scholarly journals Impact of a Web-Based Review Quiz on the Learning Outcomes of Dental Hygiene Students in Japan

2020 ◽  
Author(s):  
Hugo Maruyama ◽  
Shikiko Tsukamoto ◽  
Hiromi Toujo ◽  
Takayuki Nambu ◽  
Chiho Mashimo ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Dental Hygiene ◽  
First Year ◽  
Web Based ◽  
Dental Hygiene Students ◽  
National Examination ◽  
Learning Attitude ◽  
Self Learning ◽  
The Web

Active participation of students is paramount not only for their learning experiences but also for their academic performance. Therefore, various methods have been developed and proven to help students achieve active learning. However, several shortcomings in these methods have been indicated as increasing students’ sense of burden and discomfort, eventually preventing them from benefiting sufficiently. This study aimed to determine the efficiency of a low-load web-based review quiz built by the researchers on Google Forms to enhance students’ reviewing habits and active class participation. Participants in this study were 53 first-year dental hygiene students in a 10-class microbiology course. After each class, all students were given the web-based quiz to prepare for a paper-based review test, which assessed the learning of the content covered in the previous classes. We analyzed the correlations between frequency of participation in the web-based quiz and the average scores of the weekly review tests or the final examination scores. Consequently, voluntary participation in the web-based quiz positively correlated with both short-term and long-term students’ learning outcomes. Through this web-based quiz during the first year of the dental hygiene program, students can develop the “self-learning attitude” needed to pass the national examination.

scholarly journals Drama online

2001 ◽  
Vol 17 (2) ◽  
Author(s):  
Jennifer Nicholls ◽  
Robyn Philip
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
First Year ◽  
Web Based ◽  
Exciting Opportunity ◽  
First Year University ◽  
The Impact ◽  
Unit Coordinator ◽  
The Web

Drama, because of its practical requirements, would seem to be one of the last courses to benefit from the incorporation of online learning technologies. Yet, by embedding web based conferencing in the curriculum, and utilising the graphic and communication capabilities of the web, there is an exciting opportunity to enrich the learning environment in drama. Predictably, such innovations have an impact on the pedagogy. In this paper the authors (unit coordinator and educational developer) report on evaluations conducted over two years in Elements of Drama, a first year university unit. We particularly refer to the impact of the introduction of a compulsory, online collaborative assignment and the change this made to the teaching and learning outcomes. We discuss the changing pattern of delivery of this unit which now affords both on campus and distance students more opportunities for interaction and communication. We evaluate the effectiveness of the online assignment and discuss the factors that contributed to its success.

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.

The Impact of a Scaffolded Assessment Intervention on Students' Academic Achievement in Web-based Peer Assessment Activities

2020 ◽  
pp. 596-610
Author(s):  
Chien-I Lee ◽  
Ya-Fei Yang ◽  
Shin-Yi Mai
Keyword(s):  
Peer Assessment ◽  
Learning Effectiveness ◽  
Web Based ◽  
Constructive Feedback ◽  
Learning Attitude ◽  
Assessment Approach ◽  
Quasi Experimental ◽  
The Impact ◽  
The Web ◽  
Assessment Activities

Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to investigate the effects of scaffolded assessment for self-critiques and peer assessment on students' learning effectiveness in the web-based assessment activities. A total of ninety 7th graders participated in the experiment, and divided into three groups with or without the scaffolding critique. The results show the use of the scaffolded assessment in the web-based peer assessment activities did not show a significant difference in the students' learning effectiveness. Even though the results show that learning effectiveness of the participants in the two experimental groups is significantly enhanced, there is no significant effect of providing the scaffolded assessment on the participants' learning effectiveness in the three groups. In addition, the participants showed a positive learning attitude toward the web-based assessment activities and agreed that the activities could enhance the participants' interactions between the peers and instructor.

Web-Based Survey of Depression, Anxiety and Stress in First-Year Tertiary Education Students in Hong Kong

2006 ◽  
Vol 40 (9) ◽  
pp. 777-782 ◽  
Author(s):  
Josephine G.W.S. Wong ◽  
Erik P.T. Cheung ◽  
Kitty K.C. Chan ◽  
Kamela K.M. Ma ◽  
Siu Wa Tang
Keyword(s):  
Hong Kong ◽  
Survey Methodology ◽  
Tertiary Education ◽  
First Year ◽  
Prevention Measures ◽  
Education Students ◽  
Web Based ◽  
College Life ◽  
Prevalence Of Depression ◽  
The Web

Objective: The mental health of tertiary education students is an area of increasing concern worldwide. The objective of this study is to examine the prevalence of depression, anxiety and stress in first-year tertiary education students in Hong Kong. Method: Depression, anxiety and stress were measured by the 42-item Depression Anxiety Stress Scales, completed on the web by participating students anonymously. Results: A total of 7915 students completed the survey, yielding a response rate of 27.5%. Depression, anxiety and stress levels of moderate severity or above were found in 21%, 41% and 27% of our respondents, respectively. Conclusions: The web-based survey methodology was well accepted by our sample group of tertiary education students. We found high rates of psychological morbidity in first-year tertiary education students in Hong Kong. The high prevalence of depression, anxiety and stress symptoms in the first year of college life is alarming. It illustrates the need for primary and secondary prevention measures, with development of adequate and appropriate support services for this group.

Use of participatory design in the development of person-centred web-based support for persons with long-term illness

2013 ◽  
Vol 1 (2) ◽  
pp. 369 ◽  
Author(s):  
Carina Sparud-Lundin ◽  
Ulrika Josefsson ◽  
Marie Berg ◽  
Anna-Lena Hellstrom ◽  
Ingalill Koinberg ◽  
...  
Keyword(s):  
Design Process ◽  
Participatory Design ◽  
Personal Information ◽  
Online Information ◽  
Participatory Approaches ◽  
Web Based ◽  
Holistic View ◽  
Actual Use ◽  
The Web

Background: E-health solutions are increasingly being developed to meet patients’ preferences and promote their participation in healthcare. Few studies have explored the participatory design process from the perspective of person-centeredness, including how it becomes materialized in technology. This paper explores how applied participatory approaches and the design of 4 web-based interventions directed towards long-term illness correspond to key areas of person-centeredness. Methods: Data were collected during 2009 to 2012, from 4 Swedish research projects. The analysis followed an inductive approach involving a step-wise cross-case analysis. The purpose was to create shared knowledge and understanding of each separate case and to generate relevant categories.Results: A number of question areas describe the dialogue with the case participants. Results of the dialogue are categorized into 4 support areas: psychological/emotional, personal, information and technical. Person-centeredness becomes visible in the participatory design process as the approach promotes the development of a holistic view of the person and the illness and a partnership between patients and carers. The use of communication technology exemplifies concrete materialization of person-centeredness in the design of the web-based supports. The purpose of the web supports and the shaping of the actual use of the functionalities are more abstract forms of materialization.Conclusions: Our results contribute to a central development area within eHealth involving increased opportunities for patients to contribute actively in real time, obtaining access to information and sometimes interacting with carers. However, neither participatory approaches nor technology for online information and communication, can guarantee person-centeredness in isolation.

scholarly journals Gathering Evidence of Learning in Library Curriculum Center Spaces with Web GIS

2020 ◽  
Vol 15 (3) ◽  
pp. 21-35
Author(s):  
Rick Stoddart ◽  
Bruce Godfrey
Keyword(s):  
Information System ◽  
Pilot Study ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Web Gis ◽  
Observation Data ◽  
Learning Spaces ◽  
Web Based ◽  
Different Types ◽  
The Web

Abstract Objective –This article reports on a pilot research project that gathered usage statistics in specifically designated library learning spaces using a Web-based Geographic Information System (GIS). These learning spaces were then mapped to expected learning activities that would occur in these areas based on its intention or design. In this way, the library could begin to associate the usage of a space with different types of learning. The researchers then mapped these learning activities to campus learning outcomes to create learning impact statements. Methods – The researchers used observation data gathered with a Web GIS tool to examine space usage within the library’s curriculum center. Results – The pilot study found that student usage of the curriculum center was mainly associated with two campus learning outcomes: (1) Communicate and (2) Learning and Integrate. The evidence also indicated possible design improvements that may make the curriculum centers spaces more functional for students. Conclusions – The Web GIS tool proved to be a useful tool to gather evidence of student space usage within the library environment. The mapping of individual spaces to learning activities further enhanced the usefulness in interpreting how students are using library spaces. Leveraging the space usage data within learning outcomes statements created another means for the library to communicate its learning impact with campus stakeholders.

scholarly journals Cross Site Scripting Attacks in Web-Based Applications

2018 ◽  
Vol 1 (2) ◽  
pp. 25-35
Author(s):  
Aliga Paul Aliga ◽  
Adetokunbo MacGregor John-Otumu ◽  
Rebecca E Imhanhahimi ◽  
Atuegbelo Confidence Akpe
Keyword(s):  
Web Application ◽  
Web Applications ◽  
Learning Ability ◽  
Security Risk ◽  
Web Application Security ◽  
Web Based ◽  
Architectural Framework ◽  
Self Learning ◽  
Cross Site ◽  
The Web

Web-based applications has turn out to be very prevalent due to the ubiquity of web browsers to deliver service oriented application on-demand to diverse client over the Internet and cross site scripting (XSS) attack is a foremost security risk that has continuously ravage the web applications over the years. This paper critically examines the concept of XSS and some recent approaches for detecting and preventing XSS attacks in terms of architectural framework, algorithm used, solution location, and so on. The techniques were analysed and results showed that most of the available recognition and avoidance solutions to XSS attacks are more on the client end than the server end because of the peculiar nature of web application vulnerability and they also lack support for self-learning ability in order to detect new XSS attacks. Few researchers as cited in this paper inculcated the self-learning ability to detect and prevent XSS attacks in their design architecture using artificial neural networks and soft computing approach; a lot of improvement is still needed to effectively and efficiently handle the web application security menace as recommended.

scholarly journals WEB-BASED COOPERATIVE LEARNING, LEARNING STYLES, AND STUDENT’S LEARNING OUTCOMES

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Bambang Hariadi
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Control Group ◽  
Learning Achievement ◽  
Web Based ◽  
The Web

Abstract: This study was aimed to examine the effect of the instructional learning strategy (webbased STAD-type cooperative and text-based STAD-type cooperative learning strategies) and learning styles towards student learning achievement. This quasi-experimental study used a non-equivalent control group version of the factorial design. The subjects were the first-semester undergraduate students of Information Systems at STIKOM Surabaya. Sixty-nine (69) students were involved, 34 of whom were the subjects of the experimental group and 35 were the subjects of the control group. The collected data were statistically analyzed by using the two-way analysis of variance technique (ANOVA) with the significance level of 0.05. The findings of this research indicate that there was a significant difference in learning achievement, for the General Management course, between groups of students taught with the web-based STAD-type cooperative learning strategies and those taught with the text-based STAD-type cooperative learning strategies. Based on the findings, the researcher suggests lecturers to implement the STAD-type cooperative learning strategies, and use the web-based and text-based strategies simultaneously (complementarily) in the form of blended learning. Keywords: learning strategy, STAD type cooperative, web based learning, learning styles, learning outcomes PEMBELAJARAN KOOPERATIF BERBASIS WEB, GAYA BELAJAR, DAN HASIL BELAJAR MAHASISWA Abstrak: Penelitian ini bertujuan untuk menguji pengaruh strategi pembelajaran (kooperatif tipe STAD berbasis web vs kooperatif tipe STAD berbasis teks) dan gaya belajar terhadap hasil belajar mahasiswa. Penelitian kuasi eksperimen ini menggunakan desain faktorial versi nonequivalen control group design. Subjek penelitian ini adalah mahasiswa program studi Sistem Informasi semester I di STIKOM Surabaya yang berjumlah 69 mahasiswa, terdiri dari 34 mahasiswa untuk kelas eksperimen dan 35 mahasiswa untuk kelas kontrol. Data yang terkumpul diolah secara statistik dengan menggunakan teknik analisis varian dua jalur dengan menggunakan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan hasil belajar mata kuliah Manajemen Umum yang signifikan antara kelompok mahasiswa yang dibelajarkan dengan strategi kooperatif tipe STAD berbasis web dan strategi kooperatif tipe STAD berbasis teks. Berdasarkan temuan penelitian ini disarankan untuk menerapkan strategi pembelajaran kooperatif tipe STAD dan menggunakannya secara bersamaan (saling melengkapi) antara yang berbasis web dengan yang berbasis teks dalam bentuk blended learning. Kata Kunci: strategi pembelajaran, kooperatif tipe STAD, web base learning, gaya belajar, hasil belajar

scholarly journals ASSESSMENT DESIGN THROUGH AN EXPERT SYSTEM AND ITS APPLICATION TO A COURSE OF HYDRAULICS

2017 ◽  
Author(s):  
Muhammad H. Imam ◽  
Imran A. Tasadduq ◽  
Muhammad H. Khan ◽  
Abdul-Rahim Ahmad ◽  
Fahd Aldosari
Keyword(s):  
Expert System ◽  
Learning Outcomes ◽  
Sql Server ◽  
Web Based ◽  
Assessment Design ◽  
Manual Selection ◽  
Cloud Implementation ◽  
Single Question ◽  
The Web ◽  
Selection Of

An assessment consists of questions addressing the required learning outcomes of a course. If a pool of questions of various types is made available then assessment design reduces to selection of questions, one by one, from the pool. Since the number of possible questions for a course may be quite large, and several preferences have to be matched, manual selection of a suitable question is not possible. This paper presents an enhanced implementation of a previously presented idea of a methodology for assessment design with an application to a course of Hydraulics with an initial pool of 1,000 questions. Each question is tagged with a set of attributes. The rules are generated by the expert system itself. The idea of a score of relevance has been introduced. The enhanced implementation displays a set of questions with their relevance scores rather than a single question to let the instructor choose from them. An instance of MS SQL Server at Azure database is used for the web-based cloud implementation.

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