scholarly journals Web based learning environments: Observations from a Web based course in a Malaysian context

2001 ◽  
Vol 17 (3) ◽  
Author(s):  
Kian-Sam Hong ◽  
Kwok-Wing Lai ◽  
Derek Holton
Keyword(s):  
Learning Experience ◽  
Online Discussions ◽  
Cognitive Sciences ◽  
Web Based ◽  
Web Based Learning ◽  
Key Features ◽  
Quality Learning ◽  
Theoretical Considerations ◽  
Stable Connection ◽  
The Web

The Faculty of Cognitive Sciences and Human Development (FSKPM), Universiti Malaysia Sarawak, experimented with a Web based course, conducted completely on the Web. This paper discusses the theoretical considerations in designing the Web based course, its key features, and students' and instructor's feedback on the course. Initial observations indicate that it is possible to have quality learning experiences through a Web based course. Students found the course challenging and the learning experience beneficial. Sharing of knowledge through online discussions was an integral part of the course. The instructors and students learnt together as they extended learning beyond the requirements of the course. Students need to change from passive learners to active learners who explore, acquire and share knowledge. Initial problems encountered include ensuring a stable connection to the course Web site, the reluctance of students in using ICTs and students' anxiety toward statistics.

scholarly journals Can Web Based Learning be the New Normal for the National Radiology Didactics in Singapore during COVID-19? 

2021 ◽  
Author(s):  
Michael Che Hao Seng ◽  
Soon Yew Sia ◽  
Daniel Wong ◽  
Charlene Jin Yee Liew ◽  
Jocelyn Yan Fen Sim ◽  
...  
Keyword(s):  
Learning Experience ◽  
Public Hospitals ◽  
Teaching Material ◽  
Web Based ◽  
New Normal ◽  
Web Based Learning ◽  
Quality Of Learning ◽  
Radiology Residents ◽  
The Web

Abstract Objectives: The objective of this study aims to quantify and share the experiences of the residents and tutors during the transition to web-based learning during this time of COVID-19. Normally radiology residents would visit the different public hospitals to attend the different didactic teachings. However this is no longer possible and web-based learning has been implemented instead. Methods: Online anonymized surveys were given to the residents and tutors to gather feedback regarding the web-based learning exercise to help quantify the effectiveness of the sessions and to gather suggestions for improvement going forward. Results: The feedback from the web-based learning experience was generally positive from both the tutors and the residents and quality of learning was not compromised. Issues faced gradually improved as participants get more accustomed to web-based learning. The quality of learning also increased as tutors started to get more familiar and integrated their teaching material with the tools available in the software. Conclusions: As such, it is strongly recommended that the use of web-based learning should be considered the new norm going forward, even as the end of social distancing measures locally and worldwide remain uncertain.

Learning Patterns of Learners’ Interaction in Learning Management Systems

2012 ◽  
pp. 537-567
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Towards a Personalized E-Learning System

2011 ◽  
pp. 2124-2134
Author(s):  
Elvis Wai Chung Leung ◽  
Qing Li
Keyword(s):  
Online Education ◽  
Economic Benefit ◽  
Learning System ◽  
Development Cost ◽  
Web Based ◽  
Course Materials ◽  
Web Based Learning ◽  
Interactive Environment ◽  
E Learning ◽  
The Web

To cope with the increasing trend of learning demand and limited resources, most universities are taking advantage of Web-based technology for their distance education or e-learning (Montelpare & Williams, 2000). One of the reasons is due to the significant price drop of personal computers in recent decades; the Internet and multimedia have penetrated into most households. Moreover, most students prefer to learn from an interactive environment through a self-paced style. Under the Web-based learning model, students can learn anytime, anywhere because they are not required to go to school on schedule (Appelt, 1997). Meanwhile, universities also enjoy the economic benefit due to the large student base that can share the development cost of course materials and other operational expenses. Gradually, more and more universities follow this similar way to provide online education.

ECHO

2010 ◽  
pp. 539-555 ◽  
Author(s):  
Hadas Weinberger
Keyword(s):  
Learning Experience ◽  
Semantic Annotation ◽  
Methodological Approach ◽  
Context Aware ◽  
Web Based ◽  
New Approach ◽  
Approach To Learning ◽  
Web Technologies ◽  
Web Based Learning

In this chapter, we suggest Echo, a model for utilizing Web technologies for the design of Web-based context-aware learning. Web technologies are continuously evolving to enhance information retrieval, semantic annotation, social interactions, and interactive experiences. However, these technologies do not offer a methodological approach to learning. In this chapter, we offer a new approach to Web-based learning, which considers the role of the user in shaping the learning experience. The key feature in Echo is the analysis and modeling of content for the design of a Web-based learning experience in context. There are three elements in Echo: 1) a methodology to guide the learning process, 2) techniques to support content analysis and modeling activities, and 3) a three-layered framework of social-semantic software. Incorporating this framework facilitates knowledge organization and representation. We describe our model, the methodology, and the three-layered framework. We then present preliminary results from on-going empirical research that demonstrates the feasibility of Echo and its usefulness for the design of a context-aware learning experience. Finally, we discuss the usefulness of Echo and its contribution to further research in the field of Web technologies.

Web-Based Learning and Instruction

2011 ◽  
pp. 1-14 ◽  
Author(s):  
Valerie N. Morphew
Keyword(s):  
Learning Experience ◽  
Employee Training ◽  
Cost Effective ◽  
Web Based ◽  
Web Based Learning ◽  
Building Process ◽  
Web Based Instruction ◽  
Education Today ◽  
Based Instruction ◽  
Web Based Education

The precipitous rise in Web-based education and employee training speaks volumes of technology’s far-reaching potential. While most agree that Web-based instruction can be cost-effective and convenient, few academicians and practitioners have examined the efficacy of Web-based learning in terms of constructivism, the most widely accepted model of learning in education today. The constructivist approach to learning acknowledges that both teacher and student bring prior knowledge to the learning experience. Over time and through interaction with others in the learning environment, the student co-constructs new meaning as a knowledge-building process—piece by piece, new knowledge is built onto former knowledge. This differs from the former notion of learning that considered children as empty vessels waiting to be filled (tabula rasa). While constructivism is widely accepted by educators in theory, it is not always evident in teaching practices, including Web-based instruction. To help academicians and practitioners provide effective constructivist learning experiences for students and employees, the following issues will be addressed:

Design and Implementation of the Web-based Learning System for C Programming Language

2014 ◽  
Vol 20 (12) ◽  
pp. 640-645
Author(s):  
Yeomyeong Woo ◽  
Jiwoong Bang ◽  
Jaemin Song ◽  
Jinyeong Yoo ◽  
Sangjun Lee
Keyword(s):  
Programming Language ◽  
Learning System ◽  
Web Based ◽  
C Programming Language ◽  
Design And Implementation ◽  
Web Based Learning ◽  
C Programming ◽  
The Web

scholarly journals New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving From the Perspective of Question Chain and Learning Community

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Yin Zhang ◽  
Samuel Chu
Keyword(s):  
Problem Solving ◽  
Learning Community ◽  
Rapid Development ◽  
Learning System ◽  
Web Based ◽  
Learning Mechanism ◽  
Web Based Learning ◽  
New Ideas ◽  
Problem Solving Process ◽  
The Web

<p class="2">In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself, especially the learning mechanism related to problem solving. In this paper, we analyze the learning mechanism of problem solving, and propose that when designing Web-based problem solving systems, more attention should be paid to the learning mechanism involved in the problem solving process than to the technology itself. On the basis of that, some new ideas on the design of the problem solving systems are put forward in order to promote the rapid development of the Web-based problem solving systems.</p>

E-Portfolio: The Research for Similarities and Differences

2013 ◽  
Vol 380-384 ◽  
pp. 4632-4636
Author(s):  
Jiong Ma
Keyword(s):  
Collaborative Learning ◽  
Rapid Development ◽  
Electronic Portfolio ◽  
Web Based ◽  
Web Based Learning ◽  
Similarities And Differences ◽  
Technology Users ◽  
The Web

With the rapid development of Internet. Web-based Learning became more convenient and rapid, People-centered Web-based Learning become possible now. Electronic Portfolio is such kind of a platform that to adapt the Web-based Learning for users to share, exchange, collaborative learning and assessment. The paper started from the concept and feature of Electronic Portfolio, and introduced some commonly used alternative platform for Electronic Portfolio. Compared and analyzed it from the angle of functions, features, support technology, users, storage and assessment.

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