Objectives. To develop a pilot study to assess the effectiveness of a web-based educational module on enhancing understanding of substance abuse and drug diversion, and to assess students' abilities and confidence...
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Objectives. To develop a pilot study to assess the effectiveness of a web-based educational module on enhancing understanding of substance abuse and drug diversion, and to assess students' abilities and confidence in applying the information. Design. A web-based instructional module was presented to students enrolled in their second pre-professional year, and students were informed that it was part of a research study. Knowledge was tested using 10 pre- and post-module questions. Students were also presented with 5 survey questions assessing abilities related to the learning objectives. Assessment. The median percentage of correct responses increased from 60% (Interquartile range [IQR] 20%) for the pre-module questions to 90% (IQR = 10%) for the post-module questions. The median percent gain in knowledge was 20% (IQR = 20%) which was significant (p < 0.0001). Conclusions. web-based instruction is an alternative method for engaging students in course content. We found that 59% of our pilot study group worked in a pharmacy. From the success of the pilot study, the module was implemented as an extra credit assignment in a required course to provide a foundation for developing professional responsibility.
This thesis presents a set of principles for web-based instructionbased on literature from instructional design, usability engineering, and human -computer interaction. A questionnaire based on usability and instruct...
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This thesis presents a set of principles for web-based instructionbased on literature from instructional design, usability engineering, and human -computer interaction. A questionnaire based on usability and instructional design attempts to show that in order to improve web-based instruction, usability and instructional design need to be taken into consideration when constructing long distance courses via the web. The results show that usability and instructional design are dependent upon each other in order to present an effective on-line course while simultaneously learning from it.
Provides a formal model that evaluates interactivity and motivation for distance education courses based on web-based instructions (WBI). Adoption of the WBI; Features of the model.
Provides a formal model that evaluates interactivity and motivation for distance education courses based on web-based instructions (WBI). Adoption of the WBI; Features of the model.
By implementing asynchronous web-based instruction platform on assisted teaching and using the same design project topics, this study compares the learning achievements of the traditional teaching method and the web-b...
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By implementing asynchronous web-based instruction platform on assisted teaching and using the same design project topics, this study compares the learning achievements of the traditional teaching method and the web-based instruction method. At the moment, whether the teaching content and characteristics of Basic Design courses, the methods and steps of teaching activities, and the methods and process of grading assignments are able to be applied on practical instruction platforms or not are being profoundly discussed Moreover, by using questionnaire surveys, whether the learning achievements of applying web-based instruction to Basic Design courses is superior to traditional teaching and if it can be replaced or not is also discussed in this study. Research has shown that the main efficiency of implementing web-based instruction in Basic Design courses is: providing course information and learning content, discussing and sharing what one has learned, encouraging students to ask questions and tracing learning progresses. However, since the learning process lack immediate responses, the quality and feel of the network is unable to be displayed properly, and the display of creations and compositions is limited. Therefore, web-based instruction is still unable to replace the traditional way of giving lessons;it can only play the role of an assistance tool for advancing and promoting learning achievements of students.
The study is designed to estimate the feasibility of applying web-based instruction in basketball theory courses in public physical education of Chinese universitiesIn the experiment, 105 sophomores of *** had been se...
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The study is designed to estimate the feasibility of applying web-based instruction in basketball theory courses in public physical education of Chinese universitiesIn the experiment, 105 sophomores of *** had been selected randomly to be samples for the experiment, which was operated from September, 2009 to January, 2010As is shown in the experimental result: the application of web-based instruction in public *** of Chinese universities can greatly improve students' learning initiative, theoretical performance and skill levelAll these three statistical results are P<0.05In allusion to the development of teaching experiments, the paper also proposed some doable suggestions, which has provided some theoretical basis for web-based basketball instruction in public *** of Chinese universities.
This survey investigated the EFL English majors' attitudes towards web-based instruction(WBI) and students' perceptions to learner-to-instructor interaction and learner-to-learner interaction,course structure,...
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This survey investigated the EFL English majors' attitudes towards web-based instruction(WBI) and students' perceptions to learner-to-instructor interaction and learner-to-learner interaction,course structure,learner autonomy and interface of WBI.A questionnaire called "Student Perceptions of Online Courses"(SPOC) was adopted to measure learners' attitudes towards *** significant differences were found in either students' attitudes towards WBI or students' perceptions to interaction,course structure,learner autonomy and interface of WBI between pre-test and post-test.
One of the ways to deliver a language course on learners' demand using any computer connected to the Internet at anywhere and anytime is by developing a web-based instruction (WBI). Besides, it can be more effecti...
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One of the ways to deliver a language course on learners' demand using any computer connected to the Internet at anywhere and anytime is by developing a web-based instruction (WBI). Besides, it can be more effective if WBI incorporates multimedia components. 'A picture tells a thousand words', thus, a Mandarin WBI that includes multimedia elements will increase the effectiveness in learning Mandarin. The objective of this paper is to describe the process of designing and developing a Hanyu Pinyin (Romanised Mandarin) WBI to teach non-native learners (Malay Mandarin learners) in learning Mandarin at a Malaysian university (UiTM). The Hanyu Pinyin WBI is tailored to tackle the weaknesses and to meet the specific needs of Malay learners. Hanyu Pinyin WBI is designed on the basis of instructional System Design (ISD) methodology. This approach involves four phases: (1) analysis and design, (2) development, (3) implementation, and (4) evaluation of the instruction.
This quasi-experimental study investigated whether a strategy-oriented media-based reading program could improve English as a Foreign Language (EFL) students' reading comprehension. Eighty-five students who were r...
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This quasi-experimental study investigated whether a strategy-oriented media-based reading program could improve English as a Foreign Language (EFL) students' reading comprehension. Eighty-five students who were registered for English Reading at a university were recruited through convenience sampling to take part in the study. In this study, a web-based Strategy-oriented Multimedia-Assisted Reading Training (SMART) program was designed and implemented. On the basis of a literature review, four instructional strategies were selected and implemented in this program. The SMART program was used by students in the experimental group but not by students in the control group. Students in both groups were taught by the same instructor with the same instructional materials. The experiment lasted for 10 weeks, and the effects of the SMART program on students' reading comprehension were investigated. A questionnaire on students' attitudes toward the use of the strategies was given only to the experimental group. The results show that mean score of the reading test was significantly higher for the experimental group than for the control group. Students' feedback about using the SMART program was positive and encouraging.
Health professions educators are being challenged to adapt their curricula to prepare their graduates for new models of care of the elderly. Prescribed pre-clinical curricula leave students with no time to explore fou...
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In this article, we report a research project on web-based case instruction that was developed and implemented to allow prospective early childhood teachers to be exposed to various dilemmas faced by practicing teache...
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In this article, we report a research project on web-based case instruction that was developed and implemented to allow prospective early childhood teachers to be exposed to various dilemmas faced by practicing teachers. The goal of this project was to design an instructional tool and method that could help prospective teachers expand their notion of classroom management beyond a set of techniques. We collected 23 prospective teachers' pre and postessays before and after the 3-week implementation of the web-based case instruction, along with surveys and a focus group interview data. The initial data analysis results indicated that this instructional method was effective for (a) promoting prospective teachers' awareness of multiple perspectives, (b) encouraging them to explore diverse ways of problem solving, and (c) articulating their justification based on a sense of moral responsibility and affective engagement. We conclude with implications for future research and early childhood teacher education.
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