scholarly journals Dynamic Problem-Solving Processes in a Web-Based Cooperative Learning Environment for an Accounting Course

2018 ◽  
Vol 2 (2) ◽  
pp. 16
Author(s):  
Kai-Wen Cheng
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Teaching Method ◽  
Management Program ◽  
Hospitality Management ◽  
Dynamic Processes ◽  
Web Based ◽  
Technological Developments ◽  
The Web

This study investigated the dynamic processes involved in problem solving in a web-based cooperative learning environment implemented for a university accounting course. 54 students were recruited in a 4-year hospitality management program. The messages of participants in group discussions were counted and categorized to investigate the dynamic processes of problem-solving employed by students. These dialogues and follow-up interviews revealed a number of interesting findings: (1) students felt that the web-based cooperative learning environment was similar to a social network; (2) peer-interaction in web-based cooperative learning is highly beneficial; (3) the course of study may influence the nature of problem-solving messages; (4) the teaching method could alter the cognitive level of problem-solving; (5) a co-working style was the most common approach employed in the web-based cooperative learning environment; (6) cooperative learning is becoming increasingly popular in education; (7) technological developments can be expected to boost the adoption of web-based cooperative learning.

scholarly journals Empirical verifications of web-learning environment to enhance learning effectiveness and motivation in mechanical drawing

2020 ◽  
Vol 10 (2) ◽  
pp. 179
Author(s):  
Tsutomu Sekine
Keyword(s):  
Learning Environment ◽  
Teaching Method ◽  
Learning Motivation ◽  
Related Factors ◽  
Web Based ◽  
Knowledge And Skills ◽  
Effective Learning ◽  
Wide Range ◽  
Web Learning ◽  
The Web

In mechanical drawing class, it is a problem that a lecturer has students get a wide range of knowledge and skills in a class whose time and place are limited in a semester. The situation surrounding the classes has led to insufficient understanding of students. Accordingly, it has been desired to reveal an effective learning method in mechanical drawing class. In this study, a web-learning environment was created on the basis of motivation-oriented teaching method using ARCS model and Gagne’s 9 events of instruction. Then, the web-learning environment was introduced into mechanical drawing class, and the effectiveness was investigated with the comparison of results from paper-based and web-based tests. After that, learning motivation was also assessed using ARCS evaluation sheet. From the results, there existed the advantage of using web-learning environment. In addition, it was remarkable that attention-related factors greatly contributed the enhancement of learning motivation.

scholarly journals Cooperative learning on the web: A group based, student centred learning experience in the Malaysian classroom

2004 ◽  
Vol 20 (2) ◽  
Author(s):  
Mai Neo
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Group Performance ◽  
Learning Experience ◽  
Project Based Learning ◽  
Web Based ◽  
Learning Techniques ◽  
Learning Teams ◽  
Student Centred Learning ◽  
The Web

<span>This paper presents a multimedia mediated, student centred learning environment which seeks to study the group based, cooperative learning paradigm, using a web based multimedia project. This project is carried out in a Malaysian classroom by groups of students in the second year course in the Faculty of Creative Multimedia (FCM), Multimedia University (MMU). In the cooperative learning environment, students are grouped in small learning teams to solve a problem or to perform a task that is presented to them by the teacher. This learning environment, however, uses a web based multimedia project as the core of study, and is a variation of the student team learning techniques proposed by Slavin (1994) using project based learning. Students in the group cooperate and work among themselves, help each other to build the web based project, and then receive a group performance score. The overall objective of this 9-week study is to provide students with a group based, student centred, cooperative learning experience, and to investigate its impact on student learning. A survey was given to the students to ascertain their reactions and perceptions to this learning environment. Some students' works were also showcased. Results obtained were positive and encouraging.</span>

A web-based language learning environment: general architecture

ReCALL ◽  
1999 ◽  
Vol 11 (S1) ◽  
pp. 31-39
Author(s):  
Pierre-Yves Foucou ◽  
Natalie Kübler
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Computer Science ◽  
Subject Area ◽  
Point Of View ◽  
Learning Activities ◽  
Web Based ◽  
Wide Range ◽  
General Architecture ◽  
The Web

In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for example, English or French for banking, law, economics or medicine, where on-line resources are available.English, and more precisely CS English is, for our students, a necessary tool, and not an object of study. The learning activities must therefore stimulate the students' interest and reflection about language phenomena. Our pedagogical objective, relying on research acquisition (Wokusch 1997) consists in linking various texts together with other documents, such as different types of dictionaries or other types of texts, so that knowledge can be acquired using various appropriate contexts.Language teachers are not supposed to be experts in fields such as computer sciences or economics. We aim at helping them to make use of the authentic documents that are related to the subject area in which they teach English. As shown in Foucou and Kübler (1998) the wide range of resources available on the Web can be processed to obtain corpora, i.e. teaching material. Our Web-based environment therefore provides teachers with a series of tools which enable them to access information about the selected specialist subject, select appropriate specialised texts, produce various types of learning activities and evaluate students' progress.Commonly used textbooks Tor specialised English offer a wide range of learning activities, but they are based on documents that very quickly become obsolete, and that are sometimes widely modified. Moreover, they are not adaptable to the various levels of language of the students. From the students' point of view, working on obsolete texts that are either too easy or too difficult can quickly become demotivating, not to say boring.In the next section, we present the general architecture of the teaching/learning environment; the method of accessing and using it, for teachers as well as for students, is then described. The following section deals with the actual production of exercises and their limits. We conclude and present some possible research directions.

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>

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