Influence of visual analysis skills and collaborative work on modelling activities in web-based learning environment

The tools and features of Web-based course-management systems vary (see http:llwww.ctt.bc, callandonlinel, for an analysis and comparison of several commercially available systems) but typically include tools to support the organization of the course, tools to support communication, tools to support student activities such as submission of assignments and collaborative work, and 'back-office' tools to handle user registration, maintenance of user data, and, in some systems, tools to tailor the view of a course site made available to a registered user (Robson, 1999). Although many tools and features are available in such Web-based learning environments, it is not the case that instructors necessarily make use of all these tools and features. Rankin (2000) for example, notes that 'most instructors have failed to take full advantage of the growing resources available to them online'. Rankin suggests that the creation and incorporation of templates into course Web sites could be a strategy to provide instructors with a simple and effective way of developing their Web-accessible materials. Such templates are the basic building blocks of the TeleTOP learning environment used at the University of Twente.DOI:10.1080/09687760108656772

Download Full-text

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

International Journal of Creative Multimedia ◽

10.33093/ijcm.2020.1.2.2 ◽

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.

Download Full-text

An integrated approach to individual and collaborative learning in a web-based learning environment

10.3115/1150240.1150297 ◽

1999 ◽

Cited By ~ 9

Author(s):

Sadhana Puntambekar

Keyword(s):

Collaborative Learning ◽

Learning Environment ◽

Integrated Approach ◽

Web Based ◽

Web Based Learning

Download Full-text

Education practice and analysing behaviour of students in a Web‐based learning environment: an exploratory study from China

Online Information Review ◽

10.1108/14684520310471725 ◽

2003 ◽

Vol 27 (2) ◽

pp. 110-119 ◽

Cited By ~ 10

Author(s):

Ying Liu ◽

Fuzong Lin ◽

Xue Wang

Keyword(s):

Learning Environment ◽

Exploratory Study ◽

Web Based ◽

Education Practice ◽

Web Based Learning

Download Full-text

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

Development in Learning Organizations An International Journal ◽

10.1108/dlo-07-2021-0139 ◽

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.

Download Full-text