scholarly journals Time and the Design of Web-Based Learning Environments

10.28945/2875 ◽  
2005 ◽  
Author(s):  
Ari Wahlstedt
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Web Based ◽  
Social Barriers ◽  
Initiation Phase ◽  
Web Based Learning ◽  
Novice Designers ◽  
Good Learning

For novice designers dealing with a mass of information, the initiation phase of design of a web-based learning environment can last much longer than for professional designers. A professional designer can with the help of experience surmount technological, cultural and social barriers that might prevent the design of a good learning environment. However, the time aspects of information, what is needed in design and information, what is used in learning, can result re-design and re-learning. From the designers’ perspective, we observe what information they use. We focus especially on analyzing how they understand the time aspect of learning. From the users’ perspective we discuss what time means to them in learning. The change in information happens in a certain period of time. We think that there should be more attention to this aspect in the design and propose hypothetical tools that might help filling the gap between design and use.

scholarly journals Promoting Cooperation and Collaboration in a Web-based Learning Environment

10.28945/2723 ◽  
2003 ◽  
Author(s):  
Fay Sudweeks
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Information Dissemination ◽  
Web Based ◽  
Face To Face ◽  
Critical Elements ◽  
Course Materials ◽  
Web Based Learning ◽  
Collaborative Activities

Web-based learning environments provide an attractive method for information dissemination, but in many instances they can be just electronic equivalents of printed course materials. Appropriate learning objectives and pedgagogical strategies are minimal or non-existent. Too often web-based learning environments lack cooperative and collaborative activities with the unintended consequence of feelings of social isolation. This paper describes a case study in which critical elements of online learning settings (Oliver, 2001) were implemented along with essential attributes for effective teamwork. Analyses of student que stionnaires indicate that students gained significant benefits from the instructional design of both the learning environment and the collaborative activity - without meeting face-to-face.

Investigating Higher Education and Secondary School Web-Based Learning Environments Using the WEBLEI

2012 ◽  
pp. 93-104 ◽  
Author(s):  
Vinesh Chandra ◽  
Darrell Fisher ◽  
Vanessa Chang
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
New Technologies ◽  
Digital Technologies ◽  
Classroom Learning ◽  
Web Based ◽  
Initial Development ◽  
Web Based Learning ◽  
The Web

Classroom learning environments are rapidly changing as new digital technologies become more education-friendly. What are students’ perceptions of their technology-rich learning environments? This question is critical as it may have an impact on the effectiveness of the new technologies in classrooms. There are numerous reliable and valid learning environment instruments which have been used to ascertain students’ perceptions of their learning environments. This chapter focuses on one of these instruments, the Web-based Learning Environment Instrument (WEBLEI) (Chang & Fisher, 2003). Since its initial development, this instrument has been used to study a range of learning environments and this chapter presents the findings of two example case-studies that involve such environments.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nimitha Aboobaker ◽  
Muneer K.H.
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Learning Engagement ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Computer Self Efficacy

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

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