Exploring Baccalaureate Social Work Students and Web-Based Learning

2008 ◽  
Vol 13 (2) ◽  
pp. 97-113
Author(s):  
Heidi Kulkin ◽  
June Williams ◽  
Bonnie Ahn
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Likert Scale ◽  
Comfort Level ◽  
Web Based ◽  
Developmental Learning ◽  
Web Based Learning ◽  
Web Based Instruction ◽  
Based Instruction ◽  
The Web

This inquiry explored quantitative and qualitative items in relation to Web-based instruction for undergraduate courses in social work. A questionnaire including demographics items, 5-point Likert scale items, and open-ended questions was used to explore and describe students' comfort level in taking the Web-based courses, perceptions of best forums for learning in the Web-based courses, and students' developmental learning level.

Evaluating the Learning Effectiveness of Using Web-Based Instruction

2011 ◽  
pp. 1740-1751
Author(s):  
Sherry Y. Chen
Keyword(s):  
Instructional Program ◽  
Learning Performance ◽  
Instructional Programs ◽  
Master's Students ◽  
Web Based ◽  
Perceptions And Attitudes ◽  
Web Based Instruction ◽  
Post Test ◽  
Based Instruction ◽  
The Web

The use of Web-based instruction is becoming widespread in higher education; however, much remains to be learned about how different learners react to such instructional programs. The study presented in this article evaluates students’ learning performance and their perceptions in a Web-based instructional program, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one master’s students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the post-test and gain scores were positively influenced by their perceptions and attitudes toward the Web-based instructional program. The implications of these findings are discussed.

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:

Web-Based Learning and Instruction

2000 ◽  
pp. 1-15 ◽  
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:

A Look at the Effects of the Web-Based Instruction

2013 ◽  
Vol 411-414 ◽  
pp. 989-992
Author(s):  
Na Xin Sun ◽  
Yue Hui Liu ◽  
Yuan Xiu Wang
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
The Internet ◽  
Media Centers ◽  
Web Based ◽  
Web Based Instruction ◽  
The Media ◽  
Based Instruction ◽  
Set Up ◽  
The Web

The wide application of Information and Communication Technologies offers great opportunities for the innovation of education, especially in universities. There are varieties of resources on the Internet, which teachers can use for their teaching, assimilating into the curriculum and into teaching methods. Based on constructivism learning theory, this paper centers on the advantages of practicing the web-based instruction by comparison to the traditional one. The media centers, a web-based learning enviroment, has been set up for students to learn as a platform for their after-class review, for their individulized instruction, for their collaborative learning and for exchanging educational resources among teachers. The notes of the Internet-assisting instruction is also discussed to emphasize that the new instruction is a useful complement not replacement to conventional teaching. So it is pointed out that the Internet should become a necessary supplementary for teaching and learning in university as the input resources and the output tools.

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