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49th IEEE Frontiers in Education Conference (FIE)

作者： do Nascimento, Marcos D. Brandao, Anarosa A. F. Brandao, Leonidas de Oliveira Oliveira, Francisco C. de M. B. Univ Sao Paulo Escola Politecn Dept Comp & Digital Syst Engn Sao Paulo Brazil Univ Sao Paulo Dept Comp Sci Inst Matemat & Estat Sao Paulo Brazil Univ Estadual Ceara Dept Comp Sci Fortaleza Ceara Brazil

ISBN: (纸本)9781728117461

This Research Full Paper presents a literature review about overcoming accessibility barriers for People with Severe vision impairment in web-based learning *** with vision impairment face several barriers while interacting with web-based *** them, one can cite the lack of suitability of these environments for the use of screen readers, e.g. if the description of the environment elements are not readable by the screen *** barriers are also present in web-based learning environments. In this work we present, through a literature review, the most common accessibility barriers faced by people with vision impairment while interacting with web-based learning environments. In addition, we propose solutions that can mitigate this problem, allowing broad access to distance education environments and a better learning experience with them.

关键词： accessibility web-based learning environments vision impairment

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Design principles for support in developing students' transformative inquiry skills in web-based learning environments

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INTERACTIVE learning environments 2014年第3期22卷 309-325页

作者： Pedaste, Margus Sarapuu, Tago Univ Tartu Sci Educ Ctr EE-50090 Tartu Estonia

The aim of this explorative study was to find the factors limiting sixth-grade learners' outcomes in acquiring skills related to the transformative inquiry learning processes as well as to analyse the interrelations between inquiry skills in order to develop an optimal support system for designing web-based inquiry learning environments. A web-based learning environment 'Young Scientist' was developed and applied to the domain of integrated science. The skill of identifying the correct research questions appeared to be a prerequisite for formulating research questions. When students understand how to identify the research questions correctly, there is no need for supporting formulation of research questions or hypotheses. We have found that at the stages of analysing data and inferring, students have to be provided with the tools to activate their prior knowledge, assignments help to organize their work into manageable sections, and reflective support or adaptive feedback to relate the results achieved with the process of inquiry. Our findings demonstrate that the effectiveness of inquiry learning can be strongly influenced by regulative support;however, a particular level of initial inquiry knowledge in theoretical context is also needed in order to develop inquiry skills in a situational context.

关键词： support system transformative inquiry skills web-based learning environments inquiry learning regulative support

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The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students' mathematics learning: a meta-analytic research

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EDUCATION AND INFORMATION TECHNOLOGIES 2022年第6期27卷 8015-8040页

作者： Akin, Ayca Anadolu Univ Alumni Assoc Yunusemre Campus Student CentFirst Floor TR-26470 Tepebasi Eskisehir Turkey

Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the past two decades. The COVID-19 pandemic has led to an urgent transition from traditional mathematics instruction (TMI) to web-based mathematics instruction (WBMI) at all levels of mathematics education. At this point, it is crucial to scrutinize the effects of WBMI on K-16 students' mathematics learning comprehensively. This meta-analysis research contained a total of 63 studies with 115 effect sizes, which aimed to investigate the effectiveness of WBMI on K-16 students' mathematics learning by incorporating potential moderators, namely mathematics topics, mathematical content standards, feedback status, type of instructional features, age (i.e., grade level), and assessment methods. based on findings, WBMI has a significantly strong effect on K-16 students' mathematics learning (g = 1.10, p = 0.01, 95% CI [0.95, 1.27]). Moderator analyses reveal that the effect sizes of WBMI on K-16 students' mathematics learning varied significantly depending on all these potential moderators. Additionally, higher-level mathematical concepts, statistics and probability, WBMI with providing feedback, tutorial systems, undergraduate students, and traditional paper-pencil assessment are the strongest moderators in their context. The most notable results of this research are that WBMI is significantly more effective on students' mathematics learning than TMI, while even in the context of WBMI, traditional paper-pencil assessment is significantly more effective than online assessment. This meta-analytic research provides a comprehensive and up-to-date perspective on the effectiveness of WBMI on K-16 students' mathematics learning.

关键词： web-based learning environments Mathematics learning K-16 students meta-analysis Moderator analysis web-based mathematics instruction

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To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level

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EDUCATION AND INFORMATION TECHNOLOGIES 2021年第1期26卷 843-857页

作者： Gupta, Adit Pathania, Pooja MIER Coll Educ Jammu India

The purpose of this study was to assess the impact of Google Classroom Platform of learning at the teacher education level. web-based learning Environment Inventory (webLEI) (Chang and Fisher1998,2003) and Google Classroom Evaluation Survey was used in this study. The sample of 60 students consisting of both males and females was collected from one college of education in Jammu city, where teaching-learning process was being conducted using the Google Classroom setup. Data analysis revealed that students could access the learning activities easily, they could communicate with other students in their subject electronically, they could decide when they wanted to learn, and they could work at their own pace. Results also showed that the students could regularly access online resources and they had the autonomy to ask their tutor what they did not understand. Students experienced a sense of satisfaction and achievement and they felt at ease in working collaboratively with other students. The students were also happy to print lectures and exercise materials from resources uploaded by their teachers. Responses to the Google Classroom Evaluation survey showed that the teachers were able to give better individual attention and students developed a group feeling in such a classroom setup. Students also felt that learning through the Google classroom was not boring and it was not a waste of time. They found it to be an effective medium of studying.

关键词： Google Classroom webLEI Teacher education Collaborative learning Higher education web-based learning environments

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A Collaborative, Adaptive-based Approach to Informal E-learning Technology Design

A Collaborative, Adaptive-Based Approach to Informal E-Learn...

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作者： Adams, Candice Harris Auburn University

学位级别：Ph.D., Doctor of Philosophy

Significant innovations in learning technologies are encouraging individuals, especially high school students, to seek enrichment learning opportunities that they normally are not able to take advantage of due to the limitation of traditional classroom offerings in low-income school districts. With the increase in learners seeking alternatives to traditional classroom learning and the capacity to expand access to knowledge and information through the Internet, there is a need to provide tailored learning experiences with collaboration that is usable and secure. web-based learning environments allow courses to be customized to the learner’s current knowledge as well as allow students to connect with other students outside of their current setting to capitalize on one another resources and skills. Another aspect of learning technologies is that they provide an environment which enables users to access information at any time and stay connected as long as they desire. web-based environments to support K–12 educational needs have rarely been fully and satisfactorily developed with specific attributes such as learning and adaptability. This work reviewed the design and implementation of various learning technologies and environments and explored adaptive-based algorithms to support the real-time presentation of user content based upon user selection. The purpose of this research was to address the need of increasing course options within informal learning environment through the development of web-based learning environments. This research produced system design guidelines for a collaborative and adaptive-based application that supports informal e-learning for K–12 students. Increasing adaptability and collaboration within web-based educational environments allow the trajectory of learning to be customized to each student so the core of the subject matter being taught can be mastered by the student. learning is improved through this system personalization which makes it

关键词： Online learning Tools web-based learning environments Computer-Supported Collaborative learning Usability Virtual learning environments

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Applying learning behavioral Petri nets to the analysis of learning behavior in web-based learning environments

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INFORMATION SCIENCES 2010年第6期180卷 995-1009页

作者： Chang, Yi-Chun Chu, Chih-Ping Natl Cheng Kung Univ Dept Comp Sci & Informat Engn Tainan 70101 Taiwan

This paper proposes the learning behavioral Petri nets (LBPN) to model learning behavior in web-based environments. Fully useful records of learning behaviors must contain their expended time and corresponding contents. Therefore. the LBPN extends the colored tokens of colored Petri nets to identify learners and learning contents, and raises the time variable to represent diverse learning times for Individual learners. To verify the viability of the LBPN, this paper also proposes a LBPN-based learning behavioral model to simulate a situation in which many learners participate in an e-learning course, and then to generate their behavioral patterns. The experimental results illustrated in this paper confirm that (1) the generated behavioral pattern based on the LBPN-based model is very close to actual data, (2) the time and cost spent to verify the effectiveness of an ITS is substantially reduced, (3) adequate testing data for estimating the performance and accuracy of an ITS is easily acquired, and (4) the LBPN-based model can be built to recommend appropriate learning contents and to accomplish adaptive learning (C) 2009 Elsevier Inc. All rights reserved

关键词： learning behaviors learning behavioral Petri nets Intelligent tutoring systems web-based learning environments

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Exploring University Students' Group and Individual Socioscientific Decision Making with web-based Instruction

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科学教育学刊 2017年第4期25卷 391-412页

作者：方素琦許瑛玿

In this study, we designed a web-based learning environment about water resources to support students' socioscientific decision making. The purposes of the study were to analyze and compare undergraduate students' interdisciplinary thinking and decision making at the individual and collective levels. Individual students first completed the web-based learning unit at home, in which they needed to decide on a suitable location for building a dam. Then, they worked in groups, discussing, debating, and negotiating to reach a group decision. Individual interdisciplinary thinking and decision making were recorded by the web-based platform. Group discussions were audio- and video-taped. Interdisciplinary thinking was analyzed qualitatively based on the SEE-SEP framework. Decision-making approaches were examined and categorized into different proficiency levels. The results show that, compared to individual decision making, the students used more moral or ethical considerations and made more links to personal experiences when engaged in group discussion. Despite wider aspects being considered at the group level, some facets such as their beliefs, values, and experiences regarding science were not adopted in the arguments at either the individual or the group level. Although a few students were able to use compensatory strategies when making individual decisions, none of the groups employed compensatory strategies to reach a group decision. The comparison between individual and collective levels manifests that group discussions can facilitate interdisciplinary thinking. The deficiencies in the group decision making identified in the study such as lack of deep reflection and not using a refined decision-making strategy underscore the need to provide scaffolds for collective decision making.

关键词： Decision Making Socioscientific Issues web-based learning environments

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Exploring University Students' Group and Individual Socioscientific Decision Making with web-based Instruction

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科学教育学刊 2017年第4期25卷 391-412页

作者：方素琦許瑛玿

关键词： Decision Making Socioscientific Issues web-based learning environments

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Finding the optimal scaffoldings for learners' epistemological beliefs during ill-structured problem solving

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INTERACTIVE learning environments 2016年第8期24卷 2032-2047页

作者： Shin, Suhkyung Song, Hae-Deok Indiana Univ Instruct Syst Technol Bloomington IN USA Chung Ang Univ Educ Seoul South Korea

This study investigates how scaffolding type and learners' epistemological beliefs influence ill-structured problem solving. The independent variables in this study include the type of scaffolding (task-supported, self-monitoring) and the student's epistemological belief level (more advanced, less advanced). The dependent variables include three components of problem-solving skill (problem representation, solution development, monitoring and evaluation). The two-way multivariate analysis of variance results reveal that students in the self-monitoring scaffolding group earned higher scores on problem representation and solution development than those in the task-supported scaffolding group. Students with more advanced epistemological beliefs also earned higher scores on solution development and monitoring and evaluation than did those with less advanced epistemological beliefs. In addition, a significant interaction was found between scaffolding type and epistemological belief level. These findings suggest that students can benefit from self-monitoring scaffolding in web-based problem solving and that different types of scaffolding should be provided according to the student's epistemological belief level.

关键词： ill-structured problem scaffolding epistemological belief web-based learning environments problem-solving skills

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USABILITY OF A web-based SCHOOL EXPERIENCE SYSTEM: OPINIONS OF IT TEACHERS AND TEACHER CANDIDATES

USABILITY OF A WEB-BASED SCHOOL EXPERIENCE SYSTEM: OPINIONS ...

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International Conference on e-learning

作者： Genc, Zulfu Firat Univ Fac Educ Dept Comp Educ & Instruct Technol TR-23119 Elazig Turkey

ISBN: (纸本)9789898533401

With advances in information and communication technologies, the classical nature of educational institutions has changed. One innovative effort within teacher training is the web-based School Experience System (WBSES) developed by the researcher. In this study, the usability of an existing WBSES is evaluated from both teachers' (n = 13) and students' (n = 96) perspectives. A non-experimental survey method was applied to collect participant opinions. A usability questionnaire was designed, and analysis yielded five significant factors for the system: usefulness, helpfulness, visual effectiveness, customizability, and smoothness. To obtain more in-depth information, participants were asked to delineate their responses to five open-ended questions. Generally, students and teachers liked the tool in terms of its usability, but they also provided recommendations for design issues.

关键词： School experience teaching practice teacher training web-based learning environments usability

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