Web based instruction Research Papers (original) (raw)

Information literacy is a key component of lifelong learning in higher education. It has the potential to improve the quality of student learning and provide student to be continual learners after they graduate. This study reports on a collaborative effort between academic librarians and faculty to enrich the students' informa- tion literacy. Purpose: The authors have studied the integration of information literacy into the curriculum that librarians and faculty incorporate to support students' information literacy skills through the web-based instruction. The objectives of this report are to study ways of integrating information literacy into the curriculum and the colla- borative activities in the information literacy tutorial, and to design a model of a web-based collaborative tutorial on information literacy Methods: This study was mainly based on a qualitative research methodology. Data was gathered from indi- vidual interviews of academic librarians and faculty members...

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- Computer Science, Information Literacy, Lifelong Learning, Higher Education

Computers and networks have become the key points that provide an effective means for distance learning sessions. Distance learning in Greece gives the opportunity for a second chance for education for adults and for those who want to update their knowledge or learn new techniques and methods for their work. The aim of the study is to analyze the on

- by Pandelis IPSILANDIS
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- Distance Education, Higher Education, Distance Learning, Open University

เว็บช่วยสอนยังเป็นสื่อใหม่ที่ยังไม่เป็นที่แพร่หลาย หรือนำมาใช้เพื่อการเรียนการสอนอย่างกว้างขวางในประเทศไทย... more

เว็บช่วยสอนยังเป็นสื่อใหม่ที่ยังไม่เป็นที่แพร่หลาย หรือนำมาใช้เพื่อการเรียนการสอนอย่างกว้างขวางในประเทศไทย เหมือนกับสื่อการสอนสมัยใหม่หลายอย่างที่ถูกนำมาใช้อย่างมากมายจนเป็นที่รู้จักกันดีอย่างคอมพิวเตอร์ช่วยสอนหรือวีดิโอคอนเฟอร์เรนต์ คำถามที่นักการศึกษาจะต้องถูกถามเหมือนกับที่เคยถามเมื่อเวลามีสื่อใหม่ ๆ ถูกนำเข้ามาใช้ในการศึกษาว่า อะไรคือเว็บช่วยสอน ?

Meta-analytic techniques were used to examine the effectiveness of Web-based instruction (WBI) relative to classroom instruction (CI) and to examine moderators of the comparative effectiveness of the 2 delivery media. The overall results... more

- by Traci Sitzmann
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- Psychology, Business and Management, Web based instruction, Procedural Knowledge
- by Zane L Berge
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- Instructional Design, Educational Technology, Face to Face, Web based instruction

The eYcacy of individual components of an online course on positive course outcome was examined via stepwise multiple regression analysis. Outcome was measured as the student's total score on all exams given during the course. The predictors were page hits, discussion posts, and discussion reads. The vast majority of the variance of outcome was accounted for by total page hits. Participation in discussion had little to no eVect on performance as measured by outcome on exams. The results were double cross-validated with a sample chosen from another class. There was no shrinkage, indicating that the equations derived from the two samples were very reliable.

- by Cheryl Ramos
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- Online Learning, Distance Learning, Computers in Education, Web based instruction

Worldwide, electronic learning (E-learning) has become an important part of the education agenda in the last decade. The Suan Dusit Rajabhat University (SDRU), Thailand has made significant efforts recently to use Internet technologies to enhance learning opportunities. The results reported here are part of a pioneering study to determine the effectiveness of a new online learning course in the subject “Business Statistics”. This paper compares two groups of students, one studying using a traditional lecture-based approach, and the other studying using e-learning. The comparison is based on students’ attitudes towards statistics measured using a validated questionnaire, both before and after the 16-week course, and for each of the modes of study. Comparisons are also made with students studying by distance, although the numbers in these groups are too small for sensible statistical analysis. The questionnaire data are augmented by material from interviews and other student reports o...

- by Walter Kalceff
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- Computer Science, Statistics, Distance Education, Statistical Analysis

Effects of student motivation on performance in Web-based instruction (WBI) were examined. In particular, applicability of the self-efficacy theory to WBI contexts was tested. A total of 152 junior high school students in Seoul, Korea, participated in WBI during regular science classes. Participants completed motivational surveys before the onset of WBI and took the written and search tests at the end of WBI. Path analyses revealed that students' self-efficacy for self-regulated learning positively related to their academic self-efficacy, strategy use, and Internet self-efficacy. Academic self-efficacy predicted students' performance on the written test, which comprised problems on topics covered during the previous WBI sessions. Students' scores on the WBI search test were significantly and positively predicted by their self-efficacy in using the Internet. More interesting, students' academic self-efficacy beliefs were not able to predict their search test performance, whereas students' Internet self-efficacy beliefs were not able to predict their written test performance.

- by mimi junior
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- Educational Technology, Student Motivation, Self Efficacy, Web based instruction

In considering those forms of teaching and learning that favour the use of information and communication technologies, this article addresses assumptions related to web based instruction; describes educational uses of Web and learning... more

- by ΓΙΑΝΝΗΣ ΚΟΥΦΟΠΟΥΛΟΣ
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- Mathematics, Education, Educational Technology, E-learning

This paper reports the findings of a study conducted on a foreign language course at a large mid-west university in the USA. In the study a web-based tool which supports both linear and non-linear learning environments was designed and developed for this course. The aim of this study was to find out students' preferences pertaining to the learning environment and to address the factors affecting their preferences. The results of this study showed that the individual characteristics of the students affected their ...

- by Meral Aksu and +1
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- Foreign Language, Learning Environment, Web based instruction, Design and Development

Bu çalışmanın amacı, ilköğretim 5. sınıf öğrencilerine yönelik web tabanlı olarak hazırlanan dinlediğini anlama testinin geçerlik ve güvenirlik çalışmalarını yapmaktır. Testin kapsam geçerliği ilköğretim Türkçe Dersi Öğretim Programı'nda yer alan 5. sınıf dinleme kazanımları içinden toplam 36 kazanımdan 27 kazanım ile sağlanmıştır. Ardından bu kazanımların kazanılıp kazanılmadığını ölçebilecek yapılar hazırlanmıştır. Başta 56 madde olarak hazırlanan testin kapsam geçerliği için Türkçe eğitimi alanında çalışan iki uzman ve ölçme ve değerlendirme alanında çalışan iki uzman olmak üzere toplam dört uzmanın görüşüne başvurulmuş ve gerekli düzeltmeler sonrasında ön uygulamalar yapılmıştır. Karşılaşılan hatalar ve eksiklikler yine uzmanların görüşleri doğrultusunda giderilerek testte nihai olarak 41 madde bırakılmıştır. Testin iç tutarlık anlamındaki güvenirliğini hesaplamak için Cronbach Alfa ve KR-20 güvenirlik katsayıları hesaplanmış ve her iki katsayı da .77 olarak bulunmuştur. Bununla birlikte iki yarı yöntemiyle hesaplanan güvenirlik katsayısı Spearman-Brown düzeltmesinin ardından .80 olarak elde edilmiştir. Bu değerler testin güvenilir olduğunu göstermektedir. Ayrıca testin uygulandığı web tabanlı sistemin kullanımı esnasında öğrencilerin daha dikkatli ve güdülenmiş bir şekilde süreçte yer aldıkları gözlenmiştir. Buna göre web tabanlı ortamların dil becerilerini ölçme ve değerlendirme süreçlerinde kullanılabilir olduğu söylenebilir.

Second-year medical students have traditionally been taught pulmonary pathophysiology at the University of California-Los Angeles (UCLA) School of Medicine using lectures, discussion groups, and laboratory sessions. Since 1998, the laboratory sessions have been replaced by 4 interactive, self-instructional sessions using web-based technology and case-based instruction. This article addresses nature of transformation that occurred from within the course in response to the infusion of new technologies. The vast majority of the course content has been digitized and incorporated into the website of the Pathophysiology of Disease course. The teaching histological slides have been photographed digitally and organized into "cases" with clinical information, digital images and text, and audio descriptions. The students study the materials from these cases at their own pace in 2 "virtual pathology" laboratory, with a few instructors supervising the on-site sessions. The students discuss additional cases available on the website in 2 other laboratory sessions supervised by a pulmo-nologist and a pathologist. Marked improvement in student participation and satisfaction was seen with the use of web-based instruction. Attendance at laboratory sessions, where the students had previously been required to bring their own microscopes to study histological slides at their own pace, increased from approximately 30% to 40% of the class in previous years to almost 100%. Satisfaction surveys showed progressive improvement over the past 4 years, as various suggestions were implemented. The value of web-based instruction of pathology at the UCLA School of Medicine is discussed. HUM PATHOL 34:423-429.

- by Anju Relan
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- Pathology, Program Evaluation, Medical Education, Los Angeles

Web-based versus classroom-based instruction: an empirical comparison of student performance

- by John K Atkinson
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- Pedagogy, Online Learning, Business Education, Web based instruction

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NOMENCLATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... more

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NOMENCLATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NEEDS ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 ADMINISTRATIVE INFRASTRUCTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Investigation . . . . . . . . . . . . . . . . . . . . ...

- by Tiffany A Koszalka
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- Needs Assessment, Web based instruction

There has been a range of online Test of English for International Communication courses in Thailand. However, the courses lack interaction, and learners do not have enough opportunities to contact tutors when they have problems. Therefore, the interactive web-based Test of English for International Communication tutoring course was developed in this study to promote interaction in online learning. This study investigates the effects of the course on students' English grammar proficiency and explores students' opinions on the course. The participants were 40 Thai students enrolling in the course. This research employed the mixed-methods approach. The effects of the instruction on grammar proficiency were assessed by pre-and post-tests. Students' opinions were explored through reflective journals, questionnaires, and semi-structured interviews. The results show that students' grammar proficiency significantly improved after taking the course. All students had a positive attitude towards the course. They perceived a high level of instructor-student interaction, leading to an increase in learning motivation and eagerness to complete the course. Although student-student interaction was in a slightly lower degree, the students had a positive impact on one another. Besides, considerable course flexibility facilitated active learning and increased students' satisfaction. This course also encouraged autonomous learning as the students perceived a sense of responsibility for their study. Extrinsic incentives effectively motivated students to become more active and participate in activities. This study provides a guideline of the teaching approaches to incorporate the concept of interaction into web-based instruction to improve students' grammar proficiency.

The adoption of Course Management Systems (CMSs) for web-based instruction continues to increase in today's higher education. A CMS is a software program or integrated platform that contains a series of web-based tools to support a number of activities and course management procedures . Examples of Course Management Systems are Blackboard, WebCT, eCollege, Moodle, Desire2Learn, Angel, etc. An argument for the adoption of elearning environments using CMSs is the flexibility of such environments when reaching out to potential learners in remote areas where brick and mortar institutions are non-existent. It is also believed that e-learning environments can have potential added learning benefits and can improve students' and educators' self-regulation skills, in particular their metacognitive skills. In spite of this potential to improve learning by means of using a CMS for the delivery of e-learning, the features and functionalities that have been built into these systems are often underutilized. As a consequence, the created learning environments in CMSs do not adequately scaffold learners to improve their selfregulation skills. In order to support the improvement of both the learners' subject matter knowledge and learning strategy application, the e-learning environments within CMSs should be designed to address learners' diversity in terms of learning styles, prior knowledge, culture, and self-regulation skills. Self-regulative learners are learners who can demonstrate 'personal initiative, perseverance and adaptive skill in pursuing learning' . Self-regulation requires adequate monitoring strategies and metacognitive skills. The created e-learning environments should encourage the application of learners' metacognitive skills by prompting learners to plan, attend to relevant content, and monitor and evaluate their learning. This position paper sets out to inform policy makers, educators, researchers, and others of the importance of a metacognitive e-learning approach when designing instruction using Course Management Systems. Such a metacognitive approach will improve the utilization of CMSs to support learners on their path to self-regulation. We argue that a powerful CMS incorporates features and functionalities that can provide extensive scaffolding to learners and support them in becoming self-regulated learners. Finally, we believe that extensive training and support is essential if educators are expected to develop and implement CMSs as powerful learning tools.

AbstractThe AVANTE Architecture described in this paper, implements a WBI environment based on CORBA distributed software components for course management, user authentication, collaborative work, database access, presentation, and other... more

- by Adelaide Bianchini and +1
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- Free Software, Course Management Systems, Web based instruction, Database Management

- by Meral Aksu
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- Technology, Higher Education, Cognitive Style, Foreign Language

The present article presents an experience of educational innovation framed in the constructivist approach and the collaborative methodology conducted with students of the Degree in Primary Education, in the module “ICT Applied to Education”. The experience consisted of making the students competent in the design, creation and evaluation of WebQuests and Scavenger Hunts. To this end, globalising and competence-based strategies were used, with which the students learn, through a work project, to perform specific tasks designed by the teacher and carried out in collaborative groups based on constructivist models from an active learning.
In this case, the students are taught what a WebQuest is by using a WebQuest designed by the teacher, who then gives them the task of creating a WebQuest or Scavenger Hunt designed for students in primary education.
This experience is structured in three learning phases, as well as an initial evaluation (pretest) and a final evaluation (post-test) to verify the extent of learning of the students. During the process, instruments of self-evaluation, heteroevaluation and coevaluation were used to enhance learning. The results show that the learning of these students increased, both in their didactic competence and in the use of ICT, using an alternative methodology to the traditional one.
En este artículo queremos dar a conocer una experiencia de innovación docente enmarcada en el enfoque constructivista y la metodología colaborativa, realizada con alumnos del Grado de Maestro de Educación Primaria en la Asignatura de Tecnologías de la Información y la Comunicación aplicadas a la Educación. Se trata de hacer a los alumnos competentes en el diseño, elaboración y evaluación de Webquest y “caza del tesoro”. Para ello utilizamos, estrategias de aprendizaje globalizador y de tipo competencial, donde los alumnos aprenden, a través de un proyecto de trabajo, a realizar unas determinadas tareas diseñadas por el profesor y llevadas a cabo en grupos colaborativos basado en modelos constructivistas desde un aprendizaje activo. En el caso que nos ocupa se enseña a los estudiantes qué es una Webquest utilizando una Webquest diseñada por la profesora, y que exige en la tarea la realización de una Webquest o “caza del tesoro” dirigida a alumnos de Educación Primaria. Esta experiencia se estructura en 3 fases de aprendizaje, además de una evaluación inicial (pre-test) y otra final (post-test) para verificar el grado de aprendizaje de los alumnos. Durante el proceso también se utilizan instrumentos de autoevaluación, heteroevaluación y coevaluación que favorecen el aprendizaje. Los resultados demuestran el incremento superior del aprendizaje de los estudiantes tanto en su competencia didáctica, como en el uso de las TIC, utilizando una metodología alternativa a la tradicional.

The rapid growth of Web-based instruction has raised many questions about the quality of online courses. This chapter presents a conceptual framework that can guide the development of online coutrses by providing a holistic perspective on... more

- by Scott Johnson
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- Instructional Design, Educational Technology, Online Instruction, Active Learning

This paper describes an integrated instructional model for integrating web-based instruction and classroom teaching in educational institutions in the Caribbean. Two studies are presented: one, a 1-semester Computer Science course for students at university level and the other, a 2-year course in Information Technology designed for secondary school students across the Caribbean. In each case, web- based and classroom teaching are woven into each other seamlessly throughout the period of instruction to form an integrated instructional system. The studies show that the integrated approach facilitated more effective learning. At university level, teaching emphasis changed from delivery of content to one of facilitating and guiding the learning process. The lecturer's knowledge of the subject area remained of critical importance to the learning outcome. Students took more responsibility for their own learning and for monitoring their own progress. Teaching methods at secondary scho...

- by Margaret Bernard
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- Computer Science, Information Technology, Instructional Design, Blended Learning

The paper provides an overview of the process of designing and developing a Web-based course using instructional design principles and models. First, it will describe instructional design principles and models and how they can be used in designing web-based instruction. Second, upon establishing an instructional design model, it will explain the process of implementing the model in designing and developing a webbased undergraduate teacher education course. Finally, the instructional design model is evaluated in light of the processes and findings from the implementation and evaluation results of the web-based course.

- by Mahnaz Moallem
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- Instructional Design, Teacher Education, Higher Education, Learning theories

The Ecole Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland, is deploying a flexible learning scheme for selected pilot courses in engineering education. In such a scheme, traditional lectures and written exercises are combined with additional Web-based learning resources. The main objective of this initiative is to sustain the evolution from traditional teaching to active learning and to better integrate the increasing number of educational resources available online. In engineering education, a key activity to sustain the learning process is hands-on experimentation carried out using either simulation tools or real equipment. This paper describes how a collaborative Web-based experimentation environment has been introduced at the EPFL for providing more flexibility to students performing laboratory experiments in automatic control, biomechanics, and fluid mechanics. It particularly describes the eJournal, a Web service integrated in the proposed learning environment that enables the collection and sharing of preparatory notes and experimental results with both peers and teaching assistants.

- by Anh Vu
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- Engineering, Education, Engineering Education, Fluid Mechanics

This paper describes a quantitative cost effectiveness model for Web-supported academic instruction. The model was designed for Web-supported instruction (rather than distance learning only) characterizing most of the traditional higher education institutions. It is based on empirical data (Web logs) of students' and instructors' usage implementing Web-mining techniques. This will enable to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. This paper describes the model's characteristics; the costs and benefits components in six dimensions; the computational mechanism that translates the cost and benefit components into quantitative values referring to university policymakers, instructors, and students; and its development process consists of the model design, creation of the computational mechanism and validation by instructors and students.

- by Rafi Nachmias and +1
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- Computational Mechanics, Higher Education, Web Mining, Online Learning

Learning that is facilitated by electronic technologies, otherwise known as e-Learning, can be either fully online, mixed mode (also known as hybrid), or web assisted; however, regardless of the delivery method, there are numerous tools and features at the disposal of students and instruc- tors, and it is important for the e-learning community to examine both preferences and usage

- by Nicole Buzzetto-Hollywood
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- Higher Education, Online Learning, Learning Community, Hybrid Learning

This paper reports findings of a study that examined student performance and attitudes towards the use of information technology in virtual and conventional settings. Students were preservice undergraduate and graduate students enrolled... more

- by Abdulaziz Elfessi
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- Information Technology, Online Instruction, Online Learning, Learning resource

Web-based learning is the most effective strategy in delivering the best training to the maximum number of learners at the lowest cost. Fifteen modules in different webbased instructional strategies viz. OT, OTswSRM and OTOC have been developed. The results of the study reveal that the performance of elearners on Communicative English through internet is very much encouraging.

The results of the study reveal that the performance of elearners on Communicative English is excelling. Pre¬test, Post¬test Equivalent Groups Design was adopted to be the most appropriate method of research in testing the spelt out hypotheses. It is concluded that the web-based learning strategies are effective in realizing the instructional objectives.

The research agenda of the organization Teachers of English to Speakers of Other Languages (TESOL, 2004) highlighted three priorities related to the teacher practices for English language learners (ELLs), which may be applicable to other... more

In this paper, the specification of Verity, a webbased instructional tool, is presented. Verity is intended to be used as a learning assistant and self-assessment tool, more than a web-based testing system. This represents a new approach to web-based instruction. Specifically, the purpose of the Verity software tool is twofold: first, to assist the students in their study by providing supporting information, sample examples, exercises and problems related to a given course and, second, to allow the students self-evaluate their knowledge of course material through sets of multiple-choice questionnaires. Both assistance from the instructor to the student and feedback from the students to the instructor are supported by a web-based implementation solution.

In this study, pre-service teachers' self-regulated learning skills in online environments were taken into consideration. Preservice teachers could not receive any support with respect to online education during the pandemic process thus they had to improve themselves. In this context, it was investigated whether self-regulated learning skills in online environments predict web-based instruction attitudes in terms of both effectiveness and resistance dimensions. Designed in the context of the quantitative research approach, this study is based on the relational survey model. The research universe is composed of the pre-service teachers studying in the Turkish and English language teaching departments of Northern Cyprus universities during the 2020-2021 academic year. In conclusion, it was found that three of the self-regulated learning skills of the participating pre-service teachers in online environments, i.e. goal setting, task strategies, and help-seeking, predicted the attitudes of the pre-service teachers towards web-based instruction significantly and in the positive direction (Hypothesis 1), whereas only two of the self-regulated learning skills of the participating pre-service teachers in online environments, i.e. goal setting and task strategies, predicted the resistance of the pre-service teachers to web-based instruction significantly and in the negative direction (Hypothesis 2).

- by Celalettin Özden
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- Resilience, Web based instruction, Online Learning Environments, Efficiency

Curriculum sequencing is an important research issue for Web-based instruction systems because no fixed learning pathway will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanism to assist on-line Web-based learning and adaptively provide learning pathways. However, although most personalized systems consider learner preferences, interests and browsing behavior in providing personalized curriculum sequencing services, these systems usually neglect to consider whether learner ability and the difficulty level of the recommended courseware are matched to each other or not. Generally, inappropriate courseware leads to learner cognitive overload or disorientation during learning, thus reducing learning effect. Besides, the problem of concept continuity of learning pathways also needs to be considered while implementing personalized curriculum sequencing.

It is of utmost importance for language learners to be engaged with tasks which incorporate their needs and interests. Simulations which are based upon real-life events and give learners the opportunity to communicate in semi-structured language settings can be stated as examples of these tasks. Regarding this, the current research has been conducted to illuminate learners’ perceptions of online simulations, and their potential advantages in L2 learning process. In that study, two web-based simulations have been assigned to two groups of EFL learners at elementary and upper intermediate levels. In the end, the participants could not be detected to have either been motivated or prejudiced against launching an assignment in English language. However, the upper-intermediate level was recorded to fall behind in increasing their perceptions and positive attitudes to the simulations when compared with the elementary level.

- by Zülâl Ayar
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- Teacher Education, Action Research, Web based instruction

- by Mahnaz Moallem
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- Instructional Design, Teacher Education, Higher Education, Learning theories

This study examine faculty levels of implementation of web-based instructional technology (WBIT) and computer self-efficacy beliefs (CSE) as factors associated to faculty perception of institutional mechanisms and its relative importance as conditions supporting the implementation of eLearning in higher education. Using a sample of 334 faculty teaching at selected universities in the Commonwealth of Kentucky, faculty perceptions of support mechanisms were examined. Findings reveal that factors such as stages of concern about using WBIT, levels of use, and measures of computer self-efficacy provide an explanation of the perception differences. Developing a profile of faculty WBIT use and self-efficacy beliefs is anticipated to provide insight for the development of strategies and administrative practices necessary for eLearning to succeed in higher education institutions.

- by Leyla Zhuhadar
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- Instructional Design, Educational Technology, Distance Education, Higher Education

This study provides an understanding of how different interactive technology tools that are integrated into a Website can be used for teaching undergraduate human anatomy and physiology laboratory students. Technology tools refer to a Website that the authors created to teach the Cardiovascular System that includes dynamic tools such as the Pronunciation Corner and Spelling Bee, and an Interactive practice and test tool. The Cardiovascular System was chosen as the subject matter to modify based upon the results of a pilot study where students indicated difficulty in understanding this subject. In addition, a "Teacher Resources" tool on the Website allows any teacher to create their own Pronunciation Corner and Spelling Bee and use them for their classes. The statistical analyses showed that the experimental group students (who had access to the Website) took advantage of the technology tools provided and demonstrated significant improvement in their performance on the cardiovascular portion of the lab test.

- by Nauman Saeed
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- Educational Technology, Action Research, Higher Education, Social Bookmarking

Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while assisting faculty through the automation of assessment. In particular, a number of studies have indicated positive student learning outcomes results when these programs are implemented into mathematics instruction (Butler & Zerr,

- by Ojiabo Ukoha
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- Information Systems, Social Work, Distance Education, MLearning

- by Hajeen Choi
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- Educational Technology, Student Motivation, Self Efficacy, Web based instruction

The present article presents an experience of educational innovation framed in the constructivist approach and the collaborative methodology conducted with students of the Degree in Primary... more

- by PIXEL-BIT. Revista de Medios y Educación and +1
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- Information Management, Cooperative Learning, Web based instruction, Formative evaluation

The proliferation of distance education has occurred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors approach, design, and deliver their instructional materials. In the past, instructional design (ID) practitioners relied on instruction system design (ISD) models that focused primarily on macroinstruction. It is now important for these practitioners to use microinstruction strategies to keep pace with the technology evolution. This case study describes the TAPPA (Target, Accomplishment, Past, Prototype, Artifact) Process which was created using the Generic Model for Design Research (GMDR) proposed by McKenney and Reeves (2012) and uses selected ID concepts from the ADDIE (Molenda Performance Improvement, 42(5), 34–37, 2003) framework, and the Dick and Carey (Dick Educational Technology Research and Development, 44(3), 55–63, 1996), Backwards Design (McTighe n.d), and Rapid Prototyping ID Models (Tripp and Bichelmeyer Educational Technology Research and Development, 38(1), 31–44, 1990). The TAPPA Process is ideally suited for the microinstruction development typical of distance education environments and has been used to create more than 25 webinars and 12 e-learning modules over the past four years.

There has been tremendous growth in Web-based instruction over the past few years. Because the user group of Web-based instruction includes learners from heterogeneous backgrounds, individual differences become an important issue in the development of Web-based instructional programs. Among a variety of individual differences, cognitive style is a particularly important characteristic. This study aims to determine the relationships between learners' cognitive styles and their perceptions and attitudes toward the features of a Web-based instructional program. The results indicate that cognitive styles influence students' reactions to nonlinear interaction, independent learning, and navigation tools and the difficulties and problems that they encounter. The findings are applied to develop a learning model that can support the design of Web-based instructional programs.

- by Robert Macredie
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- Human Computer Interaction, Human, Web based instruction, Student Learning

In this paper we describe an Integrated Development System for Instructional Model for E-learning (INDESIME) to create and to maintain instructional models using adaptive technologies and collaborative tools. An authoring tool has also been developed for helping to non-programming users to create Learning Management Systems (LMSs) courses that implement a specific instructional model. Data mining techniques are proposed to evaluate the e-learning courses generated from the model. We have tested the degree of effectiveness of our system using Moodle courses. The courses topics tested are based on the European Computer Driving Licence Foundation catalogue.

- by Carlos de Castro Lozano and +2
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- Instructional Design, User Modeling, Data Mining, Web based instruction

In latest years, school management systems have become an important tool for effective e-leader. These systems emphasize an information flow and e-communication between all the organizations. The purpose of this study was to emphasize up its main objective how new technologies can assist teachers. The use of information and communication technology in educational settings in the future of teaching is examined with regard to new functions and roles of teachers in coming university distance scenarios. The specific case of the virtual leader and mentor is studied. The article defines and explores the relatively new leadership paradigm of e-leadership that has arisen in little more than a decade. Special attention is given to the following topics: The first section is to develop a theoretical framework to improve understanding of this new form of work related to tutors, the leader and distributed leadership in the virtual environment; also we review literature to build a comprehensive understanding of what constitute e– leadership in organizations. The second section discusses the main strengths and skills of the virtual leader and their importance in the management of education at a distance. We focus on delineating the dimensions of a typology to characterize different types of virtual teams; the dimensions are then used to draw leadership implications. Finally, the general research question guiding this investigation was what will bring about rea progress and provide leadership to the virtual or distance learning? We live in the e-generation.

"Radio is one of the oldest mass media and it has been considered at the end of the road as every new medium entered the social sphere. However, radio is still there and seems to well adapt to the social and technological changes caused by new media. On one hand, radio staffs have been capable of shaping their programming and their professional figures according to new media languages; on the other hand, radio has also found a new life online thanks to new broadcasting opportunities: podcasting and web-radios above all. Our paper aims at showing how radio could be considered as an important research object in order to analyze how occupational profiles are changing in the whole media system: old professions are changing quickly, while new professions are arising. Specifically, this research deals with the analysis of a new professional figure that was developed in Italian academic web-radios context: the station manager. Using a mixed method approach, this study aimed at analyzing and profiling this professional figure through content analysis of web-radios statutes and by online interviewing 15 web radios station managers, coming from several Italian Universities.
Data analysis showed that, despite their informal - often voluntary - nature, academic web-radios are well organized and structured. Even if each academic web-radio has a peculiar organization, our research was able to retrace some constants underlying the web-radios organizational structure: the staff has the responsibility of organizing and managing the web-radio; the team, a group of volunteers, mostly students moved by passion, usually working unpaid; the Station Manager, a multifaceted and versatile figure, that plays a central role in each web-radio. A Station Manager usually covers very different tasks and has many important managerial duties and responsibilities: from technical issues to human resources management. This versatility gives to young people playing the Station Manager role a boost on the labor market.
Summing up, research results indicated that academic web-radios could be considered as a privileged atelier in which new media professions could born and be developed to standard suitable for the labor market."

- by Felice Addeo
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- Screenwriting, Sociology, Cultural Studies, Media Sociology

In this study, the master's and PhD theses that compare web supported and web based teaching methods with traditional teaching methods according to their effect on students' academic accomplishment and which are published in The Council of Higher Education (YOK) National Theses Center's database and that have been given permission to access have been examined. For this aim, 170 theses have been examined and 27 experimental studies that suit the meta-analysis inclusion criteria have been taken within the scope of the research. While including the studies in the research, a categorization as to at which level of the lesson (presentation, lesson preparation, exercise etc.) the web supported teaching were used has not been made. In this study where meta-analytic effect analysis method has been used, the data have been analyzed and the effect size of web supported and web based applications on students' academic success in the courses and topics that are dealt has been found as 0.807 compared to traditional method. According to this, a conclusion can be drawn that web supported instruction environments make a positive contribution on students' academic achievement compared to the environments in which traditional teaching is carried out.

- by CJES Journal
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- Meta-Analysis, Effect size, Web based instruction