Web-based Learning Resources Research Articles

Field Experts’ Evaluation of a Web-based Academic Vocabulary Learning Resource for ESL Pre-university Learners

Evaluating web-based learning resources during the development process before implementation with target learners is essential to ensure their efficacy. This study examines field experts’ perceptions of a web-based academic vocabulary learning resource developed by the authors for ESL pre-university learners. The main aim is to evaluate the resource’s technical, design, content, and pedagogy aspects, following Kartal and Uzun’s (2010) criteria for good language learning websites. A questionnaire survey was distributed to six field experts from various Malaysian tertiary education institutions specializing in vocabulary learning and e-learning. The quantitative data collected were analyzed descriptively using SPSS. The results indicate that the experts highly evaluated the web resource, suggesting it meets the essential criteria for a well-designed English language learning website. With the recommended improvements, the web resource has the potential to enhance academic vocabulary learning for ESL pre-university learners significantly. This study contributes valuable insights for developing and implementing effective web-based learning resources in ESL classrooms.

Visual communication design of web-based learning resources in the digital era

Since the dawn of the digital web era, web-based learning resources have become more and more significant in the field of education. To a certain extent, the visual communication design of these resources influences how well students learn. In view of this, the study proposes a deep learning-based approach to visual communication design. Convolutional neural networks are introduced to automatically construct the visual communication interface, a recommendation algorithm is used to develop the system’s recommendation function, and machine translation is used to translate the language description text. The study method’s efficacy was evaluated. According to the experimental results, the research method’s runtime in a color environment was only about 37.7 seconds at 4k resolution; in a non-color environment, the method’s F1 value was 0.87 at a recommended list length of 35, which was higher than that of other methods; and when it came to the interface solutions in real terms, the research method produced 526 at 30 buttons. The aforementioned findings demonstrate that the suggested approach can successfully increase the visual communication’s design speed and performance in online learning materials and offer a suitable answer to the needs of real-world applications.

Retracted: Recommendation Algorithm of Web-Based Learning Resources considering Timeliness and Popularity

Retracted: Recommendation Algorithm of Web-Based Learning Resources considering Timeliness and Popularity

Web-Based Learning Resources and Students' Engagement: An Exploration

Web-Based Learning Resources and Students' Engagement: An Exploration

Precision Education for Personalized Learning

Today's radiology trainee must sort through an enormous volume of web-based information and learning resources amidst expanding volumes and complexity of clinical cases. In addition, the complexity of the practicing radiologist's work has become such that there is a need for ready access to the most current and highest-value information to guide image interpretation "in the moment" to support mastery-level practice. Personalized Learning is based on an adaptable computer-based system to deliver contextual knowledge to support every learner based on their preferences, prior experience, and evolving knowledge. We review the historical evolution of personalized education including Intelligent Tutor, the first-of-its-kind machine-learning based model for radiology designed to replace the one-size-fits-all approach to education and training.

KEBERTERIMAAN GURU SEKOLAH DASAR TERHADAP MEDIA PEMBELAJARAN BERBASIS WEB PADA MATERI PERKEMBANGAN TEKNOLOGI KELAS 3 SEKOLAH DASAR

This study aims to determine whether elementary school teachers are amenable to incorporating online learning materials into the class 3 technology development curriculum. In web-based learning resources, information and communication technology is utilized to support teaching and learning. This study will identify the factors that affect teachers' acceptability of using online learning resources. Additionally, the advantages of media use for educators and students will be examined. The use of online learning resources in elementary schools for class III is anticipated to present challenges and opportunities, which this study will help to clarify.

An Interactive App with Multi-parametric MRI – Whole-Mount Histology Correlation for Enhanced Prostate MRI Training of Radiology Residents

To validate the educational value of a newly created learning application in enhancing prostate MRI training of radiologists for detecting prostate cancer using an observer study. An interactive learning app, LearnRadiology, was developed using a web-based framework to display multi-parametric prostate MRI images with whole-mount histology for 20 cases curated for unique pathology and teaching points. Twenty new prostate MRI cases, different from the ones used in the web app, were uploaded on 3D Slicer. Three radiologists (R1: radiologist; R2, R3: residents) blinded to pathology results were asked to mark areas suspected of cancer and provide a confidence score (1-5, with 5 being high confidence level). Then after a minimum memory washout period of 1 month, the same radiologists used the learning app and then repeated the same observer study. The diagnostic performance for detecting cancers before and after accessing the learning app was measured by correlating MRI with whole-mount pathology by an independent reviewer. The 20 subjects included in the observer study had 39 cancer lesions (13 Gleason 3+3, 17 Gleason 3+4, 7 Gleason 4+3, and 2 Gleason 4+5 lesions). The sensitivity (R1: 54%→64%, P=0.08; R2: 44%→59%, P=0.03; R3: 62%→72%, P=0.04) and positive predictive value(R1: 68%→76%, P=0.23; R2: 52%→79%, P=0.01; R3: 48%→65%, P=0.04) for all 3 radiologists improved after using the teaching app. The confidence score for true positive cancer lesion also improved significantly (R1: 4.0±1.0→4.3±0.8; R2: 3.1±0.8→4.0±1.1; R3: 2.8±1.2→4.1±1.1; P<0.05). The web-based and interactive LearnRadiology app learning resource can support medical student and postgraduate education by improving diagnostic performance of trainees for detecting prostate cancer.

ESL Pre-university Learners’ Needs Analysis for Web-based English Academic Vocabulary Learning Resource

A needs analysis will assist ESL practitioners in designing instructional materials more efficiently by filling in the gaps where language learning is lacking. By adapting Hutchinson and Waters' (1987) needs-analysis model, this study investigates ESL pre-university learners’ English academic vocabulary learning needs as regards their attitude, learning experience, preferred learning method, and preferred content for a web-based learning resource. A questionnaire survey was distributed to 117 ESL Life Sciences Foundation students from a foundation studies centre in Kuala Lumpur. The quantitative data collected were analysed descriptively using SPSS Version 26. The findings showed that the learners had positive attitudes towards learning academic vocabulary. Even so, they faced language issues rooted in their lack thereof, particularly in productive skills, such as academic speaking and writing. Their current implicit ways of acquiring academic words and limited resources need to be revised. They also displayed high interest and readiness to explore other learning means, such as a web-based learning resource. The learning needs in the resource include presenting academic words in contexts through sample sentences and by using basic English words, such as synonyms. Additionally, learners need various vocabulary learning exercise types and multimedia. The study informs ESL practitioners on the criteria and elements to be considered to design, development, and successful delivery of academic vocabulary instruction that is effective, practical, and contextualised.

Training of medical students in the use of emergency whole blood collection and transfusion in the framework of a civilian walking blood.

In this report, we describe a training program in emergency whole blood collection and transfusion for medical students at the University of Bergen. The overall aim of the program is to improve the availability of early balanced blood transfusion for the treatment of patients with life-threatening bleeding in rural health care services. The voluntary training program provides the knowledge needed to practice emergency whole blood transfusions and understand the system for emergency whole blood collection in the framework of a civilian walking blood bank (WBB). It includes theoretical and practical sessions. In-person teaching and web-based learning resources are provided. An anonymous survey of the students attending the training course in the autumn of 2022 and spring 2023 was performed. 128 of 178 students participated in the practical training. 88 of 128 (69%) responded to the survey. 82 (93%) performed blood typing, 71 (81%) performed donor interviews, 61 (69%) partially performed whole blood collection (up to blood in bag) and 27 (30%) participated in complete whole blood collection and performed autologous reinfusion. No complications occurred during training. The students reported that the training course increased their understanding of how to ensure access to emergency blood transfusion by the use of a WBB. Structured theoretical and practical training in emergency whole blood collection and emergency transfusion is feasible and of interest to medical students. A multidisciplinary approach to student training in emergency whole blood collection and transfusion should be considered.

Web-Based Interactive Learning Medium to Foster Students' Understanding on Magnetic Theory Using the Tutorial Method

Technology, particularly in the form of web-based learning resources, aided education during the COVID-19 outbreak. In responding to the condition, this study aims to (1) develop a web-based interactive learning medium application of magnetic material with tutorial method; (2) describe the feasibility of a web-based interactive learning medium for students using magnetic material and a teaching technique. The model used in this study was the ADDIE model. Total of 29 students junior high school in Banjarmasin participated in this study as subject for implementation product. Data collection techniques in this study used validity assessments, questionnaires and tests. The results of the study showed that: (1) HTML, CSS, Javascript, JSON, and Firebase were utilized in the development, and (2) based on these findings, it can be stated that a web-based interactive learning medium for students using magnetic material and the tutorial approach is feasible for use in learning since it meets the the criteria of validity, practicality and effectiveness.

Web-Based Interactive Learning Medium to Foster Students' Understanding on Magnetic Theory Using the Tutorial Method

Technology, particularly in the form of web-based learning resources, aided education during the COVID-19 outbreak. In responding to the condition, this study aims to (1) develop a web-based interactive learning medium application of magnetic material with tutorial method; (2) describe the feasibility of a web-based interactive learning medium for students using magnetic material and a teaching technique. The model used in this study was the ADDIE model. Total of 29 students junior high school in Banjarmasin participated in this study as subject for implementation product. Data collection techniques in this study used validity assessments, questionnaires and tests. The results of the study showed that: (1) HTML, CSS, Javascript, JSON, and Firebase were utilized in the development, and (2) based on these findings, it can be stated that a web-based interactive learning medium for students using magnetic material and the tutorial approach is feasible for use in learning since it meets the the criteria of validity, practicality and effectiveness.

WebART: Web-Based Augmented Reality Learning Resources Authoring Tool and Its User Experience Study Among Teachers

Augmented reality (AR) has been incorporated into the educational context for years. Numerous studies have demonstrated the effectiveness of AR in different disciplines, learning styles, and learning environments. However, few studies have focused on the problem of generating AR applications in authentic educational contexts. In this study, an AR learning resource authoring tool called <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">WebART</i> was designed and developed to help teachers with no prior programming experience create and share AR learning resources. This study collected feedback and opinions on <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">WebART</i> from 51 K-12 teachers through questionnaires and interviews. Multiple linear regression was used to measure the relationships between teachers’ intentions to use technology and the user experience of the proposed <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">WebART</i> tool. The questionnaire results revealed that multiple variables in teachers’ intentions are predictive of user experience. Interview results showed that teachers had a positive attitude toward the AR learning resources authoring tools inspiring novel ways of teaching and learning.

A Fork in the Road for Emergency Medicine and Critical Care Blogs and Podcasts: Cross-sectional Study.

Free open-access meducation (FOAM) refers to open-access, web-based learning resources in medicine. It includes all formats of digital products, including blogs and podcasts. The number of FOAM blog and podcast sites in emergency medicine and critical care increased dramatically from 2002 to 2013, and physicians began to rely on the availability of these resources. The current landscape of these FOAM sites is unknown. This study aims to (1) estimate the current number of active, open-access blogs and podcasts in emergency medicine and critical care and (2) describe observed and anticipated trends in the FOAM movement using the Theory of Disruptive Innovation by Christensen as a theoretical framework. The authors used multiple resources and sampling strategies to identify active, open-access blogs and podcasts between April 25, 2022, and May 8, 2022, and classified these websites as blogs, podcasts, or blogs+podcasts. For each category, they reported the following outcome measures using descriptive statistics: age, funding, affiliations, and team composition. Based on these findings, the authors projected trends in the number of active sites using a positivist paradigm and the Theory of Disruptive Innovation as a theoretical framework. The authors identified 109 emergency medicine and critical care websites, which comprised 45.9% (n=50) blogs, 22.9% (n=25) podcasts, and 31.2% (n=34) blogs+podcasts. Ages ranged from 0 to 18 years; 27.5% (n=30) sold products, 18.3% (n=20) used advertisements, 44.0% (n=48) had institutional funding, and 27.5% (n=30) had no affiliation or external funding sources. Team sizes ranged from 1 (n=26, 23.9%) to ≥5 (n=60, 55%) individuals. There was a sharp decline in the number of emergency medicine and critical care blogs and podcasts in the last decade, dropping 40.4% since 2013. The initial growth of FOAM and its subsequent downturn align with principles in the Theory of Disruptive Innovation by Christensen. These findings have important implications for the field of medical education.

Recommendation Algorithm of Web-Based Learning Resources considering Timeliness and Popularity

The optimized learner evaluation matrix and similarity model are essential methods to deal with the challenges of “data sparsity” and “cold start” in the process of learning resource recommendation on the online learning platform. Accordingly, an improved collaborative filtering algorithm (TRCP) is proposed to improve the accuracy of learning resource recommendation. The TRCP algorithm generates the learner evaluation matrix for recommended projects by classifying learning resources. It comprehensively considers the influence of learners’ online learning behavior, learning time, and popularity of learning resources on learners’ interest and optimizes the sample data in the evaluation matrix. The experimental results on the school online teaching platform verified that this method has achieved obvious and effective results in both the accuracy and satisfaction rate of learning resource recommendation.

Технология за създаване на мисловни карти в обучението по технологии и предприемачество

The proposed technology for creating mind maps provokes the design and creation of interactive web-based learning resources for teachers and students. The mind maps created in this way can be easily integrated into the learning process, which leads to increased motivation and engagement of students. They can be easily edited and shared. Following the proposed technology, the created mind maps meet both pedagogical requirements and technological requirements that must be imposed on web-based learning resources.

Design of a Web-Based Digital Learning Resource Center to assist online learning with mathematics content in primary schools

Implementation of online learning policy has become an alternative solution. In another way, also raises various problems faced by teachers, students, and also parents who accompany their children to study online from home. Especially in learning with Mathematics content which already has a negative stigma. This development process aimed to assist teachers in providing digital learning resources in the learning process by providing a digital learning resource center that can be used by teachers, students, and parents. The main focus of this study is 1) the design of the digital LRC website. 2) Development of a digital LRC website that can be used by teachers in presenting the learning process. 3) provide helpful guidance for teachers in digital learning development by utilizing digital LRCs. The development of the Website-Based Digital LRC is realized through a seven-step Software Development Life Cycle (SDLC) design model. This paper will only focus on Systems Analysis and Requirements and also describing the DLRC system design that will be developed. The design resulted from this study is a Website-Based Digital LRC that can be utilized by both teacher and student. Optimization of this Digital LRC has the potential to reduce the time and effort of a teacher in their preparation for learning.

Improving the learning process in anatomy practical sessions of chiropractic program using e-learning tool

BackgroundTo accommodate the increased number of students and shorter learning time, anatomy instructors are increasingly developing web-based learning resources that can fulfil program-specific anatomical learning objectives and replace existing learning environment of the anatomy laboratory sessions. The study evaluated the quantitative change in the performance score in gross anatomy by replacement of face-to-face demonstration with an e-learning tool in practical sessions of chiropractic program. Materials & methodsThis quasi-experimental one-group pre-test and post-test design was employed longitudinally in two consecutive cohorts of semester 2 students. Teacher-led demonstration was used for first two sessions. E-learning tool was used in the next two sessions. Structured OSPE-based pre-test and post-test were held before and after the sessions. Wilcoxon Signed-Rank test was used to find out percentage of students showing improvement in the post-test score. Pearson correlation coefficient between pre-test and post-test scores was also done. A short questionnaire assessed the use of e-learning tools by the students. ResultsThe mean difference between the post-test and pre-test score was higher in e-learning tool-led practical sessions. In 2018 cohort, 85.4% and 83.3% of students and 2019 cohort, 95% of students secured higher scores in post-test in two sessions with e-learning tool. In 2018 cohort, 62% and 70% of students and 2019 cohort, 81% and 70% of students secured higher scores in post-test in two sessions with teacher-led demonstration. A lower R2 coefficient was observed between post-test and pre-test scores in sessions with e-learning tool. Perception analysis indicated that majority of students agreed about e-learning tool allowing them to revise identification of anatomical structures themselves. ConclusionThe e-learning tool was able to raise the post-test score in a higher percentage of students, indicating improved learning process in practical sessions using e-learning tools. The study would motivate anatomy instructors to use web-based learning tools to identify structures during the laboratory sessions.

An Analysis and Design of Web-Based Learning GoProfTeach as Interactive Learning Tools

This study aims to analyze the need for:1) analyzing resources availability 2) analysing the TPACK (Technological, Pedagogical, and Content Knowledge) profile of preservice biology teachers 3) designing GoProfTeach as a web-based learning tool for in-service and pre-service teachers. In doing so, it followed ADDIE development model. The instrument for data collection was a validated TPACK test. This article, in particular, discusses the results of the study in the first year of the analysis and design phase. The instrument for data collection included documents checking sheets, questions validation sheets and a Technological Pedagogical Content Knowledge (TPACK) test. The results of resources availability analysis and TPACK tests indicate that there is a need for the development of web-based learning resources as a means of increasing the ability of TPACK of pre-service and high school Biology teachers. The contents that have been designed include; 4 sets of practice exercises, 4 modules, and 2 virtual lab topics. Following the research findings, the website contents will be further developed to make sure that they be used as an independent and interactive learning source for undergraduate students and pre-service Biology teachers who will take the Teacher Professional Education Program (PPG) and PPG Student Competency Test.

"Sage on the stage or guide on the side"-Undergraduate nursing students' experiences and expectations of bioscience tutors in a blended learning curriculum: A qualitative study.

This study sought to explore undergraduate nursing students' perceptions of the role and value of their bioscience tutors in a blended learning curriculum. Blended learning approaches typically have reduced face-to-face contact with tutors-particularly in bioscience subjects which nursing students have traditionally found difficult, and the move to more web-based learning resources may compound this difficulty. Qualitative descriptive study. This qualitative study was conducted with 19 undergraduate nursing students enrolled in bioscience subjects, at a large university in outer metropolitan Sydney, Australia in 2016. Semi-structured interviews were conducted over the telephone or face-to-face. Duration of interviews ranged from 13 to 71min. Results were thematically analysed. EQUATOR guidelines for qualitative research (COREQ) applied. Two main themes with accompanying sub-themes were identified. The first theme identified the importance of the tutor in bioscience, including their qualities, expertise and contextualisation of learning. The second theme provided insights into students' perceptions of what they considered good and poor approaches to learning. This study has clearly shown that while nursing students appreciated the flexibility offered by the online component of a blended learning curriculum, they still wanted an experienced bioscience tutor with clinical experience for their face-to-face classes. While the tutor was seen as crucial to providing clarification and context for content that was often challenging, they also played a key role in engaging and motivating students and creating a learning environment where students felt empowered to ask questions and debate issues with their peers. Given the increased use of online learning, further research could determine if the current study findings are also applicable in nonscience areas of study. The importance of students having a sound understanding of the biosciences for safe, effective clinical practice cannot be underestimated.

Web-Based GPU-Accelerated Application for Multiplanar Reconstructions from Conventional 2D Ultrasound.

In ultrasound education there is a need for interactive web-based learning resources. The purpose of this project was to develop a web-based application that enables the generation and exploration of volumetric datasets from cine loops obtained with conventional 2D ultrasound. JavaScript code for ultrasound video loading and the generation of volumetric datasets was created and merged with an existing web-based imaging viewer based on JavaScript and HTML5. The Web Graphics Library was utilized to enable hardware-accelerated image rendering. The result is a web application that works in most major browsers without any plug-ins. It allows users to load a conventional 2D ultrasound cine loop which can subsequently be manipulated with on-the-fly multiplanar reconstructions as in a Digital Imaging and Communications in Medicine (DICOM) viewer. The application is freely accessible at (http://www.castlemountain.dk/atlas/index.php?page=mulrecon&mulreconPage=sonoviewer) where a demonstration of web-based sharing of generated cases can also be found. The developed web-based application is unique in its ability to easily perform loading of one's own ultrasound clips and conduct multiplanar reconstructions where interactive cases can be shared on the Internet.