Web Development Course Research Articles

Student Perceptions of Desired Learning Media Technology Development

This study aimed to explore the perceptions of undergraduate students on suitable learning media for website development. A qualitative method with a case study type was used in this research. Fifty undergraduate students from the Educational Technology department participated. A questionnaire was used as the instrument to gather data on the necessary learning media. Data analysis was performed using NVivo 12 software, and results were presented as percentages based on two indicators: technology accessibility and learning materials. The study’s results and discussion highlighted two crucial factors influencing the choice of learning media in website development education. First, technology accessibility factors, encompass technological support and interaction. Second, learning material factors, including the type and complexity of the material. These findings offer valuable insights for developing more effective learning media in web development courses by taking these key factors into account.

Exploring the Learning Engagement of Digital Media Art and Digital Media Technology Students: A Case Study of the Web Design and Development Course at Nanfang College, Guangzhou

Exploring the Learning Engagement of Digital Media Art and Digital Media Technology Students: A Case Study of the Web Design and Development Course at Nanfang College, Guangzhou

Sistem Pendukung Metode Pembelajaran Self Paced Learning bagi Mahasiswa di dalam Kelas berbasis Web

Currently Moodle is being used in the classroom learning process for web development courses at Universitas Ciputra by applying the self-paced learning method, but it is not optimal. Moodle features do not limit access to learning materials, so that the learning process in class is not based on actual student understanding and does not follow each student's learning pace. The purpose of this study is to determine the effectiveness of implementing self-paced learning methods in the classroom through the design of a web-based support system. This study uses a quantitative method with the SDLC model consisting of data collection, design, implementation, and system testing with Black Box. The data collection technique uses a questionnaire created with Google Form. At the design stage, the design is carried out on use case diagrams, entity relationship diagrams, and interfaces. The findings from this study are a web-based system to support students in applying self-paced learning methods in class. The test results show that all system functionality works well. This system makes the learning process in the classroom with self-paced learning more effective and helps students understand learning material well and is very effective in facilitating access to communication between students and teachers.

Research on learner feedback and text analysis of web design and development course—Based on Online Open Course Reviews from 6 Institutions

Research on learner feedback and text analysis of web design and development course—Based on Online Open Course Reviews from 6 Institutions

Cognitive and affective effects of teachers’ annotations and talking heads on asynchronous video lectures in a web development course

When it comes to asynchronous online learning, the literature recommends multimedia content like videos of lectures and demonstrations. However, the lack of emotional connection and the absence of teacher support in these video materials can be detrimental to student success. We proposed incorporating talking heads and annotations to alleviate these weaknesses. In this study, we investigated the cognitive and affective effects of integrating these solutions in asynchronous video lectures. Guided by the theoretical lens of Cognitive Theory of Multimedia Learning and Cognitive-Affective Theory of Learning with Media, we produced a total of 72 videos (average = four videos per subtopic) with a mean duration of 258 seconds (range = 193 to 318 seconds). To comparatively assess our video treatments (i.e., regular videos, videos with face, videos with annotation, or videos with face and annotation), we conducted an educational-based cluster randomized controlled trial within a 14-week academic period with four cohorts of students enrolled in an introductory web design and development course. We recorded a total of 42,425 total page views (212.13 page views per student) for all web browsing activities within the online learning platform. Moreover, 39.92% (16,935 views) of these page views were attributed to the video pages accumulating a total of 47,665 minutes of watch time. Our findings suggest that combining talking heads and annotations in asynchronous video lectures yielded the highest learning performance, longest watch time, and highest satisfaction, engagement, and attitude scores. These discoveries have significant implications for designing video lectures for online education to support students’ activities and engagement. Therefore, we concluded that academic institutions, curriculum developers, instructional designers, and educators should consider these findings before relocating face-to-face courses to online learning systems to maximize the benefits of video-based learning.

New Media Technologies and Students' Creativity: An Analysis of Portfolio Website Concept Generation

This study analyses concept generation for portfolio websites using new media technologies for a third-year Web Design and Development course at the Department of Graphic Design, University of Education, Winneba (UEW). The focus was to examine the effects of technologies used to develop portfolio websites on students' creativity. Using New Heuristic Framework for Creativity Measurement (NHFCM) as a lens, the study analyses the developmental stages of hundred portfolio websites carried out by a hundred third year Graphic Design students at the Department of Graphic Design, UEW. The study from its findings revealed that the technologies used to develop the portfolio websites offered the Graphic Design students the digital platform to plan, record, refine and implement their ideas with no limitation. There was evidence to suggest that the Graphic Design students circumvented some of the concept generation processes for generating portfolio websites with technology. The study recommends the continuous use of new media technology by Graphic Design students to hone their creative skills since it supports concept generation. The study suggests against the circumvention of concept generation processes with technology by Graphic Design students to enable them to gain the total learning outcomes of the process. Keywords: Creativity, New Media, Concept Generation DOI: 10.7176/ADS/100-04 Publication date: April 30 th 2022

Experiential learning in web development courses: Examining students’ performance, perception and acceptance

This study investigates students’ performance, perception and acceptance when experiential learning approaches are integrated in Computer Science courses. An experiential learning approach has been designed to assist students in web development courses. The proposed learning approach in based on real-world examples and the abstraction of terminology using a sequential wizard-based logic. A survey model has been constructed and an exploratory study is conducted on 54 under and post graduate students. Results demonstrated high degree of perception and acceptance, as well as high performance scores. No gender differences have been detected in the examined sample and several strong correlations have been found among the measured variables. In particular, perceived ease of use and usefulness are strongly correlated to each other as well as to self-efficacy, willingness to learn and satisfaction. Satisfaction and self-efficacy are not correlated to each other, while performance has not been affected by anyone of the measured variables.

Simplifying teaching continuous integration and continuous deployment with hands-on application in a web development course

Teaching web programming can lend itself as a course where students can learn to develop with version control, containers, continuous integration (CI), and continuous deployment or delivery (CD). I...

Open Sourcing the Pedagogy to Activate the Learning Process

Information systems graduates increasingly need to understand the collaborative, technology-driven practices inspired by open source software development that are fundamentally changing today's workplace. To meet this challenge, instructors must bring open source principles and technologies to active learning experiences. In this paper, the authors describe how nineteen undergraduates in a web development and design course at a Midwest university worked collaboratively with leading open-source software provider, Red Hat, to revamp the Teaching Open Source website. Accommodating this semester-length project required making significant revisions to course structure, instructional strategy, and assessments. The authors also describe the challenges of integrating these practices into the classroom and conclude with project reflections, including cautions and suggestions for instructors considering similar initiatives to move away from the “instructor as expert” paradigm to “meritocracy rule” thereby enabling students to make decisions with impacts beyond the classroom.

Accessibility in Web Development Courses: A Case Study

Web accessibility is becoming a relevant topic with an increased number of people with disabilities and the elderly using the web. Numerous legislations are being passed that require the web to be universally accessible to all people, regardless of their abilities and age. Despite this trend, university curricula still teach traditional web development without addressing accessibility as a topic. To investigate this matter closely, we studied the syllabi of web development courses at one university to evaluate whether the topic of accessibility was taught there. Additionally, we conducted a survey with nineteen students who were enrolled in a web development course, and we interviewed three lecturers from the same university. Our findings suggest that the topic of accessibility is not covered in web development courses, although both students and lecturers think that it should. This generates lack of competence in accessibility. The findings also confirm the finding of previous studies that, among web developers, there is a low familiarity with accessibility guidelines and policies. An interesting finding we uncovered was that gender affects the motivation to learn about accessibility. Females were driven by personal reasons, which we attribute to females having an increased sense of empathy. Finally, our participants were divided in their opinions whether accessibility contributes to usability.

Accessible web dev

This Doctoral Consortium submission outlines my planned dissertation work, in which I aim to develop and evaluate a web development course designed specifically for people that are blind. Here I introduce the issue of low participation in development and previous attempts to make coding more accessible. My proposed dissertation activities include the refinement of curriculum and tactile learning tools, as well as an evaluation of a two-week course in web development.

Effect of an Instructor-Centered Tool for Automatic Assessment of Programming Assignments on Students’ Perceptions and Performance

Automated assessment systems are increasingly used in higher education programming courses since the manual assessment of programming assignments is very time-consuming. Although a substantial amount of research work has been done on systems for the automatic assessment of programming assignments, most studies are focused on technical characteristics and further research is needed for examining the effect of using these systems on students’ perceptions and performance. This paper examines the effect of using an instructor-centered tool for automatically assessing programming assignments on students’ perceptions and performance in a web development course at a higher education institution. A total of three data sources were used: a survey to collect data regarding students’ perceptions, and the grades of the student assignment submissions and of a practical programming exam in order to analyze the students’ performance. The results show that the incorporation of the automated assessment tool into the course was beneficial for the students, since it allowed for increasing their motivation, improving the quality of their works, and enhancing their practical programming skills. Nonetheless, a significant percentage of students found the feedback that was generated by the tool hard to understand and of little use, and the generated grades unfair.

Assessment of Students in Higher Education—Information and Communication Technology Tools and Tips

The aim of this research project relates to assessment approaches at the University of South Africa (UNISA). The Learning Management System is used to address students’ first-year experience in an Information and Communication Technology Open Distance e-Learning (ODeL) context. In this study a socio-critical model was suggested as a framework for improving student success in ODeL at UNISA, and constructivist instructional strategies to e-learning were applied in a case study of a web development course. A mixed-method research approach was adopted, which involved the collection and analysis of quantitative and qualitative data. The main findings of the study provide insight into the uptake of and assessment results for self-assessments, multiple-choice, blog and project-based assessments. The implications of the results are that there is a clear need in higher education for the transformation of teaching that is in line with emerging technologies.

EVALUATING STUDENTS’ LEARNING STYLES TO IMPROVE EDUCATIONAL PRACTICES FOR A WEB DEVELOPMENT COURSE.

The process of learning is a very imperative features of human life and the learning styles of learners has been one of the essential acquired issues. In the aspect of learning, each learner has their learning styles which influences their way of acquiring, developing, comprehending and perceiving information. Analyzing the individual learning styles of learners brings improvement to the performance of their learning process and upsurge the learning progress of the learners. The aim of this research is to determine the learning styles of learners in a Nigerian higher Institution so as to advance instructional strategies for Entrepreneurship Education Courses (EED) to be carried out in years to come. This study was carried out in the 2017/2018 academic session. A total of 31 students in a web development course which is part of the entrepreneurship courses offered in the Entrepreneurship Centre of the institution took part in the study. According to the acquired statistics from this research, it was established that the learning style profiles of learner’s differs across the various skilled courses of the centre of the institution

Web development with node.js

This tutorial demonstrates how to teach a Web development course by building web applications with Node.js and Express then deploying to Heroku, a cloud hosting service. This tutorial assumes some ...

On designing of an intro to web development course for non-majors with modern frameworks and tools

Mobile web development is one of the fast growing fields in IT. New and powerful front-end development technologies and tools are available to help users with limited experience build mobile-friend...

Identifying knowledge, skills, and abilities (KSA) for devops-aware server side web application with the grounded theory

The purpose of this research is to propose what fundamental Knowledge (K), Skills (S), and Abilities (A) should be taught in web development courses, which can support not only development but also...

Adaptation in E-Learning Content Specifications with Dynamic Sharable Objects

Dynamic sophisticated real-time adaptation is not possible with current e-learning technologies. Our proposal is based on changing the approach for the development of e-learning systems using dynamic languages and including them in both platforms and learning content specifications thereby making them adaptive. We propose a Sharable Auto-Adaptive Learning Object (SALO), defined as an object that includes learning content and describes its own behaviour supported by dynamic languages. We describe an example implementation of SALO for the delivery and assessment of a web development course using Moodle rubrics. As a result, the learning objects can dynamically adapt their characteristics and behaviour in e-learning platforms.

Investigating Essential Factors on Students' Perceived Accomplishment and Enjoyment and Intention to Learn in Web Development

Web development is an important component in the curriculum of computer science and information systems areas. However, it is generally considered difficult to learn among students. In this study, we examined factors that could influence students' perceptions of accomplishment and enjoyment and their intention to learn in the web development course. Specifically, we investigated both student-related and instructor-related factors. A research model was developed. To empirically test the model and the hypotheses, the survey method was used and the structural equation modeling (SEM) technique was adopted for data analysis. Overall, the results indicated that both student-related factors (perceived web development efficacy and motivation) and instructor-related factors (instructor characteristics and teaching method) could significantly influence students' perceptions toward accomplishment and enjoyment and their intention to learn web development. We also summarized comments collected from students to gain a deeper understanding of their ideas toward learning web development techniques. We believe the research results can help provide better knowledge and insights to educators on teaching web development.

An Analysis of HTML and CSS Syntax Errors in a Web Development Course

Many people are first exposed to code through web development, yet little is known about the barriers beginners face in these formative experiences. In this article, we describe a study of undergraduate students enrolled in an introductory web development course taken by both computing majors and general education students. Using data collected during the initial weeks of the course, we investigate the nature of the syntax errors they make when learning HTML and CSS, and how they resolve them. This is accomplished through the deployment of openHTML, a lightweight web-based code editor that logs user activity. Our analysis reveals that nearly all students made syntax errors that remained unresolved in their assessments, and that these errors continued weeks into the course. Approximately 20% of these errors related to the relatively complex system of rules that dictates when it is valid for HTML elements to be nested in one another. On the other hand, 35% of errors related to the relatively simple tag syntax determining how HTML elements are nested. We also find that validation played a key role in resolving errors: While the majority of unresolved errors were present in untested code, nearly all of the errors that were detected through validation were eventually corrected. We conclude with a discussion of our findings and their implications for computing education.