Web Tutorial Research Articles

Resolving Separation Issues with Computational Methods: What Is the Retention Time, Exactly?

Our attention is typically focused on chromatography in the laboratory, yet ultimately, a liquid chromatograph (LC) or gas chromatograph (GC) only produces a signal—a chromatogram—from which information still must be distilled. Fortunately, software tools can generally help us quite well with our contemporary data sets. However, as separation technology improves, both the challenges and the need for methods to obtain information from the data increase. In this series of articles, we will discuss different aspects of data analysis and learn how to extract different pieces of information from our chromatograms, while also understanding the assumptions and risks used to help us interpret the value of the information. We start with simple, yet important, information bits, which we will tie together in future articles. In this way, we can continue solving separation problems beyond the limits of our chromatographs. Each article contains a reference to a web tutorial where the gained knowledge and skills can be practiced and applied to a real signal.

Expanding access to magnetic resonance education through open-source web tutorials.

This study presents a tool that introduces the fundamental concepts of magnetic resonance (MR) by integrating related science, technology, engineering, arts, and mathematical (STEAM) topics in the form of games to improve the access to MR education.

Online Information Service Model at the Distance Learning Program Unit of Open University

This study aims to produce a UT student service system design at the Distance Learning Unit (UPBJJ) by applying Information and Communication Technology (ICT). This research is a research and development using the method developed by Borg and Gall. In the first year, field studies, data analysis, and design development will be carried out. In the second year, application development and field trials were carried out. The results of the study found that the majority of respondents had access. Most respondents had no difficulty accessing THE services, TMK, online tutorials and web tutorials. The limitation of this research is that some of the available information does not match the respondent's needs and is difficult to reach. There is no problem with UPBJJ's internal management. The recommendations given are to adjust the organizational structure of the Distance Learning Unit (UPBJJ) and revise information about THE services, TMK, online tutorials, and web tutorials so that they are easily accessible and the contents can be used as guidelines for students in accessing Open University Services (UT). This research can be developed by focusing on public trust in distance learning.

R package DCchoice for dichotomous choice contingent valuation: a contribution to open scientific software and its impact

The R package DCchoice is designed to mitigate programing-related barriers to the application of dichotomous choice contingent valuation (DCCV) methods in empirical studies. Since its release in 2014, DCchoice has been updated. This paper introduces the current version of DCchoice which supports single-, one-and-one-half-, and double-bounded DCCVs, with and without a spike. Additionally, the willingness-to-pay and its confidence intervals can be calculated for a representative respondent as well as for a user-defined specific respondent using the current version. The associated web tutorial and R Commander plug-in for basic usage of DCchoice are also available. DCchoice has advanced DCCV applications in various fields.

ANALYSIS OF LEARNING THROUGH WEB-BASED TUTORIALS (TUWEB) DURING THE COVID 19 PANDEMIC ON STUDENTS OF UPBJJ UT MEDAN

The tutorial process or online lectures are a solution in learning in the post-pandemic era, especially at the Terbuka University in the Class Action Research writing course to reduce the spread of the corona virus. The web tutorial process is carried out online by utilizing the Microsoft Teams application and e-learning, which combines synchronous and asynchronous online for two hours in one meeting. This study aims to determine the analysis and response of students to online tutorials during the Covid-19 pandemic which requires students to do distance learning. The subject of this research is the 3rd semester of BI class, totaling 23 students. The findings during the tutorial show that there is active learning between tutors and students during online learning/TUWEB through Whatsapp Groups, LMS and Microsoft Teams.

Developing Online Learning Media Using Task Based Language Teaching and Android Video on Writing Action Research Proposal

Due to the pandemic situation, there is a shift in the scientific writing learning process. The process changes from offline to online, where lecturers and students must be more active and involved in the learning process through website tutorials with Microsoft Teams application synchronously and asynchronously through LMS UT. However, such a learning process also experiences problems both with wifi or the internet and the involvement and motivation of students in following it. To complete asynchronously using LMS UT, the research team focused on developing online learning media based on Task-based Language Teaching and android video. This study aims to create online learning media based on Task-Based Language Teaching and android video on writing material for Classroom Action Research to improve understanding and writing Classroom Action Research. The subjects of this research are 3rd-semester students at the Open University. The research method is the development method using a modified 4-D model of instructional development of Thiagarajan, Semmel, and Semmel (4-D model). The process of data collection is done by interview, observation, and filling out a questionnaire. The results of developing online learning media based on Task-Based Language Teaching and android video are suitable for the hybrid writing learning process. Students can be communicative in the web tutorial process. Student learning outcomes are already above the average indicator of 75% through the developed learning media. In addition, students responded positively in their involvement in the learning process using Task-Based Language Teaching-based media and android video.

The PROTEUS-Trials Consortium: Optimizing the use of patient-reported outcomes in clinical trials.

Background:The assessment of patient-reported outcomes in clinical trials has enormous potential to promote patient-centred care, but for this potential to be realized, the patient-reported outcomes must be captured effectively and communicated clearly. Over the past decade, methodologic tools have been developed to inform the design, analysis, reporting, and interpretation of patient-reported outcome data from clinical trials. We formed the PROTEUS-Trials Consortium (Patient-Reported Outcomes Tools: Engaging Users and Stakeholders) to disseminate and implement these methodologic tools.Methods:PROTEUS-Trials are engaging with patient, clinician, research, and regulatory stakeholders from 27 organizations in the United States, Canada, Australia, the United Kingdom, and Europe to develop both organization-specific and cross-cutting strategies for implementing and disseminating the methodologic tools. Guided by the Knowledge-to-Action framework, we conducted consortium-wide webinars and meetings, as well as individual calls with participating organizations, to develop a workplan, which we are currently executing.Results:Six methodologic tools serve as the foundation for PROTEUS-Trials dissemination and implementation efforts: the Standard Protocol Items: Recommendations for Interventional Trials-patient-reported outcome extension for writing protocols with patient-reported outcomes, the International Society for Quality of Life Research Minimum Standards for selecting a patient-reported outcome measure, Setting International Standards in Analysing Patient-Reported Outcomes and Quality of Life Endpoints Data Consortium recommendations for patient-reported outcome data analysis, the Consolidated Standards for Reporting of Trials-patient-reported outcome extension for reporting clinical trials with patient-reported outcomes, recommendations for the graphic display of patient-reported outcome data, and a Clinician’s Checklist for reading and using an article about patient-reported outcomes. The PROTEUS-Trials website (www.TheProteusConsortium.org) serves as a central repository for the methodologic tools and associated resources. To date, we have developed (1) a roadmap to visually display where each of the six methodologic tools applies along the clinical trial trajectory, (2) web tutorials that provide guidance on the methodologic tools at different levels of detail, (3) checklists to provide brief summaries of each tool’s recommendations, (4) a handbook to provide a self-guided approach to learning about the tools and recommendations, and (5) publications that address key topics related to patient-reported outcomes in clinical trials. We are also conducting organization-specific activities, including meetings, presentations, workshops, and webinars to publicize the existence of the methodologic tools and the PROTEUS-Trials resources. Work to develop communications strategies to ensure that PROTEUS-Trials reach key audiences with relevant information about patient-reported outcomes in clinical trials and PROTEUS-Trials is ongoing.Discussion:The PROTEUS-Trials Consortium aims to help researchers generate patient-reported outcome data from clinical trials to (1) enable investigators, regulators, and policy-makers to take the patient perspective into account when conducting research and making decisions; (2) help patients understand treatment options and make treatment decisions; and (3) inform clinicians’ discussions with patients regarding treatment options. In these ways, the PROTEUS Consortium promotes patient-centred research and care.

Understanding the Roles and Uses of Web Tutorials

In this paper we identify roles and uses of web-based tutorials through an examination of tutorials’ comments sections. Through this analytical lens, we find that web tutorials serve a variety of needs, providing: in-task help for users with an immediate, specific goal to accomplish; a means for users to proactively expand their repertoire of skills; and an opportunity for novices to shadow and experience an expert’s work practices. We also find a number of emergent practices in tutorial comments. Users post “help-me” stack traces, a type of comment useful for debugging tutorial content; use comments sections as opportunistic support forums; and turn to comments sections for social and technical validation of their personal skill sets. Collectively, these findings enrich existing perspectives on web-based tutorials and argue for new mechanisms to support these various use cases.

Self-help online psychoeducation to overcome anxiety during covid-19 outbreak.

This study aims to compare the effectiveness of mindfulness and relaxation techniques with self-help methods through web tutorials to overcome anxiety during the Covid-19 outbreak. Random control trial experiment performed by invite 418 Balinese Community (Age 15 years and above) to preliminary screening on anxiety sub-scale of 21-DASS. A total of 129 participants who met the random assignment criteria were then grouped into three groups, namely experimental group 1 who will take self-help mindfulness exercises, experimental group 2 who will participate in self-help relaxation exercises, and waiting-list control group. The results of study shows that web-based self-help mindfulness and relaxation tutorials are effective for reducing anxiety levels. The comparison of the two also shows that mindfulness techniques are more effective than relaxation techniques. The results of this study have theoretical and practical implications in efforts to overcome anxiety disorders experienced during the Covid-19 outbreak.

AN EMPIRICAL STUDY ON THE USE OF WEB TUTORIAL SITES TO ENHANCE STUDENTS’ PERFORMANCE IN WEB PROGRAMMING CLASS

In recent years, many of the students enrolled in the web programming classes found it difficult to learn the science and art of the course due to lack of exposure to similar courses in their previous semesters. Students fail to understand program dynamics with the use of common classroom materials such as projected presentations, diagrams, blackboard drawings, texts, and so on. Hence, this study investigated the use of web tutorial sites as supplemental learning resources to enhance students’ performance. Findings showed that there were positive results in the post-test scores of both groups. Moreover, significant difference was evident favouring the treatment group. This would suggest that additional reading materials taken from the web tutorial sites which the students in the treatment group were able use provided them with better understanding of the concepts being presented and thus enhance their performance.

Learning Objects to Support the Teaching-Learning Process of a Web Fundamentals Undergraduate Course

This paper presents a web tutorial to support the teaching-learning process of a web fundamentals undergraduate course, for the generation of web pages based on the hypertext markup language and cascading style sheets. The basic elements that compose the tutorial are learning objects adapted to the objectives of the course. The tutorial is a web site organized according to the course syllabus, in which topics are presented through learning objects that cover the teaching-learning process by including explanations, examples and activities to illustrate and reinforce the topics covered in classes, showing the code corresponding to the languages used, so that it can be manipulated later by the student. The results of an instrument applied to students for the evaluation of learning objects are provided.

ESTUDIO DE DIFICULTADES EN LA ENSEÑANZA Y APRENDIZAJE EN LOS CURSOS BÁSICOS DE PROGRAMACIÓN DE COMPUTADORAS EN PANAMÁ

The objective of this research is to know the perception of students with respect to the difficulty of learning programming, the usefulness of the resources and learning environments. The target population are students of the bachelor's degrees in computer science from the University of Panama, the Technological University of Panama and the Latina University of Panama. It is concluded that least helpful activities in obtaining new knowledge are conferences (38.4%) and study groups (21.5%). On the other hand, there are useful activities, the use of examples to be modified (77.6%) and classroom lectures (62.2%). The videos, examples programs and web tutorials are the most useful resources for students. Resources that require more reading are considered less useful. The most difficult programming concepts to learn are: pointers, objects, registers, recursion, dividing programs into module and creating functions or subprograms, that is coincident with others research.

Ink

The web affords connections by which end-users can receive paid, expert help—such as programming, design, and writing—to reach their goals. While a number of online marketplaces have emerged to facilitate such connections, most end-users do not approach a market to hire an expert when faced with a challenge. To reduce friction in hiring from peer-to-peer expert crowd work markets, we propose Ink, a system that crowd workers can use to showcase their services by embedding tasks inside web tutorials—a common destination for users with information needs. Workers have agency to define and manage tasks, through which users can request their help to review or execute each step of the tutorial, for example, to give feedback on a paper outline, perform a statistical analysis, or host a practice programming interview. In a public deployment, over 25,000 pageviews led 168 tutorial readers to pay crowd workers for their services, most of whom had not previously hired from crowdsourcing marketplaces. A field experiment showed that users were more likely to hire crowd experts when the task was embedded inside the tutorial rather than when they were redirected to the same worker’s Upwork profile to hire them. Qualitative analysis of interviews showed that Ink framed hiring expert crowd workers within users’ well-established information seeking habits and gave workers more control over their work.

The Global Resource for Online Evidence-Based Veterinary Medicine Learning

<p>To help make EBVM accessible to the veterinary profession worldwide, we assembled an extensive international team (the EBVM Learning Consortium) with a collective passion for delivering high-quality teaching of EBVM and developed an open access, online resource: ebvmlearning.org. This coherent web tutorial was designed to introduce learners to the key concepts of EBVM and was launched at the RCVS Knowledge EBVM Skills Day on October 30, 2015.</p><p>The resource, funded by the RCVS Knowledge Target Grants initiative, begins with an introductory module - the ABCs of EBVM - and is then organised into modules addressing the five key areas of EBVM:</p><p>1) Ask - how to formulate answerable questions</p><p>2) Acquire - how to obtain relevant information</p><p>3) Appraise - how to evaluate the available evidence</p><p>4) Apply - how to apply the evidence to clinical practice</p><p>5) Assess - how to measure the effect of any implemented changes</p><p>The tool has been created by marrying engaging content with accessible and usable technical design in order to encourage and facilitate re-use in a wide variety of familiar and unexpected settings as well as a number of platforms and devices. The resource will be appropriate for students and practitioners for self-study, and is also envisaged to be used in whole or in part as standalone teaching modules to support other EBVM teaching. The resource utilises best pedagogical approaches, and includes formative multiple choice questions, short tasks and recommendations for further study. It is intended to be a base of knowledge bringing together the basics of EBVM into one place, and highlights numerous other links to resources and organisations that are available to further learners’ knowledge about the subject. Development of the resource followed an iterative cycle which included review by both the core team as well as other identified stakeholders (e.g. students, practitioners, industry representatives).</p><p>It is hoped that the development of this resource will increase awareness of EBVM in the veterinary profession and allow practitioners the opportunity to develop the skills needed to utilise EBVM in everyday clinical practice. Future aims of the project team include designing methods of cataloguing and disseminating evidence syntheses to support clinical decision-making and evidence-based veterinary practice, improving and standardising the teaching of EBVM to undergraduate and postgraduate students at veterinary schools internationally, and building a community of practice in this area.</p><br /> <img src="https://www.veterinaryevidence.org/rcvskmod/icons/oa-icon.jpg" alt="Open Access" />

Utilizing Web 2.0 Technologies for Library Web Tutorials: An Examination of Instruction on Community College Libraries' Websites Serving Large Student Bodies

ABSTRACTThis is the second part of a series on Web 2.0 tools available from community college libraries' Websites. The first article appeared in an earlier volume of this journal and it illustrated the wide variety of Web 2.0 tools on community college libraries' Websites serving large student bodies (Blummer and Kenton 2014). The research found many of these tools, especially LibGuides and YouTube videos, contained instructional content. This research focuses on the use of Web 2.0 tools to deliver library training to users in community colleges with large student bodies. The study considers the diversity of Web 2.0 tools utilized for instructional purposes. It also examines the relationship between the population ranking of the community college and the availability of these tutorials.

Endnote Web tutorial for BJCVS/RBCCV

At present, many useful tools for reference management are available for use. They can be either off-line softwares or accessible Websites to all users in the internet. Their target is to facilitate the production of scientific text. But, to accomplish that, the featured bibliographic style should be effectively inserted, and the program has to be free. Here in this tutorial, we present Endnote Web®, a bibliographic reference management program comprising these two requirements: it contains the Brazilian Journal of Cardiovascular Surgery reference format and its use is free for charge after sign-in in IP registered terminal in Web of Science®.

Web tutorials workflows

Purpose – This article examines a structured redesign of one academic library's offering of its online learning objects. This process considered both improving the online learning objects and developing a feasible workflow process for librarians. The findings for both processes are discussed. Design/methodology/approach – The scholarship on online library learning objects and web tutorials, beginning with Dewald's seminal study, was examined for trends, patterns, and best practices. From this research, informal interviews were conducted with library faculty members. Once this information had been collected, other public university libraries in the state of Michigan – 14 in all – were considered in terms of if, and how, they offered online learning objects and web tutorials. These three areas of inquiry provide a foundation for the best practices and workflows developed. Findings – Based on the scholarship, librarian feedback, and informal assessment of other public university libraries' practices, best practices were developed for web tutorial evaluation and creation. These best practices are to make online learning content: maintainable, available, geared at users, informative, and customizable. Workflows for librarians around these best practices were developed. Also, using these best practices, the library redesigned its tutorials web page and employed a different content management tool, which benefitted both librarians and users with increased interactivity and ease of use. Originality/value – This article shares best practices and library workflows for online learning objects in ways that are not commonly addressed in the literature. It also considers the library's online instructional presence from the perspectives of both user and librarian, and works to develop structures in which both can function effectively. This article is also of value because of the practical implications it offers to library professionals.

Science Information Literacy Tutorials and Pedagogy

This study aims at finding out which information literacy standards science and technology libraries have been trying to instruct through Web-based tutorials and the extent to which pedagogical elements are incorporated. The research results are expected to be helpful to the future designing of tutorials for information literacy instruction purpose.Cette étude a pour objectif d'identifier les normes de maîtrise de l'information utilisées par les bibliothèques de sciences et technologies dans le cadre de tutoriels en ligne et la mesure dans laquelle des éléments pédagogiques y sont intégrés. Les résultats devraient être utiles au développement de futurs tutoriels consacrés à la maîtrise de l'information.

The MAGIC of Web Tutorials: How One Library (Re)Focused its Delivery of Online Learning Objects on Users

Oakland University (OU) Libraries undertook an assessment of how to leverage its resources to make online tutorials more focused on users’ needs. A multi-part assessment process reconsidered Web tutorials offerings through the lenses of faculty and staff feedback, literature review, and an analysis of other universities’ online tutorial offerings. From there, OU's e-Learning and Instructional Technology Librarian developed the MAGIC guidelines (Manageable, Available, Geared at users, Informative, Customizable) to resituate OU Libraries’ online tutorials and place users at the center. Putting MAGIC into practice meant integrating Web tutorials at points-of-need, identifying and sharing essential information, and engaging students in the learning whenever possible.

Questioning the Text: Advancing Literary Reading in the Second Language Through Web-Based Strategy Training

This study assessed language learners' perceptions of an instructional approach to literary reading in the second language. The approach under investigation is based on a Web tutorial that teaches questioning strategies. Seventy-eight German students enrolled at a state university in the United States participated in the study. Questionnaire data suggest that most of the learners perceived the approach positively in regard to its impact in facilitating the development of literary reading competencies in the second language. Students with positive perceptions about the Web tutorial were more likely to report a positive affective response to the literary texts and a higher motivation to continue the study of German beyond the university's foreign language requirement.