Web-based Educational Technologies Research Articles

MyE’Dioms: Web-based Educational Technologies for Learning English Idioms

Primary school students look up the meaning of idioms in a tangible dictionary. However, it often burdensome for learner to bring that dictionary. MyE’dioms is one of the web-based educational technologies for better learning sessions. It is able to guide students in finding the meaning of language idioms based on index or keyword searches. This paper discusses on development of MyE’Dioms. Through MyE’dioms, students will more easily understand idioms because the presentation used is very interesting and fun. MyE’dioms is also developed based on an interactive web and can be used in a mobile phone application.

ПРЕПОДАВАНЕ ПО ВРЕМЕ НА ДИСТА НЦИОННО ОБУЧЕНИЕ – СПОДЕЛЕ Н ОПИТ НА БЪЛГАРСКИ УЧИТЕЛИ

ICT is increasingly used in education in order to improve student motivation and learning effectiveness. To access the impact of educational platforms and ICT on achieving state educational standards, we conducted a survey of teachers’ opinions on the manner and effectiveness of distance learning, the advantages and disadvantages they report. In this article we present the results of a survey conducted through an online anonymous survey among 68 teachers from the city of Plovdiv who work in an innovative school approved by the Ministry of Education and Science. The subject of the research are professional experience, used resources, technologies, methods and pedagogical approaches. Based on the results obtained, we found the effectiveness of the distance learning, combined with the application of innovative methods and web-based educational technologies together with a wide variety of technological tools.

Using an LMS in Teaching English: A Qualitative Content Analysis of Medical Sciences Students’ Evaluations and Suggestions

In this study, I aimed to discover Iranian medical sciences students’ evaluation of using a Learning Management System (LMS) in teaching English and to collect their suggestions for using the system more efficiently. To collect data, I conducted semi-structured interviews with 38 students. The themes emerging from the qualitative content analysis of the students’ responses were (1) technical advantages (accessibility, and online homework bank), (2) educational gains (learning gains, benefits for professors, and professor-student interaction), (3) logistical benefits (optimizing class time, task management, and logistical support), (4) educational shortcomings (limited instruction, correction and feedback, and academic misconduct), (5) technical limitations (Internet problems, and technical glitches), (6) administrative problems (time mismanagement, and logistical challenges), (7) education development (instruction, educational materials, organizing tests, correction and feedback, and quantity and quality of assignments), (8) LMS platform modifications (offline platform, and upgrading the LMS), and (9) logistics improvement (student support, and time management). Based on the findings, the educational officials should consider the educational, technical and logistical requirements of using the LMS in the university programs, use a field-specific LMS or modify the existing one with an eye to the students’ needs, and improve the infrastructure required for using web-based educational technologies.

Factors Affecting Acceptance and Use of Educational Wikis: Using Technology Acceptance Model (3)

Background: Wikis are web-based tools and educational technologies that enable students and educators to access general and professional information and knowledge at the national and international levels. Objectives: The aim of this study was to identify factors affecting acceptance and use of educational wikis by post-graduate students of University of Tabriz using Technology Acceptance Model 3 (TAM3). Methods: This correlational study was conducted among 285 post-graduate students of University of Tabriz, who were selected through the random stratified sampling method during 2018 - 2019 academic year. For data collection, a researcher-made questionnaire with 32 items rated based on a 5-point Likert scale was used. Also, for data analysis, structural equation modeling (SEM) via smart PLS 3 and partial least squares (PLS) were used. Results: The results indicated a positive correlation between wiki’s characteristics (P = 0.001, beta = 0.50), performance expectancy (P = 0.001, beta = 0.285) and self-efficiency (P = 0.001, beta = 0.182) and students’ behavioral intention. However, there was a negative correlation between effort expectancy (P = 0.001, beta = -0.241) and behavioral intention. We did not find a significant correlation between social influence, perceived playfulness and self-management learning variables and students’ behavioral intention to use educational wikis. Conclusions: In order to provide a more effective teaching-learning environment in higher education, the use of new technological tools such as educational wikis is necessary for university students in Iran to perform classroom activities.

Uso da tecnologia educacional web-based por profissionais da Odontologia brasileira

O objetivo deste estudo foi analisar o uso da tecnologia educacional web-based por cirurgiões-dentistas e auxiliares de saúde bucal cadastrados no curso de Capacitação para Atenção e Cuidado da saúde bucal da pessoa com deficiência (ACPD) e avaliar as dificuldades de acesso à internet, o tempo de utilização dos recursos tecnológicos e os seus objetivos. Foi realizado um estudo descritivo dos dados coletados em Ambiente Virtual da Capacitação da Odontologia Brasileira para a Atenção e o Cuidado da Pessoa com Deficiência - ACPD, no site da Universidade Aberta do SUS (UNASUS-UFPE), por meio de um questionário eletrônico disponibilizado no site. A amostra foi composta por 2.377 profissionais cadastrados no curso e que se disponibilizaram a responder o questionário. A análise dos dados foi realizada por técnicas de estatística descritivas. Constatou-se que pouco mais da metade da amostra (54,05%) utiliza mais de um recurso tecnológico para sua conexão com o mundo virtual no dia a dia e 54,56% dos participantes relataram acessar a internet da própria residência. A rede Wireless/Wi-Fi é utilizada por 57,21% do total da amostra. Quanto ao grau de dificuldade encontrado pelos participantes ao utilizar um novo recurso tecnológico, 58,9% relataram ser razoável. O uso da tecnologia digital já é uma realidade no Brasil. Porém, sua utilização para fins de estudo, embora disponível, parece não ser utilizada por grande parte da população.

Integration of the Video Response App FlipGrid in the Business Writing Classroom

In business English writing classes, second language learners can be reticent to speak about their writings. To combat this and give students more opportunities to practice speaking and allow instructors the ability to measure the engagement, a video capture tool is needed that will enable students to have conversations asynchronously and produce the language vocally outside of class. Recently a tool was developed where speaking tasks can be created using a video response service called FlipGrid. This web-based educational technology tool gives instructors the means to help students increase their productive language skills by increasing the time students spend speaking outside class, with the added accountability of video. Both spontaneous and planned vocal practice assignments can be created with this tool resulting in more student engagement and speaking practice. This paper discusses the need and rationale for using the service and shares the results of a class evaluation after implementing the video capture tool in a business writing class. The assessment discovered that students found the tool easy to use and noticed increases with both their perceived time speaking English between classes and their perceived English-speaking confidence.

The Cognitive Dimension and Course Content Modeling: An Ontological Approach

The recent advances in web-based educational technology, is providing diverse needs of e-learner and revolutionized the process of learning. However, how to enrich the student’s understandability and stimulate the learning behavior towards cognitive learning beyond simple lookup is still remaining as open research issue. To facilitate the effective learning process the technology has numerous ways of providing pedagogical assistance. The course content description based on the dimensions of psychological factors and Bloom’s taxonomy can help in presenting course material so as to reduce cognitive load and to influence the effective learning style. This paper examines various cognitive strategies and resource description metadata in a course-based learning environment. Finally, the researcher proposed an ontology-based metadata for modeling the course contents of web-based learning environment that supports cognitive prerequisites of the learner.

Assessing the Evidence for the Educational Efficacy of Webinars and Related Internet-Based Instruction

The proliferation of webinars and other similar web-based educational offerings attests to the interest in this instructional modality on the part of educators and learners in the public health workforce. While certain advantages of Internet-based training, including time and costs savings for learners, are evident, it is important to establish the impact of this medium on a variety of health care disciplines. To this end, a search was performed of individual studies and review articles published since 2005 that discuss the use of these methodologies by several disciplines in the domain of public health, with particular attention on randomized controlled trials and meta-analytic studies. Reports over the past decade support the belief that the health care workforce is generally satisfied with Internet-based training and that this type of training yields measurable changes in knowledge and behavior. Overall, the data strongly suggest that these techniques are better than no intervention and essentially equivalent to conventional instructional techniques. However, the specific elements that actually improve the educational value of web-based educational technologies and the evidence base for best practices in the field have yet to be identified.

High engagement, high quality: A guiding framework for developing empirically informed asynchronous e-learning programs for health professional educators.

E-learning involves the transfer of skills and knowledge via technology so that learners can access meaningful and authentic educational materials. While learner engagement is important, in the context of healthcare education, pedagogy must not be sacrificed for edu-tainment style instructional design. Consequently, health professional educators need to be competent in the use of current web-based educational technologies so that learners are able to access relevant and engaging e-learning materials without restriction. The increasing popularity of asynchronous e-learning programs developed for use outside of formal education institutions has made this need more relevant. In these contexts, educators must balance design and functionality to deliver relevant, cost-effective, sustainable, and accessible programs that overcome scheduling and geographic barriers for learners. This paper presents 10 guiding design principles and their application in the development of an e-learning program for general practice nurses focused on behavior change. Consideration of these principles will assist educators to develop high quality, pedagogically sound, engaging, and interactive e-learning resources.

Predicting College Students English Performance Using Education Data Mining

Currently there is an increasing interest in Education Data Mining (EDM). Newly developed web-based educational technologies offer researchers unique opportunities to predict students’ academic performance. Web-based systems can routinely collect vast quantities of data on user patterns, and data mining methods can be applied to these databases. Data mining results can show how students learn and what approaches to learning lead to success. In this paper, an approach to classifying students in order to predict their final grade based on features extracted from logged data in an education web-based system is presented. We design, implement, and evaluate a series of pattern classifiers and compare their performance on an online college English course dataset. Furthermore, by learning an appropriate weighting of the features used via a genetic algorithm (GA), we further improve prediction accuracy.

Mind the gap: Enabling online faculty and instructional designers in mapping new models for quality online courses

Distance education has provided the foundation for new generations of learning, including courses delivered through various web-based educational technologies, also referred to as online learning. Many post-secondary institutions face the challenge of creating processes and systems to support instructors who are required to design, deliver, and frequently update online courses. Effective online course design prioritizes a student-centered pedagogical approach through active learning and meaning-making using modern technologies. This requires a wide spectrum of experience, technological skills, and pedagogical knowledge that is difficult to achieve. On one hand of the spectrum, are instructors with experience in online course delivery, learning technologies, and knowledge of online learning pedagogies. On the other hand of the spectrum, are instructors with insufficient experience, technological skills and awareness of online pedagogies. This disparity in instructors' experiences, skills and knowledge results at times in a gap in ability. By providing a flexible and interactive model of support to instructors, instructional designers can shorten this gap in theoretical knowledge and practical skills. This paper explores the skill gap that some instructors face in the online learning domain and presents selected approaches to support instructors when transitioning to online courses based on the authors' professional experiences. This paper considers two models of course design support from two unique higher educational institutions in the United States and in Canada, using different learning management systems. The results show that while these models have different contexts, they offer significant insights about common goals, flexible content, and learner-centered course design.

The Effectiveness of Applying Multimedia Web-Based Technologies in Culinary Skills Training

This study was designed to investigate the effectiveness of the use of multimedia web-based technologies in culinary skills training with a mixed method. One hundred high school students of hospitality programme in Taiwan were recruited and randomly assigned to experimental and control groups respectively using multimedia web-based educational technologies and traditional educational methods, with two dishes (one basic and one advanced) as target contents to be learned and delivered. The findings indicated that the experimental group performed better on both dishes. The effect size validated the applicability of multimedia web-based technologies in culinary skills training. A focus group of 10 interviewees from the experimental group were formed for qualitative part of research. Furthermore, results of focus group interviews revealed that convenience was mentioned by eight interviewees as a benefit of the experimental instructional method, while the ability to present material with captions was seen as the most significant functionality.

Orientação de Estágio: uma experiência na formação de docentes

Este artigo aborda a utilização das Tecnologias Educacionais em Rede, especialmente o recurso Wiki, na disciplina de Supervisão de Estágio em um Programa Especial de Graduação de Formação de Professores para a Educação Profissional e Tecnológica, em uma universidade pública brasileira. Analisou-se os registros feitos por vinte e nove estudantes e o respectivo orientador, referentes aos planos de Aula e sua implementação como parte do processo da avaliação das competências do planejar e do refletir. As postagens geraram reflexões no espaço Wiki, proporcionando categorias de elementos indicadores para a supervisão dos futuros estágios, na forma de rede de conversação. A possibilidade de acompanhamentos, orientações, avaliações e aprendizagens tornou-se efetivamente um período de construção de experiências, além do espaço acadêmico.

Equalizing Superstars: The Internet and the Democratization of Education

Internet-based educational resources are proliferating rapidly. One concern associated with these (potentially transformative) technological changes is that they will be disequalizing—as many technologies of the last several decades have been—creating superstar teachers and a winner-take-all education system. These important concerns notwithstanding, we contend that a major impact of web-based educational technologies will be the democratization of education: educational resources will be more equally distributed, and lower-skilled teachers will benefit. At the root of our results is the observation that skilled lecturers can only exploit their comparative advantage if other teachers complement those lectures with face-to-face instruction. This complementarity will increase the quantity and quality of face-to-face teaching services, potentially increasing the marginal product and wages of lower-skill teachers.

The Feasibility, Perceived Satisfaction, and Value of Using Synchronous Webinars to Educate Clinical Research Professionals on Reporting Adverse Events in Clinical Trials

Clinical research professionals are faced with decreased funding and increased workloads; innovative methods of professional development programs are necessary to accommodate these factors. This study evaluated the feasibility, perceived satisfaction, and value of using webinars to educate clinical research professionals on reporting adverse events commonly experienced in pediatric oncology clinical trials. The setting incorporated synchronous web-based educational technology. Constructivist learning provides the theoretical framework for this study. Participants evaluated the professional development program at 2 time points: (a) at the conclusion and (b) 4 to 6 weeks afterward, using survey method. Synchronous webinars were both economical and effective in educating clinical research professionals across institutional sites. Participants reported exceptionally high levels of satisfaction with the accessibility, scope, quality, and interactivity of the professional development program. The vast majority of participants reported that the education would assist with reporting adverse events in pediatric oncology clinical trials and this perception persisted into clinical practice. Although the results of this study were intended to guide future educational efforts of the Children's Oncology Group, they may also apply to other cooperative groups.

Knowledge Discovery Technique for Web-Based Diabetes Educational System

Diabetes Mellitus (DM) is the most common metabolic disorder. In developing countries, the prevalence of diabetes is increasing. It is important that every country should assess the magnitude of the problem and take steps to control and prevent DM and provide appropriate care. Despite all the advances in diabetes treatment, education remains the cornerstone of diabetes management. Diabetes education classes are useful for providing general information to be tailored to the specific needs of each patient. The web-based method seems to be effective in the continuing education. Therefore, the web-based method is recommended, as complementary to the face-to-face method, for designing and delivering some topics of continuing education programs. Web-based educational technologies allow diabetes educators to study how diabetes patients learn and which learning strategies are most effective. Since webbased educational systems are capable of collecting huge amounts of diabetic patient profile data, knowledge discovery techniques can be applied to find interesting relationships between attributes of diabetic patient, assessments, and the solution strategies adopted by the diabetic patients. This article presents an approach for predicting diabetic patient performance. The importance of this task lies in improving diabetic patient performance and the effective design of the online diabetes related courses.

Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education

The purpose of this study is to investigate the integration of a cognitive apprenticeship model in a Web-based course. The subject of this study is an educational technology course for pre-service P-12 teacher education students. Specifically, this study presents student reports of how cognitive apprenticeship methods impacted student learning processes of (a) technology skills and (b) technology integration methods for teaching. The methodological framework for this qualitative investigation is an interpretive case study. Student reflections and teacher observations revealed that students found modeling, coaching, scaffolding, and exploration key to fostering skill knowledge, and they found the use of cognitive apprenticeship methods fostered an understanding of integrating technology for teaching and learning.

Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education

The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web-based course for pre-service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer-mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre-service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web-based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web-based distance education course for teacher education.DOI: 10.1080/09687760701482218

Towards Web-Based Education of Demography

This paper describes steps taken towards introducing Web-based educational technology in teaching demography at the university level. Traditionally, demography is taught by giving lectures to the students, who are then expected to study from textbooks and exercise in demographic calculus. Some students find this way of learning monotonous and exhausting, hence their motivation gradually drops. Modern learning technology can help prevent such a situation, at least to an extent. Of course, using any technology to support teaching and learning requires representing essential parts of the domain knowledge with that technology first. The paper presents initial results in building such a knowledge infrastructure for Web-based education (WBE) in the domain of demography.

Key issues in next-generation web-based education

This paper analyzes and categorizes limitations and weaknesses of current Web-based educational technology, suggests the steps to overcome them, and presents a framework for developing next-generation Web-based educational systems. It suggests developing Web-based educational applications with more theory- and content-oriented intelligence, more semantic interoperation between two or more educational applications, and realistic technological support to achieve such kinds of flexibility.