Relevant bibliographies by topics / Higher Web-based instruction Victoria

Academic literature on the topic 'Higher Web-based instruction Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Higher Web-based instruction Victoria"

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Teolis, Igino, Ellen B. Peffley, and David B. Wester. "Comparing Student Performance in Live Versus Web-based Instruction in Herbaceous Plant Identification." HortTechnology 17, no. 1 (January 2007): 120–24. http://dx.doi.org/10.21273/horttech.17.1.120.

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A study was conducted to evaluate student performance after receiving the same horticultural lesson through one of two modes of instruction. Students enrolled in an introductory horticulture course received either a traditional herbaceous plant identification (ID) lesson with live plant specimens or the same lesson using only text and photographs on the Internet in one of their laboratory sessions. A follow-up experiment was conducted in which web-based students studied photographs of the exact same plants studied by students receiving traditional instruction. Learning style preferences and demographic information were obtained from surveys. For both experiments, students receiving traditional instruction had higher scores on the plant ID quiz than web-based students. All students were able to identify plants from photographs just as well as from live plant specimens. Visual learners scored higher when receiving traditional instruction when compared with web-based instruction. Student grade point average was positively correlated with quiz score for both experiments.
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Sudha, A., and S. Amutha. "Higher Secondary Learners' Effectiveness towards Web Based Instruction (WBI) on Chemistry." Universal Journal of Educational Research 3, no. 7 (July 2015): 463–66. http://dx.doi.org/10.13189/ujer.2015.030706.

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Landor-Ngemi, Jarrett. "Synchronous, Asynchronous, and Face-to-Face Instruction: Students’ Perception of their Effectiveness during the COVID-19 Pandemic: A Policy Paper." Advances in Social Sciences Research Journal 9, no. 8 (September 3, 2022): 591–96. http://dx.doi.org/10.14738/assrj.98.13006.

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The COVID-19 pandemic led to the abrupt transition from the traditional face-to-face instruction to distance learning. Although Web-based and computer-mediated learning continues to be scrutinized because of the long-believed perception that it is inferior to face-to-face instruction, the wake of the current COVID-19 pandemic has led University leaders to make online learning mandatory. Despite the rapid growth of Web-based/online instruction in higher education, many faculties do not see the potential of Web-based instruction in improving student learning and achievement This paper seeks to investigate students’ perception of synchronous, asynchronous, and face-to-face instruction during the distance-learning phase of education and the implications for public policy. the study employed a quantitative research design. The participants for this study were graduate and undergraduate student groups enrolled in public four-year institutions of higher learning. assess student perceptions of effective learning environments across the dimensions of synchronous online instruction with SOIV, asynchronous online instruction, and face-to-face instruction. The rationale behind this research was based on an assessment of the elements of quality instruction found throughout the dimensions of SOIV, asynchronous online instruction, and face-to-face instruction. The results show that students would prefer asynchronous online learning environments rather than SOIV.
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Gammill, Teresa, and Michael Newman. "Factors Associated With Faculty Use Of Web-Based Instruction In Higher Education." Journal of Agricultural Education 46, no. 4 (December 2005): 60–71. http://dx.doi.org/10.5032/jae.2005.04060.

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Tsai, Yea-Ru, and Yukon Chang. "Design of a Web-Based Sentence Analysis System to Support EFL Reading Instruction." International Journal of Online Pedagogy and Course Design 5, no. 2 (April 2015): 11–22. http://dx.doi.org/10.4018/ijopcd.2015040102.

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The purpose of this study was to investigate the effects of an on-line Cumulative Sentence Analysis (CSA) instruction on university engineering students' English reading comprehension. Within the framework of CSA instruction, the reading comprehension process can be divided into six steps: identifying finite verbs, finding key words, separating clauses, identifying subjects and main verbs, adding words stepwise, and translating the sentence. The results showed that the experimental group achieved a higher level of reading comprehension performance following the instruction. Inter-group comparison also revealed that the experimental group significantly outperformed the control group in the post-test, while no difference was found between these groups in the pretest. The findings clearly demonstrated that on-line CSA instruction is an efficient and feasible approach to helping engineering students cope with their problems of reading English texts.
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KOGO, Chiharu. "Web-Based Personalized System of Instruction: Design, Implementation, and Evaluation in Higher Education." Annual Report of Educational Psychology in Japan 42 (2003): 182–91. http://dx.doi.org/10.5926/arepj1962.42.0_182.

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Goldberg, Harry R., Eileen Haase, Artin Shoukas, and Lawrence Schramm. "Redefining classroom instruction." Advances in Physiology Education 30, no. 3 (September 2006): 124–27. http://dx.doi.org/10.1152/advan.00017.2006.

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In this study, the role of the classroom instructor was redefined from a “lecturer” responsible for delivering the core curriculum to a “facilitator” at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction.
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Newlin, Michael H., and Alvin Y. Wang. "Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education." Teaching of Psychology 29, no. 4 (October 2002): 325–30. http://dx.doi.org/10.1207/s15328023top2904_15.

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Pedagogical research on Web-based learning and instruction has not kept pace with the proliferation of Web-based courses offered by colleges and universities. Consequently, we encourage the application of the “Seven Principles of Good Practice in Undergraduate Education” (American Association of Higher Education, 1987) to guide the design and implementation of Web-based courses. We offer concrete suggestions on how instructors can apply each principle to maximize the potential of Web-based technologies and promote positive learning outcomes in the virtual classroom.
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Vella, Elizabeth J., Elizabeth F. Turesky, and Jenni Hebert. "Predictors of academic success in web-based courses: age, GPA, and instruction mode." Quality Assurance in Education 24, no. 4 (September 5, 2016): 586–600. http://dx.doi.org/10.1108/qae-08-2015-0035.

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Purpose The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction. Design/methodology/approach Mixed models regression evaluated predictors of grade in terms of age, gender, instruction mode, graduate vs undergraduate status and full-time vs part-time load across 2,174 students (M = 27.6, SD = 9.54 years) enrolled in Web-based courses for a single term at a mid-sized public university in the northeastern USA. Findings In accordance with expectations, a significant main effect indicated higher grades among students enrolled in blended relative to completely online courses. Other predictors of academic success in Web-based courses included older age, female gender, graduate student status and part-time academic load. An interaction between age and gender on grade indicated the difference in performance between men and women diminished among older compared to younger students. Another interaction between age and instruction mode on successful course completion indicated a higher probability of success in blended courses among older students relative to their younger counterparts. Research limitations/implications This study is limited by its cross-sectional design of large scope, which is incapable of addressing differences in online instructional styles and student motivation factors. Originality/value The current study offers newfound evidence that students enrolled in Web-based college courses may benefit from a blended instructional format, a finding that may be particularly evident among older students.
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D. Olea, Marites. "Application of Web 2.0 Tools in Teaching 21st – Century Students in Higher Education Institutions in CALABARZON, Philippines." International Multidisciplinary Research Journal 1, no. 1 (March 27, 2019): 1–8. http://dx.doi.org/10.54476/iimrj405.

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Quality education considered as a crucial factor to produce a competent professional to build a strong nation and to bring out the best way to get along with global competition. Thus, this study aimed to determine the current practices in using Web 2.0 tools in 15 selected Higher Education Institutions in CALABARZON, Philippines concerning communication and collaboration, creativity and innovation, and instructional design. It also considered its level of acceptability for classroom instruction as assessed by administrators, teachers, and students. The level of seriousness of the problems met in the integration relative to teachers’ preparation, curriculum content and administrative support also evaluated. The research design was descriptive survey method with the use of a researcherconstructed questionnaire as the data gathering instrument. The method and instrument employed were deemed appropriate to determine the viability of providing the students with an alternative delivery of learning through Web 2.0 tools for instruction. Weighted mean, T-test and Probability values, Percentage and Standard Deviation, were the statistical tools used to test the hypothesis posited in this study. The hypothesis tested the significant differences between two groups of respondents regarding the extent of use of Web 2.0 tools in classroom instruction. Results revealed that to a very great extent, integration of Web 2.0 tools in the classroom promotes learner to interact, build a learning community and promotes active student participation in the classroom and increases student’s productivity. Based on the findings and conclusions, the researcher developed an offline game-based interactive instructional material that supports instruction and collaboration and could be used to enhance students’ critical thinking and problem-solving skills to achieve better learning outcomes.
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Dissertations / Theses on the topic "Higher Web-based instruction Victoria"

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Danda, Praveen. "A Web-based system for course instruction and student advising." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10776.

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Thesis (M.S.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains ix, 88 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 86-88).
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Belland, Joshua Mason Diana Sue. "Comparison of homework systems (four web-based) used in first-semester general chemistry." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9858.

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Fung, Ngan Ho Heidi, and 馮顏好. "Investigating student adoption of web-based learning platform in higher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412663.

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Riggs, Arthur Hughes. "Evaluating IT in ESP: action research comparing web-based and classroom-based instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3194467X.

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Belland, Joshua. "Comparison of Homework Systems (Four Web-Based) used in First-Semester General Chemistry." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9858/.

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Web-based homework systems are becoming more common in general chemistry as instructors face ever-increasing enrollment. Yet providing meaningful feedback on assignments remains of the utmost importance. Chemistry instructors consider completion of homework integral to students' success in chemistry, yet only a few studies have compared the use of Web-based systems to the traditional paper-and-pencil homework within general chemistry. This study compares the traditional homework system to four different Web-based systems. Data from eight, semester classes consisting of a diagnostic pre-test, final semester grades, and the number of successful and unsuccessful students are analyzed. Statistically significant results suggest a chemistry instructor should carefully consider options when selecting a homework system.
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Liang, Jie. "Study of the effectiveness of a web-based interactive homework." Master's thesis, Mississippi State : Mississippi State University, 2002. http://library.msstate.edu/etd/show.asp?etd=etd-03132002-213808.

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Greenwood, Joey. "Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3667/.

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Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.
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Fansler, Kenneth W. Riegle Rodney P. "A taxonomy of asynchronous online education establishing the phenomenon /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1232413851&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177682608&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Rodney P. Riegle (chair), Dianne C. Gardner, W. Paul Vogt, Galen B. Crow. Includes bibliographical references (leaves 141-175) and abstract. Also available in print.
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Newsome, William D. "An investigation of efficiency and preference of supplemental learning modules in online instruction." abstract and full text PDF (free order & download UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1453604.

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Galante, Dianna Rich Beverly Susan. "Web-based mathematics an examination of assessment strategies implemented in the online mathematics classroom /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088022.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 5, 2006. Dissertation Committee: Beverly Rich (chair), Sherry Meier, Norma Presmeg. Includes bibliographical references (leaves 164-176) and abstract. Also available in print.
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Books on the topic "Higher Web-based instruction Victoria"

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Invasion of the MOOCS: The promises and perils of massive open online courses. Anderson, South Carolina: Parlor Press, 2014.

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Handbook of research on strategic management of interaction, presence, and participation in online courses. Hershey, PA: Information Science Reference, 2016.

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Repetto, Manuela. Faculty training for web enhanced learning. New York: Nova Science Publishers, 2011.

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Lee, Mark J. W., 1981- and McLoughlin Catherine, eds. Web 2.0-based E-learning: Applying social informatics for tertiary teaching. Hershey PA: Information Science Reference, 2010.

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Social media in higher education: Teaching in Web 2.0. Hershey, PA: Information Science Reference, 2013.

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Boettcher, Judith V. The online teaching survival guide: Simple and practical pedagogical tips. San Francisco: Jossey-Bass, 2010.

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Russell, Donna. Web-based engineering education: Critical design and effective tools. Hershey, Pa: Engineering Science Reference, 2010.

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Russell, Donna. Web-based engineering education: Critical design and effective tools. Hershey, Pa: Engineering Science Reference, 2010.

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Gerald, Bailey, ed. Handbook on developing online curriculum materials for teachers: Lessons from museum education partnerships. Charlotte, NC: IAP - Information Age Pub., 2010.

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1958-, Cole Robert A., ed. Issues in Web-based pedagogy: A critical primer. Westport, Conn: Greenwood Press, 2000.

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Book chapters on the topic "Higher Web-based instruction Victoria"

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Raina, Ashutosh, Archana Rane, Lucian Ngeze, Sahana Murthy, and Sridhar Iyer. "From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India." In Global Perspectives on Educational Innovations for Emergency Situations, 265–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_26.

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AbstractThis chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.
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Swartz, Louis B., Michele T. Cole, and Daniel J. Shelley. "Measuring Effectiveness in Online Instruction." In Web-Based Education, 222–27. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch016.

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To remain competitive, expand access to education, and meet the needs of students, institutions of higher education are offering larger numbers of online courses. Asonline instruction increases, educational institutions, students and society need to make sure that onlinecourses and programs are as effective as traditional classroom courses and educational programs. To address this need, this paper focuses on the question, “Are onlinecourses and programs as effective as those taught in the classroom?” Numerous authors have addressed the question of the effectiveness of online classes (Keegan, D., 1996; Russell, T., 1999; Schulman, A.H. and Sims, R.L., 1999; Harasim, L. 2000; Ryan, R.C. 2000; Rivera, J.C. and Rice, M.L., 2002; Bernard, R.M., et al, 2004; Frantz, P.L. and Wilson, A.H., 2004; Suanpang, P., Petocz, P. and Kalceff, W., 2004; Fjermestad, Hiltz, S. and Zhang, Y. 2005; Weaver-Kaulis, A. and Crutsinger, C., 2006). Most studies center on student satisfaction and/or student learning. The studies have produced mixed results. This paper provides a summary of a number of important studies on theeffectiveness of online courses and educational programs. It synthesizes the results from the studies and presents possible reasons for the differences in findings. It concludes with a discussion of future trends and suggestions for areas of further study.
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Ajjan, Haya, Richard Hartshorne, and Richard E. Ferdig. "Student and Faculty Use and Perceptions of Web 2.0 Technologies in Higher Education." In Web-Based Education, 1162–81. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch079.

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In this chapter, the authors provide evidence for the potential of Web 2.0 applications in higher educationthrough a review of relevant literature on educational technology and social networking. Additionally, the authors report the results and implications of a study exploringstudent and faculty awareness of the potential of Web 2.0technologies to support and supplement classroom instruction in higher education. Also, using the decomposed theory of planned behavior as the theoretical foundation, the authors discuss factors that influence student andfaculty decisions to adopt Web 2.0 technologies. The chapter concludes with a list of recommendations for classroom use of Web 2.0 applications, as well as implications for policy changes and future research.
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Blakey, Leah. "The Proliferation, Pitfalls, and Power of Online Education." In Web-Based Education, 28–50. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch003.

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Accreditation, Assessment, Asynchronous Discussion, Bloom’s Taxonomy, Case Study, Classroom Instruction, Continuing Studies, Course Evaluation, Course Objectives, Curriculum Designers,Distance Education, Electronic Mail (Email), Faculty, Higher Education,instructional designers, Interactive Assignments, Internet Access, Learning Management System (LMS), learning styles, Online Classroom, Online Course,online education, Online Teaching,Pedagogy, Synchronous Tools, Virtual World
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Okojie, Mabel C. P. O. "Designing and Delivering Web-Based Instruction to Adult Learners in Higher Education." In Web Design and Development, 537–55. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8619-9.ch025.

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The essence of this chapter is to discuss theories and practices including approaches that instructional designers consider when designing Web-based instruction for adult learners. The importance of the chapter is to discuss best practice activities and theories as well as technologies that enable adult online learners to be involved in the design of their Web-based instruction. This represents recognition that adults have accumulated a repertoire of knowledge and experiences that inevitably will enrich the course materials. The theories discussed in this chapter are constructivism and connectivism; these theories improve adult involvement and help them to establish learning networks for exchanges of ideas using cultural artifacts and various interactive and video technologies. These technologies include Adobe Connect, Camtasia, Articulate Storyline, SoftChalk, Prezi, Google.docs, and Google Hangout. The idea is to provide rich virtual learning environments to help adult learners explore learning and connect with each other without inhibition. The traditional method of instruction, which is teacher-centered, is considered inadequate for the present digital age with its rapid knowledge transformation. The roles of technology leaders within the institutional leadership and factors that may impact negatively on Web-based instruction for adults are also considered.
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Bennett, Audrey, Ron Eglash, Michael Lachney, and William Babbitt. "Design Agency." In Revolutionizing Education through Web-Based Instruction, 35–56. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9932-8.ch003.

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The race and gender gap in US STEM education achievement reflects the legacy of historical forces which include colonialism and the exclusion of women in higher education. But it also reflects the decontextualized character of standard educational forms. We report on cSELF (Computer Science Education from Life), an intervention which brings together two alternative approaches. The “creative medium” approach offers a blank slate in which youth create their own innovations. The “indigenous knowledge” approach helps to translate traditional math and computing concepts into contemporary forms. Using the concept of “design agency” the authors describe how this merging of abstract formal structures, material creative practice, and cultural knowledge can improve underrepresented student performance, and foster learning practices in computing that offer broader forms of social expression and deeper STEM engagement for all students.
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Tuapawa, Kimberley, William David Sher, and Ning Gu. "Pentexonomy." In Revolutionizing Education through Web-Based Instruction, 225–52. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9932-8.ch013.

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Educational online technologies (EOTs) have revolutionised the delivery of online education, making a large contribution towards the global increase in demand for higher learning. Educationalists have striven to adapt through knowledge development and application of online tools, but making educationally sound choices about technology has proved challenging, amidst the extensive and largely unclassified range of tools. The absence of a taxonomy comprehensive enough to guide EOT choice is a concern, given the current global extent of online activity. This chapter addresses this issue by proposing a new taxonomic framework of EOTs called the Pentexonomy. Developed by augmenting five existing taxonomies, all of which include current EOT insights gathered during 2014-15 interviews with blended learning experts, the Pentexonomy synergises a range of perspectives to produce a robust, contextualised, and multi-dimensional classification which facilitates effective decision-making on EOT activity.
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Jackson, Lorraine D., and Joe Grimes. "The Hybrid Course; Facilitating Learning through Social Interaction Technologies." In Web-Based Education, 540–52. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch038.

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This chapter surveys the benefits and challenges of hybridcourses, which blend face-to-face instruction with onlinelearning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses thepedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that ashybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning,the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.
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Yen, Cherng-Jyh, Chih-Hsiung Tu, Laura E. Sujo-Montes, Shadow W. J. Armfield, and Junn-Yih Chan. "The Relationship between Self-Regulated Learning and PLE Management." In Revolutionizing Education through Web-Based Instruction, 253–80. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9932-8.ch014.

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Is Personal Learning Environment (PLE) a new concept for effective teaching and learning? Shouldn't learning always be personalized and individualized? How may digital technology enhance PLE? Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a PLE. This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of initiative and sense of control with regard to PLE widgets management in PLE. This study has concluded that goal setting, time management, and task strategies in self-regulated learning can predict level of initiative in organizing PLE. Furthermore, goal setting and task strategies can predict sense of control in PLE management. Based on the study results, PLE Guidelines are suggested to support educators and learners to build and to manage their PLE.
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Çınar, Murat, and Hakan Tüzün. "Web-Based Course Design Models." In Handbook of Research on Engaging Digital Natives in Higher Education Settings, 374–95. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0039-1.ch018.

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This study presents the results obtained from a literature review on Web-based instructional design models in order to form a basis for Web-based course design practices. The pioneering studies in literature mainly focused on the components of Web-based instruction and how to direct learning processes in an interactive environment. The studies that proposed design models for Web-based courses were generally based on literature, so they did not sufficiently reflect how the components of a model would be implemented in design practices. In the relevant literature, studies based on authentic design cases are limited. These studies, in which design efforts and processes are described in narrative form, did not go beyond specific contexts and could not be regarded as models. Consequently, there is a need for more studies that provide guidance on how design instructions should be implemented so as to address and resolve the problems that may be encountered in this process.
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Conference papers on the topic "Higher Web-based instruction Victoria"

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Ionas, Ioan G., and Mugur V. Geana. "graphed: A Web-Based Concept Mapping Application for Instruction and Research." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12911.

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The ongoing worldwide pandemic has forced educational establishments to accelerate full-scale adoption of online learning at an accelerated pace, while the development of tools appropriate for remote instruction assessment is yet to catch up. Most of the time traditional assessment methods are still employed, but they are not always optimal for use in online environments; better tools are needed to help gain deeper insights into how students think and learn. graphed is a web application developed to support the assessment of learners’ understanding and knowledge acquisition and, simultaneously, provide researchers with data that can help in the development of dedicated processes for the automatic evaluation and comparison of concept maps. Our goal is to take a more practical approach by studying the capabilities offered by existing software, libraries, and computational avenues to advance the use of concept maps as assessment tools. Preliminary findings suggest that the concept mapping activity has achieved its purpose of promoting deep thinking, that the application is relatively usable, and clarified the path for future development and enhancement. Examples on the use of graphed in the classroom are provided.
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
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Xu, Zhihong. "The Effects of Web-Based Text Structure Instruction on Chinese English Learners' Higher Order Reading Comprehension Skills." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435130.

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Kurzel, Frank. "Introducing Instruction into a Personalised Learning Environment." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2778.

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In this paper, we describe the theory and techniques we have employed within a pre-existing learning environment to provide personalised features for students within an IT related domain. Our system is based on concepts, both declarative and practical, that can be combined in different configurations, and displayed in different media formats to account for different students. We also use instructional objects to represent higher level instructional content that play particular roles in a methodology. These objects could be groupings of concepts presented to the learner, or some instructional template that plays another role within the methodology. Students have access to all course metadata through a range of tools, along with web based tools to scrutinise and access information stored about them. This includes both the formal assessment data along with the individual settings that drive the environment.
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Qiu, Sheng, and Shou-xiang Jiang. "Building an interactive platform for practical design projects between students and industries." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12917.

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The advancement of information media and the convenience of the Internet have fostered the growth of web-based instruction, interactive functions, and resources available for participants to engage, interact, learn, discuss, and access without time and space constraints. This paper aims to provide an introduction on an interactive online platform which is beneficial for university-enterprise cooperation. Enterprises and students have more online and offline opportunities to gain a better mutual understanding and actively collaborate. Combined with the “learning to learn” theory, this sustainable platform can enhance the learning of students so that they learn capabilities over time through guidance and practical projects exercise.
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A. Marold, Kathryn, and Janos Fustos. "Hybrid Delivery of Computer Literacy Requirements for Undergraduate Business Schools: A New Model." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2422.

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The paper presents a revised model for handling the computer literacy and information systems requirements for undergraduates. The model was proposed for School of Business students at the Metropolitan State College of Denver. Through a combination of entrance screenings, self-paced Web Based Training courses on the campus network, and traditional classroom Introduction to Computers courses, a more efficient model for computer literacy was established. Then a hybrid model to deliver the introductory information systems class was proposed - to save scarce faculty and campus resources, yet preserve the traditional classroom instruction that some students need. The proposed hybrid model takes into consideration the higher level of computer literacy of many modern students, and takes advantage of the newest methods of interactive Web based training that make self-paced courses a practical means of learning.
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Wasfy, Tamer M., Hatem M. Wasfy, and Jeanne M. Peters. "On-Line University Physics Course Using Intelligent Virtual-Tutors, Virtual-Reality and Advanced Multimedia." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86755.

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A web-based self-paced university physics course, called the Virtual Physics Lab (VPL) is described. The VPL delivers both the lecture and lab components of a physics course using interactive virtual-reality simulations, high-end multimedia lectures and 2D/3D mini-games/exercises. The VPL’s interactive simulations are delivered in a video-game-like 3D photo-realistic virtual environment using real-time models to simulate typical physics experiments performed in the lab part of the physics course such as: frictional motion of a block on an inclined plane, vibrations of a mass-spring system and impact of particles. Students can change in real-time the parameters of the experiments and observe the effect on the experiment’s response and measurements. The multimedia lectures are delivered using a multimodal combination of speech and highlighted text delivered by near-photorealistic intelligent animated lip and gesture synched virtual tutors. The multimedia lectures include synchronized interactive 2D/3D animated illustrations and movies. A search engine and a hierarchical expert system allow the virtual tutors to answer natural-language questions and execute natural-language commands given by the student. Exercises in the form of mini-games that use relevant physics principles are used to increase the students’ interest in the material being taught and to test the student’s comprehension. The VPL’s interactivity and visually stimulating instruction will result in faster assimilation, deeper understanding, and higher memory retention by the students than traditional classroom/text-book instruction.
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