scholarly journals A theoretical framework of aesthetic design for a better learning experience on the web-based educational platform

2015 ◽  
Author(s):  
Yu-Ping Yong ◽  
Azrul Hazri Jantan ◽  
Rusli Haji Abdullah ◽  
Azrina Kamaruddin
Keyword(s):  
Learning Experience ◽  
Theoretical Framework ◽  
Web Based ◽  
Aesthetic Design ◽  
The Web

Learning Patterns of Learners’ Interaction in Learning Management Systems

2012 ◽  
pp. 537-567
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Synchronous Learning in an Asynchronous Environment for Orientation, Intervention, Interaction, and Students Retention

2019 ◽  
pp. 71-87 ◽  
Author(s):  
Nilakshi Veerabathina
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Practical Experience ◽  
Public University ◽  
Effective Practices ◽  
Personal Reflection ◽  
Web Based ◽  
Synchronous Learning ◽  
The Usa ◽  
The Web

This chapter demonstrates the author's perspective, practical experience, and personal reflection on effective practices in hosting the synchronous sessions in the asynchronous (online) courses offered at a large public university in the USA. The author hosts the web-based video sessions (webinars) using the Blackboard Collaborate Ultra™ to orient the students at the beginning of the course and motivate and guide the students at regular intervals throughout the semester. The author describes how the online video sessions helped in enhancing students' learning experience which in turn helped increase the students' retention in the courses. The author also describes the challenges in hosting the synchronous webinars and suggests possible ways to overcome them.

Learning Patterns of Learner's Interaction in the Learning Management Systems

2010 ◽  
pp. 123-146
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

scholarly journals Web based learning environments: Observations from a Web based course in a Malaysian context

2001 ◽  
Vol 17 (3) ◽  
Author(s):  
Kian-Sam Hong ◽  
Kwok-Wing Lai ◽  
Derek Holton
Keyword(s):  
Learning Experience ◽  
Online Discussions ◽  
Cognitive Sciences ◽  
Web Based ◽  
Web Based Learning ◽  
Key Features ◽  
Quality Learning ◽  
Theoretical Considerations ◽  
Stable Connection ◽  
The Web

The Faculty of Cognitive Sciences and Human Development (FSKPM), Universiti Malaysia Sarawak, experimented with a Web based course, conducted completely on the Web. This paper discusses the theoretical considerations in designing the Web based course, its key features, and students' and instructor's feedback on the course. Initial observations indicate that it is possible to have quality learning experiences through a Web based course. Students found the course challenging and the learning experience beneficial. Sharing of knowledge through online discussions was an integral part of the course. The instructors and students learnt together as they extended learning beyond the requirements of the course. Students need to change from passive learners to active learners who explore, acquire and share knowledge. Initial problems encountered include ensuring a stable connection to the course Web site, the reluctance of students in using ICTs and students' anxiety toward statistics.

scholarly journals Assuring the quality of online teaching and learning: The case of Wawasan Open University

2012 ◽  
Vol 7 (1) ◽  
pp. 13-33 ◽  
Author(s):  
Liew Teik Kooi ◽  
Teoh Ai Ping
Keyword(s):  
Quality Assurance ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Business Environment ◽  
Open University ◽  
Web Based ◽  
Efficient Delivery ◽  
The Web

The dynamic business environment and powerful market forces in the 21st century are challenging leaders at open universities to compete successfully in the national and global higher education stage. The notion of quality is becoming an important and overriding issue with the paradigm shift in the education landscape due to the rapid penetration of Internet usage. Open universities are experiencing pressure from numerous stakeholders to become more client-focused, particularly in their provision of technology-enhanced education to systematically support the learning experience of open distance learners. In the pursuit of establishing institutional and national/regional-based quality assurance practices, Asian open universities should pay particular attention to one of the key components within the overall QA framework; that is, the web-based teaching and learning on the online learning management system (LMS). The assurance of quality in the web-based teaching and learning component is vital to support the effective and efficient delivery of open and distance education within the blended approach adopted by many open universities. In this study, the authors first examine the dimensions of quality assurance of key services that are closely associated with web-based education in the online LMS of Wawasan Open University (WOU). The authors then analyse the pattern of interactions in the LMS to determine the actual activities of learners in the web-based environment. By synthesising the findings, indicators that address diverse facets and components of quality relevant to web-based teaching and learning in the LMS are identified. The authors then discuss the application of the quality components within the overall QA framework in WOU to further enhance the quality of its web-based teaching and learning component. Assessment of learners' satisfaction in WOU is carried out to determine the effectiveness of the QA components in the LMS. The QA components identified in the web-based teaching and learning within the LMS are then recommended to Asian open universities for integration into their overall QA framework.

Graduate Students’ Perceptions and Experiences of Online Collaborative Learning in Web-Based and Web-Supplemented Learning Environments

2012 ◽  
Vol 8 (4) ◽  
pp. 62-74 ◽  
Author(s):  
Jianxia Du ◽  
Xun Ge ◽  
Ke Zhang
Keyword(s):  
Graduate Students ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Online Collaboration ◽  
Multiple Sources ◽  
Web Based ◽  
Online Collaborative Learning ◽  
The Web

This case study was designed to investigate students’ perceptions and experiences of the dynamics of online collaborative learning over a semester. Multiple sources of data were collected and triangulated through pre- and post-surveys, personal interviews, group reflection papers, and instructor’s observations. Forty-one graduate students enrolled in the same course with the same instructor in two different learning environments – web-based and web-supplemented, participated in the study. The overall results indicated that students in the two environments shared their positive understandings and perceptions about online collaborative learning, which were significantly deepened over time. However, the students in the web-based class were found more positive about the advantages of online collaborative learning than those in the web-supplemented class as their learning experience developed. The study also identified the attributes that were considered crucial to successful online collaboration.

scholarly journals Can Web Based Learning be the New Normal for the National Radiology Didactics in Singapore during COVID-19? 

2021 ◽  
Author(s):  
Michael Che Hao Seng ◽  
Soon Yew Sia ◽  
Daniel Wong ◽  
Charlene Jin Yee Liew ◽  
Jocelyn Yan Fen Sim ◽  
...  
Keyword(s):  
Learning Experience ◽  
Public Hospitals ◽  
Teaching Material ◽  
Web Based ◽  
New Normal ◽  
Web Based Learning ◽  
Quality Of Learning ◽  
Radiology Residents ◽  
The Web

Abstract Objectives: The objective of this study aims to quantify and share the experiences of the residents and tutors during the transition to web-based learning during this time of COVID-19. Normally radiology residents would visit the different public hospitals to attend the different didactic teachings. However this is no longer possible and web-based learning has been implemented instead. Methods: Online anonymized surveys were given to the residents and tutors to gather feedback regarding the web-based learning exercise to help quantify the effectiveness of the sessions and to gather suggestions for improvement going forward. Results: The feedback from the web-based learning experience was generally positive from both the tutors and the residents and quality of learning was not compromised. Issues faced gradually improved as participants get more accustomed to web-based learning. The quality of learning also increased as tutors started to get more familiar and integrated their teaching material with the tools available in the software. Conclusions: As such, it is strongly recommended that the use of web-based learning should be considered the new norm going forward, even as the end of social distancing measures locally and worldwide remain uncertain.

scholarly journals Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness

2009 ◽  
Vol 10 (3) ◽  
Author(s):  
Katherine Pang
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
Development Program ◽  
Professional Development Program ◽  
Control Group ◽  
Web Based ◽  
Web Based Instruction ◽  
Knowledge Gains ◽  
Based Instruction ◽  
The Web

The purpose of this study was to assess the pedagogical equivalence, as determined by knowledge gains, and the pedagogical effectiveness of certain components in a video-driven multimedia, web-based professional development training program as compared to a traditional, face-to-face program under real-world constraints of time and limited economic resources. The study focused on the use of video-driven multimedia, web-based instruction in the corporate environment to determine if the quality of the learning experience and the knowledge gained from the instruction were the same as with traditional methods. This experimental study assigned business professionals quasi-randomly to either a control group or an experimental group, where they attended either a live-instructed professional development program or a video-driven multimedia, web-based professional development program. Overall, results indicated that the video-driven multimedia, web-based instruction was not only pedagogically equivalent in terms of knowledge gains to the live instruction but that the knowledge gains were slightly higher among the web-based participants. Further, certain components in the web-based environment contributed more than components in the live environment to pedagogical effectiveness.

scholarly journals Cooperative learning on the web: A group based, student centred learning experience in the Malaysian classroom

2004 ◽  
Vol 20 (2) ◽  
Author(s):  
Mai Neo
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Group Performance ◽  
Learning Experience ◽  
Project Based Learning ◽  
Web Based ◽  
Learning Techniques ◽  
Learning Teams ◽  
Student Centred Learning ◽  
The Web

<span>This paper presents a multimedia mediated, student centred learning environment which seeks to study the group based, cooperative learning paradigm, using a web based multimedia project. This project is carried out in a Malaysian classroom by groups of students in the second year course in the Faculty of Creative Multimedia (FCM), Multimedia University (MMU). In the cooperative learning environment, students are grouped in small learning teams to solve a problem or to perform a task that is presented to them by the teacher. This learning environment, however, uses a web based multimedia project as the core of study, and is a variation of the student team learning techniques proposed by Slavin (1994) using project based learning. Students in the group cooperate and work among themselves, help each other to build the web based project, and then receive a group performance score. The overall objective of this 9-week study is to provide students with a group based, student centred, cooperative learning experience, and to investigate its impact on student learning. A survey was given to the students to ascertain their reactions and perceptions to this learning environment. Some students' works were also showcased. Results obtained were positive and encouraging.</span>

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