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IEEE Frontiers in Education Conference 2008

作者： Benson, Lisa C. Pargas, Roy P. Clemson Univ Clemson SC 29631 USA

ISBN: (纸本)9781424419692

This paper presents pedagogical experiments conducted using MessageGrid, a web-based system that enables instructors to interact electronically with their students, and Tablet PCs. These combined technologies make active learning a reality in the classroom while maintaining the necessary pace of the course. All students, including those who are reluctant to participate in class, are able to share their work and receive feedback from the instructor. The goal of this research is to measurably improve the success of at-risk students in a first-year engineering course, which can ultimately improve retention. We examine the outcomes of using MessageGrid to allow students to "go public" with their work, demonstrating their mastery of course material. Because this is easily implemented using a Tablet PC, and can be done anonymously through the use of MessageGrid, students overcome their fears associated with making this "commitment." Grades on assignments related to topics taught with and without Tablet PCs are compared, as well as student responses to questions related to how they understand course materials.

关键词： Pen-based technology web-based instruction

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Learners' Preferences on Visual Elements in web-based instruction: An Individual Approach

Learners' Preferences on Visual Elements in Web-Based Instru...

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7th European Conference on e-Learning

作者： Ruttun, Rishi Khalid, Sabah Brunel Univ Uxbridge UB8 3PH Middx England Queen Mary Sch Med London England

ISBN: (纸本)9781906638221

web-based instruction has become an increasingly important aspect of higher education. It represents new possibilities for teachers to structure, represent, adapt and integrate various learning content and materials to be accessed and learned by their students. However, there still remains a huge area of research regarding individuals' differences in terms of their preferences on web-based technological environment, The study presented in this article aims at investigating how students' characteristics affect their learning preferences on the visual elements that are provided by web-based instructions. For this study, visual elements are those visual screen design elements which provide linear and non-linear instruction, orientation and navigation information in web-based instructional programs. 58 students volunteered to take part in the study. They were undergraduates from Brunel University. They had to learn a programming topic known as Extensible Hypertext Mark-up Language (XHTML) using a web-based instructional program with visual elements. A Cognitive Style Analysis (CSA) test was performed to classify students as either Field Dependent (FD) or Field Independent (FI) or Field Mixed (FM). Level of domain knowledge of the subject content for each student was also recorded, A semi-structured interview was performed at the end of the experiment to provide evidence for the students' preferences on the given web-based instructional program. The findings suggest that the students' preferred visual elements available for linear or non linear instruction depends on their personal characteristics such as cognitive styles and domain knowledge of the content. The findings also revealed that low domain knowledge of the subject content and FD students depended a lot on some of the visual elements available for orientation and navigation information in the tutorial. The implications of these results are further discussed in this paper. This measure would be worthy of future

关键词： web-based instruction visual elements individual differences preferences

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Globalizing engineering ethics education through web-based instruction

Globalizing engineering ethics education through web-based i...

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International Symposium on Technology and Society (ISTAS 04)

作者： Cummings, ML Lo, J MIT Cambridge MA 02139 USA

ISBN: (纸本)0780383907

ABET Engineering Criteria (EC) 2000 specify that engineering colleges and universities must ensure all students understand their professional and ethical responsibilities upon graduation. This paper will discuss the strategies used in developing and teaching an online engineering ethics class developed in part to meet this requirement. web-based instruction can provide the opportunity to bridge both distance and cultural gaps, which makes it uniquely suited to connect engineering ethics communities both in the United States as well as globally. In addition, the effectiveness of this web-based approach in teaching ethics will be discussed as well as how this approach can be extended to include international student representation.

关键词： engineering ethics web-based instruction online instruction

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Teaching research ethics: Can web-based instruction satisfy appropriate pedagogical objectives?

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SCIENCE AND ENGINEERING ETHICS 2005年第3期11卷 347-366页

作者： Schrag, B Indiana Univ Bloomington IN 47405 USA

Ethical tasks faced by researchers in science and engineering as they engage in research include recognition of moral problems in their practice, finding solutions to those moral problems, judging moral actions and engaging in preventive ethics. Given these issues, appropriate pedagogical objectives for research ethics education include (1) teaching researchers to recognize moral issues in their research, (2) teaching researchers to solve practical moral problems in their research from the perspective of the moral agent, (3) teaching researchers how to make moral judgments about actions, and (4) learning to engage in preventive ethics. If web-based research ethics education is intended to be adequate and sufficient for research ethics education, then it must meet those objectives. However there are reasons to be skeptical that it can.

关键词： teaching research ethics web-based instruction

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Mining students' learning patterns and performance in web-based instruction: a cognitive style approach

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INTERACTIVE LEARNING ENVIRONMENTS 2011年第2期19卷 179-192页

作者： Chen, Sherry Y. Liu, Xiaohui Brunel Univ Sch Informat Syst Comp & Math Uxbridge UB8 3PH Middx England

Personalization has been widely used in web-based instruction (WBI). To deliver effective personalization, there is a need to understand different preferences of each student. Cognitive style has been identified as one of the most pertinent factors that affect students' learning preferences. Therefore, it is essential to investigate how learners with different cognitive styles interact with WBI programs. This paper presents an empirical study, which examines the effects of cognitive styles on students' learning patterns and the effects of learning patterns on their learning performances. Riding's cognitive style analysis was used to identify the students' cognitive styles. Data mining, especially a clustering technique, was used to analyze the results. It was found that field independent students frequently used an alphabetical index whereas field dependent students often chose a hierarchical map. Such learning patterns also have great effects on their performance, especially for field dependent students.

关键词： cognitive styles data mining web-based instruction

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Faculty perceptions of the effectiveness of web-based instruction in social work education: A national study

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Journal of Technology in Human Services 2005年第1-2期23卷 53-66页

作者： Moore, Brenda Department of Social Work Texas A and M University-Commerce Commerce TX 75429 P.O. Box 3011 United States

This paper presents the findings of a national study that examined the perceptions of faculty with web-based teaching experience concerning the effectiveness of web-based instruction as compared to face-to-face instruction in social work education. The findings suggest that faculty perceived face-to-face instruction to be more effective than web-based instruction in all curriculum areas. However, the extent of perceived effectiveness of web-based instruction varied by curriculum area. Also, online teaching in areas such as practice was viewed as least effective, suggesting that the traditional "no significant difference" conclusions between face-to-face and online teaching need to be examined more closely. © 2005 by The Haworth Press, Inc. All rights reserved.

关键词： Online learning Perceptions Social work education 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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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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Lis student learning styles and web-based instruction methods

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Journal of Library and Information Services in Distance Learning 2005年第1期2卷 5-26页

作者： Brown-Syed, Christopher Adkins, Denice Tsai, Hui-Hsien School of Informatics University of Buffalo Buffalo NY 14260 524 Baldy Hall United States School of Information Science & Learning Technologies University of Missouri Columbia MO 65211 303 Townsend Hall United States

This article looks at learning styles of library and information science (LIS) students. Felder and Solomon's “Index of Learning Styles” was administered to 108 LIS students between 2001 and 2002. These results were analyzed with respect to results from learning style assessments administered in the 1980s. Learning style preferences were compared between students in traditional and distance education courses. Teaching suggestions are offered for maximizing LIS student learning in web-based instruction. © 2005 by The Haworth Press, Inc. All rights reserved.

关键词： Distance learning students Learning styles LIS education web-based instruction

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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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