Web-Based Learning Followed by Hands-on Training Improves Knowledge, Skills, and Confidence Levels in Novice Learners of Handheld Abdominal Critical Care Ultrasonography

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.

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An integrated approach to individual and collaborative learning in a web-based learning environment

10.3115/1150240.1150297 ◽

1999 ◽

Cited By ~ 9

Author(s):

Sadhana Puntambekar

Keyword(s):

Collaborative Learning ◽

Learning Environment ◽

Integrated Approach ◽

Web Based ◽

Web Based Learning

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

International Journal of Community Development and Management Studies ◽

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.

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Experiential Learning of Networking Technologies: Understanding Web Security

10.34048/2018.2.f4 ◽

2018 ◽

Author(s):

Ram P. Rustagi ◽

Viraj Kumar

Keyword(s):

Experiential Learning ◽

Web Security ◽

Web Based ◽

Security Issues ◽

Hands On ◽

Networking Technologies

With the rapid increase in the volume of e-commerce, the security of web-based transactions is of increasing concern. A widespread but dangerously incorrect belief among web users is that all security issues are taken care of when a website uses HTTPS (secure HTTP). While HTTPS does provide security, websites are often developed and deployed in ways that make them and their users vulnerable to hackers. In this article we explore some of these vulnerabilities. We first introduce the key ideas and then provide several experiential learning exercises so that readers can understand the challenges and possible solutions to them in a hands-on manner.

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