scholarly journals Web-Based Problem-Solving System for Learner Motivation of Engineering Students

2020 ◽  
Author(s):  
Ehsan Ahmed ◽  
Musfiq Rahman ◽  
Hafizur Rahman
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Student Motivation ◽  
Engineering Students ◽  
Evaluation Process ◽  
Web Based ◽  
Learner Motivation ◽  
Novel Approach ◽  
The Impact ◽  
The Web

This paper addresses the construction of a novel approach to enhance learner motivation as it relates to the learning process. The foundational principles of motivation are discussed. The impact of instructional technology on student motivation through an innovative web-based problem-solving system is the main focus of this study. The development of the web-based problem-solving system and its evaluation process are considered for addressing the foundational principles of motivation. The proposed system is customizable to provide feedback to both students and instructors. The outcome of this research will help establish a suitable instructional design model of motivation for engineering students. The process also has prospects for applications in other disciplines.

Adoption and Use of Innovative Mobile Technologies in Nigerian Academic Libraries

2018 ◽  
pp. 354-389
Author(s):  
Robert Akinade Awoyemi
Keyword(s):  
Mobile Technology ◽  
Academic Libraries ◽  
Tertiary Education ◽  
Mobile Technologies ◽  
Data Sets ◽  
Web Based ◽  
Mixed Method Design ◽  
Professional Development Needs ◽  
The Impact ◽  
The Web

The research explores the extent to which academic libraries in Nigeria are using mobile technologies for the delivery of its information and research services, and the impact these technologies may have on the professional development needs of librarians. Using a mixed method design approach, two data sets were investigated. First, the web-based library homepages of 15 tertiary education libraries in South-west Nigeria were examined for their level of conformance to a mobile platform and second, library staff from the 15 academic libraries were surveyed for their perceptions of, and experiences in, using mobile technology both within a social context and within the workplace. This research found that while mobile technologies are in use by the majority of academic libraries to a degree, lack of resources and awareness of new innovations were identified as barriers to providing mobile services that meet users' needs and expectations.

Enhancing E-Participation in Urban Planning Competitions

2022 ◽  
pp. 1238-1265
Author(s):  
Pilvi Nummi ◽  
Susa Eräranta ◽  
Maarit Kahila-Tani
Keyword(s):  
Urban Planning ◽  
Public Participation ◽  
Early Phase ◽  
Evaluation Process ◽  
Web Based ◽  
The Public ◽  
Innovative Solutions ◽  
Local Residents ◽  
Competition Process ◽  
The Impact

Planning competitions are used as a way to determine alternatives and promote innovative solutions in the early phase of urban planning. However, the traditional jury-based evaluation process is encountering significant opposition, as it does not consider the views of local residents. This chapter describes how web-based public participation tools are utilized in urban planning competitions to register public opinion alongside the expert view given by the jury. The research focus of this chapter is on studying how public participation can be arranged in competition processes, how the contestants use the information produced, and how it has been utilized in further planning of the area. Based on two Finnish case studies, this study indicates that web-based tools can augment public participation in the competition process. However, the results indicate that the impact of participation on selecting the winner is weak. Instead, in further planning of the area, the public opinions are valuable.

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.

The Effects of a Web-Based System on Subjects with Contrasting Study Orientations

2002 ◽  
Vol 46 (8) ◽  
pp. 783-787
Author(s):  
Pedro Z. Caldeira
Keyword(s):  
Global Warming ◽  
Web Based ◽  
Learning Satisfaction ◽  
Study Orientation ◽  
Reproduction Study ◽  
Orientation Score ◽  
The Impact ◽  
Navigation Information ◽  
Web Based System ◽  
The Web

The main goal of this study is to compare the impact of Web-based information on surface, deep and total learning, on satisfaction and on navigation information of subjects with different study orientations. Three subject groups were selected and each group included only subjects with a specific study orientation: A meaning study orientation, a reproduction study orientation and a disorganized study orientation. After studying a Web-based presentation on ‘Global Warming’, subject's performance was evaluated regarding surface, deep and total learning, satisfaction and navigation style. Results show that, first, subjects with a disorganized study orientation score lower on deep learning and on total learning than subjects with a reproduction study orientation and, second, subjects with a disorganized study orientation felt easier to navigate in the Web-system than subjects with a meaning study orientation (although they visit more pages and spend less time in each one than subjects with a meaning study orientation).

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>

scholarly journals Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment

2005 ◽  
Vol 33 (2) ◽  
pp. 219-248 ◽  
Author(s):  
Xun Ge ◽  
Ching-Huei Chen ◽  
Kendrick A. Davis
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Environment ◽  
Design And Technology ◽  
Instructional Designers ◽  
Web Based ◽  
Question Prompts ◽  
Web Based Learning ◽  
Multiple Case ◽  
Structured Problem Solving

The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.

scholarly journals THE IMPORTANCE OF INCLUDING RECOGNITION OF PATTERNS ACTIVITIES IN LEARNING PROBLEM-SOLVING IN ENGINEERING CLASSROOMS

2019 ◽  
Author(s):  
Shahad Abdulnour ◽  
Wael L. Nackasha ◽  
Cori Hanson ◽  
Thomas W. Coyle
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Problem ◽  
Higher Order Thinking Skills ◽  
Steep Learning Curve ◽  
Engineering Problems ◽  
The Impact ◽  
Pattern Finding

"Why do we study limits?" "How would I calculate 7π/4 without a calculator?" "There are several trigonometric formulas, how can I memorize them?" These are a few of the frequent questions asked by engineering students who seek the help of the Learning Strategist, a professional who advises students on academic skills. Attempting to memorize formulas and problem solutions without understanding their origin is common among engineering students. Consequently, students often disregard or are unaware of how formulas are derived, and they do not allocate time to find patterns that connect these formulas to the concepts they are learning in class. Investing time to study the origin and assumptions underlying formulas can be rewarding yet this process has a steep learning curve. Once mastered, understanding the derivation of commonly used formulas and mathematical patterns saves students’ energy and time by giving them tools to quickly solve difficult engineering problems. In this paper, we demonstrate the process of problem-solving and pattern finding through a fun activity that can be utilized in lectures or tutorials to create in students an appreciation of the basics. The activity shows the importance of finding and understanding patterns and how to extend these findings into solutions. Through recognition of patterns, students can develop higher order thinking skills and the ability to derive formulas from their skeletal form. The goal of this project is to investigate the impact of instructors including pattern finding activities within their classrooms.

scholarly journals Is There an App for That?: An Exploratory Study into the Use of Mobile Technologies and mLearning within Aotearoa New Zealand’s Higher Education Libraries

2021 ◽  
Author(s):  
◽  
Tracy Marie Maniapoto
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Mobile Services ◽  
Mobile Technologies ◽  
Mobile Platform ◽  
Web Based ◽  
Library Users ◽  
Library Staff ◽  
The Impact ◽  
The Web

<p>1.1. Research problem The objectives of this research study are to explore the extent to which Aotearoa New Zealand’s higher education libraries are using mobile technologies for the delivery of its information and research services, and the impact these technologies may have on the professional development needs of higher education library staff. 1.2. Methodology Using a mixed method design approach, two data sets were investigated. First, the web-based library homepages of 29 higher education libraries within Aotearoa New Zealand were examined for their level of conformance to a mobile platform and second, library staff from the 29 higher education libraries were surveyed for their perceptions of, and experiences in, using mobile technology both within a social context and within the workplace. 1.3. Results This research found that while mobile technologies are in use by the majority of higher education libraries to a degree, financial costs and a lack of resources were identified as barriers to providing virtual library users with mobile services that meet both their needs and expectations. In their current state, the web-based library homepages for the majority of libraries are content-heavy and do not conform well to a mobile platform. This research also found that library staff do not always feel supported in exploring professional development training around mobile technologies and are aware of the impact this may have on providing high level service desk support. In addition, findings suggest library staff are not necessarily aware of new innovations provided by their libraries. 1.4. Implications Library users are likely to experience high levels of dissatisfaction when browsing the library homepage on a mobile web browser due to latency created by content-heavy webpages. Further, mobile services should be fit for purpose to meet the needs and expectations of 21st Century learners.For library staff, consideration should be given to developing professional skills when implementing new innovations within the workplace. Communication channels for marketing new innovations should also be clear and distributed to all library staff.</p>

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