scholarly journals Analysis of Web-based Learning Interface Design based on Experts’ Verification for Higher Education

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Zuriana Abu Bakar ◽  
Fatin Sarah Salim ◽  
Nor Fatin Farzana Zainuddin ◽  
Noor Maizura Mohamad Noor ◽  
Rosmayati Mohemad
Keyword(s):  
Higher Education ◽  
Interface Design ◽  
Design Principle ◽  
Design Principles ◽  
Research Approach ◽  
Interaction Domain ◽  
Web Based ◽  
Web Interfaces ◽  
Web Based Learning ◽  
The Web

Recently, the Web-based learning (WBL) platform, particularly for higher education, has become more crucial due to the Covid-19 pandemic. Thus, due to the increased use of WBL   in higher education, an effective WBL interface design for higher education is truly important in order to attract students to use WBL and to further keep them engaged during learning via the Web-based platform. Therefore, the aim of this study was to determine the aesthetics of web interfaces based on experts’ opinions. This study adopted a quantitative research approach involving a data-gathering survey. Fifteen (15) WBL interfaces were designed based on nine (9) design principles which were balance, proportion, simplicity, alignment, movement, hierarchy, consistency, contrast, and proximity. The results of this study discovered that nine (9) WBL interfaces were determined by the experts as aesthetic interfaces, five (5) WBL interfaces as non-aesthetic and 1 (one) WBL interface was considered neither aesthetic nor non-aesthetic. This finding revealed that six (6) out of nine (9) interfaces had the balance design principle. However, balance was also in most non-aesthetic interfaces. A possible reason that balance was the most design principle in both the aesthetic and the non-aesthetic interfaces is that when designing WBL interfaces, there is a need to consider the combination of the design principles as a whole, and not count the design principles individually. In conclusion, this study's findings could contribute to the knowledge in the Human Computer Interaction domain, specifically in the interface design area.

Issues in Web-Based Learning

2018 ◽  
pp. 235-255
Author(s):  
Hesham Alomyan
Keyword(s):  
Interface Design ◽  
Learner Control ◽  
Systems Design ◽  
Learning Systems ◽  
Design Issues ◽  
Web Based ◽  
Web Based Learning ◽  
Conclusion Section ◽  
Theoretical Issues ◽  
The Web

The purpose of this chapter is to review and critically evaluate some issues related to Web-based learning. The chapter begins with an introduction to the importance of using the Web in education; then it examines and evaluates such issues. Suggestions and solutions to these issues are offered. These issues are classified into theoretical and design issues. The theoretical issues include: (1) online interaction, (2) learner control, (3) disorientation and cognitive overload. The design issues include: (1) interface design and (2) content structure. The conclusion section summarizes the chapter and points out the importance of considering individual differences in Web-based learning systems design.

A COMPUTATIONAL MODEL FOR ADAPTING PRESENTATION TO CONTENT IN WEB INTERFACES

2010 ◽  
Vol 19 (06) ◽  
pp. 783-818 ◽  
Author(s):  
DANIELA FOGLI ◽  
NICOLA GELFI ◽  
MASSIMILIANO GIACOMIN ◽  
GIOVANNI GUIDA
Keyword(s):  
Computational Model ◽  
Interface Design ◽  
Web Application ◽  
Design Principles ◽  
Dynamic Adaptation ◽  
Soft Constraints ◽  
Web Based ◽  
Web Interfaces ◽  
Joint Assessment

This paper proposes a novel computational model that allows the dynamic adaptation of the information to be presented to the user in the frame of a web application. In adaptive web-based hypermedia systems, content and presentation are usually dealt with independently and sequentially, generating content first and then adapting its presentation. By contrast, our approach is based on the idea that it is impossible to select the best content and the best presentation independently, but effective user-system interaction can only be achieved through a joint assessment of content characteristics and presentation alternatives. Consequently, the goal of the approach is to determine the best match between a set of contents eligible to be presented to the user and a collection of possible presentations. To this end, the quality of a match is assessed on the basis of a set of user interface design principles focused on the relations existing between content and presentation. These principles express different and often contrasting exigencies and are generally articulated in vague and merely qualitative terms. In our approach they are formalized as soft constraints to be satisfied to the highest possible degree. A fuzzy approach is adopted to compute the degree to which a match satisfies each principle and to aggregate the results of the application of a set of interface design principles to a match. The proposed approach is substantiated through a running example in the area of e-commerce.

Design and Evaluation of a Web-Based Learning Module on Computer Networking

2011 ◽  
pp. 102-116
Author(s):  
Sulaiman Hashim
Keyword(s):  
Design Principle ◽  
Reference Model ◽  
Computer Networking ◽  
Design And Development ◽  
Web Based ◽  
Learning Module ◽  
Web Based Learning ◽  
The Web

This finding has two direct implications. First, the empirically proven design principle used in the design and development of the web-based learning module in this study can be used as a reference model for those who are interested in developing a similar module. Second, the finding of this study suggests the potential of integrating the use of a web-based learning module in the IT classroom.

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.

scholarly journals Reading Speed Performance based on Interface Design Elements for Web Interfaces

2021 ◽  
Vol 5 (5) ◽  
pp. 146-153
Author(s):  
Zuriana Abu Bakar ◽  
Tan Zhiang
Keyword(s):  
Interface Design ◽  
Reading Speed ◽  
Background Color ◽  
Web Interface ◽  
Web Based ◽  
Design Elements ◽  
Web Interfaces ◽  
Font Type ◽  
Font Color ◽  
The Web

The development of technology and internet has contributed to more people viewing on-screen content and an increase the amount of material that can be read directly from a Web-based platform. The transformation from paper-based materials to digital materials on the Web, more or less has affected the readability of the materials in which information presented on the printed and web-based documents is dissimilar. However, only few studies have been carried out on the presentation of information specifically, the readability of the text in web-based platform. Meanwhile, readability is one of the crucial aspect of Web usability and could affect the success of a website. The speed of reading is regarded as a good measure of readability. Therefore, this study aims to measure the readers reading speed for web interfaces. This study followed a quantitative analysis method that used experiments to collect data and involved university students as the test subjects. A Web-based Reading Speed Test System (RSTS) was developed for data collection and analysis purpose. The findings of this study found that the web interface with the combination of blue font color, yellow background color and Arial font type have the highest reading speed. In contrary, web interface that consists of combination black font color, white background color and Arial font type have the lowest reading speed. In addition, the reading speed of male participants was slightly higher than the female participants. To conclude, the results of this study signify that the interface design had a significant impact on the students reading speed for web pages.

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.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals Factors affecting student interest in web-based learning in higher education

2020 ◽  
Vol 6 (1) ◽  
pp. 57-60
Author(s):  
Leni Pebriantika ◽  
Ade Vidianti ◽  
Johan Eka Wijaya ◽  
Leni Pebriantika
Keyword(s):  
Higher Education ◽  
Teaching Style ◽  
Independent Learning ◽  
Student Interest ◽  
Teaching Materials ◽  
Web Based ◽  
Factors Affecting ◽  
Web Based Learning ◽  
Use Of Technology ◽  
The Times

Technology has an important role in improving the quality of education. Learning that is supported by technological devices today seems obligatory to be used in line with the times. Even more varied learning that leads to independent learning for students. Independent learning for students requires teaching materials that can facilitate students in learning, one of which is web-based teaching materials. Web-based learning has been widely implementing in education. The purpose of this study is to determine the factors that influence student interest in web-based learning in higher education using case studies. So that the data and information obtained can later be used as a foundation in the application of web-based learning that is more interesting and better than. This research is descriptive qualitative research with a case study. Factors that influence students' asking for web-based learning are: Web-based teaching materials are more comfortable to learn without having to print. The use of technology enables students to access knowledge anytime and anywhere. Interactions that occur in Web-based learning are more attractive, which allows students to be able to consult with lecturers at any time. The interface of web-based learning is exciting and not dull. Other factors can be sourced from the teaching style of lecturers, and so on. From several factors that influence student interest, it is also found that web-based learning can change the character of student learning more independently and more timely in the following knowledge and doing assignments given by lecturers.

Frameworks for CMS Design and Evaluation

2011 ◽  
pp. 69-89
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

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