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A Brief Discussion About the Accessibility and Usability of web-based instruction in Software Design Teaching 1

4th EAI International Conference on e-Learning, e-Education and Online Training (eLEOT)

作者： Zong, Na Li, Wuyungerile Jia, Bing Inner Mongolia Univ Hohhot Peoples R China

ISBN: (数字)9783319937199

ISBN: (纸本)9783319937199;9783319937182

web-based instruction is the product of the new era and it has the characteristics of time and place. So people can arrange their own learning time and place freely when they are learning through the network. Software design is composed of the processes of requirement analysis, outline design, detailed design, implementation and testing. Software design does not require too much basic knowledge for learners. The software design processes can be realized easier via computer, so it is suitable for network teaching. Now, the web-based instruction of software design already exists, but it still has some shortcomings and needs to be improved. In this paper, we first introduce the traditional teaching and web-based instruction as well as the existing software design web-based instruction. Then analyze the accessibility and usability of web-based instruction in software design teaching.

关键词： Software design web-based instruction Traditional teaching

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Interaction in graduate nursing web-based instruction

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JOURNAL OF PROFESSIONAL NURSING 2001年第3期17卷 128-134页

作者： Boyle, DK Wambach, KA Univ Kansas Sch Nursing Kansas City KS 66160 USA

This article describes interaction and communication methods and issues in the context of two web-based graduate nursing courses, a theory course and a research course. A conceptual model for graduate nursing web-based instruction is presented in which learner-centered pedagogic philosophies and interaction techniques are combined to produce active learning at each phase of the web-based courses. The focus is on asynchronous communication techniques because these represent the dominant communication form in the two courses. Asynchronous communication is interaction in which teacher and student activities are not occurring at the same time and/or place (Berge, 1999). Outcomes of the courses are examined briefly. Copyright (C) 20012001 by W.B. Saunders Company.

关键词： web-based instruction Communication Interaction Graduate nursing

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A Meta-Analytic Investigation of Objective Learner Control in web-based instruction

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JOURNAL OF BUSINESS AND PSYCHOLOGY 2017年第4期32卷 455-478页

作者： Landers, Richard N. Reddock, Craig M. Old Dominion Univ Dept Psychol 250 Mills Godwin Bldg Norfolk VA 23529 USA CEB 555 Northpoint Ctr EastSuite 600 Alpharetta GA 30022 USA

Research examining learner control of adult web-based instruction has been inconsistent, showing both positive and negative effects on learning outcomes. In addition, the specific implementation decisions made across studies that are labeled "learner control" often differ dramatically. The purpose of the present study was to provide a theoretical framework by which to understand objective learner control and to empirically test it. In this study, a nine-dimensional hierarchical framework of objective learner control was developed from an extensive literature review. This framework includes instructional control (skip, supplement, sequence, pace, practice, and guidance control), style control (i.e., control of aesthetic training characteristics), and scheduling control (time and location control). Hypothesized effects were tested meta-analytically. Findings suggested that (1) types of learner control are almost always confounded in experimental learner control research;(2) objective learner control is not a multidimensional construct but instead of a set of related design choices;(3) across types, learner control is generally effective in skill training but varies greatly in knowledge training and in terms of reactions;and (4) sequence control is the only type that generally does not harm either learning or reactions across contexts. Given the significant confounding present in most of the literature, learner control researchers are recommended to isolate specific control features. Practitioners should identify specific targeted outcomes and choose features according to those goals. This is the first study to propose and test a theoretically derived framework of objective learner control, providing a roadmap for research and state-of-the-art practice.

关键词： Learner control web-based instruction Training Adult learning Meta-analysis

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Integrating Content and web-based instruction: Creating HIV/AIDS Awareness in a Virtual English Classroom 3

Integrating Content and Web-Based Instruction: Creating HIV/...

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3rd International Conference on e-Learning

作者： Ismail-Allie, Rubeina van Ryneveld, Linda Tshwane Univ Technol Pretoria South Africa

ISBN: (纸本)9781906638047

Of relevance to every living-being at this point in time is the HIV/AIDS pandemic. The most visible impact of HIV/AIDS is the increase in deaths of young adults. Recent studies undertaken have indicated that there was an escalation of HIV/AIDS on South African campuses, with 1 in 5 undergraduates being HIV positive (Tshwane University of Technology, 2007). It was also predicted that these figures could escalate even further if mechanisms were not put in place to control the spread of HIV/AIDS on campuses. The need for the involvement of the education sector in controlling the surge of HIV/AIDS pandemic is clearly pronounced by various authors (Katjavivi & Otaala, 2003;Kelly, 2003). Without education, AIDS may continue its rampant spread. With AIDS out of control, education may be out of reach. The education system should therefore ensure the integration of good quality sexual health and HIV/AIDS education into the curriculum. In 2007, South African universities received a once-off fee of R250 000 from the Department of Education to put in place essential services and programmes for students and staff for the prevention, treatment and care of those infected with and affected by HIV/Aids. Beside the societal changes that have to be brought about from the above discussion, the Higher Education system in South Africa is undergoing numerous other changes. The changes occurring in the instructional delivery system are specifically apparent. There is an increase in the use of multimedia presentations, video conferencing, and more recently web-based instruction. web-based instruction is already revolutionalising how students work, think and access information. These technological innovations have a direct impact on current university practices and policies and subsequently have the potential to alter our traditional definitions of education. Since Tshwane University of Technology strives to be a centre of excellence for technology, it makes sense that programmes offered at

关键词： Integration web-based instruction content-based instruction HIV/AIDS awareness extended English programme

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A study of learners' perceptions of the interactivity of web-based instruction

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12th International Conference on Human-Computer Interaction (HCI International 2007)

作者： Sun, Jui-Ni Hsu, Yu-Chen Natl Tsing Hua Univ Inst Informat Syst & Applicat Hsinchu Taiwan Natl Tsing Hua Univ Ctr Gen Educ Hsinchu Taiwan

ISBN: (纸本)9783540731092

A well designed interaction mechanism creates a shortcut to learning. However, there is little research which analyzes learners' perceptions of the interface as they interact with WBI, especially from the human-interaction perspective. This study is therefore designed to provide a new framework to design systems with different degrees of interaction, and to examine learners' perceptions of these interaction elements. Forty-five subjects participated in the experiment. The results show that increased interactivity levels directly influence learners' perceived interactivity, perceived ease of use and usefulness, and satisfaction. It is noteworthy that the interactivity levels perceived by the designers and learners are different. We hope that designers can adopt different degrees of interactivity as suggested by the study results to design WBI systems that will best facilitate various learners' learning needs.

关键词： web-based instruction Interactivity ease of use usefulness satisfaction

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Application of Cognitive Psychology in web-based instruction

Application of Cognitive Psychology in Web-Based Instruction

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International Conference on Information Computing and Applications

作者： Gao, Caiyun Wang, Feifei Hebei Univ Econ & Business Foreign Language Coll Shijiazhuang 050061 Peoples R China

ISBN: (纸本)9783642163388

The formation and development of web-based instruction has already become an important component of modern educational system. With the development of science and technology, web-based instruction has obtained a considerable enhancement. However, the role of web-based instruction still needs further exploration. The article elaborates, from the perspective of cognitive psychology, theoretical models to promote the web-based instruction types, methods and media all based on the psychology theory.

关键词： Cognitive psychology web-based instruction language and visual image memory attention problem-solving

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A look at the effects of the web-based instruction

A look at the effects of the web-based instruction

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2nd International Conference on Information Technology and Management Innovation (ICITMI 2013)

作者： Sun, NaXin Liu, YueHui Wang, YuanXiu Univ Jinan Med & Life Sci Coll Jinan 250022 Peoples R China

ISBN: (纸本)9783037858646

The wide application of Information and Communication Technologies offers great opportunities for the innovation of education, especially in universities. There are varieties of resources on the Internet, which teachers can use for their teaching, assimilating into the curriculum and into teaching methods. based on constructivism learning theory, this paper centers on the advantages of practicing the web-based instruction by comparison to the traditional one. The "media centers", a web-based learning enviroment, has been set up for students to learn as a platform for their after-class review, for their individulized instruction, for their collaborative learning and for exchanging educational resources among teachers. The notes of the Internet-assisting instruction is also discussed to emphasize that the new instruction is a useful complement not replacement to conventional teaching. So it is pointed out that the Internet should become a necessary supplementary for teaching and learning in university as the input resources and the output tools.

关键词： web-based instruction constructivism theory media center

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Enabling meaningful learning through web-based instruction with occupational therapy students

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2010年第2期58卷 191-210页

作者： Perlman, Cynthia Weston, Cynthia Gisel, Erika McGill Univ Fac Med Sch Phys & Occupat Therapy Montreal PQ Canada McGill Univ Fac Educ Teaching & Learning Serv Montreal PQ Canada McGill Univ Teaching & Learning Serv Montreal PQ Canada McGill Univ Dept Educ & Counseling Psychol Montreal PQ Canada Montreal Childrens Hosp Swallowing & Dysphagia Clin Montreal PQ Canada

This paper explores the design of a web-based tutorial for Activity Analysis offered within an undergraduate course of occupational therapy and how its design features influenced meaningful learning from the students' perspective. This tutorial, using a case-based format, offers a learner-directed approach to students and the application of Activity Analysis, a clinical practice tool. The design is based on principles of meaningful learning for on-line instruction (Jonassen, Educational Technology, 35, 60-63, 1995) and instructional theories. Analysis of feedback from learners identifies the salient attributes of the tutorial on meaningful learning.

关键词： Activity analysis instructional theories Meaningful learning web-based instruction

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web pedagogical content knowledge, attitude towards web-based instruction, usage of information searching-commitment strategies in web environment as predictors of lifelong learning tendency

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EDUCATION AND INFORMATION TECHNOLOGIES 2023年第5期28卷 4965-4992页

作者： Vezne, Rabia Yesilyurt, Etem Akdeniz Univ Educ Fac Antalya Turkey

Lifelong learning (LLL) has gained an important place in the agendas of national and international organizations and the education policies of countries with globalization and digitalization in education. Even though there is a large body of research regarding lifelong learning tendency, web pedagogical content knowledge, attitude towards web-based instruction, and usage of information searching-commitment strategies in the web environment of teachers and prospective teachers, there is not a study on the correlation between them and their effect on lifelong learning tendency. This study aims to analyze the effect of web pedagogical content knowledge, attitude towards web-based instruction, and usage of information searching-commitment strategies in a web environment on lifelong learning tendency and their explaining ratio. For this aim, eight hypotheses were developed and four scales were used to collect data: web pedagogical content knowledge, attitude towards web-based instruction, usage of information searching-commitment strategies in a web environment, and lifelong learning tendency. 346 prospective teachers participated in the research. A relational descriptive model was used and exploratory factor analyses of scales were done via SPSS 24.0 software. For the confirmatory factor analyses of scales and the structural equation modeling, AMOS 24.0 software was put to use. The most remarkable finding is that web pedagogical content knowledge, attitude towards web-based instruction, and usage of information searching-commitment strategies in a web environment are important predictors of prospective teachers' lifelong learning tendencies.

关键词： web Pedagogical content web-based instruction Searching-commitment strategies Lifelong learning SEM

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Exploration on web-based instruction of Foreign Philosophical Theories in the Big Data Era

Exploration on Web-based Instruction of Foreign Philosophica...

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International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS)

作者： Han Zhenzhen Wuhan Univ Technol Coll Marxism Wuhan Hubei Peoples R China

ISBN: (纸本)9781509060610

In the big data era, web-based instruction should be a new normal of the teaching reform, the teaching of "Western Marxist Philosophy" is not an exception. It is the inevitable choice to adapt to the era development, the only road to promote the teaching innovation, the important source to enrich teaching contents and the realistic quest to strengthen and improve the ideological and propagating work in universities under the new situation. Multiple measures must be taken simultaneously to improve the effectiveness of the web-based instruction of "Western Marxist Philosophy". Increasing the input of funds is an important guarantee, the perfection of management mechanism is the powerful measure, the improvement of teaching level is the key line, and the cultivation of learning interest is the internal approach.

关键词： Big Data Era web-based instruction The Course of "Western Marxist Philosophy"

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