Web-based Classroom Research Articles

A Case Study of Web-Based Communication for Online Teaching and Learning at a Christian University in Buddhist Thailand

Quality education, which is the fourth element of the sustainable development goals of the United Nations, suffered dramatically in the time of the pandemic. Unprepared, most academic institutions started to embark on web-based education. This research addressed the most and least effective learning experiences for both students and instructors in online learning and teaching. This case study employed both descriptive statistical data and qualitative information to have a well-rounded understanding of the phenomenon of digital education. This study used non-random, purposive, convenience, snowball, and quota sampling methods to invite research collaborators. Thematic analysis was employed to obtain rich qualitative insights that supplement the quantitative data. The raw data was collected from both instructors and students who were engaged in online education during the pandemic. The findings revealed that both instructors and students complained that the least effective learning experiences is the poor internet connectivity, as it is an obstacle that interrupted smooth flowing online learning and teaching. By presenting real-world insights, stressing significant findings, and offering recommendations, this article contributes to a more profound comprehension of web-based classroom. In this period of re-globalization after the end of the pandemic, online education is now mainstream. Keywords: communication, education, feedback, online learning, online teaching

Evaluating a Peer-Support Mobile App for Mental Health and Substance Use Among Adolescents Over 12 Months During the COVID-19 Pandemic: Randomized Controlled Trial.

Although it is well known that adolescents frequently turn to their friends for support around mental health and substance use problems, there are currently no evidence-based digital programs to support them to do this. The aim of this study was to evaluate the efficacy of the Mind your Mate program, a digital peer-support program, in improving mental health symptoms, reducing the uptake of substance use, and increasing help seeking. The Mind your Mate program consists of a 40-minute web-based classroom lesson and a companion smartphone mobile app. The active control group received school-based health education as usual. A cluster randomized controlled trial was conducted with 12 secondary schools and 166 students (mean age 15.3, SD 0.41 years; 72/166, 43.4% female; and 133/166, 80.1% born in Australia). Participants completed self-reported questionnaires assessing symptoms of mental health (depression, anxiety, and psychological distress), substance use (alcohol and other drug use), and help-seeking measures at baseline and at 6-month and 12-month follow-ups. Students who received the Mind your Mate program had greater reductions in depressive symptoms over a 12-month period than controls (b=-1.86, 95% CI -3.73 to 0.02; Cohen d=-0.31). Anxiety symptoms decreased among students in the intervention group; however, these reductions did not meet statistical significance thresholds. No differences were observed in relation to psychological distress or help-seeking. Small to moderate reductions in depression symptoms were observed among students allocated to receive the Mind your Mate intervention. Although the current results are encouraging, there is a need to continue to refine, develop, and evaluate innovative applied approaches for the prevention of mental disorders in real-world settings. Australian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12620000753954; https://anzctr.org.au/Trial/Registration/TrialReview.aspx?ACTRN=12620000753954. RR2-10.2196/26796.

Renewable resource dynamics: A Web-based classroom experiment

The authors adapted a lab-in-the-field experiment emulating the dynamic extraction of a fishery to create a Web-based classroom experiment. The game includes a multi-player version analogous to an open-access problem and a single-player version analogous to the social planner problem. This game is helpful in introductory microeconomics courses to teach about dominant strategies and the consequences of resource rivalry. In elective courses, the game helps teach bio-economics concepts, including logistic growth functions and optimal extraction paths. Instructions for game deployment and creating the sessions are provided. Conducting the game takes about 20 minutes, and because the game is Web-based, students can access it from their laptops, tablets, or smartphones.

Classroom Occupancy Monitoring System using IoT Device and the k-Nearest Neighbors Algorithm

The occupancy monitoring system is one of the substantial aspects of building management. Through monitoring the occupancy in the area in a building, the obtained information can be used for building management purposes such as controlling indoor area air quality and improving building security. Some technologies such as video surveillance cameras, Radio Frequency Identification (RFID), and motion sensors have been used in the occupancy monitoring system. However, those technologies pose several disadvantages including privacy concerns and limited information generated. A classroom occupancy monitoring system using an Internet of Things (IoT) device and the k-Nearest Neighbors (k-NN) algorithm was built to monitor classroom occupancy by classifying the number of occupants based on classroom environmental data into occupancy levels by using the k-NN classifier model. By utilizing IoT devices, CO2, temperature, and humidity data in a naturally ventilated classroom were recorded using the MQ-135 and BME280 sensors, as well as WiFi-based NodeMCU, was used to distribute data to the cloud. The collected data were trained and tested by the k-NN algorithm to produce a k-NN classifier model. From the tests conducted, the performance of the k-NN classifier model in classifying the number of occupants into occupancy levels resulted in an accuracy of 88%. In addition, the proposed system also produces a web-based classroom occupancy monitoring application that has been integrated with the k-NN classifier model so the classification can be done for real-time data and monitored directly.

Merging Drawing-Based Questions with Automatic Assessment in Organic Chemistry Using Smartphones

The inclusion of the InChI or SMILES codes as a one-sentence answer allows web-based classroom response systems to provide instant feedback to some of the most typical drawing-based questions asked in organic chemistry courses. This paper discusses the implementation and scope of this strategy using smartphones as the only hardware requirement.

Coaching for impact: successful implementation of a multi-national, multi-institutional synchronous research course in Ethiopia.

PurposeUnder the American College of Surgeons’ Operation Giving Back, several US institutions collaborated with a teaching and regional referral hospital in Ethiopia to develop a surgical research curriculum.MethodsA virtual, interactive, introductory research course which utilized a web-based classroom platform and live educational sessions via an online teleconferencing application was implemented. Surgical and public health faculty from the US and Ethiopia taught webinars and led breakout coaching sessions to facilitate participants’ project development. Both a pre-course needs assessment survey and a post-course participation survey were used to examine the impact of the course.ResultsTwenty participants were invited to participate in the course. Despite the majority of participants having connection issues (88%), 11 participants completed the course with an 83% average attendance rate. Ten participants successfully developed structured research proposals based on their local clinical needs.ConclusionThis novel multi-institutional and multi-national research course design was successfully implemented and could serve as a template for greater development of research capacity building in the low- and middle-income country (LMIC) setting.

An Online International Collaborative Learning Program During the COVID-19 Pandemic for Nursing Students: Mixed Methods Study.

BackgroundGiven the limitations imposed by the COVID-19 pandemic, a better understanding of how nursing programs around the globe have implemented distance education methods and related initiatives to provide international collaborative learning opportunities as well as complementary aspects of practical education would be constructive for nursing students. It is expected that international collaboratives through web-based communication will continue to be increasingly utilized after the pandemic; therefore, it is time to discuss the effects and direction of these developments.ObjectiveWe aimed to examine the impact of an online international collaborative learning program on prelicensure nursing students’ international and global competencies in South Korea.MethodsWe conducted a mixed methods study (web-based surveys and focus group interviews). A total of 15 students participated in the study. The surveys were used to examine changes in participants’ global leadership competencies, and the focus group interviews were used to evaluate the program’s effectiveness and to identify opportunities for improvement. The online international collaborative program consisted of 7 synchronous web-based classroom sessions. Each session ran for 60 to 90 minutes. Faculty experts and nurses working in the United States discussed various topics with students, such as nursing education in the United States and evidence-based teaching and learning. The students gave presentations on the South Korean nursing education system. Data were analyzed with descriptive statistics, the Mann-Whitney U test, and content analysis methods.ResultsParticipants reported improvement in their global leadership competencies. Four main categories emerged from analysis of the focus interviews: (1) realistic applicability, (2) clarification, (3) expansion of perspectives, and (4) initiative.ConclusionsThe online international collaborative learning program had a positive impact on the development of students’ international competencies. The findings support the further development of international exchange programs through web-based meetings in the postpandemic era.

Web-Based Classroom Loan Information System (Case Study Student Organizations at Muhammadiyah University of Sidoarjo)

This research was aimed to create a website based information system that can be used for summarize the flow and facilitate borrowing space in the University of Muhammadiyah Sidoarjo by student organizations. The research method used by researchers is the waterfall method, but the data collection technique uses several ways, namely observation, interviews, and also literature study. Researchers made observations in student organizations to obtain data, in addition to met with the Directorate of Asset and Environmental Management to obtain data. The result of this research is that student organizations can borrow space online, and make it easier to recap data and also minimize duplicate data in the system. With more efficient procedures, the borrowing process becomes easier and more practical

A Review on Webbased Classroom Surveillance and Attendance Monitoring System Using Biometric

Attendance has become more important part for any organizations/institutions. Recording and monitoring of class attendance is an area of administration that can require significant amounts of time and effort in a school/university environment, largely due to the amount the time required in conferences to obtain the long-term maintenance requirement increases the difficulty of this task and is very time consuming. For this reason, an efficient system is designed. This using a fingerprint sensor and all recordings are stored on a computer server. Fingerprint sensors and OLED screens are placed at the entrance of each class room. In order to mark the presence, the student must place their finger on the fingerprint sensor. On identification student’s attendance record is updated in the database and he/she is notified through OLED screen. For the administration you need all fixed equipment and special staff. Furthermore, an automated system replaces the manual system.

Development and application of an internet of things door lock Network Bridge for classroom access control management

School classroom doors are usually managed using conventional machine locks. This can cause inconvenience for the borrowing and returning of keys. In addition, issues on the copying and embezzlement of keys are persistent. To avoid these problems, schools have replaced conventional locks with card readers and magnetic locks to manage classroom access; users need only a RFID card to enter and exit classrooms. However, the hardware and software equipment required for such control schemes is expensive and entails cumbersome installation processes. This study developed an innovative Internet of Things (IoT) door lock network bridge, which can be installed on conventional electronic locks to transform it into IoT locks. The developed bridge can be integrated with a customized web-based classroom access information system and QR code scanning to establish a low-cost classroom access control system. The system can be provided to schools to perform user management, lock management, and lock matching. Each door in the school is assigned with a unique QR code for unlocking. Users only need to use the QR code scanner on their smart phone to send relevant information required for unlocking a door to the web-based classroom access information system, which then performs user and lock matching verification. Verified users can then unlock the door and enter the venue. The proposed classroom access control system does not require card readers or RFID cards. The cable installation of the system is simplified through by using wireless connections, thereby greatly reducing the time, cost, and human resource required for installation. In addition, users and locks can be matched directly using the proposed system. This greatly improves the convenience of classroom management in schools.

Detachable Web-Based Learning Framework to Overcome Immature ICT Infrastructure Toward Smart Education

Amid the recent disease outbreaks that have been spreading across the world, the education systems in every country have witnessed a dramatic transformation. In particular, the situation has promoted online learning on an unprecedented scale, with classes being held virtually on digital platforms. This vital transformation is a major challenge in developing countries where information infrastructure for remote learning is lacking. Inspired by these observations, this study first investigated the obstacles in the way of the deployment of smart education systems (SESs) in developing countries from a technical perspective. Consequently, a detachable SES framework, named vSmartEdu, is proposed. The framework is based on a hybrid online/offline web-service model, which adopts a service-based architecture (SBA) design concept to develop smart classrooms. In particular, the online mode is activated for a web-based classroom if an Internet service is available. In contrast, the offline-version of the system is available in offline mode in packaged form, and is utilized when the Internet is not available in a local classroom. Finally, a prototype was deployed to collect feedback from learners and educators at various educational levels. The trial implementation and survey results concretely validate the feasibility and advantages of the proposed solution.

What Is the Value of Synchronous Engagement in Small Remote Organic Chemistry Classes? Analysis of Multiple-Choice Polling Data from the COVID-Impacted Spring Semester of 2020

The author’s organic chemistry course at Thomas Jefferson University incorporated student engagement activities through Nearpod, a web-based classroom response system. After transitioning to remote instruction due to the COVID-19 outbreak in the spring of 2020, students were given the option to complete multiple-choice poll questions either synchronously with a videoconference lecture or asynchronously while watching the recorded lecture video. This provided a unique opportunity to investigate whether completing the polls synchronously (as opposed to asynchronously) is advantageous. Correlations between the rate of synchronous participation, the rate of correctness in answering polls, and exam scores were analyzed across the two class sections. The majority of students chose to participate synchronously. The cohort that participated synchronously the majority of the time had higher exam scores, but these differences were not statistically significant for most exams. Although these results suggest that synchronous engagement is correlated with slightly improved learning outcomes, further studies are needed to examine the generality and causality of this phenomenon. Ultimately, offering both synchronous and asynchronous delivery may be the optimal approach to student engagement in the small-enrollment remote classroom.

The use of web-based classroom gaming to facilitate cognitive integration in undergraduate nursing students: A mixed methods study

BackgroundClassroom gaming is a promising teaching and learning strategy that has been shown to facilitate engagement and meaningful learning. This paper aimed to determine whether classroom gaming using a web-based platform can facilitate cognitive integration to prepare undergraduate nursing students for clinical practice. MethodsA sequential explanatory design mixed-methods study was conducted. A randomized controlled design study, with knowledge and simulation performance as outcome measures, was conducted. This was followed by focus group discussions. ResultsThere is a significant improvement in pre- and post-test scores (t=-4.47). However, there was no statistically significant difference between the pre-test scores (t=1.50) of the intervention group and those of the control group. Similarly, the post-test scores of these groups were also not significantly different statistically (t=-0.15). Skills assessment results also showed no difference between the scores of those in the intervention group and of those in the control group (t=1.19). Themes generated were: useful for revision, linking of concepts, and gaming as a challenge. ConclusionThe use of classroom gaming to facilitate integration of knowledge based on knowledge and performance tests did not yield positive results. However, focus group interviews demonstrated that the study’s participants perceived strategy to be helpful in their learning.

Communication preference and the effectiveness of clickers in an Asian university economics course

In this project a web-based classroom response system (“clickers”) was used in teaching an intermediate level economics course. The main purpose of this project is to find out if the use of clickers is beneficial to students taking economics and examine if students' communication preference (e.g. instant messaging, face-to-face conversations, etc.) has an impact on the effectiveness of clickers in improving learning outcomes. Questionnaires and examination performance were used to assess the effectiveness of clickers. The questionnaire results show that around 75% of students in the treatment (clickers) group generally agreed that clickers allowed them to express their views more freely. We also observed that students who prefer to use instant messaging rather than making conversations are generally more positive towards clickers. The use of clickers also benefits the lecturer – teaching evaluation of the lecturer was significantly better for the clickers group. Comparing the examination scores of the two groups, the treatment group performed considerably better and statistically significant differences were found basing on paired t-tests on the differences. The regression analysis further discovered that the use of clickers has the most significant positive effect on students who prefers to communicate through instant messaging.

Classroom Assessment in Web-Based Instructional Environment: Instructors’ Experience

While a great deal has been written on the advantage and benefits of online teaching, little is known on how assessment is implemented in online classrooms to monitor and inform performance and progress. The purpose of this study is to investigate the dynamics of WebCT classroom assessment by analyzing the perceptions and experience of the instructors. Grounded theory method was employed to generate a “process theory”. The study included 10 faculties who taught WebCT classes, and 216 students in the College of Education in an urban university in the Mid west. Interviews and classroom observations were undertaken on line. The findings indicated that, performance-based assessment, writing skills, interactive assessment and learner autonomy were major assessment aspects to inform teaching and enhance learning. If one of the major roles of online instruction is to increase self-directed learning, as part of the pedagogical mechanism, web-based classroom assessment should be designed and practiced to impact learner autonomy.

Student Perceptions of Academic Service Learning in the Online Public Health Classroom: A Pilot Study

Introduction: Online learning is increasingly common in university programmatic offerings, particularly in fields that often require human or social services such as public health. Academic Service Learning (ASL) is a strategy frequently implemented in traditional, face-to-face courses to promote community and civic engagement and to improve learning outcomes for students by connecting coursework to the related professional field. Given the ubiquity of online courses, however, more needs to be known about the role ASL can play in the web-based classroom. Methods: In 2016-2017, a pilot study was conducted to determine student perceptions toward ASL including civic engagement, course satisfaction, and satisfaction with ASL experiences using a mixed-methods design. Participants (n=32) were students enrolled in two health related undergraduate courses that required a service learning project. Results: The findings suggest that students’ ASL experience is generally positive and is expressed in a variety of ways. There are several challenges, to implementing ASL in the online course setting that should be considered. Conclusions: This paper presents student feedback and explores challenges and opportunities presented by offering ASL experiences in the online classroom, particularly in health and human services academic disciplines. Keywords: Academic Service Learning, Online Learning, Online Andragogy, Public Health Education

The Unseen Digital Divide: Urban, Suburban, and Rural Teacher Use and Perceptions of Web-Based Classroom Technologies

ABSTRACTThis quantitative study investigated the differences in perceptions and attitudes toward technology integration of K-12 public school teachers in rural, suburban, and urban environments. The purpose was to examine the relationship between frequency of use and perception of effectiveness of web-based learning tools based upon the type of school setting. A survey of 2,200 school teachers in a Mid-Atlantic state revealed significant differences of usage and perceived effectiveness among respondents. The research found teachers from urban schools trailed rural and suburban schools in usage and perception. Suburban schools indicated the highest perceptions of technology effectiveness, followed by their rural peers. Current teachers, administrators, and teacher educators may benefit from this insight to identify the most effective technologies, as well as work focus on improved use of technology, particularly in the urban classroom.

Efekti primene sistema za proveru znanja zasnovanog na vebu na ishode učenja - rezultati primene na primeru nastave iz programiranja

Efekti primene sistema za proveru znanja zasnovanog na vebu na ishode učenja - rezultati primene na primeru nastave iz programiranja

A Token Economy Made Easy Through ClassDojo

Students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral disruptions, contributing to the academic difficulties these students face. Classroom management strategies, in the form of positive behavioral interventions and supports (PBIS), incorporate principles of applied behavior analysis to shape student behaviors through the use of motivation and positively reinforce good behaviors. A strategy often used in PBIS systems is a token economy. This column provides practitioners with a strategy for implementing a token economy using ClassDojo, a web-based classroom management program available for computers and mobile devices.

Beyond Clickers, Next Generation Classroom Response Systems for Organic Chemistry

Web-based classroom response systems offer a variety of benefits versus traditional clicker technology. They are simple to use for students and faculty and offer various question types suitable for a broad spectrum of chemistry classes. They facilitate active learning pedagogies like peer instruction and successfully engage students in the learning environment. Example problems for Organic I and II are shown to highlight potential uses of one Web-based system.