Internet-based Courses Research Articles

Dynamic generation of adaptive Internet-based courses

In this paper we describe a new approach for developing adaptive Web based courses. These courses are defined by means of teaching tasks which correspond to basic knowledge units, and rules which describe how teaching tasks are divided into subtasks. Both tasks and rules are used at execution time to guide the students during their learning process by determining the set of achievable tasks to be presented to the student at every step. Adaptivity is implemented by presenting students with different HTML pages depending on their profile, their previous actions, and the active learning strategy. The HTML pages presented to the students are generated dynamically from general information about the type of media elements associated to each task and their layout. The whole approach is exemplified by means of a course on traffic signs.

Is Choice Important in Distance Learning? A Study of Student Motives for Taking Internet-Based Courses at the High School and Community College Levels

As distance learning (DL) delivery systems become more popular, institutions must make decisions about the extent to which face-to face (FTF) courses and degree programs can and should be replaced by DL. To begin examining the implications of removing the variable of choice and offering DL-only programs, this study gathered data on factors that motivate community college and virtual high school students to choose online or traditional course formats. Findings indicatt that, for students who chose DL, control over pace and timing of learning was more important; for students who chose FTF courses, interaction with instructor and students was paramount.

Beyond correspondence, video conferencing, and voice mail: Internet-based master's degree courses in nursing.

The changing health care system and increasing demands for primary care providers have prompted an increase in nurse practitioner programs in the United States. Nurses in rural areas that are underserved by primary care practitioners often are faced with time and distance barriers to returning to school for advanced education. This article describes Internet-based courses as a unique distance learning platform for preparing primary care nurse practitioners at the University of Kansas (KU) School of Nursing. Discussion includes course development process, matching methods to course content, and other information on promoting interaction between students and faculty.

AN EXPLORATORY STUDY OF PREDICTORS OF STUDENT SATISFACTION IN INTERNET-BASED MBA COURSES.

While many business schools are experimenting with internet-based courses and programs, there is limited theoretical and empirical work to provide guidance on what technological, pedagogical, and d...

Distance Learning in Educational Administration Doctoral Programs: The Wave of the Future?

Survey research was conducted to determine the status of distance learning in educational administration doctoral programming. Results from 109 institutions (55.9% response rate) indicated approximately one-half use some form of distance learning, defined as off-campus courses, interactive video, and Internet-based courses, and approximately 60% intend to offer distance learning in the future. Distance learning in educational administration appears to be initiated in response to student requests or institutional demands. When implementing courses utilizing distance learning programming, faculty concerns primarily revolve around five issues: demands on faculty, resource availability, program quality, technical issues, and program costs.

Telemedicine and telepathology at the Armed Forces Institute of Pathology: history and current mission.

The Armed Forces Institute of Pathology uses telepathology and telemedicine programs to support its mission of providing pathology consultation, education, and research. The telepathology service is based on a static imaging or "store-and-forward" approach using both proprietary equipment and open systems through the Internet. Initiated in 1993, the service provides rapid expert consultation to pathologists globally. Diagnoses are provided by pathologists in 22 specialized departments. Educational programs are delivered through the World Wide Web. Category I continuing medical education credits can be obtained through Internet-based courses. Research activities are focused on forensic applications and the creation of image databases.