Web-based Class Research Articles

Intellischool: A Student Information System for Senior High School

An IntelliSchool: A Student Information System (SIS) for Senior High School (SHS) is a software application intended to oversee and simplify different aspects of student-related academic information efficiently. This study aimed to ensure data accuracy and consistency, develop a paperless and web-based class record, ensure fairness and transparency in generating forms, and enhance parent-school communication and involvement by incorporating a messaging system. Descriptive-developmental approach was employed in this study. Interviews and direct observation of transaction processes were used as data collection methods in developmental approach. The software development life cycle (SDLC) adopted was Rapid Application Development (RAD), encompassing stages from requirements planning, user design, development, and system launch. The system was developed using Code Igniter PHP Framework, MySql, JQuery, and Code Espresso SMS Gateway technologies. In descriptive approach, test case to check systems functionality and Post Study System Usability Questionnaire (PSSUQ) were administered sequentially to 5 IT experts and 35 end-users. In data analysis, standard mean was employed. The test case obtained "passed" rating. In PSSUQ, overall mean is 1.21 across system usefulness, interface quality, and information quality. The system has undergone pilot implementation through locally hosted network infrastructure, fulfilling its intended nature and purpose. The recommendation was to use a server that accommodates users without sacrificing the system’s performance.

Introducing a Toxicological Perspective to View Chemicals: A Web-Based Class for Educating Green Molecular Design

Introducing a Toxicological Perspective to View Chemicals: A Web-Based Class for Educating Green Molecular Design

Development and Formative Evaluation of a Virtual Exercise Platform for a Community Fitness Center Serving Individuals With Physical Disabilities: Mixed Methods Study.

People with disabilities experience numerous barriers to being physically active, such as transportation issues, a lack of trained exercise professionals who understand disabilities, and facility access. The use of a virtual exercise platform (VEP) may provide an alternative and limit certain barriers. The aim of this mixed method study was to evaluate user interaction (effectiveness, efficiency, and satisfaction), the strengths and weaknesses of the user interface, and the user experience with a VEP. Participants were recruited from a community fitness facility that offers programs for people with disabilities. Inclusion criteria were being older than 18 years, fluent in English, and availability of internet access. Features of the VEP included articles, prerecorded videos, live Zoom classes, web-based class registration, weekly progress tracking, incentives, and surveys. A one-on-one Zoom session was scheduled with each participant, during which they completed certain tasks: (1) create an account or login, (2) register for class, (3) join class, (4) add to calendar, and (5) complete surveys. As participants completed tasks, quantitative observations (time on task, task success, rate of task completion, and number of errors by users, which determined task difficulty), qualitative observations were made and interviews were conducted at the end of the session. The "concurrent think-aloud" method was encouraged by the moderator to gauge participants' thoughts as they worked through testing. Participants also completed the System Usability Scale (SUS) and Questionnaire for User Interface Satisfaction (QUIS). A total of 5 people with disabilities (3 male, 2 female), aged 36-78 (mean 54) years, with education levels from high school to PhD, were recruited. Devices used for testing included a laptop (n=3), a Chromebook (n=1), and a desktop (n=1). All participants completed tasks #1 and #2 without errors but could not complete task #4. One participant completed task #5 with difficulty and another completed task #3 with difficulty. The average time to complete each task was: (1) 82 seconds (55-110), (2) 11 seconds (4-21), (3) 9 seconds (5-27), and (4) 921.5 seconds (840-958). The mean SUS score was 86.5/100, and the mean user QUIS score was 8.08 out of 10. Qualitative observations indicated that the system was simple, user-friendly, and accessible. People with disabilities reported high usability and user satisfaction with the web-based exercise platform, and the system appears to be an efficient and effective physical activity option.

Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students' Perspective.

COVID-19's high transmissibility led to gathering restrictions where dental schools experienced disruptions due to restrictions on attending in-person lectures and limitations placed on applied preclinical and clinical activities. Students not only had to rapidly switch to digital technology-based learning (TB-learning) modules but also experienced high levels of social isolation and anxiety around virus transmission. This study aims to evaluate the preclinical students' perception of switching TB-learning modules amidst the COVID-19 pandemic, identifying which module parameters were associated with strong student outcomes. A web-based survey of 39 Likert scale questions was delivered to preclinical dental students (Western University) to evaluate students' perceptions concerning TB-learning, fear amidst the COVID-19 pandemic, and the impact on their preclinical training. A Spearman rank correlation coefficient was determined to estimate the relationship between 2 variables in isolation (P=.01). An ordinal regression analysis was performed on variables of interest to determine how module variables (typically within the instructor's control) influenced the student outcomes (P=.05). The response rate was 30% (n=39). TB-learning was considered vital (34/39, 87.2%) as the students' education improved (18/39, 46.2%). However, 53.8% (n=21) of students showed increased difficulties in retaining, visualizing, or understanding the materials using TB-learning, and 64.1% (n=25) found it more difficult to concentrate than in in-person classes. In total, 79.5% (n=31) of students showed different levels of agreement about feeling fatigued from TB-learning. Through Spearman ρ correlation analysis, the quality of questions in quizzes (ρ=0.514; P<.001), relevant handouts (ρ=0.729; P<.001), and high-quality audiovisuals (ρ=0.585; P<.001) were positively correlated with students responding that the modules were useful to preclinical training. Similarly, good organization (ρ=0.512; P<.001), high-quality questions in quizzes (ρ=0.431; P=.01), and relevant handouts (ρ=0.551; P<.001) were positively correlated with web-based classes as an effective way to learn. In total, 91.6% (n=36) of the students agreed that COVID-19 was a dangerous disease, whereas 53.8% (n=21) showed different levels of agreement that they were afraid to be infected personally, and 69.2% (n=27) feared passing COVID-19 along to family and friends. A total of 82.1% (n=32) of the students showed that COVID-19 impacted their overall learning process and had a negative impact on their practical preclinical training (31/39, 79.5%). The students found a difference between TB-learning and face-to-face learning methods, where the students perceived fatigue toward the web-based method with difficulty concentrating and visualizing the subject. Moreover, there was a consensus that COVID-19 itself affected the students' overall learning process and preclinical training. As dental schools continue implementing TB-learning into their curriculum, this investigation identifies the students' struggles with the paradigm shift. In an effort to improve TB-learning, this work highlights 4 variables (organization, quizzes, quality handouts, and quality audiovisuals) within the control of instructors that can help improve content deliverance, improving the students' experience.

"How Do I Engage in My Class?"; EFL Teachers' and Tertiary Students' Perceptions during Online Speaking Class

Incorporated with the positive and negative perceptions of Robbins' theory (2002) and the concept of students' engagement pioneered by J.A Fredericks (2004) and Gibbs (2010), this research concerned with the students' and the teachers' perceptions about the use of online learning platforms based on student engagement in speaking class and if the students can be actively involved in aspects of behavior, cognitive, and emotional during the learning process. Carried out with a descriptive qualitative approach, this research obtained the data from the first- and fourth-year student college students speaking one and speaking 3 in STKIP PGRI Jombang, UNWAHA, and IAIN Kudus. It administered questionnaires and interviews to both students and teachers. The result showed that students' behavioral engagement was eventually high. However, their cognitive and emotional engagement was not significantly positive in some aspects. Hence, it contributes to understanding the various aspects of web-based classes and the EFL student engagement in the virtual speaking class.

Comparing Survivors of Cancer in Population-Based Samples With Those in Online Cancer Communities: Cross-sectional Questionnaire Study.

BackgroundMost Western countries have websites that provide information on cancer and the opportunity to participate in online cancer communities (OCCs). The number of patients with cancer that participate in these OCCs is growing. These patients are relatively easy to approach for research purposes.ObjectiveThe objective of this study is to determine the differences and similarities between survivors of cancer in population-based samples and survivors participating in OCCs who use the internet in relation to their illness.MethodsIn 2017, we drew a sample of 539 population-based patients and 531 OCC patients. The population-based patients were sent a paper-based questionnaire, and the OCC patients were sent the same questionnaire on the web. In the questionnaire, we asked patients about their sociodemographics, internet use, sources of information, media use, and wishes regarding future internet use for health care–related purposes, and the effect of internet use on their health care consumption.ResultsThe response rate of population-based internet users was 47% (233/496), and that of the OCC group was 40.3% (214/531). The OCC group had a significantly higher education level (P<.001), was younger (P<.001), had more survivors that were employed (P<.001), and attached greater importance to the internet (171/214, 79.9% vs 126/233, 54.1%; P<.001) and fellow survivors (107/214, 50% vs 60/233, 25.8%; P<.001). Compared with the population-based group, the OCC group reported more intensive internet use immediately after diagnosis, during treatment, and during follow-up (P<.001 in each case). There were similarities in terms of the relative importance that survivors attach to the various sources of information, the topics on which they seek information, and their wishes for future eHealth possibilities. The OCC group reported a greater need to participate in a web-based class or chat with others (92/214, 43% vs 44/233, 18.9%).ConclusionsWe conclude that survivors who are members of an OCC are not representative of survivors of cancer in general. There are significant differences in sociodemographic characteristics, internet use during their treatment journey, internet search frequency during their cancer journey, and participation wishes. Using web-based information and communication can support shared decision-making and may facilitate the active participation of patients during their treatment. For research purposes, it is important to take the bias in OCC groups into account.

Perception of University Students toward the Effectiveness of E- Learning during Covid-19 Pandemic

The COVID-19 pandemic has transformed education systems throughout the planet from traditional courses to online learning. Aim: this study aimed to explore the perception of university students toward the effectiveness of E- Learning during Covid-19 pandemic. Design: An exploratory descriptive research design was utilized to conduct this study. Subjects: by using stratified random sampling technique eight hundred and seventy-five (857) fourth year students were selected. Tools. Data was collected using an electronic questionnaire that consists of four parts: part I: Socio demographic characteristics of the students, Part II: perception of students towards E-learning via Microsoft Teams application, Part III: challenges facing the students and their suggestions to overcome them. Results: The rate of the student's agreement on the perceived usefulness, behavioral intention and perceived ease of use was (72.6%,64.7%,63.7%). The highest challenge reported by the students was cost of the internet (66.5%) followed by unavailability of the internet at home (56.8%), absence of collaboration between the students in the web-based class (44.2%) and limited technology skills of the students (40.8%).Conclusion. This study sheds the light on the challenges and factors affecting the perception of the college students towards E-learning as a newly adopted teaching strategy. So, it will assist to create an effective plan for E-learning successful implementation and view innovative technology as a good step to progress and evolution. Recommendations: use of offline downloadable learning materials would overcome the challenges related to the variable quality of internet access in the country.

Coping Styles for Mediating the Effect of Resilience on Depression Among Medical Students in Web-Based Classes During the COVID-19 Pandemic: Cross-sectional Questionnaire Study.

BackgroundDue to strict, nationwide, comprehensive COVID-19 protective measures, including home quarantine, all Chinese medical students began taking web-based classes beginning in the spring semester of 2020. Home quarantine, web-based classes, and the stress surrounding the COVID-19 pandemic may have triggered an increased incidence of mental health problems among medical students. Although there have been increasing amounts of literature on depression among medical students, studies focusing on positive psychological resources, such as resilience during the COVID-19 pandemic, still need to be expanded.ObjectiveThis study aims to assess depression among medical students who are taking web-based classes during the COVID-19 pandemic and to investigate the role of coping styles as mediators between resilience and depression.MethodsA cross-sectional study of 666 medical students involving stratified sampling in Shenyang, Liaoning Province, China, was completed between March 20 and April 10, 2020. The participants responded to a self-administered, smartphone-based questionnaire, which included the Patient Health Questionnaire-9, Simplified Coping Style Questionnaire, and Ego Resilience 89 Scale. Hierarchical linear regression and structural equation modeling were used in this study.ResultsThe prevalence of depression among the participants was 9.6% (64/666) in this study. The regression analysis revealed that grade (the year in which the medical student was in training) (P=.013), how well students adapted to web-based classes (P<.001), their levels of resilience (P=.04), and their coping styles were independent predictors for depression (P<.001). Resilience and positive coping styles were negatively related to depression (resilience: P=.04; positive coping styles: P<.001), and negative coping styles were positively related to depression (P<.001). The structural equation modeling analysis showed that the effect of resilience on depression was partially mediated by coping styles (P=.007).ConclusionsIn this study, it was found that the prevalence of depression was slightly low and coping styles mediated the association between resilience and depression among medical students during the COVID-19 pandemic. These findings have significant implications for future studies. Future studies and interventions should aim to improve resilience and promote positive coping styles.

The Students' Engagement in EFL Online Class

A closed-ended questionnaire was designated to the English Department students University of Nusantara PGRI Kediri to investigate their cognitive, behavioural and emotional engagement during the English teaching learning processes that were administered in online classes. These online classes were managed to implement the government policy in banning the spread of the Covid-19 pandemic. The results showed that the students’ behavioural engagement was relatively high, however, their cognitive and emotional engagement were not extensively positive in some of their aspects. It was found that the students found obstacles in communicating ideas, helping each other, previewing the previous materials, and overcoming anxiety in making mistake during the online class. The findings contributes to an understanding of the various aspects of web-based classes and the EFL students’ engagement in the virtual classes. .

Implementation of Blended Learning Based on MOODLE on Student’s Chemistry Learning Outcome at Class X in SMA Negeri 3 Poso

The growth of technology has encouraged learning toward blended learning which combines e-learning-based learning with the conventional face-to-face learning system. The use of MOODLE software to created web-based virtual class and the benefits of social interaction, making blended learning to has a more flexible and efficient time with more varied learning media. This research aimed to determine the effect of the implementation of blended learning based on MOODLE on student chemistry learning outcomes at class X in SMA Negeri 3 Poso. The research was conducted by giving treatment to the experiment class 1 (n = 32) and repeating the same treatment to the experiment class 2 (n = 33). The average pretest value in experiment class 1 was 19.06 and in experiment class 2 was 20.30. While the average of posttest value in experiment class 1 was 76.50 and in experiment class 2 was 73.00. The test of hypotheses was conducted using the Wilcoxon Signed Rank Test with criteria is, if –Ztable ≤ Zcalculate ≤ +Ztable then H0 is accepted. The value of Zcalculate in experiment class 1 was -4.93 and in experiment class 2 was -5.01. Based on the data, it been concluded that there was an effect of the implementation of blended learning based on MOODLE on student’s chemistry learning outcomes at class X in SMA Negeri 3 Poso.

Assessing the Impact of Video-Based Assignments on Health Professions Students' Social Presence on Web: Case Study.

BackgroundWeb-based education is one of the leading learning pedagogies in health professions education. Students have access to a multitude of opinions, knowledge, and resources on Web, but communication among students in Web-based courses is complicated. Technology adds a filter that makes it difficult to decipher the emotions behind words or read nonverbal cues. This is a concern because students benefit more from Web-based classes when they have a high perception of social presence. To enhance social presence on Web, we planned to use video-based assignments (VBAs) that encourage students to interact with each other.ObjectiveThis case study examines the impact of VBAs on health professions students and their experiences with the technology. This study aims to provide information to the growing body of literature about strategies to develop social presence on Web.MethodsA total of 88 students from various nursing programs participated in the study. While the control group comprised 36 students who submitted only written-based assignments (WBAs), the experimental group of 52 students submitted VBAs besides WBAs. No enrolled student had previously participated in the course, and there were no repeaters in either of the groups. Both groups participated in a weekly survey comprising 4 open-ended questions and 3 Likert items on a scale of 1-5 (1=strongly disagree and 5=strongly agree). The social presence questionnaire assessed by the experimental group comprised 16 items and a 5-point Likert scale in which higher scores represented higher levels of social presence. While quantitative data were analyzed using descriptive statistics, qualitative responses were analyzed using content analysis.ResultsNo significant differences were noted between the groups regarding the program (F1,87=0.36, P=.54). Regarding students’ engagement, no statistically significant difference was observed between the 2 groups (t14=0.96, P=.35). However, the experimental group’s average score for engagement was slightly higher (4.29 [SD 0.11]) than that of the control group (4.21 [SD 0.14]). Comparison of the total number of responses to the weekly engagement survey revealed 88.0% (287/326) as either strongly agree or agree in the control group, whereas 93.1% (525/564) in the experimental group. No statistically significant difference was observed between VBAs and WBAs weeks (t6=1.40, P=.21) in the experimental group. Most students reported a positive experience using VBAs, but technical issues were barriers to embracing this new approach to learning.ConclusionsThis study reveals that social presence and engagement are positively associated with student learning and satisfaction in Web-based courses. Suggestions are offered to enhance social presence on Web that could generate better learning outcomes and students’ experiences.

Expert Coaching in Weight Loss: Retrospective Analysis

BackgroundProviding coaches as part of a weight management program is a common practice to increase participant engagement and weight loss success. Understanding coach and participant interactions and how these interactions impact weight loss success needs to be further explored for coaching best practices.ObjectiveThe purpose of this study was to analyze the coach and participant interaction in a 6-month weight loss intervention administered by Retrofit, a personalized weight management and Web-based disease prevention solution. The study specifically examined the association between different methods of coach-participant interaction and weight loss and tried to understand the level of coaching impact on weight loss outcome.MethodsA retrospective analysis was performed using 1432 participants enrolled from 2011 to 2016 in the Retrofit weight loss program. Participants were males and females aged 18 years or older with a baseline body mass index of ≥25 kg/m², who also provided at least one weight measurement beyond baseline. First, a detailed analysis of different coach-participant interaction was performed using both intent-to-treat and completer populations. Next, a multiple regression analysis was performed using all measures associated with coach-participant interactions involving expert coaching sessions, live weekly expert-led Web-based classes, and electronic messaging and feedback. Finally, 3 significant predictors (P<.001) were analyzed in depth to reveal the impact on weight loss outcome.ResultsParticipants in the Retrofit weight loss program lost a mean 5.14% (SE 0.14) of their baseline weight, with 44% (SE 0.01) of participants losing at least 5% of their baseline weight. Multiple regression model (R2=.158, P<.001) identified the following top 3 measures as significant predictors of weight loss at 6 months: expert coaching session attendance (P<.001), live weekly Web-based class attendance (P<.001), and food log feedback days per week (P<.001). Attending 80% of expert coaching sessions, attending 60% of live weekly Web-based classes, and receiving a minimum of 1 food log feedback day per week were associated with clinically significant weight loss.ConclusionsParticipant’s one-on-one expert coaching session attendance, live weekly expert-led interactive Web-based class attendance, and the number of food log feedback days per week from expert coach were significant predictors of weight loss in a 6-month intervention.

English Writing via a Social Networking Platform

This study examined students' perceptions of completing an English writing class via a social networking platform. Participants were 162 aboriginal students between 18 and 23 years of age at a nursing college in southern Taiwan. Different ethnicities were defined and represented by different memberships of indigenous groups or tribes, also known as the aboriginals. The participants were completing a required English language course and were required to pass an English Proficiency test as an exit requirement of the university. Participants' pretest scores indicated that they had a positive perception of taking a web-based class. At the conclusion of the study, based on posttest scores, students' positive perceptions decreased noticeably for six of the thirteen items on the instrument. The findings of the study also indicated that tribal membership had no significant impact on students' perceptions of completing an English writing class via a predominantly web-based environment.

A Systematic Review of Empirically Based Universal Design for Learning: Implementation and Effectiveness of Universal Design in Education for Students with and without Disabilities at the Postsecondary Level

This systematic review explored methods of UDL implementation for postsecondary students with and without disabilities and the degree to which these methods are effective. The authors examined 17 empirically based studies published across 12 journals focused on the application of UDL principles. The studies were analyzed with regard to 1) participant information, 2) courses and delivery mode, 3) independent and dependent variables, 4) implementation strategies, and 5) effectiveness of implementation. The analysis revealed that 15 of the studies reported effective outcomes, one study resulted in blended effects, and one did not discuss implementation. Two studies used a blended delivery mode for special education courses, and four studies used online delivery modes for a teacher education course and three professional development programs. Other studies used face-to-face instruction for teacher education, general courses, and workshops. The most common independent variables were UDL principle-based course design and implementation, followed by hands-on activities, training of instructors, peer-led team learning, and a collaborative professional development model. The dependent variables included course evaluation, learning outcomes, such as revision of lesson plans and technology use, and level of confidence or acquisition of knowledge about UDL and disabilities. Finally, multiple instructional strategies focusing on the UDL principles were utilized, to include web-based computer-mediated communication, web-based class management systems, interactions with technology and other participants, and learning community. Overall, the findings revealed promising learning outcomes as supported by the existing literature regarding the effectiveness and practicality of UDL for students with and without disabilities at the postsecondary level.

Strategy for the Utilization of Replies for Web-Based NIE Class in Social Studies

Strategy for the Utilization of Replies for Web-Based NIE Class in Social Studies

Developing a Case of Web-based NIE Class in Social Studies utilizing Replies - Focused on Classroom Activities for ‘Politics’ -

Developing a Case of Web-based NIE Class in Social Studies utilizing Replies - Focused on Classroom Activities for ‘Politics’ -

Web-based and face-to-face classes: are there unintended outcomes?

Purpose Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-based or face-to-face) on student learning, competency development, and student engagement. Design/methodology/approach Exam grades and a survey were collected from 180 undergraduate business students at a public university in the Southern USA. All students were enrolled in the same course, taught by three instructors. Findings One-way analysis of variance of the mean showed that declarative and procedural knowledge attained was not statistically significantly different for web-based or face-to-face instruction. However, students in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social intelligence competencies, overall student engagement, emotional engagement, cognitive engagement in class, and cognitive engagement out of class although these outcomes were not specifically targeted as learning outcomes. Research limitations/implications Research participants all came from one course, at one university. Practical implications There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based learning courses may require a redesigned approach that addresses these benefits by adding course elements and tasks that increase student engagement and creates opportunities for development of cognitive and social intelligence competencies. Originality/value Little research has been conducted on unintended learning outcomes such as competency development and student engagement. Therefore, this study demonstrates that educators should consider factors beyond learning assessment when comparing web-based to face-to-face courses.

대학생의 진로교육을 위한 웹기반 사이버강의 콘텐츠 개발 및 효과검증

대학생의 진로교육을 위한 웹기반 사이버강의 콘텐츠 개발 및 효과검증

Librarians prepare to help patrons overcome the digital divide in Northeast Florida

Purpose The purpose of this innovative, highly replicable paper is to teach library staff learn to use mobile apps to lead and assist patrons and effectively market library services. Design/methodology/approach This web-based class introduces participants to one mobile app a week. Participants must download the app to an Apple or Droid device, complete an activity and answer a few thought-provoking questions. Participants’ time commitment does not exceed one hour per week. Findings Participants were proud and excited to have mastered their mobile device and 23 mobile apps. They reported that they planned to create programs to teach apps to patrons, market their services using apps and continue to stay current with technological advances. Researchlimitations/implications Participants need to have access to a mobile device. Practicalimplications Library directors allowed staff to use an hour a week of work time to complete this program. Socialimplications Library staff enjoyed talking about the apps and working together. Each Monday morning when a new app was revealed, they competed to be the first to complete the activity and post answers to the questions online. They had fun. Originality/value This program allows customization. It was customized to meet the strategic needs of the authors’ organization, encouraging a sense of community among participants, marketing their services and highlighting member libraries that were already using some of the apps well. (One of our libraries had their own app and that became one of the Things.)

Perspectives on Engagement Barriers and Alternative Delivery Formats from Non-Completers of Community-Run Parenting Programs.

The purpose of our study was to learn about barriers to participation faced by families who had signed up for but not completed a community-based parenting program that was not part of a research project. We also sought to gauge interest in alternative, web-based methods of delivering a parent training intervention. Semi-structured phone interviews were conducted with 27 parents who had signed up for but not completed a community-based parenting program. Results indicated that practical reasons such as scheduling were the most common barrier faced by parents. Results also suggested substantial interest in alternative web-based and hybrid models of program delivery. Hybrid models would allow participants to move between face-to-face small group classes and web-based classes; allowing for easy make-up of missed small-group sessions. Interventions designed by community organizations and researchers should consider using alternative methods, including hybrid models, of program delivery in order to reach a larger number of individuals.