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Journal articles on the topic 'Educational webapp'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Radinsky, Josh, Emma Hospelhorn, José W. Melendez, Jeremy Riel, and Simeko Washington. "Teaching American migrations with GIS census webmaps: A modified “backwards design” approach in middle-school and college classrooms." Journal of Social Studies Research 38, no. 3 (July 2014): 143–58. http://dx.doi.org/10.1016/j.jssr.2014.02.002.

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12

Middleton, Nicos, Eleni Hadjigeorgiou, Ourania Kolokotroni, Veronika Christodoulides, Ioanna Koliandri, Christiana Nicolaou, Maria Papadopoulou, et al. "Identifying barriers to the educational role of midwives in Cyprus and defining determinants in behaviour terms using the Behaviour Change Wheel: a mixed-method formative study." BMC Health Services Research 22, no. 1 (October 5, 2022). http://dx.doi.org/10.1186/s12913-022-08599-7.

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Abstract Background Τhe Baby Buddy Cyprus webapp was co-created with parents and health professionals within a Participatory Action Research framework. While using Baby Buddy in routine consultations can support the educational role of mother–child healthcare providers (HP), antenatal education (AE) may be currently perceived as a formal activity within the physical space of the antenatal class. We aimed to gain an understanding of influences on midwives engaging in an educational role during routine appointments and identify potential interventions using the Behaviour Change Wheel (BCW) framework. Methods This is a formative mixed-methods research study, with a convergent parallel design, guided by the COM-B model and related Theoretical Domains Framework (TDF). Complimentary methods were used to collect information from in-training and registered midwives: focus group (N = 11), questionnaire survey (N = 24) and Nominal Group Technique during workshops (N = 40). Deductive content analysis of qualitative data and quantitative survey analysis shaped the behaviour diagnosis along the 6 COM-B and 14 TDF domains, and informed the selection of relevant intervention functions and related Behaviour Change Techniques from the BCW taxonomy. Results AE is viewed as a core function of the professional role, yet neither supported nor prioritized by current practices. Problematic areas relate to organizational context, such as weak interprofessional collaboration and lack of policy, protocols and resources. In addition, medicalization of birth and related socio-cultural norms, pertaining to users and providers, are sustaining alienation of the midwife and conditions of power dynamics. AE was perceived as a means to enhance the autonomy of the profession but there might be issues with procedural knowledge and the need for skill development was identified. Several intervention functions were identified as promising, however cognitive re-framing through strategic communication and modelling may also be needed both in terms of providing “credible models” for the role itself as well as re-framing AE through the concept of “making every contact count”. Conclusions AE is currently perceived to be a ‘bad fit’ with routine practice. The study identified several barriers to the educational role of midwives, influencing Capacity, Opportunity and Motivation. While digital tools, such as Baby Buddy, can facilitate aspects of the process, a much wider behaviour and system change intervention is needed to enhance midwives’ educational role and professional identity. In addition to proposing a theory-driven research-informed intervention, the process functioned as a participatory learning experience through collective reflection.

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13

Middleton, N., O. Kolokotroni, V. Christodoulides, E. Hadjigeorgiou, C. Nicolaou, M. Papadopoulou, C. Kouta, and M. Karanikola. "Behavioural change intervention for re-framing antenatal education to make “every contact count”." European Journal of Public Health 31, Supplement_3 (October 1, 2021). http://dx.doi.org/10.1093/eurpub/ckab165.503.

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Abstract Issue A trusted source of information, the Baby Buddy webapp was co-created with parents and professionals to support the educational role of maternal healthcare providers. However, providers in Cyprus and elsewhere may not actively engage in antenatal education (AE) to make “every contact count”. Description of Problem The impact of Public Health digital interventions can be maximized when adopted in care pathways. To define barriers and enablers in behavioural terms complimentary methods were used guided by the COM-B model and related Theoretical Domains Framework: questionnaire survey (N = 49), focus group (N = 11) and round-table workshops (N = 40) among in-training and registered midwives. Results Beliefs about the benefits of AE are strong and viewed as a core function of the professional role, yet not supported nor prioritized by current practice. Many problematic areas relate to organizational context, such as weak interprofessional collaboration and lack of policy, protocols and resources. Medicalization of birth and socio-cultural norms are sustaining alienation of the midwife and conditions of power dynamics. AE was perceived as a means to enhance the autonomy of the profession but the phenomenon is complex and also pertains to perceptions and behaviours of service users. There are also issues with procedural knowledge and the need for skill development was identified. Lessons As a digital tool, Baby Buddy can enrich the user-provider exchange. However, AE beyond the formal setting of the antenatal class is perceived to be a ‘bad fit' with current practice. Training (e.g. skills strengthening), persuasion (e.g. reflection on professional identity), enablement (e.g. protocols) were identified as promising intervention functions. Modelling was identified as the most promising both in terms of “credible models” for the role itself as well as re-framing the concept of AE not as preparation for childbirth but in the context of shared decision-making. Key messages Barriers to being an effective antenatal educator are several, originating from an unsupportive system and wider socio-cultural norms of users and providers. In addition to designing a theory-driven research-informed intervention, the process functioned as a participatory learning experience through collective reflection.

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Nurlaili, *Lili, Ichwani Siti Utami, and Hendri Hendri. "International Webinar Cultural Diversity Indonesian and Philippine." Riwayat: Educational Journal of History and Humanities 5, no. 2 (August 12, 2022). http://dx.doi.org/10.24815/jr.v5i2.27403.

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The development of globalization has a significant impact on changes in various aspects of the lives of Indonesian people today and even throughout the world. One of the effects of globalization is that it provides convenience in accessing all information in the world, both about culture, education, politics and others. Therefore, in following up on the collaboration between the University of Pamulang (UNPAM) and the Polytechnic University of the Philippines (PUP), which is followed by the collaboration of the Faculty of Teacher Training and Education, the PPKn Study Program will hold a web seminar (webar) on culture, educational policies and the democratic system that growing in Indonesia and the Philippines. This activity is carried out in a video conference platform (webinar). This international community service (PKM) aims to: a) Increase knowledge about Cultural Diversity in Indonesia and the Philippines; b) Improve the ability to understand about Cultural Diversity in Indonesia and the Philippines; c) Raising awareness of the importance of understanding medium-sized Cultural Diversity in Indonesia and the Philippines; d) Instilling concern for Cultural Diversity in Indonesia and the Philippines; e) Improve the ability to implement understanding of Cultural Diversity in their respective environments; f) Instilling awareness about the Cultural Diversity learning model in Indonesia and the Philippines.

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15

Liu, Enrui, Su Cai, Zifeng Liu, and Changhao Liu. "WebART: Web-based Augmented Reality Learning Resources Authoring Tool and Its User Experience Study among Teachers." IEEE Transactions on Learning Technologies, 2022, 1–14. http://dx.doi.org/10.1109/tlt.2022.3214854.

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