Continuing Engineering Education and Web-based Learning

2002 ◽  
Vol 2002.15 (0) ◽  
pp. 713-714
Author(s):  
Takeshi OWA
Keyword(s):  
Engineering Education ◽  
Web Based ◽  
Web Based Learning

Web-Based Learning by Tele-Collaborative Production in Engineering Education

2005 ◽  
pp. 234-257 ◽  
Author(s):  
A. Moshaiov
Keyword(s):  
Cognitive Psychology ◽  
Collaborative Learning ◽  
Adult Learning ◽  
Engineering Education ◽  
Collaborative Group ◽  
Computer Supported Collaborative Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Theoretical Perspectives ◽  
And Behavior

The purpose of this chapter is to review and discuss theoretical perspectives that help to frame collaborative learning online. The chapter investigates literature about the type of learning and behavior that are anticipated and researched among participants learning collaboratively and discusses how these attributes explain computer-supported collaborative learning. The literature about learning is influenced by perspectives from a number of fields, particularly philosophy, psychology, and sociology. This chapter describes some of these perspectives from the fields of cognitive psychology, adult learning, and collaborative group learning. Recent research into computer-supported collaborative learning that applies these theories will also be discussed.

A Semantic Web-based Learning Environment for Control Engineering Education

2010 ◽  
Vol 42 (24) ◽  
pp. 262-267 ◽  
Author(s):  
I. García ◽  
C. Benavides ◽  
H. Aláiz ◽  
J. Alfonso ◽  
J.M. Alija ◽  
...  
Keyword(s):  
Learning Environment ◽  
Semantic Web ◽  
Engineering Education ◽  
Control Engineering ◽  
Web Based ◽  
Web Based Learning

Online Automated Essay Grading System as a Web Based Learning (WBL) Tool in Engineering Education

2010 ◽  
pp. 53-62 ◽  
Author(s):  
Siddhartha Ghosh
Keyword(s):  
Engineering Education ◽  
Mother Tongue ◽  
Grading System ◽  
Web Based ◽  
Writing Evaluation ◽  
Web Based Learning ◽  
The People ◽  
Grading Systems ◽  
Essay Grading ◽  
Local Languages

Automated Essay Grading (AEG) or Scoring (AES) systems are not more a myth they are reality. As on today, the human written (not hand written) essays are corrected not only by examiners / teachers also by machines. The TOEFL exam is one of the best examples of this application. The students’ essays are evaluated both by human & web based automated essay grading system. Then the average is taken. Many researchers consider essays as the most useful tool to assess learning outcomes, implying the ability to recall, organize and integrate ideas, the ability to supply merely than identify interpretation and application of data. Automated Writing Evaluation Systems, also known as Automated Essay Assessors, might provide precisely the platform we need to explicate many of the features those characterize good and bad writing and many of the linguistic, cognitive and other skills those underline the human capability for both reading and writing. They can also provide time-to-time feedback to the writers/students by using that the people can improve their writing skill. A meticulous research of last couple of years has helped us to understand the existing systems which are based on AI & Machine Learning techniques, NLP (Natural Language Processing) techniques and finding the loopholes and at the end to propose a system, which will work under Indian context, presently for English language influenced by local languages. Currently most of the essay grading systems is used for grading pure English essays or essays written in pure European languages. No one in today’s world can ignore the use of English in Engineering education. Better to tell in professional courses. All the Engineering branches or streams are normally supported with modern English and sometimes known as English-for-Engineers. This write-up focuses on the existing automated essay grading systems, basic technologies behind them and proposes a new framework to show that how best these AEG systems can be used for Engineering Education. E-learning has created the path of alternate education. Whereas the Web-based-learning (WBL) has made the path much easier. Use of AEG systems in a web based learning environment helps the students to know, use, and understand English much better than they used to do in normal classroom based study. Such kinds of AEG systems are very useful mainly for non-English spoken students, better to say – students whose mother tongue is not English. Normally found that English used by such students are influenced by local languages. Use of a AEG system will not only help students to write better English essay, score better in English and others subjects written in English.

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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