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webHOLE: Developing a web-based hands-on learning environment to assist beginners in learning web application security

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第6期29卷 6579-6610页

作者： Su, Jun-Ming Natl Univ Tainan Dept Informat & Learning Technol Tainan Taiwan

With the rapid growth of web applications, web application security (WAS) has become an important cybersecurity issue. For effective WAS protection, it is necessary to cultivate and train personnel, especially beginners, to develop correct concepts and practical hands-on abilities through cybersecurity education. At present, many methods offer vulnerable web environments to support practical hands-on training, including large-scale "Capture the Flag" mode (e.g., Cyber Range), pre-configured virtual machine images (e.g., Mutillidae), pre-built stand-alone applications (e.g., webGoat), and web-based system (e.g., Damn Vulnerable web Application). However, beginners need not only hands-on training tools and systems but also assistance to support effective learning. Moreover, pre-built training content and exercises are usually not easy to modify and thus lack the flexibility to meet specific teaching needs. Therefore, this study proposed and developed the web-based Hands-On learning Environment (webHOLE) to efficiently assist beginners in learning WAS. To improve the flexibility of the training content, a web-based authoring tool was developed in webHOLE to create customized hands-on learning exercises. Accordingly, learners can learn and practice the WAS training content online with learning assistance provided by the hands-on learning system. The hands-on abilities of the learners can be efficiently assessed by the hands-on testing system using online exams with progressive hints and automatic grading. Furthermore, to improve the effectiveness of teaching and testing, a portfolio analysis scheme using a data mining technique was developed to identify learning barriers and problematic test items. webHOLE was applied to an actual beginner-level WAS course for undergraduate students. The experimental results showed the benefits of webHOLE on WAS learning, with a significant improvement in learning outcomes. Students expressed high satisfaction with webHOLE's learning as

关键词： Cybersecurity education web application security Practical hands-on ability Hands-on learning web-based learning Portfolio analysis

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How to motivate students to do a course project in design of experiments course from a web-based virtual learning material?

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INTERNATIONAL JOURNAL OF LEAN SIX SIGMA 2022年第5期13卷 1079-1103页

作者： Saikaew, Charnnarong Khon Kaen Univ Fac Engn Dept Ind Engn Khon Kaen Thailand

Purpose The purpose of this study is to develop a practical method for training students how to conduct statistical analysis and do a course project in design of experiments (DOEs) course through the web-based virtual catapult simulation. Design/methodology/approach A step-by-step sequential DOE process for investigating the effects of controllable factors on quality characteristic responses was presented as a guideline for conducting a DOE course project. Each team was assigned to create an innovative teaching material and work on the term report by following the recommended guidelines for designing experiments through the web-based virtual catapult simulation. Hypothesis was defined to test whether doing a course project based on this approach would impact students' learning outcome. Findings The web-based virtual material was an alternative technique for interactive teaching that could improve students' understanding and achievement in DOE course projects. There was a significant difference in student learning and understanding before and after doing on the course project through the web-based virtual catapult simulation. The students had improved communication and teamwork skills after following the recommended procedure for practicing DOEs. Practical implications Most students could effectively conduct designing experiments, carry out designed experiments, analyze data and gain valuable teamwork experience. After learning the DOE approach based on the catapult simulation, they enjoyed working on their course projects deploying to the innovative toys and other real-life situations with real measurements. Originality/value The use of web-based virtual material, including catapult simulation, was an alternative technique for interactive DOE teaching to improve the students' understanding and achievement in DOE course projects.

关键词： Innovative teaching materials web-based learning Virtual catapult Statistics Interactive learning

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Preparing first-year college students' academic transition: What is the value of complementary web-based learning?

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COMPUTERS & EDUCATION 2021年 172卷 104265-104265页

作者： Zhang, Xiaodong Beijing Foreign Studies Univ Sch English & Int Studies Beijing Peoples R China

This study focused on the complementary use of web-based learning in relation to first-semester college students' academic transition at a Chinese university. Through qualitative analyses it revealed that the technological affordances of web-based learning reified themselves in diverse forms and in a spatial-temporally unconstrained manner. Against its technological affordances, web-based learning offered students additional knowledge that complemented or enhanced their knowledge repertoires constructed in the classroom. This helped them make the academic transition, which may have been hindered by limited in-class time to meet individual needs and college-level standards. Meanwhile, mediated assistance, especially the instructor's constant adjustment of the instructional design to address the students' learning issues, interacted with the learning outcomes perceived by the students through web-based learning, which further buttressed their academic transition.

关键词： web-based learning College students Academic transition Content-based teaching First semester Complementary learning

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Transitioning to web-based learning in Basic Life Support Training During the COVID-19 Pandemic to Battle the Fear of Out-of-Hospital Cardiac Arrest: Presentation of Novel Methods

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JOURNAL OF MEDICAL INTERNET RESEARCH 2021年第5期23卷 e27108页

作者： Naylor, Katarzyna Torres, Kamil Med Univ Lublin Dept Didact & Med Simulat Chodzki 6 PL-20093 Lublin Poland

Ongoing training in the area of basic life support aims to encourage and sustain the willingness to act in out-of-hospital cardiac arrest situations among first aiders. The contribution of witnesses and first aiders has diminished rapidly, as suspicion associated with the COVID-19 pandemic has risen. In this paper, we present teaching methods from the medical education field to create a new teaching-learning process for sustaining the prehospital involvement of first aiders and encourage new first aiders. The most important benefit-improving outcomes-can be achieved by introducing a variety of teaching-learning methods and formative assessments that provide participants with immediate feedback to help them move forward in the basic life support course. The new reality of web-based learning that has been introduced by the pandemic requires an innovative approach to traditional training that involves techniques and methods that have been proven to be useful in other fields.

关键词： COVID-19 web-based training basic life support formative assessment out-of-hospital cardiac arrest web-based learning web-based education first aid medical education life support transition outcome formative

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Integrating web-based learning in Uganda: Possibilities and Challenges

Integrating Web-Based Learning in Uganda: Possibilities and ...

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作者： Baguma Asuman Md Shahadat Khan Hamisi Ramadhan Mubarak

This chapter presents the possibilities of integrating web-based learning (WBL) in higher educational institutions (HEIs) of Uganda. In response to an increasing demand in using web to facilitate teaching and learning in both blended and online environment, HEIs are encouraging their faculty members to integrate and use these technologies in their teaching practices. However, previous studies have reported that this integration is still at its initial stages in the HEIs of Uganda. Studies have also highlighted that these initial stages, integration of WBL, are encountering a number of constraints that slow down their operation. The aim of this chapter is to identify/explore the major challenges faced by the HEI teachers in using WBL from a broader perspective and to find out the possible remedial measures for integrating WBL in the HEIs of Uganda and other developing countries.

关键词： Integration ICT Barriers web-based learning Online learning

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Enhancing intern emergency medicine education using a combined didactic and web-based learning curriculum: The EDGE programme

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EMERGENCY MEDICINE AUSTRALASIA 2019年第5期31卷 837-842页

作者： Windish, Ryan Stuart, Peter de la Cruz, Raymund Murray, Alistair Redcliffe Hosp Emergency Dept Anzac Ave Redcliffe Qld 4020 Australia Univ Queensland Sch Med Brisbane Qld Australia Modbury Hosp Emergency Dept Adelaide SA Australia Univ Adelaide Sch Med Adelaide SA Australia Lyell McEwin Hosp Emergency Dept Adelaide SA Australia

Objective: To assess the effectiveness of an education programme that integrates web-based learning into classroom sessions. Methods: This prospective study involved a convenience sample of ED interns rotating at two study site hospitals between April 2015 and January 2017. Interns undertook weekly ED classroom-based education and were given access to a web-based learning resource with completion being voluntary. To assess change in medical knowledge multiple choice examinations were administered during week 1 and week 10 of the term. The study's primary end-point was the effect of the web-based resource on participants' knowledge. The median % of online modules completed by participants (75%) was used as a cut-off to create two groups. The % improvement between the test scores at week 1 and week 10 of each group were then compared. Intern satisfaction with the programme was also assessed using a satisfaction survey. Results: The average examination score for all participants was significantly higher at week 10 than week 1 (80% vs 68%;P < 0.001). The primary end-point, % improvement between the week 1 and week 10 scores of those that completed <= 75% of web-based modules (mean 16%;95% CI 12-20%) and those that completed >75% of web-based modules (mean 27%;95% CI 20-34%), showed a statistically significant difference (P = 0.03). Interns surveyed were also highly satisfied with programme. Conclusions: This blended curriculum that integrates a web-based resource into classroom learning shows promise in enhancing intern emergency medicine education.

关键词： blended curriculum emergency medicine interactive tutorial medical education web-based learning

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The effectiveness of web-based learning in supporting the development of nursing students' practical skills during clinical placements: A qualitative study

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NURSE EDUCATION IN PRACTICE 2019年 37卷 56-61页

作者： Barisone, Michela Bagnasco, Annamaria Aleo, Giuseppe Catania, Gianluca Bona, Massimo Scaglia, Stefano Gabriele Zanini, Milko Timmins, Fiona Sasso, Loredana Univ Genoa Dept Hlth Sci Via Pastore 1 I-16132 Genoa Italy Univ Genoa Ctr Nursing Educ Pietra Ligure Via Pastore 1 I-16132 Genoa Italy Ist Clin Humanitas Dept Cardiol Via A Manzoni 56 I-20089 Milan Italy Trinity Coll Dublin Sch Nursing & MCdwifery 24 DOlier St Dublin 2 Ireland

web-based learning, on its own or in combination with traditional teaching methods, has become a consolidated practice in many countries, and has been described as a valid and effective method that supports practical learning in undergraduate nursing students. The aim of this study was to explore the perception and effectiveness of web-based learning in facilitating the development of clinical skills in undergraduate nursing students. A qualitative descriptive study was conducted including online videos in three nursing schools of a university in Northern Italy. The participants were 26 undergraduate nursing students. A dedicated website was built including four videos and the respective checklists of four nursing techniques: insertion of a urinary catheter;insertion of a nasogastric tube;taking a blood sample;and the insertion of a peripheral intravenous line. Three Focus Groups were conducted, one for each nursing school. Thanks to its ease of use and unlimited access, web-based learning effectively supported students' clinical learning process by offering additional virtual visual support. web-based learning could be effectively used to reduce the gap between theory and practice, and even as an upgrade for already qualified nurses.

关键词： web-based learning e-learning Clinical skills Patient safety

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Effects of web-based learning and F2F learning on Teachers Achievement in Teacher Training Program in Indonesia

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN learning 2019年第21期14卷 123-147页

作者： Wuryaningsih Susilastuti, Dewi H. Darwin, Muhadjir Pierewan, Adi Cilik Univ Gadjah Mada Grad Sch Leadership & Policy Innovat Yogyakarta 55281 Indonesia Minist Educ & Culture Indonesia Ctr Dev & Empowerment Educators & Educ Personnel Yogyakarta 55281 Indonesia Ctr Populat & Policy Studies Univ Gadjah Mada Yogyakarta 55281 Indonesia Univ Negeri Yogyakarta Fac Social Sci Yogyakarta 55281 Indonesia

Promoting the reform of teacher professional development (TPD) in the digital era using web-based learning (online and blended learning) appears to be a great innovation in improving teachers skills using technology through computers and Internet networks. Some research revealed that online learning on TPD influences on improving teacher performance;however, the effect had no better results compared to traditional learning. Hence, this study evaluating the policy by examining the effects of web-based learning model, i.e., online and blended learning, and face to face approach on the scores achieved in teacher training. The study adopted the quasi-experimental design with pre-post non-equivalent group design of the intact teacher training program. The participants were 427,189 teachers covering all school levels in Indonesia. Findings suggest that the web-based learning model is more effective in teacher achievement than the f2f, while the female tends to be better than male. Hence, digital constraint is not an obstacle for the teacher in the web-based model. Interestingly, blended learning that emerged as a new trend in e-learning proved to be quite promising. These findings provide considerations for the development of a policy for an appropriate TPD model for teachers at different levels.

关键词： web-based learning teacher training online learning e-learning Teacher Professional Development (TPD) innovative TPD

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The effect of web-based learning in pediatric basic life support (P-BLS) training

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COMPUTERS IN HUMAN BEHAVIOR 2019年 94卷 56-61页

作者： Aksoy, Mehmet Emin Guven, Feray Sayali, Mehmet Erhan Kitapcioglu, Dilek Acibadem Mehmet Ali Aydinlar Univ Ctr Adv Simulat & Educ Istanbul Turkey

Introduction: The immense progress in science and technology has changed our daily lives. This change has also had its impact on our educational system. In this regard, numerous studies have been found in the literature investigating the integration of new technologies in the learning-teaching process, and as such these studies led to the use of web-based educational tools as an alternative or an adjunct to the traditional learning methods. Method: Our quasi-experimental study focused on two separate teaching methods, web-based and traditional. The effectiveness of web-based learning was investigated based on an objective structured clinical examination of 177 vocational health students enrolled to Acibadem Mehmet Ali Aydinlar University's 2017-spring term. The study compared the objective structured clinical examination grades of these two methods. Two groups had been formed, and the students were randomly allocated either into a study or a control group. The study group watched an online video clip, whereas the control group received a traditional lecture. Mann-Whitney U test was used to determine whether students' successful attempts statistically differ according to the educational methodology, also effective size and single factor variance analysis (ANOVA) was performed. Results: based on the objective structured clinical examination, the study group performed better in pediatric basic life support as opposed to the control group. Conclusion: This study suggests that the use of web-based video clips enhances the learning process and in certain subjects yields better performance results when compared to the traditional learning method. Our findings are in-line with the reported studies in the literature and provide additional insight for developing countries, where simulation based education is limited.

关键词： Traditional learning web-based learning Pediatric basic life support

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The role of hardiness in securities practitioners' web-based continuing learning: Internet self-efficacy as a mediator

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2021年第5期69卷 2547-2569页

作者： Tu, Yun-Fang Lai, Chiu-Lin Hwang, Gwo-Jen Chen, Chun-Kuei Natl Taiwan Univ Sci & Technol Grad Inst Digital Learning & Educ 43Sec 4Keelung Rd Taipei 106 Taiwan Fu Jen Catholic Univ Res & Dev Ctr Phys Educ Hlth & Informat Technol Dept Lib & Informat Sci 510 Zhongzheng Rd New Taipei 242062 Taiwan Natl Taipei Univ Educ Dept Educ 134Sec 2Heping E Rd Taipei 106 Taiwan Natl Taiwan Normal Univ Dept Technol Applicat & Human Resource Dev 162Sec 1Heping E Rd Taipei 106 Taiwan

Due to the rapid changes in global economic environments, enterprises have to continually enhance their business competitiveness. To improve business, planning educational training has been regarded as a channel to educate outstanding employees. Recently, most of the companies in the securities industry in Taiwan have adopted web-based educational training as a form of employee training. However, low e-learning acceptance on the part of employees is the essential obstacle when enterprises attempt to promote web-based continuing learning. Previous studies have shown that hardiness and Internet self-efficacy may be important factors that influence whether an individual will continue with web-based learning when facing pressure. Securities practitioners are required to deal with high pressure and persist in enhancing their professional knowledge in their working environment;therefore, continuing learning is crucial to maintaining the quality of professional service. The present study recruited securities practitioners as the research participants, and examined the effects of hardiness and Internet self-efficacy on their attitudes towards web-based learning when they were participating in web-based learning. The findings revealed that securities practitioners' hardiness and Internet self-efficacy both had direct positive effects on their attitudes towards web-based continuing learning. Meanwhile, their Internet self-efficacy had a mediating effect on the relationships between hardiness and attitudes towards web-based continuing learning.

关键词： Hardiness Internet self-efficacy Attitudes towards web-based continuing learning web-based learning Securities practitioners

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