A Web-Based learning activity integrated with scratch tool to support programming learning

2017 ◽  
Author(s):  
Jun-Ming Su ◽  
Sin-Jie Wang
Keyword(s):  
Learning Activity ◽  
Web Based ◽  
Web Based Learning ◽  
Support Programming

scholarly journals Learning Activity Effectiveness based on Web towards Students’ Change of Cognitive Level

2019 ◽  
Vol 9 (2) ◽  
pp. 4620-4625
Keyword(s):  
Evaluation Studies ◽  
Learning Activities ◽  
Learning Activity ◽  
Cognitive Level ◽  
Web Based ◽  
Web Based Learning ◽  
Multimedia Development ◽  
Bachelor Of Education ◽  
Post Test ◽  
Education Degree

This study aims to assess the effectiveness of web-based learning activities in increasing students’ cognitive level. This study uses pre-test and post-test to evaluate the effectiveness of web-based learning activities students’ cognitive level based on Bloom’s taxonomy which proposes the following six levels of cognitive thinking: knowledge, understanding, application, analysis, synthesis and evaluation. Studies on preand post-test achievement were conducted (Campbell & Stanley, 1963). The respondents of the study consisted of 34 students undertaking the subject SPM 4342 (Web Based Multimedia Development) for the Bachelor of Education degree programme at Universiti Teknologi Malaysia. The findings show that the students’ cognitive level after the web-based learning activities incresed as demonstrated in their improved test scores.

scholarly journals The Synchronous Online Argumentation System User Interface with an Integrated Design Framework: Redesign and Evaluation

2020 ◽  
Vol 9 (1) ◽  
pp. 106
Author(s):  
Ayu Nuswantari ◽  
Ying-Tien Wu ◽  
Herman Dwi Surjono
Keyword(s):  
User Interface ◽  
Integrated Design ◽  
Learning Activity ◽  
Web Based ◽  
Web Based Learning ◽  
Score Difference ◽  
Argumentation System ◽  
System User ◽  
Better Than ◽  
Synchronous Online

The Synchronous online argumentation system is highly needed to facilitate learning activity in this internet era. To gain deeper insights about this important issue, this study developed nine principles based on Cognitive Load, User Interface, and User Experience to redesign a system. With this framework, 48 (forty-eight) students of Chi-Ying High School had tested with two prototypes, and the second prototype used the nine principles. The systems were measured with Web-Based Learning Environment (WEBLEI) and System Usability Test (SUS). The result of WEBLEI measurement shows that the second prototype gives better result and shows higher user acceptance than the first prototype. The result of SUS measurement shows that the usability of the second prototype is better than on the first prototype with (4.43) SUS score difference. The result shows that the use of nine principles that applied to the second prototype does increase the usability and acceptance of the students.

scholarly journals Evaluation and improvement of student's question-posing ability in a web-based learning environment

2011 ◽  
Vol 27 (4) ◽  
Author(s):  
Yu-Feng Lan ◽  
Pin-Chuan Lin
Keyword(s):  
Learning Environment ◽  
Assessment Tool ◽  
Rapid Development ◽  
Two Dimensions ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning Performance ◽  
Learning Activity ◽  
Web Based ◽  
Web Based Learning

<span>With the rapid development of web-based learning environments, question-posing activities have become an important teaching and learning mode. However, this learning approach has some difficulties, one being the lack of a practical approach to assist teachers in evaluating the question-posing ability of all learners. To remedy this problem, the present study developed a system of integrating a reward mechanism into assessment activities, to measure the question-posing ability of individual students in a web-based learning environment. The system has been applied to a learning activity in a programming design course and 100 first-year college students were invited to participate in this research. After the experiment, the results showed the proposed system can serve as both a learning and an assessment tool in higher education, by encouraging students to carry out active learning, constructive criticism and knowledge sharing. A positive satisfaction is derived from the learning activities with the system under two dimensions of perceived usefulness and perceived ease of use. Most importantly, students' learning performance improved significantly.</span>

scholarly journals E-learning Based Innovation in Social Science Education

2020 ◽  
Vol 3 (2) ◽  
pp. 81-87
Author(s):  
Fauzi Tazkia Al-Ghifari
Keyword(s):  
Social Studies ◽  
Educational Process ◽  
Learning Activity ◽  
The Internet ◽  
Web Based ◽  
Web Based Learning ◽  
The World ◽  
E Learning ◽  
Use Of The Internet ◽  
Internet Network

In essence, social studies online learning innovation is an effort to meet thecontinuous improvement in the quality of the educational process, to meet thegrowing demands of society for education. Therefore, the innovation does notmean an increase in refinement and renewal of invention in the learning processthat is contrary to these principles which will quickly lag and will even becomean obstacle, change or delay in the innovation process. Thus innovation in socialstudies learning will be effectively carried out when indicated by the results ofevaluation and research in the field of social studies learning. Web-based learningwhich is popularly known as web-based treading or sometimes called web-basededucation can be defined as technology applications—web in the world of learningfor an educational process. In simple terms, it can be said that all learning byutilizing internet technology, and while the learning process is felt to occur bythose who follow it, this activity can be called web-based learning. Website media-based knowledge is part of the use of the internet in the world of education. It isa learning activity that utilizes website media that can be accessed via the internetnetwork. Website media-based learning is also a learning activity that uses mediasites (websites) that can be accessed through the internet network. Websitemedia-based learning or also known as web-based learning is one type ofapplication of electronic learning (e-learning). Website media-based knowledge ispart of the use of the internet in education and is a learning activity that utilizeswebsite media. which can be accessed via the internet network.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

Attitudes to the application of a Web-based learning system in a microbiology course

2005 ◽  
Vol 45 (2) ◽  
pp. 171-185 ◽  
Author(s):  
Italo Masiello ◽  
Robert Ramberg ◽  
Kirsti Lonka
Keyword(s):  
Learning System ◽  
Web Based ◽  
Web Based Learning
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