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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Verbeeten, Marja J. "Learner-Centered? It's Just a Click Away…" Journal of Educational Technology Systems 30, no. 2 (December 2001): 159–70. http://dx.doi.org/10.2190/jlnf-p8uh-x2tn-mhm4.
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There are two revolutions sweeping through higher education today: the first one is the move from teacher- to learner-centered education. The second one is the move from the traditional to the virtual classroom. This article examines the most recent literature on Web-based instruction by looking at authors who, based on their own personal experiences, take a positive approach to Web-based education, and who feel that Web-based instruction is learner-centered. Characteristics of learner-centeredness as related to Web-based education are: access anywhere and any time, and student engagement. Student engagement is accomplished through the creation of active learning modules, collaboration among students, and close teacher-student interaction. Virtual classes are effective since they address different learning styles. The article concludes that assessment of learning outcomes is a topic that needs to be addressed in future research.
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Auyeung, Lai Hung, Tak Shing Ha, and Grace Au. "The Experience of New Wbi-Adopters in Hong Kong." Journal of Educational Technology Systems 31, no. 4 (June 2003): 411–22. http://dx.doi.org/10.2190/vf5d-xcdk-yq8h-4a5a.
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The innovative use of information and communication technology is becoming increasingly popular among higher education institutions in Hong Kong. The motivation for adoption is expedited by great promotive efforts within the academic communities that accompany the current high level of financial, hardware, and software resources deployed in all education sectors. Web-based course management tools are also available campus-wide. Novice Web-adopters are likely to rely on these tools to develop on-line instruction because of the relative ease to get started. Since not much is known about local Web users, this study aims to explore how university instructors in Hong Kong adapt to this new mode of instruction and make use of the Web-based learning tools in teaching. Seventeen instructors from a university in Hong Kong who are novice Web-adopters were interviewed. Their perceptions toward Web-based instruction, reasons of adoption, degree to which their expectations were met at the end of the semester, and their evaluations of the Web-based course delivery system were examined. Some instructors tended to look at technology and innovation from a “performance enhancement” perspective. However, the present findings suggested that it is also necessary to be aware of the potential limitations resulting from using technology to implement learning activities. Finally, the support needs for instructors are discussed based on the research findings.
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Chang, Mei-Mei, and Mei-Chen Lin. "Experimental Study on Strategy-Oriented Web-Based English Instruction for EFL Students." Journal of Educational Computing Research 56, no. 8 (November 7, 2017): 1238–57. http://dx.doi.org/10.1177/0735633117739410.
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This quasi-experimental study investigated whether a strategy-oriented media-based reading program could improve English as a Foreign Language (EFL) students’ reading comprehension. Eighty-five students who were registered for English Reading at a university were recruited through convenience sampling to take part in the study. In this study, a web-based Strategy-oriented Multimedia-Assisted Reading Training (SMART) program was designed and implemented. On the basis of a literature review, four instructional strategies were selected and implemented in this program. The SMART program was used by students in the experimental group but not by students in the control group. Students in both groups were taught by the same instructor with the same instructional materials. The experiment lasted for 10 weeks, and the effects of the SMART program on students’ reading comprehension were investigated. A questionnaire on students’ attitudes toward the use of the strategies was given only to the experimental group. The results show that mean score of the reading test was significantly higher for the experimental group than for the control group. Students’ feedback about using the SMART program was positive and encouraging.
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Oh, Jung-Sook, and Jung-Sun Hahn. "The Structural Relations of Factors Affecting the Use of Web-Based Instruction(WBI) in Higher Education." Journal of Educational Technology 23, no. 1 (March 30, 2007): 25–61. http://dx.doi.org/10.17232/kset.23.1.25.
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Wang, Huan. "The Application of Data Mining in Distance Instruction." Advanced Materials Research 159 (December 2010): 228–31. http://dx.doi.org/10.4028/www.scientific.net/amr.159.228.
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With the continuous development of the network technology, a Web-based distance learning system and its use is appealed more and more attention, data mining, artificial intelligence and other technologies’ application in distance teaching Systems are becoming more extensive and more in-depth. Association rules, statistical analysis, classification, etc., these data digging techniques used in teaching system have improved the system's intelligence, Better to improve distance education services, so to help students improve learning efficiency much higher.
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Spaw*, Marci, Kimberly A. Williams, and Laura A. Brannon. "Summary Lecture vs. Asynchronous Web-based Method for Instruction of Site Planning for Protected Environment Structures." HortScience 39, no. 4 (July 2004): 833D—833. http://dx.doi.org/10.21273/hortsci.39.4.833d.
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This study compared student learning outcomes of two teaching methodologies: a summary lecture and an asynchronous web-based method that included a case study (www.hightunnels.org/planningcasestudy.htm) followed by an all-class discussion. Twenty-one students taking an upper-level undergraduate course in greenhouse management were randomly split into two groups. Each group experienced both methodologies with presentations designed to provide complimentary information about site planning for protected environment structures; however, the order in which the groups received the methods was reversed. After each presentation, the participants were given an identical quiz (Time 1 and Time 2) comprised of questions that assessed knowledge gained, higher-order learning, and their perception of how confident they would be in solving actual site planning scenarios. Though quiz scores were not different between the two groups after Time 1 or 2, overall quiz scores improved after Time 2 for both groups combined (P = 0.03). When questions were categorized as lower-order vs. higher-order learning, a greater increase in scores was observed in higher-order learning (P = 0.12 vs. P = 0.04, respectively). Although students' perceived confidence was not influenced by which method was received first (P = 0.23), their confidence increased after Time 2 compared to Time 1 (P = 0.07). Rather than one teaching method being superior to the other, this study suggests that it is beneficial to use both. Interestingly, while students overwhelmingly preferred to receive the summary lecture before the web-based method, there was no significant difference in test scores between the two orders, suggesting that neither order offered any advantage.
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Sun, Xui Fang. "Discussion on Influencing Factors in College Students’ Web-Based Learning of English." Advanced Materials Research 129-131 (August 2010): 686–91. http://dx.doi.org/10.4028/www.scientific.net/amr.129-131.686.
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Web-Based Instruction (WBI) has already become a popular option in many higher education institutes, although its efficiency has not been studied. Students will be influenced by many factors while studying through the network. These factors can result in various learning results. The aim of this paper is to discuss the factors affecting the efficiency of WBI by using the method of questionnaire survey. 50 students from the Department of English and 50 students who are not from the Department of English in Anqing Normal College are research subjects. The influencing factors investigated include independent learning capability (ILC), study conditions in college, and students’ family conditions. The investigation results are analyzed and some methods to improve the learning efficiency are proposed.
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Perlman, Cynthia, Cynthia Weston, and Erika Gisel. "A Web-Based Tutorial to Enhance Student Learning of Activity Analysis." Canadian Journal of Occupational Therapy 72, no. 3 (June 2005): 153–63. http://dx.doi.org/10.1177/000841740507200303.
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Background. This paper describes the impact on learning of a web-based tutorial for the application of activity analysis, with occupational therapy students, at McGill University, Montreal, Quebec. This tutorial offers unique, interactive instructional strategies allowing for self-directed higher cognitive and reflective learning, which has not been possible, to date, in current web-based technology. Scope. Through repeated practice, students collaboratively (in dyads) apply concepts of activity analysis, and receive immediate feedback by comparing their answers to a standard. Methods and Results. Comparisons of performance outcomes on summative exams before and after implementation of the tutorial are made, suggesting a decrease in variance scores indicating fewer students are falling below the class average. These results are attributed to opportunities to practice activity analysis and to receive immediate feedback. Practice Implications. Web-based instruction can impact student learning if the instructional strategies ensure coherence with all other instructional components, match the learning outcomes, facilitate self-directed and collaborative learning, and allow for practice and feedback.
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Nekoueizadeh, Marziyeh, and Taher Bahrani. "Expansion Of Virtual E-Assessment Via Framework In Web-Based Courses." JOURNAL OF ADVANCES IN LINGUISTICS 3, no. 1 (March 6, 2014): 136–49. http://dx.doi.org/10.24297/jal.v3i1.5222.
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It is generally believed that assessment has important impact on instruction and learning (Gibbs, 1999; Scouller, 1998). The existence of gaps between educational system and the real world of work cause to materialize e-assessment as an essential component of teaching contexts. In fact, virtual and practical e- assessment provides feedbacks for students to meet what they need for regulation of good performance in the authentic environments. The expansion of virtual e-assessment is one of the controversial issues among training administrators to generate valid and reliable assessments results in higher education contexts by undertaking purposes such as providing a basis for evaluating the quality of instructional context and serving feedback loops for learners by associating themselves in self-assessment to actualize their desires. In the same line, the present paper has an attempt to discuss a conceptual framework for implementation of reliable and valid e-assessment in web-based courses by highlighting viewpoints of different scholars with regard to the role of e-assessment as an integral part of teaching and learning process.
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Acat, M. Bahaddin, Hilmi Demiral, and Mehmet Fatih Kaya. "Validity and reliability study of the Web Based Listening Comprehension Test." Pegem Eğitim ve Öğretim Dergisi 3, no. 3 (September 1, 2013): 01–10. http://dx.doi.org/10.14527/c3s3m1.
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The purpose of this study is to examine validity and reliability of the web based test designed to measure listening skills of the 5th graders. The test's content validity supplied 27 of 36 listening objectives described in the curriculum for the 5th graders' Turkish course. After, the constructs were prepared for measuring if the students can gain the listening objectives. Firstly 56 items were prepared. Then two experts working on the fields of Turkish instruction and two experts working on the fields of measurement and evaluation were asked for their opinion about content validity. After making necessary corrections proposed by the experts, eventually, 41 items were left in the test and pilot studies were conducted. KR-20 and Cronbach Alpha coefficients were estimated both being as .77 in an attempt to determine internal consistency of the test. The reliability coefficient calculated by means of Spearman-Brown prophecy formula was found as .80. Such findings point out that the test is reliable. It was also observed during the study that students tend to have higher motivation and concentration level when they engage in web based systems. Therefore, it could be said that web-based environments could be used for measuring and evaluating language skills.
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Rastogi, Ashish, and Omprakash Sikhwal. "Web Enhanced Instruction in Learning Mathematics: Adaption Analysis during COVID-19 Pandemic." ECS Transactions 107, no. 1 (April 24, 2022): 3757–68. http://dx.doi.org/10.1149/10701.3757ecst.
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Due to the current pandemic situation most of the Higher Educational Institutes (HEI’s) adapted the online learning and evaluation in all the courses. In this study the objective is to is to identify and investigate the characteristics that may influence foundation students' adoption of Web enhanced Instruction in Learning Mathematics (WEILM). The model is based on the Technology Acceptance Model (TAM) [1][2] as shown in fig.1 and social cognitive theory (SCT) [3] see fig.2, which was developed using the structural equation modelling (SEM) technique and analyses the components and their impact on the successful adaptation of Web Enhanced Instruction in Learning Mathematics (WEILM). The factors that were investigated were perceived usefulness (PU), computer self-efficacy (CSE), social influence (SI), availability of IT services (AIT), enjoyment (ENJ), received feedback (RF), comparative feedback (CF), attitude (AT), and behavioural intention (BI). To test the theoretical concept, primary data is obtained from foundation level students via a survey questionnaire. The total number of responses were 387, with 348 of them providing legitimate responses. Our research findings differ by about 80% from what we expected. The summary of the finding is shown in table 1 reveals that all the 12 hypotheses are supported and is consistent with the previous results [4][5][6], and all the factors have a substantial beneficial correlation. The study's findings may give instructors and designers with a better grasp of how to successfully adapt the WEILM.
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Means, Barbara, Yukie Toyama, Robert Murphy, and Marianne Baki. "The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature." Teachers College Record: The Voice of Scholarship in Education 115, no. 3 (March 2013): 1–47. http://dx.doi.org/10.1177/016146811311500307.
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Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.
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Tang, Yingqi, and Hungwei Tseng. "Undergraduate student information self-efficacy and library intervention." Library Review 66, no. 6/7 (September 5, 2017): 468–81. http://dx.doi.org/10.1108/lr-04-2017-0040.
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Purpose The purpose of this study is to investigate undergraduate student information self-efficacy to find out how much the students learned from library instruction classes and to determine whether information seeking skills can be developed with a library instruction class. Design/methodology/approach A quantitative research method was conducted to collect survey data and to perform statistical analysis. A Web-based survey was distributed to undergraduate students who were enrolled in the Fall term of 2014. In all, 98 students completed the survey. Findings The study reported that undergraduate students’ capability of information finding, retrieving, analyzing, evaluating and presenting were on and above medium level (M = 3.40). They reported higher skills in information evaluation and information objects and types but lower skills in using catalog/database and organizing/synthesizing information. Students in the multiple library instruction group showed a significantly higher information self-efficacy. One-single instruction has a limited effect on improving information seeking skills. Research limitations/implications The number of students who participated in library instruction classes was relatively low. More data need to be collected to give credence to the findings in the future, and data collected from individual class would yield more accurate result. Originality/value This study extends the literature on information literacy and library instruction. The findings suggest that information literacy instruction should go beyond the one-session mode and should offer hands-on practices that will foster students’ critical thinking behavior more effectively.
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Burch, Gerald, Jacob A. Heller, Jana J. Burch, and Nathan A. Heller. "Web-based and face-to-face classes: are there unintended outcomes?" Journal of Management Development 35, no. 8 (September 12, 2016): 1031–44. http://dx.doi.org/10.1108/jmd-06-2015-0088.
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Purpose Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-based or face-to-face) on student learning, competency development, and student engagement. Design/methodology/approach Exam grades and a survey were collected from 180 undergraduate business students at a public university in the Southern USA. All students were enrolled in the same course, taught by three instructors. Findings One-way analysis of variance of the mean showed that declarative and procedural knowledge attained was not statistically significantly different for web-based or face-to-face instruction. However, students in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social intelligence competencies, overall student engagement, emotional engagement, cognitive engagement in class, and cognitive engagement out of class although these outcomes were not specifically targeted as learning outcomes. Research limitations/implications Research participants all came from one course, at one university. Practical implications There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based learning courses may require a redesigned approach that addresses these benefits by adding course elements and tasks that increase student engagement and creates opportunities for development of cognitive and social intelligence competencies. Originality/value Little research has been conducted on unintended learning outcomes such as competency development and student engagement. Therefore, this study demonstrates that educators should consider factors beyond learning assessment when comparing web-based to face-to-face courses.
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Chin, Sylvia Ping-Ping, Eric Tsui, and Chien-Sing Lee. "Enhancing learning effectiveness by adopting a knowledge-based usability guidelines." VINE Journal of Information and Knowledge Management Systems 46, no. 1 (February 8, 2016): 123–52. http://dx.doi.org/10.1108/vjikms-02-2014-0015.
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Purpose – Guidelines for the design of knowledge-based e-learning usability systems are absent from the current recognized set of usability design heuristics and from an established evaluation methodology of e-learning system developments. Such systems can help Web designers and instructional designers design for different user needs and decide which properties are of a higher priority, thus meriting more design and development efforts. The authors aim to help students develop higher-order thinking skills, such as application, evaluation and syntheses of knowledge. Design/methodology/approach – The authors applied Merrill ' s first principles of instruction and usability properties as pedagogical and usability design guidelines, knowledge management (KM) and hierarchical task analysis as methodological knowledge bases. The authors proposed a KM e-learning usability framework which frames our mapping of Web usability attributes to e-learning usability properties. The authors aim to investigate whether adopting Merrill ' s first principles of instruction and usability properties as knowledge-based guidelines/design factors would help learners develop higher-order thinking skills and whether this design would result in positive technology acceptance. The authors also developed a method matrix to map the selected methods of cognitive engineering to its potential uses in the KM e-learning usability framework of this paper and mapped e-learning usability tools with components in the KM e-learning usability system. Findings – Findings indicated that our design effectively helped learners to demonstrate higher-order thinking skills and positive technology acceptance, promising indications toward the design and development of knowledge-based usability frameworks and systems. Research/limitations/implications – The sample size of this paper is small. Hence, conclusions are not generalizable at this moment. Originality/Value – The authors’ contributions are twofold: First, the authors proposed a KM e-learning usability framework, which frames the mapping of KM processes to e-learning principles and usability properties. Second, the authors proposed a method matrix which maps the selected methods of cognitive engineering to its potential uses in their KM e-learning usability framework. Based on these mappings and focusing on the usability properties navigation and learning support, the authors used ICT/Web2.0 tools to present/visualize information more clearly and more sensibly/manageably to students, to help trigger new knowledge and develop higher-order thinking skills, such as application, evaluation and syntheses of knowledge and articulate information from different perspectives throughout the KM life cycle.
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Cameron, Lynn, Steven L. Wise, and Susan M. Lottridge. "The Development and Validation of the Information Literacy Test." College & Research Libraries 68, no. 3 (May 1, 2007): 229–37. http://dx.doi.org/10.5860/crl.68.3.229.
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The Information Literacy Test (ILT) was developed to meet the need for a standardized instrument that measures student proficiency regarding the ACRL Information Literacy Competency Standards for Higher Education. The Web-based, multiple-choice ILT measures both lower- and higher-order skills. Evidence is presented that the ILT scores provide reliable and valid measures of information literacy. In addition, a rigorous standard setting method was used to identify score values corresponding to various absolute levels of proficiency. The ILT can be used to help institutions measure student information literacy outcomes and determine the effectiveness of instruction programs.
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Srivastava, M. K. "Higher Education in India in context of Pandemic - Covid 19." International Journal for Research in Applied Science and Engineering Technology 9, no. 10 (October 31, 2021): 733–34. http://dx.doi.org/10.22214/ijraset.2021.38499.
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Abstract: The spread of pandemic Covid-19 has definitely upset each part of human life including training. It has made an extraordinary test on training. In numerous instructive organizations around the globe, grounds are shut and educating learning has moved on the web. Internationalization has eased back down significantly. In India, around 32 crore students halted to move schools/universities and every instructive action finished. Regardless of every one of these difficulties, the Higher Education Institutions (HEIs) have responded emphatically and figured out how to guarantee the congruity of instructing learning, exploration and administration to the general public with certain devices and methods during the pandemic. A few estimates taken by HEIs and instructive specialists of India to offer consistent instructive types of assistance during the emergency are examined. Due to Covid-19 pandemic, numerous new methods of learning, new points of view, new patterns rise and the equivalent may proceed as we proceed to another tomorrow. The Covid-19 pandemic encouraged the whole society on how need is the mother of development by permitting instructive organizations to embrace internet learning and present a virtual learning society. The pandemic has been guiding the instruction area forward with mechanical development and headways. The pandemic has essentially upset the advanced education segment. An enormous number of Indian understudies who have tried out numerous Universities abroad, particularly in most noticeably awful influenced nations are currently leaving those nations and if the circumstance continues, over the long haul, there will be a critical decrease in the interest for worldwide advanced education moreover. The ongoing pandemic made an open door for change in instructive methodologies and presentation of virtual training in all degrees of training. As we don’t have a clue how long the pandemic circumstance will proceed, a steady move towards the on the web/virtual training is the interest of the current emergency. UGC and MHRD have eaten numerous virtual stages with online vaults, digital books and other web-based educating/learning materials. A mix of the conventional innovations (radio, TV, landline telephones) with portable/web advancements to a solitary stage with all vaults would upgrade better openness and adaptability to training. Virtual training is the most favoured method of instruction during this season of emergency because of the flare-up of Covid-19. The post-Covid-19 instruction is by all accounts training with broadly The COVID-19 scare is giving sleepless nights to students who were to appear in entrance examslike JEE for B. Tech admissions and/ or to class 12 students appearing for Board exams. KCET, GUJCET & MHT CET (supposed to be conducted in April) are expected to be postponed to May tentatively. CBSE has also postponed its exam for now and will release the revised dates on March 31, 2020. It is not incorrect to assume that we will soon see many other organisations follow suit and a whole lot of entrance exams in India be further postponed due to Coronavirus. Looking at the state of affairs, it is a matter of concern what the impact of COVID-19 (Coronavirus) will have on the higher education system in India.
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Woo, Pei Syan, Mohd Rustam Mohd Rameli, and Azlina Mohd Kosnin. "A Meta-Analysis On The Impact Of Peer Instruction On Students’ Learning." Sains Humanika 14, no. 3 (August 25, 2022): 21–27. http://dx.doi.org/10.11113/sh.v14n3.1943.
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Peer instruction (PI) is an interactive teaching strategy that has been widely implemented in a variety of disciplines and institutions to improve students’ learning through discussions and collaboration among peers. The main objective of this study paper is to provide an overview of the impact of PI on students’ learning in cognitive and affective domains. The methodology was carried out based on a literature review search strategy through an online database of ERIC and other web-based service providers such as ScienceDirect, Springer Link, IEEE Xplore Digital Library and Google Scholar. The keywords used in the search included peer instruction, peer instruction in primary school, peer instruction in secondary school and peer instruction in higher education. The results of this meta-analysis revealed that most studies tend to focus more on the cognitive domains as PI could enhance students’ achievement, problem-solving skills, conceptual understanding, learning gain as well as critical and creative thinking skills. For affective aspects, students perceived greater satisfaction along with a positive shift in attitudes and beliefs. Most studies were focused on students at the tertiary level and were mainly conducted in the western contexts. The findings from this meta-analysis will give a clear picture to educators regarded the benefits of implementing PI to achieve a successful teaching and learning process.
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Hahn, Jung-Sun, and Jung-Sook Oh. ""A Study on Relationships between Demographic Factors of University Faculty Members and Use of Web-based Instruction(WBI) in Higher Education"." Journal of Educational Technology 22, no. 3 (September 30, 2006): 139–65. http://dx.doi.org/10.17232/kset.22.3.139.
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Effendi, Hansi, Soenarto Soenarto, and Herminarto Sofyan. "The effectiveness of web-based interactive blended learning model in electrical engineering courses." Research and Evaluation in Education 1, no. 2 (December 31, 2015): 175. http://dx.doi.org/10.21831/reid.v1i2.7140.
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The study was to test the effectiveness of the Web-Based Interactive Blended Learning Model (BLIBW) for subjects in the Department of Electrical Engineering, Padang State University. The design that the researcher employed was a quasi-experimental design with one group pretest-posttest, which was conducted on a group of students consisting of 30 people and the test was conducted for two times. The effectiveness of BLIBW Model was tested by comparing the average pretest scores and the average posttest scores both in the first trial and the second trial. The average prestest and posttest scores in the first trial were 14.13 and 33.80. The increase in the average score was significant at alpha 0.05. Then, the average pretest and posttest scores in the second trial were 18.67 and 47.03. The result was also significant at alpha 0.05. The effectiveness of BLIBW Model in the second trial was higher than in the first test. Those result were not entirely satisfactory and it might be caused several weaknesses in both tests such as: the number of sessions were limited, there was only one subject, and the number of students who were subjected too limited. However, the researcher would like to conclude that the BLIBW Model might be implemented as a replacement alternative for the face-to-face instruction.
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Lo, Shih-Che, and Hung-Hsu Tsai. "Perceived Effectiveness of Developing a Mobile System of Formative Test with Handwriting Revision to Devise an Instruction Design Based on Cognitive Apprenticeship Theory." Sustainability 14, no. 4 (February 17, 2022): 2272. http://dx.doi.org/10.3390/su14042272.
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Education helps increase socioeconomic mobility and is an important way of leaving poverty according to the United Nations, especially since COVID-19 hit the world hard in early 2020. A Mobile System of Formative Tests with Handwriting Revision is proposed in the paper, called the MSFT system. The MSFT is developed from the cognitive apprenticeship theory (CAT) in instructional design. The instruction model can be utilized for higher education mathematics teaching/studying for quiz-oriented instruction inside traditional classrooms as well as for distance-learning modes. The MSFT platform provides college undergraduates and graduates an app for a handheld device, which is used to upload their answer sheets with captured photos to the cloud database server. Moreover, instructors can use the platform to revise or assess answer sheets with instructors’ handwriting through web interfaces or apps. Important features of the integrated platform for teachers are (1) grading answer sheets by handwriting, (2) correcting mistakes in the answer sheets by handwriting, (3) writing down instructors’ comments on students’ answer sheets directly, and (4) choosing examples to demonstrate during class presentation, in a single window through web applications. To evaluate MSFT performance and service level for students, a questionnaire survey was conducted for 51 students and separated into an experimental group and a control group. Results from the experiment show that learning attitudes and learning satisfaction were significantly increased with the MSFT system in the experimental group compared to the control group.
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Anas, Ismail, and Akhmad Akhmad. "INVESTIGATING THE STUDENT-TEACHER TECHNOLOGY COMPETENCY FOR ENGLISH LANGUAGE TEACHING: DOES IT MATTER?" ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (December 31, 2020): 297. http://dx.doi.org/10.24252/eternal.v62.2020.a8.
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The availability of technological tools, the Student and Teacher Technology Competency (STTC) are the essential considerations for the effective use of technology integration in ELT. However, these three aspects are closely interrelated as the key indicators of successful teaching English with technology. This paper reports on the result of an investigation on STTC involving 6 English lecturers and 80 students across the multidisciplinary courses at a vocational higher education setting. The survey is concerned with four domains of technology competencies, they are 1) basic technology operation, 2) personal/ professional use of technology tools, 3) social, ethical, and human issues, and 4) application of technology in instruction (classroom and web-based technology in instruction). This study’s implications call for an inclusion of technological literacy skills in pre-service and in-service EFL teacher professional development programs and education.
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Garritzen, Elise. "Montagu Burrows and the Generational Anxieties of a Victorian Historian." Journal of Victorian Culture 24, no. 3 (June 18, 2019): 296–302. http://dx.doi.org/10.1093/jvcult/vcz016.
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Abstract The generation-consciousness of Montagu Burrows (1819–1905), first a naval officer and later Chichele Professor of Modern History in Oxford, illustrates how Victorians located themselves at the juncture of biological and socially constructed historical generations and had overlapping and conflicting generational affiliations. As a historian Burrows believed in progress: the flow of generations connected past, present, and future, and each generation advanced to a higher position. As a professor, Burrows was marginalized and this essay suggests that generational affinities played a role in this. Spending his adolescence at sea, he missed out the vital formative experience of early Oxford education. By adopting the romantic ideal of a historian as a moral guide he cultivated the persona of an instructor rather than a researcher. This persona, embraced by earlier generations, appeared antiquated to Burrows’s near contemporaries who endeavoured to make history a research-based discipline. By exploring how Burrows negotiated the generational belonging and unbelonging he experienced as an historian, this essay shows that generation could function as an important category of inclusion and exclusion for professional communities.
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Daly, Joanne English. "Hypertext Links to Learning: Roadblocks and Obstacles along the Information Super Highway." Journal of Educational Technology Systems 26, no. 4 (June 1998): 309–14. http://dx.doi.org/10.2190/4l7d-dgqk-qt28-eb3j.
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Educational research has reported a multitude of goals for academic institutions of higher education. Specific academic goals focus in various directions. A common theme permeates throughout mission statements, strategic planning documents, and planning committees objectives. That is, to provide an enhanced environment in which students will become actively engaged in the process of learning, achieve their highest possible level of understanding of scientific and theoretical concepts, and develop a sense of ownership of the knowledge that they create. The accessibility of the World Wide Web to students creates a virtual learning environment that facilitates the construction of scholarly activities without traditional restrictions of time, geographic limitations, and facilitates expedience of data collection. This article addresses the five fundamental obstacles faced by students and faculty as they attempt to achieve goals of academic institutions via Web-based support and instruction.
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Kurt, Adile AGkim, and AyGen Gürcan. "The comparison of learning strategies, computer anxiety and success states of students taking web-based and face-to-face instruction in higher education." Procedia - Social and Behavioral Sciences 9 (2010): 1153–57. http://dx.doi.org/10.1016/j.sbspro.2010.12.299.
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Malecela, Issa Omar. "Integrating computer-related technology into instructional practice at a higher learning institution in Malaysia." IIUM Journal of Educational Studies 5, no. 1 (June 7, 2018): 76–92. http://dx.doi.org/10.31436/ijes.v5i1.152.
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Malaysian Higher Learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. This study attempts to explore the experience and awareness among lecturers to integrate computer-related technologies in undergraduate classrooms. In-depth semi-structured interviews were conducted with two lecturers who are experts in foreign language and one from Instructional Technology field. In-depth semi structured interviews and observations became the main qualitative instruments for this study. The purpose of the study sought to reveal the pedagogical approach and types of Information technology adopted in the classrooms. This study addressed their awareness and issues related to the use of technology in the classroom. The results were thematized based on Web 2.0 tools integration, pedagogical approach in addressing higher order thinking skills and student career readiness. Lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness.
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Dogoriti, Evriklea, Jenny Pange, and Gregory S. Anderson. "The use of social networking and learning management systems in English language teaching in higher education." Campus-Wide Information Systems 31, no. 4 (July 29, 2014): 254–63. http://dx.doi.org/10.1108/cwis-11-2013-0062.
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Purpose – The use of web-enhanced teaching of the English as a foreign language in higher education in Greece is addressed in this case study which examines the student's perceptions of online instruction using Moodle as a learning management system (LMS), with and without the use of Facebook (FB) as an adjunctive learning platform. The merging of this collaborative and interactive social platform with a LMS is explored, examining the attitudes of higher education foreign language learners toward Moodle as a LMS, and FB as an adjunctive informal learning environment. The paper aims to discuss these issues. Design/methodology/approach – Results are drawn from a pre-FB questionnaire after a term using Moodle only, and a post-FB questionnaire following a term using Moodle and FB. Findings – Results suggest that the use of web-based tools and social media changed the way students viewed the role of internet technology in the development of their English language learning. Most students (76 percent) agreed that the addition of FB to the course helped build a sense of community within a learning environment, while 69 percent suggested it enhanced the learning process. Originality/value – Results suggest FB may reinforce communication skills and engagement in the learning process and may support participation and collaborative learning in the formal learning environment provided by Moodle.
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Uchino, Miki, Norihiko Yokoi, Jun Shimazaki, Yuichi Hori, and Kazuo Tsubota. "Adherence to Eye Drops Usage in Dry Eye Patients and Reasons for Non-Compliance: A Web-Based Survey." Journal of Clinical Medicine 11, no. 2 (January 12, 2022): 367. http://dx.doi.org/10.3390/jcm11020367.
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This study aimed to investigate the actual use of eye drops for dry eye disease (DED), the reasons for instillation behavior, and the relationship between instillation behavior and subjective symptoms. This web-based cross-sectional study collected data on instillation behavior, medication instruction, reasons for instillation behavior, and subjective symptoms. In total, 2645 participants were enrolled. The proportion of participants who instilled at the frequency specified in the package insert (the specified frequency) was 10.2%. The most common reason for not instilling at the prescribed frequency was as-needed instillation to alleviate subjective symptoms, and 61.3% of participants instilled when feeling symptoms. The improvement in the subjective symptoms score was significantly greater in the group that regularly instilled at the specified frequency than the other group (p = 0.0027), and patients in the other group were younger and had a higher rate of contact lens use and over-the-counter eye drops use. In conclusion, most participants did not instill the DED eye drops at the specified frequency to alleviate symptoms. In order to obtain the appropriate effect of eye drops, ophthalmologists need to impress upon patients the importance of regular instillation at the frequency specified in the package insert, while taking into account patient characteristics.
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Hart, Timothy A., Corey J. Fox, Kenneth F. Ede, and John Korstad. "Do, but don’t tell." International Journal of Sustainability in Higher Education 16, no. 5 (September 7, 2015): 706–28. http://dx.doi.org/10.1108/ijshe-06-2014-0084.
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Purpose – The purpose of this study is to investigate the degree to which business schools, in particular MBA programs, have developed academic programs and centers specifically focused on corporate social responsibility and sustainability (CSRS) and, for those that have, promote them on their Web sites. The instruction of CSRS in institutions of higher education is increasing worldwide. The extent to which US MBA programs have developed academic programs and centers focused on CSRS could potentially be a way for business schools to distinguish themselves from other schools. Design/methodology/approach – The authors use a Web-based search of the Web sites of the top-100 US MBA programs to ascertain the extent to which they have developed CSRS-related academic programs and centers. They then look specifically at the full-time MBA main Web page to ascertain to what extent these programs promote CSRS material. Findings – The results suggest that schools in the top quarter and bottom quarter, as well as private schools, are more likely to have CSRS academic programs and centers. The authors also find that very few full-time MBA programs promote CSRS on their main MBA Web pages. Originality/value – This study is unique in its focus on the top-100 US MBA programs and the collection of primary data directly from their Web sites. Additionally, a summary of the data gathered from the MBA programs is provided in Table I of the study.
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Torabi, Nazi. "Library School Curricula in the US Should Address Liaison Responsibilities for Students Interested in Academic Librarianship." Evidence Based Library and Information Practice 5, no. 2 (June 17, 2010): 100. http://dx.doi.org/10.18438/b8h326.
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A Review of:
Attebury, R. I., & Finnell, J. (2009). What do LIS students in the United States know about liaison duties? New Library World, 110(7), 325-340.
Objectives – The two main objectives of this study were to determine the level of prevalence of liaison work in academic library job advertisements and to investigate whether the current library & information science (LIS) students are aware of liaison duties.
Design – The mixed methods used in this study are job postings analysis and online survey.
Setting – The research settings were the following:
(1) Online academic job advertisements published between November 15, 2007 and January 15, 2008 and collected from Chronicle of Higher Education’s Web site and lisjobs.com;
(2) Fifty-three electronic mail lists of ALA-accredited library schools in the US.
Subjects – The subjects of the study were 313 online academic job advertisements and 516 LIS students.
Methods – The sample size and methodology for the first part of this study were based on four previously published studies. Duplicated job postings were removed and the remaining were organized into 15 categories of access/public services, reference, instruction, bibliographer/subject specialist, combination (instruction and reference), archives/special collections, special libraries, director/dean, department head or coordinator, interlibrary loan (ILL), systems/web development, cataloguing, outreach, and acquisitions/collection-development. Only those job ads containing the term “liaison” were included in the analysis.
For the second part of the study, the authors conducted an online survey. They attempted to investigate the knowledge of LIS students on liaison librarianship, to measure the level of exposure to liaison responsibilities in their course work, and to gauge the confidence of the individual in their ability to become successful liaison librarians. The survey was distributed among 53 LIS school electronic mail lists, resulting in 516 respondents.
Main Results – The job ad analysis revealed that 29% of job postings were directly related to liaison duties. The liaison component of the positions related to access/public services, instruction, bibliographer/subject specialist, special, and outreach were the highest (50% or more). The liaison activities described in the job ads related to reference, a combination of reference and instruction, ILL, department head/coordinator, and system/Web development were also high (29% to 50%). The positions categorized as librarian, archives, director/dean, cataloguing, and collection development/acquisitions had less liaison responsibilities (
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Saranpuetti, Chayaporn, Piyatida Khajornchaikul, and Vallerut Pobkeeree. "ONLINE TEACHING AND LEARNING DURING THE CORONAVIRUS PANDEMIC: ADVANTAGES AND DISADVANTAGES IN HIGHER EDUCATION." Jurnal Administrasi Kesehatan Indonesia 10, no. 2 (December 10, 2022): 273–79. http://dx.doi.org/10.20473/jaki.v10i2.2022.273-279.
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Everything is changing rapidly and the development of technology and information has changed significantly in the last few decades. Education, like other aspects of society, needs to change and adapt appropriately. Online teaching and learning is a new approach for the authors to use information technology via distance learning programs, especially the way relationships and interactions altered between students and teachers or instructors when the Coronavirus disease (COVID-19) pandemic occurred last year. Mahidol University responded to the situation rapidly and announced that academics can use online teaching of students free of charge. The authors of this paper have identified the advantages and disadvantages we have encountered while applying this method of instruction. The online program has made teaching possible but it has disadvantages which may decrease the quality of education. Nevertheless, it was used to replace traditional teaching methods by utilizing the web–based program, Webex Meetings, across the whole university. This new approach has changed and opened horizons earlier than the authors thought and far beyond our beliefs concerning traditional education methods for future generations.
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Akour, Iman, Muhammad Alshurideh, Barween Al Kurdi, Amel Al Ali, and Said Salloum. "Using Machine Learning Algorithms to Predict People’s Intention to Use Mobile Learning Platforms During the COVID-19 Pandemic: Machine Learning Approach." JMIR Medical Education 7, no. 1 (February 4, 2021): e24032. http://dx.doi.org/10.2196/24032.
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Background Mobile learning has become an essential instruction platform in many schools, colleges, universities, and various other educational institutions across the globe, as a result of the COVID-19 pandemic crisis. The resulting severe, pandemic-related circumstances have disrupted physical and face-to-face contact teaching practices, thereby requiring many students to actively use mobile technologies for learning. Mobile learning technologies offer viable web-based teaching and learning platforms that are accessible to teachers and learners worldwide. Objective This study investigated the use of mobile learning platforms for instruction purposes in United Arab Emirates higher education institutions. Methods An extended technology acceptance model and theory of planned behavior model were proposed to analyze university students’ adoption of mobile learning platforms for accessing course materials, searching the web for information related to their disciplines, sharing knowledge, and submitting assignments during the COVID-19 pandemic. We collected a total of 1880 questionnaires from different universities in the United Arab Emirates. Partial least squares-structural equation modeling and machine learning algorithms were used to assess the research model, which was based on the data gathered from a student survey. Results Based on our results, each hypothesized relationship within the research model was supported by our data analysis results. It should also be noted that the J48 classifier (89.37% accuracy) typically performed better than the other classifiers when it came to the prediction of the dependent variable. Conclusions Our study revealed that teaching and learning could considerably benefit from adopting remote learning systems as educational tools during the COVID-19 pandemic. However, the value of such systems could be lessened because of the emotions that students experience, including a fear of poor grades, stress resulting from family circumstances, and sadness resulting from a loss of friends. Accordingly, these issues can only be resolved by evaluating the emotions of students during the pandemic.
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Hikmet, Pamuk Tanpinar. "The Implication of Using Information Communication Technology to Present, Comment on and Discuss Student Work on the Outcome of Students Performance: Evidence from Turkey." Journal of Education 5, no. 4 (October 10, 2022): 1–15. http://dx.doi.org/10.53819/81018102t4082.
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Turkish Higher Learning institutions have embraced ICT skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. The purpose of the study was to establish the Outcomes of Technology Integration in Instruction by Higher Learning Institutions in Asia with a focus on Turkey. The paper was a literature based in which comprehensive review of existing literature on technology integration in Education was interrogated to come up with study themes. The empirical literature was reviewed to identify main themes and conclusion drawn based on the reviewed literatures. The study found that factors that influenced integration of ICT in the primary teacher training colleges in Turkey included: adequacy of internet connectivity, adequacy of computer hardware, adequacy of computer software, maintenance of ICT infrastructure, training of personnel in ICT, teacher workload, teacher gender, teacher age, presence of ICT policy and adequacy of fund. Additionally, lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness. This paper concludes that integrating technology in instruction will serve as a strategy for leveraging education in Turkey if first-order barriers such as insufficient ICT infrastructure, limited ICT competency among teachers and tutors and lack of comprehensive ICT training are addressed effectively. The study recommends that, the managements of higher learning institutions in the country should provide teachers with regular trainings and seminars on how to adopt ICT in the teaching and learning process. Key words: Technology integration, higher learning institutions, ICT, Turkey
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Arroyo González, Rosario, Eric Fernández-Lancho, and Juan Antonio Maldonado Jurado. "Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes." Mathematics 9, no. 17 (September 1, 2021): 2119. http://dx.doi.org/10.3390/math9172119.
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The purpose of this study is to assess the learning effect of a multilingual web-based argumentative writing instruction model called the Ensayo Científico Multilingüe (ECM, Multilingual Scientific Essay) adapting the didactic model called Genre-based Writing Instruction (GBWI) in an experiment conducted over three months. For this purpose, a quasi-experimental research model was applied to 150 students in the experimental group and 150 in the control group, with two measurements, pre and post-test, for three dependent variables: (a) writing metacognition and its dimensions; (b) written argumentative self-efficacy; and (c) rhetorical moves and steps of an argumentative essay. The latter variable was measured by the content analysis method. Variables (a) and (b) were both measured with instruments validated in a population of 518 university students using structural equations. The findings demonstrate the positive effect of the ECM, which combines WBWI and GBWI in argumentative written learning in the students’ mother tongue in all variables measured, applying statistics such as the Shapiro–Wilk statistic, parametric contrast, and the Wilcoxon signed-rank test. In relation to the findings, with respect to the evaluated variables, it was discovered, specifically, that the rhetorical steps in which the students showed a significant improvement were innovations, quotes/research, definitions of concepts, refutations, definitive reasons, and bibliographical references. Likewise, the rhetorical steps that did not present significant differences following the application of the ECM were discovered, and they were: reason summary, formulation of premise, and reasons for. Furthermore, it can be stated that for the ECM there was an increase, above all, in awareness of the following metacognitive dimensions: (a) writing self-regulation; (b) writing planning; and (c) writing revision, as well as argumentative self-efficacy. The novelties of this research with respect to the precedents reside in that it offers valid and concrete results on the effect of a multilingual web design integrated into a well-defined didactic model of argumentative writing on writing metacognition and its dimensions, argumentative structuring and its rhetorical steps, and argumentative self-efficacy. The related studies consider only some of these variables, but not all of them together or their complexity. These results have allowed us to establish specific didactic–technological proposals for improving the ECM that are transferable to didactic designs to guide written argumentation at higher academic levels using multilingual web technologies and integrating the metacognitive, behavioral, and motivational dimensions of writing.
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Downing, Charles E., Julia Spears, and Michaela Holtz. "Transforming a Course to Blended Learning for Student Engagement." Education Research International 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/430732.
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The rising costs of higher education, along with the learning styles and needs of modern students, are changing the instructional landscape. Students of today do less and less well in the “lecture only” format, and staffing this format with live faculty is extremely expensive. MOOCs and other technology-heavy options are low cost but quite impersonal. Blended instruction has promise, with the ultimate goal of cost-efficient student engagement. This paper reports on a major course transformation to achieve student engagement in a large, formerly lecture-only course. The resulting blended-learning course features clickers, web-based operationalization of students helping students, media-rich interactive online materials, event credit, and newly added student-produced video tutorials. Results show that the addition of the student-produced video tutorials increased the student engagement in the course.
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Silalahi, Albinus, Wesly Hutabarat, Simson Tarigan, and Yogi Chandra. "Impact of Multimedia-Based Off-Line Learning on Student Motivation and Outcomes." Asian Journal of Social Science Studies 3, no. 4 (October 22, 2018): 1. http://dx.doi.org/10.20849/ajsss.v3i4.471.
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Investigation of the impact multimedia-based off-line learning towards student motivation and outcomes was carried out based on ADDIE model, and the 2013 vocational high school curriculum content standards. It was found that the implementation of the multimedia was highly usefull as a learning device. The population of this study were students of grade XI of a vocational high school 1 in Percut Sei Tuan, Medan Indonesia. The sample selected was 2 classes of the grade XI and classified into experimental and controlled groups which consisted of 36 students respectively. The experimental group was taught by the MAOL and the controlled group taught by web-based adobe flash-based instruction (WAFI) learning approaches. Instruments used to collect data student motivation and outcomes were questionnaires and achievement tests respectively. The Data collected were analyzed with SPSS softwares. The results showed that the student motivation and achievements of the experimental group were significantly higher than the controlled group on the subject of acid and base solutions, with a significance level of 5% (with the criteria of Sig <α value is 0.001 < 0.05) ; Furthermore, there was a positive correlation between motivation and student outcomes at a significance level of 5%.
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Khozin, Khozin, and Umiarso Umiarso. "The Philosophy and Methodology of Islam-Science Integration: Unravelling the Transformation of Indonesian Islamic Higher Institutions." Ulumuna 23, no. 1 (June 25, 2019): 135–62. http://dx.doi.org/10.20414/ujis.v23i1.359.
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The transformation of Islamic higher education into State Islamic University (Universities Islam Negeri/UIN) necessitates the changing of scientific thoughts. Before this transformation, Islamic higher education 's core business is commonly concerned with the teaching of Islamic sciences, while UIN includes the instruction of general sciences, e.g., natural and social Sciences. In fact, the two (Islamic and natural-social science) should be integrated into the Islamic high education to establish a new integrated scientific paradigm. This study focuses mainly on the philosophy and the integration of science and Islamic methodologies in Indonesia. Based on the phenomenological qualitative approach, the current study critically examines Islam and science integration. Grounded on the study of three UINs, the article shows a novel paradigm that enables the integration of science and religion in those universities. Each university offers a specific character of the integration. UIN of Malang, for example, initiates the integration which is reflected in “tree of science”. UIN of Yogyakarta offers the metaphor of “spider web” for its interconnected and integrated Islam and science project while UIN of Surabaya proposes multidisciplinary-integration with the metaphor of integrated twin towers.
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Adair, Kathryn C., Larissa G. Rodriguez-Homs, Sabran Masoud, Paul J. Mosca, and J. Bryan Sexton. "Gratitude at Work: Prospective Cohort Study of a Web-Based, Single-Exposure Well-Being Intervention for Health Care Workers." Journal of Medical Internet Research 22, no. 5 (May 14, 2020): e15562. http://dx.doi.org/10.2196/15562.
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Background Emotional exhaustion (EE) in health care workers is common and consequentially linked to lower quality of care. Effective interventions to address EE are urgently needed. Objective This randomized single-exposure trial examined the efficacy of a gratitude letter–writing intervention for improving health care workers’ well-being. Methods A total of 1575 health care workers were randomly assigned to one of two gratitude letter–writing prompts (self- vs other focused) to assess differential efficacy. Assessments of EE, subjective happiness, work-life balance, and tool engagement were collected at baseline and 1-week post intervention. Participants received their EE score at baseline and quartile benchmarking scores. Paired-samples t tests, independent t tests, and correlations explored the efficacy of the intervention. Linguistic Inquiry and Word Count software assessed the linguistic content of the gratitude letters and associations with well-being. Results Participants in both conditions showed significant improvements in EE, happiness, and work-life balance between the intervention and 1-week follow-up (P<.001). The self-focused (vs other) instruction conditions did not differentially predict improvement in any of the measures (P=.91). Tool engagement was high, and participants reporting higher motivation to improve their EE had higher EE at baseline (P<.001) and were more likely to improve EE a week later (P=.03). Linguistic analyses revealed that participants high on EE at baseline used more negative emotion words in their letters (P=.005). Reduction in EE at the 1-week follow-up was predicted at the level of a trend by using fewer first-person (P=.06) and positive emotion words (P=.09). No baseline differences were found between those who completed the follow-up assessment and those who did not (Ps>.05). Conclusions This single-exposure gratitude letter–writing intervention appears to be a promising low-cost, brief, and meaningful tool to improve the well-being of health care workers.
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Saville, M., D. Hawkes, E. Mclachlan, S. Anderson, and K. Arabena. "Self-collection for under-screened women in a National Cervical Screening Program: pilot study." Current Oncology 25, no. 1 (February 28, 2018): 27. http://dx.doi.org/10.3747/co.25.3915.
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Background Commencing 1 December 2017, Australia introduced human papillomavirus (hpv)-based cervical screening. As part of this Australian renewed National Cervical Screening Program (ncsp) women who are either never- or under-screened and who refuse a practitioner collected sample will be able to collect their own sample for cervical screening. The aim of this study is to examine the quantitative results of a pilot study into the acceptability of the self-collection alternative pathway.Methods Eligible participants were offered the opportunity to collect their own sample. Those who agreed were given a flocked swab and an instruction sheet and took their own sample in an area of the health care clinic that afforded them adequate privacy. These samples were then given to clinic staff who returned them to Victorian Cytology Service (vcs) Pathology for hpv nucleic acid testing.Results Of 98 eligible women, seventy-nine undertook self-collection for hpv-based cervical screening. Seventy seven produced valid results, 14 were positive for oncogenic hpv, with 10 undertaking follow-up. Three women were found to have cervical squamous abnormalities with two of those being high-grade intraepithelial squamous lesions.Conclusion The pilot study for self-collection for cervical screening produced quantitative data that were similar to that already reported in the literature, but had a much higher rate of acceptance compared with self-collection programs based in the home.
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Elcokany, Nermine M., Joanne Jaramillo, Maria B. Blesilda Llaguno, Mohamed M. Seweid, and Ola Mousa. "Student Nurses as Modern Digital Nomads: Developing Nursing Skills Competence and Confidence through Video-Based Learning." International Journal of Innovative Research in Medical Science 7, no. 11 (November 2, 2022): 583–89. http://dx.doi.org/10.23958/ijirms/vol07-i11/1536.
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The nursing staff's skills proficiency is associated with healthcare outcomes. The cornerstone of any nursing curriculum is preparing graduates to deliver safe, high-quality nursing care. The COVID-19 pandemic has, indeed, revolutionized nursing education with the adoption of innovative pedagogical strategies like blended learning. This research aims to evaluate the effectiveness of video-based instruction to determine students’ performance and confidence levels in selected nursing procedures. It also intends to investigate the factors that influencing students' nursing skills performance and confidence level. This study employed a quasi-experimental research design. This study included a total enumeration of 44 enrolled students in the nursing diploma program. The researcher divided the students into two groups by quota selection. The control group had a face-to-face teaching session in the lab. For the study group, the students recorded videos of the said procedures three times and submitted them to the faculty through the Blackboard platform. The study group scored significantly higher than the control group in different demonstration times. Specifically, the students from the study group got handwashing performance scores higher in both the first, second trials and during the final evaluation than those in the control group. This study concluded how students’ motivation and participation could improve learning outcomes. This blending of web-based training and audio-visual media provides numerous benefits. The mean self-confidence score is significantly higher in the study group than in the control group. This experience illustrates how audio-visual material can be employed to teach other nursing subjects.