Thematische Bibliographien / Web browser based educational application

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Auswahl der wissenschaftlichen Literatur zum Thema „Web browser based educational application“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 18. Februar 2022

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Zeitschriftenartikel zum Thema "Web browser based educational application"

Potter, C. S., B. Carragher, L. Carroll, C. Conway, B. Grosser, J. Hanlon, N. Kisseberth et al. „Bugscope: The Second Year of a Sustainable Remote Microscope Project for K-12 Education Outreach.“ Microscopy and Microanalysis 6, S2 (August 2000): 1160–61. http://dx.doi.org/10.1017/s1431927600038290.

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Bugscope is a second generation educational project in the World Wide Laboratory that provides web browser based control of scientific imaging instrumentation using the Internet. We had previously demonstrated web based remote access to sophisticated scientific imaging systems several years ago in the Chickscope project. The primary goal of the Bugscope project is to demonstrate that relatively low cost, sustainable access to an environmental scanning electron microscope (ESEM) can be made available to K-12 classrooms.Methods: To participate in the project, a classroom submits a web based application that describes how they plan to use the microscope. If the application is accepted, a one hour session on the ESEM is scheduled and the classroom mails in their chosen specimen. During their access time, classrooms use a standard web browser over the Internet to control and acquire images from the ESEM (Philips/FEI XL-30FEG).

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Lehmann, Eldon D., Dennis K. DeWolf, Christopher A. Novotny, Karen Reed und Robert R. Gotwals. „Dynamic Interactive Educational Diabetes Simulations Using the World Wide Web: An Experience of More Than 15 Years with AIDA Online“. International Journal of Endocrinology 2014 (2014): 1–25. http://dx.doi.org/10.1155/2014/692893.

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Background. AIDA is a widely available downloadable educational simulator of glucose-insulin interaction in diabetes.Methods. A web-based version of AIDA was developed that utilises a server-based architecture with HTML FORM commands to submit numerical data from a web-browser client to a remote web server. AIDA online, located on a remote server, passes the received data through Perl scripts which interactively produce 24 hr insulin and glucose simulations.Results. AIDA online allows users to modify the insulin regimen and diet of 40 different prestored “virtual diabetic patients” on the internet or create new “patients” with user-generated regimens. Multiple simulations can be run, with graphical results viewed via a standard web-browser window. To date, over 637,500 diabetes simulations have been run at AIDA online, from all over the world.Conclusions. AIDA online’s functionality is similar to the downloadable AIDA program, but the mode of implementation and usage is different. An advantage to utilising a server-based application is the flexibility that can be offered. New modules can be added quickly to the online simulator. This has facilitated the development of refinements to AIDA online, which have instantaneously become available around the world, with no further local downloads or installations being required.

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Qi, Shiyuan, Shoubang Li und Jing Zhang. „Designing a Teaching Assistant System for Physical Education Using Web Technology“. Mobile Information Systems 2021 (05.06.2021): 1–11. http://dx.doi.org/10.1155/2021/2301411.

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An efficient and effective management is mandatory for the success of every organization, especially educational institutes. Following the course curriculum and completing it in time are beneficial for the students and the colleges’ reputation in educational institutes. In this paper, intelligent management of physical education curriculum is designed using a Web-based teaching assistant system. The multilayer designed system provides convenience for teachers and students of health and physical education. The data layer collects input data from users and transmits it to the storage layer after being compiled by the decoder. The layer uses memory to save the transmitted data and integrate the saved data into the expansion chip and transmit it to the transmission layer. The Web server at this layer outputs the transmitted data in the form of an HTML structure file through a CGI program and feeds back the output to the browser of the application layer. The man-machine interaction interface of the application layer uses a large-scale hierarchical information visualization method to show data on the browser to users. The experimental results show that the system has comprehensive functions, fast processing speed, and low energy consumption. It has a good page display effect, which is in line with the user’s visual cognition; the recall rate of curriculum scheduling data and curriculum selection data is always higher than 96%, and the data analysis ability is excellent.

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Chetty, M., S. Hu und J. Bennett. „An Interactive Java-Based Educational Module in Electromagnetics“. International Journal of Electrical Engineering & Education 40, Nr. 1 (Januar 2003): 79–90. http://dx.doi.org/10.7227/ijeee.40.1.9.

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This paper explains the design, development and implementation of a web-based educational module for an introductory electromagnetic (EM) course at Monash University. It contains tutorials, interactive simulation and animation. The two most important sections of the module, namely ‘electric dipole’ and ‘experimental field mapping’, are described here. Both these sections are interactive and with the help of visual graphical displays and audio files they ‘stimulate’ the sight and sound senses for understanding. The module can act as an instructional aid and helps not only in understanding the fundamental concepts but also in providing a greater appreciation of the applications of EM theory. The responses from interactive simulation are displayed directly on the client browser. The overall package is developed using Java, HTML, CGI scripts written in Perl and MATLAB.

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Ahmed, Baumey. „Building a Conceptual Framework for E-Learning Based on Cloud Computing In Egyptian Universities“. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, Nr. 5 (30.12.2016): 1384–89. http://dx.doi.org/10.24297/ijrem.v7i5.5159.

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In order to have an intelligent education, we have to make use of all modern education techniques. One of these techniques is the integration of information and communication technologies in education according to the global trend. In other words, to prepare a creative environment using means of existing web tools, techniques, and services to provide Browser-Based-Application. Nowadays Arab countries have a big interest in E-learning techniques and put it into the form of services within Services Oriented Architecture Technique (SOA), and mixing its input and outputs within the components of the Education Business Intelligence and enhance it to simulate reality by educational virtual worlds. This paper presents an idea about tools, instruments, techniques to enhance the educational process in the way that it could reach maximum uses of intelligent education modern technique.

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Minovic, Miroslav, Miloš Milovanovic, Jelena Minovic und Dušan Starcevic. „Integrating an Educational Game in Moodle LMS“. International Journal of Distance Education Technologies 10, Nr. 4 (Oktober 2012): 17–25. http://dx.doi.org/10.4018/jdet.2012100102.

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The authors present a learning platform based on a computer game. Learning games combine two industries: education and entertainment, which is often called “Edutainment.” The game is realized as a strategic game (similar to Risk™), implemented as a module for Moodle CMS, utilizing Java Applet technology. Moodle is an open-source course management system (CMS), which is widely used among universities as an eLearning platform. Java Applet enables development of rich-client applications which are executed in web browser environment. During the game, players receive questions from specified Moodle quiz, and all answers are stored back into Moodle system. Students can later verify their score and answers, and examine the test that they actually worked on during the game. This system supports synchronous as well as asynchronous interaction between players.

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Kearney-Volpe, Claire, und Amy Hurst. „Accessible Web Development“. ACM Transactions on Accessible Computing 14, Nr. 2 (Juli 2021): 1–32. http://dx.doi.org/10.1145/3458024.

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There are a growing number of jobs related to web development, yet there is little formal literature about the accessibility of web development with a screen reader. This article describes research to explore (1) web development accessibility issues and their impact on blind learners and programmers; (2) tools and strategies used to address issues; and (3) opportunities for creating inclusive web development curriculum and supportive tools. We conducted a Comprehensive Literature Review (CLR) to formulate accessibility issue categories, then interviewed 12 blind programmers to validate and expand on both issues in education and practice. The CLR yielded five issue categories: (1) visual information without an accessible equivalent, (2) orienting, (3) navigating, (4) lack of support, and (5) knowledge and use of supportive technologies. Our interview findings validated the use of CLR-derived categories and revealed nuances specific to learning and practicing web development. Blind web developers grapple with the inaccessibility of demonstrations and explanations of web design concepts, wireframing software, independent verification of computed Cascading Style Sheets (CSS), and navigating browser-based developer tool interfaces. Tools and strategies include seeking out alternative education materials to learn independently, use of CSS frameworks, collaboration with sighted colleagues, and avoidance of design and front-end development. This work contributes to our understanding of accessibility issues specific to web development and the strategies that blind web developers employ in both educational and applied contexts. We identify areas in which greater awareness and application of accessibility best practices are required in Web education, a need to disseminate existing screen reader strategies and accessible tools, and to develop new tools that support Web design and validation of CSS. Finally, this research signals future directions for the development of accessible web curriculum and supportive tools, including solutions that leverage artificial intelligence, tactile graphics, and supportive-online communities of practice.

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Shevchenko, Yury, Tim Kuhlmann und Ulf-Dietrich Reips. „Samply: A user-friendly smartphone app and web-based means of scheduling and sending mobile notifications for experience-sampling research“. Behavior Research Methods 53, Nr. 4 (02.02.2021): 1710–30. http://dx.doi.org/10.3758/s13428-020-01527-9.

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AbstractUndertaking an experience-sampling study via smartphones is complex. Scheduling and sending mobile notifications often requires the use of proprietary software that imposes limits on participants’ operating systems (whether iOS or Android) or the types of questions that can be asked via the application. We have developed an open-source platform—Samply—which overcomes these limitations. Researchers can access the entire interface via a browser, manage studies, schedule and send notifications linking to online surveys or experiments created in any Internet-based service or software, and monitor participants' responses—all without the coding skills usually needed to program a native mobile application. Participants can download the Samply Research mobile application for free from Google Play or the App Store, join a specific study, receive notifications and web links to surveys or experiments, and track their involvement. The mobile application leverages the power of the React Native JavaScript library, which allows it to be rendered in the native code of Android and iOS mobile operating systems. We describe Samply, provide a step-by-step example of conducting an experience-sampling study, and present the results of two validation studies. Study 1 demonstrates how we improved the website’s usability for researchers. Study 2 validates the mobile application’s data recording ability by analyzing a survey’s participation rate. The application’s possible limitations and how mobile device settings might affect its reliability are discussed.

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Vate-U-Lan, Poonsri. „Transforming Classrooms through Game-Based Learning“. International Journal of Game-Based Learning 5, Nr. 1 (Januar 2015): 46–57. http://dx.doi.org/10.4018/ijgbl.2015010104.

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This article reports an exploratory study which investigated attitudes towards the practice of game-based learning in teaching STEM (science, technology, engineering and mathematics) within a Thai educational context. This self-administered Internet-based survey yielded 169 responses from a snowball sampling technique. Three fifths of respondents were female (59.2% or N=100 females and 40.8% or N=69 males). Slightly more than half (55.6%) of the participants were elementary, secondary and university students. An additional second group of thirty-five per cent (N=59) were teachers who were in charge of STEM educational programs. Almost one tenth (9.5%, N=16) were parents. Frequency tables were used to analyze the quantitative data. The qualitative data was derived from a single open-ended question. The study found some divergent opinions that are useful in considering game-based learning for STEM education in Thailand. The overall average attitude towards the usage of game-based learning was very positive (3.92 out of 5, S.D. = 0.80). The study found that the majority of informants preferred that the delivery mode was online through a web browser followed by the mobile mode through an application and the least preferred was the offline mode recorded on CD-ROM (55.0%, 31.4% and 13.6% respectively). Thai was still the most preferred language to be used though both students and parents surveyed had a stronger preference for English and a Thai-English bilingual mode than the teachers. An important finding in this research was that stakeholders expected game-based learning to be integrated into the traditional classroom because of its enhanced learning approach.

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Arribathi, Abdul Hamid, Saryani Saryani und Haris Haris. „PERANCANGAN APLIKASI SMART SEMINAR DAN WORKSHOP BERBASIS WEBSITE“. Journal CERITA 5, Nr. 2 (01.08.2019): 156–64. http://dx.doi.org/10.33050/cerita.v5i2.409.

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Seminars and workshops are inseparable activities from the world of education in higher education. As the implementation of the Tridharma of Higher Education is teaching, research and service. The results of the research conducted require publication through writing or seminars and workshops. However, there are still many seminars and workshops that hold it conventionally starting from the announcement of the event, registration of participants, to the process of implementing the event. So that it feels less effective. Therefore a Smart Seminar and web and Android based Workshop system is needed, which can facilitate the announcement of events and registration of participants online, absent attendees with QRCode, and make participants able to ask questions directly through the application without interrupting the content being conveyed by the speaker. The research method that was carried out in the first stage was collecting data and information through interviews, literature studies, and Focus Group Discussion (FGD) with seminar and workshop experts. The second stage is to build the system using the Waterfall type SDLC (System Development Life Cycle) method. The Waterfall Model provides a sequential or sequential software lifecycle approach starting from analysis, design, coding, testing, and maintenance. The results of the Smart Seminar and Worksop system design can facilitate educational institutions in conducting seminars and workshops effectively and more quality, as well as more interactive between participants and speakers in terms of questions and answers. This application can be accessed via a web browser or with an Android application.

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Dissertationen zum Thema "Web browser based educational application"

Res, Martin. „Testovací Lhota“. Master's thesis, Vysoké učení technické v Brně. Fakulta výtvarných umění, 2021. http://www.nusl.cz/ntk/nusl-445691.

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The subject of the thesis is designing and implementing web application, which visualizes the impacts of alternative land use in a model village and its surroundings, pointing out possible advantages, disadvantages and risks of different land uses. The user is able to place buildings on the map and choose between different approaches to agriculture, forestry, water managment etc. The application visualizes the impact of users decisions in response.

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Nadipelly, Vinaykumar. „Dynamic Scoping for Browser Based Access Control System“. TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1149.

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We have inorganically increased the use of web applications to the point of using them for almost everything and making them an essential part of our everyday lives. As a result, the enhancement of privacy and security policies for the web applications is becoming increasingly essential. The importance and stateless nature of the web infrastructure made the web a preferred target of attacks. The current web access control system is a reason behind the victory of attacks. The current web consists of two major components, the browser and the server, where the effective access control system needs to be implemented. In terms of an access control system, the current web has adopted the inadequate same origin policy and same session policy for the browser and server, respectively. The current web access control system policies are sufficient for the earlier day's web, which became inadequate to address the protection needs of today's web. In order to protect the web application from un-trusted contents, we provide an enhanced browser based access control system by enabling the dynamic scoping. Our security model for the browser will allow the client and trusted web application contents to share a common library and protect web contents from each other, while they still get executed at different trust levels. We have implemented a working model of an enhanced browser based access control system in Java, under the Lobo browser.

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Zhang, Liang. „Application of web-based interactive and multimedia technology in an introductory engineering course“. Ohio : Ohio University, 2001. http://www.ohiolink.edu/etd/view.cgi?ohiou1177522206.

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Hasanat, Watraat Unmona. „Utilization of a new web-based application for case difficulty assessment as a predictor for procedural errors in nonsurgical root canal treatment“. Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/dugoni_etd/15.

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Introduction: There are currently no established guidelines to determine which cases general practitioners should refer to an endodontist for root canal treatment. The American Association of Endodontists (AAE) has developed the EndoCase mobile application (ECA), which utilizes either a full or abridged rubric to assign case difficulty level and provide referral guidelines to general practitioners and dental students. Objective: The objective of this study was to determine whether the abridged criteria of the EndoCase application can help predict the incidence of procedural errors in nonsurgical root canal treatment of mandibular molars in an undergraduate dental clinic based on the difficulty level. Methods: A list of patients who received primary root canal treatment on mandibular first molars in the undergraduate dental clinic from 2015-2020 was obtained. Ninety patients qualified for inclusion. Case difficulty level was assessed using the ECA by three providers with differing levels of experience. Incidence of procedural errors was determined from post-operative radiographs by two calibrated independent observers. Results: The most common endodontic mishaps were errors during access cavity preparation followed by the presence of voids in the root filling, with an incidence of 54.4% and 45.6%, respectively. There were no significant differences regarding case difficulty level and the incidence of total procedural errors nor number of treatment visits. Of the individual error types, the presence of obturation >2mm short of the radiographic apex was weakly correlated with case difficulty level (r = 0.226, pConclusion: There is minimal correlation between the difficulty level of mandibular molars determined by the ECA and the number of treatment visits or overall incidence of procedural errors.

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宗立達. „Intelligent Application in Web-based Educational Systems“. Thesis, 2003. http://ndltd.ncl.edu.tw/handle/56303441907187903012.

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碩士
國立高雄師範大學
資訊教育研究所
91
Programmed instruction introduced the application of machine into educational system. After that computer replaced the role of instructional machine soon, a new type of automated instruction called computer assisted instruction (CAI) emerged. And then since the technique of artificial intelligent became popular, a learner-centered intelligent tutoring system (ITS) had been developed. Now we are facing a brand new web-based instructional environment. Through this paper review investigation, we will analyze and investigate the intelligent application in web-based educational system. As the result of this study, it shows the intelligent application is related to the object of web-based educational system. In a instructional system, its intelligent applications usually include curriculum sequencing, intelligent analysis of student’s solutions, interactive problem solving support, example-based problem solving support, adaptive presentation, and adaptive navigation support. Since a web-based educational system can have a large number of users, this study also predicts the intelligent application in web-based educational system will more focus on communication and collaboration among people in the future.

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Ssemugabi, Samuel. „Usability evaluation of a web-based e-learning application: a study of two evaluation methods“. Thesis, 2006. http://hdl.handle.net/10500/1515.

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Despite widespread use of web-based e-learning applications, insufficient attention is paid to their usability. There is a need to conduct evaluation using one or more of the various usability evaluation methods. Given that heuristic evaluation is known to be easy to use and cost effective, this study investigates the extent to which it can identify usability problems in a web-based e-learning application at a tertiary institution. In a comparative case study, heuristic evaluation by experts and survey evaluation among end users (learners) are conducted and the results of the two compared. Following literature studies in e-learning - particularly web-based learning - and usability, the researcher generates an extensive set of criteria/heuristics and uses it in the two evaluations. The object of evaluation is a website for a 3rd year Information Systems course. The findings indicate a high correspondence between the results of the two evaluations, demonstrating that heuristic evaluation is an appropriate, effective and sufficient usability evaluation method, as well as relatively easy to conduct. It identified a high percentage of usability problems.
Computing
M.Sc. (Information Systems)

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Φωκά, Γεωργία. „Ανάπτυξη και διαχείριση διαδικτυακού εκπαιδευτικού λογισμικού“. Thesis, 2010. http://nemertes.lis.upatras.gr/jspui/handle/10889/4132.

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Στην εργασία αυτή, παρουσιάζεται η ανερχόμενη μέθοδος εκμάθησης Intercomprehension καθώς και η αξιοποίηση αυτής από το διαδικτυακό εκπαιδευτικό λογισμικό εκμάθησης ξένων γλωσσών ‘Intercom’. Η συγκεκριμένη εφαρμογή στηρίζεται αποκλειστικά στη μεθοδολογία αυτή, η οποία και αναπτύσσει μια μέθοδο διδασκαλίας για την προώθηση της αμοιβαίας κατανόησης, στηριζόμενη σε κοινές στρατηγικές που αξιοποιούν τις μη-γλωσσικές πτυχές της δεκτικής ικανότητας. Το λογισμικό αυτό, αποτελείται από ένα σύνολο διαδικτυακών δραστηριοτήτων αλληλεπίδρασης με σκοπό την εκμάθηση τεσσάρων γλωσσών: Γερμανικά, Πορτογαλικά, Βουλγάρικα και Ελληνικά, αξιοποιώντας παράλληλα δύο γλώσσες οδηγούς (Αγγλικά και Γαλλικά). Η πρωτοτυπία του εκπαιδευτικού αυτού λογισμικού, συνιστάται στην εξέλιξη της συγκεκριμένης μεθόδου διδασκαλίας επεκτείνοντας την και πέρα των γλωσσικών οικογενειών παράλληλα με την αξιοποίηση μη γλωσσικών πτυχών κατά την εκμάθηση μιας ξένης γλώσσας.
The purpose of this paper is to present the new learning method "Intercomprehension", as well as a web based educational software of learning foreign languages called "Intercom", which is based in this particular method. The application is exclusively based in this learning method, which also develops a teaching method for the promotion of mutual comprehension, supported in common strategies that develop the not-linguistic aspects of receptive faculty. This software is constituted by a number of web interactive activities aiming at the learning of four languages: German, Portuguese, Bulgarian and Greek, while using two guide languages (English and French). The originality of this educational software, is contested in the extension of this learning method over linguistic families while trying to develop not linguistic aspects in the procedure of learning a foreign language.

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Osei-Asiamah, Joel. „An investigation of teaching and learning methods in information technology : a case study at a selected high school in Kwa-Zulu-Natal“. Diss., 2019. http://hdl.handle.net/10500/26464.

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The Information Technology (IT) as subject taught in South African secondary schools is considered to be a very perplexing subject. The IT as a subject has four learning outcomes which are E-Communication (weight 10%), Social and Ethical Issues (weight 10%), Hardware and Systems Software (weight 20%) and Programming and Software Development (weight 60%). The Programming and Software Development enjoys the highest weight as outcome of IT and it is believed to be the main cause of the difficulty of IT. The number of Grade 9 learners willing to offer IT as a subject in Grade 10 is decreasing and the number of learners pursuing IT until Grade 12 is declining in every school in South Africa annually. The aim of this research is to investigate methods that enhance teaching and learning Information Technology at a selected high school focusing on Grade12 learners. Although this work investigated many teaching and learning methods, it has come to be known that the hybrid system or method is the best to adopt and apply in teaching and learning of IT in high schools especially in the relevant target high school. Thirty (30) participants were sampled. Three (3) data collection instruments, which were questionnaires, interviews and observations were used. Results that were obtained from the use of these data collection instruments were recorded and analysed. Results from these instruments were compared and conclusions drawn. A major finding was that the hybrid system that combines both teacher-centered and learner-centered teaching approaches was able to enhance the teaching and learning of IT.
Science and Technology Education
M. Ed. (Natural Science Education)

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Bücher zum Thema "Web browser based educational application"

Delivering e-learning: A complete strategy for design, application, and assessment. London: Kogan Page, 2009.

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Buchteile zum Thema "Web browser based educational application"

Kuo, Chen, und Noriaki Yoshiura. „A Browser Application for Keyword Recommendation Based on User Web Search“. In Computational Science and Its Applications – ICCSA 2018, 147–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95168-3_10.

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Poulova, Petra, und Blanka Klimova. „Developing a Web-Based Application as an Educational Support“. In Smart Education and e-Learning 2017, 400–408. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59451-4_40.

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Ougiaroglou, Stefanos, und Giorgos Paschalis. „Association Rules Mining from the Educational Data of ESOG Web-Based Application“. In IFIP Advances in Information and Communication Technology, 105–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33412-2_11.

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Panagiotakopoulos, C. T., T. S. Papatheodorou und G. D. Styliaras. „Istopolis: Design Issues and Evaluation’ Results of an Integrated Web-Based Educational Application“. In Technological Developments in Networking, Education and Automation, 65–70. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9151-2_12.

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Tejedor, J. A. Gómez, G. Moltó Martínez und C. Barros Vidaurre. „An Online Virtual Laboratory of Electricity“. In Web-Based Education, 910–22. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch063.

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In this article, we describe a Java-based virtual laboratory, accessible via the Internet by means of a Web browser. This remote laboratory enables the students to build both direct and alternating current circuits. The program includes a graphical user interface which resembles the connection board, and also the electrical components and tools that are used in a real laboratory to build electrical circuits. Emphasis has been placed on designing access patterns to the virtual tools as if they were real ones. The virtuallaboratory developed in this study allows the lecturer to adapt the behaviour and the principal layout of the different practical sessions during a course. This flexibility enables the tool to guide the student during each practical lesson, thus enhancing self-motivation. This study is an application of new technologies for active learning methodologies, in order to increase both the self-learning and comprehension of the students. This virtual laboratoryis currently accessible at http://personales.upv.es/jogomez/labvir/ (in Spanish).

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Poitras, Eric, und Negar Fazeli. „Mining the Edublogosphere to Enhance Teacher Professional Development“. In Social Media Data Extraction and Content Analysis, 42–65. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0648-5.ch002.

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The rapid proliferation of Web 2.0 technologies during the last decade has led to online communities of learners, where members share prerequisite knowledge and skills to further professional growth. The educational affordances of blogs offer a wealth of online resources that can be mined in order to gain better understanding of community members and their contributions. In this chapter, we outline a web content mining technique to extract and analyze information from educational blogs, resulting in networks of online resources where content is linked in terms of the underlying semantic relationships. This type of representation is referred to as a network-based model, and has implications for e-learning personalization systems that seek to suggest similar content to those preferred by other learners. The applications of this method are discussed in terms of enhancing teacher professional development in the context of nBrowser, an intelligent web browser designed to support pre-service teachers in building lesson plans that integrate technologies in the classroom.

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Han, Weiguo, Liping Di, Peisheng Zhao und Xiaoyan Li. „GeoBrain Online Analysis System“. In Advances in Geospatial Technologies, 455–74. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-192-8.ch019.

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The geospatial Web portal is the gateway to combining news, information, data, and applications from the geosciences community. Service Oriented Architecture (SOA), Software as a Service, Rich Internet Application, and other emerging Web standards and technologies have revolutionized the implementation of Web portals. The GeoBrain project is developing a comprehensive Web service-oriented geospatial portal, the GeoBrain Online Analysis System (GeOnAS). This data-rich and service-centric geospatial portal provides easy, fast, and federated Web access to geospatial data, information, and services compliant with Open Geospatial Consortium standards from multiple sources. It offers standards-based geospatial data discovery, retrieval, visualization and analysis to facilitate geosciences research and education around the world, and to help decision-makers and analysts work more efficiently and effectively within an SOA runtime environment. Asynchronous JavaScript and XML (Ajax) also brings more responsive, interactive, and dynamic features to this Web portal and creates a better Web experience to its end users in the confines of a modern browser.

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Gómez-Tejedor, J. A., und G. Moltó. „Online Learning of Electrical Circuits Through a Virtual Laboratory“. In Advances in Distance Education Technologies, 94–107. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-934-2.ch007.

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This work describes a Java-based virtual laboratory accessible via the Internet by means of a Web browser. This remote laboratory enables the students to build both direct and alternating current circuits. The program includes a graphical user interface which resembles the connection board, and also the electrical components and tools that are used in a real laboratory to build electrical circuits. Emphasis has been placed on designing access patterns to the virtual tools as if they were real ones. The virtual laboratory developed in this study allows the lecturer to adapt the behaviour and the principal layout of the different practical sessions during a course. This flexibility enables the tool to guide the student during each practical lesson, thus enhancing self-motivation. This study is an application of new technologies for active learning methodologies, in order to increase both the self-learning and comprehension of the students. This virtual laboratory is currently accessible at the following URL: http://personales.upv.es/jogomez/labvir/ (in Spanish).

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Arndt, T., S. K. Chang, A. Guerico und P. Maresca. „An XML-Based Approach to Multimedia Engineering for Distance Learning“. In Advances in Distance Education Technologies, 108–37. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-376-0.ch006.

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Multimedia software engineering (MSE) is a new frontier for both software engineering (SE) and visual languages (VL). In fact, multimedia software engineering can be considered as the discipline for systematic specification, design, substitution, and verification of visual patterns. Visual languages contribute to MSE such concepts as: Visual notation for software specification, design, and verification flow charts, ER diagrams, Petri nets, UML visualization, visual programming languages, etc. Multimedia software engineering and software engineering are like two sides of the same coin. On the one hand, we can apply software engineering principles to the design of multimedia systems. On the other hand, we can apply multimedia technologies to the software engineering practice. In this chapter, we concentrate on the first of these possibilities. One of the promising application areas for multimedia software engineering is distance learning. One aim of this chapter is to demonstrate how it is possible to design and to implement complex multimedia software systems for distance learning using a tele-action object transformer based on XML technology applying a component-based multimedia software engineering approach. The chapter shows a complete process of dataflow transformation that represents TAO in different ways (text, TAOML, etc.) and at different levels of abstraction. The transformation process is a reversible one. A component-based tool architecture is also discussed. We also show the first experiments conducted jointly using the TAOML_T tool. The use of an XML-based approach in the distance learning field has other advantages as well. It facilitates reuse of the teaching resources produced in preceding decades by universities, schools, research institutions, and companies by using metadata. The evolution of the technologies and methodologies underlying the Internet has provided the means to transport this material. On the other hand, standards for representing multimedia distance learning materials are currently evolving. Such standards are necessary in order to allow a representation which is independent of hardware and software platforms so that this material can be examined, for example, in a Web browser or so that it may be reused in whole or in part in other chapters of a book or sections of a course distinct from that for which it was originally developed. Initial experiments in reuse of distance learning carried out at the University of Naples, Kent State University, and Cleveland State University are described. The authors have also developed a collaboration environment through which the resources can be visualized and exchanged.

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Ray, Loye Lynn. „Countering Cross-Site Scripting in Web-Based Applications“. In Application Development and Design, 370–83. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3422-8.ch014.

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Today's dynamic web-based applications have become a normal and critical asset to an organizations business. They come with an increase in the number of web vulnerabilities and attacks. These weaknesses allow hackers to focus their attention on attacking this important information source. The most common vulnerability is cross-site scripting (XSS) and one of the Open Web Application Security project (OWASP) top ten web-threats. XSS occurs when a Web-based application allows untrusted information be accepted and sent back to a browser. Also they can execute scripts within a browser that can deface web sites, redirect users to malicious content and hijack browsers. One reason for this problem was the lack of developers understanding the causes of XSS. In this paper, the authors address the causes of XSS and countermeasures to defense against these threats.

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Konferenzberichte zum Thema "Web browser based educational application"

Dehinbo, Johnson. „The Performance of Web-based 2-tier Middleware Systems“. In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2937.

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The overall aim of this study is to determine the performance of selected web-based dynamic middleware systems that are used for designing and implementing dynamic web application systems. This is necessary in a world where more applications are moving to the web, and slow performance of such applications can discourage users, thereby reducing profit, and reduce programmers’ productivity and quality of applications due to slow testing and execution. Java Servlets, Java Server Pages (JSP), Microsoft Active Server Pages (ASP), and Personal Home Page (PHP) were used to perform some operations on the server, like retrieving all records from a database stored on the server. The time taken since the query is initiated from the browser, to the time the query result is displayed on the client browser were measured for each of the four middleware systems as an estimate for their performance. Records were increased in multiples of thousands to estimate scalability along with the performance. PHP proved to be more efficient and more scalable.

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Larson, Jonathan E., und Harry H. Cheng. „Web-Based Interactive Cam Design“. In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/mech-5825.

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Abstract We have developed a Web-based interactive cam design package under the programming paradigm of the CH language environment. This package was initially developed as a teaching and learning tool for educational use in an undergraduate Computer-Aided Mechanism Design course. Because the system is Web-based and implemented through a client/server model with the user interface through the Web browser, it is easy to use and maintain. The system can also be used to solve practical engineering cam design problems with two follower motion types of translation and oscillation. The system can be used to generate cam profile, position, velocity, and acceleration histories of the follower. Once a cam/follower system is designed, animation of the cam/follower system can be performed. At the end of the design, the CNC code for manufacturing the designed cam can also be produced through our Web-based cam design system. The package consists of a number of modules including various Web pages, common gateway interface (CGI) programs, and a CH program called cam which performs the necessary computation for cam design. Two different versions of the cam design package have been designed and implemented. One runs the cam design program on the client machine as a CH applet, and the other runs the cam design program on the Web server though CGI. In this paper, details of design and implementation of Web-based cam design package will be described. Two application examples with different motion types for the follower will be used to illustrate features of the applet-based and CGI-based implementation schemes.

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Chen, Qiyang, James Yao und Rubin Xing. „Middleware Components for E-commerce Infrastructure: An Analytical Review“. In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2951.

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Embracing inapt infrastructure technology is a major threat in developing extensive and efficient Web-based systems. The architectural strength of all business models demands an effective integration of various technological components. And middleware, the center of all applications, becomes the driver—everything works if middleware does. In the recent times, the client/server environment has experienced sweeping transformation and led to the notion of the “Object Web”. Web browser is viewed as a universal client that is capable of shifting flawlessly and effortlessly between various applications over the Net. This paper presents an overview of middleware and the facilitating technologies and point toward the latest developments, taking into account the functional potential of the on-market middleware solutions as well as their technical strengths and weaknesses. The paper classifies and describes various types of middleware technologies such as database middleware, Remote Procedure Call (RPC), application server middleware, message-oriented middleware (MOM), Object Request Broker (ORB), transaction-processing monitors, and Web middleware etc., with on-market technologies.

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Pretorius, Sean, Adeyemi R. Ikuesan und Hein S. Venter. „Attributing users based on web browser history“. In 2017 IEEE Conference on Application, Information and Network Security (AINS). IEEE, 2017. http://dx.doi.org/10.1109/ains.2017.8270427.

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MacIntyre, Blair, Alex Hill, Hafez Rouzati, Maribeth Gandy und Brian Davidson. „The Argon AR Web Browser and standards-based AR application environment“. In 2011 IEEE International Symposium on Mixed and Augmented Reality. IEEE, 2011. http://dx.doi.org/10.1109/ismar.2011.6092371.

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Kanaoka, Kei, und Motomichi Toyama. „Browser GUI for generating web data extraction rules in Ducky“. In iiWAS '15: The 17th International Conference on Information Integration and Web-based Application & Services. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2837185.2837262.

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Jinghai Yin, Derong Jiang und Jianfeng Hu. „Design and application of brain-computer interface web browser based on VEP“. In 2009 International Conference on Future BioMedical Information Engineering (FBIE). IEEE, 2009. http://dx.doi.org/10.1109/fbie.2009.5405788.

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Salman, Hesham H., und Patrick Seeling. „Resource utilization for access to web-based services: Browser versus mobile application“. In 2017 14th IEEE Annual Consumer Communications & Networking Conference (CCNC). IEEE, 2017. http://dx.doi.org/10.1109/ccnc.2017.7983141.

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Imai, Yoshiro, Yoshio Moritoh und Masatoshi Imai. „Utilization of Java-based web application for educational visualization“. In 2014 International Conference on Education Technologies and Computers (ICETC). IEEE, 2014. http://dx.doi.org/10.1109/icetc.2014.6998910.

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