scholarly journals Registered nurses’ perception of self-efficacy and competence in smoking cessation after participating in a web-based learning activity

2017 ◽  
Vol 26 (23-24) ◽  
pp. 4777-4785 ◽  
Author(s):  
Annica Rosvall ◽  
Elisabeth Carlson
Keyword(s):  
Smoking Cessation ◽  
Registered Nurses ◽  
Self Efficacy ◽  
Learning Activity ◽  
Web Based ◽  
Web Based Learning ◽  
Perception Of Self

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nimitha Aboobaker ◽  
Muneer K.H.
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Learning Engagement ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Computer Self Efficacy

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

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 Relationship between Web-based Learning Tools, Self-Efficacy, Depression-Anxiety-Stress on Family Life Quality under the Circumstance of COVID-19

2020 ◽  
Author(s):  
shan chen
Keyword(s):  
Family Life ◽  
Self Efficacy ◽  
Life Quality ◽  
Measurement Scale ◽  
Equation Modeling ◽  
Learning Tools ◽  
Web Based ◽  
Chinese Sample ◽  
Web Based Learning ◽  
The Relationship

Based on the pandemic of COVID-19 in 2020, to avoid crowds and mass infection, web-based learning takes the place of traditional class teaching to become the main learning method for adults, teachers, and students, the study aims to check the relationship between web-based learning tools, self-efficacy, depression-anxiety-stress, family life quality, and general health in Chinese sample. Through a questionnaire and measurement scale to collect data in June to July 2020, adopted SPSS 25.0 and Mplus 8.3 to test the reliability and validity, structural equation modeling (SEM), multiple regression model (MRM), and other methods are used for statistical analysis and conclusions.<p></p>

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>

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