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

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Komolpis, Ruangrat y Richard A. Johnson. "Web-Based Orthodontic Instruction and Assessment". Journal of Dental Education 66, n.º 5 (mayo de 2002): 650–58. http://dx.doi.org/10.1002/j.0022-0337.2002.66.5.tb03544.x.

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12

วุฒฑะกุล, วรรณา. "บทความวิชาการและบทความวิจัย : แบบการเรียนรู้สาระประวัติศาสตร์โดยผ่านระบบเครือข่ายอินเทอร์เน็ต (Web Based Instruction : WBI)". Journal of Education Studies 33, n.º 2 (febrero de 2005): 105–11. http://dx.doi.org/10.58837/chula.educu.33.2.8.

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13

Giap, Lim Soo. "The First Impression of Non-native Romanised Mandarin Learners towards a Newly Designed Web-based Instruction with Customized Architecture Framework". Journal of Social and Development Sciences 2, n.º 4 (15 de octubre de 2011): 196–203. http://dx.doi.org/10.22610/jsds.v2i4.669.

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The Web-based instruction (WBI) is the instructional materials that are used in the learning system that involves the network operation center (NOC), the WWW resources, the learners, instructors and the regularly conducted lectures of fulltime teaching staff. The main objective of this paper is to describe the system architecture of web-based Hanyu Pinyin (Romanised Mandarin) instruction and its main features. The Hanyu Pinyin WBI is tailored to tackle the weaknesses and to meet the specific needs of Malay learners. This paper also discusses the first impression of UiTM students who study through Guru Hanyu Pinyin web-based instruction (Romanised Mandarin Web-based instruction). To conduct the study, descriptive statistical tool was used. A group of 28 students in UiTM Penang campus were selected to attend a 4-hour self-learning session using Hanyu Pinyin instruction at the language computer laboratory. An questionnaire on user friendliness of the instruction is given to them to find out their first impression about the instruction. The finding shows that the majority of the students feel that Guru Hanyu Pinyin WBI is user friendly

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14

Kraft, Matthew A. y Heather C. Hill. "Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial". American Educational Research Journal 57, n.º 6 (5 de mayo de 2020): 2378–414. http://dx.doi.org/10.3102/0002831220916840.

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This article describes and evaluates a web-based coaching program designed to support teachers in implementing Common Core–aligned math instruction. Web-based coaching programs can be operated at relatively lower costs, are scalable, and make it more feasible to pair teachers with coaches who have expertise in their content area and grade level. Results from our randomized field trial document sizable and sustained effects on both teachers’ ability to analyze instruction and on their instructional practice, as measured by the Mathematical Quality of Instruction instrument and student surveys. However, these improvements in instruction did not result in corresponding increases in math test scores as measured by state standardized tests or interim assessments. We discuss several possible explanations for this pattern of results.

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15

Otobo, Audu. "Effectiveness of arty pliability in a liner and non-liner web-based learning atmosphere". African Educational Research Journal 11, n.º 1 (21 de marzo de 2023): 100–108. http://dx.doi.org/10.30918/aerj.111.22.068.

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Instructional contraptions remain the foundation of current instructional design rehearses. Arty pliability components are provided after learners have been given the information required to master objectives and navigation which are the non-instructional component monitors, the learner engages in the cycle of instruction. Linear Navigation can be referred to as program control where the learners do not have control over cycles of instruction. The purpose of this scholarship is to investigate the effect of arty pliability with feedback, and navigation type on accomplishment, stance, and time when students use a web-based instructional program and interaction between ‘arty’ and navigation type. 240 students from Diploma/Undergraduate students at the University of Maiduguri participated in four different web-based atmospheres. Significant differences originated from arty pliability’s main effect, but not from navigation. There were significant differences for stance items, it was determined from this program that it gave enough chance for rehearsal between the treatments who received arty and those who did not. This scholarship reinforces the worth of ‘arty’ and its implications for the design and development of web-based, multimedia instruction.

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16

Cocci, Procopio. "Development of Web-based Technology for Environmental Engineering Education System". Pollution Engineering 50, n.º 4 (26 de octubre de 2020): 04–05. http://dx.doi.org/10.17762/pe.v50i4.51.

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The objective of the ecological building instruction ought not just train understudies' natural information, the more significant thing is that it prepares understudies' natural ethics and structures the conduct which is good for the earth, and these must be shaped by training, in actuality. In the customary showing model of training, one instructor can just guide one practice simultaneously. With the improvement of organization innovation, instructor can control the distinctive practice exercises firing up in various areas or in various occasions by network. In light of the incorporation of viable need and intuitive qualities of condition instruction, the creator set forward an online domain training mode named "practice-intelligent partake in". The Core of this mode is to prepare understudies' natural ethics by training and to understand educators' guidance through organization.

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17

Forbes, Christine. "Free Web-based tools for information literacy instruction". Library Hi Tech News 31, n.º 10 (25 de noviembre de 2014): 1–5. http://dx.doi.org/10.1108/lhtn-10-2014-0093.

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Purpose – The purpose of this article is to examine several free Web-based tools for library instruction, including links to actual use by libraries. Design/methodology/approach – Free Web-based technologies were explored to determine use in library instruction. Findings – Free Web-based technologies are used for instruction by academic, medical and public libraries. Originality/value – This paper examines some newer Web-based technologies that are used in library instruction.

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18

Zhuang, Li. "A PHP Framework-Based Web-Based Instruction Platform". International Journal of Interactive Mobile Technologies (iJIM) 18, n.º 07 (9 de abril de 2024): 68–81. http://dx.doi.org/10.3991/ijim.v18i07.48247.

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This paper combines the emerging Internet with actual student classrooms to design a PHP-framework-based web-based instruction platform, aiming to improve students’ learning efficiency after class. This system uses the PHP language and integrates MVC-based ThinkPHP, Bootstrap, jQuery’s $, ajax asynchronous request, art-template rendering, and other technologies. The interface of the system is simple and easy to operate, with various layout styles and display effects. Students can increase their interest in learning and improve their learning efficiency by watching the teaching videos on the website. The system summarizes a large amount of teaching resources and information to promote the structure and mode of reform in education and teaching. Such an intelligent platform with permanent knowledge preservation and instant sharing features effectively motivates students’ learning efficiency, interest, and initiative.

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19

Giap, Lim Soo. "Designing and Developing a Romanised Mandarin Web-based Instruction for Non-native Learners in Malaysia". Journal of Social and Development Sciences 2, n.º 2 (15 de agosto de 2011): 51–57. http://dx.doi.org/10.22610/jsds.v2i2.652.

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Hanyu Pinyin (Romanised Mandarin) is taught as part of the teaching Mandarin as a third language in UiTM. The time allocated to teach the sound system of Hanyu Pinyin is insufficient for learners. Hence, it is suggested a web-based instruction incorporate into the curriculum as a self-learning material for learners to enable them to manage their learning process in the absence of instructor. The objective of this paper is to describe the process of designing and developing a Hanyu Pinyin WBI to teach non-native learners (Malay Mandarin learners) in learning Mandarin at a Malaysian university (UiTM). The Hanyu Pinyin WBI is tailored to tackle the weaknesses and to meet the specific needs of Malay learners. Hanyu Pinyin WBI is designed on the basis of Instructional System Design (ISD) methodology. This approach involves four phases: (1) analysis and design, (2) development, (3) implementation, and (4) evaluation of the instruction.

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20

Duchastel, Philip. "A Web-Based Model for University Instruction". Journal of Educational Technology Systems 25, n.º 3 (marzo de 1997): 221–28. http://dx.doi.org/10.2190/uff9-kb1x-ngg4-uhkl.

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The Web as a new phenomenon in the information landscape of the university is being used to support course instruction. In most cases, however, the Web is used in support of a traditional model of university instruction and much of the potential of the Web is lost. An innovative model of Web-based university instruction is presented that more fully expresses and uses the power of the Web in opening up the interaction between student and knowledge. The model is a generic 6-point process that involves a new approach to university teaching and learning.

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21

Choi, Jeong Im. "Inquiry into Instructional Strategies to Eenhabce Interaction in Web-Based Instruction". Journal of Educational Technology 15, n.º 3 (30 de diciembre de 1999): 129–54. http://dx.doi.org/10.17232/kset.15.3.129.

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22

Gibbs, William J., Carrie Chen y Ronan S. Bernas. "Group instruction and web-based instructional approaches for training student employees". Journal of Computing in Higher Education 13, n.º 1 (septiembre de 2001): 71–90. http://dx.doi.org/10.1007/bf02940945.

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23

Otobo, Audu. "Efficacy of visual prompt for basic technology instruction in junior secondary schools: Ability grouping proposition". African Educational Research Journal 11, n.º 1 (21 de marzo de 2023): 109–18. http://dx.doi.org/10.30918/aerj.111.22.069.

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Instructional contraptions remain the foundation of current instructional design rehearses. Arty pliability components are provided after learners have been given the information required to master objectives and navigation which are the non-instructional component monitors, the learner engages in the cycle of instruction. Linear Navigation can be referred to as program control where the learners do not have control over cycles of instruction. The purpose of this scholarship is to investigate the effect of arty pliability with feedback, and navigation type on accomplishment, stance, and time when students use a web-based instructional program and interaction between ‘arty’ and navigation type. 240 students from Diploma/Undergraduate students at the University of Maiduguri participated in four different web-based atmospheres. Significant differences originated from arty pliability’s main effect, but not from navigation. There were significant differences for stance items, it was determined from this program that it gave enough chance for rehearsal between the treatments who received arty and those who did not. This scholarship reinforces the worth of ‘arty’ and its implications for the design and development of web-based, multimedia instruction.

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24

Kwon, Hyun Il. "Learning Effectiveness of Adaptive Web-Based Instruction". Journal of Educational Technology 16, n.º 4 (20 de diciembre de 2000): 23–50. http://dx.doi.org/10.17232/kset.16.4.23.

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25

Boyle, Diane K. y Karen A. Wambach. "Interaction in graduate nursing web-based instruction". Journal of Professional Nursing 17, n.º 3 (mayo de 2001): 128–34. http://dx.doi.org/10.1053/jpnu.2001.23376.

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26

Harmon, Stephen W. y Marshall G. Jones. "An Analysis of Situated Web-Based Instruction". Educational Media International 38, n.º 4 (enero de 2001): 271–80. http://dx.doi.org/10.1080/09523980110105123.

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27

Nelson, Garet. "Internet/Web‐Based Instruction and Multiple Intelligences". Educational Media International 35, n.º 2 (junio de 1998): 90–94. http://dx.doi.org/10.1080/0952398980350206.

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28

Gray, Sharon. "Maintaining Academic Integrity in Web‐Based Instruction". Educational Media International 35, n.º 3 (septiembre de 1998): 186–88. http://dx.doi.org/10.1080/0952398980350308.

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29

Khatib, Nahla M. "Students Attitudes towards the Web Based Instruction". Gifted and Talented International 28, n.º 1-2 (marzo de 2013): 263–67. http://dx.doi.org/10.1080/15332276.2013.11678421.

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30

Daryoush, A. S. "Microwave engineering education using web-based instruction". IEEE Microwave Magazine 2, n.º 2 (junio de 2001): 114–18. http://dx.doi.org/10.1109/mmw.2001.924923.

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31

Angulo, Alex J. y Michelle Bruce. "Student Perceptions of Supplemental Web-Based Instruction". Innovative Higher Education 24, n.º 2 (1999): 105–25. http://dx.doi.org/10.1023/b:ihie.0000008149.23573.3f.

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32

Rha, Ilju, Michael D. Williams y Gyun Heo. "Optimal flow experience in web-based instruction". Asia Pacific Education Review 6, n.º 1 (julio de 2005): 50–58. http://dx.doi.org/10.1007/bf03024967.

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33

Woochun Jun y Le Gruenwald. "An evaluation model for Web-based instruction". IEEE Transactions on Education 44, n.º 2 (mayo de 2001): 9 pp. http://dx.doi.org/10.1109/13.925856.

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34

Blackhurst, A. Edward, Rene M. Hales y Elizabeth A. Lahm. "Using an Education Server Software System to Deliver Special Education Coursework via the World Wide Web". Journal of Special Education Technology 13, n.º 4 (marzo de 1998): 78–98. http://dx.doi.org/10.1177/016264349801300402.

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The World Wide Web (Web) has considerable potential for delivering distance education programs. A new genre of computer software programs is being developed to facilitate the management of instruction and communication among students and instructors who are involved with the delivery of Web-based instruction (WBI). One such program is the TopClass educational server software system. This investigation was designed to examine the feasibility of using TopClass to deliver University-based special education coursework via the Web. Procedures required to set up an education Web server were examined and a pilot study was performed to explore factors associated with the development and delivery of instructional content via TopClass. Student reactions to instruction delivered in the pilot test were positive. There also were indicators that learning occurred as a result of using the TopClass system. Issues related to the use of WBI were identified and questions for additional research were proposed.

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35

Park, So-Young. "Web-based Instruction Implementation: Based on Technology Acceptance Model". Journal of Educational Technology 20, n.º 3 (30 de septiembre de 2004): 3–19. http://dx.doi.org/10.17232/kset.20.3.3.

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36

Xiong, Mei Ni. "Network Architecture and Functional Development of the Art Teaching Platform". Advanced Materials Research 912-914 (abril de 2014): 1299–302. http://dx.doi.org/10.4028/www.scientific.net/amr.912-914.1299.

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Web Based Instruction Support System has four main components: (1) Instruction management subsystem, (2) Instruction subsystem,(3)Web course developing tool,(4)Instruction resource management subsystem. The architecture and function of a web based instruction support system developed by our institute was introduced in detail in this paper.

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37

Song, Sang Ho. "Preliminary study for motivational design of web-based instruction: Exploring measurement methods of motivational features of web-based instruction". Journal of Educational Technology 20, n.º 1 (30 de marzo de 2004): 3–36. http://dx.doi.org/10.17232/kset.20.1.3.

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38

Mottarella, Karen, Barbara Fritzsche y Tiffany Parrish. "Who Learns More? Achievement Scores following Web-Based versus Classroom Instruction in Psychology Courses". Psychology Learning & Teaching 4, n.º 1 (marzo de 2005): 51–54. http://dx.doi.org/10.2304/plat.2004.4.1.51.

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This study examined 145 students' course grades and scores on a standardised achievement test (the Area Concentration Achievement Test [ACAT] in Psychology) following completion of web-based, web-enhanced or classroom courses in basic learning. We found that students in web-based courses had lower course grades than those in either classroom-based or web-enhanced courses. Moreover, students in web-based or web-enhanced courses scored lower on the ACAT Human Learning subtest than did students in classroom-based instruction. Thus we found poorer outcomes associated with web-based rather than classroom-based instruction. Perhaps neither standardised tests nor grades capture the strengths of web-based pedagogy. More research is needed to assess learning outcomes across various modes of instruction in order to identify variables that can maximise success of web-based instruction and perhaps also to better capture the strengths of web-based pedagogy.

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39

Bottorff, Tim y Andrew Todd. "Making Online Instruction Count: Statistical Reporting of Web-Based Library Instruction Activities". College & Research Libraries 73, n.º 1 (1 de enero de 2012): 33–46. http://dx.doi.org/10.5860/crl-197.

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Statistical reporting of library instruction (LI) activities has historically focused on measures relevant to face-to-face (F2F) settings. However, newer forms of LI conducted in the online realm may be difficult to count in traditional ways, leading to inaccurate reporting to both internal and external stakeholders. A thorough literature review is combined with the results of an investigative survey to reveal the current status of reporting such activities. The results reveal considerable confusion about the reporting of Web-based LI activities, even though a number of librarians are devoting significant amounts of time to this important and growing area of librarianship.

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40

Lamaster, Kathryn J. y Nancy Knop. "Improving web-based instruction: using action research to enhance distance learning instruction". Educational Action Research 12, n.º 3 (septiembre de 2004): 387–412. http://dx.doi.org/10.1080/09650790400200257.

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Vella, Elizabeth J., Elizabeth F. Turesky y Jenni Hebert. "Predictors of academic success in web-based courses: age, GPA, and instruction mode". Quality Assurance in Education 24, n.º 4 (5 de septiembre de 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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42

Mupinga, Davison M. y George R. Maughan. "Web-Based Instruction and Community College Faculty Workload". College Teaching 56, n.º 1 (enero de 2008): 17–21. http://dx.doi.org/10.3200/ctch.56.1.17-22.

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Van Hoof, Hubert B. y Galen R. Collins. "THE PROS AND CONS OF WEB-BASED INSTRUCTION". International Journal of Hospitality Information Technology 2, n.º 1 (1 de enero de 2001): 1–7. http://dx.doi.org/10.3727/153373401803617819.

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44

홍은실. "Are Web-Based Korean Instruction Programs Learner-Centered?" Bilingual Research ll, n.º 33 (febrero de 2007): 317–62. http://dx.doi.org/10.17296/korbil.2007..33.317.

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Harris, Rorie N., William O. Dwyer y Frank C. Leeming. "Are Learning Styles Relevant in Web-Based Instruction?" Journal of Educational Computing Research 29, n.º 1 (julio de 2003): 13–28. http://dx.doi.org/10.2190/yhl4-up7p-k0gd-n5lj.

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Henderson, Margaret. "Sources: Web-Based Instruction: A Guide for Libraries". Reference & User Services Quarterly 50, n.º 4 (1 de junio de 2011): 407–8. http://dx.doi.org/10.5860/rusq.50n4.407.

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JoohaeKim y Youngwoo Kim. "Factors Impeding English Learning in Web-Based Instruction". Korean Journal of English Language and Linguistics 7, n.º 2 (junio de 2007): 239–63. http://dx.doi.org/10.15738/kjell.7.2.200706.239.

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48

Hadjerrouit, S. "Learner-Centered Web-Based Instruction in Software Engineering". IEEE Transactions on Education 48, n.º 1 (febrero de 2005): 99–104. http://dx.doi.org/10.1109/te.2004.832871.

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Dabbagh, Nada H. y Jeff Schmitt. "Redesigning Instruction Through Web‐Based Course Authoring Tools". Educational Media International 35, n.º 2 (junio de 1998): 106–10. http://dx.doi.org/10.1080/0952398980350209.

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Fong Li, Lai, Shirley Leung y Gladys Tam. "Promoting information literacy skills through web‐based instruction". Library Management 28, n.º 8/9 (30 de octubre de 2007): 531–39. http://dx.doi.org/10.1108/01435120710837819.

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