Learner-Centered? It's Just a Click Away…

2001 ◽  
Vol 30 (2) ◽  
pp. 159-170 ◽  
Author(s):  
Marja J. Verbeeten
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Virtual Classroom ◽  
Future Research ◽  
Web Based ◽  
Teacher Student ◽  
Learner Centered ◽  
Web Based Instruction ◽  
Based Instruction ◽  
Web Based Education

There are two revolutions sweeping through higher education today: the first one is the move from teacher- to learner-centered education. The second one is the move from the traditional to the virtual classroom. This article examines the most recent literature on Web-based instruction by looking at authors who, based on their own personal experiences, take a positive approach to Web-based education, and who feel that Web-based instruction is learner-centered. Characteristics of learner-centeredness as related to Web-based education are: access anywhere and any time, and student engagement. Student engagement is accomplished through the creation of active learning modules, collaboration among students, and close teacher-student interaction. Virtual classes are effective since they address different learning styles. The article concludes that assessment of learning outcomes is a topic that needs to be addressed in future research.

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:

scholarly journals Effectiveness of a Romanised Mandarin Web-based Instruction in Teaching Writing and Reading Skills at Word Level for Non-native Learners

2011 ◽  
Vol 2 (5) ◽  
pp. 243-248
Author(s):  
Lim Soo Giap
Keyword(s):  
Reading Skills ◽  
Future Research ◽  
Control Group ◽  
Learning Material ◽  
Web Based ◽  
Word Level ◽  
Web Based Instruction ◽  
Based Instruction ◽  
Experimental Group ◽  
Better Than

The time allocated to teach the sound system of Hanyu Pinyin in Universiti Teknologi MARA (UiTM) is insufficient for learners. Hence, it is suggested a web-based instruction incorporate into the curriculum as a self-learning material for learners to enable them to manage their learning process in the absence of instructor.The objective of this paper is to assess the effectiveness of utilizing Guru Hanyu Pinyin web based instruction as a teaching tool for non-native speakers in improving the writing and reading skills at disyllabic word level in Hanyu Pinyin. The study compares the academic achievements for Hanyu Pinyin of two different groups of students whereby the experimental group adopts the webbased instruction and the control group adopts the traditional approach as the mode of learning. This research is targeted on first year elementary level Mandarin students at UiTM Penang campus. The research sample has been selected through stratified random sampling. The findings for writing of disyllabic words showed that the mean score of the experimental group is better than the control group but there is no significant statistical difference between them. At the same time, the findings also indicate that the experimental group, which was using this Guru Hanyu Pinyin web-based instruction, is performing better than control group in term of reading skill. As the result, the students from experimental group can read the pronunciation of initials and finals better. This paper also discusses some limitations that were discovered during the research and proposes some recommendations for future research.

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:

Are Learning Styles Relevant in Web-Based Instruction?

2003 ◽  
Vol 29 (1) ◽  
pp. 13-28 ◽  
Author(s):  
Rorie N. Harris ◽  
William O. Dwyer ◽  
Frank C. Leeming
Keyword(s):  
Learning Styles ◽  
Web Based ◽  
Web Based Instruction ◽  
Based Instruction

scholarly journals The Effectiveness of Teaching Non-Native Learners in Recognizing the Differences of 4 Tones using a Romanised Mandarin Web-based Instruction

2011 ◽  
Vol 1 (3) ◽  
pp. 67-71
Author(s):  
Lim Soo Giap
Keyword(s):  
Traditional Approach ◽  
Future Research ◽  
Control Group ◽  
First Year ◽  
Teaching Tool ◽  
Web Based ◽  
Web Based Instruction ◽  
Research Findings ◽  
Based Instruction ◽  
Experimental Group

The objective of this paper is to assess the feasibility of utilizing Guru Hanyu Pinyin web based instruction as a teaching tool for non-native speakers in recognizing the differences of 4 tones at syllable level in Hanyu Pinyin. The study compares the academic achievements for Hanyu Pinyin of two different groups of students whereby the experimental group adopts the web based instruction and the control group adopts the traditional approach as the mode of learning. This research is targetted on first year elementary level Mandarin students at UiTM Penang campus. The research sample has been selected through stratified random sampling. Research findings reveal interesting results whereby the performance of the control group is statistically better than the experimental group in recognizing differences of 4 tones at syllable level. This paper also discusses some limitations that were discovered in the existing version of teaching tool developed and proposes some recommendations for future research.

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