Bibliografías temáticas / Web-based instruction

Literatura académica sobre el tema "Web-based instruction"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Web-based instruction"

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IK y Joseph Parker. "Students’ Perception on Web-Based Technology in Teaching Biology in College of Education". Science Education International 33, n.º 2 (1 de junio de 2022): 242–50. http://dx.doi.org/10.33828/sei.v33.i2.12.

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The perception of students in six (6) Southern Colleges of Education in Ghana on the use of web-based technology software for teaching and learning of biology was studied using 120 students. A questionnaire was used to collect data from the students on the perception they have about the use of web-based technology. The data from the questionnaire were analysed using descriptive statistics. The findings revealed that the use of web-based technology instructional approach during lessons delivery and accessing the internet to search for information during instructional hours provided opportunities for students to access internet information at their own pace. It also came to light that the use of web-based instruction improved students’ understanding in biology concepts, stimulated students’ interest and thinking, and was not a waste of instructional time. The study revealed that students could use web-based software without any difficulties, the use of web-based instruction was not boring, the use of web-based instructions individualised learning and finally, the use of web-based technology for biology instruction was not time-consuming. Therefore, science tutors especially biology tutors should use web-based technology software for teaching and learning of biology concepts to make learning meaningful to students.
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Gardner, Joel y Tae Jeon. "Creating Task-Centered Instruction for Web-Based Instruction: Obstacles and Solutions". Journal of Educational Technology Systems 38, n.º 1 (septiembre de 2009): 21–34. http://dx.doi.org/10.2190/et.38.1.c.

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Merrill proposes First Principles of Instruction, including a problem- or task-centered strategy for designing instruction. However, when the tasks or problems are ill-defined or complex, task-centered instruction can be difficult to design. We describe an online task-centered training at a land-grant university designed to train employees to use Banner, an administrative suite supporting student, financial aid, finance, HR, and advancement systems. Our training solution, housed in Blackboard Vista, includes desktop capturing application screencasts, interactive HTML, and Flash. We present several obstacles in designing and developing the training, including (1) implementing effective technology solutions, (2) identifying, analyzing, and documenting real-world tasks, and (3) creating a systematic process for design. We describe our solutions and prescribe methods for designing a course with a task-centered instructional strategy.
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Birnbaum, Michael H. "Advanced Training in Web-Based Psychology Research". Zeitschrift für Psychologie 229, n.º 4 (diciembre de 2021): 260–65. http://dx.doi.org/10.1027/2151-2604/a000473.

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Abstract. This article describes Advanced Training Institutes (ATIs) and workshops on psychological experimentation conducted via the Internet. These programs, conducted since 2002, presented instruction that evolved over the decades to reflect changes in Web-based methods and techniques. The need for instruction in the methods and methodology of Web-based research has increased over the years, as more researchers adopted these methods without necessarily learning the methodological lessons developed from theory and experience. Links to instructional materials created for the workshops are provided. From events and trends that played out over time, including the story of methods that were once state-of-the-art and are no longer functional today, lessons hard-won from the past can be used to anticipate and plan future directions in Web-based experimentation.
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Lacey, David L., William E. Erkonen, Peter M. Colegrove, Sandra S. Schuldt y Clarence D. Kreiter. "The instructional effectiveness of independent World Wide Web based instruction". Academic Radiology 4, n.º 12 (diciembre de 1997): 847. http://dx.doi.org/10.1016/s1076-6332(97)80313-3.

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Shin, Yong Won y Jeong Seon Park. "Web Based Chromosome Karyotyping Instruction System". Journal of Korean Society of Medical Informatics 6, n.º 4 (2000): 99. http://dx.doi.org/10.4258/jksmi.2000.6.4.99.

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Waters, Bill. "Ideas for Effective Web-Based Instruction". Music Educators Journal 85, n.º 4 (enero de 1999): 13–47. http://dx.doi.org/10.2307/3399527.

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Lan, Jiang. "Web-Based Instruction for Education Faculty". Journal of Research on Computing in Education 33, n.º 4 (junio de 2001): 385–99. http://dx.doi.org/10.1080/08886504.2001.10782323.

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Khan, Badrul H. "Web‐Based Instruction (WBI) : An Introduction". Educational Media International 35, n.º 2 (junio de 1998): 63–71. http://dx.doi.org/10.1080/0952398980350202.

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Bennett, Greg. "Web-Based Instruction in Sport Management". Sport Management Review 5, n.º 1 (mayo de 2002): 45–68. http://dx.doi.org/10.1016/s1441-3523(02)70061-2.

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Lahaie, Ulysses. "Web-Based Instruction: Getting Faculty Onboard". Journal of Professional Nursing 23, n.º 6 (noviembre de 2007): 335–42. http://dx.doi.org/10.1016/j.profnurs.2007.01.024.

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Tesis sobre el tema "Web-based instruction"

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Stefanyshyn, Erich I. "Principles for web-based instruction". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA397346.

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Thesis (M.S. in Computer Science) Naval Postgraduate School, Sept. 2001.
Thesis advisor(s): Darken, Rudolph; Ciavarelli, Anthony. "September 2001." Includes bibliographical references (p.121-123). Also available in print.
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Wang, Ming. "Web-based instruction statics on-line". Ohio : Ohio University, 2000. http://www.ohiolink.edu/etd/view.cgi?ohiou1173379670.

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Steckbauer, Susan E. "An analysis of social presence in online learning". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005steckbauers.pdf.

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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.

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

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

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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.
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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.

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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.
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Alhajri, Rana Ali. "Integrating multiple individual differences in web-based instruction". Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/8514.

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There has been an increasing focus on web-based instruction (WBI) systems which accommodate individual differences in educational environments. Many of those studies have focused on the investigation of learners’ behaviour to understand their preferences, performance and perception using hypermedia systems. In this thesis, existing studies focus extensively on performance measurement attributes such as time spent using the system by a user, gained score and number of pages visited in the system. However, there is a dearth of studies which explore the relationship between such attributes in measuring performance level. Statistical analysis and data mining techniques were used in this study. We built a WBI program based on existing designs which accommodated learner’s preferences. We evaluated the proposed system by comparing its results with related studies. Then, we investigated the impact of related individual differences on learners’ preferences, performance and perception after interacting with our WBI program. We found that some individual differences and their combination had an impact on learners' preferences when choosing navigation tools. Consequently, it was clear that the related individual differences altered a learner’s preferences. Thus, we did further investigation to understand how multiple individual differences (Multi-ID) could affect learners’ preferences, performance and perception. We found that the Multi-ID clearly altered the learner’s preferences and performance. Thus, designers of WBI applications need to consider the combination of individual differences rather than these differences individually. Our findings also showed that attributes relationships had an impact on measuring learners’ performance level on learners with Multi-ID. The key contribution of this study lies in the following three aspects: firstly, investigating the impact of our proposed system, using three system features in the design, on a learner’s behavior, secondly, exploring the influence of Multi-ID on a learner’s preferences, performance and perception, thirdly, combining the three measurement attributes to understand the performance level using these measuring attributes.
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Lam, Chi-ming y 林志明. "Using web-based activities in chemistry lessons". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29399208.

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Stratton, Eric W. "Effects of Web-based Instruction in High School Chemistry". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc5519/.

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The intent of this study is to identify correlations that might exist between Web-based instruction and higher assessment scores in secondary education. The study framework was held within the confines of a public high school chemistry classroom. Within this population there were students identified as gifted and talented (GT) as well as those without this designation. These two classifications were examined for statistically higher assessment scores using a two-tailed t-test. Results indicated that females outperformed males on pre- and post- instructional unit tests. All subgroups improved their logical-thinking skills and exhibited positive attitudes towards Web-based instruction. In general, Web-based instruction proved beneficial to improving classroom performance of all GT and non-GT groups as compared to traditional classroom instruction.
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Libros sobre el tema "Web-based instruction"

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Huda, Khan Badrul, ed. Web-based instruction. Englewood Cliffs, N.J: Educational Technology Publications, 1997.

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L, Gearhart Deborah, ed. Designing and developing web-based instruction. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2006.

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Smith, Susan Sharpless. Web-based instruction: A guide for libraries. 3a ed. Chicago: American Library Association, 2010.

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Web-based instruction: A guide for libraries. Chicago: American Library Association, 2001.

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Wisher, Robert A. The effectiveness of web-based training. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2003.

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Wisher, Robert A. The effectiveness of web-based training. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2003.

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Huda, Khan Badrul, ed. Web-based training. Englewood Cliffs, NJ: Educational Technology Publications, 2001.

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Conrad, Kerri. Instructional design for Web-based training. Amherst, Mass: HRD Press, 2000.

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Jia, Jiyou. Intelligent web-based English instruction in middle schools. Hershey, PA: Information Science Reference, An Imprint of IGI Global, 2015.

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Association, Information Resources Management. Web-based education: Concepts, methodologies, tools and applications. Hershey, Penn: Information Science Reference, 2010.

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Capítulos de libros sobre el tema "Web-based instruction"

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Davidson-Shivers, Gayle V., Karen L. Rasmussen y Patrick R. Lowenthal. "Analysis: Considering Instructional Content for Online Instruction". En Web-Based Learning, 117–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67840-5_4.

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Davidson-Shivers, Gayle V., Karen L. Rasmussen y Patrick R. Lowenthal. "Planning the Evaluation of Online Instruction". En Web-Based Learning, 141–82. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67840-5_5.

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Davidson-Shivers, Gayle V., Karen L. Rasmussen y Patrick R. Lowenthal. "Overview of Online Instruction and Learning Environments and Communities". En Web-Based Learning, 3–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67840-5_1.

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Han, Beom-Soo, Jeong-Yong Ahn y Kyung-Soo Han. "Web-Based Instruction Model for Interactive Classroom Learning". En Web and Communication Technologies and Internet-Related Social Issues — HSI 2003, 707–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-45036-x_79.

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Techataweewan, Wawta. "Adaptive Web-Based Instruction for Enhancing Learning Ability". En Intelligent Information Processing V, 145–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16327-2_20.

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Gao, Caiyun y Feifei Wang. "Application of Cognitive Psychology in Web-Based Instruction". En Communications in Computer and Information Science, 196–203. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16339-5_26.

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Chi, Eunlim, Chanjung Park y Hwakyung Rim. "Evaluating the Web-Based Instruction by Item Analysis". En Computational Science and Its Applications — ICCSA 2003, 901–8. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-44843-8_97.

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Ghergulescu, Ioana y Cristina Hava Muntean. "Supporting Motivation Based Educational Games Through Web 3.0". En Towards Learning and Instruction in Web 3.0, 247–64. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1539-8_15.

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Chang, Ching, Yu-Ling Lin y Chih-Kai Chang. "Using Visual Programming Language for Remedial Instruction: Comparison of Alice and Scratch". En Advances in Web-Based Learning – ICWL 2013, 224–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41175-5_23.

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Masthoff, Judith. "Towards an Authoring Coach for Adaptive Web-Based Instruction". En Lecture Notes in Computer Science, 415–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47952-x_50.

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Actas de conferencias sobre el tema "Web-based instruction"

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Dooley, John. "Session details: Web-based instruction". En SIGCSE '14: The 45th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/3255024.

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Yi, Kui y Yue-Hua Ding. "32-bit RISC CPU Based on MIPS-Instruction Decoder Module Design". En 2009 Second Pacific-Asia Conference on Web Mining and Web-based Application (WMWA). IEEE, 2009. http://dx.doi.org/10.1109/wmwa.2009.62.

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Wang, Yajie, Hongyu Du y Ying Hao. "Web-Based Instruction Diffusion and Adoption Model". En 2010 2nd International Conference on Information Technology and Computer Science (ITCS 2010). IEEE, 2010. http://dx.doi.org/10.1109/itcs.2010.137.

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Koutamanis, Alexander, P. B. Barendse y J. W. Kempenaar. "Web-based CAAD Instruction: The Delft Experience". En eCAADe 1999: Architectural Computing: From Turing to 2000. eCAADe, 1999. http://dx.doi.org/10.52842/conf.ecaade.1999.159.

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LIN, HSIEN-TANG, TSAI-HSING KUO y SHYUAN-MING YUAN. "A WEB-BASED CUSTOMIZED INSTRUCTION STRATEGY FOR ENGINEERING COURSES". En Proceedings of the Third International Conference on Web-based Learning (ICWL 2004). WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702494_0008.

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Sriphong, Lawan. "Implementation of Web-based Instruction with Blended Laboratory". En ICETC'20: 2020 12th International Conference on Education Technology and Computers. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3436756.3437031.

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Kurzel, Frank. "Customizing Instruction". En InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2870.

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In this paper, we examine techniques employed to customize features within an information technology related leaning environment. Fine grained concepts form the basis of the system; these are initially configured hierarchically into sessions by the instructor to constitute a week’s worth of work. Tools however, exist to provide other forms of access. This constitutes a separation of the course’s knowledge and skill base from the instructional methodology pursued. A session for example, is an instructor driven grouping that has instructional significance. Other instructional objects or artifacts that play particular roles in a methodology can be specified. We examine a problem based scenario and contrast it with an expository form of delivery. Adaptive hypermedia techniques driven by student profiling, are employed to provide students with feedback on their status with particular concepts. Students have access to all course metadata through a range of tools, along with web based tools to scrutinize and access information stored about them. This also includes the formal assessment maintained for the course and any individual settings used by the environment.
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"STSIM: Semantic-web Based Tool to Student Instruction Monitoring". En 6th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004841402760284.

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MacLean, Eli, Felix Hamza-Lup, April Garrity, Casey Keck y Michelle Smith. "Web-based 3D visualization system for anatomy online instruction". En ACM SE '21: 2021 ACM Southeast Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3409334.3452080.

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Dollar, Anna, Paul S. Steif y Ross Strader. "Enhancing traditional classroom instruction with web-based Statics course". En 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417892.

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Informes sobre el tema "Web-based instruction"

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Wisher, Robert A. y Tatana M. Olson. The Effectiveness of Web-Based Instruction. Fort Belvoir, VA: Defense Technical Information Center, enero de 2003. http://dx.doi.org/10.21236/ada413462.

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O’Brien, Thomas y Deanna Matsumoto. Mapping E-Commerce Locally and Beyond: CITT K12 Special Investigation Project. Mineta Transportation Institute, noviembre de 2021. http://dx.doi.org/10.31979/mti.2021.2067.

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As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.
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