THE USEFULNESS OF DIGITAL TOOLS FOR WEB BASED BYOD FLIPPED INSTRUCTION: STUDENT PERCEPTIONS OF A POLLING TOOL; A CANVAS TOOL AND AN ANNOTATION TOOL

Team-based projects have become a common method of modeling real-world experience and meeting required graduate attributes in engineering. In these projects, much of a student’s grade is attributed to work produced by an entire team, creating a need for instruction on how to work effectively as team members in addition to course-content instruction. A web-based tool is in development to create a virtual environment in which students can learn about and improve their individual team-effectiveness competencies through self- and peer-assessments. Framed as a guided reflection, these assessments are facilitated using an inventory which identifies 18 competencies along three aspects of team-effectiveness: Organisational, Relational and Communication competencies [1]. The inventory assesses observable behaviours that translate to specific levels of competency so as to provide a foundation for normalized self- and peer-assessments, as well as provide examples of how to improve. A study to assess student perceptions and use of the inventory was conducted in the Fall 2012 term in two upper year courses. The first course was a third-year course on energy systems that is required of all students in the Energy Option of Engineering Science and the second a fourth-year engineering leadership course which any engineering student can select as an elective. The objective of this study was to determine if students in a required engineering course perceived and used the inventory differently than those who self-selected into an engineering leadership course.

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Algal Functional Annotation Tool: A Web-Based Analysis Suite to Functionally Interpret Large Gene Lists Using Integrated Annotation and Expression Data

Advances in Biofuel Production ◽

10.1201/b16341-19 ◽

2016 ◽

pp. 333-352

Keyword(s):

Functional Annotation ◽

Annotation Tool ◽

Expression Data ◽

Web Based ◽

Large Gene

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Technology and Teacher Education

Advancing Education with Information Communication Technologies ◽

10.4018/978-1-61350-468-0.ch009 ◽

2012 ◽

pp. 102-111

Author(s):

Albert Akyeampong ◽

Teresa Franklin ◽

Jared Keengwe

Keyword(s):

Teacher Education ◽

Student Perceptions ◽

Student Evaluation ◽

Teacher Education Program ◽

Instructional Quality ◽

Final Analysis ◽

Time On Task ◽

Web Based ◽

Faculty Interaction ◽

Student Evaluation Of Faculty

This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.

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TeamTat: a collaborative text annotation tool

Nucleic Acids Research ◽

10.1093/nar/gkaa333 ◽

2020 ◽

Vol 48 (W1) ◽

pp. W5-W11

Author(s):

Rezarta Islamaj ◽

Dongseop Kwon ◽

Sun Kim ◽

Zhiyong Lu

Keyword(s):

Project Managers ◽

Biomedical Literature ◽

Task Completion ◽

Annotation Tool ◽

Web Based ◽

Domain Experts ◽

Plain Text ◽

Text Annotation ◽

User Friendly ◽

Input Format

Abstract Manually annotated data is key to developing text-mining and information-extraction algorithms. However, human annotation requires considerable time, effort and expertise. Given the rapid growth of biomedical literature, it is paramount to build tools that facilitate speed and maintain expert quality. While existing text annotation tools may provide user-friendly interfaces to domain experts, limited support is available for figure display, project management, and multi-user team annotation. In response, we developed TeamTat (https://www.teamtat.org), a web-based annotation tool (local setup available), equipped to manage team annotation projects engagingly and efficiently. TeamTat is a novel tool for managing multi-user, multi-label document annotation, reflecting the entire production life cycle. Project managers can specify annotation schema for entities and relations and select annotator(s) and distribute documents anonymously to prevent bias. Document input format can be plain text, PDF or BioC (uploaded locally or automatically retrieved from PubMed/PMC), and output format is BioC with inline annotations. TeamTat displays figures from the full text for the annotator's convenience. Multiple users can work on the same document independently in their workspaces, and the team manager can track task completion. TeamTat provides corpus quality assessment via inter-annotator agreement statistics, and a user-friendly interface convenient for annotation review and inter-annotator disagreement resolution to improve corpus quality.

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Web-based system in mechatronics learning: Views of undergraduate engineering students

International Journal of Electrical Engineering Education ◽

10.7227/ijeee.0004 ◽

2014 ◽

Vol 51 (4) ◽

pp. 318-329 ◽

Cited By ~ 1

Author(s):

Wen-Jye Shyr ◽

Chia-Ming Lin

Keyword(s):

Student Perceptions ◽

Engineering Students ◽

Grade Point Averages ◽

Monitoring And Control ◽

Web Based ◽

Grade Point ◽

Final Grade ◽

Implementation Period ◽

And Control ◽

Web Based System

This work concerns a Web-based system for learning some principles and methods in a mechatronics system that can be accessed remotely over the Internet, at any time and from any location. The investigation involves a case study to illustrate a manufacturing process and evaluate the remote experimental procedure. The main aim reported here is to determine students’ perceptions towards Web-based versus traditional experiments and identify any differences in final grade point averages. The experiment was performed at National Changhua University of Education, Taiwan, with an implementation period covering six semesters and a total of 226 students divided randomly into ‘traditional’ and ‘Web-based’ groups. The Web-based system helped students understand the concepts and master the technologies associated with Web-based mechatronic monitoring and control. Four out of six semesters surveyed recorded statistically significant differences between student perceptions of traditional and Web-based experimentation.

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Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom

10.17077/etd.hxqics0u ◽

2011 ◽

Author(s):

Marina V. Kostina

Keyword(s):

Student Perceptions ◽

Russian Language ◽

Web Based ◽

Language Classroom ◽

Student Instructor

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Medical Student Perceptions of Learner-Initiated Feedback Using a Mobile Web Application

Journal of Medical Education and Curricular Development ◽

10.1177/2382120517746384 ◽

2017 ◽

Vol 4 ◽

pp. 238212051774638 ◽

Cited By ~ 4

Author(s):

Amy C Robertson ◽

Leslie C Fowler

Keyword(s):

Student Perceptions ◽

Mobile Device ◽

Clinical Education ◽

Web Application ◽

Clinical Performance ◽

Web Based ◽

Mobile Web ◽

Group Data ◽

Timely Feedback ◽

Focus Group Data

Feedback, especially timely, specific, and actionable feedback, frequently does not occur. Efforts to better understand methods to improve the effectiveness of feedback are an important area of educational research. This study represents preliminary work as part of a plan to investigate the perceptions of a student-driven system to request feedback from faculty using a mobile device and Web-based application. We hypothesize that medical students will perceive learner-initiated, timely feedback to be an essential component of clinical education. Furthermore, we predict that students will recognize the use of a mobile device and Web application to be an advantageous and effective method when requesting feedback from supervising physicians. Focus group data from 18 students enrolled in a 4-week anesthesia clerkship revealed the following themes: (1) students often have to solicit feedback, (2) timely feedback is perceived as being advantageous, (3) feedback from faculty is perceived to be more effective, (4) requesting feedback from faculty physicians poses challenges, (5) the decision to request feedback may be influenced by the student’s clinical performance, and (6) using a mobile device and Web application may not guarantee timely feedback. Students perceived using a mobile Web-based application to initiate feedback from supervising physicians to be a valuable method of assessment. However, challenges and barriers were identified.

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