Web-based Learning Environment Research Articles

The effectiveness of a virtual learning companion for supporting the critical judgment of social media content

AbstractSocial media usage has become a daily habit for the younger generation. It can have positive effects on educational processes, but it also raises concerns about harmful content, such as fake news or hate speech. Fake news is often distributed with the intention to manipulate the public opinion by propagating disinformation. This includes the manipulation of images taken from reputable news resources. In response to these concerns and manipulations, we developed a web-based learning environment with a virtual learning companion (VLC). The VLC is designed to assist students in developing their critical thinking skills while interacting with social media content. The VLC is incorporated into a controlled learning environment that resembles Instagram and contains real and manipulated content. The “Courage” companion communicates with the students through chat dialogue and knowledge-activating questions. It also links additional images from web sources discovered through reverse image search based on image similarity. Learners are provided with various textual descriptions and keywords and are prompted to reflect on this information. The system’s effectiveness and assistance in identifying real or manipulated images have been evaluated in an empirical classroom study in August 2022 with 22 high school students in Germany that generated 95 conversations around five images and their texts assisted by the companion. Users’ interactions with the companion in a controlled Instagram-like social media environment have been recorded in xAPI format and then analyzed using a research dashboard. The results of this evaluation demonstrate that guidance through the VLC, along with the provision of additional content sources containing similar images and their explanation through the companion, improves the learners’ judgment. This corroborates the claim that the tool can help enhance learners’ critical thinking, resilience, and sensitivity facing social media issues.

Project Werpa (Worksheets, E-Games, Remediation & Peer Assistance): Numeracy Skill Enhancement for Students of San Pascual Senior High School 2

This study sought to ascertain the efficacy of Project WERPA in improving the student’s ability in select competencies in Mathematics. The least mastered competencies were determined by the test results made by the teacher-researcher. The descriptive research approach was employed in this study, with a questionnaire serving as the primary data collection instrument. According to the test results, most students struggle with the major topics in Mathematics such as rational, inverse, exponential, logarithmic functions, and logic. About the utilization of Project WERPA in the lessons, the respondents were very honest when they responded that the application of Project WERPA was very effective in stimulating their interests as well as very helpful in understanding the concepts in Mathematics. However, they were also very vocal when they responded that the school has no web-based learning environment and insufficient gadgets to cater to the needs of the students in the acquisition of Mathematics concepts using the unconventional method of the learning experience. The creation of a working website for Project WERPA will address the weak findings of the study. The included enrichment material and activity will consist of questions from the least mastered lessons to be answered by the students. Students will be more interested in participating in their Mathematics lesson if this digitally oriented material and activity are included because they will be employing technology- a type of innovation that today’s learners are good at controlling. Keywords: Project WERPA, Numeracy Skills, Least Mastered Skills and Competencies

An analytical study on the design and implementation of a comprehensive web-based learning environment for Chinese as a foreign language

An analytical study on the design and implementation of a comprehensive web-based learning environment for Chinese as a foreign language

Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education

Augmented Reality (AR) and Virtual Reality (VR) are poised to revolutionize education by offering immersive and interactive learning experiences. This research comprehensively evaluates the educational applications of AR and VR, specifically emphasizing their impact on student motivation, learning outcomes, engagement, and overall learning experiences. The analysis explores how AR and VR can improve student learning, knowledge retention, and skill acquisition by systematically reviewing existing the literature from diverse educational domains, including K-12 education, higher education, STEM education, professional training, and lifelong learning. Additionally, the research investigates the pivotal role of AR and VR in fostering immersive and interactive learning environments, unveiling how these technologies promote active learning, collaboration, and critical thinking through simulations and interactive experiences. The evaluation considers the potential of AR and VR beyond traditional classroom settings in distance education and assesses the feasibility of virtual classrooms, web-based learning environments, and Massive Open Online Courses (MOOCs). A significant aspect of the study involves understanding student attitudes toward AR and VR technologies and their influence on intrinsic motivation, interest, and enthusiasm for the learning material. Based on a thorough analysis of relevant literature, the research aims to provide practical recommendations for educators to effectively incorporate AR and VR into education practices. The recommendations prioritize a pedagogically sound design, educator training, and accessibility consideration to ensure equitable access for all learners. In summary, this extensive research reveals the significant impact of AR and VR on education by understanding the strengths, limitations, and challenges of making informed decisions on utilizing these technologies to create engaging, impactful learning experiences, fostering a generation of technologically proficient and knowledge-driven learners.

Development of Website-Based Interactive E-Modules with Project Based Learning Learning Models to Increase Student Learning Interest in PKWU Subjects in Vocational High Schools

To share knowledge between professors and students, learning media is a common format. It is necessary to modify the learning materials to suit the requirements of different academic fields. There are several issues with this study, including the fact that the only learning resources used in schools are LKS (Student Worksheets) and limited LCD resources, the requirement for practice in the Creative Products and Entrepreneurship (C3) subjects, and the fact that schools use a moving class system, all of which make it necessary for students to access information using more efficient learning resources. The ADDIE-type development model was used to perform this research utilizing the research and development (RnD) methodology. The distribution of learning interest questionnaires among students and the results of student psychomotor skills assessments, which take the form of Pretest-Posttest Control Group Design, both serve to gauge student interest in learning. The findings of the hypothesis test were obtained following the conclusion of the study, and they are as follows. There were variations in students' psychomotor skills before and after utilizing the web-based interactive e-module learning environment with a project-based learning paradigm, as shown by the statistical sig (2 tailed) = 0.00, where 0.00 0.05 (significant threshold). Class XI Multimedia 1 contributed 45.74% of the increase, and class XI Multimedia 2 contributed 46.78%. Additionally, it was mentioned that the examination of student learning interest in created media revealed that the experimental class had very high levels of student learning interest, with 88.33% of students showing interest in materials 1 and 90
  

Online teaching as supplementary tool during lockdown among undergraduate medical students in an Indian medical college

Abstract Introduction: Education is undergoing profound changes due to permanent technological innovations. During covid pandemic, students were struggling with authentic study material due to the sudden lockdown. Objectives: In order to supplement and assess the impact of online lectures during covid pandemic a course was designed using an online learning management system (LMS), ‘Moodle’ (modular object-oriented dynamic learning environment. Methods: The teaching approach was supported by multimedia didactic materials to introduce the concepts of Web-based learning environments. We assessed the student’s online activity logs to know the student’s interests and engagement. The study was conducted among 170 first-year MBBS students of batch 2020. The five-point Likert scale was used to measure student attitudes related to supplementary material use. Results: The majority of students gave positive feedback: 79% of students were in agreement that supplementary material added extra interest to the topic and 88% stated that it was useful and relevant. Students displayed positive attitudes towards using LMS and gained adequate knowledge in an information-rich environment. Conclusion: The integration of Moodle in Physiology teaching improved student’s interest and motivation as suggested by student’s active participation to access supplementary resources. Such efforts also give insights to course administrators for setting teaching plans and providing meaningful learning experiences.

WebHOLE: Developing a web-based hands-on learning environment to assist beginners in learning web application security

WebHOLE: Developing a web-based hands-on learning environment to assist beginners in learning web application security

Strategies for integrating a web-based learning environment based on authentic learning in distance learning for elementary school students

This research aimed to find a strategy to integrate web-based learning based on authentic learning by identifying the dominant factors regarding teachers' authentic activities. The research method was a teacher survey that used web-based learning. Questionnaires were given to 100 teachers regarding the use of authentic activities. The questionnaire was tested for validity and had a high load factor of more than 0.6. Authentic learning had an effect of 0.689. The data was processed by factorial analysis to obtain the dominant value. Furthermore, a strategy to integrate web-based learning was developed in learning. The results showed that the dominant authentic learning activities used were real-world activities, integrated assessment, various sources   and final product design. It can be concluded that using web-based learning applications based on authentic learning provides real-life experiences for students and supports learning to be more meaningful.

Science Education in Primary Students in Ireland: Examining the Use of Zoological Specimens for Learning

The COVID-19 pandemic forced many educators out of their traditional settings and into web-based learning environments. Zoos were no different, and throughout the pandemic they strived to reach their supporters using different approaches. By adapting quickly and using outreach activities and online learning, zoos continued to serve society through the pandemic. This study examined whether an in-person educational interaction with zoological specimens can enhance cognitive learning and increase primary-level students’ attitudes towards animals and science. Additionally, attention was drawn to the effectiveness of online learning methods for young pupils. A total of 165 paired questionnaires from primary-level students in three schools were analysed. Findings indicate significant positive increases in attitude but not in learning achievements. Thus, zoological specimens can be utilised for enhancing scientific attitudes in primary-level students. The effect of a face-to-face lesson on learning compared with online methods was positive but the difference was not statistically significant. This, taken together with a significant positive effect of a face-to-face lesson on attitude improvements, is sufficient to determine the importance of a traditional learning environment for students of this educational level. Additionally, gender differences relating to scientific attitudes and understanding are not apparent at primary level but this may become more apparent at secondary level. This research may be used for further investigations into the relationship between age, gender, and scientific learning. It may also be used to support studies examining the effectiveness of zoo outreach programs in schools versus zoo visits.

대학 웹기반 토론학습에서 집단구성방식과

The purpose of this study is to investigate the effects of the instructor's discussion facilitation strategies and group composition on academic achievement and satisfaction in a web-based argumentation learning environment, which requires the learner to actively participate in argumentation. The experimental study was conducted with 89 university students. Instruments were developed and used to assess the effects of group composition based on ability level, using pretests and post-tests for academic achievement, as well as a satisfaction test. The gathered data were analyzed using a two-way ANOVA. There was no significant interaction effect between the instructor's discussion facilitation strategies and group composition regarding academic achievement in web-based argumentation. However, there was a significant difference in academic achievement between groups provided with a task-oriented discussion facilitation strategy and groups provided with a motivational discussion facilitation strategy in web-based argumentation. Furthermore, there was no statistically significant interaction effect between the instructor's discussion facilitation strategies and group composition regarding satisfaction in web-based argumentation. Additionally, there was no significant difference in satisfaction between groups provided with a task-oriented discussion facilitation strategy and the group provided with a motivational discussion facilitation strategy in web-based argumentation. However, there was a significant difference in satisfaction between the high-low group composition and the middle-middle group composition in web-based argumentation.

EFL Higher Vocational Students’ Motivational Regulation and Learner Autonomy in Online Learning Context in China

Successful online learners must continue to be motivated to learn. The aim of this study was to scrutinize how non-English higher vocational students used learner autonomy and motivational controlling strategies when learning English online. 356 Chinese higher vocational students from a public higher vocational college in the northeast of China served as the study's subjects. A single questionnaire was used to collect information. To control their motivation for online English learning, the participants were discovered to have adopted five different sorts of tactics, however, they used in middle level. Additionally, it was shown that when attending online English lessons, students had a certain amount of learner autonomy. Additionally, in the web-based learning environment, there were significant correlations between students' usage of motivational management tools and their learner autonomy.

An Investigation of Mathematics Teachers' Conceptions of Mathematical Literacy Related to Participation in a Web-Based PISA Course

In today's mathematics education, teachers are expected to have an adequate understanding of mathematical literacy and to know how to incorporate mathematical literacy understanding into their instructional practices. Therefore, the purpose of this study was to investigate mathematics teachers' conceptions of mathematical literacy related to participation in a web-based learning environment about mathematical literacy and Programme for International Student Assessment (PISA). The case study method was used and the participants consisted of 20 mathematics teachers determined by the criterion sampling method. The data were collected by semi-structured interviews. In the data analysis process content analysis method was used. The results revealed that, the participants who participated the web-based PISA education conceptualized mathematical literacy in relation to the use of mathematical knowledge and skills to deal with real-life problems and associated supporting mathematical literacy with supporting development of problem solving skill. However, the others conceptualized mathematical literacy as having mathematical knowledge and skills to solve math problems and considered problem solving as a goal in supporting mathematical literacy.

Web-based realistic mathematics learning environment for 21st-century skills in primary school students

This study aims to develop a valid, practical, and which has potential effect web-based realistic mathematics learning environment with the six cultural contexts of the island of Sumatera. The learning environment has the potential to positively impact primary school students. The study employed design research method, which encompassed the preliminary, design, and assessment stages using the Kirkpatrick model. The research subjects consisted of three model teachers and 57 fourth-grade students. Research data was collected through observation, documentation, questionnaires, interviews, and tests. The web-based learning environment's validity level was found to be very high, with a score of 3.32, while practicality was rated at 3.86. The potential effects of the environment on mathematics learning were also deemed to be significant, with a score of 77.35. It was designed to facilitate the teaching and learning of mathematics by the PMRI approach, with a focus on topics such as numbering, geometry, and measurement, while also developing 21st-century skills.

Web-based music learning environment

ABSTRACT The paper compares the effectiveness of the online and blended learning of music during COVID-19. The study involved 140 students from Nanjing Xiaozhuang University in China. The research design: a pre-test and post-test experiment with a control group. The following research findings were obtained: the combination of face-to-face and online learning resulted in significant increases in PK (from 205.72 to 303.40), TPK (from 258.75 to 271.50), PCK (from 271.00 to 295.00) and TPCK (from 261.00 to 293.00) among students in TPACK test, which was significant (p < 0.05). The experimental group's scores on the Piano Lesson Achievement Test were higher (293.00) than those of the control group (174.00), which was considered statistically significant (z = 2.67). The research suggests that personalized blended learning to play the piano is more effective than conventional online learning. The results can provide fundamental insights when designing and implementing online or blended piano courses. For example, a piano video tutorial can be created and applied in terms of personalized online instruction. Further on, it is important to explore alternative methods in online music learning (learning through apps, videos, etc.), to study their effectiveness in music education, to identify the advantages and disadvantages of each method.

The Effect of Web-Based Biology Learning Environment on Academic Performance: A Meta-analysis Study.

The purpose of this study was to investigate the effectiveness of web-based biology learning environment in improving academic performance via a meta-analysis. In looking for the studies on web-based biology learning environment, several keyword patterns from the abstracts (e.g., Pattern 1: web-based learning and biology education) were recruited in well-known databases (e.g., ERIC, EBSCO, Springer Link). Finally, 22 papers were apparent for the current meta-analysis examining the effect of web-based biology learning environment on academic performance. All statistical data from the studies were initially inserted into an Excel sheet and then imported into comprehensive meta-analysis (CMA) statistics software to calculate Hedges' g values. The overall effect-size of web-based biology learning environment pointed to a medium effect. Also, it was found that the educational level and type of experimental design, as moderator variables, did not positively affect the students' academic performance along with web-based biology learning environment. In light of the findings, it can be concluded that web-based biology learning environment is somewhat effective at improving the students' academic performance. The current study recommends that further studies should be undertaken to deepen the implementation processes of the studies with extreme values and explore what makes them unique.

Effects of Pedagogical Agents on Learners’ Knowledge Acquisition and Motivation in Digital Learning Environments

We assume that learners generate self-reference to a topic dealt with in class through motivational prompts of a pedagogical agent (PA). This assumption is based on self-determination theory and organismic integration theory. Consequently, learners are more motivated and achieve better learning results. We examined the influence of motivational prompts on learning success and motivation in a digital learning environment. Therefore, we implemented a PA within a web-based learning environment in order to scaffold learners’ autonomous motivation. In an experimental pre-post design (n = 60), learning success and motivation were analyzed comparing learning environments with and without PA/prompting. Results suggest that learners with a PA reach a higher level of knowledge than learners without a PA. There was no significant influence of motivational prompts on motivation itself. The limitations and conclusions of this study are discussed.

Towards a conceptual framework for communicating library training to students in South African university libraries: A literature review

Developing conceptual frameworks to improve library training among librarians in South African university libraries is not common. The purpose of this article was to assess, synthesise and critique available literature to determine the extent to which librarians in South African university libraries could reflect on their library training and synthesise relevant theories and models that can assist develop a conceptual framework for communicating library training. The integrated literature review focuses on five central themes namely: communication models, the evolution of technology, learning theories, social learning and web based learning environments, and the role of authority in teacher-learner relationships. The article argues that academic librarians operate within the universe of teacher-learner relationships in library training initiatives, albeit unconsciously so. This makes library training in South African university libraries a mature topic needing reconceptualization. Future research should employ single and multiple case study research designs to formulate frameworks on a case-by-case basis.

Research on Teaching Strategies for Cultivating College Students' Self-regulated Ability of English Learning in a Web-based Learning Environment

Research on Teaching Strategies for Cultivating College Students' Self-regulated Ability of English Learning in a Web-based Learning Environment

CLE-UMA – A Creative Learning Environment Using Multimodal Analogies

In this paper, we present a novel approach for applying multimodal analogies to creative learning scenarios. We have chosen Japanese language learning, in particular kanji acquisition, as the first application domain for our research. Our solution is based on a kanji dictionary which we enriched with visual, compositional, and semantic information. We have manually assigned images to 3,500 kanji and elaborately annotated the mappings from the lexical data to its visual representation. This knowledge enables us to find high-quality analogies for associations between the visual and textual dimensions. The analogies are integrated into our Web-based contextual language learning environment to empower several creative learning applications through augmented browsing technology including exercises, quizzes, and educational games.

Students’ Learning Patterns in Using the Web-based Summary Box to Improve Their Math Word Problem Solving

This study identifies predictors of student achievement in word problem solving after learning math content in a web-based learning environment that incorporates reading scaffolds. We focused on student use of the self-summary box tool and its power to predict success or failure in math word problem solving. We employed a decision tree model, finding that students’ commitment to learning can be a more crucial factor than reading skills in math word problem solving when students use web-based reading scaffolds.