Web-based Learning Materials Research Articles

Analysing Accessibility, Usability and Readability of Web-based Learning Materials – Case study of e-learning portals in Slovenia

Analysing Accessibility, Usability and Readability of Web-based Learning Materials – Case study of e-learning portals in Slovenia

Development of web-based learning materials to support assisting-skill acquisition using 3DCG

Japan’s population is aging rapidly, and the number of people who need caregivers is expected to increase dramatically. Establishing a method of educating the human resources who will meet this need is an urgent task. In this study, we visualized the differences between expert and novice caregiver behaviors and considered how to bring them to the attention of learners. We used three-dimensional computer graphics (3DCG) images of caregivers to develop web-based learning materials to support the learning of applied nursing skills. We then had the materials evaluated by nursing/caregiving professionals to confirm their effectiveness in teaching those skills.

A STUDY ON STUDENTS’ NEED ANALYSIS ON WEB-BASED ENGLISH LEARNING MATERIALS

Abstract:The objective of the research was to investigate the needs of students’ analysis in using web-based English learning materials at State Polytechnic of Bengkalis. The research focused on the students’ professional needs, their difficulties of English learning materials while studying, their language skills and tasks, preferred learning styles and teaching methods, and the suggestions for better English learning strategies. This research was used a descriptive analytical approach in order to find the research goals. The data collection used was questionnaire. The research had comprised samples of 50 students randomly from many programs at State Polytechnic of Bengkalis. The participants were both males and females. The research findings revealed that students need to learn English primarily by using web-based English learning materials. Their difficulties in studying could be solved. Furthermore, the research results indicated that the students were at the beginner level. They wanted to have various learning topics in learning English using website such as the topics related to daily life, science and technology and about teenagers’ life. In learning activities for four skills the students preferred to practice the dialogue in pairs for speaking skill, complete jumble sentences for writing skill, identify key word of the monolog or dialogue for listening, listen to music for vocabulary learning activities and identify grammar error in sentences and write sentences or paragraphs based on the grammar that ever learnt for grammar learning activities. Keywords: needs analysis, web-based English learning materials, learning activities.

Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials

<p class="2">E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning’s main component, enables alternative means of accessing the web-based learning materials that comprise the content of e-learning. However, these materials can help provide a good educational experience only if they are designed carefully, which is especially true for people that have difficulties with learning from text or those with other learning disabilities (e.g., dyslexia). The main obstacle to learning for such people is usually posed by the form in which web-based learning materials are provided. Using guidelines from relevant literature, this article provides a checklist that assesses the degree to which web-based learning materials take account of the needs of people with disabilities, especially those with dyslexia. The article focuses more on the technical aspects of web-based learning materials, as they are a crucial factor that can influence the accessibility of web-based learning materials.</p>

Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

Development of Web Based Learning Material in Physics Subject for Kalor and Temperature Material

<p>It has been done, the research which aims to develop a web-based teaching materials on the subjects of physics subject with subject mater of temperature and heat. This study using a modified model of the 4D development by eliminating the deployment phase. The validation of product development conducted by validator media experts and experts matter of physics, whereas small-scale trials conducted by physics teacher and 10 students. Validator review results stating that the quality of the product development were included in the category very well with the average percentage rating of 83.93%. The percentage value assigned by media expert by 75% in the good category and the percentage of the value provided by a matter expert 92.85% were in the very good category. Experiments by physics teacher to obtain result of equal to 94.44% were in the very good category and the average percentage of the test results by the students of 90.5% were in the very good category. The characteristics of the products developed include material composition using the curriculum in 2013, there was a recording facility and the results of evaluation of students' activities, there were feedback evaluation results were immediately known by the students and there were some links related to the material either youtube or other learning website.</p>

Chocolate-themed Web-based Learning Material

To meet the needs of the 21st century society, there is a need to integrate together traditionally separate subjects to create knowledge and skills transferable to everyday life of the students. This article is a summary of an educational design research study on the development of chocolate-themed web-based learning material for integrating chemistry and home-economics.

Teachers’ Self-directed Professional Development: Science and Mathematics teachers’ adoption of ICT as a professional development strategy

This paper is part of a larger study that was carried out to investigate the use of information communication technology (ICT) in the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers’ professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on 259 questionnaire responses from A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder's Practicality Ethic and Loucks-Horsley et al.’s Concerns-Based Adoption Model provided the theoretical framework for analysing teachers’ decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60% of teachers experienced difficulties in accessing ICT for their professional development. About half of the non-users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources. The findings also show that teachers have three main drivers for using ICT for SDPD, including word processing for generating instructional materials; accessing and downloading web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers’ SDPD.

Simulating Manufacture of Epitaxy Wafers and Chips: E-Learning for Employees of a LCD Enterprise

This article describes the application of an e-learning system on the trainings of new employees in a LCD(Light Emitting Diode) enterprise. An international LCD chips manufacturing company regularly recruit and train new employees. Among the training content, the manufacturing process of epitaxy wafers to chips is abstract and difficult to understand, particular for those without engineering backgrounds. To make the training activities effective, the authors designed e-learning courseware with simulations of manufacturing processes. These web-based learning materials can be accessed before or after the training session. An experiment was conducted to evaluate the effectiveness of this e-learning system. The results revealed that this e-learning system significantly improved the learners content comprehension.

Analysis of Media Production Activities with the Web-based Learning Material

Analysis of Media Production Activities with the Web-based Learning Material

Beyond statistical methods: teaching critical thinking to first-year university students

We discuss a major change in the way we teach our first-year statistics course. We have redesigned this course with emphasis on teaching critical thinking. We recognized that most of the students take the course for general knowledge and support of other majors, and very few are planning to major in statistics. We identified the essential aspects of a first-year statistics course, given this student mix, focusing on a simple question, ‘Given this is the last chance you have to teach statistics, what are the essential skills students need?’ We have moved from thinking about statistics skills needed for a statistician to skills needed to participate in today's society. We have changed the way we deliver the course with less emphasis on lectures and more on alternative resources including on-line tutorials, Excel, computer-based skills testing, web-based learning materials and smaller group activities such as study groups and example classes. Feedback from students shows that they are very receptive and enthusiastic.

The Effects of Web-based Language Learning on University Students’ Grammar Proficiency

Many believe that integrative grammar teaching is the best method to be used in teaching and learning English. Since Malaysian education system emphasizes on the application of ICT in all classes, many teachers and educators have integrated technology in their English classes, including the application of World Wide Web. Web-based language learning (WBLL) materials have been among the favorite materials to be used by English teachers since they are abundant, easily accessed, user-friendly and most importantly, they are provided for free. One of the objectives of the study is to determine the effects of learning passive voices in three different English classes which applied three different modes of teaching, which were the traditional face-to-face method, integrative method (traditional and web- based materials) and web-based learning method. Furthermore, it is aimed to investigate the effects of gender in each mode of teaching and also to determine the best method in learning grammar. The pretest-posttest study was conducted in a public university and it involved 93 semester two students (52 females and 41 males). All groups were exposed to one mode of teaching only for four weeks. The results indicated that there is significant difference in both tests for all modes used. Furthermore, it was found that gender did not give any effect on the students’ performance in the posttest when each mode of teaching was applied. Lastly, the integration method was found to be the best method to be used among all the three teaching modes.

Web-Based Annotation Learning System: Construction and Application

Nowadays many web-based learning materials are presented by hypertext, and the effect of on-line reading has been playing a chief role to the learning outcomes. However, with the information and networking technology changing, reading habits are much more different than before, and hypertext reading has some problems that impede reading efficiency. The research is based on the ground to develop a web-based “annotation learning system”. By using this web-based learning system as a strategy, learner can interact with learning materials and instructors, also make learner to actively explore contents. The result shows that students have high propensity to the system, and most of them feel the system is easy to use. Also, they have positive response that the system can facilitate reading on the hypertext.

10-220 技術者向けWeb教材の活用の実際 : 「Webラーニングプラザ」利用状況調査結果(オーガナイズドセッション:企業における技術者継続教育-技術に携わる人の育成,口頭発表論文)

10-220 技術者向けWeb教材の活用の実際 : 「Webラーニングプラザ」利用状況調査結果(オーガナイズドセッション:企業における技術者継続教育-技術に携わる人の育成,口頭発表論文)

PENGEMBANGAN BAHAN AJAR STRUKTUR ALJABAR BERBASIS WEBSITE

This research was conducted to produce a web based learning materials which is used in algebra structure course. The respondents of this research were student teachers of 6th semester, majoring in Maths, Faculty of Educational and Teaching Program, University of PGRI Palembang. The learning materials were developed by IDI (Instructional Development Institute) model. To measure of its validity, practicality, and effectiveness, a formative evaluation and a field test were used. The results showed that the 4th prototype of the learning materials is potentially effective that 67,57% of students are motivated, 56,76% of students are interested and the students’ result of study which reached the point of 54,05%, are considered excellent. It can be concluded that the learning materials of structure of algebra based on website is valid and practical on study of structure of algebra, and has a potential effect.

Implementation and evaluation of a method for realigning annotations in updated web-based materials

We have already developed an annotation writing and sharing system for web-based learning materials. This system allows learners to write annotations such as markers and memorandums directly on materials, and share these annotations among lecturers a

Analysis on contents and types of Web-based Multimeida Learning Materials for Environmental Education

Analysis on contents and types of Web-based Multimeida Learning Materials for Environmental Education

Physical education and sport science undergraduate students as multimedia and web developers: Moving from the user’s to the creator’s perspective

The increasing importance that Information and Communication Technologies (ICT) have been gaining for Physical Education (PE) and sports pedagogy has generated the need to prepare ICT-proficient prospective PE teachers within PE and sport science university departments. This study was aimed at: (a) the design and implementation of two project-based elective courses on ICT in education (entitled `Informatics in Education' and `Computers in Physical Education Teaching') for the undergraduate students of a PE and sport science department, and (b) the investigation of students' responses to the courses and instructor's experiences from organizing and imparting the courses. The courses were focused on educational multimedia and web development for PE. Twenty-three students that had attended `Informatics in Education' and 13 students that had attended `Computers in Physical Education Teaching' participated in the study. Research data were collected through student questionnaires and instructor's notes. It was found that students were helped to acquire basic multimedia and web development skills for educational purposes, and that their responses to the courses were positive overall. The courses fulfilled students' expectations and were successful in equipping students with self-confidence in their ability to make use of ICT in PE courses and to construct multimedia and web-based learning materials. Furthermore, students were provided with opportunities to express their creativity and improve their future instructional practices. However, the study also brought to light the various difficulties and challenges of training prospective PE teachers in the didactical utilization of ICT at undergraduate level.

Practice and Investigation of Information Security Education with Development of Web based Learning Materials at Short-term Educational Institute

In this paper, a discussion and practice on i nformation security education at a short-term educational institute such as junior college was made. A model course structure has been proposed based on a comprehensive investigation and four year educational practices at our college. According to the proposed course structure, in order to improve the learner′s comprehension of some parts of the course contents which are considered to be difficult by most of the learners, some Web based e-Learning materials have been developed and utilized in our classes. We also give an analysis on the effect of using the proposed course structure based on the students′ lecture assessment.

Erratum: Practice and Investigation of Information Security Education with Development of Web based Learning Materials at Short-term Educational Institute [Journal of JSEE Vol. 58 (2010) , No. 5 pp.5_55-5_60

[in Japanese]