Relevant bibliographies by topics / Educational webapp

Academic literature on the topic 'Educational webapp'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Educational webapp"

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Habib, Sami, and Maytham Safa. "WEBCAP." International Journal of Distance Education Technologies 6, no. 1 (January 2008): 32–48. http://dx.doi.org/10.4018/jdet.2008010103.

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Enlow, Paul T., Amanda M. Lewis, Michele A. Scialla, Wei-Ting Hwang, and Anne E. Kazak. "Validating the Factor Structure of the Psychosocial Assessment Tool Using Internet-Based Data." Journal of Pediatric Psychology 47, no. 2 (January 13, 2022): 215–24. http://dx.doi.org/10.1093/jpepsy/jsab116.

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Abstract Objective The Psychosocial Assessment Tool (PAT) is a well-validated, brief screener of family psychosocial risk. Since 2014 a web-based version of the PAT (WebPAT) has been available for use by clinicians and researchers, but the psychometric properties have not been examined. The objective of this article was to examine the factor structure and internal consistency of the WebPAT, which was administered to caregivers of youth with cancer. Methods The WebPAT was administered to 1,252 caregivers of youth with cancer across 29 institutions. Confirmatory factor analysis (CFA) was used to examine the factor structure of the WebPAT. Internal consistencies of the total and subscale scores were examined via the Kuder–Richardson 20 coefficient. The distribution of total PAT score across the three risk categories of the Pediatric Psychosocial Preventative Health Model (PPPHM) was also examined. Results The CFA supported the original seven-factor structure of the PAT (Family Structure, Social Support, Child Problems, Sibling Problems, Family Problems, Stress Reactions, and Family Beliefs). Internal consistencies were strong for the total PAT score and four subscales (Social Support, Child Problems, Sibling Problems, and Family Problems). The distribution of total PAT scores across PPPHM risk categories was consistent with prior research. Conclusions The WebPAT is a psychometrically sound screener of psychosocial risk in families of youth with cancer. Healthcare providers can use the WebPAT to assess families’ psychosocial risk and guide the provision of psychosocial care. Future research should evaluate the implementation of the PAT and identify barriers and facilitators to implementation.
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YANCEY, AMBER N., SEONG-GON KIM, and JOHN T. FOLEY. "VISUALIZING COMPLICATED QUANTUM MECHANICAL BEHAVIOR FROM SIMPLE 2D POTENTIALS USING WEBTOP." International Journal of Modern Physics C 20, no. 09 (September 2009): 1431–41. http://dx.doi.org/10.1142/s0129183109014497.

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The ability to simulate several aspects of two-dimensional quantum mechanics is discussed, in conjunction with an ongoing visualization project, WebTOP, that has been of recognizable importance to physics education since its inception in the late 1990s. In the past, the WebTOP project has been primarily used as a means of visualizing optics and wave phenomena and, now, the development of certain interactive quantum mechanical demonstrations has the potential to strengthen its power as an educational tool for the physics community. The added functionality for propagating wave packets forward in time for a given 2D potential gives rise to the ability to investigate interesting quantum behaviors. Fractional revivals of states in the 2D infinite square well can be clearly seen as well as the time delay of scattered wave packets for certain step potentials. Aspects of squeezed and coherent states of the 2D harmonic oscillator potential can also be explored, among other observable phenomena.
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Mzoughi, Taha, John T. Foley, S. Davis Herring, Matt Morris, and Ben Wyser. "WebTOP: web-based interactive 3D optics and waves' simulations." International Journal of Continuing Engineering Education and Lifelong Learning 15, no. 1/2 (2005): 79. http://dx.doi.org/10.1504/ijceell.2005.006794.

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Mzoughi, Taha, S. Davis Herring, John T. Foley, Matthew J. Morris, and Peter J. Gilbert. "WebTOP: A 3D interactive system for teaching and learning optics." Computers & Education 49, no. 1 (August 2007): 110–29. http://dx.doi.org/10.1016/j.compedu.2005.06.008.

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Roy, Samrat Guha, Uma Kanjilal, B. Sutradhar, and S. K. Jalal. "Building Immersive Library Environment to Access Virtual Reality Content A Proposed Framework Model." DESIDOC Journal of Library & Information Technology 42, no. 3 (April 25, 2022): 178–84. http://dx.doi.org/10.14429/djlit.42.3.17719.

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Immersive environments refer to a computer-simulated 3-dimensional virtual world. Libraries worldwide have been adopting and implementing new immersive technologies to enhance users’ experience and learning. The Central Library of IIT Kharagpur offers (i) web-based augmented reality (WebAR), (ii) virtual reality (VR), and (iii) data visualisation immersive services. This research investigates the users’ perceptions on factors that influence their satisfaction with WebAR/VR services. The study surveyed 135 random users to note their immersive library experience; out of them, only 100 users responded to our survey. The results show that 90 per cent of the respondents were satisfied with our services. Secondly, the respondents revealed that data privacy, health, and safety were some of the critical factors that influenced their satisfaction. Further, 14 per cent were apprehensive in terms of their health & safety. In fact, these users reported vision problems, disorientation, dizziness, sweating, and nausea. Based on the data collected, we prepared a framework, using The DELOS DL reference model for information delivery, along with educational and research activities. We believe that this study would lend crucial insights to academic libraries that may be planning to adopt and implement AR/VR as part of their immersive environment.
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Loddington, Steve, Keith Pond, Nicola Wilkinson, and Peter Willmot. "A case study of the development of WebPA: An online peer-moderated marking tool." British Journal of Educational Technology 40, no. 2 (January 23, 2009): 329–41. http://dx.doi.org/10.1111/j.1467-8535.2008.00922.x.

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Schulte-Mecklenbeck, Michael, and Moritz Neun. "WebDiP: A tool for information search experiments on the World-Wide Web." Behavior Research Methods 37, no. 2 (May 2005): 293–300. http://dx.doi.org/10.3758/bf03192697.

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Gordon, Neil Andrew. "Group working and peer assessment — using WebPA to encourage student engagement and participation." Innovation in Teaching and Learning in Information and Computer Sciences 9, no. 1 (February 2010): 20–31. http://dx.doi.org/10.11120/ital.2010.09010020.

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Aller, B. M., A. A. Kline, E. Tsang, R. Aravamuthan, A. C. Rasmusson, and C. Phillips. "WeBAL: A Web-Based Assessment Library to Enhance Teaching and Learning in Engineering." IEEE Transactions on Education 48, no. 4 (November 2005): 764–71. http://dx.doi.org/10.1109/te.2005.858390.

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Dissertations / Theses on the topic "Educational webapp"

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Lidgren, Alexander. "A sustainable course for higher education." Lund, Sweden : International Institute for Industrial Environmental Economics, 2004. http://www.iiiee.lu.se/Publication.nsf/$webAll/14E0DB35970472A7C1256F9D00527E97/$FILE/Alexander%20Lidgren.pdf.

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Jürgensen, Anna. "Education for sustainability developing a sustainable strategy for Zákolany School." Lund, Sweden : International Institute for Industrial Environmental Economics, 2003. http://www.iiiee.lu.se/Publication.nsf/$webAll/E0FD748605E2FB40C1256DFF0031250B/$FILE/Anna_Jurgensen_HP.pdf.

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Book chapters on the topic "Educational webapp"

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Barone Rodrigues, André, Diego R. Colombo Dias, Valéria Farinazzo Martins, Paulo Alexandre Bressan, and Marcelo de Paiva Guimarães. "WebAR: A Web-Augmented Reality-Based Authoring Tool with Experience API Support for Educational Applications." In Universal Access in Human–Computer Interaction. Designing Novel Interactions, 118–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58703-5_9.

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Sami, Habib, and Safar Maytham. "WEBCAP." In Advances in Distance Education Technologies, 166–80. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-934-2.ch011.

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In many web applications, such as the distance learning, the frequency of refreshing multimedia web documents places a heavy burden on the WWW resources. Moreover, the updated web documents may encounter inordinate delays, which make it difficult to retrieve web documents in time. Here, we present an Internet tool called WEBCAP that can schedule the retrieval of multimedia web documents in time while considering the workloads on the WWW resources by applying capacity planning techniques. We have modeled a multimedia web document as a 4-level hierarchy (object, operation, timing, and precedence.) The transformations between levels are performed automatically, followed by the application of Bellman-Ford’s algorithm on the precedence graph to schedule all operations (fetch, transmit, process, and render) while satisfying the in time retrieval and all workload resources constraints. Our results demonstrate how effective WEBCAP is in scheduling the refreshing of multimedia web documents.
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Griffin, Paul Robert, Alan Megargel, and Venky R. Shankararaman. "A Decision Framework for Decentralized Control of Distributed Processes." In Research Anthology on Blockchain Technology in Business, Healthcare, Education, and Government, 272–98. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5351-0.ch017.

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A typical example of a distributed process is trade finance where data and documents are transferred between multiple companies including importers, exporters, carriers, and banks. Blockchain is seen as a potential decentralized technology that can be used to automate such processes. However, there are also other competing technologies such as managed file transfers, messaging, and WebAPIs that may also be suitable for automating similar distributed processes. In this chapter, a decision framework is proposed to assist the solution architect in deciding the technology best suited to support decentralized control of a distributed business process where there are multiple companies involved. The framework takes as input the different areas of concern such as data, processing, governance, technical, and the pros and cons of the technologies in addressing these areas of concerns and provides a method to analyze and highlight the best technology for any process in question. Two example processes, trade finance and price distribution, are used to show the application of the framework.
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Conference papers on the topic "Educational webapp"

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Latorre, M., A. Robles-Gomez, L. Rodriguez, P. Orduna, Elio San Cristobal, A. C. Caminero, Ll Tobarra, et al. "A review of webapp authoring tools for e-learning." In 2014 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2014. http://dx.doi.org/10.1109/educon.2014.6826181.

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Páez, Gloria, Patricia Peralta, Ricard Valero, and Melania Istrate. "INNOVATIVE TECHNOLOGY-BASED LEARNING APPROACHES IMPLEMENTED IN EUDONORGAN PROJECT: WEBINARS, WEBAPP AND FACE TO FACE TRAINING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1514.

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Foley, John T., Taha Mzoughi, S. Davis Herring, and Matt Morris. "The Optics Project on the Web (WebTOP)." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2003. http://dx.doi.org/10.1364/etop.2003.emf3.

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Foley, John T., Taha Mzoughi, S. D. Herring, Matt Morris, Peter J. Gilbert, and David T. Moore. "The Optics Project on the Web: WebTOP." In Eighth International Topical Meeting on Education and Training in Optics and Photonics, edited by Barry L. Shoop and Grover Swartzlander. SPIE, 2003. http://dx.doi.org/10.1117/12.2207350.

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Foley, John T., Kiril Vidimce, David C. Banks, and Taha Mzoughi. "WEBTop: interactive 3D optics simulations on the Web." In Education and Training in Optics and Photonics (ETOP'99). SPIE, 2000. http://dx.doi.org/10.1117/12.388735.

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Kraichingrith, Eittipat, and Suphakant Phimoltares. "WebP-based high capacity image steganography." In ICIET '18: 2018 6th International Conference on Information and Education Technology. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3178158.3178205.

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Kerr, Dermot, and Sonya Coleman. "SELF- AND PEER-ASSESSMENT TO ENHANCE STUDENT ENGAGEMENT IN UNDERGRADUATE GROUP PROJECTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end138.

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Group projects are an important part of undergraduate computer science learning because of their role in developing working skills which are vital for professionals in the computing industry. While group projects offer many potential learning benefits there is no guarantee that the development of working skills will be achieved. In fact, group projects introduce their own stresses and strains for students due to the need to share the workload as fairly as possible, in how individual contributions are measured and recognised, the effect this has on individual performance, and ultimately how this contributes to the student’s success in the course. Group projects which are not designed, supervised and assessed in a way that promotes meaningful teamwork and collaboration can lead to failure. In this paper we demonstrate practical use of the WebPA system to allow students to perform self- and peer-assessment to effectively measure individual contributions within group projects. The impact of the tools in supporting and measuring performance is validated through quantitative student feedback where we demonstrate significant student engagement in the assessment process and student satisfaction in mark allocation.
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