Web-based Learning Materials Research Articles

The application and evaluation of adaptive hypermedia techniques in Web-based medical education

This article discusses the design issues involved in delivering Web-based learning materials. An existing application in the medical domain - JointZone - is used to illustrate how personalization and an interactive environment can be incorporated into Web-based learning. This work applies the combination of an adaptive hypermedia, situated-learning approach and hypermedia linking concepts to facilitate online learning. A usability study was carried out on the work described and an evaluation was undertaken to measure the effect of personalization on various learning factors. The evaluation outcome was analysed subjectively and objectively. The results proved to be contradictory but, nevertheless, the work gives new insights into the use of technology to support learningDOI:10.1080/0968776020100303

A DISTANCE LEARNING COURSE IN MODELLING AND SIMULATION

The paper describes web-based distance learning material for a course in modelling and simulation. The course covers topics like systems and models, physical modelling, system identification, and simulation. An essential part of the material are interactive demos that are implemented with Matlab, Simulink and Matlab Web Server.

Characteristics of Science Teachers Who Incorporate Web-Based Teaching

This study concerns the characterisation and classification of the way junior high school science teachers incorporate Web-based learning environment and materials into their teaching. About 60 science teachers from nine junior high schools in the northern part of Israel took part in an extended professional development (PD) program. The study, which applied the qualitative interpretative methodology, involved multiple sources of data, including field notes of observations in the PD meetings and class observations, interviews with teachers and principals, and teachers artifacts. Based on their professional growth and beliefs about implementation of Web-based teaching, four basic types of science teachers were identified: the initiator and pathfinder, the follower and conformist, the avoider, and the antagonist. Provided with long-term support, these teachers elevated their specific Web-related qualifications. In particular, they improved the development of Web-based, learner-directed material. The level of success in assimilating Web-based learning in science classes was influenced by the quality and cohesion of the school's teacher team and their principal's care and involvement.

Narrative and graphic design of an online course: transferring skills from print publishing to the web

Educational publishing on the web raises new editorial and graphic design challenges. The Open University of the UK has for many years employed specialist editorial and graphic design support staff to help ensure quality standards in its print publishing operation. These support services are now being employed in the development of web-based learning materials. A large-scale course, T171: You, Your Computer and the Net, provides a case study in how issues of narrative design, written style and visual design on the web have been tackled.

Barriers to the use of web-based learning in nurse education

Amongst the themes that emerge and recur in the recent educational literature on the subject of web-based learning and teaching are how socio-economic factors and gender might influence the use of information technology (IT) by students. Writers often enthuse about how web-based learning will somehow reduce inequalities in student’s access to education. However, in this paper it will be argued that most of the accounts in the literature of the potential of web-based learning take too little account of the potential problems and limitations of the medium. It could be argued that web-based learning underscores and may in fact increase inequalities rather than eliminate them. The aim of this paper is therefore twofold. First, it will examine the development of web-based learning and the potential ways it can be used. It will however be argued that the adoption of the medium has inherent difficulties, which are often overlooked or played down. Secondly, this paper will focus on those variables that could influence or inhibit student usage of web-based learning materials, in particular the influence of socio-economic factors and gender.

A study on computer-based geometric modelling in engineering graphics

Conventional projection techniques used in engineering graphics are based on planar projection methods. In modern computer graphics applications the projection methods are not explicitly presented, however, the projection is integrated with the software by implementation of the mathematical relationships of projective geometry. Because of this `automatic' projection, the conventional engineering graphics methods when used for spatial construction in projective space of computer graphics fail to provide students with real spatial geometrical concepts. The students exposed to the present day computer-based graphics instruction are not exercising the principles of projection for solving 3D geometrical problems but are mainly trained in mechanics of geometric construction dictated by the software used. This deficiency in applying basic principles of projection needs to be addressed. The author has used computer graphics systems for improving student's visual abilities, and a research project was conducted to analyse the effect of the use of new technology on students engineering graphics learning. The underlining contemporary computer and engineering graphics methods are analysed and the students' apparent visual learning mechanism was monitored. As a result a new, more computer graphics orientated graphical method for spatial problem solving was developed. This problem solving method independent on the used 3D CAD system is particularly suitable for developing the web-based teaching and learning materials. The paper presents the resulting graphics method, counsel improvements in the instruction methods of 3D engineering graphics, and suggests development of the distance-learning network-based teaching and learning materials.

The Web: interactive and multimedia education

The World Wide Web is becoming increasingly important in the provision of education, as recognised by several high profile UK government reports. Improved tools for developing Web-based teaching and learning materials, together with focused training by individuals, institutions and national programmes, have led to a greater confidence in network technologies by educators at many levels. Higher education institutions have been leading players in the UK in the development of innovative ideas for exploiting the educational potential of the Web. This paper presents examples of several techniques in evidence in UK higher education which demonstrate some of the key innovations in teaching and learning, focusing on the themes of multimedia and interactivity. Some of the pedagogic and technology issues associated with these techniques are identified, and the way in which integration into the curriculum can be achieved is explored. This integration takes many aspects of the learning process into account, from the delivery of information and references, through demonstration, example and practice, to learning by reflection and assessment. In particular, the way in which the Web encourages the trend away from directed teaching and towards self-paced and distance learning is investigated. The Web is shown as supporting the learning process in many more ways than its traditional information delivery role. Three main areas explored are: (1) Virtual environments, where real-life scenarios are reconstructed to bridge the gap between theory and practice; (2) interactive simulations, which allow the investigation of changing experimental conditions without the cost and effort of laboratory equipment; and (3) assessment, which can provide valuable feedback to teachers and learners alike, exploiting both interactive and multimedia elements to give added value to online educational materials.