Web-based Learning Environment Research Articles

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.

Impact of asynchronous Web-based learning environment on students' interest and motivation in mathematics: a quantitative research study

PurposeInternet technology in the classroom has become the primary demand of every student in this era. Moreover, information and communication technology aids students' learning involvement and progress by providing learning assistance by improved instructor, pupil and interactions with fellows. Using an asynchronous Web-based learning environment (WBLE) is one way to manage such assistance. This study aims to identify to what extent the asynchronous WBLE affects students' interest and motivation in learning mathematics at Shah Abdul Latif University (SALU), Khairpur.Design/methodology/approachThis research uses a survey research design under a quantitative approach. Therefore, data are collected through a questionnaire about students' motivation and interest in learning mathematics via asynchronous WBLE. Data are collected from the students of four departments (BEd, BSCS, BBA, BS Mathematics) of SALU, Khairpur. However, as the nature of this study is quantitative, both descriptive and inferential statistics were used in the results and discussion, and a one-way ANOVA test was used. The Cronbach alpha test was also used to assess the item's reliability, and the items were found to be acceptable.FindingsThe findings of this study discovered that asynchronous WBLE has a significant impact on students' intrinsic, extrinsic and interest levels. The results indicated that there is a positive impact based on the level of mean range of asynchronous WBLE on mathematics students.Research limitations/implicationsThe outcome of this study can be used as a guideline to understand and further plan or develop educational interventions based on the level of motivation and interest of mathematics students towards asynchronous WBLE in other contexts.Originality/valueThis is first study of its nature in the context of Khairpur district of Sindh that emphasizes on the motivation and interest of mathematics students toward asynchronous WBLE.

The application of the spot the difference teaching method in clinical skills training for residents

BackgroundClinical skill training (CST) is indispensable for first-year surgical residents. It can usually be carried out through video-based flipped learning (FL) within a web-based learning environment. However, we found that residents lack the process of reflection, blindly imitating results in losing interest and passion for learning in the traditional teaching pattern. The teaching method of "spot the difference" (SDTM), which is based on the fundamentals of the popular game of "spot the difference," is designed to improve students' participation and reflective learning during skill training. This study aimed to evaluate this novel educational model's short-term and long-term effectiveness for surgical residents in China.MethodsFirst-year residents who required a three-month rotation in the head and neck surgery department were recruited to participate in a series of CSTs. They were randomized into SDTM and traditional FL (control) groups. Clinical skill performance was assessed with validated clinical skill scoring criteria. Evaluations were conducted by comparing the scores that contain departmental rotation skill examinations and the first China medical licensing examination (CMLE) performance on practical skills. In addition, two-way subjective evaluations were also implemented as a reference for the training results. Training effects were assessed using t tests, Mann–Whitney–Wilcoxon tests, chi-square tests, and Cohen’ s effect size (d). The Cohen’ s d value was considered to be small (<0.2), medium (0.2-0.8), or large (>0.8).ResultsThe SDTM group was significantly superior to the control group in terms of after-department skill examination (t=2.179, p<0.05, d=0.5), taking medical history (t=2.665, p<0.05, d=0.59), and CMLE performance on practical skill (t=2.103, p<0.05, d=0.47). The SDTM members rated the curriculum more highly than the control on the items relating to interestingness and participation (p < 0.05) with large effect sizes (d >0.8). There were no significant differences between the two groups on clinical competence (t=0.819, p=0.415, d=0.18), the first-time pass rate for CMLE (χ2 =1.663, p=0.197, d=0.29), and short-term operational skills improvement (t=1.747, p=0.084, d=0.39).ConclusionsSDTM may be an effective method for enhancing residents' clinical skills, and the effect is significant both short- and long-term. The improvement effect seemed to be more significant in the peer-involved SDTM than training alone. However, despite positive objective results, SDTM still risks student learning burnout.Trial registrationISRCTN registry, ISRCTN10598469, 02/04/2022，retrospectively registered.

ВИКОРИСТАННЯ ВЕБ-ОРІЄНТОВАНИХ СЕРЕДОВИЩ ПІД ЧАС ВИВЧЕННЯ КОМП’ЮТЕРНОГО ДИЗАЙНУ УЧНЯМИ СТАРШОЇ ШКОЛИ ІНФОРМАТИЧНОГО ПРОФІЛЮ

With the development of modern technologies, computer hardware and various software, there are rapid and high-quality changes in data processing technologies. Web-oriented technologies, which are the advanced technologies of the information society, play the role of a leading tool for informatization of education. The development of software used in the study of computer design. The article substantiates the need to use web-based learning environments in the process of studying computer design by high school students of informative high school. During the study of computer science at school, it is planned to perform educational tasks both in lessons at school and at home. Providing all students with access to unified software is problematic because everyone has different computers, including different operating systems. Starting from March 12, 2020, student learning has been taking place remotely for a long time. Most computer science teachers have faced the problem of how to unify software for mastering educational material in computer science lessons. One way to solve this problem is to use web-based environments. Types of computer design are considered and in accordance with the age characteristics of students and learning objectives selected web-based software which greatly simplifies the organization and implementation of the educational process. When using web-based environments, you do not need additional knowledge to configure them, because the use of such environments is independent of the technical characteristics of the computer, and only requires an Internet connection. Keywords: computerization of education, computer design, computer graphics, web-based environment, information and communication technologies.

Review of Research on the Use of Information and Communication Technologies (ICTs) in ELT-related Academic Writing Classrooms

Background. The emergence of information and communication technology and the resulting technological devices have influenced the nature and process of composition and the level of students' engagement and participation in writing activities.&#x0D; Purpose. The present study reviews 50 studies published in peer-reviewed applied linguistics journals from 2000 to 2020 which have investigated the use and implications of technology for teaching and assessing writing in academic contexts.&#x0D; Methods. The PRIZMA model was applied for records screening and selection and systematic qualitative content analysis was used to explore the content of these studies and identify the most relevant themes. The most relevant sections of these studies (especially, designs and findings) were selected for further analysis and synthesis.&#x0D; Results. Results of this systematic thematic review are mainly categorized and discussed based on three main themes: (1) Technology Use in Teaching and Learning Academic Writing, (2) Some Technological Tools for Teaching and Assessing Academic Writing, and (3) Practical Implications of Using Technology in Academic Writing Classrooms. Results of this systematic review indicated that growth in the use of technological resources such as computers, applications, and web-based learning environments in teaching and assessing ELT-related writing in academic contexts can enhance the quality of instruction provided.&#x0D; Implications. Despite some practical limitations for applying these technologies in writing courses, most of the reviewed studies pointed to the fact that technology-mediated writing instruction and assessment can enhance the students' knowledge and use of new digital literacies and, in turn, can lead to improvements in their composing processes and writing competence while working on various genres.

Website for Students to Learn Online

Web-based multimedia learning environments have added new dimensions to curriculum content design. Yet, even with these fascinating abilities, the question remains; How can learning programs make good use of such skills to produce more effective learning outcomes? In other words, what are the best teaching methods you can use for a particular student or group of students to know that everyone has their own learning goals, motivations, knowledge, and skills? This article is a report on the current state of a six-year research project, Smart ELearning Environments, operating under the auspices of the Smart School of the Future science chair in India. The main purpose of this project is to use AI strategies to advance elearning education to the 5th generation of elearning as we can visualize it. The idea is to embed educational methods and learning theory and thought concepts in electronic learning environments in order to provide a highly intelligent, flexible and effective elearning environment.

Design and First Impressions of a Small Private Online Course in Clinical Workplace Learning: Questionnaire and Interview Study.

BackgroundClinical workplace learning takes place in a dynamic and complex learning environment that is designated as a site for patient care and education. Challenges in clinical training can be overcome by implementing blended learning, as it offers flexible learning programs suitable for student-centered learning, web-based collaboration, and peer learning.ObjectiveThe aim of this study is to evaluate the Small Private Online Course (SPOC) by interns’ first impressions and satisfaction measures (N=20) on using the SPOC. This study describes the design process of a SPOC from a theoretical and practical perspective and how it has been integrated into a clinical internship in internal medicine.MethodsThe design of the SPOC was based on general theoretical principles that learning should be constructive, contextual, collaborative, and self-regulated, and the self-determination theory to stimulate intrinsic motivation. Interns’ impressions and level of satisfaction were evaluated with a web-based questionnaire and group interview.ResultsInterns thought the web-based learning environment to be a useful and accessible alternative to improve knowledge and skills. Peer learning and web-based collaboration through peer interaction was perceived as less effective, as student feedback was felt inferior to teacher feedback. The interns would prefer more flexibility within the course, which could improve self-regulated learning and autonomy.ConclusionsThe evaluation shows that the SPOC is a useful and accessible addition to the clinical learning environment, providing an alternative opportunity to improve knowledge and skills. Further research is needed to improve web-based collaboration and interaction in our course.

Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment

Several studies have explored the factors that influence self-efficacy as well as its contribution to academic development in online learning environments in recent years. However, little research has investigated the effect of a web-based learning environment on enhancing students’ beliefs about self-efficacy for learning. This is especially noticeable in the field of online distributed programming. We need to design online learning environments for programming education that foster both students’ self-efficacy for programming learning and the added value that students perceive of the tool as a successful learning environment. To that end, we conducted a quantitative analysis to collect and analyze data of students using an online Distributed Systems Laboratory (DSLab) in an authentic, long-term online educational experience. The results indicate that (1) our distributed programming learning tool provides an environment that increases students’ belief of programming self-efficacy; (2) the students’ experience with the tool strengthens their belief in the intrinsic value of the tool; however (3) the relationship between students’ belief in the tool intrinsic value and their self-efficacy is inconclusive. This study provides relevant implications for online distributed (or general) programming course teachers who seek to increase students’ engagement, learning and performance in this field.

Modeling COVID-19 effects on SDGs using system dynamics in Egypt

The coronavirus disease 2019 (COVID-19) poses a significant threat to achieving the Sustainable Development Goals (SDGs). To address this challenge, a thorough examination of the pandemic’s influence on four SDGs in Egypt is presented in a system dynamic model. The addressed goals are related to no poverty (SDG 1), zero hunger (SDG 2), decent work and economic growth (SDG 8), and climate action (SDG 13). The model is simulated over 35 years extending from 2015 to 2050. Furthermore, a web-based interactive learning environment is developed to analyze the interdependencies among public health activities and study the impacts of possible intervention countermeasures or prevention policies. Indicators including poverty line, food insecurity, gross domestic product (GDP) growth rate, and greenhouse gas (GHG) emissions are evaluated to track Egypt’s performance in relation to SDGs 1, 2, 8, and 13. According to the simulation model, the poverty line will continue to decline until it reaches around 16% by 2050. According to the significant governmental efforts to follow its vision of 2030, Egypt can achieve a decreasing percentage of food insecurity, reaching 3% in 2030, and this percentage will continue to decrease until it reaches full sufficiency by 2050. The GDP growth rate will rise every year until it reaches 13.71% in 2050. With respect to climate, GHG emissions are predicted to fall to roughly 97 Mt CO2-equivalents by 2050. This approach revitalizes debates about the achievement of SDGs amid the crisis and acts as a powerful tool that aids decision-makers in identifying leverage points to avoid the long-term negative repercussions of the crisis on the economy, people, and environment.

Design of a web-based learning model: Shifting the accent from knowledge transmission to knowledge construction

The aim of this work is to design a web-based learning model using learning techniques based on knowledge construction in order to increase learners’ competency in higher education.&#x0D; Since knowledge is under a change as a result of improvements in the technology, the learning approaches that levitate around students’ learning activities could be considerably improved by web-based learning environments that switched education from knowledge transmission to knowledge construction. In addition to the development of learning patterns, educational technologies are constantly expanding. Changes produced by universities, course content, quality assurance, educational leadership, cultural and ethical occurrences have to be considered in the development of web-based learning in order to meet their requirements. But even now, much of the web-based learning environments are accomplished without embedding pedagogical considerations based on learning issues and learner-centred paradigm.&#x0D; This paper analyses and states the principles that could be implemented in a web-based learning model relying on the combination of various aspects of e-learning strategies, pedagogical insights, as well managerial and technological techniques. The key point is the cognitive change that shapes learning behaviour from simple information transmission to a constructivist way. Acting as a present-day educational framework of approaches for effective web-based learning, the research presents a set of steps following the exploration of instructional context concerning learning theories and pedagogical principles of the web-based learning paradigm.&#x0D; The approaches investigated by this research are settled on the base of specific references, European recommendations, theoretical researches regarding the vision of web-based learning environments, and literature relevant case studies. The paper proposes that, as a part of the shared technology environment, more attention need to be concentrated on developing and reinforcing the collaborative and constructive web-based learning system in higher education. As well, the author brings out the lack of the researches regarding web-based learning applied in higher education of the Republic of Moldova and proposes a particular and modern web-based learning paradigm.

A Study on Visual Scaffolding Design Principles in Web-Based Learning Environments

Visual scaffolding, a type of scaffolding provided in a visual format, is considered to have potential in web-based learning environments as it naturally includes tacit information, highlights the critical features of tasks and promotes learning through the spatial organization of tasks. However, systematic approaches to visual scaffolding design principles are rare. This study aims to develop visual scaffolding design principles and guidelines in a web-based learning environment through a literature review. The specific visual scaffolding design principles regarding objects are 1) the spatial organization of information, 2) coaching, modelling, and mentoring, 3) explication of the task structure, 4) explication of the process, 5) explication of the cognitive process, 6) explication of understanding, 7) metacognitive prompts. In terms of visuals, the principles drawn are 8) ensuring visibility, coupling, and usability, 9) the use of appropriate visuals, 10) proximity and simplicity of the display, 11) spatial organization of the toolset. The principles regarding the learners are 12) consideration of different learners, and 13) manipulation of support and use. The limitations and future research directions are discussed.

Perceived Acceptability and Experiences of a Digital Psychoeducation and Peer Support Intervention (COPe-support): Interview Study With Carers Supporting Individuals With Psychosis.

BackgroundWeb-based mental health interventions offer a novel, accessible, and self-paced approach to care delivery to family carers (ie, relatives and close friends who support a loved one with psychosis). We coproduced COPe-support (Carers fOr People with Psychosis e-support), a psychoeducational intervention delivered via an enriched web-based learning environment with network support from professionals and peers. In addition to the rigorous investigation of the effectiveness of COPe-support on the well-being of carers and mental health outcomes, it is imperative to understand the experiences of using the web-based intervention by carers and its associated web-based implementation and facilitation strategies.ObjectiveThis study aims to explore the experiences of carers and perceived acceptability of COPe-support and its different components, how carers found engagement with COPe-support affected their own well-being and caregiving, and the ideas of carers for improving COPe-support and its delivery to inform any future wider implementation.MethodsWe conducted a qualitative study, individually interviewing 35 carers, following their use of COPe-support for 8 months through a web-based, randomized controlled trial across England. A semistructured guide with open-ended questions was used to explore the experiences of carers and perceived acceptability of the intervention and their ideas to improve the provision. All interviews were conducted remotely through mobile phones or internet communication media, audio recorded and transcribed verbatim. We used a thematic analysis framework to analyze the data.ResultsThree key themes were identified: remote, flexible, and personalized support; impacts on well-being and outlook on caregiving; and future implementation and integration with existing services. Overall, carers found COPe-support a flexible source of knowledge and support from professionals and peers that they could personalize to suit their own needs and convenience. Participants described gaining self-confidence, hope, and a sense of connectivity with others in a similar situation, which helped ameliorate isolation and perceived stigma. Most importantly, COPe-support promoted self-care among the carers themselves. Participants’ experiences, use, and activity on COPe-support varied greatly and differed among carers of various ages and levels of computer literacy.ConclusionsNearly all participants had a positive experience with COPe-support and supported its wider implementation as a beneficial adjunctive support resource for carers in the future. Any future scale-up of such an intervention needs to consider feedback from carers and suggestions for further improvement. These included having more graphics and audiovisual content materials, improving the navigation, and building in more interactional and customization options to suit various user styles, such as emoji reactions, live web-based chat, opting in and out of updates, and choosing the frequency of reminders. To ensure successful implementation, we should also consider factors pertinent to reaching more carers and integrating the web-based resources with other conventional services.Trial RegistrationInternational Standard Randomized Controlled Trial Number (ISRCTN) 89563420; https://www.isrctn.com/ISRCTN89563420International Registered Report Identifier (IRRID)RR2-10.1186/s12888-020-02528-w

Поняття веб-середовища дистанційного навчання

In modern conditions it is necessary to master existing and new learning technologies. Among such technologies, distance learning is important. Participants in the distance learning process need to rethink the learning process in a new format. This involves identifying the main components of the process and new forms of its organization. The main problem, in our opinion, is the lack of many participants in the educational process of the concept of its system. Namely, they have a lack of understanding of the interaction of the constituent elements of distance learning. Therefore, our goal is to provide participants in the educational process with the concept of a single system of distance learning environment. The distance learning web environment is a specific set of conditions, methods and forms of learning. It is also a set of tools for joint distance learning, education and development of students. In addition, the web environment contains the means of interaction of distance learning entities and the means of managing distance learning. At the same time, the interaction between the participants of the educational process provides access to various educational web resources. Educational web resources are information resources that contain a set of specific educational information. The classification of network technologies for working with educational web resources is given. Distance learning tools, which are one of the components of the web environment, are considered. The scheme of the general structure of the web distance learning environment is given. An important place in this structure is occupied by the conditions of distance learning. The list of basic conditions is given. The concept of web-based distance learning as a single system of its components is formulated. It provides for the following conditions: – the educational process must be clearly organized. – the relationship between learning conditions and means should be established. – there must be technical means and possibilities of their use. Therefore, the web-based distance learning environment will be the only system that will enable applicants to receive quality education. Key words: web environment, web resources, distance learning, network learning technologies, web resource format

Development of a Web-Based Virtual Simulated Learning Environment for Pharmacy Practice Education.

Objective:In the present study, we aimed to develop a virtual simulation that allows pharmacy students to play through actual prescriptions and pharmacy practice scenarios productively and on a personal computer. If designed properly, this program may serve as a supplementary educational tool without the need for an existing human tutor that could provide learning outcomes as good as those resulting from traditional paper-based pharmacy practice tutorials.Methods:A computer-based simulation of a community pharmacy was developed. This program mainly targeted three basic learning needs of pharmacy students: drug dispensing, patient counseling, and dealing with clinical situations related to the patients’ prescription or demand for over-the-counter (OTC) recommendations. Fundamental design decisions were based on breaking down the dispensing process into logical components to provide discrete development elements. For teaching patient counseling and clinical skills, instructors wrote scenarios covering the most prevalent pharmacy practice issues, mainly focused on medication use during pregnancy or lactation, OTC recommendations, information related to drug interactions and adverse drug reactions, and interactions between prescription drugs and patient's underlying disease.Findings:Based on the primary curriculum topics, the development team designed exercises for pharmacy practice units presented to year 5 pharmacy students. Accordingly, exercises were developed to authentically reflect tasks and challenges a community pharmacist would regularly face in the workplace. To fulfill this part, over 2000 real prescriptions were scanned and categorized based on the main drugs included. These prescriptions were used for both activities, namely medication dispensing and clinical scenarios. Furthermore, five senior pharmacy students wrote more than 200 clinical scenarios under a clinical pharmacist's supervision. The main objectives of pharmacy practice courses were followed to cover the most important must-to-know clinical tips, whether related to giving relevant advice as an OTC recommendation, referring the patient to a primary care physician, or just providing a piece of general health advice, which is expected to be comprehensively learned by pharmacy students.Conclusion:This program was designed as a simulated learning environment to help students develop prescription dispensing and clinical skills. To be considered a success, this simulation needed to provide equivalent or better learning outcomes than the current practice approach, which should be assessed in the future evaluation of the software, and then be promoted accordingly.

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

PurposeIn the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment.Design/methodology/approachData was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management.FindingsLearning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported.Originality/valueThe insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

Effects of Worked Examples and External Scripts on Fallacy Recognition Skills: A Randomized Controlled Trial

ABSTRACT To provide clients with the best possible treatment, social workers require fallacy recognition skills. Ideally, these skills are already acquired during university education. We conducted an experimental study with a 2 × 2 factorial design (and an additional baseline condition) with worked examples (with/without) and external scripts (with/without) as scaffolds to support social work students’ (N=130) fallacy recognition skills during case-based reasoning on the exchange of fallacious arguments of social workers in the context of a web-based learning environment. Students significantly improved their fallacy recognition skills over time. During treatment, worked examples and external scripts yielded positive effects when presented in isolation, but not when combined. However, the effects of the two scaffolds could not be maintained in the posttest. Further systematic research is needed to identify principles for an effective design of additional instructional guidance.