Web-based Learning Experiences Research Articles

Exploring Parental Experiences With School-Aged Children Receiving Web-Based Learning: Cross-Sectional Study.

Web-based learning has transformed education. Its ability to overcome physical barriers and deliver knowledge at the click of a button has made web-based learning popular and ensured that it will continue to be used in the future. The involvement of parents in web-based learning is fundamental to the success of the educational process, but limited attention has been paid to the impact of web-based learning on parents. This study examined parental experiences with school-aged children receiving web-based learning in Jeddah, Saudi Arabia. We sent cross-sectional, anonymous web-based questionnaires to school-aged children's parents. A total of 184 parents completed the survey. Parents' negative experiences of web-based learning (mean 4.13, SD 0.62) exceeded their positive experiences (mean 3.52, SD 0.65). The most negative experience reported by parents was their child's boredom due to prolonged sitting in front of a device (mean 4.56, SD 0.69). The most positive experience was their child's technological skill enhancement (mean 3.98, SD 88). Their child's lack of social interaction and friendship building promoted stress among parents (r=-0.190; P=.01). At the same time, their child's technological skill enhancement reduced stress among parents (r=0.261; P=.001). The most reported (63/184, 34.2%) obstacle to web-based learning was having multiple learners in the same household. Web-based learning is a fundamental learning method and will continue to be used in the future because of its ability to overcome many barriers to education. Parental involvement in the continuity and success of the web-based learning process is crucial. However, the findings of this study illustrated that parents' experiences of web-based learning were more negative than positive. Parents who reported negative experiences reported an increase in stress and faced more obstacles due to web-based learning. Thus, more attention and intervention are needed to promote positive web-based learning experiences among parents.

Post-COVID-19 Higher Learning: Towards Telagogy, A Web-Based Learning Experience

Institutes of higher education (IHEs) have to consider benefits of remote learning post-pandemic. Retrogression to physical contact is counterproductive. The hasty implementation of remote learning during the pandemic deprived IHEs of opportunities to efficiently enact and theorise about it. Post-pandemic, IHEs have opportunities to theorise about remote learning hence the questions; a) what type of learning emerges when asynchronous and technology-as-essence framework undergirds students learning? b) What benefits accrue when chat-Generative Pre-training Transformer (chat-GPT) is infused into students learning? Use of synchronous learning and technology-as-utility framework to underpin remote learning during the pandemic was intended to retain most of physical contact learning traditions. Teachers and students met synchronously and simultaneously online for learning to occur. IHEs safeguarded their operational efficiency to minimise the disruptive nature of remote learning. The purpose of the study was to theoretically examine effects of asynchronous learning and “technology-as-essence framework on students learning. Asynchronous learning occurs when students registered on the same course learn online on their own schedule without any real-time interactions with teachers. This phenomenon occurs when remote learning develops through technological advances that, beyond 2030, would most likely stream educational courses similar to Netflix. One such technological advance is chat-GPT. A study was undertaken to better understand it. 15 multi-disciplinary advanced undergraduates tested out chat-GPT on their assignments and a concrete problem. Chat-GPT lessened the time of doing assignments and improves students’ problem solving abilities. AI systems advances have a positive effect on students learning. The study addresses the positive impact of asynchronous learning and advances in technology on IHEs.

PAI Learning During the Covid-19 Pandemic at Madrasah Ibtidaiah

Currently, all nations around the world are being hit by a significant disaster caused by the Covid-19 infection. The Covid-19 infection finally had an impact on the world of coaching, including the strict learning of Islamic teachings. In a crisis like this, Islamic education and training actually plays an important role for students in dealing with the Covid-19 pandemic. Because basically the motivation behind learning Madrasah Ibtidaiyah is to expand students' beliefs, understanding, appreciation and practice of the religion of Islam with the aim that they become Muslim individuals who are pious and fearful of Allah SWT and have noble character near home, social life, and nation. The purpose of the problem formulation is to find out more about the Implementation of Learning and Learning Obstacles that occur in PAI learning during the Covid-19 pandemic. The method used is descriptive qualitative method using the method of observation, interviews and documentation. The analysis technique used in this research is data reduction, data presentation and conclusion drawing. The research results obtained are: 1). Implementation of online learning during the Covid-19 Pandemic Period at MI Hasyim Asy'ari Kejapanan. the implementation of learning during the covid-19 pandemic has been carried out quite well, it describes the status for implementing web-based learning. In the implementation of internet learning, educators have done illustration designs and have completed learning well, especially the use of learning media, methodologies, but web-based learning experiences obstacles in its implementation, unhealthy organizational conditions and difficulties in understanding students. teaching materials are tests in web-based learning. 2). Barriers to PAI Learning During the Covid-19 Pandemic at MI Hasyim Asy'ari Kejapanan. These barriers include: Unavailability of web organization, low dominance of innovation and lack of adequacy in teaching and learning.

Evidence of Psychological Engagement when Raising a Virtual Child

Students are very familiar with digital media and computers. The aim of this study was to take advantage of this skill-set and examine evidence of psychological engagement in a personalized web-based learning experience, given the more general interest in student engagement of students in Higher Education. In this study, 117 students each raised their own virtual child as a term-long project within a child development course. The website MyVirtualChild© was used, in which students make parenting decisions, receive feedback, and write assignments designed to integrate course material with their simulated parenting experience. Teaching evaluation data showed students felt the program helped with learning and critical thinking skills. In addition, an open-ended question on the final exam was coded for emotional and behavioral content, and showed that most students felt they formed a relationship with their child and had positive feelings such as happiness with and pride towards their child. Some also made comments that showed self-reflection about either their own parenting skills or childhood experiences, and related the program to course content. This suggests that students found the program emotionally engaging and personally meaningful, which are aspects of psychological engagement in learning.

Re-thinking physics teaching with web-based learning

There is extensive uptake of ICT in the teaching of science but more evidence is needed on how ICT impacts on the learning practice and the learning outcomes at the classroom level. In this study, a physics website ( Getsmart ) was developed using the cognitive apprenticeship framework for students at a high school in Australia. This website was designed to enhance students’ knowledge of concepts in physics. Reflexive pedagogies were used in the delivery learning materials in a blended learning environment. The students in the treatment group accessed the website over a 10 week period. Pre and post-test results of the treatment ( N = 48) and comparison group ( N = 32) were compared. The MANCOVA analysis showed that the web-based learning experience benefitted the students in the treatment group. It not only impacted on the learning outcomes, but qualitative data from the students suggested that it had a positive impact on their attitudes towards studying physics in a blended environment. ► In this study we investigated the impact of web-based learning on students’ learning outcomes in high school physics classes. ► Test scores were compared of the students in the treatment and comparisons groups. ► A MANCOVA analysis was carried out for this purpose. ► The analysis showed that web-based learning impacted on students learning outcomes in two of the three dimensions. ► This was supported by the qualitative data gathered from the students.

Web-Based Curriculum Improves Residents' Knowledge of Health Care Business

Curricular options for teaching and evaluating surgery residents' outcomes in systems-based practice are limited. A Web-based curriculum, MDContent, developed collaboratively by experts in business and surgery, provides learning experiences in the business of health care. The purpose of this study is to describe surgery residents' experience and learning outcomes associated with the curriculum. Twenty-eight PGY3 to 6 general and plastic surgery residents were enrolled in the Web-based curriculum. Twenty-two residents (79%) completed the pretest, 11 modules, the post-test, and the course evaluation by the end of 1 year. The pretest and the post-test were 30-item multiple-choice exams based on a blueprint of the curricular objectives. Descriptive statistics were calculated on course evaluation and module completion data. Paired t-tests were used to compare pre- and post-test performance. Content analysis was performed on course evaluation written responses. Residents' performance on the multiple choice exam improved significantly (p = 0.0001) from the pre-test (mean 59%, SD 12.1) to the post-test (mean 78%, SD 9.4), with an average gain of 19 percentage points. Participants rated their Web-based learning experience as very positive, with a majority of residents agreeing that the content was well organized, relevant, and an excellent learning experience around content not taught elsewhere in medical school or residency. Participation in a Web-based curriculum on health care business improves surgery residents' knowledge about health care business concepts and principles. Residents with varying levels of interest in health care business provide positive ratings about their learning experience and indications that lessons learned would be applied in their clinical practice. MDContent is a feasible and effective method for teaching and assessing systems-based practice concepts.

Conceptions of learning versus conceptions of web-based learning: The differences revealed by college students

Past research has shown the variations of students’ conceptions of learning, but little has been especially undertaken to address students’ conceptions of web-based learning and to make comparisons between students’ conceptions of learning in general and their conceptions of web-based learning in particular. By interviewing 83 Taiwanese college students with some web-based learning experiences, this study attempted to investigate the students’ conceptions of learning, conceptions of web-based learning, and the differences between these conceptions. Using the phenomenographic method of analyzing student interview transcripts, several categories of conceptions of learning and of web-based learning were revealed. The analyses of interview results suggested that the conceptions of web-based learning were often more sophisticated than those of learning. For example, much more students conceptualized learning in web-based context as pursuing real understanding and seeing in a new way than those for learning in general. This implies that the implementation of web-based instruction may be a potential avenue for promoting students’ conceptions of learning. By gathering questionnaire responses from the students, this study further found that the sophistication of the conceptions toward web-based learning was associated with better searching strategies as well as higher self-efficacy for web-based learning.

The Power of Online Role-Play Simulations: Technology in Nursing Education

The use and evaluation of an innovative Web-based technology and its suitability for promoting realism when interacting in clinical nursing situations are described. Also discussed are the development, implementation and evaluation of online role-play simulation. Student and faculty-centered insights are shared about the simulation and the technology supporting it. This Web-based learning experience validated literature review findings and offered new understanding about extended learning, projected realism, diversity, seriousness, non-verbal prompting, and evaluation. This simulation used the Fablusi platform in which students experienced the outcomes of their decisions and actions. This Web-based technology can be adapted for different student groups to enhance learning.

The effects of web-based learning experience, perceived-initiative, and perceived-performance on learners' attitudes toward mobile learning

This study explored the effects of prior web-based learning experience, perceived-initiative, and perceived-performance on learners' attitudes toward a mobile learning system designed to enhance novices' reflective thinking and problem-solving through reflection-in-action. Instructional simulations for Linux Fedora system installation were provided via mobile devices to facilitate novices' learning of Fedora system. A learner's reflective thinking was enhanced by responding to the reflection prompts and summarising what one had learnt from the encountered erroneous actions during instructional simulations. The results revealed that the learners showed positive attitudes toward mobile learning, and the initiative learners showed more positive attitude in willingness-to-use, ease-of-use, and helpfulness toward mobile learning than the less initiative ones. It was concluded that a well-designed mobile learning system not only possesses the potentiality to facilitate learners' reflective thinking, but also captures the hearts of learners.

The effect of previous experience with information and communication technologies on performance in a Web-based learning program

The purpose of the present study was to analyze the influence of previous experience with information and communication technology (ICT) tools on performance in a Web-based course. Online activity was logged. Specifically, total activities carried out and five online activity measures were computed. One hundred and twenty university undergraduates participated in a Web-based course designed to train personnel trainers to apply ICT in training processes. Before starting the study, participants filled out a questionnaire designed to assess their frequency using ICT tools. At the end of the study, participants were asked to complete a questionnaire in order to collect information about their learning experience and their assessment of the virtual environment. Results suggest that previous experience significantly influences how people organize their online activities, but not the quantity of work carried out. Participants with more experience in the use of Internet tools, organize their work in the virtual classroom using less time and visiting fewer pages in each session. Previous experience did not influence the assessment of the virtual classroom as a training tool, since participants with both high and low previous experience gave extremely positive feedback on their Web-based learning experience.

Satisfaction of Graduate Students Involved in a Web-Based Learning Experience in Speech-Language Pathology

Satisfaction of Graduate Students Involved in a Web-Based Learning Experience in Speech-Language Pathology

Learning style, learning patterns, and learning performance in a WebCT-based MIS course

Web-based learning has been suggested to be the future of all types of distance learning. This study was undertaken to identify the impact of student learning styles, learning patterns, and other selected factors on their learning performance in a Web Course Tools (WebCT) MIS graduate course. Six specific research questions were developed and 76 graduate students participated in this study. It found that none of the factors, except ethnic groups, showed any significant impact on students’ learning performance. The results suggest that, at the graduate level, students are able to learn equally well in WebCT online courses despite their different learning styles, WebCT learning patterns, and background in terms of gender, age, job status, year of admission, previous Web-based learning experiences, and MIS preparation.

Web-Based Instruction in Sport Management

Web-based courses are being adopted by academics in higher education, including by sport management instructors. While this adoption has progressed rapidly, there is a definite paucity of research on the effectiveness of Web-based instruction in the discipline of sport management. The purpose of the present study was to describe an online course in sport management that was delivered in the spring semester of 2001. Comparisons are made with another section of the same class that was taught using the conventional lecture format. Mixed methods, including a questionnaire, student assessments, and an instructor's log were used to report the findings of this particular research endeavour. Research conducted by Bennett, Henson, and Connaughton (2001) served as a framework for this particular inquiry. Bennett et al. (2001) surveyed one Web-based class and found participants were extremely pleased with their Web-based learning experience. Results from the present study indicated both similar outcomes and additional findings regarding student learning. For example, these students reported optimal satisfaction with their experience in the Webbased class, including the interaction that they received from the instructor of the class and the convenience of taking a class via the Internet. The results also indicated that these participants compared their experience in the online class quite favourably with their experiences in conventional courses. Additional noteworthy findings focused on student learning in the Web-based environment. When compared with the conventional sport management class, the Web-based students scored equally well on quizzes and examinations. Respondents also reported negative experiences with the Web-based quizzes and the lack of social interaction with class peers.

Effects of Different Types of Interaction on Learning Achievement, Satisfaction and Participation in Web-Based Instruction

This study investigated the effects of three types of interaction (academic, collaborative and social interaction)on learning, satisfaction, participation and attitude towards online learning in a Web-based instruction (WBI)environment.Academic interaction includes interaction between learners and online resources as well as task-oriented interaction between learners and instructor. Collaborative interaction among learners becomes possible when a group of learners work collaboratively on a specific topic or share ideas and materials to solve a given problem. Social interaction between learners and instructors occurs when instructors adopt strategies to promote interpersonal encouragement or social integration. The results indicate that: the social interaction group outperformed the other groups; the collaborative interaction group expressed the highest level of satisfaction with their learning experience; the collaborative and social interaction groups participated more actively in posting their opinions than the academic interaction group; and Web-based learning experiences brought positive attitude changes with respect to the use of the Web in learning - regardless of the type of interaction. It is concluded that even for adult learners, social interaction with instructors and collaborative interaction with peer students are important in enhancing learning and active participation in online discussion.