Development and Evaluation of Web-based Computer Simulator for e-Learning of Computer Literacy

2017 ◽  
Vol 137 (12) ◽  
pp. 1633-1640 ◽  
Author(s):  
Yoshiro Imai ◽  
Kazuki Higashikakiuchi ◽  
Akira Nakayama ◽  
Koji Kagawa ◽  
Kazuaki Ando ◽  
...  
Keyword(s):  
Computer Literacy ◽  
Web Based ◽  
Computer Simulator ◽  
E Learning

A European Computer Driving Licence: integrating computer literacy in the new Social Work degree

2008 ◽  
Vol 1 (3) ◽  
pp. 1-23 ◽  
Author(s):  
Claire Gregor
Keyword(s):  
Information Technology ◽  
Social Work ◽  
Computer Literacy ◽  
Social Work Students ◽  
Literacy Skills ◽  
Web Based ◽  
Driving Licence ◽  
The Social ◽  
E Learning ◽  
College Now

'Informacy', the learning of information technology skills, is now a key element of all Social Work curricula in the U.K. following the General Social Care Council's accreditation requirements. These stipulate that all undergraduates acquire computer literacy skills to the level of the European Computer Driving Licence (ECDL) or its equivalence and require that all accredited Social Work courses assess students to ensure that this is achieved. However, many universities do not have the support of information technology departments in order to ensure that their students are taught how to use a computer. Nor do they have access to interactive web-based packages that assist the students in teaching themselves IT skills to the high levels required by the European Computer Driving Licence. The research suggests that an integrated e-learning teaching and assessment strategy can help to promote computer literacy among Social Work students. This paper explores some of the challenges that arise from integrating e-learning into the teaching and assessment of a Social Work degree, based on the experience of the Social Work Department at Buckinghamshire Chilterns University College (now Bucks New University).

Current use of and attitudes to e-learning in otolaryngology: questionnaire survey of UK otolaryngology trainees

2011 ◽  
Vol 125 (4) ◽  
pp. 338-342 ◽  
Author(s):  
L Fraser ◽  
S Gunasekaran ◽  
D Mistry ◽  
V M M Ward
Keyword(s):  
Questionnaire Survey ◽  
Computer Literacy ◽  
Response Rate ◽  
Educational Needs ◽  
Literacy Skills ◽  
Learning Resources ◽  
Learning Resource ◽  
Web Based ◽  
Department Of Health ◽  
E Learning

AbstractIntroduction:The E-lefENT programme is a collaborative e-learning project developed by the Department of Health and ENTUK. Prior to its introduction, we aimed to assess current use of and attitudes towards e-learning amongst UK otolaryngology trainees.Method:A web-based questionnaire was distributed to UK otolaryngology trainees via regional programme directors.Results:A total of 117 responses was received (35 per cent response rate). Most trainees reported increasing exposure to e-learning throughout their training and rated their current computer literacy skills highly, although satisfaction with current e-learning resources was found to vary widely for a variety of reasons.Conclusion:Meeting the educational needs of otolaryngology trainees in the current era continues to be a challenge. Most trainees are already familiar with e-learning, although the quality and delivery of available websites is currently variable. The majority of trainees who responded seemed receptive to the implementation of a free, otolaryngology-specific e-learning resource.

Pedagogical Importance of Learner Interface in Web-Based e-Learning Content

2021 ◽  
Author(s):  
S.C.M. de S Sirisuriya ◽  
L. Ranathunge ◽  
S.P. Karunanayake ◽  
N. A. Abdullah
Keyword(s):  
Web Based ◽  
Learning Content ◽  
E Learning

A web-based e-learning tool for UML class diagrams

2010 ◽  
Author(s):  
J. Soler ◽  
I. Boada ◽  
F. Prados ◽  
J. Poch ◽  
R. Fabregat
Keyword(s):  
Learning Tool ◽  
Web Based ◽  
E Learning ◽  
Class Diagrams

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

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