Although many colleges and universities have embraced distance education, a significant number still have not. Approximately 40% of faculty from these institutions have not accepted the value and legitimacy of online ...
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Although many colleges and universities have embraced distance education, a significant number still have not. Approximately 40% of faculty from these institutions have not accepted the value and legitimacy of online education [Allen, I. A., & Seaman, J. (2003). Sizing the opportunity. The quality and extent of online education in the United States, 2002, 2003. Needham, Mass: The Sloan Consortium]. One reason for this may be that faculty are not sufficiently informed about online learning and the role they might play in teaching in this environment. A number of salient issues are addressed: who our students are;what drives colleges and universities to offer distance education;which educational theory underpins distance education;how distance education fares in terms of quality as compared with face-to-face instruction;what the advantages and disadvantages of teaching online are;how teaching style is affected;and what types of support faculty need in providing instruction in this medium. Some recommendations are included for faculty who are considering teaching online. In this article, distance education refers to an asynchronous, web-based, and online format.
Research on organizational behavior has shown that the success or failure of an innovation rests ultimately on the people who implement it. This study was a systematic assessment of faculty needs for the incorporation...
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An effectively designed interaction mechanism creates a shortcut for human-computer interaction. Most studies in this area have concluded that the higher the level of interactivity, the better, especially regarding in...
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An effectively designed interaction mechanism creates a shortcut for human-computer interaction. Most studies in this area have concluded that the higher the level of interactivity, the better, especially regarding interactive websites applied in the fields of business and education. Previous studies have also suggested that designs with a higher level of interactivity result in higher learner evaluations of websites. However, little research has examined learner perceptions as they interact with web-based instruction (WBI) systems in a situation with limited time. To assist learners in acquiring knowledge quickly, the interactivity design must make the web learning environment easier to use by reducing the complexity of the interface. The aim of the present study is to explore learner perceptions of three WBI systems with different interaction levels under time limitations. This study was therefore designed to provide a new framework to design systems with different degrees of interactivity, and to examine learners' perceptions of these interaction elements. Three WBI systems were developed with different degrees of interactivity from high to low, and a between-subject experiment was conducted with 45 subjects. The results of the experiment indicate that a higher level of interactivity does not necessarily guarantee a higher perception of interactivity in a short-term learning situation. Therefore, the instructors must pay attention to modifying or selecting appropriate interactive elements that are more suitable for various learning stages. The findings provide insights for designers to adopt different degrees of interactivity in their designs that will best fulfill various learners' needs. (C) 2011 British Informatics Society Limited. Published by Elsevier B.V. All rights reserved.
This paper presents a strategy for the design and organization of materials for web-based instruction (WBI) founded upon cognitive modeling for the identification and organization of the major concepts in the domain o...
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This paper presents a strategy for the design and organization of materials for web-based instruction (WBI) founded upon cognitive modeling for the identification and organization of the major concepts in the domain of interest, based upon the Pathfinder paradigm. The original purpose of the Pathfinder paradigm was to model aspects of human semantic (associative) memory. A brief introduction to the Pathfinder paradigm is presented, and the rationale for its use in WBI is discussed. The development of this paradigm for WBI, in the context of eliciting and representing knowledge from domain experts, and its use in a pilot study is described. The domain used for the pilot study was the A* search algorithm, embedded within an introductory course in artificial intelligence. Assessment of the paradigm is also discussed, and preliminary methods are applied to the pilot study.
Two major problems were identified in reviewing current research in web-based instruction: 1) assessment of irrelevant learning outcome variables and 2) weak methodological design in conducting quantitative research. ...
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Two major problems were identified in reviewing current research in web-based instruction: 1) assessment of irrelevant learning outcome variables and 2) weak methodological design in conducting quantitative research. This quantitative study was designed to investigate whether different types of web-browsing interface in web-based instruction influence students' learning achievement of varied educational objectives. The studied interfaces were 1) browser scroll, 2) frame-based, and 3) pop-up-window interfaces. This study also investigated a potential interaction between the interface and students' prior knowledge, since prior knowledge had long been considered an important learning variable for acquiring new information. A total of 137 undergraduate students participated in the study. A statistical multivariate analysis of variance (MANOVA) was used to analyze collected data. Results showed significant main effects of independent variables in all criterion tests except for the treatment effect on a comprehension knowledge test.
web-based instruction (WBI) programs, which have been increasingly developed in educational settings, are used by diverse learners. Therefore, individual differences are key factors for the development of WBI programs...
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web-based instruction (WBI) programs, which have been increasingly developed in educational settings, are used by diverse learners. Therefore, individual differences are key factors for the development of WBI programs. Among various dimensions of individual differences, the study presented in this article focuses on cognitive styles. More specifically, this study investigates how cognitive styles affect students' learning patterns in a WBI program with an integrated approach, utilizing both traditional statistical and data-mining techniques. The former are applied to determine whether cognitive styles significantly affected students' learning patterns. The latter use clustering and classification methods. In terms of clustering, the K-means algorithm has been employed to produce groups of students that share similar learning patterns, and subsequently the corresponding cognitive style for each group is identified. As far as classification is concerned, the students' learning patterns are analyzed using a decision tree with which eight rules are produced for the automatic identification of students' cognitive styles based on their learning patterns. The results from these techniques appear to be consistent and the overall findings suggest that cognitive styles have important effects on students' learning patterns within WBI. The findings are applied to develop a model that can support the development of WBI programs.
During the past several years, there has been a growing demand for skilled software engineers, a demand that, unfortunately, has not been satisfied, resulting in a variety of problems for the discipline. This paper pr...
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During the past several years, there has been a growing demand for skilled software engineers, a demand that, unfortunately, has not been satisfied, resulting in a variety of problems for the discipline. This paper presents a new approach called learner-centered web-based instruction in software engineering that can be used to educate skilled engineers. The approach is based on three ideas. First, software engineering education must become more realistic. Second, software engineering education has to move closer to the learner. Finally, it must take advantage of the web since this technology has the power of being a unique tool for implementing change in education. This paper reports and discusses the results from the evaluation of the approach.
Editorial. Presents an overview of research in individual differences in the context of web-based instruction. Adaptive hypermedia learning systems; Navigation strategies; Cognitive style; Prior knowledge; Advantages ...
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Editorial. Presents an overview of research in individual differences in the context of web-based instruction. Adaptive hypermedia learning systems; Navigation strategies; Cognitive style; Prior knowledge; Advantages and disadvantages of each approach to adaptive navigation support; Influence of individual differences on students' patterns and preferences in the use of web-based instruction.
The capacities of the Internet provide a flexible platform for learning that has overcome the limitations of time and space. To compensate for the lack of face-to-face communication in online education, interactivity ...
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The capacities of the Internet provide a flexible platform for learning that has overcome the limitations of time and space. To compensate for the lack of face-to-face communication in online education, interactivity design has become an important factor affecting online learning. This study examines how different levels of interactivity in web-based instruction (WBI) influence learners' perceptions of using WBI systems with a comprehensive interaction design. Three WBI systems were developed with low, medium, and high levels of interactivity, and the effect of interactivity on learners' perceptions was investigated in a real class. The findings suggest a relationship between the interactivity level and learners' attitudes, learning, and satisfaction, but not perceived interactivity. The results indicated that the learners required a certain amount of mental effort to access the system initially;however, repeated exposure to the WBI systems increased their ability to operate the systems, which in turn increased the similarity of the interactivity perceptions of the three groups. Although the learners felt no differences in the interactivity toward the end of the 6-week class owing to familiarity with the system, the benefits of higher interactivity remained. This indicates that learners' interactivity perceptions may change as their experience increases, but different interactivity designs do indeed influence their performance and attitudes in learning. (C) 2012 Elsevier Ltd. All rights reserved.
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...
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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.
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