-assessment and a reflective log. The open-access, web-based format enables engagement with the material to suit a doctor's working and learning patterns, and is a valuable adjunct to other forms of learning. The site has been accessed by over 64000 health professionals (including students, trainees, qualified professionals, supervisors and staff developers) from 155 countries. Blackwell Publishing Ltd 2010.

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

PubMed Central

2012-01-01

Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. Results 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Conclusion Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students. PMID:22248183

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

PubMed

Nilsson, Mikael; Östergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

2012-01-16

The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.

Web-Based Learning Support System

NASA Astrophysics Data System (ADS)

Fan, Lisa

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

Effectiveness of an Asynchronous Online Module on University Students' Understanding of the Bohr Model of the Hydrogen Atom

NASA Astrophysics Data System (ADS)

Farina, William J.; Bodzin, Alec M.

2017-12-01

Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified metaprinciples of science learning: making science accessible, making thinking visible, and promoting autonomy. Students in an introductory chemistry course at a large east coast university completed either an online module or traditional classroom instruction. Data from 99 students were analyzed and results showed significant knowledge growth in both online and traditional formats. For the online learning group, findings revealed positive student perceptions of their learning experiences, highly positive feedback for online science learning, and an interest amongst students to learn chemistry within an online environment.

Human use regulatory affairs advisor (HURAA): learning about research ethics with intelligent learning modules.

PubMed

Hu, Xiangen; Graesser, Arthur C

2004-05-01

The Human Use Regulatory Affairs Advisor (HURAA) is a Web-based facility that provides help and training on the ethical use of human subjects in research, based on documents and regulations in United States federal agencies. HURAA has a number of standard features of conventional Web facilities and computer-based training, such as hypertext, multimedia, help modules, glossaries, archives, links to other sites, and page-turning didactic instruction. HURAA also has these intelligent features: (1) an animated conversational agent that serves as a navigational guide for the Web facility, (2) lessons with case-based and explanation-based reasoning, (3) document retrieval through natural language queries, and (4) a context-sensitive Frequently Asked Questions segment, called Point & Query. This article describes the functional learning components of HURAA, specifies its computational architecture, and summarizes empirical tests of the facility on learners.

Incorporating Competency-Based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

ERIC Educational Resources Information Center

Huang, Chung-Kai; Lin, Chun-Yu; Chiang, Yueh-Hui

2010-01-01

This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and…

Available, intuitive and free! Building e-learning modules using web 2.0 services.

PubMed

Tam, Chun Wah Michael; Eastwood, Anne

2012-01-01

E-learning is part of the mainstream in medical education and often provides the most efficient and effective means of engaging learners in a particular topic. However, translating design and content ideas into a useable product can be technically challenging, especially in the absence of information technology (IT) support. There is little published literature on the use of web 2.0 services to build e-learning activities. To describe the web 2.0 tools and solutions employed to build the GP Synergy evidence-based medicine and critical appraisal online course. We used and integrated a number of free web 2.0 services including: Prezi, a web-based presentation platform; YouTube, a video sharing service; Google Docs, a online document platform; Tiny.cc, a URL shortening service; and Wordpress, a blogging platform. The course consisting of five multimedia-rich, tutorial-like modules was built without IT specialist assistance or specialised software. The web 2.0 services used were free. The course can be accessed with a modern web browser. Modern web 2.0 services remove many of the technical barriers for creating and sharing content on the internet. When used synergistically, these services can be a flexible and low-cost platform for building e-learning activities. They were a pragmatic solution in our context.

Student-Centered Modules to Support Active Learning in Hydrology: Development Experiences and Users' Perspectives

NASA Astrophysics Data System (ADS)

Tarboton, D. G.; Habib, E. H.; Deshotel, M.; Merck, M. F.; Lall, U.; Farnham, D. J.

2016-12-01

Traditional approaches to undergraduate hydrology and water resource education are textbook based, adopt unit processes and rely on idealized examples of specific applications, rather than examining the contextual relations in the processes and the dynamics connecting climate and ecosystems. The overarching goal of this project is to address the needed paradigm shift in undergraduate education of engineering hydrology and water resources education to reflect parallel advances in hydrologic research and technology, mainly in the areas of new observational settings, data and modeling resources and web-based technologies. This study presents efforts to develop a set of learning modules that are case-based, data and simulation driven and delivered via a web user interface. The modules are based on real-world case studies from three regional hydrologic settings: Coastal Louisiana, Utah Rocky Mountains and Florida Everglades. These three systems provide unique learning opportunities on topics such as: regional-scale budget analysis, hydrologic effects of human and natural changes, flashflood protection, climate-hydrology teleconnections and water resource management scenarios. The technical design and contents of the modules aim to support students' ability for transforming their learning outcomes and skills to hydrologic systems other than those used by the specific activity. To promote active learning, the modules take students through a set of highly engaging learning activities that are based on analysis of hydrologic data and model simulations. The modules include user support in the form of feedback and self-assessment mechanisms that are integrated within the online modules. Module effectiveness is assessed through an improvement-focused evaluation model using a mixed-method research approach guiding collection and analysis of evaluation data. Both qualitative and quantitative data are collected through student learning data, product analysis, and staff interviews. The presentation shares with the audience lessons learned from the development and implementation of the modules, students' feedback, guidelines on design and content attributes that support active learning in hydrology, and challenges encountered during the class implementation and evaluation of the modules.

Significant Increase in Factual Knowledge with Web-Assisted Problem-Based Learning as Part of an Undergraduate Cardio-Respiratory Curriculum

ERIC Educational Resources Information Center

Raupach, T.; Munscher, C.; Pukrop, T.; Anders, S.; Harendza, S.

2010-01-01

In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice…

Effectiveness of an Asynchronous Online Module on University Students' Understanding of the Bohr Model of the Hydrogen Atom

ERIC Educational Resources Information Center

Farina, William J., Jr.; Bodzin, Alec M.

2018-01-01

Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified…

Design Dimensions and Attributes for Web-Based Distance Learning Modules

ERIC Educational Resources Information Center

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

2010-01-01

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

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

ERIC Educational Resources Information Center

Tatkovic, Nevenka; Ruzic, Maja

2004-01-01

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

Insights learned from teaching pathophysiology on the World Wide Web.

PubMed

Yucha, C; Princen, T

2000-02-01

This article describes a one-credit, graduate level pathophysiology module taught using the World Wide Web. Student outcomes are compared to those of students who took the same module in a traditional classroom setting. Although the majority of the graduate students were not Web literate, they became more comfortable with this instructional medium over time. A comparison of the Web-based instruction with the traditional format, both directed by the same instructor, showed no significant differences in student performance on a multiple choice examination.

Increasing home dialysis knowledge through a web-based e-learning program.

PubMed

Bennett, Paul N; Jaeschke, Sadie; Sinclair, Peter M; Kerr, Peter G; Holt, Steve; Schoch, Monica; Fortnum, Debbie; Ockerby, Cherene; Kent, Bridie

2014-06-01

There has been a global decline in the uptake of home-based dialysis therapies in the past 20 years. The ability to provide appropriate information to potential patients in this area may be confounded by a lack of knowledge of home dialysis options. The aim of this study was to develop a web-based education package for health professionals to increase knowledge and positive perceptions of home-based dialysis options. A three-module e-learning package concerning home dialysis was developed under the auspices of the home dialysis first project. These modules were tested on 88 undergraduate health professionals. Changes in attitudes and knowledge of home dialysis were measured using custom designed surveys administered electronically to students who completed the modules. Matched pre and post responses to the survey items were compared using Wilcoxon signed rank tests. The pre survey indicated clear deficits in existing knowledge of home dialysis options. In particular, when asked if haemodialysis could be performed at home, 22% of participants responded 'definitely no' and a further 24% responded 'probably no'. Upon completion of the e-learning, post survey responses indicated statistically significant improvements (P < 0.001) in eight of the nine items. When asked if the e-learning had increased their knowledge about home dialysis, 99% of participants responded 'definitely yes'. A suite of web-based education modules can successfully deliver significant improvements in awareness and knowledge around home dialysis therapies. © 2014 Asian Pacific Society of Nephrology.

Space Operations Learning Center

NASA Technical Reports Server (NTRS)

Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

2012-01-01

The Space Operations Learning Center (SOLC) is a tool that provides an online learning environment where students can learn science, technology, engineering, and mathematics (STEM) through a series of training modules. SOLC is also an effective media for NASA to showcase its contributions to the general public. SOLC is a Web-based environment with a learning platform for students to understand STEM through interactive modules in various engineering topics. SOLC is unique in its approach to develop learning materials to teach schoolaged students the basic concepts of space operations. SOLC utilizes the latest Web and software technologies to present this educational content in a fun and engaging way for all grade levels. SOLC uses animations, streaming video, cartoon characters, audio narration, interactive games and more to deliver educational concepts. The Web portal organizes all of these training modules in an easily accessible way for visitors worldwide. SOLC provides multiple training modules on various topics. At the time of this reporting, seven modules have been developed: Space Communication, Flight Dynamics, Information Processing, Mission Operations, Kids Zone 1, Kids Zone 2, and Save The Forest. For the first four modules, each contains three components: Flight Training, Flight License, and Fly It! Kids Zone 1 and 2 include a number of educational videos and games designed specifically for grades K-6. Save The Forest is a space operations mission with four simulations and activities to complete, optimized for new touch screen technology. The Kids Zone 1 module has recently been ported to Facebook to attract wider audience.

Web-based education in systems-based practice: a randomized trial.

PubMed

Kerfoot, B Price; Conlin, Paul R; Travison, Thomas; McMahon, Graham T

2007-02-26

All accredited US residency programs are expected to offer curricula and evaluate their residents in 6 general competencies. Medical schools are now adopting similar competency frameworks. We investigated whether a Web-based program could effectively teach and assess elements of systems-based practice. We enrolled 276 medical students and 417 residents in the fields of surgery, medicine, obstetrics-gynecology, and emergency medicine in a 9-week randomized, controlled, crossover educational trial. Participants were asked to sequentially complete validated Web-based modules on patient safety and the US health care system. The primary outcome measure was performance on a 26-item validated online test administered before, between, and after the participants completed the modules. Six hundred forty (92.4%) of the 693 enrollees participated in the study; 512 (80.0%) of the participants completed all 3 tests. Participants' test scores improved significantly after completion of the first module (P<.001). Overall learning from the 9-week Web-based program, as measured by the increase in scores (posttest scores minus pretest scores), was 16 percentage points (95% confidence interval, 14-17 percentage points; P<.001) in public safety topics and 22 percentage points (95% confidence interval, 20-23 percentage points; P<.001) in US health care system topics. A Web-based educational program on systems-based practice competencies generated significant and durable learning across a broad range of medical students and residents.

A presentation system for just-in-time learning in radiology.

PubMed

Kahn, Charles E; Santos, Amadeu; Thao, Cheng; Rock, Jayson J; Nagy, Paul G; Ehlers, Kevin C

2007-03-01

There is growing interest in bringing medical educational materials to the point of care. We sought to develop a system for just-in-time learning in radiology. A database of 34 learning modules was derived from previously published journal articles. Learning objectives were specified for each module, and multiple-choice test items were created. A web-based system-called TEMPO-was developed to allow radiologists to select and view the learning modules. Web services were used to exchange clinical context information between TEMPO and the simulated radiology work station. Preliminary evaluation was conducted using the System Usability Scale (SUS) questionnaire. TEMPO identified learning modules that were relevant to the age, sex, imaging modality, and body part or organ system of the patient being viewed by the radiologist on the simulated clinical work station. Users expressed a high degree of satisfaction with the system's design and user interface. TEMPO enables just-in-time learning in radiology, and can be extended to create a fully functional learning management system for point-of-care learning in radiology.

Web-based resources for critical care education.

PubMed

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

2011-03-01

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

Lessons from interprofessional e-learning: piloting a care of the elderly module.

PubMed

Juntunen, Anitta; Heikkinen, Eija

2004-08-01

Educating health care professionals is a key issue in the provision of quality healthcare services. Interprofessional education has been suggested as a means of meeting this challenge. Four Finnish polytechnics providing education for nurses, social workers and physiotherapists wished to develop the content and methods of teaching the care of the elderly by collaboratively creating and implementing an interprofessional module of 15 European Credit Transfer units, using e-learning. This paper examines the planning and assessment of the impact of the pilot module. The web-based environment eminently suited teaching interprofessional care of the elderly. It supported content and methodological development and renewal of the module. It enabled discussion and collaboration between nursing, social work and rehabilitation teachers and students from the Polytechnics which are located in different parts of Finland. However, it became evident during the pilot that the most crucial challenges of the web-based pedagogy were in the ability of the teacher to supervise, support and motivate students and the organisation of interprofessional learning offered by collaborating institutions.

e-Learning Business Research Methods

ERIC Educational Resources Information Center

Cowie, Jonathan

2004-01-01

This paper outlines the development of a generic Business Research Methods course from a simple name in a box to a full e-Learning web based module. It highlights particular issues surrounding the nature of the discipline and the integration of a large number of cross faculty subject specific research methods courses into a single generic module.…

Asynchronous web-based learning, a practical method to enhance teaching in emergency medicine.

PubMed

Pourmand, Ali; Lucas, Raymond; Nouraie, Mehdi

2013-03-01

Abstract Objective: To compare medical knowledge acquisition among emergency medicine (EM) residents who attend weekly core content lectures with those absent but asynchronously viewing the same lectures in a Web-based electronic platform. During the study period all EM residents attending or absent from weekly educational conferences were given a quiz on the covered material. During Phase 1, absentees were not given supplemental educational content for missed lectures. During Phase 2, absentees were sent a link to an online multimedia module containing an audiovisual recording of the actual missed lecture with presentation slides. Scores between attendees and absentees during both phases were compared using a repeated-measures analysis to evaluate the effect of the supplemental online module on knowledge acquisition. Thirty-nine EM residents (equally distributed in postgraduate years 1-4) were studied during a 15-week period. Overall and after adjusting for sex and postgraduate year level, both lecture attendance (b=27; 95% confidence interval, 22-32; p<0.0001) and Web-based learning (b=32; 95% confidence interval, 26-37; p<0.0001) were associated with significant increases in test scores compared with residents who were absent and not receiving supplemental Web-based learning. Neither the self-perceived level of mastery with the lecture topic nor the amount of reported reading was found to be a predictor of test scores. In an EM residency program, asynchronous Web-based learning may result in medical knowledge acquisition similar to or better than attending traditional core content lectures. The percentage of curriculum delivery by asynchronous learning that may be used to achieve overall terminal learning objectives in medical knowledge acquisition requires further study.

The Web-based Module of Changes in Objects

NASA Astrophysics Data System (ADS)

Triayomi, R.

2017-09-01

To understand the changes of substances contained in such a kind of substance and substance characteristics then need a deep study of the concept. In this concept is expected to understand the changes of objects such as substance type and substance characteristics. Types of substances and characteristics of substances through physical changes and chemical changes and means of separation consisting of two or more substances. The principle of separation of the mixture is based on differences in physical properties of its constituents, such as substances, particle size, melting point, boiling point, magnetic properties, solubility, and so forth. This study aims to produce a web-based module of changes in objects that are valid, practical, and have effectiveness of student learning outcomes and activities on natural science learning. The experiment was conducted on 30 children in South Sumatera. The case of the development of the learning module of change of the object is influenced by the child’s understanding of the concept. Expected to be adapted by world teachers.

Designing a Web-Based Learning Portal for Geographic Visualization and Analysis in Public Health

PubMed Central

Robinson, Anthony C.; Roth, Robert E.; MacEachren, Alan M.

2011-01-01

Interactive mapping and spatial analysis tools are underutilized by health researchers and decision-makers due to scarce training materials, few examples demonstrating the successful use of geographic visualization, and poor mechanisms for sharing results generated by geovisualization. We report here on the development of the Geovisual EXplication (G-EX) Portal, a web-based application designed to connect researchers in geovisualization and related mapping sciences to users who are working in public health and epidemiology. This paper focuses on the design and development of the G-EX Portal Learn module, a set of tools intended to disseminate learning artifacts. Initial design and development of the G-EX Portal has been guided by our past research on use and usability of geovisualization in public health. As part of the iterative design and development process, we conducted a needs assessment survey with targeted end-users that we report on here. The survey focused on users’ current learning habits, their preferred kind of learning artifacts, and issues they may have with contributing learning artifacts to web portals. Survey results showed that users desire a diverse set of learning artifacts in terms of both formats and topics covered. Results also revealed a willingness of users to contribute both learning artifacts and personal information that would help other users to evaluate the credibility of the learning artifact source. We include a detailed description of the G-EX Portal Learn module and focus on modifications to the design of the Learn module as a result from feedback we received from our survey. PMID:21937462

Comparison of Effectiveness of Computerized and Conventional Fixed and Learning Module in Undergraduate Pathology Teaching

ERIC Educational Resources Information Center

Madhavan, Manoharan; Kaur, Gurjeet

2006-01-01

Introduction: Fixed Learning Module (FLM) adopted in pathology teaching to medical undergraduates, encompasses exhibition of potted specimens and charts. Though it is an important teaching method it also has its limitations. Aim: To create an alternative method for teaching pathology using web based, interactive computer technology [i.e.,…

WebCT: integrating computer-mediated communication and resource delivery into a new problem-based curriculum.

PubMed

McLean, Michelle; Murrell, Kathy

2002-03-01

WebCT, front-end software for Internet-delivered material, became an integral part of a problem-based learning, student-centred curriculum introduced in January 2001 at the Nelson R. Mandela School of Medicine (South Africa). A template for six curriculum and two supplementary modules was developed. Organiser and Tool pages were added and files uploaded as each module progressed. This study provides feedback from students with regard to the value of WebCT in their curriculum, as well as discussing the value of WebCT for the delivery of digitized material (e.g., images, videos, PowerPoint presentations). In an anonymous survey following the completion of the first module, students, apparently irrespective of their level of computer literacy, responded positively to the communication facility between staff and students and amongst students, the resources and the URLs. Based on these preliminary responses, WebCT courses for all six modules were developed during 2001. With Faculty support, WebCT will probably be integrated into the rest of the MBChB programme. It will be particularly useful when students are off campus, undertaking electives and community service in the later years.

Designing Web-based telemedicine training for military health care providers.

PubMed

Bangert, D; Doktor, R; Johnson, E

2001-01-01

The purpose of the study was to ascertain those learning objectives that will initiate increased use of telemedicine by military health care providers. Telemedicine is increasingly moving to the center of the health care industry's service offerings. As this migration occurs, health professionals will require training for proper and effective change management. The United States Department of Defense (DoD) is embracing the use of telemedicine and wishes to use Web-based training as a tool for effective change management to increase use. This article summarizes the findings of an educational needs assessment of military health care providers for the creation of the DoD Web-based telemedicine training curriculum. Forty-eight health care professionals were interviewed and surveyed to capture their opinions on what learning objectives a telemedicine training curriculum should include. Twenty learning objectives were found to be needed in a telemedicine training program. These 20 learning objectives were grouped into four learning clusters that formed the structure for the training program. In order of importance, the learning clusters were clinical, technical, organizational, and introduction to telemedicine. From these clusters, five Web-based modules were created, with two addressing clinical learning needs and one for each of the other learning objective clusters.

School Nutrition Directors are Receptive to Web-Based Training Opportunities: A National Survey

ERIC Educational Resources Information Center

Zoellner, Jamie; Carr, Deborah H.

2009-01-01

Purpose/Objective: The purpose of this study was to investigate school nutrition directors' (SNDs) previous experience with web-based training (WBT), interest in utilizing WBT within 14 functional areas, and logistical issues (time, price, educational credits, etc.) of developing and delivering WBT learning modules. Methods: A survey was developed…

Web-based curriculum improves residents' knowledge of health care business.

PubMed

Hauge, Linnea S; Frischknecht, Adam C; Gauger, Paul G; Hirshfield, Laura E; Harkins, Deborah; Butz, David A; Taheri, Paul A

2010-12-01

Curricular options for teaching and evaluating surgery residents' outcomes in systems-based practice are limited. A Web-based curriculum, MDContent, developed collaboratively by experts in business and surgery, provides learning experiences in the business of health care. The purpose of this study is to describe surgery residents' experience and learning outcomes associated with the curriculum. Twenty-eight PGY3 to 6 general and plastic surgery residents were enrolled in the Web-based curriculum. Twenty-two residents (79%) completed the pretest, 11 modules, the post-test, and the course evaluation by the end of 1 year. The pretest and the post-test were 30-item multiple-choice exams based on a blueprint of the curricular objectives. Descriptive statistics were calculated on course evaluation and module completion data. Paired t-tests were used to compare pre- and post-test performance. Content analysis was performed on course evaluation written responses. Residents' performance on the multiple choice exam improved significantly (p = 0.0001) from the pre-test (mean 59%, SD 12.1) to the post-test (mean 78%, SD 9.4), with an average gain of 19 percentage points. Participants rated their Web-based learning experience as very positive, with a majority of residents agreeing that the content was well organized, relevant, and an excellent learning experience around content not taught elsewhere in medical school or residency. Participation in a Web-based curriculum on health care business improves surgery residents' knowledge about health care business concepts and principles. Residents with varying levels of interest in health care business provide positive ratings about their learning experience and indications that lessons learned would be applied in their clinical practice. MDContent is a feasible and effective method for teaching and assessing systems-based practice concepts. Copyright © 2010 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Redesigning College Algebra: Combining Educational Theory and Web-Based Learning to Improve Student Attitudes and Performance

ERIC Educational Resources Information Center

Hagerty, Gary; Smith, Stanley; Goodwin, Danielle

2010-01-01

In 2001, Black Hills State University (BHSU) redesigned college algebra to use the computer-based mastery learning program, Assessment and Learning in Knowledge Spaces [1], historical development of concepts modules, whole class discussions, cooperative activities, relevant applications problems, and many fewer lectures. This resulted in a 21%…

Measuring motivational characteristics of courses: applying Keller's instructional materials motivation survey to a web-based course.

PubMed

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

2009-11-01

The Instructional Materials Motivation Survey (IMMS) purports to assess the motivational characteristics of instructional materials or courses using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. The IMMS has received little use or study in medical education. The authors sought to evaluate the validity of IMMS scores and compare scores between standard and adaptive Web-based learning modules. During the 2005-2006 academic year, 124 internal medicine residents at the Mayo School of Graduate Medical Education (Rochester, Minnesota) were asked to complete the IMMS for two Web-based learning modules. Participants were randomly assigned to use one module that adapted to their prior knowledge of the topic, and one module using a nonadaptive design. IMMS internal structure was evaluated using Cronbach alpha and interdimension score correlations. Relations to other variables were explored through correlation with global module satisfaction and regression with knowledge scores. Of the 124 eligible participants, 79 (64%) completed the IMMS at least once. Cronbach alpha was >or=0.75 for scores from all IMMS dimensions. Interdimension score correlations ranged 0.40 to 0.80, whereas correlations between IMMS scores and global satisfaction ratings ranged 0.40 to 0.63 (P<.001). Knowledge scores were associated with Attention and Relevance subscores (P=.033 and .01, respectively) but not with other IMMS dimensions (P>or=.07). IMMS scores were similar between module designs (on a five-point scale, differences ranged from 0.0 to 0.15, P>or=.33). These limited data generally support the validity of IMMS scores. Adaptive and standard Web-based instructional designs were similarly motivating. Cautious use and further study of the IMMS are warranted.

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.

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

ERIC Educational Resources Information Center

Foster, Jonathan; Lin, Angela

2003-01-01

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

Technology-Based Training in Cognitive Behavioral Therapy for Substance Abuse Counselors

ERIC Educational Resources Information Center

Weingardt, Kenneth R.; Villafranca, Steven W.; Levin, Cindy

2006-01-01

This study compared the learning outcomes achieved by 166 practicing substance abuse counselors who were randomized to one of three conditions: (1) a Web-Based Training (WBT) module designed to familiarize practitioners with the "Coping with Craving" module from the NIDA treatment manual, "A Cognitive-Behavioral Approach: Treating Cocaine…

The GenTechnique Project: Developing an Open Environment for Learning Molecular Genetics.

ERIC Educational Resources Information Center

Calza, R. E.; Meade, J. T.

1998-01-01

The GenTechnique project at Washington State University uses a networked learning environment for molecular genetics learning. The project is developing courseware featuring animation, hyper-link controls, and interactive self-assessment exercises focusing on fundamental concepts. The first pilot course featured a Web-based module on DNA…

Efficacy of Adolescent Suicide Prevention E-Learning Modules for Gatekeepers: A Randomized Controlled Trial.

PubMed

Ghoncheh, Rezvan; Gould, Madelyn S; Twisk, Jos Wr; Kerkhof, Ad Jfm; Koot, Hans M

2016-01-29

Face-to-face gatekeeper training can be an effective strategy in the enhancement of gatekeepers' knowledge and self-efficacy in adolescent suicide prevention. However, barriers related to access (eg, time, resources) may hamper participation in face-to-face training sessions. The transition to a Web-based setting could address obstacles associated with face-to-face gatekeeper training. Although Web-based suicide prevention training targeting adolescents exists, so far no randomized controlled trials (RCTs) have been conducted to investigate their efficacy. This RCT study investigated the efficacy of a Web-based adolescent suicide prevention program entitled Mental Health Online, which aimed to improve the knowledge and self-confidence of gatekeepers working with adolescents (12-20 years old). The program consisted of 8 short e-learning modules each capturing an important aspect of the process of early recognition, guidance, and referral of suicidal adolescents, alongside additional information on the topic of (adolescent) suicide prevention. A total of 190 gatekeepers (ages 21 to 62 years) participated in this study and were randomized to either the experimental group or waitlist control group. The intervention was not masked. Participants from both groups completed 3 Web-based assessments (pretest, posttest, and 3-month follow-up). The outcome measures of this study were actual knowledge, and participants' ratings of perceived knowledge and perceived self-confidence using questionnaires developed specifically for this study. The actual knowledge, perceived knowledge, and perceived self-confidence of gatekeepers in the experimental group improved significantly compared to those in the waitlist control group at posttest, and the effects remained significant at 3-month follow-up. The overall effect sizes were 0.76, 1.20, and 1.02, respectively, across assessments. The findings of this study indicate that Web-based suicide prevention e-learning modules can be an effective educational method to enhance knowledge and self-confidence of gatekeepers with regard to adolescent suicide prevention. Gatekeepers with limited time and resources can benefit from the accessibility, simplicity, and flexibility of Web-based training. Netherlands Trial Register NTR3625; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=3625 (Archived by WebCite at http://www.webcitation.org/6eHvyRh6M).

A web-based instruction module for interpretation of craniofacial cone beam CT anatomy.

PubMed

Hassan, B A; Jacobs, R; Scarfe, W C; Al-Rawi, W T

2007-09-01

To develop a web-based module for learner instruction in the interpretation and recognition of osseous anatomy on craniofacial cone-beam CT (CBCT) images. Volumetric datasets from three CBCT systems were acquired (i-CAT, NewTom 3G and AccuiTomo FPD) for various subjects using equipment-specific scanning protocols. The datasets were processed using multiple software to provide two-dimensional (2D) multiplanar reformatted (MPR) images (e.g. sagittal, coronal and axial) and three-dimensional (3D) visual representations (e.g. maximum intensity projection, minimum intensity projection, ray sum, surface and volume rendering). Distinct didactic modules which illustrate the principles of CBCT systems, guided navigation of the volumetric dataset, and anatomic correlation of 3D models and 2D MPR graphics were developed using a hybrid combination of web authoring and image analysis techniques. Interactive web multimedia instruction was facilitated by the use of dynamic highlighting and labelling, and rendered video illustrations, supplemented with didactic textual material. HTML coding and Java scripting were heavily implemented for the blending of the educational modules. An interactive, multimedia educational tool for visualizing the morphology and interrelationships of osseous craniofacial anatomy, as depicted on CBCT MPR and 3D images, was designed and implemented. The present design of a web-based instruction module may assist radiologists and clinicians in learning how to recognize and interpret the craniofacial anatomy of CBCT based images more efficiently.

Imagining Flipped Workshops: Considerations for Designing Online Modules for Social Justice Education Workshops

ERIC Educational Resources Information Center

Tharp, D. Scott

2017-01-01

Online learning, defined as the use of Web-based technology to facilitate some or all learning experiences, continues to interest many universities. While technology shapes the landscape of higher education, questions remain regarding the ability and appropriateness of online learning spaces for social justice education (Dominique, 2016). This…

Online Self-Assessment Materials: Do These Make a Difference to Student Learning?

ERIC Educational Resources Information Center

Peat, Mary

2000-01-01

Examines the use of Web-based online self-assessment in a large first-year biology class at the University of Sydney (Australia). Discusses a more student-centered focus to aid lifelong learning; collaborative learning; suitable and timely feedback; the use of Bloom's taxonomy; and student evaluations of self-assessment modules. (LRW)

Self-Directed Digital Learning: When Do Dental Students Study?

PubMed

Jackson, Tate H; Zhong, James; Phillips, Ceib; Koroluk, Lorne D

2018-04-01

The Growth and Development (G&D) curriculum at the University of North Carolina at Chapel Hill School of Dentistry uses self-directed web-based learning modules in the place of lectures and includes scheduled self-study times during the 8 am-5 pm school hours. The aim of this study was to use direct observation to evaluate dental students' access patterns with the self-directed, web-based learning modules in relation to planned self-study time allocated across the curriculum, proximity to course examinations, and course performance. Module access for all 80 students in the DDS Class of 2014 was recorded for date and time across the four G&D courses. Module access data were used to determine likelihood of usage during scheduled time and frequency of usage in three timeframes: >7, 3 to 7, and 0 to 2 days before the final exam. The results showed a statistically significant difference in the likelihood of module access during scheduled time across the curriculum (p<0.0001). Among the students, 64% accessed modules at least once during scheduled time in G&D1, but only 10%, 19%, and 18% in G&D2, G&D3, and G&D4, respectively. For all courses, the proportion of module accesses was significantly higher 0-2 days before an exam compared to the other two timeframes. Module access also differed significantly within each timeframe across all four courses (p<0.001). There was no association between module access and course performance. In this non-traditional, non-lecture, self-directed curriculum, students rarely accessed learning modules during syllabus-budgeted self-study time and accessed modules more frequently as course exams approached.

Education problems and Web-based teaching: how it impacts dental educators?

PubMed

Clark, G T

2001-01-01

This article looks at six problems that vex educators and how web-based teaching might help solve them. These problems include: (1) limited access to educational content, (2) need for asynchronous access to educational content, (3) depth and diversity of educational content, (4) training in complex problem solving, (5) promotion of lifelong learning behaviors and (6) achieving excellence in education. The advantages and disadvantage of web-based educational content for each problem are discussed. The article suggests that when a poorly organized course with inaccurate and irrelevant content is placed online, it solves no problems. However some of the above issues can be partially or fully solved by hosting well-constructed teaching modules on the web. This article also reviews the literature investigating the efficacy of off-site education as compared to that provided on-site. The conclusion of this review is that teleconference-based and web-based delivery of educational content can be as effective as traditional classroom-based teaching assuming the technologic problems sometimes associated with delivering teaching content to off-site locations do not interfere in the learning process. A suggested hierarchy for rating and comparing e-learning concepts and methods is presented for consideration.

The Role of Visualization in Learning from Computer-Based Images. Research Report

ERIC Educational Resources Information Center

Piburn, Michael D.; Reynolds, Stephen J.; McAuliffe, Carla; Leedy, Debra E.; Birk, James P.; Johnson, Julia K.

2005-01-01

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and…

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

PubMed

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

2016-01-01

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

Involuntary Commitment Application: An Online Training Module

ERIC Educational Resources Information Center

Whitfield, Kimberly Y.

2012-01-01

The use of Web-based technology has enabled many government and corporate training divisions to reach more learners than ever before. Institutions are restructuring their budgets, obtaining funding from governments and foundations to fund resources needed to increase online learning offerings. While online learning is increasing, questions arise…

Starting Point: Pedagogic Resources for Teaching and Learning Economics

ERIC Educational Resources Information Center

Maier, Mark H.; McGoldrick, KimMarie; Simkins, Scott P.

2012-01-01

This article describes Starting Point: Teaching and Learning Economics, a Web-based portal that makes innovative pedagogic resources and effective teaching practices easily accessible to economists. Starting Point introduces economists to teaching innovations through 16 online modules, each containing a general description of a specific pedagogic…

An Adaptive Web-Based Learning Environment for the Application of Remote Sensing in Schools

NASA Astrophysics Data System (ADS)

Wolf, N.; Fuchsgruber, V.; Riembauer, G.; Siegmund, A.

2016-06-01

Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers' know-how and education materials that align with the curricula. In the project "Space4Geography" a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software "BLIF" equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module "Deforestation of the rainforest in Brasil".

A web based Foundations of Radiological Physics for diagnostic radiology residents.

PubMed

Blackmon, Kevin N; Huda, Walter; Lewis, Madelene C; Tipnis, Sameer; Mah, Eugene; Frey, Donald G

2013-03-01

RATIONALE AND OBJECTS: We describe a new web-based physics course for radiology residents preparing for the Exam of the Future (EOF). A course was developed with a total of 12 web-based modules. Six modules were focused on "imaging" and six on "radiation." A module was subdivided into nine short "nuggets." Traditional lectures were replaced by modules using prerecorded lectures (Tegrity) to a secure website (WebCT). Each module was accompanied by three quizzes, each consisting of ten questions designed to reinforce covered materials. All online modules were accompanied by a noon conference that employed an Audience Response System (Turning Point). Seventeen first-year residents over 2 consecutive years beginning in July 2010 took this new course, and participated in an anonymous online follow-up survey (Survey Monkey). The recorded 12 modules had an overall average duration of 72 ± 19 minutes. Ten of 17 residents expressed a preference of 15 minutes for nugget duration. Highest personal assessment scores of each resident's understanding were obtained in human radiation risks and radiation protection. Residents considered supplemental noon conferences to be important for learning radiological physics. Satisfaction level was largely positive, with five residents highly satisfied, nine residents somewhat satisfied, two residents neutral, and only one resident somewhat dissatisfied. Our Foundations of Radiological Physics course was well received and served as the springboard for mastering x-ray-based imaging modalities of radiography, mammography, fluoroscopy, interventional radiology, and computed tomography. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Needs Analysis for Graphic Design Learning Module Based on Technology & Learning Styles of Deaf Students

ERIC Educational Resources Information Center

Ibrahim, Zainuddin; Alias, Norlidah; Nordin, Abu Bakar

2016-01-01

The field of Information Communication Technology has offered a promising future for deaf students. Web design, animation, and multimedia application design are a branch of graphic design area, which aim to aid their learning visually. However, most of the technical terms cannot be interpreted in Malaysian sign language. Moreover, the development…

A full XML-based approach to creating hypermedia learning modules in web-based environments: application to a pathology course.

PubMed

Staccini, Pascal; Dufour, Jean -Charles; Joubert, Michel; Michiels, Jean -François; Fieschi, Marius

2003-01-01

Nowadays, web-based learning services are a key topic in the pedagogical and learning strategies of universities. While organisational and teaching requirements of the learning environment are being evaluated, technical specifications are emerging, enabling educators to build advanced "units of learning". Changes, however, take a long time and cost-effective solutions have to be found to involve our institutions in such actions. In this paper, we present a model of the components of a course. We detail the method followed to implement this model in hypermedia modules with a viewer that can be played on line or from a CD-ROM. The XML technology has been used to implement all the data structures and a client-side architecture has been designed to build a course viewer. Standards of description of content (such as Dublin Core and DocBook) have been integrated into the data structures. This tool has been populated with data from a pathology course and supports other medical contents. The choice of the architecture and the usefulness of the programming tools are discussed. The means of migrating towards a server-side application are presented.

Improving Geoscience Outreach Through Multimedia Enhanced Web Sites - An Example From Connecticut

NASA Astrophysics Data System (ADS)

Hyatt, J. A.; Coron, C. R.; Schroeder, T. J.; Fleming, T.; Drzewiecki, P. A.

2005-12-01

Although large governmental web sites (e.g. USGS, NASA etc.) are important resources, particularly in relation to phenomena with global to regional significance (e.g. recent Tsunami and Hurricane disasters), smaller academic web portals continue to make substantive contributions to web-based learning in the geosciences. The strength of "home-grown" web sites is that they easily can be tailored to specific classes, they often focus on local geologic content, and they potentially integrate classroom, laboratory, and field-based learning in ways that improve introductory classes. Furthermore, innovative multimedia techniques including virtual reality, image manipulations, and interactive streaming video can improve visualization and be particularly helpful for first-time geology students. This poster reports on one such web site, Learning Tools in Earth Science (LTES, http://www.easternct .edu/personal/faculty/hyattj/LTES-v2/), a site developed by geoscience faculty at two state institutions. In contrast to some large web sites with media development teams, LTES geoscientists, with strong support from media and IT service departments, are responsible for geologic content and verification, media development and editing, and web development and authoring. As such, we have considerable control over both content and design of this site. At present the main content modules for LTES include "mineral" and "virtual field trip" links. The mineral module includes an interactive mineral gallery, and a virtual mineral box of 24 unidentified samples that are identical to those used in some of our classes. Students navigate an intuitive web portal to manipulate images and view streaming video segments that explain and undertake standard mineral identification tests. New elements highlighted in our poster include links to a virtual petrographic microscope, in which users can manipulate images to simulate stage rotation in both plane- and cross-polarized light. Virtual field trips include video-based excursions to sites in Georgia, Connecticut and Greenland. New to these VFT's is the integration of "virtual walks" in which users are able to navigate through some field sites in a virtual sense. Development of this resource is ongoing, but response from students, faculty outside of Earth Science and K-12 instructors indicate that this small web site can provide useful resources for those educators utilizing web-based learning in their courses. .edu/personal/faculty/hyattj/LTES-v2/

Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program.

PubMed

Naser-ud-Din, S

2015-08-01

E-learning has gained momentum in health sciences and seems to have great potential in specialist dental education. Higher acceptability by learners is particularly associated with the surge of smart devices. Currently, there are limited number of e-learning modules available for dental education, particularly in Orthodontics. Scenario Based Learning interactive (SBLi(®)) software was used for the first time in Orthodontics Postgraduate training at the University of Queensland. Nine interactive modules were created embedded with clinical procedure videos, web-links, evidence-based literature, along with opportunity for self-assessment and evaluation. Qualitative data were collected before and after the administration of the SBLi(®) for Orthodontics. The purpose of this data was to investigate learning styles and the acceptance of e-modules as part of postgraduate training. Advantages of the package included high acceptance rate, greater confidence in the application of clinical skills covered in the modules and reduced contact time particularly with limited academic staff. E-modules demonstrated high compatibility with the learning styles of the participants and were considered engaging. It seems apparent that e-learning is most effective in a blended learning environment, supplemented with the traditional classroom approach, rather than as a sole mechanism for postgraduate training. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Efficacy of Adolescent Suicide Prevention E-Learning Modules for Gatekeepers: A Randomized Controlled Trial

PubMed Central

Gould, Madelyn S; Twisk, Jos WR; Kerkhof, Ad JFM; Koot, Hans M

2016-01-01

Background Face-to-face gatekeeper training can be an effective strategy in the enhancement of gatekeepers’ knowledge and self-efficacy in adolescent suicide prevention. However, barriers related to access (eg, time, resources) may hamper participation in face-to-face training sessions. The transition to a Web-based setting could address obstacles associated with face-to-face gatekeeper training. Although Web-based suicide prevention training targeting adolescents exists, so far no randomized controlled trials (RCTs) have been conducted to investigate their efficacy. Objective This RCT study investigated the efficacy of a Web-based adolescent suicide prevention program entitled Mental Health Online, which aimed to improve the knowledge and self-confidence of gatekeepers working with adolescents (12-20 years old). The program consisted of 8 short e-learning modules each capturing an important aspect of the process of early recognition, guidance, and referral of suicidal adolescents, alongside additional information on the topic of (adolescent) suicide prevention. Methods A total of 190 gatekeepers (ages 21 to 62 years) participated in this study and were randomized to either the experimental group or waitlist control group. The intervention was not masked. Participants from both groups completed 3 Web-based assessments (pretest, posttest, and 3-month follow-up). The outcome measures of this study were actual knowledge, and participants’ ratings of perceived knowledge and perceived self-confidence using questionnaires developed specifically for this study. Results The actual knowledge, perceived knowledge, and perceived self-confidence of gatekeepers in the experimental group improved significantly compared to those in the waitlist control group at posttest, and the effects remained significant at 3-month follow-up. The overall effect sizes were 0.76, 1.20, and 1.02, respectively, across assessments. Conclusions The findings of this study indicate that Web-based suicide prevention e-learning modules can be an effective educational method to enhance knowledge and self-confidence of gatekeepers with regard to adolescent suicide prevention. Gatekeepers with limited time and resources can benefit from the accessibility, simplicity, and flexibility of Web-based training. Trial Registration Netherlands Trial Register NTR3625; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=3625 (Archived by WebCite at http://www.webcitation.org/6eHvyRh6M) PMID:26825006

Medical student retention of embryonic development: impact of the dimensions added by multimedia tutorials.

PubMed

Marsh, Karen R; Giffin, Bruce F; Lowrie, Donald J

2008-01-01

The purpose of this project was to develop Web-based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross-sections that represent different "slices" of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format-lecture combined with printed diagrams, text, and existing computer animations-with customized, guided, Web-based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of control groups who attended lecture and did not use a supporting module, with study groups who used a module in addition to attending lecture. We also assessed our students' long-term retention of the material, comparing classes who had used the module with students from a previous year that had not seen the module. Our data analysis suggests that students who used a module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material. The findings suggest that our modules-and possibly computer-assisted-instruction modules in general-are more useful if used toward the later stages of learning, rather than as an initial resource. Furthermore, our data suggest that the animation aids in long-term retention. Both medical students at the University of Cincinnati and medical faculty from across the country commented favorably on their experiences with the embryonic development modules. Copyright 2008 American Association of Anatomists

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

ERIC Educational Resources Information Center

Carleton, Renee E.

2012-01-01

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

Interactive eLearning - a safe place to practice.

PubMed

Einarson, Elisabeth; Moen, Anne; Kolberg, Ragnhild; Flingtorp, Gry; Linnerud, Eva

2009-01-01

Interactive web-based learning environment offers refreshing opportunities to create innovative solutions to explore and exploit informatics support on-the-job training. We report from a study where a hospital is created a interactive eLearning resource. The modules are creating a safe place to practice - to be used for introduction to the work and preparation for certification or re-certification of competencies.

Pretests or advance organizers for Web-based allergy-immunology medical education? A randomized controlled trial.

PubMed

Rank, Matthew A; Volcheck, Gerald W; Swagger, Timothy; Cook, David A

2012-01-01

Web-based modules may facilitate instruction on core topics in allergy and immunology (AI). Pretests (PTs) have been shown to improve learning in Web-based courses, but their effectiveness in comparison with advance organizers (AOs) is unknown. We performed a randomized controlled trial of a Web-based educational intervention for teaching the practical aspects of allergen immunotherapy (AIT). AI Fellows-in-Training were randomly assigned to receive the introduction to the modules in an AO outline (AO group) or as PT questions (PT group). The primary outcome was the difference in posttest scores between groups. The secondary outcome was the difference in PT and posttest scores in the PT group. Thirty participants in the AO group and 35 in the PT group completed the modules and the posttest. The mean (SD) posttest score for the AO group was 74% (14%) compared with 73% (9%) for the PT group, a mean difference of -1% (95% CI, -7%, 5%; p = 0.67). A multivariate analysis controlling for year-in-training and total time spent on the modules revealed virtually identical results. The mean (SD) PT score for the PT group increased from 49 (10%) to 73% (9%), a mean difference of 24% (95% CI, 19%, 28%; p < 0.0001). Introducing Web-based allergy education with PT questions or an AO resulted in similar posttest scores. Posttest scores in the PT group improved significantly compared with PT scores.

Perceived outcomes of web-based modules designed to enhance athletic trainers' knowledge of evidence-based practice.

PubMed

Welch, Cailee E; Van Lunen, Bonnie L; Hankemeier, Dorice A; Wyant, Aimee L; Mutchler, Jessica M; Pitney, William A; Hays, Danica G

2014-01-01

The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Qualitative study. Individual telephone interviews. A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice.

Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice

PubMed Central

Welch, Cailee E.; Van Lunen, Bonnie L.; Hankemeier, Dorice A.; Wyant, Aimee L.; Mutchler, Jessica M.; Pitney, William A.; Hays, Danica G.

2014-01-01

Context: The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. Objective: To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Conclusions: Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice. PMID:24576306

Adaptive eLearning modules for cytopathology education: A review and approach.

PubMed

Samulski, T Danielle; La, Teresa; Wu, Roseann I

2016-11-01

Clinical training imposes time and resource constraints on educators and learners, making it difficult to provide and absorb meaningful instruction. Additionally, innovative and personalized education has become an expectation of adult learners. Fortunately, the development of web-based educational tools provides a possible solution to these challenges. Within this review, we introduce the utility of adaptive eLearning platforms in pathology education. In addition to a review of the current literature, we provide the reader with a suggested approach for module creation, as well as a critical assessment of an available platform, based on our experience in creating adaptive eLearning modules for teaching basic concepts in gynecologic cytopathology. Diagn. Cytopathol. 2016;44:944-951. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

NASA Astrophysics Data System (ADS)

Gardner, Joel; Belland, Brian R.

2017-08-01

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill's First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level ( t(40) = -1.432, p = 0.08, ES = 0.4) and at the Problem Solving level ( U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level ( t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).

Adaptable Web Modules to Stimulate Active Learning in Engineering Hydrology using Data and Model Simulations of Three Regional Hydrologic Systems

NASA Astrophysics Data System (ADS)

Habib, E. H.; Tarboton, D. G.; Lall, U.; Bodin, M.; Rahill-Marier, B.; Chimmula, S.; Meselhe, E. A.; Ali, A.; Williams, D.; Ma, Y.

2013-12-01

The hydrologic community has long recognized the need for broad reform in hydrologic education. A paradigm shift is critically sought in undergraduate hydrology and water resource education by adopting context-rich, student-centered, and active learning strategies. Hydrologists currently deal with intricate issues rooted in complex natural ecosystems containing a multitude of interconnected processes. Advances in the multi-disciplinary field include observational settings such as Critical Zone and Water, Sustainability and Climate Observatories, Hydrologic Information Systems, instrumentation and modeling methods. These research advances theory and practices call for similar efforts and improvements in hydrologic education. The typical, text-book based approach in hydrologic education has focused on specific applications and/or unit processes associated with the hydrologic cycle with idealizations, rather than the contextual relations in the physical processes and the spatial and temporal dynamics connecting climate and ecosystems. An appreciation of the natural variability of these processes will lead to graduates with the ability to develop independent learning skills and understanding. This appreciation cannot be gained in curricula where field components such as observational and experimental data are deficient. These types of data are also critical when using simulation models to create environments that support this type of learning. Additional sources of observations in conjunction with models and field data are key to students understanding of the challenges associated with using models to represent such complex systems. Recent advances in scientific visualization and web-based technologies provide new opportunities for the development of active learning techniques utilizing ongoing research. The overall goal of the current study is to develop visual, case-based, data and simulation driven learning experiences to instructors and students through a web server-based system. Open source web technologies and community-based tools are used to facilitate wide dissemination and adaptation by diverse, independent institutions. The new hydrologic learning modules are based on recent developments in hydrologic modeling, data, and resources. The modules are embedded in three regional-scale ecosystems, Coastal Louisiana, Florida Everglades, and Utah Great Salt Lake Basin. These sites provide a wealth of hydrologic concepts and scenarios that can be used in most water resource and hydrology curricula. The study develops several learning modules based on the three hydro-systems covering subjects such as: water-budget analysis, effects of human and natural changes, climate-hydrology teleconnections, and water-resource management scenarios. The new developments include an instructional interface to give critical guidance and support to the learner and an instructor's guide containing adaptation and implementation procedures to assist instructors in adopting and integrating the material into courses and provide a consistent experience. The design of the new hydrologic education developments will be transferable to independent institutions and adaptable both instructionally and technically through a server system capable of supporting additional developments by the educational community.

Evaluating an Online E-Module for Portuguese Primary Teachers: Trainees' Perceptions

ERIC Educational Resources Information Center

Pombo, L.; Smith, M.; Abelha, M.; Caixinha, H.; Costa, N.

2012-01-01

The work reported in this article is part of a wider project that aims to develop and implement a web-based, pan-European, in-service professional development platform for teachers to enhance their role in promoting education through science. This article aims to evaluate the implementation of the e-module on Assessment of Children's Learning in…

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

PubMed

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

2013-11-01

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

E-learning tools for education: regulatory aspects, current applications in radiology and future prospects.

PubMed

Pinto, A; Selvaggi, S; Sicignano, G; Vollono, E; Iervolino, L; Amato, F; Molinari, A; Grassi, R

2008-02-01

E-learning, an abbreviation of electronic learning, indicates the provision of education and training on the Internet or the World Wide Web. The impact of networks and the Internet on radiology is undoubtedly important, as it is for medicine as a whole. The Internet offers numerous advantages compared with other mass media: it provides access to a large amount of information previously known only to individual specialists; it is flexible, permitting the use of images or video; and it allows linking to Web sites on a specific subject, thus contributing to further expand knowledge. Our purpose is to illustrate the regulatory aspects (including Internet copyright laws), current radiological applications and future prospects of e-learning. Our experience with the installation of an e-learning platform is also presented. We performed a PubMed search on the published literature (without time limits) dealing with e-learning tools and applications in the health sector with specific reference to radiology. The search included all study types in the English language with the following key words: e-learning, education, teaching, online exam, radiology and radiologists. The Fiaso study was referred to for the regulatory aspects of e-learning. The application of e-learning to radiology requires the development of a model that involves selecting and creating e-learning platforms, creating and technologically adapting multimedia teaching modules, creating and managing a unified catalogue of teaching modules, planning training actions, defining training pathways and Continuing Education in Medicine (CME) credits, identifying levels of teaching and technological complexity of support tools, sharing an organisational and methodological model, training the trainers, operators' participation and relational devices, providing training, monitoring progress of the activities, and measuring the effectiveness of training. Since 2004, a platform--LiveLearning--has been used at our university: this is a Web-oriented application, that is, an Internet software solution that users can access through a Web browser. The pages displayed by the browser are dynamically generated through interaction with a database that collects both data required for the application to work and data related to the courses provided. There are different approaches to developing applications that use databases to store information. The selected approach is based on a modular three-level architecture divided into presentation level, intermediate level, and data level. The LiveLearning platform includes modules to manage multimedia contents and to interface with the streaming server so that the student can access the training contents directly from the platform interfaces. Furthermore, the platform offers its users different modules: Teaching Units, Documents, Forums, and Chats. By appropriately combining these modules, customised training can be devised based on specific requirements. The increasing diffusion of continuous education will reduce the costs of e-learning and make this training method, which helps keep pace with technological progress, more attractive, with significant professional gains for radiologists.

Taking a fresh look at the skull base in otorhinolaryngology with web-based simulation: Student's Interactive Skull-Base Trainer (SISTer).

PubMed

von Sass, Peter Freiherr; Scheckenbach, Kathrin; Wagenmann, Martin; Klenzner, Thomas; Schipper, Joerg; Chaker, Adam

2015-02-01

The increasing amount of medical knowledge and necessity for time-effective teaching and learning have given rise to emerging online, or e-learning, applications. The base of the skull is a challenging anatomic area in the otorhinolaryngology (ORL) department-for both students and lecturers. Technology-enhanced learning might be an expedient approach to benefit both learners and lecturers. To investigate and create for advanced medical students a self-assessed adaptive e-learning application for the skull base within our curriculum of otolaryngology at the University Medical Center of Heinrich Heine University, Düsseldorf, Germany. Pilot approach with prospective evaluation of a newly implemented web-based e-learning simulation. The e-learning application (Student's Interactive Skull-Base Trainer) was made accessible as an elective course to a total of 269 enrolled medical students during the first 2 semesters after web launch. Spatiotemporal independent e-learning application for the skull base. Self-assessed evaluation with focus on general acceptance and personal value as well as usage data analysis. The application was well accepted by the learners. More than 80% of the participating students found the application to be a beneficial tool for enhancing their analytical and clinical problem-solving skills. Although the general matter of the skull base seemed to be of lesser interest, the concept of anchored instructions with the use of high-end, interactive, multimedia-based content was considered to be particularly suitable for this challenging topic. Most of the students would have appreciated an extension of optional e-learning modules. With this pilot approach we were able to implement a useful and now well-accepted tool for blended learning. We showed that it is possible to raise interest even in this very specialized subspecialty of ORL with overall individual learning benefit for the students. There is a demand for more e-learning and web-based simulation to support the existing curricula in a hybrid, blended way.

[E-Learning in radiology; the practical use of the content management system ILIAS].

PubMed

Schütze, B; Mildenberger, P; Kämmerer, M

2006-05-01

Due to the possibility of using different kinds of visualization, e-learning has the advantage of allowing individualized learning. A check should be performed to determine whether the use of the web-based content management system ILIAS simplifies the writing and production of electronic learning modules in radiology. Internet-based e-learning provides access to existing learning modules regardless of time and location, since fast Internet connections are readily available. Web Content Management Systems (WCMS) are suitable platforms for imparting radiology-related information (visual abilities like the recognition of patterns as well as interdisciplinary specialized knowledge). The open source product ILIAS is a free WCMS. It is used by many universities and is accepted by both students and lecturers. Its modular and object-oriented software architecture makes it easy to adapt and enlarge the platform. The employment of e-learning standards such as LOM and SCORM within ILIAS makes it possible to reuse contents, even if the platform has to be changed. ILIAS renders it possible to provide students with texts, images, or files of any other kind within a learning context which is defined by the lecturer. Students can check their acquired knowledge via online testing and receive direct performance feedback. The significant interest that students have shown in ILIAS proves that e-learning can be a useful addition to conventional learning methods.

The LEONARDO-DA-VINCI pilot project "e-learning-assistant" - Situation-based learning in nursing education.

PubMed

Pfefferle, Petra Ina; Van den Stock, Etienne; Nauerth, Annette

2010-07-01

E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre. Copyright 2009 Elsevier Ltd. All rights reserved.

Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum

PubMed Central

Münscher, C.; Pukrop, T.; Anders, S.; Harendza, S.

2009-01-01

In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge in cardiology and pneumology. A virtual problem-based learning environment for medical students supervised by postgraduate teachers was created. Seventy-four out of 183 fourth-year medical students volunteered to use the online module while attending a 6-week cardio-respiratory curriculum in summer 2007. Of these, 40 were randomly selected to be included (intervention group); the remaining 34 served as an internal control group. Analysis of all written exams taken during the preceding term showed that both groups were comparable (86.4 ± 1.1 vs. 85.9 ± 1.1%; p = 0.751). Students in the intervention group scored significantly higher in the final course assessment than students allocated to the control group (84.8 ± 1.3 vs. 79.5 ± 1.4%; p = 0.006; effect size 0.67). Thus, additional problem-based learning with an online module as part of an undergraduate cardio-respiratory curriculum lead to higher students’ scores in an exam testing factual knowledge. Whether using this teaching format increases overall student motivation to engage in the learning process needs to be further investigated. PMID:19774475

Effective Learning Systems through Blended Teaching Modules in Adult Secondary Education Systems in Developing Nations: Need for Partnership

ERIC Educational Resources Information Center

Ike, Eucharia; Okechukwu, Ibeh Bartholomew

2015-01-01

We investigated methodological lessons in randomly selected adult secondary schools to construct a case for international partnership while examining education development in Nigeria. Standard database and web-based searches were conducted for publications between 1985 and 2012 on learning systems. This paper presents its absence and finds a heavy…

Pediatric emergency medicine asynchronous e-learning: a multicenter randomized controlled Solomon four-group study.

PubMed

Chang, Todd P; Pham, Phung K; Sobolewski, Brad; Doughty, Cara B; Jamal, Nazreen; Kwan, Karen Y; Little, Kim; Brenkert, Timothy E; Mathison, David J

2014-08-01

Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p < 0.001) among pediatric residents. Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning. © 2014 by the Society for Academic Emergency Medicine.

[The informatics: a remarkable tool for teaching general internal medicine].

PubMed

Ombelli, Julien; Pasche, Olivier; Sohrmann, Marc; Monti, Matteo

2015-05-13

INTERMED training implies a three week course, integrated in the "primary care module" for medical students in the first master year at the school of medicine in Lausanne. INTERMED uses an innovative teaching method based on repetitive sequences of e-learning-based individual learning followed by collaborative learning activities in teams, named Team-based learning (TBL). The e-learning takes place in a web-based virtual learning environment using a series of interactive multimedia virtual patients. By using INTERMED students go through a complete medical encounter applying clinical reasoning and choosing the diagnostic and therapeutic approach. INTERMED offers an authentic experience in an engaging and safe environment where errors are allowed and without consequences.

Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training

PubMed Central

Hindle, Ada; Cheng, Ji; Thabane, Lehana; Wong, Anne

2015-01-01

Introduction. Web-based learning (WBL) is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice. PMID:26788056

Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training.

PubMed

Hindle, Ada; Cheng, Ji; Thabane, Lehana; Wong, Anne

2015-01-01

Introduction. Web-based learning (WBL) is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice.

The Goals and Development of an Interactive Web Module for a Teacher Education Course.

ERIC Educational Resources Information Center

Schnorr, Donna; Bracken, Nicole; Hazari, Sunil

The World Wide Web has become a promising medium for delivery of instruction. This paper describes a case study in which the Internet was used to supplement teacher education course instruction via an Interactive Web module. The goals of using such a medium for facilitating teaching and enhancing learning are described as they relate to learning…

How to confidently teach EBM on foot: development and evaluation of a web-based e-learning course.

PubMed

Weberschock, Tobias; Sorinola, Olanrewaju; Thangaratinam, Shakila; Oude Rengerink, Katrien; Arvanitis, Theodoros N; Khan, Khalid S

2013-10-01

Scarcity of well-trained clinical tutors is a key constraint in integrating teaching of evidence-based medicine (EBM) into clinical activities. We developed a web-based educational course for clinical trainers to confidently teach EBM principles in everyday practice. Its e-learning modules defined the learning objectives and incorporated video clips of practical and effective EBM teaching methods for exploiting educational opportunities in six different clinical settings. We evaluated the course with clinical tutors in different specialties across six European countries using a questionnaire to capture learning achievement against preset objectives. Among 56 tutors, 47 participants (84%) improved their scores from baseline. The mean pre-course score was 69.2 (SD=10.4), which increased to 77.3 (SD=11.7) postcourse (p<0.0001). The effect size was moderate with a Cohen's d of 0.73. An e-learning approach incorporating videos of applied EBM teaching and learning based on real clinical scenarios in the workplace can be useful in facilitating EBM teaching on foot. It can be integrated in the continuing professional development programmes for clinical trainers.

76 FR 65190 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-20

... Century Community Learning Centers Annual Performance Report. OMB Control Number: 1810-0668. Agency Form... et seq.), is to provide expanded academic enrichment opportunities for children attending low... authorization for the collection of data through Web-based, data-collection modules, the Annual Performance...

Learning to Be an Information Architect

ERIC Educational Resources Information Center

Wusteman, Judith

2013-01-01

This article describes a recently introduced module at University College Dublin School of Information and Library Studies (SILS), entitled "Information Architecture: Designing the Web." The module provides students with a realistic experience of how information architects apply their skills to produce usable web sites, via a project to…

A comparison between three electronic media and in-person learning for continuing education in physical rehabilitation.

PubMed

Lemaire, Edward; Greene, G

2003-01-01

We produced continuing education material in physical rehabilitation using a variety of electronic media. We compared four methods of delivering the learning modules: in person with a computer projector, desktop videoconferencing, Web pages and CD-ROM. Health-care workers at eight community hospitals and two nursing homes were asked to participate in the project. A total of 394 questionnaires were received for all modalities: 73 for in-person sessions, 50 for desktop conferencing, 227 for Web pages and 44 for CD-ROM. This represents a 100% response rate from the in-person, desktop conferencing and CD-ROM groups; the response rate for the Web group is unknown, since the questionnaires were completed online. Almost all participants found the modules to be helpful in their work. The CD-ROM group gave significantly higher ratings than the Web page group, although all four learning modalities received high ratings. A combination of all four modalities would be required to provide the best possible learning opportunity.

"SURGENT" -- student e-learning for reality: the application of interactive visual images to problem-based learning in undergraduate surgery.

PubMed

Corrigan, Mark; Reardon, Michelle; Shields, Connor; Redmond, Henry

2008-01-01

Information technology has the potential to transform surgical education. Combining symbolic, iconic, and enactive teaching modalities to construct an authentic conceptual model potentially can transform a primarily didactic learning experience into an interactive Web-enhanced one. This study sought to assess the introduction of a Web-based module to complement traditional surgical undergraduate curricula. Adopting the clinical case as its fundamental educational approach, an online resource simulating surgical clinical decision making ("SURGENT," http://www.surgent.ie) was developed, which consists of the interpretation of clinical photographs, laboratory data, and X-rays as well as the formulation of a management plan. Evaluation was in both a qualitative and a quantitative fashion. An anonymous postcourse survey (73% response) of 117 final medical students was used to by researchers to evaluate access, process, and outcome criteria. SURGENT was used by 98% of students, with 69% spending more than 30 minutes per session on the program. First-class honors in the final surgical clinical examination improved from 11% to 20% (p = 0.01) as compared with the previous control year. A Web-enhanced interactive surgical module in an undergraduate course can convey successfully information and understanding beyond the textbook. It is intended that SURGENT will supplement textbooks and ward experience, allowing students to develop their clinical decision-making skills.

Multidimensional Learner Model In Intelligent Learning System

NASA Astrophysics Data System (ADS)

Deliyska, B.; Rozeva, A.

2009-11-01

The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.

Computer-based teaching module design: principles derived from learning theories.

PubMed

Lau, K H Vincent

2014-03-01

The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to take advantage of this unique teaching format as it gains increasing importance in medical education. © 2014 John Wiley & Sons Ltd.

Instructional methods and cognitive and learning styles in web-based learning: report of two randomised trials.

PubMed

Cook, David A; Gelula, Mark H; Dupras, Denise M; Schwartz, Alan

2007-09-01

Adapting web-based (WB) instruction to learners' individual differences may enhance learning. Objectives This study aimed to investigate aptitude-treatment interactions between learning and cognitive styles and WB instructional methods. We carried out a factorial, randomised, controlled, crossover, post-test-only trial involving 89 internal medicine residents, family practice residents and medical students at 2 US medical schools. Parallel versions of a WB course in complementary medicine used either active or reflective questions and different end-of-module review activities ('create and study a summary table' or 'study an instructor-created table'). Participants were matched or mismatched to question type based on active or reflective learning style. Participants used each review activity for 1 course module (crossover design). Outcome measurements included the Index of Learning Styles, the Cognitive Styles Analysis test, knowledge post-test, course rating and preference. Post-test scores were similar for matched (mean +/- standard error of the mean 77.4 +/- 1.7) and mismatched (76.9 +/- 1.7) learners (95% confidence interval [CI] for difference - 4.3 to 5.2l, P = 0.84), as were course ratings (P = 0.16). Post-test scores did not differ between active-type questions (77.1 +/- 2.1) and reflective-type questions (77.2 +/- 1.4; P = 0.97). Post-test scores correlated with course ratings (r = 0.45). There was no difference in post-test subscores for modules completed using the 'construct table' format (78.1 +/- 1.4) or the 'table provided' format (76.1 +/- 1.4; CI - 1.1 to 5.0, P = 0.21), and wholist and analytic styles had no interaction (P = 0.75) or main effect (P = 0.18). There was no association between activity preference and wholist or analytic scores (P = 0.37). Cognitive and learning styles had no apparent influence on learning outcomes. There were no differences in outcome between these instructional methods.

Development of an Augmented Reality Game to Teach Abstract Concepts in Food Chemistry

ERIC Educational Resources Information Center

Crandall, Philip G.; Engler, Robert K.; Beck, Dennis E.; Killian, Susan A.; O'Bryan, Corliss A.; Jarvis, Nathan; Clausen, Ed

2015-01-01

One of the most pressing issues for many land grant institutions is the ever increasing cost to build and operate wet chemistry laboratories. A partial solution is to develop computer-based teaching modules that take advantage of animation, web-based or off-campus learning experiences directed at engaging students' creative experiences. We…

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

PubMed

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

2011-08-01

Health professionals, particularly nurses, continue to struggle with the expanding role of genetics information in the care of their patients. This paper describes an evaluation study of the effectiveness of a hybrid basic genetics course for healthcare professionals combining web-based learning with traditional face-to-face instructional techniques. A multidisciplinary group from the National Institutes of Health (NIH) created "Basic Genetics Education for Healthcare Providers" (BGEHCP). This program combined 7 web-based self-education modules with monthly traditional face-to-face lectures by genetics experts. The course was pilot tested by 186 healthcare providers from various disciplines with 69% (n=129) of the class registrants enrolling in a pre-post evaluation trial. Outcome measures included critical thinking knowledge items and a Web-based Learning Environment Inventory (WEBLEI). Results indicated a significant (p<0.001) change in knowledge scores. WEBLEI scores indicated program effectiveness particularly in the area of convenience, access and the course structure and design. Although significant increases in overall knowledge scores were achieved, scores in content areas surrounding genetic risk identification and ethical issues regarding genetic testing reflected continued gaps in knowledge. Web-based genetics education may help overcome genetics knowledge deficits by providing access for health professionals with diverse schedules in a variety of national and international settings. Published by Elsevier Ltd.

Semantic Web-Driven LMS Architecture towards a Holistic Learning Process Model Focused on Personalization

ERIC Educational Resources Information Center

Kerkiri, Tania

2010-01-01

A comprehensive presentation is here made on the modular architecture of an e-learning platform with a distinctive emphasis on content personalization, combining advantages from semantic web technology, collaborative filtering and recommendation systems. Modules of this architecture handle information about both the domain-specific didactic…

Acceptability and perceived effectiveness of web-based self-instruction in clinical orthodontics.

PubMed

Nurko, Carlos; Proffit, William R

2005-07-01

For a predoctoral course in advanced clinical orthodontics, we evaluated the acceptability to students (how well did you like it?) and the perceived effectiveness (how well did it help you learn?) of Web-based self-instruction plus small-group seminars. On a 10-point Likert scale, median scores for acceptability and effectiveness of the self-instructional modules and seminars were nine. More than half the students rated the modules as excellent, and two-thirds rated the seminars as excellent. No students rated either the modules or the seminars as poor. With the use of structured seminar outlines, there were no significant differences in seminar scores among the seminar leaders. Compared with their predecessors who had a traditional lecture course, students who had the new self-instructional course were less likely to report either the positive or negative extremes in confidence about their ability to recognize treatment alternatives for orthodontic problems. The results indicate that Web-based self-instruction plus small-group seminars coordinated by a course leader is at least as effective as traditional lectures. This approach offers a possible way to share faculty among orthodontic departments for both pre- and postdoctoral education, as a way to help overcome faculty shortages.

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

PubMed

Kalet, Adina; Gany, Francesca; Senter, Lindsay

2002-09-01

Medical students are presented with unique challenges when they care for patients with limited English proficiency. Students must learn a complex set of skills needed to care for patients across cultural and language barriers and to understand the impact of their own attitudes and beliefs about caring for these patients. We developed and piloted a multimedia interactive Web-based module aimed at teaching students effective strategies for working with interpreters and diverse patient populations, and at raising their awareness of important legal, ethical, and cultural issues. First the learner completes a 37-multiple-choice-question (MCQ) pre-test that assesses attitudes, factual knowledge, and ability to analyze written clinical scenarios relevant to the module's content. Learners are then shown a series of professionally produced video vignettes, which reflect diverse patient populations, interpreters, and effectiveness of interpretation strategies (e.g., a Russian-speaking woman with chest pain whose daughter interprets, a medical student interpreting for a Chinese-speaking man using herbal medication, a Haitian woman told of an abnormal mammogram through a trained simultaneous interpreter). In each case, learners submit short answers to on-screen questions analyzing the effectiveness of the interpretation strategies demonstrated. Immediate feedback is given comparing student responses with those of experts. At any time during the module, the learners may view video commentary by legal, ethics, and cultural experts, or access a glossary and Web site links. Students conclude the module by again taking the MCQ test. A final screen compares their pre- and post-MCQ test responses and shows best answers, allowing them to assess their learning. The learners also complete a survey, providing personal cultural information and feedback on the module. All 160 first-year medical students completed the module and evaluated its effectiveness this year. On average, students improved by 20% on the MCQ post-test and 86% of the students were satisfied with the learning experience and acquired new knowledge. As a result of their participation in the module, students examined their own cultural and linguistic backgrounds and made the following comments: "I am interested in exploring the way my own culture and cultural biases could impact my working with patients from other cultures"; "This module has opened my eyes to the fears and concerns of immigrants who do not speak English." Therefore, this pilot of the module effectively imparted guidelines for, and raised awareness of, medical interpreting. The most common critique of the module was that as a result of technical difficulties, it was time-consuming. A more rigorous evaluation is planned for the next academic year. We are also working to enrich and enhance the module for more experienced clinicians (GME and CME). As a complementary educational tool, the Internet has the advantages of allowing students to work at their own paces, view engaging video clips, and participate in interactive learning with immediate feedback and self-assessment.

Online Assessment Feedback: Competitive, Individualistic, or? Preferred Form!

ERIC Educational Resources Information Center

Bower, Matt

2005-01-01

This study investigated the "the effects of receiving the preferred form of online assessment feedback upon middle school mathematics students." Students completed a Web-based quadratics equations learning module followed by a randomly generated online quiz that they could practise as often as they liked. The effect of receiving their preferred…

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

ERIC Educational Resources Information Center

Loh, Christian Sebastian

2001-01-01

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

Validating a Web-based Diabetes Education Program in continuing nursing education: knowledge and competency change and user perceptions on usability and quality

PubMed Central

2014-01-01

Background Nurses as the members of health care professionals need to improve their knowledge and competencies particularly in diabetes mellitus through continuing nursing education programs. E-learning is an indirect method of training that can meet nurses’ educational needs. This study is aimed at validating a web-based diabetes education program through measurement of nurses’ knowledge and clinical competency in diabetes and nurses’ perception about its usability and quality. Methods This Quasi-experimental research was conducted on a single group of 31 nurses employed in hospitals affiliated with Shiraz University of Medical Sciences. We used a 125 MCQ knowledge test and Objective Structured Clinical Exam (OSCE) to measure knowledge and clinical competency of nurses in diabetes before and after intervention. A Learning Management System (LMS) was designed to provide educational content in the form of 12 multimedia electronic modules, interactive tests; a forum and learning activities. Nurses were trained for two months in this system after which the post-test was administered. Each nurse completed two questionnaires for measurement of their perceptions on usability and quality. We used descriptive statistics for demographic and descriptive data analysis. Paired t-test was used to compare pre- and post-data using SPSS. Results The findings showed significant differences in knowledge scores (p < 0.001), total score of clinical competencies (p < 0.001), and all ten assessed clinical competencies. The range of ratings given by participants varied on the six usability variables of Web-based training (2.96-4.23 from 5) and eight quality variables of Web-based training (3.58-4.37 from 5). Conclusion Web-based education increased nurses’ knowledge and competencies in diabetes. They positively evaluated Web-based learning usability and quality. It is hoped that this course will have a positive clinical outcomes. PMID:26086025

Validating a Web-based Diabetes Education Program in continuing nursing education: knowledge and competency change and user perceptions on usability and quality.

PubMed

Moattari, Marzieh; Moosavinasab, Elham; Dabbaghmanesh, Mohammad Hossein; ZarifSanaiey, Nahid

2014-01-01

Nurses as the members of health care professionals need to improve their knowledge and competencies particularly in diabetes mellitus through continuing nursing education programs. E-learning is an indirect method of training that can meet nurses' educational needs. This study is aimed at validating a web-based diabetes education program through measurement of nurses' knowledge and clinical competency in diabetes and nurses' perception about its usability and quality. This Quasi-experimental research was conducted on a single group of 31 nurses employed in hospitals affiliated with Shiraz University of Medical Sciences. We used a 125 MCQ knowledge test and Objective Structured Clinical Exam (OSCE) to measure knowledge and clinical competency of nurses in diabetes before and after intervention. A Learning Management System (LMS) was designed to provide educational content in the form of 12 multimedia electronic modules, interactive tests; a forum and learning activities. Nurses were trained for two months in this system after which the post-test was administered. Each nurse completed two questionnaires for measurement of their perceptions on usability and quality. We used descriptive statistics for demographic and descriptive data analysis. Paired t-test was used to compare pre- and post-data using SPSS. The findings showed significant differences in knowledge scores (p < 0.001), total score of clinical competencies (p < 0.001), and all ten assessed clinical competencies. The range of ratings given by participants varied on the six usability variables of Web-based training (2.96-4.23 from 5) and eight quality variables of Web-based training (3.58-4.37 from 5). Web-based education increased nurses' knowledge and competencies in diabetes. They positively evaluated Web-based learning usability and quality. It is hoped that this course will have a positive clinical outcomes.

Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

ERIC Educational Resources Information Center

Akayuure, Peter; Apawu, Jones

2015-01-01

The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Engaging Physician Learners Through a Web-Based Platform: Individualized End-of-Life Education.

PubMed

Bergman, Jonathan; Ballon-Landa, Eric; Lerman, Steven E; Kwan, Lorna; Bennett, Carol J; Litwin, Mark S

2016-09-01

Web-based modules provide a convenient and low-cost education platform, yet should be carefully designed to ensure that learners are actively engaged. In order to improve attitudes and knowledge in end-of-life (EOL) care, we developed a web-based educational module that employed hyperlinks to allow users access to auxiliary resources: clinical guidelines and seminal research papers. Participants took pre-test evaluations of attitudes and knowledge regarding EOL care prior to accessing the educational module, and a post-test evaluation following the module intervention. We recorded the type of hyperlinks (guideline or paper) accessed by learners, and stratified participants into groups based on link type accessed (none, either, or both). We used demographic and educational data to develop a multivariate mixed-effects regression analysis to develop adjusted predictions of attitudes and knowledge. 114 individuals participated. The majority had some professional exposure to EOL care (prior instruction 62%; EOL referral 53%; EOL discussion 56%), though most had no family (68%) or personal experience (51%). On bivariate analysis, non-partnered (p = .04), medical student training level (p = .03), prior palliative care referral (p = .02), having a family member (p = .02) and personal experience of EOL care (p < .01) were all associated with linking to auxiliary resources via hyperlinks. When adjusting for confounders, β coefficient estimates and least squares estimation demonstrated that participants clicking on both hyperlink types were more likely to score higher on all knowledge and attitude items, and demonstrate increased score improvements. Auxiliary resources accessible by hyperlink are an effective adjunct to web-based learning in end-of-life care. © The Author(s) 2015.

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

PubMed

Korhonen, Teija; Lammintakanen, Johanna

2005-11-01

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

Using Advances in Research on Louisiana Coastal Restoration and Protection to Develop Undergraduate Hydrology Education Experiences Delivered via a Web Interface

NASA Astrophysics Data System (ADS)

Bodin, M.; Habib, E. H.; Meselhe, E. A.; Visser, J.; Chimmula, S.

2014-12-01

Utilizing advances in hydrologic research and technology, learning modules can be developed to deliver visual, case-based, data and simulation driven educational experiences. This paper focuses on the development of web modules based on case studies in Coastal Louisiana, one of three ecosystems that comprise an ongoing hydrology education online system called HydroViz. The Chenier Plain ecosystem in Coastal Louisiana provides an abundance of concepts and scenarios appropriate for use in many undergraduate water resource and hydrology curricula. The modules rely on a set of hydrologic data collected within the Chenier Plain along with inputs and outputs of eco-hydrology and vegetation-change simulation models that were developed to analyze different restoration and protection projects within the 2012 Louisiana Costal Master Plan. The modules begin by investigating the basic features of the basin and it hydrologic characteristics. The eco-hydrology model is then introduced along with its governing equations, numerical solution scheme and how it represents the study domain. Concepts on water budget in a coastal basin are then introduced using the simulation model inputs, outputs and boundary conditions. The complex relationships between salinity, water level and vegetation changes are then investigated through the use of the simulation models and associated field data. Other student activities focus on using the simulation models to evaluate tradeoffs and impacts of actual restoration and protection projects that were proposed as part of 2012 Louisiana Master Plan. The hands-on learning activities stimulate student learning of hydrologic and water management concepts by providing real-world context and opportunity to build fundamental knowledge as well as practical skills. The modules are delivered through a carefully designed user interface using open source and free technologies which enable wide dissemination and encourage adaptation by others.

Free-access open-source e-learning in comprehensive neurosurgery skills training.

PubMed

Jotwani, Payal; Srivastav, Vinkle; Tripathi, Manjul; Deo, Rama Chandra; Baby, Britty; Damodaran, Natesan; Singh, Ramandeep; Suri, Ashish; Bettag, Martin; Roy, Tara Sankar; Busert, Christoph; Mehlitz, Marcus; Lalwani, Sanjeev; Garg, Kanwaljeet; Paul, Kolin; Prasad, Sanjiva; Banerjee, Subhashis; Kalra, Prem; Kumar, Subodh; Sharma, Bhavani Shankar; Mahapatra, Ashok Kumar

2014-01-01

Since the end of last century, technology has taken a front seat in dispersion of medical education. Advancements of technology in neurosurgery and traditional training methods are now being challenged by legal and ethical concerns of patient safety, resident work-hour restriction and cost of operating-room time. To supplement the existing neurosurgery education pattern, various e-learning platforms are introduced as structured, interactive learning system. This study focuses on the concept, formulation, development and impact of web based learning platforms dedicated to neurosurgery discipline to disseminate education, supplement surgical knowledge and improve skills of neurosurgeons. 'Neurosurgery Education and Training School (NETS), e-learning platform' has integration of web-based technologies like 'Content Management System' for organizing the education material and 'Learning Management System' for updating neurosurgeons. NETS discussion forum networks neurosurgeons, neuroscientists and neuro-technologists across the globe facilitating collaborative translational research. Multi-authored neurosurgical e-learning material supplements the deficiencies of regular time-bound education. Interactive open-source, global, free-access e-learning platform of NETS has around 1) 425 visitors/month from 73 countries; ratio of new visitors to returning visitors 42.3; 57.7 (2); 64,380 views from 190 subscribers for surgical videos, 3-D animation, graphics based training modules (3); average 402 views per post. The e-Learning platforms provide updated educational content that make them "quick, surf, find and extract" resources. e-Learning tools like web-based education, social interactive platform and question-answer forum will save unnecessary expenditure of time and travel of neurosurgeons seeking knowledge. The need for free access platforms is more pronounced for the neurosurgeons and patients in developing nations.

CyberCIEGE Scenario Illustrating Software Integrity Issues and Management of Air-Gapped Networks in a Military Environment

DTIC Science & Technology

2005-12-01

courses in which students learn programming techniques using gaming software models . As part of the effort, teaching modules and entire courses will......assets. The United States Navy recently implemented new policies to restrict service personnel’s use of commercial, web- based email applications in an

WISE-MD usage among millennial medical students.

PubMed

Phitayakorn, Roy; Nick, Michael W; Alseidi, Adnan; Lind, David Scott; Sudan, Ranjan; Isenberg, Gerald; Capella, Jeannette; Hopkins, Mary A; Petrusa, Emil R

2015-01-01

E-learning is increasingly common in undergraduate medical education. Internet-based multimedia materials should be designed with millennial learner utilization preferences in mind for maximal impact. Medical students used all 20 Web Initiative for Surgical Education of Medical Doctors modules from July 1, 2013 to October 1, 2013. Data were analyzed for topic frequency, time and week day, and access to questions. Three thousand five hundred eighty-seven students completed 35,848 modules. Students accessed modules for average of 51 minutes. Most frequent use occurred on Sunday (23.1%), Saturday (15.4%), and Monday (14.3%). Friday had the least use (8.2%). A predominance of students accessed the modules between 7 and 10 PM (34.4%). About 80.4% of students accessed questions for at least one module. They completed an average of 40 ± 30 of the questions. Only 827 students (2.3%) repeated the questions. Web Initiative for Surgical Education of Medical Doctors has peak usage during the weekend and evenings. Most frequently used modules reflect core surgical problems. Multiple factors influence the manner module questions are accessed. Copyright © 2015 Elsevier Inc. All rights reserved.

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

NASA Astrophysics Data System (ADS)

Kim, Dong Won; Yao, Jingtao

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

The Design of Modular Web-Based Collaboration

NASA Astrophysics Data System (ADS)

Intapong, Ploypailin; Settapat, Sittapong; Kaewkamnerdpong, Boonserm; Achalakul, Tiranee

Online collaborative systems are popular communication channels as the systems allow people from various disciplines to interact and collaborate with ease. The systems provide communication tools and services that can be integrated on the web; consequently, the systems are more convenient to use and easier to install. Nevertheless, most of the currently available systems are designed according to some specific requirements and cannot be straightforwardly integrated into various applications. This paper provides the design of a new collaborative platform, which is component-based and re-configurable. The platform is called the Modular Web-based Collaboration (MWC). MWC shares the same concept as computer supported collaborative work (CSCW) and computer-supported collaborative learning (CSCL), but it provides configurable tools for online collaboration. Each tool module can be integrated into users' web applications freely and easily. This makes collaborative system flexible, adaptable and suitable for online collaboration.

Using multimedia learning modules in a hybrid-online course in electricity and magnetism

NASA Astrophysics Data System (ADS)

Sadaghiani, Homeyra R.

2011-06-01

We have been piloting web-based multimedia learning modules (MLMs), developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), as a “prelecture assignment” in several introductory physics courses at California State Polytechnic University at Pomona. In this study, we report the results from a controlled study utilizing modules on electricity and magnetism as a part of a blended hybrid-online course. We asked students in the experimental section to view the MLMs prior to attending the face-to-face class, and to make sure this would not result in additional instructional time, we reduced the weekly class time by one-third. We found that despite reduced class time, student-learning outcomes were not hindered; in fact, the implementation of the UIUC MLMs resulted in a positive effect on student performance on conceptual tests and classroom discussion questions.

A Scalable Web-Based Module for Improving Surgical and Medical Practitioner Knowledge and Attitudes about Palliative and End-of-Life Care.

PubMed

Bergman, Jonathan; Lorenz, Karl A; Ballon-Landa, Eric; Kwan, Lorna; Lerman, Steven E; Saigal, Christopher S; Bennett, Carol J; Litwin, Mark S

2015-05-01

We built a web-based, interactive, self-directed learning module about end-of-life care. The study objective was to develop an online module about end-of-life care targeted at surgeons, and to assess the effect of the module on attitudes towards and knowledge about end-of-life care. Informed by a panel of experts in supportive care and educational assessment, we developed an instrument that required approximately 15 minutes to complete. The module targets surgeons, but is applicable to other practitioners as well. We recruited general surgeons, surgical subspecialists, and medical practitioners and subspecialists from UCLA and the GLA-VA (N=114). We compared pre- and post-intervention scores for attitude and knowledge, then used ANOVA to compare the pre- and postmodule means for each level of the covariate. We performed bivariable analyses to assess the association of subject characteristic and change in score over time. We ran separate analyses to assess baseline and change scores based on the covariates we had selected a priori. Subjects improved meaningfully in all five domains of attitude and in each of the six knowledge items. Individuals younger than 30 years of age had the greatest change in attitudes about addressing pain, addressing end-of-life goals, and being actively involved as death approached; they also had the most marked improvement in total knowledge score. Having a family member die of cancer within the last five years or a personal experience with palliative care or hospice were associated with higher change scores. A web-based education module improved surgical and medical provider attitudes and knowledge about end-of-life care.

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Integrating the Learning of Mathematics and Science Using Interactive Teaching and Learning Strategies

NASA Astrophysics Data System (ADS)

Holmes, Mark H.

2006-10-01

To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not just to provide critical connections across disciplines but to also provide longitudinal subject reinforcement as students progress in their studies. In the process of developing the modules a complete editing and publishing system was constructed that is optimized for automated maintenance and upgradeability of materials. The result is a single integrated production system for web-based educational materials. Included in this is a rigorous assessment program, involving both internal and external evaluations of each module. As will be seen, the formative evaluation obtained during the development of the library resulted in the modules successfully bridging multiple disciplines and breaking down the disciplinary barriers commonly found in their math and non-math courses.

Interactive computerized learning program exposes veterinary students to challenging international animal-health problems.

PubMed

Conrad, Patricia A; Hird, Dave; Arzt, Jonathan; Hayes, Rick H; Magliano, Dave; Kasper, Janine; Morfin, Saul; Pinney, Stephen

2007-01-01

This article describes a computerized case-based CD-ROM (CD) on international animal health that was developed to give veterinary students an opportunity to "virtually" work alongside veterinarians and other veterinary students as they try to solve challenging disease problems relating to tuberculosis in South African wildlife, bovine abortion in Mexico, and neurologic disease in horses in Rapa Nui, Chile. Each of the three case modules presents, in a highly interactive format, a problem or mystery that must be solved by the learner. As well as acquiring information via video clips and text about the specific health problem, learners obtain information about the different countries, animal-management practices, diagnostic methods, related disease-control issues, economic factors, and the opinions of local experts. After assimilating this information, the learner must define the problem and formulate an action plan or make a recommendation or diagnosis. The computerized program invokes three principles of adult education: active learning, learner-centered education, and experiential learning. A medium that invokes these principles is a potentially efficient learning tool and template for developing other case-based problem-solving computerized programs. The program is accessible on the World Wide Web at . A broadband Internet connection is recommended, since the modules make extensive use of embedded video and audio clips. Information on how to obtain the CD is also provided.

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

PubMed

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

2006-01-01

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

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

ERIC Educational Resources Information Center

Yang, Fang-Ying; Chang, Cheng-Chieh

2009-01-01

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

Intelligent Web-Based Learning System with Personalized Learning Path Guidance

ERIC Educational Resources Information Center

Chen, C. M.

2008-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Trends in free WWW-based E-learning Modules seen from the Learning Resource Server Medicine (LRSMed).

PubMed

Stausberg, Jürgen; Geueke, Martin; Bludßat, Kevin

2005-01-01

Despite the lost enthusiasm concerning E-learning a lot of material is available on the World Wide Web (WWW) free of charge. This material is collected and systematically described by services like the Learning Resource Server Medicine (LRSMed) at http://mmedia.medizin.uni-essen.de/portal/. With the LRSMed E-learning modules are made available for medical students by means of a metadata description that can be used for a catalogue search. The number of resources included has risen enormously from 100 in 1999 up to 805 today. Especially in 2004 there was an exponential increase in the LRSMed's content. Anatomy is still the field with the highest amount of available material, but general medicine has improved its position over the years and is now the second one. Technically and didactically simple material as scripts, textbooks, and link lists (called info services) is still dominating. Similar to 1999, there is not one module which could be truly referred to as tutorial dialogue. Simple material can not replace face-to-face-teaching. But it could be combined with conventional courses to establish some kind of blending learning. The scene of free E-learning modules on the WWW is ready to meet current challenges for efficient training of students and continuing education in medicine.

PRiME: integrating professional responsibility into the engineering curriculum.

PubMed

Moore, Christy; Hart, Hillary; Randall, D'Arcy; Nichols, Steven P

2006-04-01

Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL (How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004-2005. This article introduces the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective system for engaging students in learning about professional responsibility.

Interactivity of Question Prompts and Feedback on Secondary Students' Science Knowledge Acquisition and Cognitive Load

ERIC Educational Resources Information Center

Huang, Kun; Chen, Ching-Huei; Wu, Wen-Shiuan; Chen, Wei-Yu

2015-01-01

This study investigated how question prompts and feedback influenced knowledge acquisition and cognitive load when learning Newtonian mechanics within a web-based multimedia module. Participants were one hundred eighteen 9th grade students who were randomly assigned to one of four experimental conditions, forming a 2 x 2 factorial design with the…

Task Relevance in the Design of Online Professional Development for Teachers of ELLs: A Q Methodology Study

ERIC Educational Resources Information Center

Collins, Linda J.; Liang, Xin

2014-01-01

Online professional development (oPD) for teachers should focus on designing web-based learning opportunities that help practicing educators solve the tough problems of practice when working in their schools. Technology, pedagogy, and content knowledge can be integrated in the design of online professional development modules to enhance task…

Online teaching of inflammatory skin pathology by a French-speaking International University Network

PubMed Central

2014-01-01

Introduction Developments in technology, web-based teaching and whole slide imaging have broadened the teaching horizon in anatomic pathology. Creating online learning material including many types of media such as radiologic images, whole slides, videos, clinical and macroscopic photographs, is now accessible to most universities. Unfortunately, a major limiting factor to maintain and update the learning material is the amount of resources needed. In this perspective, a French-national university network was initiated in 2011 to build joint online teaching modules consisting of clinical cases and tests. The network has since expanded internationally to Québec, Switzerland and Ivory Coast. Method One of the first steps of the project was to build a learning module on inflammatory skin pathology for interns and residents in pathology and dermatology. A pathology resident from Québec spent 6 weeks in France and Switzerland to develop the contents and build the module on an e-learning Moodle platform under the supervision of two dermatopathologists. The learning module contains text, interactive clinical cases, tests with feedback, virtual slides, images and clinical photographs. For that module, the virtual slides are decentralized in 2 universities (Bordeaux and Paris 7). Each university is responsible of its own slide scanning, image storage and online display with virtual slide viewers. Results The module on inflammatory skin pathology includes more than 50 web pages with French original content, tests and clinical cases, links to over 45 virtual images and more than 50 microscopic and clinical photographs. The whole learning module is being revised by four dermatopathologists and two senior pathologists. It will be accessible to interns and residents in the spring of 2014. The experience and knowledge gained from that work will be transferred to the next international resident whose work will be aimed at creating lung and breast pathology learning modules. Conclusion The challenges of sustaining a project of this scope are numerous. The technical aspect of whole-slide imaging and storage needs to be developed by each university or group. The content needs to be regularly updated and its accuracy reviewed by experts in each individual domain. The learning modules also need to be promoted within the academic community to ensure maximal benefit for trainees. A collateral benefit of the project was the establishment of international partnerships between French-speaking universities and pathologists with the common goal of promoting pathology education through the use of multi-media technology including whole slide imaging. PMID:25564778

Online teaching of inflammatory skin pathology by a French-speaking International University Network.

PubMed

Perron, Emilie; Battistella, Maxime; Vergier, Béatrice; Fiche, Maryse; Bertheau, Philippe; Têtu, Bernard

2014-01-01

Developments in technology, web-based teaching and whole slide imaging have broadened the teaching horizon in anatomic pathology. Creating online learning material including many types of media such as radiologic images, whole slides, videos, clinical and macroscopic photographs, is now accessible to most universities. Unfortunately, a major limiting factor to maintain and update the learning material is the amount of resources needed. In this perspective, a French-national university network was initiated in 2011 to build joint online teaching modules consisting of clinical cases and tests. The network has since expanded internationally to Québec, Switzerland and Ivory Coast. One of the first steps of the project was to build a learning module on inflammatory skin pathology for interns and residents in pathology and dermatology. A pathology resident from Québec spent 6 weeks in France and Switzerland to develop the contents and build the module on an e-learning Moodle platform under the supervision of two dermatopathologists. The learning module contains text, interactive clinical cases, tests with feedback, virtual slides, images and clinical photographs. For that module, the virtual slides are decentralized in 2 universities (Bordeaux and Paris 7). Each university is responsible of its own slide scanning, image storage and online display with virtual slide viewers. The module on inflammatory skin pathology includes more than 50 web pages with French original content, tests and clinical cases, links to over 45 virtual images and more than 50 microscopic and clinical photographs. The whole learning module is being revised by four dermatopathologists and two senior pathologists. It will be accessible to interns and residents in the spring of 2014. The experience and knowledge gained from that work will be transferred to the next international resident whose work will be aimed at creating lung and breast pathology learning modules. The challenges of sustaining a project of this scope are numerous. The technical aspect of whole-slide imaging and storage needs to be developed by each university or group. The content needs to be regularly updated and its accuracy reviewed by experts in each individual domain. The learning modules also need to be promoted within the academic community to ensure maximal benefit for trainees. A collateral benefit of the project was the establishment of international partnerships between French-speaking universities and pathologists with the common goal of promoting pathology education through the use of multi-media technology including whole slide imaging.

Eco-Inquiry: A Guide to Ecological Learning Experiences for the Upper Elementary/Middle Grades.

ERIC Educational Resources Information Center

Hogan, Kathleen

Eco-Inquiry may be defined as a "whole science" curriculum that embeds hands-on science within thematic multi-dimensional learning experiences. Three modules for the upper elementary and middle grades focus on food webs, decomposition, and nutrient cycling. Each module lasts 4-7 weeks and may be used alone or in sequence. Student…

Use of web based systems to support postgraduate medical education.

PubMed

Tochel, C; Beggs, K; Haig, A; Roberts, J; Scott, H; Walker, K; Watson, M

2011-12-01

BACKGROUND To meet the demands of delivering the Foundation programme across a geographically diverse country, two web based systems (ePortfolio and eLearning) were developed to promote accessibility to training material and assessment tools on standardised platforms. This study evaluated the use of both tools throughout an entire academic year. METHODS All Scottish Foundation trainees' online learning and assessment data in 2007/08 were analysed, providing a national breakdown of post specialty, completion rates of mandatory assessments (including summary analysis of anonymised scores), and trainees' use of non-mandatory learning tools. Independent verification of competence data was sought from Deaneries. RESULTS There were high levels of engagement with both the ePortfolio (75-97% assessment completion) and eLearning systems (89-98% induction course completion), and the majority of trainees completed all required elements. There was extensive use of ePortfolio beyond mandatory levels for recording of learning events, including almost 20 000 personal learning records submitted by second year trainees. There was evidence that ePortfolio was used to record achievement of clinical competence rather than to track improvements towards competence (median workplace based assessment scores were 'high' or 'very high'). Online learning modules received positive feedback and its flexible format suited the trainees' working environment. External verification of formal assessment data revealed good correlation with locally stored outcomes, both indicating approximately 99% programme completion rates. CONCLUSIONS Core components of the Foundation programme have been delivered successfully to thousands of trainees across Scotland using web based systems to deliver and support education and assessment. There is great potential for further exploration of this carefully managed, rich dataset at individual, regional, and national levels to inform the future of medical education.

Online vs. face-to-face discussion in a Web-based research methods course for postgraduate nursing students: a quasi-experimental study.

PubMed

Campbell, Malcolm; Gibson, Will; Hall, Andy; Richards, David; Callery, Peter

2008-05-01

Web-based technologies are increasingly being used to create modes of online learning for nurses but their effect has not been assessed in nurse education. Assess whether participation in face-to-face discussion seminars or online asynchronous discussion groups had different effects on educational attainment in a web-based course. Non-randomised or quasi-experimental design with two groups-students choosing to have face-to-face discussion seminars and students choosing to have online discussions. The Core Methods module of a postgraduate research methods course. All 114 students participating in the first 2 yr during which the course teaching material was delivered online. Assignment mark for Core Methods course module. Background details of the students, their choices of modules and assignment marks were collected as part of the routine course administration. Students' online activities were identified using the student tracking facility within WebCT. Regression models were fitted to explore the association between available explanatory variables and assignment mark. Students choosing online discussions had a higher Core Methods assignment mark (mean 60.8/100) than students choosing face-to-face discussions (54.4); the difference was statistically significant (t=3.13, df=102, p=0.002), although this ignores confounding variables. Among online discussion students, assignment mark was significantly correlated with the numbers of discussion messages read (Kendall's tau(b)=0.22, p=0.050) and posted (Kendall's tau(b)=0.27, p=0.017); among face-to-face discussion students, it was significantly associated with the number of non-discussion hits in WebCT (Kendall's tau(b)=0.19, p=0.036). In regression analysis, choice of discussion method, whether an M.Phil./Ph.D. student, number of non-discussion hits in WebCT, number of online discussion messages read and number posted were associated with assignment mark at the 5% level of significance when taken singly; in combination, only whether an M.Phil./Ph.D. student (p=0.024) and number of non-discussion hits (p=0.045) retained significance. This study demonstrates that a research methods course can be delivered to postgraduate healthcare students at least as successfully by an entirely online method in which students participate in online discussion as by a blended method in which students accessing web-based teaching material attend face-to-face seminar discussions. Increased online activity was associated with higher assignment marks. The study highlights new opportunities for educational research that arise from the use of virtual learning environments that routinely record the activities of learners and tutors.

[Case-based interactive PACS learning: introduction of a new concept for radiological education of students].

PubMed

Scherer, A; Kröpil, P; Heusch, P; Buchbender, C; Sewerin, P; Blondin, D; Lanzman, R S; Miese, F; Ostendorf, B; Bölke, E; Mödder, U; Antoch, G

2011-11-01

Medical curricula are currently being reformed in order to establish superordinated learning objectives, including, e.g., diagnostic, therapeutic and preventive competences. This requires a shifting from traditional teaching methods towards interactive and case-based teaching concepts. Conceptions, initial experiences and student evaluations of a novel radiological course Co-operative Learning In Clinical Radiology (CLICR) are presented in this article. A novel radiological teaching course (CLICR course), which combines different innovative teaching elements, was established and integrated into the medical curriculum. Radiological case vignettes were created for three clinical teaching modules. By using a PC with PACS (Picture Archiving and Communication System) access, web-based databases and the CASUS platform, a problem-oriented, case-based and independent way of learning was supported as an adjunct to the well established radiological courses and lectures. Student evaluations of the novel CLICR course and the radiological block course were compared. Student evaluations of the novel CLICR course were significantly better compared to the conventional radiological block course. Of the participating students 52% gave the highest rating for the novel CLICR course concerning the endpoint overall satisfaction as compared to 3% of students for the conventional block course. The innovative interactive concept of the course and the opportunity to use a web-based database were favorably accepted by the students. Of the students 95% rated the novel course concept as a substantial gain for the medical curriculum and 95% also commented that interactive working with the PACS and a web-based database (82%) promoted learning and understanding. Interactive, case-based teaching concepts such as the presented CLICR course are considered by both students and teachers as useful extensions to the radiological course program. These concepts fit well into competence-oriented curricula.

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

ERIC Educational Resources Information Center

Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

2015-01-01

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

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

ERIC Educational Resources Information Center

Hall, Richard., Ed.

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

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

ERIC Educational Resources Information Center

Zhao, Fang; Kemp, Linzi

2013-01-01

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

Web-Based Learning in a Geometry Course

ERIC Educational Resources Information Center

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

2006-01-01

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

A Study of Multimedia Annotation of Web-Based Materials

ERIC Educational Resources Information Center

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

2007-01-01

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

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

ERIC Educational Resources Information Center

Chen, Chih-Ming; Huang, Sheng-Hui

2014-01-01

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

moocRP: Enabling Open Learning Analytics with an Open Source Platform for Data Distribution, Analysis, and Visualization

ERIC Educational Resources Information Center

Pardos, Zachary A.; Whyte, Anthony; Kao, Kevin

2016-01-01

In this paper, we address issues of transparency, modularity, and privacy with the introduction of an open source, web-based data repository and analysis tool tailored to the Massive Open Online Course community. The tool integrates data request/authorization and distribution workflow features as well as provides a simple analytics module upload…

Beyond PowerPoint: Visual Presentation Tools for Online Learning

ERIC Educational Resources Information Center

Howerton, Bruce

2005-01-01

In the mid-1990s, the University Of North Carolina (UNC) School of Dentistry entered the digital era by publishing curricula, syllabi, and modules on the Web. The School took this step in part to give students greater access to materials that supplement the lecture-based courses in the program, and in part to help students prepare for examinations…

Medical Student Retention of Embryonic Development: Impact of the Dimensions Added by Multimedia Tutorials

ERIC Educational Resources Information Center

Marsh, Karen R.; Giffin, Bruce F.; Lowrie, Donald J., Jr.

2008-01-01

The purpose of this project was to develop Web-based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross-sections that represent different "slices" of the embryo, and animate in…

Recommendations for the development of e-modules for the continuing professional development of European dentists.

PubMed

Kavadella, A; Kossioni, A E; Tsiklakis, K; Cowpe, J; Bullock, A; Barnes, E; Bailey, S; Thomas, H; Thomas, R; Karaharju-Suvanto, T; Suomalainen, K; Kersten, H; Povel, E; Giles, M; Walmsley, D; Soboleva, U; Liepa, A; Akota, I

2013-05-01

To provide evidence-based and peer-reviewed recommendations for the development of dental continuing professional development (CPD) learning e-modules. The present recommendations are consensus recommendations of the DentCPD project team and were informed by a literature research, consultations from e-learning and IT expert, discussions amongst the participants attending a special interest group during the 2012 ADEE meeting, and feedback from the evaluation procedures of the exemplar e-module (as described in a companion paper within this Supplement). The main focus of these recommendations is on the courses and modules organised and offered by dental schools. E-modules for dental CPD, as well as for other health professionals' continuing education, have been implemented and evaluated for a number of years. Research shows that the development of e-modules is a team process, undertaken by academics, subject experts, pedagogists, IT and web designers, learning technologists and librarians. The e-module must have clear learning objectives (outcomes), addressing the learners' individual needs, and must be visually attractive, relevant, interactive, promoting critical thinking and providing feedback. The text, graphics and animations must support the objectives and enable the learning process by creating an attractive, easy to navigate and interactive electronic environment. Technology is usually a concern for learners and tutors; therefore, it must be kept simple and interoperable within different systems and software. The pedagogical and technological proficiency of educators is of paramount importance, yet remains a challenge in many instances. The development of e-courses and modules for dental CPD is an endeavour undertaken by a group of professionals. It must be underpinned by sound pedagogical and e-learning principles and must incorporate elements for effective visual learning and visual design and a simple, consistent technology. © 2013 John Wiley & Sons A/S.

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

PubMed

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-08-01

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

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

NASA Astrophysics Data System (ADS)

Nagino, Norikatsu; Yamada, Seiji

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

Supporting Self-Regulated Learning in Web 2.0 Contexts

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Huang, Yueh-Min; Liu, Chien-Hung

2009-01-01

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

Teaching Students about Plagiarism Using a Web-Based Module

ERIC Educational Resources Information Center

Stetter, Maria Earman

2013-01-01

The following research delivered a web-based module about plagiarism and paraphrasing to avoid plagiarism in both a blended method, with live instruction paired with web presentation for 105 students, and a separate web-only method for 22 other students. Participants were graduates and undergraduates preparing to become teachers, the majority of…

Exploration of patients' readiness for an eHealth management program for chronic heart failure: a preliminary study.

PubMed

Nahm, Eun-Shim; Blum, Kay; Scharf, Barbara; Friedmann, Erika; Thomas, Sue; Jones, Deborah; Gottlieb, Stephen S

2008-01-01

Heart failure (HF) is a major public health problem in the United States. Approximately 5 million Americans are living with HF, and each year, 550,000 more are newly diagnosed. With recent, rapidly advancing technologies, many studies have examined the effects of technology-based HF management programs. Most of these studies focused on telemonitoring devices, lacking an aspect to motivate individuals to manage their own illnesses. This exploratory study was conducted to (1) examine the readiness of patients with HF in using an eHealth program that includes both telemonitoring and motivational components (ie, Web learning modules, eCommunication) and (2) assess the specific needs of patients with HF that can be addressed by a future eHealth program. This was a single group descriptive study using a convenience sample. A total of 44 patients with HF (mean age, 72.8 years; range, 55-85 years) were recruited from the pool of enrollees of the Medicare Coordinated Care Demonstration project for HF management that used only a telemonitoring component. Although only 10 participants were users, among 34 nonusers, 17 reported availability of Web access, and 15 reported that they would use the Internet if access and training were available. Overall, confidence for using telemonitoring devices and Web-based health modules was high, with means of 27 (range, 3-30) and 7.6 (range, 1-10), respectively. Confidence for learning health information using Web modules, however, was lower with a mean of 41.5 (range, 8-80). The 2 most highly rated health information needs were research findings (n = 41, 93.2%) and medication (n = 39, 88.6%). Most participants would like to have e-mail communication with healthcare providers. The findings showed the participants' high readiness to use the proposed eHealth program if access and training were provided. This study used a small convenience sample. Further studies are needed with larger, diverse samples.

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

PubMed

Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

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

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

ERIC Educational Resources Information Center

Hu, Haihong; Gramling, Jennifer

2009-01-01

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

Problem-Based Learning in Web-Based Science Classroom.

ERIC Educational Resources Information Center

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

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

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

PubMed

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

2016-03-01

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

Adding Interactivity to Web Based Distance Learning.

ERIC Educational Resources Information Center

Cafolla, Ralph; Knee, Richard

Web Based Distance Learning (WBDL) is a form of distance learning based on providing instruction mainly on the World Wide Web. This paradigm has limitations, especially the lack of interactivity inherent in the Web. The purpose of this paper is to discuss some of the technologies the authors have used in their courses at Florida Atlantic…

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

ERIC Educational Resources Information Center

Ma, Zongmin

2006-01-01

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

Self Regulated Learning for Developing Nursing Skills via Web-Based

ERIC Educational Resources Information Center

Razak, Rafiza Abdul; Hua, Khor Bee

2013-01-01

The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…

Development of a Pilot Learning Module on Water Energy Nexus Using a Data-Analytic and Hypothesis-Driven Approach

NASA Astrophysics Data System (ADS)

Eldardiry, H. A.; Unruh, H. G., Sr.; Habib, E. H.; Tidwell, V. C.

2016-12-01

Recent community initiatives have identified key foundational knowledge gaps that need to be addressed before transformative solutions can be made in the area of Food, Energy and Water (FEW) nexus. In addition, knowledge gaps also exist in the area of FEW education and needs to be addressed before we can make an impact on building the next generation FEW workforces. This study reports on the development of a pilot learning-module that focuses on two elements of the FEW nexus, Energy and Water. The module follows an active-learning approach to develop a set of student-centered learning activities using FEW datasets situated in real-world settings in the contiguous US. The module is based on data-driven learning exercises that incorporate different geospatial layers and manipulate datasets at a watershed scale representing the eight-digit Hydrologic Unit Code (HUC8). Examples of such datasets include water usage by different demand sectors (available from the US Geological Survey, USGS), and power plants stratified by energy source, cooling technology, and plant capacity (available from the US Energy Information Administration, EIA). The module is structured in three sections: (1) introduction to the water and energy systems, (2) quantifying stresses on water system at a catchment scale, and (3) scenario-based analysis on the interdependencies in the water-energy systems. Following a data-analytic framework, the module guides students to make different assumptions about water use growth rates and see how these new water demands will impinge on freshwater supplies. The module engages students in analysis that examines how thermoelectric water use would depend on assumptions about future demand for electricity, power plant fuel source, cooling type, and carbon sequestration. Students vary the input parameters, observe and assess the effect on water use, and address gaps via non-potable water resources (e.g., municipal wastewater). The module is implemented using a web-based platform where datasets, lesson contents, and student learning activities are presented within a geo-spatial context. The presentation will share insight on how the dynamics of FEW systems can be taught using meaningful educational experiences that promote students' understanding of FEW systems and their complex inter-connections.

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

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

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

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

PubMed

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

2013-04-01

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

The Impact of Web Based Resource Material on Learning Outcome in Open Distance Higher Education

ERIC Educational Resources Information Center

Masrur, Rehana

2010-01-01

One of the most powerful educational option in open and distance education is web-based learning. A blended (hybrid) course combines traditional face to face and web-based learning approaches in an educational environment that is nonspecific as to time and place. The study reported here investigated the impact of web based resource material…

A Virtual Childhood Obesity Collaborative: Satisfaction With Online Continuing Education.

PubMed

Gance-Cleveland, Bonnie; Aldrich, Heather; Dandreaux, Danielle; Oetzel, Keri Bolton; Schmiege, Sarah

2015-01-01

This descriptive study evaluated school-based health center (SBHC) providers' satisfaction with Web-based continuing education as part of a virtual childhood obesity intervention. Thirty-six participants from 24 SBHCs in six states participated in the training modules. Modules were divided into four learning sessions, with a total of 17 training modules. Participants completed satisfaction surveys after each module, as well as an overall survey at the end of the training. Questions were rated on a 4-point Likert scale (4 = strongly agree, 3 = agree, 2 = disagree, 1 = strongly disagree). Participation in the first two learning sessions was higher than the last two. Provider satisfaction of training modules by question type and content area was quite high (μ = 3.66-3.33). Overall satisfaction means ranged from 3.76 to 3.24. Many providers also reported plans to make changes in their practice after completing the training. This study demonstrated that a virtual childhood obesity collaborative is an acceptable delivery method for continuing education. Copyright © 2015 National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved.

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

ERIC Educational Resources Information Center

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

2006-01-01

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

Web-Enhanced Learning: Engaging Students in Constructivist Learning

ERIC Educational Resources Information Center

Neo, Mai

2005-01-01

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

Towards Greater Learner Control: Web Supported Project-Based Learning

ERIC Educational Resources Information Center

Guthrie, Cameron

2010-01-01

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

e-Learning development in medical physics and engineering

PubMed Central

Tabakov, S

2008-01-01

Medical Physics and Engineering was among the first professions to develop and apply e-Learning (e-L). The profession provides excellent background for application of simulations and other e-L materials. The paper describes several layers for e-L development: Programming specific simulations; Building e-L modules; Development of e-L web-based programmes. The paper shows examples from these layers and outlines their specificities. At the end, the newest e-L development (project EMITEL) is briefly introduced and the necessity of a regularly updated list of e-L activities is emphasised. PMID:21614312

Student Perceptions of Learning in a Web-Based Tutorial.

ERIC Educational Resources Information Center

Brescia, William; McAuley, Sean

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

Integration of centrifuge testing in undergraduate geotechnical engineering education at remote campuses

NASA Astrophysics Data System (ADS)

El Shamy, Usama; Abdoun, Tarek; McMartin, Flora; Pando, Miguel A.

2013-06-01

We report the results of a pilot study aimed at developing, implementing, and assessing an educational module that integrates remote major research instrumentation into undergraduate classes. Specifically, this study employs Internet Web-based technologies to allow for real-time video monitoring and execution of cutting-edge experiments. The students' activities within the module are centred on building a model of a shallow foundation on a sand deposit utilising a centrifuge facility and using this model for: (1) visual observation of the response of soil-foundation systems, (2) learning the use of instrumentation, (3) interpretation of acquired data, and (4) comparing experimental results to theoretical predictions. Testing a soil-foundation system helped the students identify the lab experiments needed to analyse and design the system. A survey was used to gauge students' perceptions of learning as a result of introducing the module, which were found to be positive.

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

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2007-01-01

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

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

PubMed

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

2007-02-01

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

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

ERIC Educational Resources Information Center

Saat, Rohaida Mohd

2004-01-01

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

A Usability Study of Interactive Web-Based Modules

ERIC Educational Resources Information Center

Girard, Tulay; Pinar, Musa

2011-01-01

This research advances the understanding of the usability of marketing case study modules in the area of interactive web-based technologies through the assignment of seven interactive case modules in a Principles of Marketing course. The case modules were provided for marketing students by the publisher, McGraw Hill Irwin, of the…

Web-based healthcare hand drawing management system.

PubMed

Hsieh, Sheau-Ling; Weng, Yung-Ching; Chen, Chi-Huang; Hsu, Kai-Ping; Lin, Jeng-Wei; Lai, Feipei

2010-01-01

The paper addresses Medical Hand Drawing Management System architecture and implementation. In the system, we developed four modules: hand drawing management module; patient medical records query module; hand drawing editing and upload module; hand drawing query module. The system adapts windows-based applications and encompasses web pages by ASP.NET hosting mechanism under web services platforms. The hand drawings implemented as files are stored in a FTP server. The file names with associated data, e.g. patient identification, drawing physician, access rights, etc. are reposited in a database. The modules can be conveniently embedded, integrated into any system. Therefore, the system possesses the hand drawing features to support daily medical operations, effectively improve healthcare qualities as well. Moreover, the system includes the printing capability to achieve a complete, computerized medical document process. In summary, the system allows web-based applications to facilitate the graphic processes for healthcare operations.

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

ERIC Educational Resources Information Center

Chin-Fei, Huang; Chia-Ju, Liu

2012-01-01

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

E-Learning Applications for Urban Modelling and Ogc Standards Using HTML5 Capabilities

NASA Astrophysics Data System (ADS)

Kaden, R.; König, G.; Malchow, C.; Kolbe, T. H.

2012-07-01

This article reports on the development of HTML5 based web-content related to urban modelling with special focus on GML and CityGML, allowing participants to access it regardless of the device platform. An essential part of the learning modules are short video lectures, supplemented by exercises and tests during the lecture to improve students' individual progress and success. The evaluation of the tests is used to guide students through the course content, depending on individual knowledge. With this approach, we provide learning applications on a wide range of devices, either mobile or desktop, fulfil the needs of just-in-time knowledge, and increase the emphasis on lifelong learning.

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

ERIC Educational Resources Information Center

Miller, Christopher T.

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

Research and Development of Web-Based Virtual Online Classroom

ERIC Educational Resources Information Center

Yang, Zongkai; Liu, Qingtang

2007-01-01

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

Design and evaluation of an online teaching strategy in an undergraduate psychiatric nursing course.

PubMed

Mahoney, Jane S; Marfurt, Stephanie; daCunha, Miguel; Engebretson, Joan

2005-12-01

Psychiatric nurse educators are challenged to prepare graduates in meeting the needs of individuals with a mental illness within an increasingly technology-based environment. This requires the development and evaluation of educational strategies that immerse students in web-based learning. This article presents an overview of a hybrid teaching design that includes classroom teaching and asynchronous threaded discussion in a teaching module in an undergraduate psychiatric nursing course. Evaluation of student preferences, advantages and disadvantages, and learning, as well as qualitative evaluation of students' description of critical thinking, supports the value of online teaching in psychiatric nursing education.

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

PubMed

Nummenmaa, Minna; Nummenmaa, Lauri

2008-03-01

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

Biomedical Online Learning: The Route to Success

ERIC Educational Resources Information Center

Harvey, Patricia J.; Cookson, Barry; Meerabeau, Elizabeth; Muggleston, Diana

2003-01-01

The potential of the World Wide Web for rapid global communication is driving the creation of specifically tailored courses for employees, yet few practitioners have the necessary experience in on-line teaching methods, or in preparing documents for the web. Experience gained in developing six online training modules for the biotechnology and…

ADEpedia: a scalable and standardized knowledge base of Adverse Drug Events using semantic web technology.

PubMed

Jiang, Guoqian; Solbrig, Harold R; Chute, Christopher G

2011-01-01

A source of semantically coded Adverse Drug Event (ADE) data can be useful for identifying common phenotypes related to ADEs. We proposed a comprehensive framework for building a standardized ADE knowledge base (called ADEpedia) through combining ontology-based approach with semantic web technology. The framework comprises four primary modules: 1) an XML2RDF transformation module; 2) a data normalization module based on NCBO Open Biomedical Annotator; 3) a RDF store based persistence module; and 4) a front-end module based on a Semantic Wiki for the review and curation. A prototype is successfully implemented to demonstrate the capability of the system to integrate multiple drug data and ontology resources and open web services for the ADE data standardization. A preliminary evaluation is performed to demonstrate the usefulness of the system, including the performance of the NCBO annotator. In conclusion, the semantic web technology provides a highly scalable framework for ADE data source integration and standard query service.

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

PubMed

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

2009-01-01

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

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

ERIC Educational Resources Information Center

Dag, Funda

2016-01-01

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

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

ERIC Educational Resources Information Center

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-01-01

Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's…

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

ERIC Educational Resources Information Center

Wang, Wei-Tsong; Wang, Chun-Chieh

2009-01-01

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

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

ERIC Educational Resources Information Center

Chen, Ling-Hsiu

2010-01-01

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

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

PubMed

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

2004-10-01

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

MO-DE-BRA-01: Enhancing Radiation Physics Instruction Through Gamification and E-Learning

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

Driewer, J; Lei, Y; Morgan, B

Purpose: This project sought to “gamify” the instruction of radiation interaction physics concepts for technology students. Gamification applies game mechanics and user interactions in active learning contexts. In one part of this project, a self-guided eModule was developed for conceptual radiation interaction instruction. In a second part, a web-based game, Particle Launch (http://particle-launcher.ist.unomaha.edu), was created to challenge students to quickly apply radiation interaction concepts in a way that is stimulating and motivating. Methods: The eModule, focused on conceptual interaction physics, was designed in Adobe Captivate and incorporates animation, web videos, and assessment questions in order to generate student interest. Navigatingmore » the whole module takes 40 minutes for beginners. Assessments after three main sections are comprised of 3–4 questions randomly selected from a question pool. In collaboration with the University of Nebraska at Omaha’s College of Information Science and Technology, the Particle Launch game was created with the Unity gaming engine and designed with a game-play look and feel. The object of the game is to utilize different particles, energies, and directions to destroy a target given a limited number of resources and time to complete the task. A rewards system encourages accurate shots. Results: The eModule part of the project encourages a flipped classroom model in which class time is devoted to application of concepts rather than information-based lectures. Currently, eModule assessments are not tracked but this feature could be incorporated to encourage participation. Furthermore, in a class of five technology students, the game was found to be fun and engaging and had the effect of reinforcing basic concepts from the eModule. Conclusion: Gamification has significant potential to alter medical physics instruction. Game-play feedback is an important part of the learning process. Students found Particle Launch inviting and challenging and further research could help game design. This project was generously supported by the Office of the Vice-Chancellor for Academic Affairs and the University of Nebraska Medical Center.« less

Elective course in acute care using online learning and patient simulation.

PubMed

Seybert, Amy L; Kane-Gill, Sandra L

2011-04-11

To enhance students' knowledge of and critical-thinking skills in the management of acutely ill patients using online independent learning partnered with high-fidelity patient simulation sessions. Students enrolled in the Acute Care Simulation watched 10 weekly Web-based video presentations on various critical care and advanced cardiovascular pharmacotherapy topics. After completing each online module, all students participated in groups in patient-care simulation exercises in which they prepared a pharmacotherapeutic plan for the patient, recommended this plan to the patient's physician, and completed a debriefing session with the facilitator. Students completed a pretest and posttest before and after each simulation exercise, as well as midterm and final evaluations and a satisfaction survey. Pharmacy students significantly improved their scores on 9 of the 10 tests (p ≤ 0.05). Students' performance on the final evaluation improved compared with performance on the midterm evaluation. Overall, students were satisfied with the unique dual approach to learning and enjoyed the realistic patient-care environment that the simulation laboratory provided. Participation in an elective course that combined self-directed Web-based learning and hands-on patient simulation exercises increased pharmacy students' knowledge and critical-thinking skills in acute care.

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

ERIC Educational Resources Information Center

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

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

Molecular and Cellular Biology Animations: Development and Impact on Student Learning

PubMed Central

2005-01-01

Educators often struggle when teaching cellular and molecular processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Learning research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for novice learners and aid with long-term memory retention. The World Wide Web Instructional Committee at North Dakota State University has used these research results as an inspiration to develop a suite of high-quality animations of molecular and cellular processes. Currently, these animations represent transcription, translation, bacterial gene expression, messenger RNA (mRNA) processing, mRNA splicing, protein transport into an organelle, the electron transport chain, and the use of a biological gradient to drive adenosine triphosphate synthesis. These animations are integrated with an educational module that consists of First Look and Advanced Look components that feature captioned stills from the animation representing the key steps in the processes at varying levels of complexity. These animation-based educational modules are available via the World Wide Web at http://vcell.ndsu.edu/animations. An in-class research experiment demonstrated that student retention of content material was significantly better when students received a lecture coupled with the animations and then used the animation as an individual study activity. PMID:15917875

A 'learning-by-doing' treatment planning tutorial for medical physicists.

PubMed

Meyer, J; Hartmann, B; Kalet, I

2009-06-01

A framework for a tutorial for treatment planning in radiation oncology physics was developed, based on the University of Washington treatment planning system Prism. The tutorial is aimed at students in Medical Physics to accompany the lectures on treatment planning to enhance their theoretical knowledge. A web-based layout was chosen to allow independent work of the students. The tutorial guides the students through three different learning modules, designed mainly to enhance their understanding of the processes involved in treatment planning but also to learn the specific features of a modern treatment planning system. Each of the modules contains four units, with the aim to introduce the relevant Prism features, practice skills in different tasks and finally check the learning outcomes with a challenge and a self-scoring quiz. A survey for students' feedback completes the tutorial. Various tools and learning methods help to create an interactive, appealing learning environment, in which the emphasis is shifted from teacher-centred to student-centred learning paradigms. In summary, Prism lends itself well for educational purposes. The tutorial covers all main aspects of treatment planning. In its current form the tutorial is self-contained but still adjustable and expandable. The tutorial can be made available upon request to the authors.

Can social semantic web techniques foster collaborative curriculum mapping in medicine?

PubMed

Spreckelsen, Cord; Finsterer, Sonja; Cremer, Jan; Schenkat, Hennig

2013-08-15

Curriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards. The project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum. A semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives ("LOs"). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions. At present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are accessible by standard Web browsers. The formative usability study yielded positive results (median rating of 2 ("good") in all 7 general usability items) and produced valuable qualitative feedback, especially concerning navigation and comprehensibility. Although not asked to, the participants (n=5) detected critical aspects of the curriculum (similar learning objectives addressed repeatedly and missing objectives), thus proving the system's ability to support curriculum revision. The SMW-based approach enabled an agile implementation of computer-supported knowledge management. The approach, based on standard Social Semantic Web formats and technology, represents a feasible and effectively applicable compromise between answering to the individual requirements of curriculum management at a particular medical school and using proprietary systems.

Web Enhanced Learning and Student Awareness of Strategy Use.

ERIC Educational Resources Information Center

Crozier, Jane

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

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

PubMed

Wink, Diane M; Smith-Stoner, Marilyn

2011-01-01

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

A Web-Based Operating Room Management Educational Tool.

PubMed

Tsai, Mitchell H; Haddad, Daniel J; Friend, Alexander F; Bender, S Patrick; Davidson, Melissa L

2016-08-01

In 2010, our department instituted a nonclinical, administrative rotation in operating room management for anesthesiology residents. Subsequently, we mandated the rotation for all senior anesthesiology residents in 2013. In 2014, under the auspices of the American Society of Anesthesiologists, we developed a web-based module covering the basics of finance, accounting, and operating room management. A multiple-choice test was given to residents at the beginning and end of the rotation, and we compared the mean scores between residents who took the traditional course and residents who took the web-based module. We found no significant difference between the groups of residents, suggesting that the web-based module is as effective as traditional didactics.

Selected Styles in Web-Based Educational Research

ERIC Educational Resources Information Center

Mann, Bruce, Ed.

2006-01-01

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

A Web-Based Learning System for Software Test Professionals

ERIC Educational Resources Information Center

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

2011-01-01

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

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

ERIC Educational Resources Information Center

Hung, Yen-Chu

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2006-01-01

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

The 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.

Student Characteristics, Sense of Community, and Cognitive Achievement in Web-Based and Lab-Based Learning Environments

ERIC Educational Resources Information Center

Overbaugh, Richard C.; Lin, ShinYi

2006-01-01

This study investigated differential effects of learning styles and learning orientation on sense of community and cognitive achievement in Web-based and lab-based university course formats. Students in the Web-based sections achieved higher scores at the "remember" and "understand" levels, but not at the "apply" or "analyze" levels. In terms of…

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

ERIC Educational Resources Information Center

Brown, Joy L. M.

2012-01-01

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

Learning from WebQuests

NASA Astrophysics Data System (ADS)

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

2006-04-01

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

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

PubMed

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

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.

Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

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

ERIC Educational Resources Information Center

Shyr, Wen-Jye

2011-01-01

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

Web-based Traffic Noise Control Support System for Sustainable Transportation

NASA Astrophysics Data System (ADS)

Fan, Lisa; Dai, Liming; Li, Anson

Traffic noise is considered as one of the major pollutions that will affect our communities in the future. This paper presents a framework of web-based traffic noise control support system (WTNCSS) for a sustainable transportation. WTNCSS is to provide the decision makers, engineers and publics a platform to efficiently access the information, and effectively making decisions related to traffic control. The system is based on a Service Oriented Architecture (SOA) which takes the advantages of the convenience of World Wide Web system with the data format of XML. The whole system is divided into different modules such as the prediction module, ontology-based expert module and dynamic online survey module. Each module of the system provides a distinct information service to the decision support center through the HTTP protocol.

Development of a Web-Based 3D Module for Enhanced Neuroanatomy Education.

PubMed

Allen, Lauren K; Ren, He Zhen; Eagleson, Roy; de Ribaupierre, Sandrine

2016-01-01

Neuroanatomy is a challenging subject, with novice medical students often experiencing difficulty grasping the intricate 3D spatial relationships. Most of the anatomical teaching in undergraduate medicine utilizes conventional 2D resources. E-learning technologies facilitate the development of learner-centered educational tools that can be tailored to meet each student's educational needs, and may foster improved learning in neuroanatomy, however this has yet to be examined fully in the literature. An interactive 3D e-learning module was developed to complement gross anatomy laboratory instruction. Incorporating such 3D modules may provide additional support for students in areas of anatomy that are spatially challenging, such as neuroanatomy. Specific anatomical structures and their relative spatial positions to other structures can be clearly defined in the 3D virtual environment from viewpoints that may not readily be available using cadaveric or 2D image modalities. Providing an interactive user interface for the 3D module in which the student controls many factors may enable the student to develop an improved understanding of the spatial relationships. This work outlines the process for the development of a 3D interactive module of the cerebral structures included in the anatomy curriculum for undergraduate medical students in their second year of study.

Integrating Learning Styles and Personality Traits into an Affective Model to Support Learner's Learning

NASA Astrophysics Data System (ADS)

Leontidis, Makis; Halatsis, Constantin

The aim of this paper is to present a model in order to integrate the learning style and the personality traits of a learner into an enhanced Affective Style which is stored in the learner’s model. This model which can deal with the cognitive abilities as well as the affective preferences of the learner is called Learner Affective Model (LAM). The LAM is used to retain learner’s knowledge and activities during his interaction with a Web-based learning environment and also to provide him with the appropriate pedagogical guidance. The proposed model makes use of an ontological approach in combination with the Bayesian Network model and contributes to the efficient management of the LAM in an Affective Module.

Preparing Teachers to Support the Development of Climate Literate Students

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Ellins, K. K.; Bardar, E. W.; Youngman, E.; Dunlap, C.; Lockwood, J.; Mote, A. S.; McNeal, K.; Libarkin, J. C.; Lynds, S. E.; Gold, A. U.

2014-12-01

The EarthLabs climate project includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at increasing high school teachers' and students' understanding of the factors that shape our planet's climate. The project has developed four new modules which focus on climate literacy and which are part of the larger Web based EarthLabs collection of Earth science modules. Climate related themes highlighted in the new modules include the Earth system with its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. EarthLabs climate modules use two central strategies to help students navigate the multiple challenges inherent in understanding climate science. The first is to actively engage students with the content by using a variety of learning modes, and by allowing students to pace themselves through interactive visualizations that address particularly challenging content. The second strategy, which is the focus of this presentation, is to support teachers in a subject area where few have substantive content knowledge or technical skills. Teachers who grasp the processes and interactions that give Earth its climate and the technical skills to engage with relevant data and visualizations are more likely to be successful in supporting students' understanding of climate's complexities. This presentation will briefly introduce the EarthLabs project and will describe the steps the project takes to prepare climate literate teachers, including Web based resources, teacher workshops, and the development of a cadre of teacher leaders who are prepared to continue leading the workshops after project funding ends.

Integrating Web 2.0-Based Informal Learning with Workplace Training

ERIC Educational Resources Information Center

Zhao, Fang; Kemp, Linzi J.

2012-01-01

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

Students views of integrating web-based learning technology into the nursing curriculum - A descriptive survey.

PubMed

Adams, Audrey; Timmins, Fiona

2006-01-01

This paper describes students' experiences of a Web-based innovation at one university. This paper reports on the first phase of this development where two Web-based modules were developed. Using a survey approach (n=44) students' access to and use of computer technology were explored. Findings revealed that students' prior use of computers and Internet technologies was higher than previously reported, although use of databases was low. Skills in this area increased during the programme, with a significant rise in database, email, search engine and word processing use. Many specific computer skills were learned during the programme, with high numbers reporting ability to deal adequately with files and folders. Overall, the experience was a positive one for students. While a sense of student isolation was not reported, as many students kept in touch by phone and class attendance continued, some individual students did appear to isolate themselves. This teaching methodology has much to offer in the provision of convenient easy to access programmes that can be easily adapted to the individual lifestyle. However, student support mechanisms need careful consideration for students who are at risk of becoming isolated. Staff also need to supported in the provision of this methodology and face-to-face contact with teachers for some part of the programme is preferable.

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

PubMed

Liao, Chechen; Chuang, Shu-Hui

2007-08-01

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

Practice makes perfect? The pedagogic value of online independent phonetic transcription practice for speech and language therapy students.

PubMed

Titterington, Jill; Bates, Sally

2018-01-01

Accuracy of phonetic transcription is a core skill for speech and language therapists (SLTs) worldwide (Howard & Heselwood, 2002). The current study investigates the value of weekly independent online phonetic transcription tasks to support development of this skill in year one SLT students. Using a mixed methods observational design, students enrolled in a year one phonetics module completed 10 weekly homework activities in phonetic transcription on a stand-alone tutorial site (WebFon (Bates, Matthews & Eagles, 2010)) and 5 weekly online quizzes (the 'Ulster Set' (Titterington, unpublished)). Student engagement with WebFon was measured in terms of the number of responses made to 'sparks' on the University's Virtual Learning Environment Discussion Board. Measures of phonetic transcription accuracy were obtained for the 'Ulster Set' and for a stand-alone piece of coursework at the end of the module. Qualitative feedback about experience with the online learning was gathered via questionnaire. A positive significant association was found between student engagement with WebFon and performance in the 'Ulster Set', and between performance in the 'Ulster Set' and final coursework. Students valued both online independent learning resources as each supported different learning needs. However, student compliance with WebFon was significantly lower than with the 'Ulster Set'. Motivators and inhibitors to engagement with the online resources were investigated identifying what best maximised engagement. These results indicate that while 'independent' online learning can support development of phonetic transcription skills, the activities must be carefully managed and constructively aligned to assessment providing the level of valance necessary to ensure effective engagement.

Supplementing Introductory Biology with On-Line Curriculum

ERIC Educational Resources Information Center

McGroarty, Estelle; Parker, Joyce; Heidemann, Merle; Lim, Heejun; Olson, Mark; Long, Tammy; Merrill, John; Riffell, Samuel; Smith, James; Batzli, Janet; Kirschtel, David

2004-01-01

We developed web-based modules addressing fundamental concepts of introductory biology delivered through the LON-CAPA course management system. These modules were designed and used to supplement large, lecture-based introductory biology classes. Incorporating educational principles and the strength of web-based instructional technology, choices…

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…

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

ERIC Educational Resources Information Center

Admiraal, Wilfried

2014-01-01

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

An Internet-Based Radiology Course in Medical School: Comparison of Academic Performance of Students on Campus Versus Those With Absenteeism Due to Residency Interviews.

PubMed

Alexander, Andrew George; Deas, Deborah; Lyons, Paul Eric

2018-05-18

Imaging and its optimal use are imperative to the practice of medicine, yet many students don't receive a formal education in radiology. Concurrently, students look for ways to take time away from medical school for residency interviewing. Web-based instruction provides an opportunity to combine these imperatives using online modalities. A largely Web-based course in radiology during the 4th year of medical school was evaluated both for its acceptance to students who needed to be away from campus for interviews, and its effectiveness on a nationally administered standardized test. All students were placed into a structured program utilizing online videos, online modules, online textbook assignments, and live interactive online lectures. Over half of the course could be completed away from campus. The Alliance of Medical Student Educators in Radiology test exam bank was used as a final exam to evaluate medical knowledge. Positive student feedback included the freedom to travel for interviews, hands-on ultrasound training, interactive teaching sessions, and quality Web-based learning modules. Negative feedback included taking quizzes in-person, a perceived outdated online textbook, and physically shadowing hospital technicians. Most students elected to take the course during the interview months of October through January. The Alliance of Medical Student Educators in Radiology final exam results (70.5%) were not significantly different than the national cohort (70%) who took the course in-person. Test scores from students taking the course during interview travel months were not significantly different from students who took the course before (P=.30) or after (P=.34) the interview season. Students desire to learn radiology and often choose to do so when they need to be away from campus during the fall of their 4th year of study to accomplish their residency interviews. Web-based education in radiology allows students' interview traveling and radiology course objectives to be successfully met without adversely affecting the outcomes on a nationally normed examination in radiology. A curriculum that includes online content and live Web-based teleconference access to faculty can accomplish both imperatives. ©Andrew George Alexander, Deborah Deas, Paul Eric Lyons. Originally published in JMIR Medical Education (http://mededu.jmir.org), 18.05.2018.

Ontology-Based Concept Map for Planning a Personalised Learning Path

ERIC Educational Resources Information Center

Chen, Chih-Ming

2009-01-01

Developing personalised web-based learning systems has been an important research issue in e-learning because no fixed learning pathway will be appropriate for all learners. However, most current web-based learning platforms with personalised curriculum sequencing tend to emphasise the learner preferences and interests in relation to personalised…

[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.

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

ERIC Educational Resources Information Center

2000

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

Review Question Formats and Web Design Usability in Computer-Assisted Instruction

ERIC Educational Resources Information Center

Green, Rebecca S.; Eppler, Marion A.; Ironsmith, Marsha; Wuensch, Karl L.

2007-01-01

We tested the effects of two embedded review question formats and the application of web design guidelines in a computer-assisted mastery learning course in developmental psychology. Students used either a branching review question format that redirected them to relevant portions of the study module after incorrect answers or a linear format that…

The Math You Need, When You Need It: Student-Centered Web Resources Designed to Decrease Math Review and Increase Quantitative Geology in the Classroom

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Baer, E. M.

2007-12-01

Introductory geoscience courses are rife with quantitative concepts from graphing to rates to unit conversions. Recent research suggests that supplementary mathematical instruction increases post-secondary students' retention and performance in science courses. Nonetheless, many geoscience faculty feel that they do not have enough time to cover all the geoscience content, let alone covering the math they often feel students should have learned before reaching their classes. We present our NSF-funded effort to create web modules for students that address these concerns. Our web resources focus on both student performance and faculty time issues by building students' quantitative skills through web-based, self-paced modular tutorials. Each module can be assigned to individual students who have demonstrated on a pre-test that they are in need of supplemental instruction. The pre-test involves problems that place mathematical concepts in a geoscience context and determines the students who need the most support with these skills. Students needing support are asked to complete a three-pronged web-based module just before the concept is needed in class. The three parts of each tutorial include: an explanation of the mathematics, a page of practice problems and an on-line quiz that is graded and sent to the instructor. Each of the modules is steeped in best practices in mathematics and geoscience education, drawing on multiple contexts and utilizing technology. The tutorials also provide students with further resources so that they can explore the mathematics in more depth. To assess the rigor of this program, students are given the pre-test again at the end of the course. The uniqueness of this program lies in a rich combination of mathematical concepts placed in multiple geoscience contexts, giving students the opportunity to explore the way that math relates to the physical world. We present several preliminary modules dealing with topics common in introductory geoscience courses. We seek feedback from faculty teaching all levels of geoscience addressing several questions: In what math/geoscience topics do you feel students need supplemental instruction? Where do students come up against quantitative topics that make them drop the class or perform poorly? Would you be willing to review or help us to test these modules in your class?

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…

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

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

ERIC Educational Resources Information Center

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

2004-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

Chen, Chih-Ming; Chang, Chia-Cheng

2014-01-01

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

Development of Competency-Based Web Learning Material and Effect Evaluation of Self-Directed Learning Aptitudes on Learning Achievements

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2006-01-01

This study aims to develop and evaluate competency-based web learning material (CBWLM) for the college practicum Microprocessor Laboratory. After using the CBWLM for 8 weeks, this study investigates CBWL's learning effects and self-directed learning aptitudes (SDLAs) as well as exploring the influence of SDLA on learning effects based on the…

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

ERIC Educational Resources Information Center

Akmal

2017-01-01

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

Can Interactive Web-Based CAD Tools Improve the Learning of Engineering Drawing? A Case Study

ERIC Educational Resources Information Center

Pando Cerra, Pablo; Suárez González, Jesús M.; Busto Parra, Bernardo; Rodríguez Ortiz, Diana; Álvarez Peñín, Pedro I.

2014-01-01

Many current Web-based learning environments facilitate the theoretical teaching of a subject but this may not be sufficient for those disciplines that require a significant use of graphic mechanisms to resolve problems. This research study looks at the use of an environment that can help students learn engineering drawing with Web-based CAD…

Creating Effective Web-Based Learning Environments: Relevant Research and Practice

ERIC Educational Resources Information Center

Wijekumar, Kay

2005-01-01

Web-based learning environments are a great asset only if they are designed well and used as intended. The urgency to create courses in response to the growing demand for online learning has resulted in a hurried push to drop PowerPoint notes into Web-based course management systems (WBCMSs), devise an electronic quiz, put together a few…

Relativity, quantum physics and philosophy in the upper secondary curriculum: challenges, opportunities and proposed approaches

NASA Astrophysics Data System (ADS)

Henriksen, Ellen K.; Bungum, Berit; Angell, Carl; Tellefsen, Cathrine W.; Frågåt, Thomas; Vetleseter Bøe, Maria

2014-11-01

In this article, we discuss how quantum physics and relativity can be taught in upper secondary school, in ways that promote conceptual understanding and philosophical reflections. We present the ReleQuant project, in which web-based teaching modules have been developed. The modules address competence aims in the Norwegian national curriculum for physics (final year of upper secondary education), which is unique in that it includes general relativity, entangled photons and the epistemological consequences of modern physics. These topics, with their high demands on students’ understanding of abstract and counter-intuitive concepts and principles, are challenging for teachers to teach and for students to learn. However, they also provide opportunities to present modern physics in innovative ways that students may find motivating and relevant both in terms of modern technological applications and in terms of contributions to students’ intellectual development. Beginning with these challenges and opportunities, we briefly present previous research and theoretical perspectives with relevance to student learning and motivation in modern physics. Based on this, we outline the ReleQuant teaching approach, where students use written and oral language and a collaborative exploration of animations and simulations as part of their learning process. Finally, we present some of the first experiences from classroom tests of the quantum physics modules.

The Web Resource Collaboration Center

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2004-01-01

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

ChemVoyage: A Web-Based, Simulated Learning Environment with Scaffolding and Linking Visualization to Conceptualization

ERIC Educational Resources Information Center

McRae, Christopher; Karuso, Peter; Liu, Fei

2012-01-01

The Web is now a standard tool for information access and dissemination in higher education. The prospect of Web-based, simulated learning platforms and technologies, however, remains underexplored. We have developed a Web-based tutorial program (ChemVoyage) for a third-year organic chemistry class on the topic of pericyclic reactions to…

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

PubMed

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

2010-08-01

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

Innovation in Open & Distance Learning: Successful Development of Online and Web-Based Learning.

ERIC Educational Resources Information Center

Lockwood, Fred, Ed.; Gooley, Anne, Ed.

This book contains 19 papers examining innovation in open and distance learning through development of online and World Wide Web-based learning. The following papers are included: "Innovation in Distributed Learning: Creating the Environment" (Fred Lockwood); "Innovation in Open and Distance Learning: Some Lessons from Experience…

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

ERIC Educational Resources Information Center

Papastergiou, Marina

2005-01-01

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

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

ERIC Educational Resources Information Center

Papastergiou, Marina

2005-01-01

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

Creating a blended learning module in an online master study programme in oncology.

PubMed

Mayer, Benjamin; Ring, Christina; Muche, Rainer; Rothenbacher, Dietrich; Schmidt-Strassburger, Uta

2015-01-01

The medical faculty of Ulm University has launched the postgraduate master online study programme Advanced Oncology (AO) in 2010. We describe the challenges in developing an e-learning module using the example of a medical biometry course, focusing the implementation of the course material and our single-loop learning experience after the first students have finished and evaluated the lecture. Programme participants are qualified medical doctors and researchers in biomedical areas related to the field of oncology. The study programme provides the majority of lectures online via didactic videos accompanied by one-week attendance seminars. Supplementary learning materials include review articles, supportive reading material, multiple choice questions, and exercises for each unit. Lecture evaluations based on specific questions concerning learning environment and information learned, each measured on a five-point Likert scale. Lecture videos were implemented following the classical triad of the didactic process, using oncological examples from practice to teach. The online tutorial support offered to students was hardly used, thus we enhanced faculty presence during the face-to-face seminars. Lecture evaluations improved after revising the learning material on the basis of the first AO student cohort's comments. Developing and implementing an online study programme is challenging with respect of maximizing the information students learn due to limited opportunities for personal contact between lecturers and students. A more direct interaction of lecturers and students in a blended learning setting outperforms a mere web-based contact in terms of learning advantage and students' satisfaction, especially for complex methodological content.

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

PubMed

Morrow, Jay B; Sepdham, Dan; Snell, Laura; Lindeman, Carolyn; Dobbie, Alison

2010-01-01

Web-based cases are well accepted by medical students and enable faculty to deliver equivalent educational experiences to all students. A 2009 literature search revealed no study investigating student use patterns of Web-based case libraries for self-directed learning. We investigated third-year students' use of a Web-based case program for self-directed learning in a family medicine clerkship. We analyzed Design A Case usage patterns of 210 medical students during academic year 2008--2009. We compared board score differences between these students and those from the previous 5 years who did not use Design A Case. We analyzed data from a 13-item survey, administered to a subgroup of 85 students, about the strengths, weaknesses, and acceptability of the program. Students completed, on average, four cases, which was beyond the requirement of three. They reported that the content was highly relevant to cases they saw in clinic. Almost 75% preferred the self-directed Web-based learning over didactics, and most (64%) felt they learned more electronically. Use of the cases was associated with equivalent Board scores versus didactic lectures. In our setting, self-directed learning using a Web-based case program was highly acceptable to students. Web-based cases may provide an option for family medicine educators who wish to deliver equivalent educational experiences across sites.

Evaluation of Webquest in Biology: Teachers' Perception

ERIC Educational Resources Information Center

Osman, Kamisah

2014-01-01

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

Supporting online learning with games

NASA Astrophysics Data System (ADS)

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

2007-04-01

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

The role of visualization in learning from computer-based images

NASA Astrophysics Data System (ADS)

Piburn, Michael D.; Reynolds, Stephen J.; McAuliffe, Carla; Leedy, Debra E.; Birk, James P.; Johnson, Julia K.

2005-05-01

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content-based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three-way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.

Web-based Interspecies Correlation Estimation (Web-ICE) for Acute Toxicity: User Manual 3.2

EPA Science Inventory

The Web-ICE Endangered Species module simultaneously estimates toxicity to taxa representing threatened or endangered species using up to 25 surrogates. This module batch processes toxicity values for endangered species from all species, genus, and family level models available f...

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)

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

PubMed

Ding, Yongxia; Zhang, Peili

2018-06-12

Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (n = 162) was taught using a web-based PBL teaching approach, while the control group (n = 166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (P < 0.01) compared with the control group. In addition, 92.6% of students in the experimental group expressed satisfaction with the new web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning. Copyright © 2018. Published by Elsevier Ltd.

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

NASA Astrophysics Data System (ADS)

Hunter, William John Forbes

1998-12-01

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

Changing learning with new interactive and media-rich instruction environments: virtual labs case study report.

PubMed

Huang, Camillan

2003-01-01

Technology has created a new dimension for visual teaching and learning with web-delivered interactive media. The Virtual Labs Project has embraced this technology with instructional design and evaluation methodologies behind the simPHYSIO suite of simulation-based, online interactive teaching modules in physiology for the Stanford students. In addition, simPHYSIO provides the convenience of anytime web-access and a modular structure that allows for personalization and customization of the learning material. This innovative tool provides a solid delivery and pedagogical backbone that can be applied to developing an interactive simulation-based training tool for the use and management of the Picture Archiving and Communication System (PACS) image information system. The disparity in the knowledge between health and IT professionals can be bridged by providing convenient modular teaching tools to fill the gaps in knowledge. An innovative teaching method in the whole PACS is deemed necessary for its successful implementation and operation since it has become widely distributed with many interfaces, components, and customizations. This paper will discuss the techniques for developing an interactive-based teaching tool, a case study of its implementation, and a perspective for applying this approach to an online PACS training tool. Copyright 2002 Elsevier Science Ltd.

Can Social Semantic Web Techniques Foster Collaborative Curriculum Mapping In Medicine?

PubMed Central

Finsterer, Sonja; Cremer, Jan; Schenkat, Hennig

2013-01-01

Background Curriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards. Objective The project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum. Methods A semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives (“LOs”). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions. Results At present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are accessible by standard Web browsers. The formative usability study yielded positive results (median rating of 2 (“good”) in all 7 general usability items) and produced valuable qualitative feedback, especially concerning navigation and comprehensibility. Although not asked to, the participants (n=5) detected critical aspects of the curriculum (similar learning objectives addressed repeatedly and missing objectives), thus proving the system’s ability to support curriculum revision. Conclusions The SMW-based approach enabled an agile implementation of computer-supported knowledge management. The approach, based on standard Social Semantic Web formats and technology, represents a feasible and effectively applicable compromise between answering to the individual requirements of curriculum management at a particular medical school and using proprietary systems. PMID:23948519

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

ERIC Educational Resources Information Center

Preiser-Houy, Lara; Navarrete, Carlos J.

2011-01-01

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

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Web-Based Learning Environment: A Theory-Based Design Process for Development and Evaluation

ERIC Educational Resources Information Center

Nam, Chang S.; Smith-Jackson, Tonya L.

2007-01-01

Web-based courses and programs have increasingly been developed by many academic institutions, organizations, and companies worldwide due to their benefits for both learners and educators. However, many of the developmental approaches lack two important considerations needed for implementing Web-based learning applications: (1) integration of the…

Exploring the Influence of Web-Based Portfolio Development on Learning To Teach Elementary Science.

ERIC Educational Resources Information Center

Avraamidou, Lucy; Zembal-Saul, Carla

This study examined how Web-based portfolio development supported reflective thinking and learning within a Professional Development School (PDS). It investigated the evidence-based philosophies developed by prospective teachers as a central part of the Web-based portfolio task, noting how technology contributed to the portfolio task. Participants…

Effectiveness of Web-Based Courses on Technical Learning

ERIC Educational Resources Information Center

Lam, Monica

2009-01-01

The author investigated the effectiveness of Web-based courses on technical learning. The regression results show that the delivery format (Web-based or traditional classroom courses) has no significant effect on student performance. However, although gender is a significant predictor in traditional classroom courses, its effect disappears in…

The Application of Web-Based Teaching and Learning in Tertiary Institution--A Case Study in Hong Kong

ERIC Educational Resources Information Center

Fung, Alex C. W.; Fu, Frank H. K.; Cheung, W. S.

2005-01-01

The experience of a two-year project to promote the use of Web-based teaching and learning at XXX University was presented. A total of 68 courses over two semesters were included in the study. Surveys of students and teachers suggested that the quality of learning and teaching were improved. Over 80% of the students had used Web-based teaching and…

Web-based e-learning and virtual lab of human-artificial immune system.

PubMed

Gong, Tao; Ding, Yongsheng; Xiong, Qin

2014-05-01

Human immune system is as important in keeping the body healthy as the brain in supporting the intelligence. However, the traditional models of the human immune system are built on the mathematics equations, which are not easy for students to understand. To help the students to understand the immune systems, a web-based e-learning approach with virtual lab is designed for the intelligent system control course by using new intelligent educational technology. Comparing the traditional graduate educational model within the classroom, the web-based e-learning with the virtual lab shows the higher inspiration in guiding the graduate students to think independently and innovatively, as the students said. It has been found that this web-based immune e-learning system with the online virtual lab is useful for teaching the graduate students to understand the immune systems in an easier way and design their simulations more creatively and cooperatively. The teaching practice shows that the optimum web-based e-learning system can be used to increase the learning effectiveness of the students.

Effective collaborative learning in biomedical education using a web-based infrastructure.

PubMed

Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

2012-01-01

This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.

Summer Professional Development in Chemistry for Inservice Teachers Using OWL Quick Prep

NASA Astrophysics Data System (ADS)

Powell, Cynthia B.; Pamplin, Kim L.; Blake, Robert E.; Mason, Diana S.

2010-04-01

Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY, 1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions in the tutoring modules showed significant improvement in content mastery.

A four-year experience with a Web-based self-help intervention for depressive symptoms in Mexico.

PubMed

Lara, María Asunción; Tiburcio, Marcela; Aguilar Abrego, Araceli; Sánchez-Solís, Alejandro

2014-01-01

To describe a four-year descriptive, naturalistic study monitoring the use of HDep (Help for Depression or Ayuda para depression (ADep)in Spanish), an open-access/free Web-based, psycho-education, cognitive-behavioral intervention program produced in Mexico consisting of seven self-help modules that include feedback-generating assessments of depressive symptoms, vignettes, recorded messages, a relaxation exercise, a personal workbook, blogs, and user discussion forums. Data were collected on all individuals who entered the HDep site since the program's launching in 2009. Those who entered the site two or more times and also registered as "users" or "participants." The user data consisted of 1) user profiles; 2) scores for the CES-D (Center for Epidemiological Studies Depression Scale), for users who completed the feedback-generating assessments of depressive symptoms; 3) user evaluations of the usefulness of HDep; and 4) transcripts of HDep discussion forum posts. The raw user data were obtained through Moodle (Modular Object-Oriented Dynamic Learning Environment, a free software e-learning platform) and analyzed quantitatively (using SPSS) and qualitatively (using ATLAS.ti). A total of 28 078 individuals accessed HDep and 17 318 of those (61.6%) qualified as users. Of all users, 84.4% were women, 64.6% used the workbook, and 60.9% entered the discussion forums (of whom 16.3% added a post). Depressive symptoms (CES-D score ≥ 16) were observed in 97.1% of the users who completed the feedback-generating assessment (n = 16 564). User retention dropped across the seven modules (from 12 366 users for Module 1 to 626 for Module 7). However, all seven modules were rated very high for "helpfulness/usefulness," with mean scores all above 4 on a 1 - 5 scale. The HDep discussion forums showed a rich social interaction. Predictors of entering at least one module (based on stepwise logistic regression analysis) included being a woman, being ≥ 30 years old, reporting disability, and having attempted suicide. Of the 72 participants who completed the final user evaluation of HDep, 97.5% said it had an enormous influence on helping them to identify and transform negative thoughts. Despite the high attrition among users, and the need for further structure adaptation, HDep can be considered a potentially useful mental health tool in Mexico for 1) detecting depression (via the CES-D assessments) and 2) providing a means of social support to those with depression. The high levels of depressive symptoms detected among users suggest that the role of free-access, self-help, Web-based interventions in public mental health programs should be further investigated. The effectiveness of HDep in reducing depressive symptoms and providing a support system has yet to be assessed and should be examined in future research.

Using a Learning Styles Inventory to Examine Student Satisfaction with Web-Based Instruction: A 15-Year Study of One Professor's Web-Based Course Instruction

ERIC Educational Resources Information Center

Olliges, Ralph

2017-01-01

This article examines Active Engagement, Active Communication, and Peer Engagement learning practices among various student groups. It examines which tools are most important for increasing student satisfaction with web-based and web-enhanced instruction. Second, it looks at how different tools lead to greater satisfaction among different types of…

Evaluation of an Interactive Undergraduate Cosmology Curriculum

NASA Astrophysics Data System (ADS)

White, Aaron; Coble, Kimberly A.; Martin, Dominique; Hayes, Patrycia; Targett, Tom; Cominsky, Lynn R.

2018-06-01

The Big Ideas in Cosmology is an immersive set of web-based learning modules that integrates text, figures, and visualizations with short and long interactive tasks as well as labs that allow students to manipulate and analyze real cosmological data. This enables the transformation of general education astronomy and cosmology classes from primarily lecture and book-based courses to a format that builds important STEM skills, while engaging those outside the field with modern discoveries and a more realistic sense of practices and tools used by professional astronomers. Over two semesters, we field-tested the curriculum in general education cosmology classes at a state university in California [N ~ 80]. We administered pre- and post-instruction multiple-choice and open-ended content surveys as well as the CLASS, to gauge the effectiveness of the course and modules. Questions addressed included the structure, composition, and evolution of the universe, including students’ reasoning and “how we know.”Module development and evaluation was supported by NASA ROSES E/PO Grant #NNXl0AC89G, the Illinois Space Grant Consortium, the Fermi E/PO program, Sonoma State University’s Space Science Education and Public Outreach Group, and San Francisco State University. The modules are published by Great River Learning/Kendall-Hunt.

Evaluation of an internet-based e-learning module to introduce nuclear medicine to medical students: a feasibility study.

PubMed

Diessl, Stefanie; Verburg, Frederik A; Hoernlein, Alexander; Schumann, Martin; Luster, Markus; Reiners, Christoph

2010-12-01

The advent of electronic learning, the so-called e-learning, offers new possibilities for instruction in addition to the traditional face-to-face teaching in the education of medical students. To evaluate the additional educational value of a voluntary e-learning module in a nuclear medicine course for third-year medical students. Twenty exemplary nuclear medicine patient cases from our department were developed for e-learning purposes and presented on the internet using the web-based training program ‘CaseTrain’. Subsequently, three selected test cases were handled and evaluated by an unselected population of third-year medical students. One hundred and twenty-eight students studied the three patient cases and filled out the evaluation questionnaire completely. The most important result is that both the interest in and the subjective feeling of the knowledge level regarding the specialized field of nuclear medicine had increased significantly after working through the three e-learning cases. Ninety-seven percent of the evaluating students considered the use of computer-based learning useful. The subjective grading of the content of the cases and the handling of the software were graded with high marks by the participants, 1.9 and 2.0, respectively, on a linear scale with 1 being the best and 6 being the worst. The addition of e-learning to face-to-face teaching as a form of ‘blended learning’ is highly appreciated by medical students, and will provide an effective medium for bringing better understanding of nuclear medicine to future colleagues.

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

ERIC Educational Resources Information Center

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

2011-01-01

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

A Research on E - learning Resources Construction Based on Semantic Web

NASA Astrophysics Data System (ADS)

Rui, Liu; Maode, Deng

Traditional e-learning platforms have the flaws that it's usually difficult to query or positioning, and realize the cross platform sharing and interoperability. In the paper, the semantic web and metadata standard is discussed, and a kind of e - learning system framework based on semantic web is put forward to try to solve the flaws of traditional elearning platforms.

Promoting interprofessional understandings through online learning: a qualitative examination.

PubMed

McKenna, Lisa; Boyle, Malcolm; Palermo, Claire; Molloy, Elizabeth; Williams, Brett; Brown, Ted

2014-09-01

Interprofessional education is increasingly a core component of health professional curricula. It has been suggested that interprofessional education can directly enhance patient care outcomes. However, literature has reported many difficulties in its successful implementation. This study investigated students' perceptions of participating in an online, Web-based module to facilitate interprofessional education. Three focus groups, each with 13-15 students, from emergency health (paramedic), nursing, occupational therapy, physiotherapy, and nutrition and dietetics were conducted with students who participated in an online interprofessional education module at one Australian university. Thematic analysis was employed to analyze interview transcripts. Four themes emerged: professional understanding, patient-centeredness, comparison with other interprofessional education activities, and overcoming geographical boundaries. Students were overwhelmingly positive about their learning experiences and the value of the module in assisting their understandings of the roles of other health professionals. Online approaches to interprofessional education have the potential to enhance learning and overcome geographical and logistical issues inherent in delivering face-to-face interprofessional education. Furthermore, our design approach allowed students to watch how other health professionals worked in a way that they were unable to achieve in clinical practice. © 2014 Wiley Publishing Asia Pty Ltd.

University Students' Emotions, Interest and Activities in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Nummenmaa, Minna; Nummenmaa, Lauri

2008-01-01

Background: Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). Aims: This…

Development of an E-Learning Platform for Vocational Education Systems in Germany

ERIC Educational Resources Information Center

Schober, Andreas; Müller, Frederik; Linden, Sabine; Klois, Martha; Künne, Bernd

2014-01-01

This paper describes an existing web-based learning platform named "Third Place of Learning" (TPL)--"Dritter Lernort". This project's aim is to connect the system of vocational education with digital media by a web-based learning platform. TPL supports student's digital learning by means of interactive examples and exercises.…

Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials

ERIC Educational Resources Information Center

Radovan, Marko; Perdih, Mojca

2016-01-01

E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning's main component, enables alternative means of accessing the web-based learning materials that comprise the…

WebQuest on Conic Sections as a Learning Tool for Prospective Teachers

ERIC Educational Resources Information Center

Kurtulus, Aytac; Ada, Tuba

2012-01-01

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

Research on web-based decision support system for sports competitions

NASA Astrophysics Data System (ADS)

Huo, Hanqiang

2010-07-01

This paper describes the system architecture and implementation technology of the decision support system for sports competitions, discusses the design of decision-making modules, management modules and security of the system, and proposes the development idea of building a web-based decision support system for sports competitions.

The Direction of Web-based Training: A Practitioner's View.

ERIC Educational Resources Information Center

Kilby, Tim

2001-01-01

Web-based training has had achievements and disappointments as online learning has matured. Best practices include user-centered design, knowledge object structures, usability engineering, and formal evaluation. Knowledge management, peer-to-peer learning, and personal learning appliances will continue to alter the online learning landscape. (SK)

Web-Based Social Stories and Games for Children with Autism

ERIC Educational Resources Information Center

Jeekratok, Kanisorn; Chanchalor, Sumalee; Murphy, Elizabeth

2014-01-01

Children with (ASD) may respond well to web--based learning because computers can provide features such as repetition, visual stimuli and independent interactions that appeal to them. However, there has been limited testing of web-based learning especially outside of institutional settings. The study reported on in this paper involved the testing…

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

ERIC Educational Resources Information Center

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

2014-01-01

Collaborative learning has placed an emphasis on co-constructing knowledge by sharing and negotiating meaning for problem-solving activities, and this cannot be accomplished without governing the self-regulatory processes of students. This study employed a Web-based tool, Google Docs, to determine the effects of Web-based collaboration on…

Influence of Structure and Interaction on Student Achievement and Satisfaction in Web-Based Distance Learning

ERIC Educational Resources Information Center

Lee, Hye-Jung; Rha, Ilju

2009-01-01

This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based distance learning environment. From the literature review, two major instructional design and management styles in web-based distance education were conceptualized as structure and interpersonal interaction. To…

When Creative Problem Solving Strategy Meets Web-Based Cooperative Learning Environment in Accounting Education

ERIC Educational Resources Information Center

Cheng, Kai Wen

2011-01-01

Background: Facing highly competitive and changing environment, cultivating citizens with problem-solving attitudes is one critical vision of education. In brief, the importance of education is to cultivate students with practical abilities. Realizing the advantages of web-based cooperative learning (web-based CL) and creative problem solving…

www.teld.net: Online Courseware Engine for Teaching by Examples and Learning by Doing.

ERIC Educational Resources Information Center

Huang, G. Q.; Shen, B.; Mak, K. L.

2001-01-01

Describes TELD (Teaching by Examples and Learning by Doing), a Web-based online courseware engine for higher education. Topics include problem-based learning; project-based learning; case methods; TELD as a Web server; course materials; TELD as a search engine; and TELD as an online virtual classroom for electronic delivery of electronic…

Immediate Dissemination of Student Discoveries to a Model Organism Database Enhances Classroom-Based Research Experiences

PubMed Central

Wiley, Emily A.; Stover, Nicholas A.

2014-01-01

Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have extended the typical model of inquiry-based labs to include a means for targeted dissemination of student-generated discoveries. This initiative required: 1) creating a set of research-based lab activities with the potential to yield results that a particular scientific community would find useful and 2) developing a means for immediate sharing of student-generated results. Working toward these goals, we designed guides for course-based research aimed to fulfill the need for functional annotation of the Tetrahymena thermophila genome, and developed an interactive Web database that links directly to the official Tetrahymena Genome Database for immediate, targeted dissemination of student discoveries. This combination of research via the course modules and the opportunity for students to immediately “publish” their novel results on a Web database actively used by outside scientists culminated in a motivational tool that enhanced students’ efforts to engage the scientific process and pursue additional research opportunities beyond the course. PMID:24591511

Immediate dissemination of student discoveries to a model organism database enhances classroom-based research experiences.

PubMed

Wiley, Emily A; Stover, Nicholas A

2014-01-01

Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have extended the typical model of inquiry-based labs to include a means for targeted dissemination of student-generated discoveries. This initiative required: 1) creating a set of research-based lab activities with the potential to yield results that a particular scientific community would find useful and 2) developing a means for immediate sharing of student-generated results. Working toward these goals, we designed guides for course-based research aimed to fulfill the need for functional annotation of the Tetrahymena thermophila genome, and developed an interactive Web database that links directly to the official Tetrahymena Genome Database for immediate, targeted dissemination of student discoveries. This combination of research via the course modules and the opportunity for students to immediately "publish" their novel results on a Web database actively used by outside scientists culminated in a motivational tool that enhanced students' efforts to engage the scientific process and pursue additional research opportunities beyond the course.

Web-Based Versus Conventional Training for Medical Students on Infant Gross Motor Screening.

PubMed

Pusponegoro, Hardiono D; Soebadi, Amanda; Surya, Raymond

2015-12-01

Early detection of developmental abnormalities is important for early intervention. A simple screening method is needed for use by general practitioners, as is an effective and efficient training method. This study aims to evaluate the effectiveness, acceptability, and usability of Web-based training for medical students on a simple gross motor screening method in infants. Fifth-year medical students at University of Indonesia in Jakarta were randomized into two groups. A Web-based training group received online video modules, discussions, and assessments (at www.schoology.com ). A conventional training group received a 1-day live training using the same module. Both groups completed identical pre- and posttests and the User Satisfaction Questionnaire (USQ). The Web-based group also completed the System Usability Scale (SUS). The module was based on a gross motor screening method used in the World Health Organization Multicentre Growth Reference Study. There were 39 and 32 subjects in the Web-based and conventional groups, respectively. Mean pretest versus posttest scores (correct answers out of 20) were 9.05 versus 16.95 (p=0.0001) in the Web-based group and 9.31 versus 16.88 (p=0.0001) in the conventional group. Mean difference between pre- and posttest scores did not differ significantly between the Web-based and conventional groups (mean [standard deviation], 7.56 [3.252] versus 7.90 [5.170]; p=0.741]. Both training methods were acceptable based on USQ scores. Based on SUS scores, the Web-based training had good usability. Web-based training is an effective, efficient, and acceptable training method for medical students on simple infant gross motor screening and is as effective as conventional training.

Procedures can be learned on the Web: a randomized study of ultrasound-guided vascular access training.

PubMed

Chenkin, Jordan; Lee, Shirley; Huynh, Thien; Bandiera, Glen

2008-10-01

Web-based learning has several potential advantages over lectures, such as anytime-anywhere access, rich multimedia, and nonlinear navigation. While known to be an effective method for learning facts, few studies have examined the effectiveness of Web-based formats for learning procedural skills. The authors sought to determine whether a Web-based tutorial is at least as effective as a didactic lecture for learning ultrasound-guided vascular access (UGVA). Participating staff emergency physicians (EPs) and junior emergency medicine (EM) residents with no UGVA experience completed a precourse test and were randomized to either a Web-based or a didactic group. The Web-based group was instructed to use an online tutorial and the didactic group attended a lecture. Participants then practiced on simulators and live models without any further instruction. Following a rest period, participants completed a four-station objective structured clinical examination (OSCE), a written examination, and a postcourse questionnaire. Examination results were compared using a noninferiority data analysis with a 10% margin of difference. Twenty-one residents and EPs participated in the study. There were no significant differences in mean OSCE scores (absolute difference = -2.8%; 95% confidence interval [CI] = -9.3% to 3.8%) or written test scores (absolute difference = -1.4%; 95% CI = -7.8% to 5.0%) between the Web group and the didactic group. Both groups demonstrated similar improvements in written test scores (26.1% vs. 25.8%; p = 0.95). Ninety-one percent (10/11) of the Web group and 80% (8/10) of the didactic group participants found the teaching format to be effective (p = 0.59). Our Web-based tutorial was at least as effective as a traditional didactic lecture for teaching the knowledge and skills essential for UGVA. Participants expressed high satisfaction with this teaching technology. Web-based teaching may be a useful alternative to didactic teaching for learning procedural skills.

Analysing a Web-Based E-Commerce Learning Community: A Case Study in Brazil.

ERIC Educational Resources Information Center

Joia, Luiz Antonio

2002-01-01

Demonstrates the use of a Web-based participative virtual learning environment for graduate students in Brazil enrolled in an electronic commerce course in a Masters in Business Administration program. Discusses learning communities; computer-supported collaborative work and collaborative learning; influences on student participation; the role of…

Web-Based Learning Design Tool

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Barak, Miri; Ziv, Shani

2013-01-01

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

CoP Sensing Framework on Web-Based Environment

NASA Astrophysics Data System (ADS)

Mustapha, S. M. F. D. Syed

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Examining the Potential of Web-Based Multimedia to Support Complex Fine Motor Skill Learning: An Empirical Study

ERIC Educational Resources Information Center

Papastergiou, Marina; Pollatou, Elisana; Theofylaktou, Ioannis; Karadimou, Konstantina

2014-01-01

Research on the utilization of the Web for complex fine motor skill learning that involves whole body movements is still scarce. The aim of this study was to evaluate the impact of the introduction of a multimedia web-based learning environment, which was targeted at a rhythmic gymnastics routine consisting of eight fine motor skills, into an…

Environmental scan and evaluation of best practices for online systematic review resources.

PubMed

Parker, Robin M N; Boulos, Leah M; Visintini, Sarah; Ritchie, Krista; Hayden, Jill

2018-04-01

Online training for systematic review methodology is an attractive option due to flexibility and limited availability of in-person instruction. Librarians often direct new reviewers to these online resources, so they should be knowledgeable about the variety of available resources. The objective for this project was to conduct an environmental scan of online systematic review training resources and evaluate those identified resources. The authors systematically searched for electronic learning resources pertaining to systematic review methods. After screening for inclusion, we collected data about characteristics of training resources and assigned scores in the domains of (1) content, (2) design, (3) interactivity, and (4) usability by applying a previously published evaluation rubric for online instruction modules. We described the characteristics and scores for each training resource and compared performance across the domains. Twenty training resources were evaluated. Average overall score of online instructional resources was 61%. Online courses (n=7) averaged 73%, web modules (n=5) 64%, and videos (n=8) 48%. The top 5 highest scoring resources were in course or web module format, featured high interactivity, and required a longer (>5hrs) time commitment from users. This study revealed that resources include appropriate content but are less likely to adhere to principles of online training design and interactivity. Awareness of these resources will allow librarians to make informed recommendations for training based on patrons' needs. Future online systematic review training resources should use established best practices for e-learning to provide high-quality resources, regardless of format or user time commitment.

Evaluating Web-Based Learning Systems

ERIC Educational Resources Information Center

Pergola, Teresa M.; Walters, L. Melissa

2011-01-01

Accounting educators continuously seek ways to effectively integrate instructional technology into accounting coursework as a means to facilitate active learning environments and address the technology-driven learning preferences of the current generation of students. Most accounting textbook publishers now provide interactive, web-based learning…

Certainty rating in pre-and post-tests of study modules in an online clinical pharmacy course - A pilot study to evaluate teaching and learning.

PubMed

Luetsch, Karen; Burrows, Judith

2016-10-14

Graduate and post-graduate education for health professionals is increasingly delivered in an e-learning environment, where automated, continuous formative testing with integrated feedback can guide students' self-assessment and learning. Asking students to rate the certainty they assign to the correctness of their answers to test questions can potentially provide deeper insights into the success of teaching, with test results informing course designers whether learning outcomes have been achieved. It may also have implications for decision making in clinical practice. A study of pre-and post-tests for five study modules was designed to evaluate the teaching and learning within a pharmacotherapeutic course in an online postgraduate clinical pharmacy program. Certainty based marking of multiple choice questions (MCQ) was adapted for formative pre- and post-study module testing by asking students to rate their certainty of correctness of MCQ answers. Paired t-tests and a coding scheme were used to analyse changes in answers and certainty between pre-and post-tests. A survey evaluated students' experience with the novel formative testing design. Twenty-nine pharmacists enrolled in the postgraduate program participated in the study. Overall 1315 matched pairs of MCQ answers and certainty ratings between pre- and post-module tests were available for evaluation. Most students identified correct answers in post-tests and increased their certainty compared to pre-tests. Evaluation of certainty ratings in addition to correctness of answers identified MCQs and topic areas for revision to course designers. A survey of students showed that assigning certainty ratings to their answers assisted in structuring and focusing their learning throughout online study modules, facilitating identification of areas of uncertainty and gaps in their clinical knowledge. Adding certainty ratings to MCQ answers seems to engage students with formative testing and feedback and focus their learning in a web-based postgraduate pharmacy course. It also offers deeper insight into the successful delivery of online course content, identifying areas for improvement of teaching and content delivery as well as test question design.

Exploring the Relationships between Web Usability and Students' Perceived Learning in Web-Based Multimedia (WBMM) Tutorials

ERIC Educational Resources Information Center

Mackey, Thomas P.; Ho, Jinwon

2008-01-01

The purpose of this case study is to better understand the relationships between Web usability and students' perceived learning in the design and implementation of Web-based multimedia (WBMM) tutorials in blended courses. Much of the current research in this area focuses on the use of multimedia as a replacement for classroom instruction rather…

The Interface Design and the Usability Testing of a Fossilization Web-Based Learning Environment

ERIC Educational Resources Information Center

Wang, Shiang-Kwei; Yang, Chiachi

2005-01-01

This article describes practical issues related to the design and the development of a Web-Based Learning Environment (Web-LE) for high school students. The purpose of the Fossilization Web-LE was to help students understand the process of fossilization, which is a complex phenomenon and is affected by many factors. The instructional design team…

Assessing the Effect of Web-Based Learning Tools on Student Understanding of Stoichiometry Using Knowledge Space Theory

ERIC Educational Resources Information Center

Arasasingham, Ramesh D.; Taagepera, Mare; Potter, Frank; Martorell, Ingrid; Lonjers, Stacy

2005-01-01

Student achievement in web-based learning tools is assessed by using in-class examination, pretests, and posttests. The study reveals that using mastering chemistry web software in large-scale instruction provides an overall benefit to introductory chemistry students.

Development of Web-Based Learning Application for Generation Z

ERIC Educational Resources Information Center

Hariadi, Bambang; Dewiyani Sunarto, M. J.; Sudarmaningtyas, Pantjawati

2016-01-01

This study aimed to develop a web-based learning application as a form of learning revolution. The form of learning revolution includes the provision of unlimited teaching materials, real time class organization, and is not limited by time or place. The implementation of this application is in the form of hybrid learning by using Google Apps for…

College Students' Conceptions of Learning Management: The Difference between Traditional (Face-to-Face) Instruction and Web-Based Learning Environments

ERIC Educational Resources Information Center

Lin, Hung-Ming; Tsai, Chin-Chung

2011-01-01

This study investigates the differences between students' conceptions of learning management via traditional instruction and Web-based learning environments. The Conceptions of Learning Management Inventory (COLM) was administered to 259 Taiwanese college students majoring in Business Administration. The COLM has six factors (categories), namely,…

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…

HydroViz: design and evaluation of a Web-based tool for improving hydrology education

NASA Astrophysics Data System (ADS)

Habib, E.; Ma, Y.; Williams, D.; Sharif, H. O.; Hossain, F.

2012-10-01

HydroViz is a Web-based, student-centered, educational tool designed to support active learning in the field of Engineering Hydrology. The design of HydroViz is guided by a learning model that is based on learning with data and simulations, using real-world natural hydrologic systems to convey theoretical concepts, and using Web-based technologies for dissemination of the hydrologic education developments. This model, while being used in a hydrologic education context, can be adapted in other engineering educational settings. HydroViz leverages the free Google Earth resources to enable presentation of geospatial data layers and embed them in web pages that have the same look and feel of Google Earth. These design features significantly facilitate the dissemination and adoption of HydroViz by any interested educational institutions regardless of their access to data or computer models. To facilitate classroom usage, HydroViz is populated with a set of course modules that can be used incrementally within different stages of an engineering hydrology curriculum. A pilot evaluation study was conducted to determine the effectiveness of the HydroViz tool in delivering its educational content, to examine the buy-in of the program by faculty and students, and to identify specific project components that need to be further pursued and improved. A total of 182 students from seven freshmen and senior-level undergraduate classes in three universities participated in the study. HydroViz was effective in facilitating students' learning and understanding of hydrologic concepts and increasing related skills. Students had positive perceptions of various features of HydroViz and they believe that HydroViz fits well in the curriculum. In general, HydroViz tend to be more effective with students in senior-level classes than students in freshmen classes. Lessons gained from this pilot study provide guidance for future adaptation and expansion studies to scale-up the application and utility of HydroViz and other similar systems into various hydrology and water-resource engineering curriculum settings. The paper presents a set of design principles that contribute to the development of other active hydrology educational systems.

The Impact of Web-Based Assessment and Practice on Students' Mathematics Learning Attitudes

ERIC Educational Resources Information Center

Nguyen, Diem M.; Hsieh, Yi-Chuan; Allen, G. Donald

2006-01-01

This study investigates the effects of web-based assessment and practice on improving middle school students' mathematics learning attitudes. With the use of an experimental design and a combination of quantitative and qualitative methods, the study compared and contrasted the attitude achievement of students, who used the web-based assessment and…

NAWeb 99: What Works and Why. International Conference on Web-Based Learning (5th, New Brunswick, Canada, October 2-5, 1999).

ERIC Educational Resources Information Center

Hall, Richard, Ed.

This proceedings of the Fifth International Conference on Web-Based Learning, NAWeb 99, includes the following papers: "Coordinating Different Masters and Customers: Dalhousie's Diploma in Disability Management Program"; "The Design, Development, Implementation, and Evaluation of a Graduate Level Course for Teaching Web-Based Instruction";…

Effects of Locus of Control and Learner-Control on Web-Based Language Learning

ERIC Educational Resources Information Center

Chang, Mei-Mei; Ho, Chiung-Mei

2009-01-01

The study explored the effects of students' locus of control and types of control over instruction on their self-efficacy and performance in a web-based language learning environment. A web-based interactive instructional program focusing on the comprehension of news articles for English language learners was developed in two versions: learner-…

Web-based Cases in Teaching and Learning - the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication.

ERIC Educational Resources Information Center

Jarvela, Sanna; Hakkinen, Paivi

2002-01-01

Examines the quality of asynchronous interaction in Web-based conferencing among preservice teachers. The study combines asynchronous conferencing with peer and mentor collaboration to electronically apprentice student learning. Results point out different levels of Web-based discussion: higher-level, progressive, and lower-level discussion. A…

Interactive Learning Program (ILP)- a concept for life long learning and Capacity Building of Stakeholders in Integrated Flood Management (IFM)

NASA Astrophysics Data System (ADS)

Pasche, E.; Manojlovic, N.; Basener, S.; Behzadnia, N.

2009-04-01

In the paradigm shift in flood management from traditional to more integrated approach the key to initialising this transition stage is capacity building of stakeholders. It supports the effective participation of stakeholders within their role by giving the individuals/professionals and institutions required knowledge and skills. Such a process of empowering targeted stakeholder groups should be based on the interactive learning rather than mere delivering of flood related information. It can be achieved by initiating the learning process and developing life-long learning programs in form of blended learning that combines both, supervised online and face-to-face approaches. The learning concept based on the didactic principle of Kolb/Fry, has been used as a basis for development of the Interactive Learning Program (ILP) presented in this paper. Kolb/Fry define learning as a cyclic process dividing it into four steps: concrete experience, reflection & observation, forming abstract concepts, testing of acquainted knowledge in new situations. As the knowledge to understand the complexity of IFM is extensive and required level usually cannot be achieved within the face-to-face phase, additional autodidactic learning module tailored to the individual skills should be included in the learning program. ILP combines both, the face-to-face sessions following the Kolb?s learning cycle including theoretical and practical aspects and autodidactic phase by means of the e-learning platform based on the web dissemination strategy for IFM- Kalypso Inform (Pasche/Kraus/Manojlovic). According to this strategy, the access to the flood related information is enabled through three different modules Tutorial, Knowledge Base and Virtual Trainer enabling interaction with the system. This ILP is generic and can be tailored to requirements of different stakeholder groups depending on their role and level of integration in IFM. The first results, obtained for both public and private stakeholders, are encouraging indicating that such concepts should become a substantial part of the IFM.

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

PubMed Central

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-01-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed ‘Shadow Modules’. The ‘Shadow Module’ takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In ‘Shadow Module’ activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

Web-Based Instruction (WBI): An Introduction.

ERIC Educational Resources Information Center

Khan, Badrul H.

1998-01-01

Advances in information technology, coupled with changes in society, are creating new paradigms for education. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed resources. A table of features and components associated with Web-based instruction learning environments is provided.…

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…

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

ERIC Educational Resources Information Center

Kirui, Paul A.; Mutai, Sheila J.

2010-01-01

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

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

ERIC Educational Resources Information Center

Own, Zangyuan

2006-01-01

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

Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy.

PubMed

Allen, Edwin B; Walls, Richard T; Reilly, Frank D

2008-02-01

This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course. Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based interactive instructional techniques on written exam item performance and (2) differences between student opinions of the benefit level of five different types of interactive learning objects used. The interactive learning objects included Patient Case studies, review Games, Simulated Interactive Patients (SIP), Flashcards, and unit Quizzes. Exam item analysis scores were found to be significantly higher (p < 0.05) for students receiving the instructional treatment incorporating the web-based interactive learning objects than for students not receiving this treatment. Questionnaires using a five-point Likert scale were analysed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the Simulated Interactive Patients (SIP) highest, and this rating was significantly higher (p < 0.05) than all other learning objects. This study suggests that web-based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of Simulated Interactive Patient learning objects.

An Electronic Library-Based Learning Environment for Supporting Web-Based Problem-Solving Activities

ERIC Educational Resources Information Center

Tsai, Pei-Shan; Hwang, Gwo-Jen; Tsai, Chin-Chung; Hung, Chun-Ming; Huang, Iwen

2012-01-01

This study aims to develop an electronic library-based learning environment to support teachers in developing web-based problem-solving activities and analyzing the online problem-solving behaviors of students. Two experiments were performed in this study. In study 1, an experiment on 103 elementary and high school teachers (the learning activity…

An Investigation of Coopetitive Pedagogic Design for Knowledge Creation in Web-Based Learning

ERIC Educational Resources Information Center

Fu, Fong-Ling; Wu, Ya-Ling; Ho, Hsi-Chuan

2009-01-01

Information and communication technologies (ICTs) have created a supportive environment for collaborative learning at the expense of student motivation and engagement. This study attempts to explore the development of a productive learning atmosphere in the context of Web-based learning. An experiment is conducted with university-level students…

Web-Based Evaluation System for Learning Management Systems

ERIC Educational Resources Information Center

Momani, Alaa

2010-01-01

E-learning systems have become an issue in recent years. A learning management system (LMS) is an electronic environment helps the educational society to communicate, exchange information, manage, and schedule the learning process. This study has provided a web-based evaluation system that may help the users to choose the convenient system…

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…

www.elearnSCI.org: a global educational initiative of ISCoS.

PubMed

Chhabra, H S; Harvey, L A; Muldoon, S; Chaudhary, S; Arora, M; Brown, D J; Biering-Sorensen, F; Wyndaele, J J; Charlifue, S; Horsewell, J; Ducharme, S; Green, D; Simpson, D; Glinsky, J; Weerts, E; Upadhyay, N; Aito, S; Wing, P; Katoh, S; Kovindha, A; Krassioukov, A; Weeks, C; Srikumar, V; Reeves, R; Siriwardane, C; Hasnan, N; Kalke, Y B; Lanig, I

2013-03-01

To develop a web-based educational resource for health professionals responsible for the management of spinal cord injury (SCI). The resource:www.elearnSCI.org is comprised of seven learning modules, each subdivided into various submodules. Six of the seven modules address the educational needs of all disciplines involved in comprehensive SCI management. The seventh module addresses prevention of SCI. Each submodule includes an overview, activities, self-assessment questions and references. Three hundred and thirty-two experts from The International Spinal Cord Society (ISCoS) and various affiliated societies from 36 countries were involved in developing the resource through 28 subcommittees. The content of each submodule was reviewed and approved by the Education and Scientific Committees of ISCoS and finally by an Editorial Committee of 23 experts. The content of the learning modules is relevant to students and to new as well as experienced SCI healthcare professionals. The content is applicable globally, has received consumer input and is available at no cost. The material is presented on a website underpinned by a sophisticated content-management system, which allows easy maintenance and ready update of all the content. The resource conforms to key principles of e-learning, including appropriateness of curriculum, engagement of learners, innovative approaches, effective learning, ease of use, inclusion, assessment, coherence, consistency, transparency, cost effectiveness and feedback. www.elearnSCI.org provides a cost effective way of training healthcare professionals that goes beyond the textbook and traditional face-to-face teaching.

Overview and Experiences of a Nursing e-Mentorship Program

PubMed Central

Faiman, Beth

2012-01-01

Little is known regarding the feasibility and efficacy of an online continuing education program for oncology nurses. The Multiple Myeloma Mentorship Program, a quality improvement project for the Institute for Medical Education and Research, was designed to meet the educational needs of oncology nurses caring for patients with multiple myeloma. Twenty-five expert nurses with expertise in multiple myeloma from 23 cancer centers in the United States partnered with 50 oncology nurses in an electronic format from July 2009 to January 2010. The purpose of the program was to educate oncology nurses about the latest treatments and strategies for optimal side-effect management for patients with multiple myeloma. Nurse mentees selected their preferred form of learning—webcast, in-person speaker, or monograph. Two live webcasts allowed for didactic discussion between mentors and mentees. During and after the program, mentors conducted informal, unscripted interviews with nurse participants to determine preferred learning format, challenges, and implications for practice. Twelve nurses preferred Web-based learning to in-person presentations, citing flexibility and convenience as reasons for that choice. Time constraints with Web-based and in-person learning were a barrier to nurse mentees completing assigned modules. Several nurses implemented practice changes as a result of the program. Nurses who participated in the mentorship program were satisfied with the content. Learning styles and format should be considered in future mentorship programs. PMID:21810575

Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

PubMed

Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

2005-03-01

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.

Assessment of Effectiveness of Web-Based Training on Demand

ERIC Educational Resources Information Center

Liu, Chien-Hung; Chiang, Tzu-Chiang; Huang, Yueh-Min

2007-01-01

e-Learning is bringing training to the attention of upper management in a way that other learning technologies have never done. Web-based training will remain predominant to the design and delivery of workplace learning in the 21st century because of its advantages over traditional classroom-based training. A comprehensive framework that…

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…

Redesigning Instruction through Web-based Course Authoring Tools.

ERIC Educational Resources Information Center

Dabbagh, Nada H.; Schmitt, Jeff

1998-01-01

Examines the pedagogical implications of redesigning instruction for Web-based delivery through a case study of an undergraduate computer science course. Initially designed for a traditional learning environment, this course transformed to a Web-based course using WebCT, a Web-based course authoring tool. Discusses the specific features of WebCT.…

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…

Discursive Constructions of Web Learning and Education.

ERIC Educational Resources Information Center

Boshier, Roger; Onn, Chia Mun

2000-01-01

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

Assessing Quantitative Learning With The Math You Need When You Need It

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Baer, E. M.; Burn, H.

2008-12-01

We present new data from a pilot project using the The Math You Need, When You Need It (TMYN) web resources in conjunction with several introductory geoscience courses. TMYN is a series of NSF-supported, NAGT-sponsored, web-based modular resources designed to help students learn (or relearn) mathematical skills essential for success in introductory geoscience courses. TMYN presents mathematical topics that are relevant to introductory geoscience based on a survey of more than 75 geoscience faculty members. To date, modules include unit conversions, many aspects of graphing, density calculations, rearranging equations and other simple mathematical concepts commonly used in the geosciences. The modular nature of the resources make it simple to select the units that are appropriate for a given course. In the fall of 2008, nine TMYN modules were tested in three courses taught at Highline Community College (Geology 101) and University of Wisconsin Oshkosh (Physical and Environmental Geology). Over 300 students participated in the study by taking pre- and post-tests and completing modules relevant to their course. Feedback about the use of these modules has been mixed. Initial results confirm anecdotal evidence that students initially have difficulty applying mathematical concepts to geologic problems. Furthermore, pre- test results indicate that, although instructors assume that students can perform simple mathematical manipulations, many students arrive in courses without the skills to apply mathematical concepts in problem solving situations. TMYN resources effectively provide support for learning quantitative problem solving and a mechanism for students to engage in self-teaching. Although we have seen mixed results due to a range of instructor engagement with the material, TMYN can have significant effect on students who are math phobic or "can't do math" because they can work at their own pace to overcome affective obstacles such as fear and dislike of mathematics. TMYN is most effective when instructors make explicit connections between material in the modules and course content. Instructors who participated in the study in Fall 2008 reacted positively to the use of TMYN in introductory geoscience courses because the resources require minimal class and prep time. Furthermore, when instructors can hold students responsible for the quantitative concepts covered with TMYN, they feel more comfortable including quantitative information without significant loss of geologic content.

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Exploring the Cognitive Loads of High-School Students as They Learn Concepts in Web-Based Environments

ERIC Educational Resources Information Center

Chang, Cheng-Chieh; Yang, Fang-Ying

2010-01-01

This study measured high-school learners' cognitive load as they interacted with different web-based curriculum components, and examined the interactions between cognitive load and web-based concept learning. Participants in this study were 105 11th graders from an academic senior high school in Taiwan. An online, multimedia curriculum on the…

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

PubMed

Gerdprasert, Sailom; Pruksacheva, Tassanee; Panijpan, Bhinyo; Ruenwongsa, Pintip

2010-07-01

This study aimed to develop a web-based learning media on the process and mechanism of labour for the third-year university nursing and midwifery students. This media was developed based on integrating principles of the mechanism of labour with the 5Es inquiry cycle and interactive features of information technology. In this study, the web-based learning unit was used to supplement the conventional lecture as in the traditional teaching. Students' achievements were assessed by using the pre- and post-test on factual knowledge and semi-structured interviews on attitude to the unit. Supplementation with this learning unit made learning significantly more effective than the traditional lecture by itself. The students also showed positive attitude toward the learning unit. Copyright 2009 Elsevier Ltd. All rights reserved.

A high-availability architecture for continuous monitoring of sleep disorders.

PubMed

Iovanovici, Alexandru; Topirceanu, Alexandru; Udrescu, Mihai; Prodan, Lucian; Mihaicuta, Stefan

2015-01-01

We present a complete technical solution for continuously monitoring vital signs required for observing sleep apnoea events, one of the major sleep respiratory disorders. Based on industry accepted medical devices, we developed a GSM-based remote data acquisition and transfer module that is integrated via a set of web services into the server side of the application. The back-end is responsible with aggregating all the data, and, based on machine learning techniques, it provides a first level of filtering in order to warn about possible abnormalities. The proposed solution is currently under the test phase at the "Victor Babes" Hospital in Timisoara, Romania.

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.

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Virtual Reality Simulations and Animations in a Web-Based Interactive Manufacturing Engineering Module

ERIC Educational Resources Information Center

Ong, S. K.; Mannan, M. A.

2004-01-01

This paper presents a web-based interactive teaching package that provides a comprehensive and conducive yet dynamic and interactive environment for a module on automated machine tools in the Manufacturing Division at the National University of Singapore. The use of Internet technologies in this teaching tool makes it possible to conjure…

sTeam--Providing Primary Media Functions for Web-Based Computer-Supported Cooperative Learning.

ERIC Educational Resources Information Center

Hampel, Thorsten

The World Wide Web has developed as the de facto standard for computer based learning. However, as a server-centered approach, it confines readers and learners to passive nonsequential reading. Authoring and Web-publishing systems aim at supporting the authors' design process. Consequently, learners' activities are confined to selecting and…

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

ERIC Educational Resources Information Center

Usip, Ebenge E.; Bee, Richard H.

1998-01-01

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

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…

Supporting a Course in New Literacies and Skills for Linguists with a Virtual Learning Environment. Results from a Staff/Student Collaborative Action-Research Project at Coventry University

ERIC Educational Resources Information Center

Orsini-Jones, Marina

2004-01-01

This paper reports on the results of an action research project at Coventry University that consisted of the evaluation of a curriculum innovation supported by the use of the Virtual Learning Environment (VLE) WebCT, i.e. a new module (course): "Academic and Professional Skills for Language Learning". The project was carried out…

Internet-accessible, near-real-time volcano monitoring data for geoscience education: the Volcanoes Exploration Project—Pu`u `O`o

NASA Astrophysics Data System (ADS)

Poland, M. P.; Teasdale, R.; Kraft, K.

2010-12-01

Internet-accessible real- and near-real-time Earth science datasets are an important resource for geoscience education, but relatively few comprehensive datasets are available, and background information to aid interpretation is often lacking. In response to this need, the U.S. Geological Survey’s (USGS) Hawaiian Volcano Observatory, in collaboration with the National Aeronautics and Space Administration and the University of Hawai‘i, Mānoa, established the Volcanoes Exploration Project: Pu‘u ‘O‘o (VEPP). The VEPP Web site provides access, in near-real time, to geodetic, seismic, and geologic data from the Pu‘u ‘O‘o eruptive vent on Kilauea Volcano, Hawai‘i. On the VEPP Web site, a time series query tool provides a means of interacting with continuous geophysical data. In addition, results from episodic kinematic GPS campaigns and lava flow field maps are posted as data are collected, and archived Webcam images from Pu‘u ‘O‘o crater are available as a tool for examining visual changes in volcanic activity over time. A variety of background information on volcano surveillance and the history of the 1983-present Pu‘u ‘O‘o-Kupaianaha eruption puts the available monitoring data in context. The primary goal of the VEPP Web site is to take advantage of high visibility monitoring data that are seldom suitably well-organized to constitute an established educational resource. In doing so, the VEPP project provides a geoscience education resource that demonstrates the dynamic nature of volcanoes and promotes excitement about the process of scientific discovery through hands-on learning. To support use of the VEPP Web site, a week-long workshop was held at Kilauea Volcano in July 2010, which included 25 participants from the United States and Canada. The participants represented a diverse cross-section of higher learning, from community colleges to research universities, and included faculty who teach both large introductory non-major classes and seminar-style upper division and graduate-level classes. Overall workshop goals were for participants to learn how to interpret each of the VEPP data types, become proficient in the use of the VEPP Web site, provide feedback on site content, and create teaching modules that integrate the site into college and university geoscience curriculum. By the end of the workshop, over 20 new teaching modules were developed and the VEPP Web site was modified based on participant feedback. Teaching activities are available via the VEPP Workshop section of the Science Education Resource Center (SERC) Web site (http://www.nagt.org/nagt/vepp/index.html).

Web-Based Teaching and Learning Approach (WBTLA) Usability in Institutions of Higher Learning in Malaysia

ERIC Educational Resources Information Center

Nordin, Abu Bakar; Alias, Norlidah

2013-01-01

Today teachers in schools and lecturers in institutions of higher learning are endowed with a wide range of new teaching experiences through web-based teaching and learning approaches (WBTLA), which was not possible before through the traditional classroom approach. With the use of WBTLA emerged problems related to usability in technical,…

A Web-Based Educational Setting Supporting Individualized Learning, Collaborative Learning and Assessment

ERIC Educational Resources Information Center

Gogoulou, Agoritsa; Gouli, Evangelia; Grigoriadou, Maria; Samarakou, Maria; Chinou, Dionisia

2007-01-01

In this paper, we present a web-based educational setting, referred to as SCALE (Supporting Collaboration and Adaptation in a Learning Environment), which aims to serve learning and assessment. SCALE enables learners to (i) work on individual and collaborative activities proposed by the environment with respect to learners' knowledge level, (ii)…

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

ERIC Educational Resources Information Center

Pedrosa, Carlos Melgosa; Barbero, Basilio Ramos; Miguel, Arturo Román

2014-01-01

This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which…

Learning 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…

Story-Based Pedagogical Agents: A Scaffolding Design Approach for the Process of Historical Inquiry in a Web-Based Self-Learning Environment

ERIC Educational Resources Information Center

Fujimoto, Toru

2010-01-01

The purpose of this research was to design and evaluate a web-based self-learning environment for historical inquiry embedded with different types of instructional support featuring story-based pedagogical agents. This research focused on designing a learning environment by integrating story-based instruction and pedagogical agents as a means to…

Development of Scientific Approach Based on Discovery Learning Module

NASA Astrophysics Data System (ADS)

Ellizar, E.; Hardeli, H.; Beltris, S.; Suharni, R.

2018-04-01

Scientific Approach is a learning process, designed to make the students actively construct their own knowledge through stages of scientific method. The scientific approach in learning process can be done by using learning modules. One of the learning model is discovery based learning. Discovery learning is a learning model for the valuable things in learning through various activities, such as observation, experience, and reasoning. In fact, the students’ activity to construct their own knowledge were not optimal. It’s because the available learning modules were not in line with the scientific approach. The purpose of this study was to develop a scientific approach discovery based learning module on Acid Based, also on electrolyte and non-electrolyte solution. The developing process of this chemistry modules use the Plomp Model with three main stages. The stages are preliminary research, prototyping stage, and the assessment stage. The subject of this research was the 10th and 11th Grade of Senior High School students (SMAN 2 Padang). Validation were tested by the experts of Chemistry lecturers and teachers. Practicality of these modules had been tested through questionnaire. The effectiveness had been tested through experimental procedure by comparing student achievement between experiment and control groups. Based on the findings, it can be concluded that the developed scientific approach discovery based learning module significantly improve the students’ learning in Acid-based and Electrolyte solution. The result of the data analysis indicated that the chemistry module was valid in content, construct, and presentation. Chemistry module also has a good practicality level and also accordance with the available time. This chemistry module was also effective, because it can help the students to understand the content of the learning material. That’s proved by the result of learning student. Based on the result can conclude that chemistry module based on discovery learning and scientific approach in electrolyte and non-electrolyte solution and Acid Based for the 10th and 11th grade of senior high school students were valid, practice, and effective.

Attitudes to the Application of a Web-Based Learning System in a Microbiology Course

ERIC Educational Resources Information Center

Masiello, I.; Ramberg, R.; Lonka, K.

2005-01-01

Computer-based systems have great potential for delivering learning material. Here, a Web-based learning management system is employed by a medical university to support undergraduate courses. The objective was to help the university's staff to understand the readiness and attitudes of students to the use of information technology, their…

Learning Strategies in Web-Supported Collaborative Project

ERIC Educational Resources Information Center

ChanLin, Lih-Juan

2012-01-01

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

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

PubMed

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

2004-01-01

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

Synchronous Collaboration Competencies in Web-Conferencing Environments--Their Impact on the Learning Process

ERIC Educational Resources Information Center

Bower, Matt

2011-01-01

Based on a three-semester design-based research study examining learning and teaching in a web-conferencing environment, this article identifies types of synchronous collaboration competencies and reveals their influence on learning processes. Four levels of online collaborative competencies were observed--operational, interactional, managerial,…

Personalisation in Web-Based Learning Environments

ERIC Educational Resources Information Center

Santally, Mohammad Issack; Alain, Senteni

2006-01-01

It is postulated that one of the main problems with e-learning environments is their lack of personalisation. This article presents a comprehensive review of the current work in the field and proposes a framework for research in promoting personalisation in Web-based learning environments. The concepts of adaptability, adaptivity and the…

Web-Based Learning: Cognitive Styles and Instructional Strategies

ERIC Educational Resources Information Center

Alomyan, Hesham Raji

2016-01-01

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

EVA: An Interactive Web-Based Collaborative Learning Environment

ERIC Educational Resources Information Center

Sheremetov, Leonid; Arenas, Adolfo Guzman

2002-01-01

In this paper, a Web-based learning environment developed within the project called Virtual Learning Spaces (EVA, in Spanish) is described. The environment is composed of knowledge, collaboration, consulting and experimentation spaces as a collection of agents and conventional software components working over the knowledge domains. All user…

Web-Based Virtual Laboratory for Food Analysis Course

NASA Astrophysics Data System (ADS)

Handayani, M. N.; Khoerunnisa, I.; Sugiarti, Y.

2018-02-01

Implementation of learning on food analysis course in Program Study of Agro-industrial Technology Education faced problems. These problems include the availability of space and tools in the laboratory that is not comparable with the number of students also lack of interactive learning tools. On the other hand, the information technology literacy of students is quite high as well the internet network is quite easily accessible on campus. This is a challenge as well as opportunities in the development of learning media that can help optimize learning in the laboratory. This study aims to develop web-based virtual laboratory as one of the alternative learning media in food analysis course. This research is R & D (research and development) which refers to Borg & Gall model. The results showed that assessment’s expert of web-based virtual labs developed, in terms of software engineering aspects; visual communication; material relevance; usefulness and language used, is feasible as learning media. The results of the scaled test and wide-scale test show that students strongly agree with the development of web based virtual laboratory. The response of student to this virtual laboratory was positive. Suggestions from students provided further opportunities for improvement web based virtual laboratory and should be considered for further research.

A Web-Based Framework For a Time-Domain Warehouse

NASA Astrophysics Data System (ADS)

Brewer, J. M.; Bloom, J. S.; Kennedy, R.; Starr, D. L.

2009-09-01

The Berkeley Transients Classification Pipeline (TCP) uses a machine-learning classifier to automatically categorize transients from large data torrents and provide automated notification of astronomical events of scientific interest. As part of the training process, we created a large warehouse of light-curve sources with well-labelled classes that serve as priors to the classification engine. This web-based interactive framework, which we are now making public via DotAstro.org (http://dotastro.org/), allows us to ingest time-variable source data in a wide variety of formats and store it in a common internal data model. Data is passed between pipeline modules in a prototype XML representation of time-series format (VOTimeseries), which can also be emitted to collaborators through dotastro.org. After import, the sources can be visualized using Google Sky, light curves can be inspected interactively, and classifications can be manually adjusted.

Web-based Learning and Computer Supported Collaborative Learning for psychomotor skill acquisition: perspectives of medical undergraduate students.

PubMed

Koh, Jansen; Cheung, Jeffrey J H; Mackinnon, Kim; Brett, Clare; Kapralos, Bill; Dubrowski, Adam

2013-01-01

There is a lack of evidence for the use of Web-based Learning (WBL) and Computer Supported Collaborative Learning (CSCL) for acquiring psychomotor skills in medical education. In this study, we surveyed medical undergraduate students attending a simulation based training session for central line insertion on their perspectives and utilization of WBL and CSCL for acquisition of a complex psychomotor skill.

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Huang, Kuo Hung

2011-01-01

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

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

ERIC Educational Resources Information Center

Chen, Hsinchun

2003-01-01

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

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

ERIC Educational Resources Information Center

Chou, Pao-Nan; Chang, Chi-Cheng

2011-01-01

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

Do medical students watch video clips in eLearning and do these facilitate learning?

PubMed

Romanov, Kalle; Nevgi, Anne

2007-06-01

There is controversial evidence of the impact of individual learning style on students' performance in computer-aided learning. We assessed the association between the use of multimedia materials, such as video clips, and collaborative communication tools with learning outcome among medical students. One hundred and twenty-one third-year medical students attended a course in medical informatics (0.7 credits) consisting of lectures, small group sessions and eLearning material. The eLearning material contained six learning modules with integrated video clips and collaborative learning tools in WebCT. Learning outcome was measured with a course exam. Approximately two-thirds of students (68.6%) viewed two or more videos. Female students were significantly more active video-watchers. No significant associations were found between video-watching and self-test scores or the time used in eLearning. Video-watchers were more active in WebCT; they loaded more pages and more actively participated in discussion forums. Video-watching was associated with a better course grade. Students who watched video clips were more active in using collaborative eLearning tools and achieved higher course grades.

Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

NASA Astrophysics Data System (ADS)

Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

2014-05-01

We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the student), pedagogy ontology, and learner ontology (defines time constraint, comment, profile).

Supporting Professional Development in Special Education with Web-Based Professional Learning Communities: New Possibilities with Web 2.0

ERIC Educational Resources Information Center

Hardman, Elizabeth L.

2012-01-01

This article describes the challenges in organizing professional learning communities (PLCs) in special education, identifies the teacher and student benefits of using a PLC approach to professional development, and discusses the promise and pitfalls of organizing web-based PLCs to engage distributed stakeholders in the practice of special…

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…

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

ERIC Educational Resources Information Center

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

2000-01-01

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

Web-Based Two-Tier Diagnostic Test and Remedial Learning Experiment

ERIC Educational Resources Information Center

Lai, Ah-Fur; Chen, Deng-Jyi

2010-01-01

Offering a series of diagnosis and individual remedial learning activities for a general class by means of web and multimedia technology can overcome the dilemma of conventional diagnosis and remedial instruction. The study proposes a three-layer conceptual framework and adopts a two-tier diagnostic test theory to develop a web-based two-tier…

Adding Instruction about Technology Infusion to the Secondary Social Studies Course with Web-Based Modules.

ERIC Educational Resources Information Center

Ehman, Lee H.

Modules to teach the appropriate integration of technology into social studies teaching were pilot-taught in a secondary social studies methods course. The seven modules emphasized the World Wide Web as a resource for teachers and students. Pre- and post-course surveys were conducted with the 24 students in the course. Both qualitative and…

Design Issues Related to the Evaluation of Learner--Computer Interaction in a Web-Based Environment: Activities v. Tasks

ERIC Educational Resources Information Center

Hemard, Dominique

2006-01-01

If web-based technology is increasingly becoming the central plank of contemporary teaching and learning processes, there is still too little evidence to suggest that it is delivering purposeful learning activities beyond its widely perceived potential as a learning resource providing content and learning objects. This is due in part to the…

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

ERIC Educational Resources Information Center

Jussila, Terttu; Virtanen, Viivi

2014-01-01

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

A Study on Learning Effect among Different Learning Styles in a Web-Based Lab of Science for Elementary School Students

ERIC Educational Resources Information Center

Sun, Koun-tem; Lin, Yuan-cheng; Yu, Chia-jui

2008-01-01

The purpose of this study is to explore the learning effect related to different learning styles in a Web-based virtual science laboratory for elementary school students. The online virtual lab allows teachers to integrate information and communication technology (ICT) into science lessons. The results of this experimental teaching method…

Instruction via Web-Based Modules in Early Childhood Personnel Preparation: A Mixed-Methods Study of Effectiveness and Learner Perspectives

ERIC Educational Resources Information Center

Hollingsworth, Heidi L.; Lim, Chih-Ing

2015-01-01

Effective personnel preparation is critical to the development of a high quality early childhood workforce that provides optimal care and education for young children. This mixed-methods study examined the effectiveness of, and learner perspectives on, instruction via web-based modules within face-to-face early childhood personnel preparation…

Emerging Web Technologies in Higher Education: A Case of Incorporating Blogs, Podcasts and Social Bookmarks in a Web Programming Course Based on Students' Learning Styles and Technology Preferences

ERIC Educational Resources Information Center

Saeed, Nauman; Yang, Yun; Sinnappan, Suku

2009-01-01

The adoption level of emerging web technologies is on the rise in academic settings. However, a major obstacle in the practice of web-based instruction is the limited understanding of learners' characteristics and perceptions about technology use. Thus there is a need to understand the relationship between students' learning styles and their…

Web-Based Learning - Yes We Can!

NASA Astrophysics Data System (ADS)

Schroeder, Ulrik

Web-based Learning has become a matter of fact at universities. We are now at the edge of new developments with Web 2.0 applications and social software is radically changing the way of how we communicate and share in social networks. Can we expect an analogous revolution for university education 2.0? I will give some arguments that I rather expect an incremental evolution than a radical change. First, I take a look at current eLearning implementations and organizational frameworks and give an example from RWTH Aachen University. Against the background of cognitive theories the utilization of Web 2.0 applications are promising to strengthen 21st century learning. But methods and tools must be adapted to the context of institutional learning as well as the formal regulations must be adjusted vice versa.

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Effects of a Web-based course on nursing skills and knowledge learning.

PubMed

Lu, Der-Fa; Lin, Zu-Chun; Li, Yun-Ju

2009-02-01

The purpose of the study was to assess the effectiveness of supplementing traditional classroom teaching with Web-based learning design when teaching intramuscular injection nursing skills. Four clusters of nursing students at a junior college in eastern Taiwan were randomly assigned to experimental and control groups. A total of 147 students (80 in the experimental group, 67 in the control group) completed the study. All participants received the same classroom lectures and skill demonstration. The experimental group interacted using a Web-based course and were able to view the content on demand. The students and instructor interacted via a chatroom, the bulletin board, and e-mail. Participants in the experimental group had significantly higher scores on both intramuscular injection knowledge and skill learning. A Web-based design can be an effective supplementing learning tool for teaching nursing knowledge and skills.

The WebQuest: constructing creative learning.

PubMed

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

2010-10-01

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

Community-based primary care: improving and assessing diabetes management.

PubMed

Gannon, Meghan; Qaseem, Amir; Snow, Vincenza

2010-01-01

Morbidity and mortality associated with diabetes make it a prime target for quality improvement research. Quality gaps and racial/gender disparities persist throughout this population of patients necessitating a sustainable improvement in the clinical management of diabetes. The authors of this study sought (1) to provide a population perspective on diabetes management, and (2) to reinforce evidence-based clinical guidelines through a Web-based educational module.The project also aimed to gain insight into working remotely with a community of rural physicians. This longitudinal pre-post intervention study involved 18 internal medicine physicians and included 3 points of medical record data abstraction over 24 months. A Web-based educational module was introduced after the baseline data abstraction. This module contained chapters on clinical education, practice tools, and self-assessment. The results showed a sustained improvement in most clinical outcomes and demonstrated the effectiveness of using Web-based mediums to reinforce clinical guidelines and change physician behavior.

Semi-supervised morphosyntactic classification of Old Icelandic.

PubMed

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

2014-01-01

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

Individual Differences: Implications for Web-Based Learning Design

ERIC Educational Resources Information Center

Alomyan, Hesham

2004-01-01

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

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

ERIC Educational Resources Information Center

Schipke, Rae Carrington

2018-01-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2002-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Development of a Relational Database for Learning Management Systems

ERIC Educational Resources Information Center

Deperlioglu, Omer; Sarpkaya, Yilmaz; Ergun, Ertugrul

2011-01-01

In today's world, Web-Based Distance Education Systems have a great importance. Web-based Distance Education Systems are usually known as Learning Management Systems (LMS). In this article, a database design, which was developed to create an educational institution as a Learning Management System, is described. In this sense, developed Learning…

Exploring Egyptian EFL Students' Learning Styles and Satisfaction with Web-Based Materials

ERIC Educational Resources Information Center

Aliweh, Ahmed Mahmoud

2011-01-01

Due to the increasing demand on the incorporation of web-based materials into Egyptian higher educational institutions, this study examined students' learning styles, satisfaction with online learning, and the relationships between these two variables and students' gender. The study was conducted on 51 EFL college students (24 males and 27…

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

ERIC Educational Resources Information Center

Osman, Mohamed Eltahir

2005-01-01

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

Designing a WebQuest

ERIC Educational Resources Information Center

Salsovic, Annette R.

2009-01-01

A WebQuest is an inquiry-based lesson plan that uses the Internet. This article explains what a WebQuest is, shows how to create one, and provides an example. When engaged in a WebQuest, students use technology to experience cooperative learning and discovery learning while honing their research, writing, and presentation skills. It has been found…

The WEBD project: a research of new methodologies for a distant-learning 3D system prototype.

PubMed

Cemenasco, A F; Bianchi, C C; Tornincasa, S; Bianchi, S D

2004-11-01

To create and to spread a new interactive multimedia instrument, based upon virtual reality technologies, that allows both the running simulation of machines and equipment and the reproduction via Web of complex three-dimensional (3D) anatomical models such as the skull. There were two main aspects of the project, one of design engineering and the other biomedical engineering, for the creation of "artificial" and anatomical objects. The former were made with 3D Studio Max R4 by Autodesk, San Rafael, CA, while the latter were created starting from real bones scanned with a CT system or a surface scanner and elaborated with different programs (3D Studio Max R4, Scenebuilder by Viewpoint, New York, NY and Spinfire by Actify, San Francisco, CA). The 3D models were to be integrated into web modules and had to respect file limits while preserving a sufficient definition. Two systems of evaluation were used, a questionnaire on a selected sample and an external evaluation by a different university. The Viewpoint format offers the best interactivity and size reduction (up to 96% from the original 3D model). The created modules included production of radiological images, rapid prototyping, and anatomy. The complete "3D Distant Learning Prototype" is available at www.webd.etsii.upm.es. The software currently available permits the construction of interactive modules. The verification on the selected sample and the evaluation by the University of Naples show that the structure is well organized and that the integration of the 3D models meets the requirements.

Environmental scan and evaluation of best practices for online systematic review resources

PubMed Central

Parker, Robin M. N.; Boulos, Leah M.; Visintini, Sarah; Ritchie, Krista; Hayden, Jill

2018-01-01

Objective Online training for systematic review methodology is an attractive option due to flexibility and limited availability of in-person instruction. Librarians often direct new reviewers to these online resources, so they should be knowledgeable about the variety of available resources. The objective for this project was to conduct an environmental scan of online systematic review training resources and evaluate those identified resources. Methods The authors systematically searched for electronic learning resources pertaining to systematic review methods. After screening for inclusion, we collected data about characteristics of training resources and assigned scores in the domains of (1) content, (2) design, (3) interactivity, and (4) usability by applying a previously published evaluation rubric for online instruction modules. We described the characteristics and scores for each training resource and compared performance across the domains. Results Twenty training resources were evaluated. Average overall score of online instructional resources was 61%. Online courses (n=7) averaged 73%, web modules (n=5) 64%, and videos (n=8) 48%. The top 5 highest scoring resources were in course or web module format, featured high interactivity, and required a longer (>5hrs) time commitment from users. Conclusion This study revealed that resources include appropriate content but are less likely to adhere to principles of online training design and interactivity. Awareness of these resources will allow librarians to make informed recommendations for training based on patrons’ needs. Future online systematic review training resources should use established best practices for e-learning to provide high-quality resources, regardless of format or user time commitment. PMID:29632443

Online Student Learning and Earth System Processes

NASA Astrophysics Data System (ADS)

Mackay, R. M.

2002-12-01

Many students have difficulty understanding dynamical processes related to Earth's climate system. This is particularly true in Earth System Science courses designed for non-majors. It is often tempting to gloss over these conceptually difficult topics and have students spend more study time learning factual information or ideas that require rather simple linear thought processes. Even when the professor is ambitious and tackles the more difficult ideas of system dynamics in such courses, they are typically greeted with frustration and limited success. However, an understanding of generic system concepts and processes is quite arguably an essential component of any quality liberal arts education. We present online student-centered learning modules that are designed to help students explore different aspects of Earth's climate system (see http://www.cs.clark.edu/mac/physlets/GlobalPollution/maintrace.htm for a sample activity). The JAVA based learning activities are designed to: be assessable to anyone with Web access; be self-paced, engaging, and hands-on; and make use of past results from science education research. Professors can use module activities to supplement lecture, as controlled-learning-lab activities, or as stand-alone homework assignments. Acknowledgement This work was supported by NASA Office of Space Science contract NASW-98037, Atmospheric and Environmental Research Inc. of Lexington, MA., and Clark College.

An Auto-management Thesis Program WebMIS Based on Workflow

NASA Astrophysics Data System (ADS)

Chang, Li; Jie, Shi; Weibo, Zhong

An auto-management WebMIS based on workflow for bachelor thesis program is given in this paper. A module used for workflow dispatching is designed and realized using MySQL and J2EE according to the work principle of workflow engine. The module can automatively dispatch the workflow according to the date of system, login information and the work status of the user. The WebMIS changes the management from handwork to computer-work which not only standardizes the thesis program but also keeps the data and documents clean and consistent.

Employing Virtual Humans for Education and Training in X3D/VRML Worlds

ERIC Educational Resources Information Center

Ieronutti, Lucio; Chittaro, Luca

2007-01-01

Web-based education and training provides a new paradigm for imparting knowledge; students can access the learning material anytime by operating remotely from any location. Web3D open standards, such as X3D and VRML, support Web-based delivery of Educational Virtual Environments (EVEs). EVEs have a great potential for learning and training…

The Value of Writing-to-Learn when Using Question Prompts to Support Web-Based Learning in Ill-Structured Domains

ERIC Educational Resources Information Center

Papadopoulos, Pantelis M.; Demetriadis, Stavros N.; Stamelos, Ioannis G.; Tsoukalas, Ioannis A.

2011-01-01

This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management (SPM) cases for a week, using a web-based learning environment designed especially for this purpose.…

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

NASA Astrophysics Data System (ADS)

Shih, Ching-Chun

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

Interactive Economics Instruction with Java and CGI.

ERIC Educational Resources Information Center

Gerdes, Geoffrey R.

2000-01-01

States that this Web site is based on the conviction that Web-based materials must contain interactive modules to achieve value beyond that obtained by conventional media. Discusses three applets that can be reached at the homepage of the Web site by selecting the Java applets link. (CMK)

Adherence to a web-based intervention program for traumatized persons in mainland China.

PubMed

Wang, Zhiyun

2014-01-01

This paper investigated adherence to a self-help web-based intervention for PTSD (Chinese My Trauma Recovery, CMTR) in mainland China and evaluated the association between adherence measures and potential predictors, for example, traumatic symptoms and self-efficacy. Data from 56 urban and 90 rural trauma survivors were reported who used at least one of the seven recovery modules of CMTR. The results showed that 80% urban users visited CMTR four or less days and 87% rural users visited CMTR for 5 or 6 days. On average, urban users visited 2.54 (SD=1.99) modules on the first visiting day and less from the second day; rural users visited 1.10 (SD=0.54) modules on the first visiting day, and it became stable in the following days. In both samples, depression scores at pre-test were significantly or trend significantly associated with the number of visited web pages in the relaxation and professional help modules (r=0.20-0.26, all p<0.14); traumatic symptom scores at pre-test significantly or trend significantly correlated to the number of visited web pages in the relaxation, professional help, and mastery tools modules (r=0.20-0.26, all p<0.10). Moreover, urban users' coping self-efficacy scores at pre-test significantly or trend significantly related to the number of visited web pages in the relaxation, professional help, social support, and mastery tool modules (r=0.20-0.33, all p<0.16). These findings suggest that individuals tend to focus on one or two recovery modules when they visit CMTR, and the number of web pages visited during the intervention period relates to users' traumatic and depressive symptoms and self-efficacy before intervention.

Development and Impact Evaluation of an E-Learning Radiation Oncology Module

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

Alfieri, Joanne, E-mail: Joanne.alfieri@mail.mcgill.ca; Portelance, Lorraine; Souhami, Luis

Purpose: Radiation oncologists are faced with the challenge of irradiating tumors to a curative dose while limiting toxicity to healthy surrounding tissues. This can be achieved only with superior knowledge of radiologic anatomy and treatment planning. Educational resources designed to meet these specific needs are lacking. A web-based interactive module designed to improve residents' knowledge and application of key anatomy concepts pertinent to radiotherapy treatment planning was developed, and its effectiveness was assessed. Methods and Materials: The module, based on gynecologic malignancies, was developed in collaboration with a multidisciplinary team of subject matter experts. Subsequently, a multi-centre randomized controlled studymore » was conducted to test the module's effectiveness. Thirty-six radiation oncology residents participated in the study; 1920 were granted access to the module (intervention group), and 17 in the control group relied on traditional methods to acquire their knowledge. Pretests and posttests were administered to all participants. Statistical analysis was carried out using paired t test, analysis of variance, and post hoc tests. Results: The randomized control study revealed that the intervention group's pretest and posttest mean scores were 35% and 52%, respectively, and those of the control group were 37% and 42%, respectively. The mean improvement in test scores was 17% (p < 0.05) for the intervention group and 5% (p = not significant) for the control group. Retrospective pretest and posttest surveys showed a statistically significant change on all measured module objectives. Conclusions: The use of an interactive e-learning teaching module for radiation oncology is an effective method to improve the radiologic anatomy knowledge and treatment planning skills of radiation oncology residents.« less

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…

Instructor satisfaction with a technology-based resource for diabetes education.

PubMed

Hall, Deanne L; Corman, Shelby L; Drab, Scott R; Meyer, Susan M; Smith, Randall B

2009-05-27

To evaluate instructor use patterns and satisfaction with DM Educate, a comprehensive, Web-based diabetes course. Instructors completed a post-course survey instrument to assess their use of course materials and components, as well as satisfaction with the course content, design, and technology utilized, and to solicit their suggestions for additional content areas. Thirty-eight percent of respondents utilized DM Educate as a standalone elective and 62% had integrated materials into existing courses. The pharmacotherapy module was the most utilized at 91% and slide sets were the most utilized course components at 63%. All instructors stated that they would use the course again the following year. Suggestions for improvement included incorporation of more active-learning activities and patient cases. Instructors' were highly satisfied with the course materials and technology used by DM Educate, a Web-based diabetes education course, and indicated they were able to customize the course materials both to establish new courses and supplement existing courses. All instructors planned to use the course again.

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

NASA Astrophysics Data System (ADS)

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

2018-03-01

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

Integration and Evaluation of Substance Abuse Research Education Training (SARET) into a Master of Social Work program.

PubMed

Tuchman, Ellen; Hanley, Kathleen; Naegle, Madeline; More, Frederick; Bereket, Sewit; Gourevitch, Marc N

2017-01-01

The Substance Abuse Research and Education Training (SARET) program is funded by the National Institutes of Drug Abuse in 2006 as a novel approach to spark interest in substance abuse research among medical, dental, nursing, and social work graduate students through a Web-based curriculum and research mentorships. This report presents the initial integration of the intervention in a Master of Social Work (MSW) program, the components of the program, and the mixed-methods evaluation of its effect on students' attitudes towards substance abuse research and treatment. SARET comprises 2 main components: stipend-supported research mentorships and a Web-based module series, consisting of 6 interactive, multimedia modules addressing core SA research topics, delivered via course curricula and in the research mentorships. An initial evaluation was designed to assess SARET's acceptability and short-term impact on participants' interest in SA research. The components of this Web-based curriculum evaluation include focus group feedback on the relevance of the modules to SW students, number of courses into which the modules were integrated with number of module completions, changes in interest in SA research associated with module completion. The full series of Web-based modules has been integrated across several courses in the social work curriculum, and social work students have become integral participants in the summer mentored research experience. One hundred eighteen students completed at least 1 module and 42 students completed all 6 modules. Neurobiology, Screening, and Epidemiology were the most widely viewed modules. Students reported positive impact on their vision of SA-related clinical care, more positive attitudes about conducting research, and in some cases, change in career. The SARET program's modules and summer mentored research increased clinical and research interest related to SUDs, as well as interprofessional attitudes among social work students. Participants have shown some early research success. Longer-term follow-up will enable us to continue to assess the effectiveness of the program.

The development and preliminary testing of a multimedia patient-provider survivorship communication module for breast cancer survivors.

PubMed

Wen, Kuang-Yi; Miller, Suzanne M; Stanton, Annette L; Fleisher, Linda; Morra, Marion E; Jorge, Alexandra; Diefenbach, Michael A; Ropka, Mary E; Marcus, Alfred C

2012-08-01

This paper describes the development of a theory-guided and evidence-based multimedia training module to facilitate breast cancer survivors' preparedness for effective communication with their health care providers after active treatment. The iterative developmental process used included: (1) theory and evidence-based content development and vetting; (2) user testing; (3) usability testing; and (4) participant module utilization. Formative evaluation of the training module prototype occurred through user testing (n = 12), resulting in modification of the content and layout. Usability testing (n = 10) was employed to improve module functionality. Preliminary web usage data (n = 256, mean age = 53, 94.5% White, 75% college graduate and above) showed that 59% of the participants accessed the communication module, for an average of 7 min per login. The iterative developmental process was informative in enhancing the relevance of the communication module. Preliminary web usage results demonstrate the potential feasibility of such a program. Our study demonstrates survivors' openness to the use of a web-based communication skills training module and outlines a systematic iterative user and interface program development and testing process, which can serve as a prototype for others considering such an approach. Copyright © 2012. Published by Elsevier Ireland Ltd.

The development and preliminary testing of a multimedia patient–provider survivorship communication module for breast cancer survivors

PubMed Central

Wen, Kuang-Yi; Miller, Suzanne M.; Stanton, Annette L.; Fleisher, Linda; Morra, Marion E.; Jorge, Alexandra; Diefenbach, Michael A.; Ropka, Mary E.; Marcus, Alfred C.

2012-01-01

Objective This paper describes the development of a theory-guided and evidence-based multimedia training module to facilitate breast cancer survivors’ preparedness for effective communication with their health care providers after active treatment. Methods The iterative developmental process used included: (1) theory and evidence-based content development and vetting; (2) user testing; (3) usability testing; and (4) participant module utilization. Results Formative evaluation of the training module prototype occurred through user testing (n = 12), resulting in modification of the content and layout. Usability testing (n = 10) was employed to improve module functionality. Preliminary web usage data (n = 256, mean age = 53, 94.5% White, 75% college graduate and above) showed that 59% of the participants accessed the communication module, for an average of 7 min per login. Conclusion The iterative developmental process was informative in enhancing the relevance of the communication module. Preliminary web usage results demonstrate the potential feasibility of such a program. Practice implications Our study demonstrates survivors’ openness to the use of a web-based communication skills training module and outlines a systematic iterative user and interface program development and testing process, which can serve as a prototype for others considering such an approach. PMID:22770812

Trophic groups and modules: two levels of group detection in food webs

PubMed Central

Gauzens, Benoit; Thébault, Elisa; Lacroix, Gérard; Legendre, Stéphane

2015-01-01

Within food webs, species can be partitioned into groups according to various criteria. Two notions have received particular attention: trophic groups (TGs), which have been used for decades in the ecological literature, and more recently, modules. The relationship between these two group concepts remains unknown in empirical food webs. While recent developments in network theory have led to efficient methods for detecting modules in food webs, the determination of TGs (groups of species that are functionally similar) is largely based on subjective expert knowledge. We develop a novel algorithm for TG detection. We apply this method to empirical food webs and show that aggregation into TGs allows for the simplification of food webs while preserving their information content. Furthermore, we reveal a two-level hierarchical structure where modules partition food webs into large bottom–top trophic pathways, whereas TGs further partition these pathways into groups of species with similar trophic connections. This provides new perspectives for the study of dynamical and functional consequences of food-web structure, bridging topological and dynamical analysis. TGs have a clear ecological meaning and are found to provide a trade-off between network complexity and information loss. PMID:25878127

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

PubMed

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

2010-01-01

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

Comparative Initial and Sustained Engagement in Web-based Training by Behavioral Healthcare Providers in New York State.

PubMed

Talley, Rachel; Chiang, I-Chin; Covell, Nancy H; Dixon, Lisa

2018-06-01

Improved dissemination is critical to implementation of evidence-based practice in community behavioral healthcare settings. Web-based training modalities are a promising strategy for dissemination of evidence-based practice in community behavioral health settings. Initial and sustained engagement of these modalities in large, multidisciplinary community provider samples is not well understood. This study evaluates comparative engagement and user preferences by provider type in a web-based training platform in a large, multidisciplinary community sample of behavioral health staff in New York State. Workforce make-up among platform registrants was compared to the general NYS behavioral health workforce. Training completion by functional job type was compared to characterize user engagement and preferences. Frequently completed modules were classified by credit and requirement incentives. High initial training engagement across professional role was demonstrated, with significant differences in initial and sustained engagement by professional role. The most frequently completed modules across functional job types contained credit or requirement incentives. The analysis demonstrated that high engagement of a web-based training in a multidisciplinary provider audience can be achieved without tailoring content to specific professional roles. Overlap between frequently completed modules and incentives suggests a role for incentives in promoting engagement of web-based training. These findings further the understanding of strategies to promote large-scale dissemination of evidence-based practice in community behavioral health settings.

Re-Examining Cognition during Student-Centered, Web-Based Learning

ERIC Educational Resources Information Center

Hannafin, Michael; Hannafin, Kathleen; Gabbitas, Bruce

2009-01-01

During student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. This can be particularly challenging while learning from the World-Wide Web, where…

E-Learning System Overview Based on Semantic Web

ERIC Educational Resources Information Center

Alsultanny, Yas A.

2006-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Factors influencing rural and urban emergency clinicians' participation in an online knowledge exchange intervention.

PubMed

Curran, Janet A; Murphy, Andrea L; Sinclair, Douglas; McGrath, Patrick

2013-01-01

Rural emergency departments (EDs) generally have limited access to continuing education and are typically staffed by clinicians without pediatric emergency specialty training. Emergency care of children is complex and the majority of children receive emergency care in non-pediatric tertiary care centers. In recent decades, there has been a call to action to improve quality and safety in the emergency care of children. Of the one million ED visits by children in Ontario in 2005-2006, one in three visited more than once in a year and one in 15 returned to the ED within 72 hours of the index visit. This study explored factors influencing rural and urban ED clinicians' participation in a Web-based knowledge exchange intervention that focused on best practice knowledge about pediatric emergency care. The following questions guided the study: (i) What are the individual, context of practice or knowledge factors which impact a clinician's decision to participate in a Web-based knowledge exchange intervention?; (ii) What are clinicians' perceptions of organizational expectations regarding knowledge and information sources to be used in practice?; and (iii) What are the preferred knowledge sources of rural and urban emergency clinicians? A Web-based knowledge exchange intervention, the Pediatric Emergency Care Web Based Knowledge Exchange Project, for rural and urban ED clinicians was developed. The website contained 12 pediatric emergency practice learning modules with linked asynchronous discussion forums. The topics for the modules were determined through a needs assessment and the module content was developed by known experts in the field. A follow-up survey was sent to a convenience sample of 187 clinicians from nine rural and two urban Canadian EDs participating in the pediatric emergency Web-based knowledge exchange intervention study. The survey response rate was 56% (105/187). Participation in the knowledge exchange intervention was related to individual involvement in research activities (χ(2)=5.23, p=0.019), consultation with colleagues from other EDs (χ(2)=6.37, p=0.01) and perception of organizational expectations to use research evidence to guide practice (χ(2)=5.52, p=0.015). Most clinicians (95/105 or 92%) reported relying on colleagues from their own ED as a primary knowledge source. Urban clinicians were more likely than their rural counterparts to perceive that use of research evidence to guide practice was an expectation. Rural clinicians were more likely to rely on physicians from their own ED as a preferred knowledge source. The decision made by emergency clinicians to participate in a Web-based knowledge exchange intervention was influenced by a number of individual and contextual factors. Differences in these factors and preferences for knowledge sources require further characterization to enhance engagement of rural ED clinicians in online knowledge exchange interventions.

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

ERIC Educational Resources Information Center

Chittaro, Luca; Ranon, Roberto

2007-01-01

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

Web-Based Learning as a Tool of Knowledge Continuity

ERIC Educational Resources Information Center

Jaaman, Saiful Hafizah; Ahmad, Rokiah Rozita; Rambely, Azmin Sham

2013-01-01

The outbreak of information in a borderless world has prompted lecturers to move forward together with the technological innovation and erudition of knowledge in performing his/her responsibility to educate the young generations to be able to stand above the crowd at the global scene. Teaching and Learning through web-based learning platform is a…

Students' Views about the Problem Based Collaborative Learning Environment Supported by Dynamic Web Technologies

ERIC Educational Resources Information Center

Ünal, Erhan; Çakir, Hasan

2017-01-01

The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer…

Learning with Web-Based Interactive Objects: An Investigation into Student Perceptions of Effectiveness

ERIC Educational Resources Information Center

Salajan, Florin D.; Perschbacher, Susanne; Cash, Mindy; Talwar, Reena; El-Badrawy, Wafa; Mount, Greg J.

2009-01-01

In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students' perception of…

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

ERIC Educational Resources Information Center

Zhang, Jianfeng

2013-01-01

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

Progressive Assessment of Student Engagement with Web-Based Guided Learning

ERIC Educational Resources Information Center

Katuk, Norliza

2013-01-01

Purpose: The purpose of this research is to investigate student engagement in guided web-based learning systems. It looks into students' engagement and their behavioral patterns in two types of guided learning systems (i.e. a fully- and a partially-guided). The research also aims to demonstrate how the engagement evolves from the…

Saudi College Students' Preferences for Synchronous and Asynchronous Web-Based Courses: An Exploratory Study

ERIC Educational Resources Information Center

Al-Jabri, Abdullah

2012-01-01

Technology has become an essential component of the teaching-learning process, and online learning, in particular, has captivated the interest of many educational institutions throughout the world. Web-based learning has provided both students and teachers with new and unique ways of communicating with each other. As a result, many studies have…

Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities

ERIC Educational Resources Information Center

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

2011-01-01

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture…

Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities

ERIC Educational Resources Information Center

Gosper, M.; McNeill, M.; Phillips, R.; Preston, G.; Woo, K.; Green, D.

2010-01-01

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture…

Web-Based Learning Materials for Higher Education: The MERLOT Repository

ERIC Educational Resources Information Center

Orhun, Emrah

2004-01-01

MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a web-based open resource designed primarily for faculty and students in higher education. The resources in MERLOT include over 8,000 learning materials and support materials from a wide variety of disciplines that can be integrated within the context of a larger course.…

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

ERIC Educational Resources Information Center

Wang, Yen-Hui

2014-01-01

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

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Applying Web-Based Co-Regulated Learning to Develop Students' Learning and Involvement in a Blended Computing Course

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2015-01-01

This research investigated, via quasi-experiments, the effects of web-based co-regulated learning (CRL) on developing students' computing skills. Two classes of 68 undergraduates in a one-semester course titled "Applied Information Technology: Data Processing" were chosen for this research. The first class (CRL group, n = 38) received…

Empirical Investigation into Motives for Choosing Web-Based Distance Learning Programs

ERIC Educational Resources Information Center

Alkhattabi, Mona

2016-01-01

Today, in association with rapid social and economic changes, there is an increasing level of demand for distance and online learning programs. This study will focus on identifying the main motivational factors for choosing a web-based distance-learning program. Moreover, it will investigate how these factors relate to age, gender, marital status…

A Natural Fit: Problem-based Learning and Technology Standards.

ERIC Educational Resources Information Center

Sage, Sara M.

2000-01-01

Discusses the use of problem-based learning to meet technology standards. Highlights include technology as a tool for locating and organizing information; the Wolf Wars problem for elementary and secondary school students that provides resources, including Web sites, for information; Web-based problems; and technology as assessment and as a…

Concept Mapping Your Web Searches: A Design Rationale and Web-Enabled Application

ERIC Educational Resources Information Center

Lee, Y.-J.

2004-01-01

Although it has become very common to use World Wide Web-based information in many educational settings, there has been little research on how to better search and organize Web-based information. This paper discusses the shortcomings of Web search engines and Web browsers as learning environments and describes an alternative Web search environment…

A web-based portfolio model as the students' final assignment: Dealing with the development of higher education trend

NASA Astrophysics Data System (ADS)

Utanto, Yuli; Widhanarto, Ghanis Putra; Maretta, Yoris Adi

2017-03-01

This study aims to develop a web-based portfolio model. The model developed in this study could reveal the effectiveness of the new model in experiments conducted at research respondents in the department of curriculum and educational technology FIP Unnes. In particular, the further research objectives to be achieved through this development of research, namely: (1) Describing the process of implementing a portfolio in a web-based model; (2) Assessing the effectiveness of web-based portfolio model for the final task, especially in Web-Based Learning courses. This type of research is the development of research Borg and Gall (2008: 589) says "educational research and development (R & D) is a process used to develop and validate educational production". The series of research and development carried out starting with exploration and conceptual studies, followed by testing and evaluation, and also implementation. For the data analysis, the technique used is simple descriptive analysis, analysis of learning completeness, which then followed by prerequisite test for normality and homogeneity to do T - test. Based on the data analysis, it was concluded that: (1) a web-based portfolio model can be applied to learning process in higher education; (2) The effectiveness of web-based portfolio model with field data from the respondents of large group trial participants (field trial), the number of respondents who reached mastery learning (a score of 60 and above) were 24 people (92.3%) in which it indicates that the web-based portfolio model is effective. The conclusion of this study is that a web-based portfolio model is effective. The implications of the research development of this model, the next researcher is expected to be able to use the guideline of the development model based on the research that has already been conducted to be developed on other subjects.

Efficacy of an internet-based learning module and small-group debriefing on trainees' attitudes and communication skills toward patients with substance use disorders: results of a cluster randomized controlled trial.

PubMed

Lanken, Paul N; Novack, Dennis H; Daetwyler, Christof; Gallop, Robert; Landis, J Richard; Lapin, Jennifer; Subramaniam, Geetha A; Schindler, Barbara A

2015-03-01

To examine whether an Internet-based learning module and small-group debriefing can improve medical trainees' attitudes and communication skills toward patients with substance use disorders (SUDs). In 2011-2012, 129 internal and family medicine residents and 370 medical students at two medical schools participated in a cluster randomized controlled trial, which assessed the effect of adding a two-part intervention to the SUDs curricula. The intervention included a self-directed, media-rich Internet-based learning module and a small-group, faculty-led debriefing. Primary study outcomes were changes in self-assessed attitudes in the intervention group (I-group) compared with those in the control group (C-group) (i.e., a difference of differences). For residents, the authors used real-time, Web-based interviews of standardized patients to assess changes in communication skills. Statistical analyses, conducted separately for residents and students, included hierarchical linear modeling, adjusted for site, participant type, cluster, and individual scores at baseline. The authors found no significant differences between the I- and C-groups in attitudes for residents or students at baseline. Compared with those in the C-group, residents, but not students, in the I-group had more positive attitudes toward treatment efficacy and self-efficacy at follow-up (P<.006). Likewise, compared with residents in the C-group, residents in the I-group received higher scores on screening and counseling skills during the standardized patient interview at follow-up (P=.0009). This intervention produced improved attitudes and communication skills toward patients with SUDs among residents. Enhanced attitudes and skills may result in improved care for these patients.

Students using visual thinking to learn science in a Web-based environment

NASA Astrophysics Data System (ADS)

Plough, Jean Margaret

United States students' science test scores are low, especially in problem solving, and traditional science instruction could be improved. Consequently, visual thinking, constructing science structures, and problem solving in a web-based environment may be valuable strategies for improving science learning. This ethnographic study examined the science learning of fifteen fourth grade students in an after school computer club involving diverse students at an inner city school. The investigation was done from the perspective of the students, and it described the processes of visual thinking, web page construction, and problem solving in a web-based environment. The study utilized informal group interviews, field notes, Visual Learning Logs, and student web pages, and incorporated a Standards-Based Rubric which evaluated students' performance on eight science and technology standards. The Visual Learning Logs were drawings done on the computer to represent science concepts related to the Food Chain. Students used the internet to search for information on a plant or animal of their choice. Next, students used this internet information, with the information from their Visual Learning Logs, to make web pages on their plant or animal. Later, students linked their web pages to form Science Structures. Finally, students linked their Science Structures with the structures of other students, and used these linked structures as models for solving problems. Further, during informal group interviews, students answered questions about visual thinking, problem solving, and science concepts. The results of this study showed clearly that (1) making visual representations helped students understand science knowledge, (2) making links between web pages helped students construct Science Knowledge Structures, and (3) students themselves said that visual thinking helped them learn science. In addition, this study found that when using Visual Learning Logs, the main overall ideas of the science concepts were usually represented accurately. Further, looking for information on the internet may cause new problems in learning. Likewise, being absent, starting late, and/or dropping out all may negatively influence students' proficiency on the standards. Finally, the way Science Structures are constructed and linked may provide insights into the way individual students think and process information.

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

NASA Astrophysics Data System (ADS)

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

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

Using Web Maps to Analyze the Construction of Global Scale Cognitive Maps

ERIC Educational Resources Information Center

Pingel, Thomas J.

2018-01-01

Game-based Web sites and applications are changing the ways in which students learn the world map. In this study, a Web map-based digital learning tool was used as a study aid for a university-level geography course in order to examine the way in which global scale cognitive maps are constructed. A network analysis revealed that clicks were…

A Case Study of Web-Based Instruction (WBI): The Effectiveness of Using Frontpage Feedback System (FFS) as Metacognition Strategy for Freshmen Biology Teaching

ERIC Educational Resources Information Center

Wang, Tzu-Hua; Wang, Wei-Lung; Wang, Kuo-Hua; Huang, Hsih-Chieh

2004-01-01

This research aims to develop a Metacognition strategy for Web-Based Instruction (WBI) to stimulate reflective questions in biology learning to run Frontpage Feedback System (FFS) embedded in web pages, and thus to evaluate the influence of this internet-teaching style on biology learning among freshmen. According to the questionnaire survey, we…

Difference in Learning among Students Doing Pen-and-Paper Homework Compared to Web-Based Homework in an Introductory Statistics Course

ERIC Educational Resources Information Center

Jonsdottir, Anna Helga; Bjornsdottir, Audbjorg; Stefansson, Gunnar

2017-01-01

A repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years.…

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…

Developing global citizenship online: an authentic alternative to overseas clinical placement.

PubMed

Strickland, Karen; Adamson, Elizabeth; McInally, Wendy; Tiittanen, Hannele; Metcalfe, Sharon

2013-10-01

This paper presents the findings of a pilot project to develop and evaluate an international nursing module delivered using a collaborative online platform between nursing programmes in Scotland, USA and Finland. The purpose of the project was to provide an authentic international nursing experience for nursing students, allowing them to explore and contrast the nursing and health care issues in an international context. The pilot cohort ran in September 2011 with a total of 22 students with a mix of students from both undergraduate and postgraduate programmes. A mixed methods research design was used to evaluate the students' experience using an anonymous online questionnaire and the collection of testimonials from students based on their experience. The results demonstrated high levels of satisfaction with the learning experience. Four key themes-learning together, widening horizons, developing autonomy and learning beyond frontiers-emerged from the qualitative data. Developing confidence from the shared learning experience has real implications for the global mobility of the nursing workforce as it helps to prepare nurses for a career beyond their own country's borders. The pilot module has clearly demonstrated that the use of Web 2.0 technology in the forms of a wiki may effectively be employed to provide an online learning environment to allow cross institutional learning. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

[Study of sharing platform of web-based enhanced extracorporeal counterpulsation hemodynamic waveform data].

PubMed

Huang, Mingbo; Hu, Ding; Yu, Donglan; Zheng, Zhensheng; Wang, Kuijian

2011-12-01

Enhanced extracorporeal counterpulsation (EECP) information consists of both text and hemodynamic waveform data. At present EECP text information has been successfully managed through Web browser, while the management and sharing of hemodynamic waveform data through Internet has not been solved yet. In order to manage EECP information completely, based on the in-depth analysis of EECP hemodynamic waveform file of digital imaging and communications in medicine (DICOM) format and its disadvantages in Internet sharing, we proposed the use of the extensible markup language (XML), which is currently the Internet popular data exchange standard, as the storage specification for the sharing of EECP waveform data. Then we designed a web-based sharing system of EECP hemodynamic waveform data via ASP. NET 2.0 platform. Meanwhile, we specifically introduced the four main system function modules and their implement methods, including DICOM to XML conversion module, EECP waveform data management module, retrieval and display of EECP waveform module and the security mechanism of the system.

Web-based education for postpartum depression: conceptual development and impact.

PubMed

Wisner, Katherine L; Logsdon, M Cynthia; Shanahan, Brian R

2008-12-01

Postpartum depression (PPD) is a major public health problem that occurs in one of every seven women in the first 3 months after birth. Left untreated, PPD can persist for months to years and lead to adverse consequences for both mother and child. Primary care providers have the most medical contact with postpartum women and are well positioned to screen for and identify PPD. However, PPD recognition and treatment is generally not included in physician training, and few continuing education programs on PPD are available. Developed with support from NIMH SBIR contract (# HHSN278200554096C), the Web site MedEdPPD was designed to provide professionals with the tools to successfully engage, screen, diagnose, treat, and refer women with PPD. Resources on the site include CME/CE modules; interactive case studies; classic papers and current literature; provider tools; a comprehensive slide library; events calendar; and resources. MedEdPPD also contains materials for women with PPD, their friends and family members. As of March 2008, the site had over 17,000 visitors who represented both consumers and a broad distribution of health care professional disciplines. The nine CME/CE learning modules on MedEdPPD have been particularly heavily utilized by nurses. The number of repeat and new visitors has increased steadily since the site's launch. User feedback has been consistently positive. Based upon theories of adult education, MedEdPPD offers diverse strategies to facilitate learning. The site promotes education and training in PPD treatment that is flexible, cost-effective, and meets the needs of health care professionals.

Preparing nurses internationally for emergency planning and response.

PubMed

Weiner, Elizabeth

2006-09-30

Competency-based education provides an international infrastructure for nurses to learn about emergency preparedness and response. The International Nursing Coalition for Mass Casualty Education (INCMCE) has developed competencies for all nurses, as well as online modules for meeting those competencies. In addition, other curriculum resources are available that range from face-to-face classes, web-based modules, and electronic journals, to complete pre-packaged materials. The author of this article describes competencies needed for emergency preparedness identified by Columbia University, Vanderbilt University, and the International Nursing Coalition for Mass Casualty Education, as well as various curriculum resources for emergency planning and response and also processes to prepare nurses for emergency responses. Examples of international "Best Practices" feature programs that provide examples of innovative educational strategies for preparing nurses for emergency response are presented. The author concludes that while curriculum resources are widely available, a better centralized clearinghouse could be made available for both faculty and students.

COMET Multimedia modules and objects in the digital library system

NASA Astrophysics Data System (ADS)

Spangler, T. C.; Lamos, J. P.

2003-12-01

Over the past ten years of developing Web- and CD-ROM-based training materials, the Cooperative Program for Operational Meteorology, Education and Training (COMET) has created a unique archive of almost 10,000 multimedia objects and some 50 web based interactive multimedia modules on various aspects of weather and weather forecasting. These objects and modules, containing illustrations, photographs, animations,video sequences, audio files, are potentially a valuable resource for university faculty and students, forecasters, emergency managers, public school educators, and other individuals and groups needing such materials for educational use. The COMET Modules are available on the COMET educational web site http://www.meted.ucar.edu, and the COMET Multimedia Database (MMDB) makes a collection of the multimedia objects available in a searchable online database for viewing and download over the Internet. Some 3200 objects are already available at the MMDB Website: http://archive.comet.ucar.edu/moria/

Web-based, virtual course units as a didactic concept for medical teaching.

PubMed

Schultze-Mosgau, Stefan; Zielinski, Thomas; Lochner, Jürgen

2004-06-01

The objective was to develop a web-based, virtual series of lectures for evidence-based, standardized knowledge transfer independent of location and time with possibilities for interactive participation and a concluding web-based online examination. Within the framework of a research project, specific Intranet and Internet capable course modules were developed together with a concluding examination. The concept of integrating digital and analogue course units supported by sound was based on FlashCam (Nexus Concepts), Flash MX (Macromedia), HTML and JavaScript. A Web server/SGI Indigo Unix server was used as a platform by the course provider. A variety of independent formats (swf, avi, mpeg, DivX, etc.) were integrated in the individual swf modules. An online examination was developed to monitor the learning effect. The examination papers are automatically forwarded by email after completion. The results are also returned to the user automatically after they have been processed by a key program and an evaluation program. The system requirements for the user PC have deliberately been kept low (Internet Explorer 5.0, Flash-Player 6, 56 kbit/s modem, 200 MHz PC). Navigation is intuitive. Users were provided with a technical online introduction and a FAQ list. Eighty-two students of dentistry in their 3rd to 5th years of study completed a questionnaire to assess the course content and the user friendliness (SPSS V11) with grades 1 to 6 (1 = 'excellent' and 6 = 'unsatisfactory'). The course units can be viewed under the URL: http://giga.rrze.uni-erlangen.de/movies/MKG/trailer and URL: http://giga.rrze.uni-erlangen.de/movies/MKG/demo/index. Some 89% of the students gave grades 1 (excellent) and 2 (good) for accessibility independent of time and 83% for access independent of location. Grades 1 and 2 were allocated for an objectivization of the knowledge transfer by 67% of the students and for the use of video sequences for demonstrating surgical techniques by 91% of the students. The course units were used as an optional method of studying by 87% of the students; 76% of the students made use of this facility from home; 83% of the students used Internet Explorer as a browser; 60% used online streaming and 35% downloading as the preferred method for data transfer. The course units contribute to an evidence-based objectivization of multimedia knowledge transfer independent of time and location. Online examinations permit automatic monitoring and evaluation of the learning effect. The modular structure permits easy updating of course contents. Hyperlinks with literature sources facilitate study.

Web-based remote monitoring of infant incubators in the ICU.

PubMed

Shin, D I; Huh, S J; Lee, T S; Kim, I Y

2003-09-01

A web-based real-time operating, management, and monitoring system for checking temperature and humidity within infant incubators using the Intranet has been developed and installed in the infant Intensive Care Unit (ICU). We have created a pilot system which has a temperature and humidity sensor and a measuring module in each incubator, which is connected to a web-server board via an RS485 port. The system transmits signals using standard web-based TCP/IP so that users can access the system from any Internet-connected personal computer in the hospital. Using this method, the system gathers temperature and humidity data transmitted from the measuring modules via the RS485 port on the web-server board and creates a web document containing these data. The system manager can maintain centralized supervisory monitoring of the situations in all incubators while sitting within the infant ICU at a work space equipped with a personal computer. The system can be set to monitor unusual circumstances and to emit an alarm signal expressed as a sound or a light on a measuring module connected to the related incubator. If the system is configured with a large number of incubators connected to a centralized supervisory monitoring station, it will improve convenience and assure meaningful improvement in response to incidents that require intervention.

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Integrating the Problem-Based Learning Approach into a Web-Based English Reading Course

ERIC Educational Resources Information Center

Lin, Lu-Fang

2018-01-01

This study incorporated the problem-based learning (PBL) approach into a web-based English reading course. The purpose of the study was to examine the impact of PBL on the participants' English reading comprehension (RC) and to explore the participants' perceptions of PBL. The present study conducted a comparison of two teaching methods. Two…

Avatar Web-Based Self-Report Survey System Technology for Public Health Research: Technical Outcome Results and Lessons Learned.

PubMed

Savel, Craig; Mierzwa, Stan; Gorbach, Pamina M; Souidi, Samir; Lally, Michelle; Zimet, Gregory; Interventions, Aids

2016-01-01

This paper reports on a specific Web-based self-report data collection system that was developed for a public health research study in the United States. Our focus is on technical outcome results and lessons learned that may be useful to other projects requiring such a solution. The system was accessible from any device that had a browser that supported HTML5. Report findings include: which hardware devices, Web browsers, and operating systems were used; the rate of survey completion; and key considerations for employing Web-based surveys in a clinical trial setting.

Visualizing the Chemistry of Climate Change (VC3Chem): Online resources for teaching and learning chemistry through the rich context of climate science

NASA Astrophysics Data System (ADS)

McKenzie, L.; Versprille, A.; Towns, M.; Mahaffy, P.; Martin, B.; Kirchhoff, M.

2013-12-01

Global climate change is one of the most pressing environmental challenges facing humanity. Many of the important underlying concepts require mental models that are built on a fundamental understanding of chemistry, yet connections to climate science and global climate change are largely missing from undergraduate chemistry courses for science majors. In Visualizing the Chemistry of Climate Change (VC3Chem), we have developed and piloted a set of online modules that addresses this gap by teaching core chemistry concepts through the rich context of climate science. These interactive web-based digital learning experiences enable students to learn about isotopes and their relevance in determining historical temperature records, IR absorption by greenhouse gases, and acid/base chemistry and the impacts on changing ocean pH. The efficacy of these tools and this approach has been assessed through measuring changes in students' understanding about both climate change and core chemistry concepts.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

WebMail versus WebApp: Comparing Problem-Based Learning Methods in a Business Research Methods Course

ERIC Educational Resources Information Center

Williams van Rooij, Shahron

2007-01-01

This study examined the impact of two Problem-Based Learning (PBL) approaches on knowledge transfer, problem-solving self-efficacy, and perceived learning gains among four intact classes of adult learners engaged in a group project in an online undergraduate business research methods course. With two of the classes using a text-only PBL workbook…

An Intelligent Web-Based System for Diagnosing Student Learning Problems Using Concept Maps

ERIC Educational Resources Information Center

Acharya, Anal; Sinha, Devadatta

2017-01-01

The aim of this article is to propose a method for development of concept map in web-based environment for identifying concepts a student is deficient in after learning using traditional methods. Direct Hashing and Pruning algorithm was used to construct concept map. Redundancies within the concept map were removed to generate a learning sequence.…

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

ERIC Educational Resources Information Center

Kriegel, Jessica

2013-01-01

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

Unraveling the Motivational Effects and Challenges of Web-Based Collaborative Inquiry Learning across Different Groups of Learners

ERIC Educational Resources Information Center

Raes, Annelies; Schellens, Tammy

2015-01-01

This study deals with the implementation of a web-based collaborative inquiry (WISE) project in secondary science education and unravels the contribution and challenges of this learning approach to foster students' motivation to learn science, and its relation with student and class-level characteristics. An empirical mixed methods study in 13…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Web-Based Instruction and Learning: Analysis and Needs Assessment

NASA Technical Reports Server (NTRS)

Grabowski, Barbara; McCarthy, Marianne; Koszalka, Tiffany

1998-01-01

An analysis and needs assessment was conducted to identify kindergarten through grade 14 (K-14) customer needs with regard to using the World Wide Web (WWW) for instruction and to identify obstacles K-14 teachers face in utilizing NASA Learning Technologies products in the classroom. The needs assessment was conducted as part of the Dryden Learning Technologies Project which is a collaboration between Dryden Flight Research Center (DFRC), Edwards, California and Tne Pennsylvania State University (PSU), University Park, Pennsylvania. The overall project is a multiyear effort to conduct research in the development of teacher training and tools for Web-based science, mathematics and technology instruction and learning.

Occupational Hazards Education for Nursing Staff through Web-Based Learning

PubMed Central

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

2014-01-01

This study aims to explore the efficiency of using online education as an intervention measure to prevent occupational hazards in a clinical nursing setting. The subjects were 320 female nursing staff from two hospitals in Taiwan. The questionnaire results indicated that the subjects primarily experienced human factor occupational hazards, as well as psychological and social hazards. Specifically, 73.1% and 69.8% of the subjects suffered from poor sleep quality and low back pain, respectively. After web-based learning, the experimental group had higher post-test scores than the control group in terms of knowledge, attitudes, and practices (KAP). However, there was only a significant difference (p < 0.05) in their knowledge about the prevention of occupational hazards. It is suggested that an online discussion may enhance nursing staff’s participation in web-based learning, and further facilitate their comments on negative factors. The findings can highly promote nursing staff’s attitudes and practices toward preventing occupational hazards through web-based learning. PMID:25514154

Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome

ERIC Educational Resources Information Center

Hariadi, Bambang; Wurijanto, Tutut

2016-01-01

The research aimed at examining the effect of instructional strategy (web-based STAD and text-based STAD) and achiever motivation toward student learning outcomes. The research implied quasi-experimental design with nonequivalent control group factorial version. The subjects were undergraduate students of Information Systems of academic year…

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

ERIC Educational Resources Information Center

Emurian, Henry H.

2006-01-01

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

Towards Next Generation Activity-Based Learning Systems

ERIC Educational Resources Information Center

Sampson, Demetrios G.; Karampiperis, Pythagoras

2006-01-01

The need for e-learning systems that support a diverse set of pedagogical requirements has been identified as an important issue in web-based education. Until now, significant research and development effort has been devoted to aiming towards web-based educational systems tailored to specific pedagogical approaches. The most advanced of them are…

A Multi-Channel Approach for Collaborative Web-Based Learning

ERIC Educational Resources Information Center

Azeta, A. A.

2008-01-01

This paper describes an architectural framework and a prototype implementation of a web-based multi-channel e-Learning application that allows students, lecturers and the research communities to collaborate irrespective of the communication device a user is carrying. The application was developed based on the concept of "right once run on any…

Exploring the Influence of Web-Based Portfolio Development on Learning to Teach Elementary Science

ERIC Educational Resources Information Center

Avraamidou, Lucy; Zembal-Saul, Carla

2006-01-01

This qualitative case study examined web-based portfolio development in the service of supporting reflective thinking and learning within the innovative context of Professional Development Schools. Specifically, this study investigated the nature of the evidence-based philosophies developed by prospective teachers as the central part of the…

Effects of Mobile Phone-Based App Learning Compared to Computer-Based Web Learning on Nursing Students: Pilot Randomized Controlled Trial

PubMed Central

2015-01-01

Objectives This study aimed to determine the effect of mobile-based discussion versus computer-based discussion on self-directed learning readiness, academic motivation, learner-interface interaction, and flow state. Methods This randomized controlled trial was conducted at one university. Eighty-six nursing students who were able to use a computer, had home Internet access, and used a mobile phone were recruited. Participants were randomly assigned to either the mobile phone app-based discussion group (n = 45) or a computer web-based discussion group (n = 41). The effect was measured at before and after an online discussion via self-reported surveys that addressed academic motivation, self-directed learning readiness, time distortion, learner-learner interaction, learner-interface interaction, and flow state. Results The change in extrinsic motivation on identified regulation in the academic motivation (p = 0.011) as well as independence and ability to use basic study (p = 0.047) and positive orientation to the future in self-directed learning readiness (p = 0.021) from pre-intervention to post-intervention was significantly more positive in the mobile phone app-based group compared to the computer web-based discussion group. Interaction between learner and interface (p = 0.002), having clear goals (p = 0.012), and giving and receiving unambiguous feedback (p = 0.049) in flow state was significantly higher in the mobile phone app-based discussion group than it was in the computer web-based discussion group at post-test. Conclusions The mobile phone might offer more valuable learning opportunities for discussion teaching and learning methods in terms of self-directed learning readiness, academic motivation, learner-interface interaction, and the flow state of the learning process compared to the computer. PMID:25995965

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Baby Boy Jones Interactive Case-Based Learning Activity: A Web-Delivered Teaching Strategy.

PubMed

Cleveland, Lisa M; Carmona, Elenice Valentim; Paper, Bruce; Solis, Linda; Taylor, Bonnie

2015-01-01

Faced with limited resources, nurse educators are challenged with transforming nursing education while preparing enough qualified nurses to meet future demand; therefore, innovative approaches to teaching are needed. In this article, we describe the development of an innovative teaching activity. Baby Boy Jones is a Web-delivered, case-based learning activity focused on neonatal infection. It was created using e-learning authoring software and delivered through a learning management system.

Web-based learning: pros, cons and controversies.

PubMed

Cook, David A

2007-01-01

Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (e.g., for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.

WebTOP: A 3D Interactive System for Teaching and Learning Optics

ERIC Educational Resources Information Center

Mzoughi, Taha; Herring, S. Davis; Foley, John T.; Morris, Matthew J.; Gilbert, Peter J.

2007-01-01

WebTOP is a three-dimensional, Web-based, interactive computer graphics system that helps instructors teach and students learn about waves and optics. Current subject areas include waves, geometrical optics, reflection and refraction, polarization, interference, diffraction, lasers, and scattering. Some of the topics covered are suited for…

Design Considerations for Enhancing Confidence and Participation in Web Based Courses.

ERIC Educational Resources Information Center

Winfield, William; Mealy, Martha; Scheibel, Pamela

The University of Wisconsin Learning Innovations Center's instructional design model for World Wide Web delivered courses incorporates a range of collaborative discussions and interactive experiences for the learner. In addition, these courses capitalize on the multimedia learning environment that the web offers to accommodate many kinds of…

Development and implementation of (Q)SAR modeling within the CHARMMing web-user interface.

PubMed

Weidlich, Iwona E; Pevzner, Yuri; Miller, Benjamin T; Filippov, Igor V; Woodcock, H Lee; Brooks, Bernard R

2015-01-05

Recent availability of large publicly accessible databases of chemical compounds and their biological activities (PubChem, ChEMBL) has inspired us to develop a web-based tool for structure activity relationship and quantitative structure activity relationship modeling to add to the services provided by CHARMMing (www.charmming.org). This new module implements some of the most recent advances in modern machine learning algorithms-Random Forest, Support Vector Machine, Stochastic Gradient Descent, Gradient Tree Boosting, so forth. A user can import training data from Pubchem Bioassay data collections directly from our interface or upload his or her own SD files which contain structures and activity information to create new models (either categorical or numerical). A user can then track the model generation process and run models on new data to predict activity. © 2014 Wiley Periodicals, Inc.

E-simulation: preregistration nursing students' evaluation of an online patient deterioration program.

PubMed

Cant, Robyn; Young, Susan; Cooper, Simon J; Porter, Joanne

2015-03-01

This study explores preregistration nursing students' views of a Web-based simulation program: FIRST ACTWeb (Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends-Web). The multimedia program incorporating three videoed scenarios portrayed by a standardized patient (human actor) aims to improve students' recognition and management of hospital patient deterioration. Participants were 367 final-year nursing students from three universities who completed an online evaluation survey and 19 students from two universities who attended one of five focus groups. Two researchers conducted a thematic analysis of the transcribed narratives. Three core themes identified were as follows: "ease of program use," "experience of e-Simulation," and "satisfaction with the learning experience." The Web-based clinical learning environment was endorsed as functional, feasible, and easy to use and was reported to have high fidelity and realism. Feedback in both focus groups and surveys showed high satisfaction with the learning experience. Overall, evaluation suggested that the Web-based simulation program successfully integrated elements essential for blended learning. Although Web-based educational applications are resource intensive to develop, positive appraisal of program quality, plus program accessibility and repeatability, appears to provide important educational benefits. Further research is needed to determine the transferability of these learning experiences into real-world practice.

Construction of Multimedia Courseware and Web-based E-Learning Courses of "Biomedical Materials".

PubMed

Xiaoying, Lu; Jian, He; Tian, Qin; Dongxu, Jiang; Wei, Chen

2005-01-01

In order to reform the traditional teaching methodology and to improve the teaching effect, we developed new teaching system for course "Biomedical Materials" in our university by the support of the computer technique and Internet. The new teaching system includes the construction of the multimedia courseware and web-based e-learning courses. More than 2000 PowerPoint slides have been designed and optimized and flash movies for several capitals are included. On the basis of this multimedia courseware, a web-based educational environment has been established further, which includes course contents, introduction of the teacher, courseware download, study forum, sitemap of the web, and relative link. The multimedia courseware has been introduced in the class teaching for "Biomedical Materials" for 6 years and a good teaching effect has been obtained. The web-based e-learning courses have been constructed for two years and proved that they are helpful for the students by their preparing and reviewing the teaching contents before and after the class teaching.

A Practical Guide To Developing Effective Web-based Learning

PubMed Central

Cook, David A; Dupras, Denise M

2004-01-01

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

Transforming a large-class lecture course to a smaller-group interactive course.

PubMed

Persky, Adam M; Pollack, Gary M

2010-11-10

To transition a large pharmacokinetics course that was delivered using a traditional lecture format into a smaller-group course with a discussion format. An e-book and Web-based multimedia learning modules were utilized to facilitate students' independent learning which allowed the number of classes they were required to attend to be reduced from 3 to 1 per week. Students were assigned randomly to 1 of 3 weekly class sessions. The majority of lecture time was replaced with active-learning activities including discussion, problem solving, and case studies to encourage higher-order learning. Changes in course delivery were assessed over a 4-year period by comparing students' grades and satisfaction ratings on course evaluations. Although student satisfaction with the course did not improve significantly, students preferred the smaller-group setting to a large lecture-based class. The resources and activities designed to shift responsibility for learning to the students did not affect examination grades even though a larger portion of examination questions focused on higher orders of learning (eg, application) in the smaller-group format. Transitioning to a smaller-group discussion format is possible in a pharmacokinetics course by increasing student accountability for acquiring factual content outside of the classroom. Students favored the smaller-class format over a large lecture-based class.

Continued benefits of a technical assistance web site to local tobacco control coalitions during a state budget shortfall.

PubMed

Buller, David B; Young, Walter F; Bettinghaus, Erwin P; Borland, Ron; Walther, Joseph B; Helme, Donald; Andersen, Peter A; Cutter, Gary R; Maloy, Julie A

2011-01-01

A state budget shortfall defunded 10 local tobacco coalitions during a randomized trial but defunded coalitions continued to have access to 2 technical assistance Web sites. To test the ability of Web-based technology to provide technical assistance to local tobacco control coalitions. Randomized 2-group trial with local tobacco control coalitions as the unit of randomization. Local communities (ie, counties) within the State of Colorado. Leaders and members in 34 local tobacco control coalitions funded by the state health department in Colorado. Two technical assistance Web sites: A Basic Web site with text-based information and a multimedia Enhanced Web site containing learning modules, resources, and communication features. Use of the Web sites in minutes, pages, and session and evaluations of coalition functioning on coalition development, conflict resolution, leadership satisfaction, decision-making satisfaction, shared mission, personal involvement, and organization involvement in survey of leaders and members. Coalitions that were defunded but had access to the multimedia Enhanced Web site during the Fully Funded period and after defunding continued to use it (treatment group × funding status × period, F(3,714) = 3.18, P = .0234). Coalitions with access to the Basic Web site had low Web site use throughout and use by defunded coalitions was nearly zero when funding ceased. Members in defunded Basic Web site coalitions reported that their coalitions functioned worse than defunded Enhanced Web site coalitions (coalition development: group × status, F(1,360) = 4.81, P = .029; conflict resolution: group × status, F(1,306) = 5.69, P = .018; leadership satisfaction: group × status, F(1,342) = 5.69, P = .023). The Enhanced Web site may have had a protective effect on defunded coalitions. Defunded coalitions may have increased their capacity by using the Enhanced Web site when fully funded or by continuing to use the available online resources after defunding. Web-based technical assistance with online training and resources may be a good investment when future funding is not ensured.

Metacognitive Skills Development: A Web-Based Approach in Higher Education

ERIC Educational Resources Information Center

Shen, Chun-Yi; Liu, Hsiu-Chuan

2011-01-01

Although there were studies that presented the applications of metacognitive skill training, the research on web-based metacognitive skills training are few. The purpose of this study is to design a web-based learning environment and further examine the effect of the web-based training. A pretest-posttest quasi-experimental design was used in this…

Large-Scale Multiobjective Static Test Generation for Web-Based Testing with Integer Programming

ERIC Educational Resources Information Center

Nguyen, M. L.; Hui, Siu Cheung; Fong, A. C. M.

2013-01-01

Web-based testing has become a ubiquitous self-assessment method for online learning. One useful feature that is missing from today's web-based testing systems is the reliable capability to fulfill different assessment requirements of students based on a large-scale question data set. A promising approach for supporting large-scale web-based…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Learning Register Variation. A Web-Based Platform for Developing Diaphasic Skills

ERIC Educational Resources Information Center

Allora, Adriano; Corino, Elisa; Onesti, Cristina

2012-01-01

The present paper shows the first results of a linguistic project devoted to the construction of web learning tools for reinforcing sensitivity to diaphasic varieties and for learning style variation in L2/LS learning. (Contains 1 figure and 1 footnote.) [Support for this research was provided by the VALERE Project.

Teaching And Learning Tectonics With Web-GIS

NASA Astrophysics Data System (ADS)

Anastasio, D. J.; Sahagian, D. L.; Bodzin, A.; Teletzke, A. L.; Rutzmoser, S.; Cirucci, L.; Bressler, D.; Burrows, J. E.

2012-12-01

Tectonics is a new curriculum enhancement consisting of six Web GIS investigations designed to augment a traditional middle school Earth science curriculum. The investigations are aligned to Disciplinary Core Ideas: Earth and Space Science from the National Research Council's (2012) Framework for K-12 Science Education and to tectonics benchmark ideas articulated in the AAAS Project 2061 (2007) Atlas of Science Literacy. The curriculum emphasizes geospatial thinking and scientific inquiry and consists of the following modules: Geohazards, which plate boundary is closest to me? How do we recognize plate boundaries? How does thermal energy move around the Earth? What happens when plates diverge? What happens when plate move sideways past each other? What happens when plates collide? The Web GIS interface uses JavaScript for simplicity, intuition, and convenience for implementation on a variety of platforms making it easier for diverse middle school learners and their teachers to conduct authentic Earth science investigations, including multidisciplinary visualization, analysis, and synthesis of data. Instructional adaptations allow students who are English language learners, have disabilities, or are reluctant readers to perform advanced desktop GIS functions including spatial analysis, map visualization and query. The Web GIS interface integrates graphics, multimedia, and animation in addition to newly developed features, which allow users to explore and discover geospatial patterns that would not be easily visible using typical classroom instructional materials. The Tectonics curriculum uses a spatial learning design model that incorporates a related set of frameworks and design principles. The framework builds on the work of other successful technology-integrated curriculum projects and includes, alignment of materials and assessments with learning goals, casting key ideas in real-world problems, engaging students in scientific practices that foster the use of key ideas, uses geospatial technology, and supports for teachers in adopting and implementing GIS and inquiry-based activities.

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

PubMed

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

2016-04-01

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

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.

Outcomes From Pediatric Gastroenterology Maintenance of Certification Using Web-based Modules.

PubMed

Sheu, Josephine; Chun, Stanford; O'Day, Emily; Cheung, Sara; Cruz, Rusvelda; Lightdale, Jenifer R; Fishman, Douglas S; Bousvaros, Athos; Huang, Jeannie S

2017-05-01

Beginning in 2013, the North American Society of Pediatric Gastroenterology, Hepatology and Nutrition (NASPGHAN) sponsored and developed subspecialty field-specific quality improvement (QI) activities to provide Part 4 Maintenance of Certification (MOC) credit for ongoing certification of pediatric gastroenterologists by the American Board of Pediatrics. Each activity was a Web-based module that measured clinical practice data repeatedly over at least 3 months as participants implemented rapid cycle change. Here, we examine existing variations in clinical practice among participating pediatric gastroenterologists and determine whether completion of Web-based MOC activities improves patient care processes and outcomes. We performed a cross-sectional and prospective analysis of physician and parent-reported clinical practice data abstracted from Web-based MOC modules on the topics of upper endoscopy, colonoscopy, and informed consent collected from pediatric gastroenterologists from North America from 2013 to 2016. Among 134 participating pediatric gastroenterologists, 56% practitioners practiced at an academic institution and most (94%) were NASPGHAN members. Participating physicians reported data from 6300 procedures. At baseline, notable practice variation across measured activities was demonstrated. Much of the rapid cycle changes implemented by participants involved individual behaviors, rather than system/team-based improvement activities. Participants demonstrated significant improvements on most targeted process and quality care outcomes. Pediatric gastroenterologists and parents reported baseline practice variation, and improvement in care processes and outcomes measured during NASPGHAN-sponsored Web-based MOC QI activities. Subspecialty-oriented Web-based MOC QI activities can reveal targets for reducing unwarranted variation in clinical pediatric practice, and can effectively improve care and patient outcomes.

A web-based intervention to promote applications for rehabilitation: a study protocol for a randomized controlled trial.

PubMed

Spanier, Katja; Streibelt, Marco; Ünalan, Firat; Bethge, Matthias

2015-09-29

The German welfare system follows the principle "rehabilitation rather than pension," but more than the half of all disability pensioners did not utilize medical rehabilitation before their early retirement. A major barrier is the application procedure. Lack of information about the opportunity to utilize rehabilitation services restricts the chance to improve work ability and to prevent health-related early retirement by rehabilitation programs. The establishment of new access paths to medical rehabilitation services was, therefore, identified as a major challenge for rehabilitation research in a recent expertise. Thus, a web-based information guide was developed to support the application for a medical rehabilitation program. For this study, the development of a web-based information guide was based on the health action process approach. Four modules were established. Three modules support forming an intention by strengthening risk perception (module 1), positive outcome expectancies (module 2) and self-efficacy (module 3). A fourth module aims at the realization of actual behavior by offering instructions on how to plan and to push the application process. The study on the effectiveness of the web-based information guide will be performed as a randomized controlled trial. Persons aged 40 to 59 years with prior sick leave benefits during the preceding year will be included. A sample of 16,000 persons will be randomly drawn from the registers of 3 pension insurance agencies. These persons will receive a questionnaire to determine baseline characteristics. Respondents of this first survey will be randomly allocated either to the intervention or the control group. Both study groups will then receive letters with general information about rehabilitation. The intervention group will additionally receive a link to the web-based information guide. After 1 year, a second survey will be conducted. Additionally, administrative data will be used to determine if participants apply for rehabilitation and finally start a rehabilitation program. The primary outcomes are the proportion of applied and utilized medical rehabilitation services. Secondary outcomes are cognitions on rehabilitation, self-rated work ability, health-related quality of life and perceived disability, as well as days with sick leave benefits and days of regular employment. The randomized controlled trial will provide highest ranked evidence to clarify whether theory-driven web-based information supports access to rehabilitation services for people with prior sickness benefits. German Clinical Trials Register (Identifier: DRKS00005658 , 16 January 2014).

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

PubMed

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

2015-08-01

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

OLIVER: an online library of images for veterinary education and research.

PubMed

McGreevy, Paul; Shaw, Tim; Burn, Daniel; Miller, Nick

2007-01-01

As part of a strategic move by the University of Sydney toward increased flexibility in learning, the Faculty of Veterinary Science undertook a number of developments involving Web-based teaching and assessment. OLIVER underpins them by providing a rich, durable repository for learning objects. To integrate Web-based learning, case studies, and didactic presentations for veterinary and animal science students, we established an online library of images and other learning objects for use by academics in the Faculties of Veterinary Science and Agriculture. The objectives of OLIVER were to maximize the use of the faculty's teaching resources by providing a stable archiving facility for graphic images and other multimedia learning objects that allows flexible and precise searching, integrating indexing standards, thesauri, pull-down lists of preferred terms, and linking of objects within cases. OLIVER offers a portable and expandable Web-based shell that facilitates ongoing storage of learning objects in a range of media. Learning objects can be downloaded in common, standardized formats so that they can be easily imported for use in a range of applications, including Microsoft PowerPoint, WebCT, and Microsoft Word. OLIVER now contains more than 9,000 images relating to many facets of veterinary science; these are annotated and supported by search engines that allow rapid access to both images and relevant information. The Web site is easily updated and adapted as required.

Investigating the Use of Inquiry & Web-Based Activities with Inclusive Biology Learners

ERIC Educational Resources Information Center

Bodzin, Alec M.; Waller, Patricia L.; Edwards, Lana; Darlene Kale, Santoro

2007-01-01

A Web-integrated biology program is used to explore how to best assist inclusive high school students to learn biology with inquiry-based activities. Classroom adaptations and instructional strategies teachers may use to assist in promoting biology learning with inclusive learners are discussed.

Web-Based Learning in the Computer-Aided Design Curriculum.

ERIC Educational Resources Information Center

Sung, Wen-Tsai; Ou, S. C.

2002-01-01

Applies principles of constructivism and virtual reality (VR) to computer-aided design (CAD) curriculum, particularly engineering, by integrating network, VR and CAD technologies into a Web-based learning environment that expands traditional two-dimensional computer graphics into a three-dimensional real-time simulation that enhances user…

Cousins Virtual Jane and Virtual Joe, Extraordinary Virtual Helpers

ERIC Educational Resources Information Center

Blignaut, Seugnet; Nagel, Lynette

2009-01-01

Higher education institutions deliver web-based learning with varied success. The success rate of distributed online courses remains low. Factors such as ineffective course facilitation and insufficient communication contribute to the unfulfilled promises of web-based learning. Students consequently feel unmotivated. Instructor control and in the…

Effects of a web-based educational module on pediatric emergency medicine physicians' knowledge, attitudes, and behaviors regarding youth violence.

PubMed

Madsen, Tracy E; Riese, Alison; Choo, Ester K; Ranney, Megan L

2014-08-01

Youth seen in the emergency department (ED) with injuries from youth violence (YV) have increased risk for future violent injury and death. Pediatric emergency medicine (PEM) physicians rarely receive training in, or perform, YV screening and intervention. Our objective was to examine effects of a web-based educational module on PEM physicians' knowledge, attitudes, and behaviors regarding YV screening and interventions in the ED. We invited all PEM fellows and attendings at an urban Level I pediatric trauma center to complete an interactive web-based education module (and 1-month booster) with information on YV's public health impact and how to screen, counsel and refer YV-involved patients. Consenting subjects completed electronic assessments of YV prevention knowledge and attitudes (using validated measures when possible) before and after the initial module and after the booster. To measure behavior change, chart review identified use of YV-specific discharge instructions in visits by YV-injured PEM patients (age 12-17; identified by E codes) 6 months before and after the intervention. We analyzed survey data were analyzed with Fisher's exact for binary outcomes and Kruskal-Wallis for Likert responses. Proportion of patients given YV discharge instructions before and after the intervention was compared using chi-square. Eighteen (67%) of 27 PEM physicians participated; 1 was lost at post-module assessment and 5 at 1 month. Module completion time ranged from 15-30 minutes. At baseline, 50% of subjects could identify victims' re-injury rate; 28% were aware of ED YV discharge instructions. After the initial module and at 1 month, there were significant increases in knowledge (p<0.001) and level of confidence speaking with patients about avoiding YV (p=0.01, df=2). Almost all (94%) said the module would change future management. In pre-intervention visits, 1.6% of patients with YV injuries were discharged with YV instructions, versus 15.7% in the post-intervention period (p=0.006, 95%CI for difference 3.6%-24.5%). A brief web-based module influenced PEM physicians' knowledge and attitudes about YV prevention and may have affected behavior changes related to caring for YV victims in the ED. Further research should investigate web-based educational strategies to improve care of YV victims in a larger population of PEM physicians.

Trophic groups and modules: two levels of group detection in food webs.

PubMed

Gauzens, Benoit; Thébault, Elisa; Lacroix, Gérard; Legendre, Stéphane

2015-05-06

Within food webs, species can be partitioned into groups according to various criteria. Two notions have received particular attention: trophic groups (TGs), which have been used for decades in the ecological literature, and more recently, modules. The relationship between these two group concepts remains unknown in empirical food webs. While recent developments in network theory have led to efficient methods for detecting modules in food webs, the determination of TGs (groups of species that are functionally similar) is largely based on subjective expert knowledge. We develop a novel algorithm for TG detection. We apply this method to empirical food webs and show that aggregation into TGs allows for the simplification of food webs while preserving their information content. Furthermore, we reveal a two-level hierarchical structure where modules partition food webs into large bottom-top trophic pathways, whereas TGs further partition these pathways into groups of species with similar trophic connections. This provides new perspectives for the study of dynamical and functional consequences of food-web structure, bridging topological and dynamical analysis. TGs have a clear ecological meaning and are found to provide a trade-off between network complexity and information loss. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

A web server for analysis, comparison and prediction of protein ligand binding sites.

PubMed

Singh, Harinder; Srivastava, Hemant Kumar; Raghava, Gajendra P S

2016-03-25

One of the major challenges in the field of system biology is to understand the interaction between a wide range of proteins and ligands. In the past, methods have been developed for predicting binding sites in a protein for a limited number of ligands. In order to address this problem, we developed a web server named 'LPIcom' to facilitate users in understanding protein-ligand interaction. Analysis, comparison and prediction modules are available in the "LPIcom' server to predict protein-ligand interacting residues for 824 ligands. Each ligand must have at least 30 protein binding sites in PDB. Analysis module of the server can identify residues preferred in interaction and binding motif for a given ligand; for example residues glycine, lysine and arginine are preferred in ATP binding sites. Comparison module of the server allows comparing protein-binding sites of multiple ligands to understand the similarity between ligands based on their binding site. This module indicates that ATP, ADP and GTP ligands are in the same cluster and thus their binding sites or interacting residues exhibit a high level of similarity. Propensity-based prediction module has been developed for predicting ligand-interacting residues in a protein for more than 800 ligands. In addition, a number of web-based tools have been integrated to facilitate users in creating web logo and two-sample between ligand interacting and non-interacting residues. In summary, this manuscript presents a web-server for analysis of ligand interacting residue. This server is available for public use from URL http://crdd.osdd.net/raghava/lpicom .

Randomized, Controlled Trial of CBT Training for PTSD Providers

DTIC Science & Technology

2016-10-01

implement and evaluate a cost effective, web based self-paced training program to provide skills-oriented continuing education for mental health...professionals. The objective is to learn whether novel, internet-based training methods, with or without web -centered supervision, may provide an...condition: a) Web -based training plus web -centered supervision; b) Web - based training alone; and c) Training-as-usual control group. An equal number of

Paediatric musculoskeletal matters (pmm)--collaborative development of an online evidence based interactive learning tool and information resource for education in paediatric musculoskeletal medicine.

PubMed

Smith, Nicola; Rapley, Tim; Jandial, Sharmila; English, Christine; Davies, Barbara; Wyllie, Ruth; Foster, Helen E

2016-01-05

We describe the collaborative development of an evidence based, free online resource namely 'paediatric musculoskeletal matters' (pmm). This resource was developed with the aim of reaching a wide range of health professionals to increase awareness, knowledge and skills within paediatric musculoskeletal medicine, thereby facilitating early diagnosis and referral to specialist care. Engagement with stakeholder groups (primary care, paediatrics, musculoskeletal specialties and medical students) informed the essential 'core' learning outcomes to derive content of pmm. Representatives from stakeholder groups, social science and web development experts transformed the learning outcomes into a suitable framework. Target audience representatives reviewed the framework and their opinion was gathered using an online survey (n = 74) and focus groups (n = 2). Experts in paediatric musculoskeletal medicine peer reviewed the content and design. User preferences informed design with mobile, tablet and web compatible versions to facilitate access, various media and formats to engage users and the content presented in module format (i.e. Clinical assessment, Investigations and management, Limping child, Joint pain by site, Swollen joint(s) and Resources). We propose that our collaborative and evidence-based approach has ensured that pmm is user-friendly, with readily accessible, suitable content, and will help to improve access to paediatric musculoskeletal medicine education. The content is evidence-based with the design and functionality of pmm to facilitate optimal and 'real life' access to information. pmm is targeted at medical students and the primary care environment although messages are transferable to all health care professionals involved in the care of children and young people.