scholarly journals Attitude to the study of chemistry and its relationship with achievement in an introductory undergraduate course

2015 ◽  
pp. 33-41 ◽  
Author(s):  
Stephen J Brown ◽  
Sue White ◽  
Bibhya Sharma ◽  
Lara Wakeling ◽  
Mani Naiker ◽  
...  
Keyword(s):  
Limited Evidence ◽  
Final Exam ◽  
Web Based ◽  
Introductory Course ◽  
Undergraduate Chemistry ◽  
Cognitive Components ◽  
Summative Assessments ◽  
Web Based Learning ◽  
On Line ◽  
Validated Instrument

A positive attitude to a subject may be congruent with higher achievement; however, limited evidence supports this for students in undergraduate chemistry – this may result from difficulties in quantifying attitude. Therefore, in this study, the Attitude to the Study of Chemistry Inventory (ASCI) – a validated instrument to quantify attitude, was used to measure attitude to chemistry in 125 undergraduates studying an introductory course in chemistry, as part of a BSc Chemistry major. The 13 week course contained 4 summative assessments: practical (PRAC), tutorial (TUT), on-line web-based learning (OWL), and a final exam (FE). Sub-scales within ASCI which quantify the ‘affective’ and ‘cognitive’ components of attitude were determined. Firstly, for all 125 students, weak correlations (r) between the affective scale score and FE (r=0.275, P

scholarly journals ANNOTATIONS IN E-LEARNING

2014 ◽  
Vol 12 (9) ◽  
pp. 3852-3859
Author(s):  
Anjali Jindia ◽  
Sonal Chawla
Keyword(s):  
Word Processing ◽  
Electronic Publishing ◽  
Learning Opportunities ◽  
Web Based ◽  
Learning And Teaching ◽  
Web Based Learning ◽  
E Learning ◽  
On Line ◽  
Electronic Annotation

Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as students’ annotation, has attracted attention as a means to enhance Web-based learning. There has been a sharp increase in the volume and quality of electronic publishing on the web in the past few years. Many research journals are going on-line. The advantages of pelectronic publishing are obvious and enormous: instantaneous access to archives, paperless media and fast document search to name a few. However, annotation of documents in electronic form has been surprisingly underdeveloped. Existing word processing software offers some tools for electronic document annotation. But as of today, these annotation features are so modest and limited, that they lose out to the convenient common practice of working with paper versions of documents [1]. The results of a surveys conducted came as no surprise: the absolute majority of researchers and students prefer to print out an electronic paper before reading and annotating it. Our claim is that electronic annotations can not only be as convenient as their paper counterparts, but they are superior in terms of the additional advanced capabilities they can offer. This claim makes the basis of our Annotation Technology (AT). AT is a set of principles that form a foundation for development of advanced and successful electronic annotation systems.

PeerWise: Evaluating the Effectiveness of a Web-Based Learning Aid in a Second-Year Psychology Subject

2018 ◽  
Vol 17 (2) ◽  
pp. 166-176 ◽  
Author(s):  
Piers D. L. Howe ◽  
Meredith McKague ◽  
Jason M. Lodge ◽  
Anthea G. Blunden ◽  
Geoffrey Saw
Keyword(s):  
Educational Technology ◽  
Student Learning ◽  
Learning Process ◽  
Testing Effect ◽  
Self Assessment ◽  
Final Exam ◽  
Web Based ◽  
Web Based Learning ◽  
Second Year ◽  
Assessment Questions

Testing can do more than just determine what a student knows; it can aid the learning process, a phenomenon known as the testing effect. There is a growing trend for students to create and share self-assessment questions in their subject, as advocated by the contributing-student pedagogy (CSP). For subjects with large enrolments, this process can be facilitated by educational technology. PeerWise is an example of such technology. It is free, web-based software that allows students to author, share, answer, and provide feedback on multiple-choice quizzes in a collaborative and constructivist fashion. While it is popular, it is unclear to what degree it facilitates student learning. To evaluate its effectiveness, we introduced PeerWise into a second-year psychology subject. We measured the extent to which it increased scores in the final exam. We found that PeerWise did significantly increase exam scores, so was a useful learning aid.

Constructing a ‘third space’ for EFL learners: Where language and cultures meet

ReCALL ◽  
2007 ◽  
Vol 19 (2) ◽  
pp. 224-241 ◽  
Author(s):  
MEEI-LING LIAW
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Intercultural Competence ◽  
Discussion Boards ◽  
Online Forums ◽  
Extensive Reading ◽  
Web Based ◽  
Web Based Learning ◽  
On Line ◽  
The Web

Efforts have been made by language educators and researchers to use computer technology to assist L2 learners’ growth in either linguistic or intercultural competence. Nonetheless, web-based environments devoted to developing both types of competences in tandem are new and experimental. The purpose of this project, which involves the collaboration of EFL educators and computer engineers in Taiwan, is to establish an innovative web-based environment to support students in tertiary levels to develop both types of competences. This web-based EFL learning environment experiments with a few main features: (1) instead of reading articles about a foreign culture, the users of this website read articles about their native culture; (2) two on-line computer-based support tools, a bilingual concordancer and a dictionary, are made available to provide students with contextual supports for language learning; and (3) discussion boards are provided for intercultural communication. The web-based learning environment contains several instructional units. While working on a unit, students read an article and then answer comprehension and vocabulary questions. After reading, students share their responses to the articles with intercultural conversation partners via online forums. To evaluate the effectiveness of the learning environment, the researcher recruited a group of Taiwanese university students to test-use the system. Frequencies of the uses of the two e-referencing tools were calculated. The students’ responses to a questionnaire were examined and informal interviews with the students were conducted. Finally, the students’ forum entries were analyzed. The findings revealed initial interest in using e-referencing tools but a dramatic decrease in use after the first few units had been completed. The students used the concordancer as a link to extensive reading materials and suggested adding pronunciation tools to the dictionary. Questionnaire findings showed that students were generally satisfied with the design of the web-based learning environment. An analysis of the students’ forum entries revealed increases in the length and complexity of sentences in their writings, as well as reductions in grammatical errors, as more units were completed. As for intercultural learning, the content analysis of the forum entries demonstrated different types of intercultural competences. Based on the findings, some implications for revision of the virtual environment to enable more effective learning of English as a foreign language and greater development of intercultural competence are drawn.

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.

scholarly journals How the Covid-19 Pandemic Is Changing Online Food Shopping Human Behaviour in Italy

2020 ◽  
Vol 12 (22) ◽  
pp. 9594
Author(s):  
Leonardo Salvatore Alaimo ◽  
Mariantonietta Fiore ◽  
Antonino Galati
Keyword(s):  
Online Shopping ◽  
Grocery Shopping ◽  
Competitive Advantages ◽  
Web Based ◽  
Explanatory Variables ◽  
Food Shopping ◽  
Cumulative Logit Model ◽  
Level Of Satisfaction ◽  
Shopping Experience ◽  
On Line

The advent of the Internet has significantly changed consumption patterns and habits. Online grocery shopping is a way of purchasing food products using a web-based shopping service. The current COVID-19 pandemic is determining a rethinking of purchase choice elements and of consumers’ behavior. This work aims to investigate which characteristics can affect the decision of online food shopping during the pandemic emergency in Italy. In particular, the work aims to analyze the effects of a set of explanatory variables on the level of satisfaction for the food online shopping experience. For achieving this aim, the proportional odds version of the cumulative logit model is carried out. Data derive from an anonymous on-line questionnaire administrated during the first months of the pandemic and filled by 248 respondents. The results of this work highlight that people having familiarity with buying food online, that have a higher educational level and consider food online channels easy to use, appear more satisfied for the food online shopping experience. These findings can be crucial for the future green global challenges as online shopping may help to reach competitive advantages for company sustainability.

Sign in / Sign up

Export Citation Format

Share Document