Dissertations / Theses: 'Web-based education'

1

Stinnett, David. "Web-based curriculum delivery." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000stinnettd.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Cote, Dalton James. "Web-based technology to support medical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ34881.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Turanlı, Dehan Aytaç Sıtkı. "A basic web-based distance education model/." [s.l.]: [s.n.], 2005. http://library.iyte.edu.tr/tezler/master/bilgisayaryazilimi/T000337.pdf.

Full text

Abstract:

Thesis (Master)--İzmir Institute Of Technology, İzmir, 2005.
Keywords: Distance education, web based education, model, system approach, questionnaire. Includes bibliographical references (leaves. 147).

APA, Harvard, Vancouver, ISO, and other styles

4

Kosba, Essam Mahmoud Abdel Monem. "Generating computer-based advice in web-based distance education environments." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/1329/.

Full text

Abstract:

There is an increasing demand for distance education to be implemented nowadays by most educational organizations. The Internet has become the medium for course delivery, and Web Course Management Systems (WCMS) are widely used to deploy distance courses which need to provide appropriate support to both students and instructors. The instructors play a central role in managing the course, and their success in dealing with reported problems in distance learning, such as students isolation and disorientation in hyperspace, depends on the understanding the instructors have about what is happening in distance classes. Based on tracking data, most WCMS provide statistical information to help instructors monitor their students. However, there is a lack of automatic features to guide instructors by pointing at important situations and highlighting possible problems. Such features may help instructors, and reduce the workload and communication overhead needed for managing distance classes effectively. In this thesis, an approach is proposed where an artificial advisor is built to inform course instructors and facilitators about possible problems and needs of individuals and groups of students, as well as to suggest appropriate actions, when possible. A framework named TADV (Teacher ADVisor) has been developed to build fuzzy student, group, and class models based on the tracking data generated by WCMS. A taxonomy containing three main categories of advice related to the performance of individual students, groups of students, and the whole class is proposed, and an advice generator mechanism is developed. Important situations are highlighted to instructors and, when appropriate, possible actions are recommended. A prototype of TADV is implemented and integrated within an existing WCMS. An empirical evaluation of the prototype has been conducted in a Discrete Mathematics course at the Arab Academy for Science and Technology, Alexandria, Egypt. The evaluative study has shown that TADV provides practical and effective advice. It allows advice generation and informing of instructors, which, in turn, made it easy to send help and feedback to distance students. The instructors confirmed the appropriateness of the generated advice and appreciated the knowledge they gained about their students. The students appreciated the feedback received from the instructors, which was a result of TADV recommendations. The study showed better overall satisfaction and social aspects for the students who used TADV advising features.

APA, Harvard, Vancouver, ISO, and other styles

5

Chao, Chia-Yi. "Web-based training in Taiwan." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002chaoc.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Yeung, Tsz-Kit. "Web-based and multimedia approach to physics education /." View Abstract or Full-Text, 2002. http://library.ust.hk/cgi/db/thesis.pl?PHYS%202002%20YEUNGT.

Full text

Abstract:

Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002.
Includes bibliographical references (leaves 67-69). Also available in electronic version. Access restricted to campus users.

APA, Harvard, Vancouver, ISO, and other styles

7

Gray, Thomas C. (Thomas Christopher) 1975. "The effect of animation on web-based education." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/88886.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Kutchin, Kayla Elizabeth. "Evaluating the Future of Web-Based Design Education." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563198386141358.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Gauthier, Geneviève. "Web-based self and peer assessment." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18195.

Full text

Abstract:

This study aims at measuring the impact of web-based self and peer assessment activities in a physics university level course. These assessment activities were integrated into a first year experimental physics course. Fifty seven students participated in the asynchronous self and peer assessment activities. Dependent variables included: measures of students' monitoring abilities, the use of peer assessment to reinforce self assessment and the degree to which students endorsed the activities. Due to missing data the repeated measure design had to be replaced by descriptive statistics. Data collected do not confirm a significant decrease in the number of errors made by students but they suggest decrease in specific types of errors. The study suggests that the self and peer assessments, even when they are similar in form, add to each other and provide users with useful information. However, student level of endorsement of the activity is not conclusive and key changes need to be discussed to improve the activity.
Cette étude vise à mesurer l’impact d’une activité d’autoévaluation et d’évaluation entre pairs dans une classe de première année de physique au niveau universitaire. Cette activité d’évaluation formative sur le Web a été intégrée à l’enseignement régulier dans le cadre d’un cours de physique expérimental de première année d’université. Cinquante sept étudiants ont participé aux exercices d’auto évaluation et d’évaluation entre pair de manière asynchrone sur le Web. Les variables dépendantes comprennent diverses mesures dont l’habilité de révision des étudiants, l’utilité et la complémentarité de l’évaluation entre pairs, ainsi que du degré d’appropriation de l’activité par les étudiants. Due au manque de données recueillies, le modèle de mesures répétées a été remplacé par des statistiques descriptives. Les données ne nous permettent pas de confirmer que les activités ont eu un impact significatif sur le nombre d’erreur et la performance des étudiants mais elles indiquent un effet positif sur certains types d’erreur. L’étude suggère aussi une complémentarité de l’autoévaluation avec l’évaluation entre pairs. Cependant l’appropriation de l’activité par les étudiants n’est pas conclusive et certains changements sont à envisager pour améliorer l’activité. fr

APA, Harvard, Vancouver, ISO, and other styles

10

Cote, William Daniel. "A Web-based learning environment for textile engineering education." Thesis, Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/8499.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Dixon, John Robert. "Examining the impacts of Web-based education delivery systems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58335.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Cox, Stephen M. "Web-based individual education plan software : research and development /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Lindvall, Malin, and Stavros Mavrakis. "Web-Based Interactive Math Learning Environment for secondary education." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-301971.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Ham, Marsha K. "Students' perceptions of Web-based distance learning courses." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279944.

Full text

Abstract:

The purpose of this study was to investigate student satisfaction levels with their web-based learning experience. Study sites were three public Doctoral/Research Universities---Extensive. A cross-sectional, web-based survey collected data from students about their perceptions of satisfaction and success in the two months following completion of their spring 2001 courses. Two hundred sixty-nine (269) students enrolled in 40 graduate-level, web-based courses at the three sites were surveyed. Students were divided into two study groups: completers and non-completers. The survey for course completers covered five major topic areas: experience with computers and the Web, course participation, images of self, perceptions of satisfaction and success, and general information. The survey for non-completers covered two topic areas: general information and factors affecting decision to drop from the course. Hierarchical regressions revealed significant relationships between satisfaction and self-efficacy and between self-efficacy and interpersonal control at two sites (p̲ < .05 and p̲ < .001, respectively). Hierarchical regressions also revealed significant relationships between satisfaction and level of communication (p̲ < .01 and p̲ < .05, respectively). When limiting the definition of available technical support to instructor assistance or help from teaching assistants, there appeared to be a significant relationship between available technical support and students' overall success in their courses (p̲ < .05). Students' attitudes about the Web were positively correlated to both their overall satisfaction and success at one site (p̲ < .05) while at the second site attitudes toward the Web were positively correlated only to satisfaction with the course (p̲ < .05). No significant relationships were found between students' participation in collaborative learning activities and satisfaction. The study raises a number of questions related to the relationship of gender to student satisfaction and success and to the relationship of discipline to the structure of the web-based course. Future research can address these relationships to clarify the relationship between students' perceptions of satisfaction and success and the type of learning activities and experiences they encounter in web-based distance courses based on gender and field of study.

APA, Harvard, Vancouver, ISO, and other styles

15

Baker, Jonathan Ramon. "Web-Based vs. Classroom Instruction of Statistics." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705851.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Bussa, Naga Raju. "WVU - interactive web based distance learning tool." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1116.

Full text

Abstract:

Thesis (M.S.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains v, 245 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 114-115).

APA, Harvard, Vancouver, ISO, and other styles

17

Shah, Anuj Ramesh. "Web-CAT: A Web-based Center for Automated Testing." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33109.

Full text

Abstract:

The fundamentals of software testing and related activities are often elusive in undergraduate curricula. A direct consequence of the lack of software testing efforts during education is the huge losses suffered by the software industry when applications are not sufficiently tested. Software practitioners have exhorted faculty members and institutions to teach more software testing in universities. The purpose of this research is to provide answers to the needs of such practitioners and introduce software-testing activities throughout the curriculum. The most important goal is to introduce software-testing education without requiring a significant amount of extra effort on behalf of faculty members or teaching assistants. The approach taken comprises the development of the Web-based Center for Automated Testing (Web-CAT) and the introduction of test-driven development (TDD) in courses. Web-CAT serves as a learning environment for software testing tasks and helps automatically assess student assignments. A comparison of student programs developed using Web-CAT with historical records indicated a significant decrease in the number of bugs in submitted programs. Undergraduate students also received exposure to the principles of software testing and were able to write test cases that were on an average better than those generated by an automated test case generator designed specifically for the assignment.
Master of Science

APA, Harvard, Vancouver, ISO, and other styles

18

Tam, Elaine K. "A Web-based virtual environment for operator training." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ44043.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Scroggins, Darryl Dwaine. "Web-based independent study program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2628.

Full text

Abstract:

The Web-based Independent Study Program (WISP) is an on-line database program used to create and store educational records for members of Dikaios. (Dikaios is a Christian educators association that offers an independent study program.) The database allows home educators to create, store, edit, view, and print the forms and records that are required by Dakaios administrators and by the state of California. Further, the database helps students and home educators monitor student progress towards meeting high school graduation requirements.

APA, Harvard, Vancouver, ISO, and other styles

20

Singh, Ravinder Pal. "Efficient protocol for live Web-based teaching." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE1000163.

Full text

Abstract:

Thesis (M.S.)--University of Florida, 2002.
Title from title page of source document. Document formatted into pages; contains xi, 74 p.; also contains graphics. Includes vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

21

Curbelo-Ruiz, Aury M. "Factors influencing faculty participation in web-based distance education technologies /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957196797.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Lee, Gilliean. "A Web-service-based e-learning service infrastructure for achieving dynamic and collaborative e-learning." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011589.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Li, Xiping. "Web-based Medical Imaging Simulation System for Education and Research." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/682.

Full text

Abstract:

In this work, a major effort has been made to establish an Internet accessible system for medical imaging simulation as a convenient service under the cloud computing environment. First, an Internet accessible, medical imaging education platform has been developed. It includes teaching and dynamic assessment tracking system for five commonly used imaging modalities. The system is integrated by the open source MySQL database software that manages updating materials and also tracks students’ learning engagements, which allow the reliability and appropriateness of the on-line teaching material and assessment methods to be optimized. The evaluation results have shown increased learning gains promisingly. Second, a prototype simulation service platform has been established. It is based on a job-oriented work flow to provide different kinds of service to users to perform medical imaging simulation. These simulations not only include the straightforward CT data reconstruction based on Radon transform, but also the sophisticated PET imaging simulation based on GATE as well. The QGATE’s client-server configuration can manage the GATE system to queue and monitor the submitted simulation scripts and return simulation results. The system is suitable for classroom training and easy to use for students or new users to the field of nuclear medicine imaging simulation. Finally, based on the developed simulation platform, a simulation study on PET imaging has been carried out. Event-based dynamic justification method has been tested based on the phantoms generated by NCAT associated with different breathing signals. The results show its potential capability of motion correction for PET data acquisition.

APA, Harvard, Vancouver, ISO, and other styles

24

Cigeroglu, Huseyin. "Development Of A Tool For Web Based Control Engineering Education." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605466/index.pdf.

Full text

Abstract:

It is obvious that learning is more productive with visual mediums and simulations. Especially in technical subjects, this approach is more important. Visual modification of parameters in a control system provides many benefits both in analyzing the system and in learning process. Additionally if this material is published on the internet, students can reach anywhere anytime to this material. This thesis describes a Web-based system developed for control engineering education for both the instructor and the student. The system will generate learning material according to the instructor&rsquo
s requests. Instructors will design the system and define the borders to help students to learn rapidly the subject of the lesson. They will decide on the functions and which variables can be played with and present them to the students. This work will help the students that take the basic courses of control engineering. Students will interactively experiment with the system. They will see the effect by changing the variables via sliders of certain functions (e.g. step, bode, root locus...). The system is developed with the programming language JAVA to run over the internet and to be platform independent.

APA, Harvard, Vancouver, ISO, and other styles

25

Deacon, Diana Ruth. "Designing support for Web-based continuing education using computer conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ53631.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Tai, Chih-Che. "Two Collaborative Education Projects: Web-based platforms and Green Course." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3293.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Georgiadou, Elissavet. "Web-based hypermedia courseware in higher education : a proposed framework." Thesis, De Montfort University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391474.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Khasawneh, Samer. "A Web-based Lessons Authoring System for Mathematics Education (MLAS)." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1343047538.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Li, Chun-ling. "Improving student reading motivation through web-based technologies." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40039857.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Byers, Amanda J. H. "The Effectiveness of Web-Based Instruction in Supporting Teachers in Implementing Inquiry-Based Instruction." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1121196679.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

De, Villiers Gabrielle Joy. "Asynchronous web-based technologies to support learning." Thesis, Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-03122002-093248.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Parkar, Mubeen A. "WebCLASSE a web-based software solution to support CLASSE assessment /." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.eduopenurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1438935.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Law, Kan-chung Kenneth. "Collaborative learning : web-based teaching in secondray physics classroom /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474510.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Viebach, Eric John. "Effectiveness of interactive web based review." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3252.

Full text

Abstract:

There were three main goals of this study. First, utilize technology in a non-conventional way to enhance student's study process. Second, gauge if the students access such a tool when it is available to them. Third, assess the student's learning based on the study tools available. This project also examined if there was a difference in comprehension of post-World War II era information between students who use the online test preparation program and those that received only traditional instruction.

APA, Harvard, Vancouver, ISO, and other styles

35

Pérez, Cereijo Maria Victoria. "Factors Influencing How Students Value Asynchronous Web Based Courses." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc6151/.

Full text

Abstract:

This dissertation discovered the factors influencing how students value asynchronous Web-based courses through the use of qualitative methods. Data was collected through surveys, observations, interviews, email correspondence, chat room and bulletin board transcripts. Instruments were tested in pilot studies of previous semesters. Factors were identified for two class formats. The asynchronous CD/Internet class format and the synchronous online Web based class format. Also, factors were uncovered for two of the instructional tools used in the course: the WebCT forum and WebCT testing. Factors were grouped accordingly as advantages or disadvantages under major categories. For the asynchronous CD/Internet class format the advantages were Convenience, Flexibility, Learning Enhancement, and Psychology. The disadvantages included Isolation, Learning Environment, and Technology. For the synchronous online Web based class format the advantages were Convenience, Flexibility, Human Interaction, Learning Enhancement and Psychology, whereas the disadvantages included Isolation, Learning Environment and Technology. Concurrently, the study revealed the following factors as advantages of the WebCT Forum: Help Each Other, Interaction, Socialization, Classroom News, and Time Independent. The disadvantages uncovered were Complaints, Technical Problems and Isolation. Finally, advantages specified for the WebCT testing tool were Convenience, Flexibility and Innovations, and its disadvantages were Surroundings Not Conducive to Learning, and Technical Problems. Results indicate that not only classroom preference, learning style and personality type influence how students value a Web based course, but, most importantly, a student's lifestyle (number of personal commitments, how far they live, and life's priorities). The WebCT forum or bulletin board, and the WebCT testing or computerized testing were seen mostly by students, as good tools for encouraging classroom communication and testing because of the convenience and flexibility offered. Still, further research is needed both quantitatively and qualitatively to ascertain the true weight of the factors discovered in this study.

APA, Harvard, Vancouver, ISO, and other styles

36

Wang, Ming. "Web-based instruction statics on-line." Ohio : Ohio University, 2000. http://www.ohiolink.edu/etd/view.cgi?ohiou1173379670.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Morgan, Pamela Cope Wircenski Jerry L. "Adult learner satisfaction with web-based non-credit workforce training." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3937.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Lundeen, Melissa. "Museum education: Creation, implementation, and evaluation of a web-based Elm Fork Natural Heritage Museum." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc67941/.

Full text

Abstract:

Evaluation of museum audiences both in their physical and web-based spaces is a necessary component of museum education. For smaller museums without the personnel or knowledge to create a website and evaluate the on-line audience, using a web-based learning tool may be able to help these museums properly maintain an online site. A web-based Elm Fork Natural Heritage Museum (WBEFNHM) was created during the 2008 fall semester at the University of North Texas. The site included photographs and information from specimens housed within the physical Elm Fork Natural Heritage Museum. The site was available to three non-science majors' biology laboratory courses, and three science majors' biology laboratory courses during the 2009 spring and fall semesters. Student use of the WBEFNHM was tracked and found no significant difference between the amount of time science majors and non-majors spent on the site. This evaluation helps in understanding future use of an online EFNHM.

APA, Harvard, Vancouver, ISO, and other styles

39

Yoo, Daniel. "Building Web Based Programming Environments for Functional Programming." Digital WPI, 2012. https://digitalcommons.wpi.edu/etd-dissertations/181.

Full text

Abstract:

Functional programming offers an accessible and powerful algebraic model for computing. JavaScript is the language of the ubiquitous Web, but it does not support functional programs well due to its single-threaded, asynchronous nature and lack of rich control flow operators. The purpose of this work is to extend JavaScript to a language environment that satisfies the needs of functional programs on the Web. This extended language environment uses sophisticated control operators to provide an event-driven functional programming model that cooperates with the browser's DOM, along with synchronous access to JavaScript's asynchronous APIs. The results of this work are used toward two projects: (1) a programming environment called WeScheme that runs in the web browser and supports a functional programming curriculum, and (2) a tool-chain called Moby that compiles event-driven functional programs to smartphones, with access to phone-specific features.

APA, Harvard, Vancouver, ISO, and other styles

40

Zary, Nabil. "Virtual patients for education, assessment and research : a web-based approach /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-272-9/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Susbury, Sarah Jane. "Virginia's Implementation of Web-based High-stakes Testing in Public Education." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51769.

Full text

Abstract:

The purpose of this study was to investigate how online testing was implemented within a statewide high-stakes testing program in Virginia's public education system. Virginia's state assessments, known as the Standards of Learning (SOL) tests, were first administered to public school students in 1998 as paper-and-pencil, multiple-choice tests where students used a paper test booklet, an optical scan paper answer document, and a #2 pencil to complete each test. In 2000, at the direction of the Governor and General Assembly of the Commonwealth, the Virginia Department of Education (VDOE) introduced a technology initiative where, upon successful implementation, students would be able to complete their required SOL tests electronically via the Internet. The researcher, an employee of the VDOE with direct involvement in the implementation of online testing, conducted a participant-observer case study and interviewed individuals closely associated with the Virginia Web-based Standards of Learning Technology Initiative. The interview transcripts, project documents, and experiences of the researcher as a participant-observer were used as the primary data sources. Glaser and Strauss's (1967) constant comparative method with suggested procedural additions from Lincoln and Guba (1985) and Maykut and Morehouse (1994), was applied in data analysis. The findings are presented as a monograph with the history and implementation of Virginia's Web-based Standards of Learning Technology Initiative detailed by the participant-observer researcher. The desired outcomes of the researcher's efforts are (a) informing others of Virginia's experiences, including its successes and failures, (b) sharing the lessons learned throughout the implementation of Virginia's Web-based SOL Technology Initiative, and (c) identifying best practices that could be transferable to other state or local organizations attempting similar large-scale initiatives.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

43

Avenoglu, Bilgin. "Using Mobile Communication Tools In Web Based Instruction." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606048/index.pdf.

Full text

Abstract:

This thesis investigates the perceptions of students about using mobile communication tools in web-based instruction. A mobile learning portal that can be used by different mobile devices was designed for this purpose. This portal included a mobile discussion forum and a course information system. Sixty undergraduate and five graduate students from METU/CEIT department used this portal as a supportive learning activity in three different courses throughout two-three, and four-week periods. The discussion subjects related to course content were created by instructors in these courses and students used this portal by sending messages or creating new subjects. Assignment results and announcements were inserted into the system by the instructors of these courses. A user evaluation instrument was developed by the researcher and validated by field experts. At the end of the study, perceptions of students were collected about mobile learning, mobile learning technologies and mobile discussion forums by using this instrument. Descriptive statistics were calculated according to the responses of students. The study results show that most of the students enjoyed using mobile technologies in education and they want to use mobile technologies in other courses. Although they like using mobile technologies, they did not increase the level of learning and motivation of the students much. Furthermore, mobile technologies did not increase the communication between students and between students and teachers despite their highly developed communication capabilities. Students could easily use the mobile technologies but small screen sizes and limited keypads hindered them from performing the operations. According to students, the cost of using mobile technologies is quite important whereas the data communication security is not important.

APA, Harvard, Vancouver, ISO, and other styles

44

Kim, Young-No. "A web-based timesheet tool for the design studio." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2521.

Full text

Abstract:

This research is related to time management and the use of timesheets in architectural design education. It focuses on the role of Web-based timesheets in the architectural design studio. The main purpose of the research is to explore whether Web technology is helpful in increasing compliance with time documentation and can determine which student behaviors and habits can be observed with Web-based timesheets in architectural design education. In time management, using timesheets is a common method to analyze time usage. However, a traditional timesheet is usually focused on the investigator's (teacher or employer) perspective. Therefore active participation is hardly expected and data analysis is not easily offered to participants as useful information in real time. To overcome the identified problems, Web technology may be useful. For this research, a pilot software tool was developed and tested in design studios at several grade levels. Research was focused on empirical observation to determine which student work patterns and behaviors can be observed with a Webbased timesheet tool. The Web-based timesheet tool was successfully fielded in the design studio and the utility of the Web-based timesheet tool was observed. By analyzing the collected data from the experiments with this Web-based timesheet tool, it was possible to observe various work patterns and behaviors and to develop insights in the students' design process. Analysis of log data gave interesting insights into students' work patterns and design behaviors. Web technology was helpful in increasing the value of the timesheet in architectural design education.

APA, Harvard, Vancouver, ISO, and other styles

45

Li, Chun-ling, and 李振凌. "Improving student reading motivation through web-based technologies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40039857.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Korr, Arlene. "Use of Specific Web-Based Simulations to Support Inquiry-Based High School Science Instruction." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/474.

Full text

Abstract:

The primary goal of this study was to acquire an understanding of those practices that encourage the sustained use of simulations in support of inquiry-based science instruction. With the rapid distribution of Internet-related technologies in the field of education, it is most important to undertand the function of these innovations. Technology, specifically the implementation of simulations to support inquiry-based instruction, provides new educational strategies for science teachers. Technology also influences the field of education by repeatedly making some teachers' best practices obsolete. The qualitative research design was selected to explore the nature of science leaders' and teachers’ consideration or lack of consideration to incorporate simulations into their inquiry-based instruction. The method for collecting the data for this study included in-depth, semi-structured interviews. The analysis of this interview data was conducted in two phases. Phase I focused on the consensus views of the participants regarding the implementation of simulations. In order to gain a more in-depth understanding of the interview data, Phase II focused on the subtle differences among the participants regarding their execution of this instructional tool. The overall conclusion of this study was that the use of simulations requires a multi-faceted approach to ensure sustainability. As noted, science leaders must continue to encourage the high, medium and low users of simulations to implement the ongoing use of these instructional tools. Also, science teachers must do their part to ensure the success of these programs. By addressing the primary and secondary research questions, five major conclusions were reached. These conclusions include (a) the use of web-based simulations can have a positive influence on inquiry-based science instruction, (b) technology challenges have influenced the teachers’ use of simulations, (c) time influences the use of simulations, (d) ongoing professional development strategies support the sustained use of simulations, and (e) student engagement in inquiry-based science instruction is positively influenced by the use of simulations. This study concludes with suggestions for educational leaders and teachers along with further considerations for future research.

APA, Harvard, Vancouver, ISO, and other styles

47

Schmocker, Mary J. "Impact of online learning on student effort and persistence in technical college students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008schmockerm.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Mondeik, Shelly. "An analysis of student learning comparing traditional, interactive television, and online delivery methods in cross sectional anatomy at Northcentral Technical College." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mondeiks.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Miller, Julie. "The effects of alternative teaching strategies on the achievement of accounting students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008millerj.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

羅勤忠 and Kan-chung Kenneth Law. "Collaborative learning: web-based teaching insecondray physics classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256351.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Web-based education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles