Supporting Navigation and Learning in Educational Hypermedia

2006 ◽  
pp. 574-578
Author(s):  
Patricia M. Boechler
Keyword(s):  
Student Performance ◽  
Learning Style ◽  
Supplemental Instruction ◽  
Electronic Documents ◽  
Complex Interactions ◽  
Educational Environments ◽  
Common Task ◽  
And Gender ◽  
Effective Use ◽  
The Web

Computers have become commonplace tools in educational environments and are used to provide both basic and supplemental instruction to students on a variety of topics. Searching for information in hypermedia documents, whether on the Web or through individual educational sites, is a common task in learning activities. Previous research has identified a number of variables that impact how students use electronic documents. Individual differences such as learning style or cognitive style (Andris, 1996; Fitzgerald & Semrau, 1998), prior topic knowledge (Ford & Chen, 2000), level of interest (Lawless & Kulikowich, 1998), and gender (Beasley & Vila, 1992) all influence performance. Additionally, characteristics of the document such as the inherent structure of the material, the linking structure (Korthauer & Koubek, 1994), and the types of navigation tools that accompany the document can affect student performance and behaviour (Boechler & Dawson, 2002; McDonald & Stevenson, 1998, 1999). In short, the effective use of hypermedia documents in educational settings depends on complex interactions between individual skills (e.g., spatial and reading skills) and the features of the document itself.

Effective Use of the World Wide Web (WWW) for HF/E Consultants

1998 ◽  
Vol 42 (10) ◽  
pp. 714-718 ◽  
Author(s):  
Anthony D. Andre
Keyword(s):  
World Wide Web ◽  
Human Factors ◽  
World Wide ◽  
Clear Understanding ◽  
Human Factors And Ergonomics ◽  
The World ◽  
Effective Use ◽  
The Web

This paper provides an overview of the various human factors and ergonomics (HF/E) resources on the World Wide Web (WWW). A list of the most popular and useful HF/E sites will be provided, along with several critical guidelines relevant to using the WWW. The reader will gain a clear understanding of how to find HF/E information on the Web and how to successfully use the Web towards various HF/E professional consulting activities. Finally, we consider the ergonomic implications of surfing the Web.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

The Problem with Black Boys: Race, Gender, and Discipline in Christian and Private Elementary Schools

2018 ◽  
Vol 15 (3) ◽  
pp. 408-421
Author(s):  
Sharoni D. Little ◽  
La Verne A. Tolbert
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
Gender Stereotypes ◽  
Teacher Expectations ◽  
Student Assessment ◽  
Black Boys ◽  
Institutional Climate ◽  
Educational Environments ◽  
Private And Public ◽  
And Gender

In Christian, private, and public schools, Black boys are forced to endure educational environments that promulgate the stereotype of their supposed intellectual inadequacy and “troublesome” behavior. Deficit-based narratives, fueled by historical racist and sexist stereotypes, contend that Black boys are deviant, disengaged, disruptive, undisciplined, unintelligent, problematic, confrontational, threatening, and difficult to teach – all in a place that should be safe and affirming – schools. In this article, we examine how racial and gender stereotypes reify the educational plight of Black boys, and negatively influence key educational foci, including teacher expectations, pedagogy, curricula, institutional climate/culture, student assessment, and disciplinary matters.

scholarly journals The Effects of Using a Fully Integrated Mobile Application to Access Learning Management Systems in Higher Education

2020 ◽  
Vol 26 (9) ◽  
pp. 1213-1229
Author(s):  
José Martín-Núñez ◽  
Susana Sastre ◽  
José Peiró ◽  
José Hilera
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Mobile Application ◽  
Learning Experience ◽  
Learning Management Systems ◽  
Academic Major ◽  
Management Systems ◽  
Fully Integrated ◽  
Learning Management ◽  
The Web

The use of mobile devices in the classroom is increasingly frequent. However, the LMS are still not completely adapted to this format, preventing students from using all the LMS web-functionalities in their mobiles. Hence, we present and evaluate the use of a new mobile application fully integrated with Learning Management Systems (LMS). We examined access to LMS by 95 postgraduate university students, differentiating between the services accessed and the means used. Students belonged to four consecutive promotions. In the first two, access to the system was through the web, while in the third and fourth, an app fully integrated with the LMS was available. The results showed an overall increase in access to LMS, with a considerable reduction in access via the web in favor of access via the application. Significant differences were found in the access patterns to communication and assessment services depending on the students' age, gender, academic major and previous m-learning experience. Satisfaction with the LMS rose when the app was available, with greater growth within the academic major on IT and previous m-learning experience group. Finally, students with high performance accessed the system significantly more than those with low performance. In conclusion, the integration of the app with the system showed useful and efficient results. The app eased the use of the system, increased student satisfaction with LMS, and student performance improved with increased access.

scholarly journals The Relationship between Computer Anxiety and Learning Styles(Sensory-intuitive and Verbal-visual) among Persian University Students

2019 ◽  
Vol 22 (1) ◽  
pp. 52-62
Author(s):  
Vahid R. Mirzaeian ◽  
Hamedreza Kohzadi
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Significant Relationship ◽  
Computer Anxiety ◽  
Visual Learning ◽  
Verbal Learning ◽  
Frequency Standard ◽  
First Year ◽  
And Gender

This study was conducted in central Iran among all first-year university students studying engineering courses at Arak University of Technology. All students (No = 310) were included in this study. Instruments used mostly consisted of a computer anxiety questionnaire plus a learning style questionnaire. The data was analyzed by both descriptive and inferential statistics (Mean, Frequency, Standard Deviations, Independent T-test as well as Point Biserial Correlation Coefficient). The results indicated that there was a statistically significant relationship between computer anxiety and sensory-intuitive learning styles, in that the students having sensory learning style suffered from computer anxiety more frequently than the student having intuitive learning styles. In addition, there was a statistically significant relationship between computer anxiety and verbal-visual learning style, given that the students having visual learning style suffered from computer anxiety more than the students having verbal learning style. No statistically significant relationship, however, was found between computer anxiety and gender.

scholarly journals Methodological aspects of the web course of chemical disciplines for non-chemical specialties in universities

2020 ◽  
Vol 1 (1) ◽  
pp. 37-42
Author(s):  
Naila Guliyeva ◽  
Keyword(s):  
Inorganic Chemistry ◽  
Online Training ◽  
Personalized Learning ◽  
Learning System ◽  
Learning Platform ◽  
Web Course ◽  
Effective Use ◽  
Methodological Aspects ◽  
Theoretical Foundations ◽  
The Web

The article analyzes the possibilities of effective use of interactive learning elements, which is a learning platform designed to provide teachers, administrators and students with a reliable, safe and comprehensive learning system to create a personalized learning environment. It is acknowledged that the utilization of online training tools has shown to be effective for studying the “Theoretical Foundations of Chemistry” and “Inorganic Chemistry” disciplines.

scholarly journals Online Learning in Nutrition and Dietetics: Student Performance and Attitudes

2005 ◽  
Author(s):  
Dominic Upton
Keyword(s):  
Student Performance ◽  
Learning Style ◽  
Independent Learning ◽  
Online Course ◽  
Traditional Lecture ◽  
Innovative Method ◽  
Traditional Lectures ◽  
On Line ◽  
Dietetic Students ◽  
Nutrition And Dietetics

Context: Behavioural studies can form an essential component of the Nutrition and Dietetics undergraduate degree. Aims: This study aimed to firstly produce on-line teaching material in Behavioural studies suitable for undergraduate Nutrition and Dietetic students. Secondly, to explore students’ views on the online material, and record their performance when taught through this innovative method. Methods: Nutrition and Dietetics students completed an online health psychology/sociology module and their performance compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded. Findings: Results suggested that students taught through on-line medium performed no differently to those taught through “traditional lectures”. Students appeared to enjoy the material although there was some reluctance to develop an independent learning style. Conclusion: It was apparent that material has to be developed that can both engage and motivate learners, thereby further developing independent learning, and that this may have to be tailored dependent on a number of student factors.

The Semantic Web and Its Entanglements

2017 ◽  
Vol 22 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Matthew T. Mccarthy
Keyword(s):  
Artificial Intelligence ◽  
Semantic Web ◽  
Linked Data ◽  
Practice Theory ◽  
Knowledge Systems ◽  
Access To Information ◽  
Assemblage Theory ◽  
Complex Interactions ◽  
The World ◽  
The Web

The web of linked data, otherwise known as the semantic web, is a system in which information is structured and interlinked to provide meaningful content to artificial intelligence (AI) algorithms. As the complex interactions between digital personae and these algorithms mediate access to information, it becomes necessary to understand how these classification and knowledge systems are developed. What are the processes by which those systems come to represent the world, and how are the controversies that arise in their creation, overcome? As a global form, the semantic web is an assemblage of many interlinked classification and knowledge systems, which are themselves assemblages. Through the perspectives of global assemblage theory, critical code studies and practice theory, I analyse netnographic data of one such assemblage. Schema.org is but one component of the larger global assemblage of the semantic web, and as such is an emergent articulation of different knowledges, interests and networks of actors. This articulation comes together to tame the profusion of things, seeking stability in representation, but in the process, it faces and produces more instability. Furthermore, this production of instability contributes to the emergence of new assemblages that have similar aims.

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