A multivariate analysis of secondary students’ experience of web-based language acquisition

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 237-249 ◽  
Author(s):  
USCHI FELIX
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Learning Style ◽  
Secondary Students ◽  
School Environment ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Web Based ◽  
Advantages And Disadvantages ◽  
The Web

This paper reports on a large-scale project designed to replicate an earlier investigation of tertiary students (Felix, 2001) in a secondary school environment. The new project was carried out in five settings, again investigating the potential of the Web as a medium of language instruction. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of Web-based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the Web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning styles and study preferences. Results of both studies showed that students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an add-on to face-to-face teaching. Reported advantages in both studies outweighed disadvantages. The secondary students felt significantly more comfortable on the Web, worked longer hours and reported more evenly distributed study preferences. Most favoured a kinesthetic learning style and significant relationships between learning style and mode preference were found. Differential findings related to gender emerged in the two studies.

scholarly journals A multivariate analysis of students' experience of web based learning

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Uschi Felix
Keyword(s):  
Student Perceptions ◽  
Learning Strategies ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Language Instruction ◽  
Web Based ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Web Based Learning ◽  
The Web

<span>This paper reports on a large scale study carried out in four settings that investigates the potential of the web as a medium of language instruction, both to complement face to face teaching and as a stand alone course. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of web based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning strategies and study preference.</span><p>Results showed that students were on the whole positively inclined to working with the web and found it useful, with the majority preferring to use the web as an add on to face to face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice. Significant differences for age and gender were found relating to clarity of objectives, number of hours worked, mode of delivery, perception of comfort and appreciation of graphics. Very few significant findings relating to strategy strength emerged.</p>

The web’s potential for language learning: the student’s perspective

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 47-58 ◽  
Author(s):  
USCHI FELIX
Keyword(s):  
Language Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Language Instruction ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
And Gender ◽  
The Web

This paper reports on a large-scale study carried out in four settings that investigates the potential of the Web as a medium of language instruction, both to complement face-to-face teaching and as a stand-alone course. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of Web-based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the Web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning strategies and study preference. Results showed that students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an add-on to face-to-face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice. Significant differences for age and gender were found relating to clarity of objectives, number of hours worked, mode of delivery, perception of comfort and appreciation of graphics. Very few significant findings relating to strategy strength emerged.

Knowledge Mining for Adaptive Multimedia Web-Based Educational Platform

2008 ◽  
pp. 205-257 ◽  
Author(s):  
Leyla Zhuhadar ◽  
Olfa Nasraoui ◽  
Robert Wyatt
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Intelligent System ◽  
Learning Material ◽  
Online Information ◽  
Learning Sequence ◽  
Online Students ◽  
User Models ◽  
Web Based ◽  
The Web

This chapter introduces an Adaptive Web-Based Educational platform that maximizes the usefulness of the online information that online students retrieve from the Web. It shows in a data driven format that information has to be personalized and adapted to the needs of individual students; therefore, educational materials need to be tailored to fit these needs: learning styles, prior knowledge of individual students, and recommendations. This approach offers several techniques to present the learning material for different types of learners and for different learning styles. User models (user profiles) are created using a combination of clustering techniques and association rules mining. These models represent the learning technique, learning style, and learning sequence, which can help improve the learning experience on the Web site for new users. Furthermore, the user models can be used to create an intelligent system that provides recommendations for future online students whose profile matches one of the mined profiles that represents the discovered user models.

The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system

2017 ◽  
Vol 35 (4) ◽  
pp. 473-489 ◽  
Author(s):  
Fei-Fei Cheng ◽  
Chui-Chen Chiu ◽  
Chin-Shan Wu ◽  
Der-Chian Tsaih
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Learning Effectiveness ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Significant Difference ◽  
E Learning ◽  
The Web

Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.

scholarly journals Evaluation of dietary intake assessed by the Dutch self-administered web-based dietary 24-h recall tool (Compl-eat™) against interviewer-administered telephone-based 24-h recalls

2017 ◽  
Vol 6 ◽  
Author(s):  
Saskia Meijboom ◽  
Martinette T. van Houts-Streppel ◽  
Corine Perenboom ◽  
Els Siebelink ◽  
Anne M. van de Wiel ◽  
...  
Keyword(s):  
Dietary Intake ◽  
Large Scale ◽  
Alcohol Intake ◽  
Lower Number ◽  
Vitamin B ◽  
Food Groups ◽  
Web Based ◽  
The Web

AbstractSelf-administered web-based 24-h dietary recalls (24 hR) may save a lot of time and money as compared with interviewer-administered telephone-based 24 hR interviews and may therefore be useful in large-scale studies. Within the Nutrition Questionnaires plus (NQplus) study, the web-based 24 hR tool Compl-eat™ was developed to assess Dutch participants’ dietary intake. The aim of the present study was to evaluate the performance of this tool against the interviewer-administered telephone-based 24 hR method. A subgroup of participants of the NQplus study (20–70 years, n 514) completed three self-administered web-based 24 hR and three telephone 24 hR interviews administered by a dietitian over a 1-year period. Compl-eat™ as well as the dietitians guided the participants to report all foods consumed the previous day. Compl-eat™ on average underestimated the intake of energy by 8 %, of macronutrients by 10 % and of micronutrients by 13 % as compared with telephone recalls. The agreement between both methods, estimated using Lin's concordance coefficients (LCC), ranged from 0·15 for vitamin B1 to 0·70 for alcohol intake (mean LCC 0·38). The lower estimations by Compl-eat™ can be explained by a lower number of total reported foods and lower estimated intakes of the food groups, fats, oils and savoury sauces, sugar and confectionery, dairy and cheese. The performance of the tool may be improved by, for example, adding an option to automatically select frequently used foods and including more recall cues. We conclude that Compl-eat™ may be a useful tool in large-scale Dutch studies after suggested improvements have been implemented and evaluated.

Conclusions

2006 ◽  
Author(s):  
Christopher Walton
Keyword(s):  
Semantic Web ◽  
Large Scale ◽  
Web Search ◽  
Web Based ◽  
E Learning ◽  
Computer Based ◽  
Intelligent Devices ◽  
Automated Data Integration ◽  
The Web

At the start of this book we outlined the challenges of automatic computer based processing of information on the Web. These numerous challenges are generally referred to as the ‘vision’ of the Semantic Web. From the outset, we have attempted to take a realistic and pragmatic view of this vision. Our opinion is that the vision may never be fully realized, but that it is a useful goal on which to focus. Each step towards the vision has provided new insights on classical problems in knowledge representation, MASs, and Web-based techniques. Thus, we are presently in a significantly better position as a result of these efforts. It is sometimes difficult to see the purpose of the Semantic Web vision behind all of the different technologies and acronyms. However, the fundamental purpose of the Semantic Web is essentially large scale and automated data integration. The Semantic Web is not just about providing a more intelligent kind of Web search, but also about taking the results of these searches and combining them in interesting and useful ways. As stated in Chapter 1, the possible applications for the Semantic Web include: automated data mining, e-science experiments, e-learning systems, personalized newspapers and journals, and intelligent devices. The current state of progress towards the Semantic Web vision is summarized in Figure 8.1. This figure shows a pyramid with the human-centric Web at the bottom, sometimes termed the Syntactic Web, and the envisioned Semantic Web at the top. Throughout this book, we have been moving upwards on this pyramid, and it should be clear that a great deal of progress that has been made towards the goal. This progress is indicated by the various stages of the pyramid, which can be summarized as follows: • The lowest stage on the pyramid is the basic Web that should be familiar to everyone. This Web of information is human-centric and contains very little automation. Nonetheless, the Web provides the basic protocols and technologies on which the Semantic Web is founded. Furthermore, the information which is represented on the Web will ultimately be the source of knowledge for the Semantic Web.

scholarly journals A STUDY TO EXPLORE LEARNING STYLE PREFERENCES OF PHARMACY STUDENTS WITH REGARD TO PHARMACEUTICAL CALCULATIONS

2019 ◽  
pp. 88-96
Author(s):  
BAHTA WARA ◽  
JAN DALY ◽  
HANA MORRISSEY ◽  
PATRICK BALL
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Test Session ◽  
Drug Dose ◽  
Formative Assessments ◽  
Pharmacy Students ◽  
Learning Preference ◽  
Advantages And Disadvantages ◽  
And Performance ◽  
Teaching Learning

Objective: Pharmaceutical calculations are an essential aspect of learning for pharmacy students in order to avoid drug dose errors and maintain patient safety in future practice. Learning styles influence how lecturers approach the teaching-learning process. So far no specific learning preference is believed to be most appropriate for the pharmacy curricular; however certain learning styles are favoured by students as they improve their understanding of course material, knowledge and performance. Methods: 148Master of pharmacy participants from the second and third year were given a questionnaire to complete during a compulsory Individual Readiness Assurance Test session. Participants were restricted to just one option. Results: Workshops with a tutor was the most selected (36%) followed by 25% of participants favouring formative assessments, 28% selected workbooks alone, 37% for whole-class lecturers and videos option was the least selected. Reasons for the most and least preferred learning styles were highlighted and separated into advantages and disadvantages using themes. In the knowledge test; 92% of participants selected “unsure” or “didn’t know” the answer, 29% had a partially correct answer and 19% selected incorrect answers. The overall order of ranking arose in regards to the most beneficial learning style which enhances performance. The responses revealed a variety of advantages and disadvantages which were reflected between year groups and similar to views obtained from recent literature. Students reflected a lack of understanding on extemporaneous preparation (EPs) terms used in pharmaceutical compounding practices, thus the university should consider addressing the lack of awareness and consider the best teaching-learning style in doing so. Conclusion: Overall the findings suggested that the sample students have similar views on the learning styles used to deliver pharmaceutical calculations on their academic performance to that expressed by the authors from recent published literature.

Web-Based Responsive Mobile Learning (M-Learning) Design

2020 ◽  
pp. 301-317
Author(s):  
Alaattin Parlakkılıç
Keyword(s):  
Learning Styles ◽  
Instructional Strategies ◽  
Mobile Learning ◽  
Web Sites ◽  
Social Life ◽  
Solid Material ◽  
Web Based ◽  
Responsive Design ◽  
User Friendly ◽  
The Web

The mobile initiative is changing education and social life worldwide. The question is how to offer the same user-friendly, aesthetically pleasing mobile learning courses on different mobile devices. Developing effective web sites courses and content isn't only about creating a course with solid material. Managers and course authors are concerned about adapting different courses to a variety of learning styles and individual needs and keeping users interested and engaged. A good place to start is to organize thoughts and figure out exactly what is wanted to be included in the web sites course. Responsive design gives the ability to create a single m-learning course that automatically adapts to any browser or device. This allows the target audience to benefit from the courses without having to worry about screen size and resolution. In this chapter, m-learning is discussed in a responsive design context that can be used across platforms and offers the design of courses according to m-learning instructional strategies.

scholarly journals PowerPoint presentation in learning physiology by undergraduates with different learning styles

2015 ◽  
Vol 39 (4) ◽  
pp. 367-371 ◽  
Author(s):  
Roopa B. Ankad ◽  
Shashikala GV ◽  
Anita Herur ◽  
Manjula R ◽  
Surekharani Chinagudi ◽  
...  
Keyword(s):  
Sex Differences ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Research Question ◽  
Sensory Modality ◽  
Learning Performance ◽  
Learning Style Preferences ◽  
Advantages And Disadvantages ◽  
Style Preferences

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.

Unsupervised acquisition of entailment relations from the Web

2013 ◽  
Vol 21 (1) ◽  
pp. 3-47 ◽  
Author(s):  
IDAN SZPEKTOR ◽  
HRISTO TANEV ◽  
IDO DAGAN ◽  
BONAVENTURA COPPOLA ◽  
MILEN KOUYLEKOV
Keyword(s):  
Large Scale ◽  
Learning Algorithm ◽  
State Of The Art ◽  
High Coverage ◽  
Web Based ◽  
Rule Acquisition ◽  
Learning Rules ◽  
Entailment Relation ◽  
Entailment Relations ◽  
The Web

AbstractEntailment recognition is a primary generic task in natural language inference, whose focus is to detect whether the meaning of one expression can be inferred from the meaning of the other. Accordingly, many NLP applications would benefit from high coverage knowledgebases of paraphrases and entailment rules. To this end, learning such knowledgebases from the Web is especially appealing due to its huge size as well as its highly heterogeneous content, allowing for a more scalable rule extraction of various domains. However, the scalability of state-of-the-art entailment rule acquisition approaches from the Web is still limited. We present a fully unsupervised learning algorithm for Web-based extraction of entailment relations. We focus on increased scalability and generality with respect to prior work, with the potential of a large-scale Web-based knowledgebase. Our algorithm takes as its input a lexical–syntactic template and searches the Web for syntactic templates that participate in an entailment relation with the input template. Experiments show promising results, achieving performance similar to a state-of-the-art unsupervised algorithm, operating over an offline corpus, but with the benefit of learning rules for different domains with no additional effort.

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