Web-based Teaching System Research Articles

The comparative efficacy of 2D- versus 3D-based media design for influencing spatial visualization skills

This study explored the effects of 2D- versus 3D-based media representations on the influence of the spatial visualization ability of undergraduate science majors. A pre-test/post-test comparison-group experiment was conducted with 23 participants involved in the study. Participating students were randomly assigned either to the interactive 3D media representation group (n=13) or the conventional 2D media representation group (n=10); learning materials in both groups deliver the same information to students, but employ different media representations. All the activities were performed in a self-paced, web-based instructional system. The results of ANCOVA analysis showed statistically insignificant difference between groups in terms of students' post-test scores on the spatial visualization ability test with the students' pre-test scores as the covariate. However, a medium effect size was observed in favor of the 3D group in terms of practical significance. As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of medium-sized effect magnitude is likely to implicate that the discrepancy of different representational design on students' performance of spatial ability assessment is noteworthy. Future study of this nature appears to merit further replications and investigations.

An effective tool for e-commerce teaching and learning

This paper addresses the development trends of the demand on E-Commerce (EC) talents in China; as well it introduces the general teaching styles of EC education with three cases. By proposing a set of approaches for evaluating the students' performance on EC teaching and learning, this paper elaborates a scheme of a web-based EC teaching and learning system; in addition, a formal evaluation of these approaches has been carried out and indicated that this set of approaches and the system are very helpful for the students. Therefore, the authors propose that this evaluation approaches based learning system is an ideal pedagogical tool for the teaching of EC.

An Exploration of Scenario Discussion in a Web-Based Nursing Course

Complexity in nursing education has increased as it is challenged to meet the needs of diverse populations in rapidly evolving and highly technical health care settings. To accomplish or meet these societal wants, needs, and demands, nursing educators must prepare students successfully to become active, independent learners and problem solvers. The purpose of this study was to design a nursing course on the basis of scenario discussion, Web-based instruction (WBI), and the assessment of learning outcomes. The design of the study involved two stages. The first, beginning in 2001, developed the scenario discussion with the WBI system. The second evaluated learning outcomes within the context of a scenario discussion. Two instruments were examined in this study: a nursing assessment score and learning effectiveness survey. The target population in this study consisted of students enrolled in a two-year nursing program and registered for the course, Nursing I, during the fall semester of 2002. Using simple random sampling, 43 students were recruited and agreed to participate in the study. Most of the students chose "good" for learning effectiveness. Overall, the students gave higher learning effectiveness survey scores and nursing assessment scores. Due to their lack of previous exposure to scenario discussion, the students here felt frustration and anxiety while taking this course. Faculty should devote more time explaining the advantages of scenario discussion. In addition, in comparison with traditional teaching, Web-based instruction (WBI) imposes a heavier burden on the instructors and institutions involved. Nurse educators must continue to use innovative strategies to enhance student learning. Students registered both positive and negative feedback in open-ended questions on Web- based instruction. However in the future, special attention should be given to the learning software, Internet access speed, synchronous and asynchronous meetings, and the interaction interface.

Personalized curriculum sequencing utilizing modified item response theory for web-based instruction

Curriculum sequencing is an important research issue for Web-based instruction systems because no fixed learning pathway will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanism to assist on-line Web-based learning and adaptively provide learning pathways. However, although most personalized systems consider learner preferences, interests and browsing behavior in providing personalized curriculum sequencing services, these systems usually neglect to consider whether learner ability and the difficulty level of the recommended courseware are matched to each other or not. Generally, inappropriate courseware leads to learner cognitive overload or disorientation during learning, thus reducing learning effect. Besides, the problem of concept continuity of learning pathways also needs to be considered while implementing personalized curriculum sequencing. Smoother learning pathways increase learning effect, avoiding unnecessarily difficult concepts. This paper presents a prototype of personalized Web-based instruction system (PWIS) based on the proposed modified Item Response Theory (IRT) to perform personalized curriculum sequencing through simultaneously considering courseware difficulty level, learner's ability and the concept continuity of learning pathways during learning. In the proposed modified IRT, the information function is revised to consider the concept continuity of learning pathway as well as considering the difficulty level of courseware and individual learner ability. Experiment results indicate that applying the proposed modified IRT for Web-based learning can construct suitable learning pathway to learners for personalized learning, and help them to learn more effectively.

A Simple Method for Displaying Cine Images on Web-Based Teaching Files

Our objective was to develop a simple method for displaying dynamic cine images on Web-based teaching files. We developed a simple method for displaying cine images on Web-based teaching files using an open-source utility, the Java applet. This interactive utility offers improved 3D visualizations compared with the traditional approach using thumbnail and static images. Because Java is a built-in component of common Web browsers and computer systems, no other software was required. We have used this applet successfully for more than 2 years in our Web-based teaching system, including in our teaching files and on our case-of-the-week page.

An object-oriented design and reference implementation for web-based instructional software

There is an increasing global demand for web-based instructional software. The functional requirements and object-oriented design for a typical web-based instructional system are presented here using the Unified Modeling Language (UML). An interactive, reusable and scalable reference implementation of this model is developed in Java. Several deployment strategies are discussed. © 2005 Wiley Periodicals, Inc. Comput Appl Eng Educ 13: 26–39, 2005; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20027

VISION2003: Virtual learning units for medical training and education

The project VISION2003 3 Research project of the BMBF (Ministry of Education and Research). 3 consists of several partners with different professions ranging from medicine to medical informatics, from computer science to didactics. Its aim is the development, testing, introduction and a long-time maintenance of an open, web-based, intelligent and adaptive teaching and learning system for medical education. The system is expected to enhance the acceptance and efficiency of conventional ways of learning by supplementing and supporting them and creating new methods for imparting knowledge [“VISION2003, Lehr-und Lernsysteme in der Medizin: Intelligente und Multimediale, Internetbasierte adaptive und intelligente Autorensysteme für kooperatives Training in der Medizin”, http://www.vision2003.de (last valid on 17 January 2003) and Ein offenes sprachkonzept für verteilte wissensverarbeitung in der medizin, Tagungsabstract XVI International Congress of the European Federation for Medical Informatics MIE, September 2000]. This is done exemplarily in the specific fields of oncology, accident-surgery and cardiology in consideration of actual standards and didactical measures. The range of possible applications is wide, from electronically accessible scripts through example cases to complex simulations. The main focus of the project is the creation of an open and flexible internet platform for delivering multimedia-based learning units and the development of adaptive and intelligent authoring systems.

Recent Developments in Web-based Learning and Teaching Systems on Data Science

Recent Developments in Web-based Learning and Teaching Systems on Data Science

多人数教育に効果的な教育学習支援のWEBベースラーニングシステム開発(情報・知能・精密機器I)

多人数教育に効果的な教育学習支援のWEBベースラーニングシステム開発(情報・知能・精密機器I)

<p>Flexible Learning Via Web-Based Virtual Teaching and Virtual Laboratory Systems</p>

short video clips for better understanding of each topic. This multimedia approach attracts attention, generates interest to learn, and facilitates students’ understanding. Students will be able to apply the theory learned to finish the assigned tutorials. To evaluate what the students have learned from the content, this section includes automatically marked short quizzes. Students must answer correctly a certain percentage of questions at the end of a chapter before moving on to the next chapter. • Online discussion and related links—In order to simulate the classroom environment, this section provides an online chat room to allow discussion through the Web. Other functions in this section include Web linkage to IC manufacturers, downloading useful data sheets, links to other online lecture or tutorial sites, a search engine, and a glossary for detailed explanation for a particular term. These functions help students to obtain more theoretical and practical knowledge. • Comment and guest book—Students can submit questions and suggestions to the Web-master through the easy e-mail system. They can leave or view comments on the guest book provided in this section. Such feedback can provide for further improvement for this Web-based teaching system.

AVANTE: An architecture of CORBA components and XML Metadata for Web Based Instruction


 
 
 
 
 
 Most current solutions for Web Based Instruction (WBI) use a centralized management model and a proprietary internal representation. The AVANTE Architecture is a WBI environment assembled using CORBA distributed components, implementing core services such as course management, user authentication, collaborative work, database access, presentation, and others. The AVANTE components conform to a 4-tiered model, with Client, Presentation, Management, and Low-Level Services component sublayers. Emergent XML standards for WBI describe all metadata definitions. Components at the Management layer manipulate JDBC-SQL data from the Low- Level Services Layer, and combine it with corresponding XML Schemas, instantiating course objects as new XML descriptions and component services. A filter-mapping service in the Presentation layer produces the dynamic HTML web pages needed for user interaction, processing these XML descriptions by applying one or more previously defined XSL stylesheets. A similar mechanism implements interface customization and remote service administration. The developed WBI system was deployed with open source software. Adding CORBA components easily achieves on-demand scalability. Future services include auditing, adaptive interfaces, grading, content development, and integration with existing systems.
 
 
 
 
 

적응적 웹기반 교수 시스템의 개발을 위한 인터넷 활용 기술에 대한 고찰

적응적 웹기반 교수 시스템은 다양한 학습자들의 학습 배경, 학습 목표, 선수 학습 정도 등과 같은 학습자 특성을 고려하여 적합한 학습 내용 및 방법을 웹환경을 기반으로 제공할 수 있는 교육 시스템을 의미한다. 이러한 적응적 웹기반 교수 시스템을 보다 효과적으로 개발하기 위해서는 최근의 인터넷 기술들을 적절하게 이용하는 것이 필요하다. 특히, 최근에 인터넷 및 컴퓨터 공학기술의 급속한 발전으로 인하여 과거에는 불가능하게 생각되었던 웹기반의 여러 적응적 교수 기법들이 실현될 수 있다. 따라서, 본 연구에서는 최근 여러 웹기반 응용 시스템에서 널리 이용되고 있는 인터넷 기술들을 고찰해보고, 이를 웹기반 적응적 교수 시스템을 개발하는데 적용하기 위한 방안을 고려한다. 이를 위해, 그동안 개발되었던 웹기반 교수 시스템에 대한 여러 연구들을 바탕으로 하나의 적응적 웹기반 교수 시스템을 설계한 후, 본 시스템을 실제적으로 개발하기 위한 인터넷 기술들의 적용 방안에 대해 고찰해 보도록 한다.

Modelling Web-Based Instructional Systems

The size and complexity of modern instructional systems, which are based on the World Wide Web, bring about great intricacy in their crafting, as there is not enough knowledge or experience in this field. This imposes the use of new instructional design models in order to achieve risk-mitigation, cost and time efficiency, high pedagogical quality of the end product, which will capitalise on the potential of the networked technologies. This paper presents a model for constructing such systems, using a problem-solving approach that defines the solution of an instructional problem in both a pedagogical and a technical manner in a holistic view. This model tries to standardise the development of such systems supporting reusability at the design as well as the implementation level. The pedagogical or non-technical solution is comprised of five interconnected sets of learning elements: the learning objectives, the didactic events, the syllabus, the assessment procedure and other issues like prerequisites, fees, technical constraints, etc. This first form of the solution is then transformed into a technical form that contains implementation sub-systems: the human subsystem, the learning resources subsystem, and the technical infrastructure subsystem. These subsystems are perceived as independent, autonomous entities that interact with each other through critical interfaces in a holistic fashion. The technical solution is therefore the system architecture of the web-based instructional system, which is engineered to satisfy the requirements specified by the pedagogical solution. The proposed model has been empirically derived from actual web-based instructional systems, supporting undergraduate and postgraduate courses in the Computer Science discipline. One of these courses is presented in this paper, serving as a case study, and exhibiting the formulation of both types of the solution. Furthermore, in order to evaluate the effectiveness of the Web-based instructional systems, constructed with the proposed model, a summative evaluation method is employed that makes use of pre-test and post-test questionnaires. This evaluation method is briefly presented, together with a summary of its results on the case study course. Finally the proposed model is examined in the context of current standardization efforts in the field of Learning Technology Systems. Specifically it is demonstrated how the model can conform to the Learning Technology System Architecture draft standard of IEEE Learning Technology Standards Committee. In conclusion, the model has shown encouraging results in the four systems it has been applied to. We mean to further elaborate on the model by employing it, to construct more instructional

Discussion of Resources and Attributes of the Web for the Creation of Meaningful Learning Environments

Web-based instruction (WBI) is a hypermedia-based instructional program that utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment where learning is fostered and supported. A WBI learning environment should include many resources, support collaboration, implement Web-based activities as part of the learning framework, and support both novices and experts. WBI design requires careful consideration of the Web's potential in relation to instructional design principles. In this article, A WBI program is discussed in terms of various components and features that can be conducive to learning environments. Components are integral parts of a WBI system. Features are characteristics of a WBI program contributed by those components. Components, individually and jointly, can contribute to one or more features. For example, E-mail (component) in a WBI program can provide asynchronous communication (feature) to students and the instructor. Likewise E-mail, listservs, newsgroups, conferencing tools, etc. (components) can jointly contribute to the creation of a virtual community (feature) on the Web. Careful examination of issues important to learners and an understanding of capabilities of WBI components and features can facilitate the design of meaningful learning environments and relevant learning opportunities. Advances in information technology, coupled with the changes in society, are creating new paradigms for education. Participants in this new educational paradigm require rich learning environments supported by well-designed learning resources. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed learning resources, such as Web-based instruction (WBI).

Adapting instruction in search of ‘a significant difference’

The theory of learning styles states that people have different approaches to learning and studying [7,8]. Given a specific instruction method or environment, some people will learn more effectively than others due to their individual learning style and the grade distribution of the learning would be bell-shaped, with the majority of the learners appearing in the middle of the distribution curve. Several studies show that there is ‘No Significant Difference’ when technology is applied to instruction [6, 10, 12, 15, 20, 23, 25], since either in traditional classrooms or in any of the technological environments, there is only one form of instruction, and usually from one source, yielding the familiar bell shaped grade distribution. This explains the ‘No Significant Difference’ results and indicates that another instruction method needs to be investigated. An approach to achieve ‘A Significant Difference’ is to provide several different instruction methods. This paper describes Arthur, a Web-based instruction system that provides adaptive instruction to achieve ‘A Significant Difference’.

The development of a Web-based teaching system for engineering education

This article discusses the development of a real-time interactive Web-based teaching system for engineering students. This remote teaching system will provide flexibility in future college education and could benefit distance learners wishing to update their knowledge or skill without interfering with their jobs. In addition to delivering conventional lecture notes via the Web and providing interactive feedback, the system enables some practical work to be distributed via the Internet; results of the work are monitored and analysed. Finally, the effectiveness of various approaches to using the Web for distance learning is reported.