Web-based Instructional Materials Research Articles

Management Model Development of Instructional Materials For Professional Competence Improvement Of Teachers In Indonesia

This study is aimed at developing a management model of web-based instructional materials that can be used by teachers to obtain teaching materials, knowledge sharing and discussions in order to improve their professional competence. This research used Borg and Gall’s theory, 4-D Model and Development Model Prototyping. The results revealed that based on the judgement of expert of educational technology, expert of web design, and expert of information systems, the model fits to be applied. The results from individual evaluation, small group test, and field test showed that 84, 00% of the web-based module can be used well. Furthermore, the results of the expert evaluation and field test indicate that the webbased module can be used by Indonesian teachers either individually or in groups and it is very helpful for learning activities

Management Model Development of Instructional Materials For Professional Competence Improvement Of Teachers In Indonesia

This study is aimed at developing a management model of web-based instructional materials that can be used by teachers to obtain teaching materials, knowledge sharing and discussions in order to improve their professional competence. This research used Borg and Gall’s theory, 4-D Model and Development Model Prototyping. The results revealed that based on the judgement of expert of educational technology, expert of web design, and expert of information systems, the model fits to be applied. The results from individual evaluation, small group test, and field test showed that 84, 00% of the web-based module can be used well. Furthermore, the results of the expert evaluation and field test indicate that the webbased module can be used by Indonesian teachers either individually or in groups and it is very helpful for learning activities

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill’s First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = −1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).

The Effect of Web-based Instruction with Educational Animation Content at Sensory Organs Subject on Students’ Academic Achievement and Attitudes

The purpose of this research is to determine the effect of web-based instruction with educational animation content at sensory organs subject on the 7th grade students’ academic achievement and attitudes in the science and technology course. Quasi- experimental research method was applied in this study. For this purpose, as a means of measuring, Science and Technology achievement test consisting of 30 questions and 15-itemed Science Course attitude scale developed by Geban et.al. (1994) were used. In experimental group, the sensory organs were explained with web-based instructional materials with educational animation content, and academic achievement test and attitude scale were applied as post-test; in the control group, subject of sensory organs were rendered in the traditional lecture method and application is finished with applying academic achievement test and attitude scale as post-test. As consequence of study, there is a meaningful difference in favor of experimental group on the academic achievement pre-test/post-test marks between experimental group instructed with web-based instructional materials with educational animation content and control group instructed with traditional lecture method. It is found that there is no significant difference on attitudes towards science and technology.

REVIEW: Designing Web-Based Training: How to Teach Anyone Anything Anywhere Anytime

The book is a comprehensive guide for those who would like to design their own web-based instructional materials. It is not a scholarly work discussing theoretical issues or results of scientific research. It is written for practitioners who need advice in their design efforts. Thus, the author suggests that the user should not read the book in the conventional sense of starting with the first page and continuing toward the end. Instead, the user should get advice from related sections while his/her design matures. The book does not require a lot of technical expertise about programming, because basic web skills are enough to understand the issues of web-based training as presented in relevant chapters of the book.

A survey of podiatric medical students' computer literacy.

This article reviews the extent of health-care students' computer literacy and presents the results of a survey of podiatric medical students' computer literacy. The results of this survey indicate that podiatric medical students are more likely than other health-care students to rate their computer literacy as good or very good. There was no gender difference in this self-reported computer knowledge. The implications for designing and using Web-based instructional materials and technology for podiatric medical students are discussed.

Constructing shareable learning materials in bioengineering education.

Innovations in learning sciences and technology are opening new opportunities for designing and implementing effective learning materials that can be shared between bioengineering instructors. The successful reuse of instructional materials depends on how easy it is for an instructor to adapt the materials with a similar intent of the original author. Many resource libraries are emerging that provide a searchable database of sharable, Web-based instructional materials. The materials range from lesson plans and teaching techniques to text, video, and interactive simulation resources. These digital libraries are valuable services for teachers and students to access information and participate in a community of science, mathematics, and technology. The VaNTH (Vanderbilt University; Northwestern University; University of Texas at Austin; and Health, Science and Technology at Harvard/MIT) Engineering Research Center (ERC) is exploring a similar goal to design and test learning materials for bioengineering education and construct a technology infrastructure that supports the reuse of these materials in pedagogically appropriate ways. For VaNTH, using a consistent framework that describes the instructional intent of the materials is a critical factor in helping instructors envision how to adapt the materials to their own instruction. Therefore, VaNTH has defined a design process that capitalizes on the insight of learning sciences and best practices in engineering education to construct learning materials that follow a consistent but flexible instructional model.

LOGEMON: The teacher support system in class using web‐based materials—visualization of learning history for teacher aid

AbstractContinuing spread of the Internet leads to a greater availability of instructional materials that can be retrieved from the Web and it is expected that the volume of such materials will increase even more in the future. Considering these factors, we developed an experimental teacher support system LOGEMON with the purpose of helping the teachers in using Web‐based instructional materials in class. This system makes it possible for the teacher to gather and view the information about the students' progress in learning during the classes, in which Web‐based materials are used. In this paper, we present methods of creating and visualizing the learning histories of individual students. Learning histories are compiled from the browsing histories by using proxy servers and databases. However, proxy log is an abstract file that does not provide information needed by the teachers necessitating search of information from other sources. The learning history is presented to the teacher upon his request with simultaneous visualization. The instructional structure and learning history are presented visually in a superimposed manner to assist the teacher in his diagnosis of students' progress. Experimental results indicate that the visualized learning history provides a better understanding of the state of learning of individual students. LOGEMON is based on the client‐server configuration, in which the database is run on the server and the browser is implemented in the form of the client's interface. © 2002 Wiley Periodicals, Inc. Syst Comp Jpn, 33(13): 60–74, 2002; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/scj.1173

Understanding computer-based digital video

E ducators and instructional design ers are interested in creating effective learning environments. Often this involves the use of various media to implement instructional strategies. The rapid growth of the Intemet, and specifically the World Wide Web as a delivery medium has led to an explosion of Web-supported and Web-based courses and instructional materials. In the mid 1990s these Web materials were generally limited to text and static images. But with the increase in network bandwidth, user connection speeds, and hardware processing speed, audio and video have become viable media for instructional environments. These trends have been coupled with growth in the installed base of CDROM (and now DVD-ROM) drives and "multimedia equipped" personal computers. So if you are interested in including video as a component of your instruction, how do you go about producing video for digital distribution via Internet or CD/DVD? My goal with this article is to help you understand the terminology, requirements (costs, equipment, etc.), and procedures for producing and delivering computerbased video. Before we proceed, you must ask yourself "Why do I want to use video?" Video is certainly a powerful medium and there are many instructional situations in which it is both appropriate and effective. These situations might include: 1. Demonstrating a procedure or sequence of steps 2. Documenting a performance or event d video and audio quality) and displayed in a small window. This precludes the showing of most motion sequences and anything but medium shots and close-ups. Also it is not uncommon to find Web sites incorporating video for the sake of technical capability, not value to the viewer. Photographs, animations, audio recordings, and text descriptions can be very effective in many situations, and require fewer computing resources and less production time than video. While acknowledging the constraints of digital video, the following sections describe the effective use of this powerful medium.

Understanding the Dimensions of Self-Exploration in Web-Based Learning Environments

This study investigated the dimensions of self-exploration in Web-based learning environments using an attitude survey given to 209 college students. Through factor analysis, five dimensions of self-exploration in Web-based learning environments were identified. One-way analysis of variance revealed statistically significant differences in levels of self-exploration in three dimensions by gender and in four dimensions by native English speaking ability. Understanding the dimensions of self-exploration in Web-based learning environments among college students may help educators (1) design effective Web-based instructional materials, (2) identify Web resources that draw on students’ learning needs and interests, and (3) consider different interests of students who speak English as a second language.

University of Virginia School of Medicine.

University of Virginia School of Medicine.