Web-Based Distance Learning Technology: Does Appearance Matter?

2005 ◽  
Vol 49 (7) ◽  
pp. 755-758 ◽  
Author(s):  
Cristina Pomales-García ◽  
Yili Liu ◽  
David Mendez
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Performance Measures ◽  
Learning Technology ◽  
Web Based ◽  
Information Recall ◽  
Aesthetic Appearance ◽  
Traditional Performance ◽  
The Impact ◽  
Aesthetic Judgments

This research examines the impact of several aesthetic/appearance characteristics of web-based distance learning environments on information recall and perceived content difficulty. Six webbased instructional modules were used, which consisted of fragments of different lectures, each containing a different topic and ranging between three to six minutes in length. The results show that appearance/aesthetic judgments do matter and they offer additional insights into the effectiveness of instructional methods beyond traditional performance measures. In this study the appearance/aesthetic judgments changed as participants were exposed to a series of modules over time in a way that is different from the corresponding performance changes. The integration of aesthetic/appearance judgments in the evaluation of web-based distance learning technology gives us valuable insights to deepen our understanding of what characteristics of the technology make it more appealing and successful.

AI and AR

2021 ◽  
pp. 216-231
Author(s):  
Anita M. Cassard ◽  
Brian W. Sloboda
Keyword(s):  
Artificial Intelligence ◽  
Distance Learning ◽  
Augmented Reality ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Learning Assessment ◽  
New Learning Environments ◽  
New Learning ◽  
Available Technology ◽  
The Impact

This chapter presents some of the possibilities and approaches that are used in the application of AI (artificial intelligence) and AR (augmented reality) in the new learning environments. AI will add another dimension to distance learning or eLearning that in some cases already includes AR (augmented reality) virtual learning environments. Because of this advent in available technology and the impact it will have on learning, assessment of newly structured parameters and their impact on student outcomes is crucial when measuring student learning. For some of us there might be a concern about the domination of AI as seen in the movie The Terminator, but we can take ease in the notion that it is not only AI versus humans. A new version of human augmented intelligence (HI) is being developed as we speak.

Just-in-Time Learning

2011 ◽  
pp. 1162-1166 ◽  
Author(s):  
Tina Stavredes
Keyword(s):  
Distance Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Just In Time ◽  
Web Based ◽  
Internet Technologies ◽  
The Creation

As the educational landscape is changing, more individuals are embracing the concept of lifelong learning. They are also looking for flexibility in how they learn, when they learn, and where they learn. The emergence of Web and Internet technologies is leading to the creation of distance learning environments that will allow for new ways of learning and opportunities to engage learners in meaningful learning experiences. In addition, technology is now seen as a tool for learning that allows for communication and collaboration through Web-based technologies to provide opportunities for challenge, guidance, empowerment, and support.

scholarly journals The Life and Times of a Learning Technology System

2013 ◽  
Vol 8 (3) ◽  
pp. 24-41 ◽  
Author(s):  
Claus Pahl
Keyword(s):  
Factor Model ◽  
High Impact ◽  
Learning Technology ◽  
Environmental Constraints ◽  
Web Based ◽  
Technology System ◽  
Web Based Learning ◽  
Change Factor ◽  
Long Life ◽  
The Impact

With the inception of the web now being more than 20 years ago, many web-based learning technology systems (LTS) have had a long life and have undergone many changes, both affecting content and infrastructure technologies. A change factor model can capture the various factors causing LTS to change. Methods for change-aware design of LTS have been suggested. The purpose of this investigation is, firstly, to add empirical results to aspects of these models and methods in order to show the relevance of such a change factor model by specifically looking at an LTS that has been developed, maintained and extended over a period of 20 years. Secondly, these results shall be used to develop a conceptual model capturing and assessing the impact of change. A key observation is an unexpectedly high impact of environmental constraints on the LTS, but also new opportunities emerging over time have had dramatic changes as their consequence.

scholarly journals Knowledge of quality performance measures associated with endoscopy among gastroenterology trainees and the impact of a web-based intervention

2012 ◽  
Vol 76 (1) ◽  
pp. 100-106.e4 ◽  
Author(s):  
Jennifer S. Thompson ◽  
Benjamin Lebwohl ◽  
Sapna Syngal ◽  
Fay Kastrinos
Keyword(s):  
Performance Measures ◽  
Quality Performance ◽  
Web Based ◽  
The Impact

TEACHING DURING DISTANCE LEARNING – SHARED EXPERIENCE OF BULGARIAN TEACHERS

2020 ◽  
Vol 11 (1) ◽  
pp. 7-14
Author(s):  
Maria Gaydarova ◽  
◽  
Todorka Terzieva ◽  
Asen Rahnev ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Ministry Of Education ◽  
Web Based ◽  
Advantages And Disadvantages ◽  
Innovative Methods ◽  
The Subject ◽  
State Educational ◽  
Motivation And Learning ◽  
The Impact ◽  
The City

ICT is increasingly used in education in order to improve student motivation and learning effectiveness. To access the impact of educational platforms and ICT on achieving state educational standards, we conducted a survey of teachers’ opinions on the manner and effectiveness of distance learning, the advantages and disadvantages they report. In this article we present the results of a survey conducted through an online anonymous survey among 68 teachers from the city of Plovdiv who work in an innovative school approved by the Ministry of Education and Science. The subject of the research are professional experience, used resources, technologies, methods and pedagogical approaches. Based on the results obtained, we found the effectiveness of the distance learning, combined with the application of innovative methods and web-based educational technologies together with a wide variety of technological tools.

Exchanging E-Learning Materials, Modules, and Students

2010 ◽  
pp. 20-37 ◽  
Author(s):  
Samuel Leung ◽  
David Martin ◽  
Richard Treves ◽  
Oliver Duke-Williams
Keyword(s):  
Learning Environments ◽  
System Level ◽  
Learning Technology ◽  
Access Management ◽  
Learning Materials ◽  
Web Based ◽  
Electronic Documents ◽  
Single Sign On ◽  
Networked Computers ◽  
E Learning

In contrast to other Web-based resources, e-learning materials are not always exchangeable and shareable. Although transferring electronic documents between networked computers has become almost effortless, the materials may often require careful design and a great deal of adaptation before they can be reused in a meaningful manner. This process involves consideration of pedagogic issues such as course curricula, learning outcomes, and intended audience, as well as technological factors including local institutional virtual learning environments (VLE) and any relevant learning technology standards. This chapter illustrates how these issues have been addressed resulting in the successful exchange of e-learning resources at three levels: (1) at content level, where learning nuggets are created and packaged in a standards-compliant format to guarantee interoperability; (2) at the user level, whereby learners or tutors, rather than the resources, are transferred between VLEs; (3) at a higher system level, where the emerging Web Single Sign-On technology of federated access management is being used to enable truly cross-institutional authentication allowing learners to roam freely in different learning environments.

scholarly journals Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Karen Woo ◽  
Maree Gosper ◽  
Margot McNeill ◽  
Greg Preston ◽  
David Green ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
Student Perception ◽  
Web Based ◽  
Face To Face ◽  
Lecture Recordings ◽  
The Impact ◽  
Selection Of

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.Keywords: web-based lecture technologies; staff perception; student perception; distance education; external students; internal students; LectopiaDOI: 10.1080/09687760802315895

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