AWLA

2006 ◽  
pp. 254-270
Author(s):  
Manuel O. Cantero ◽  
Pedro P. Sanchez-Villalon
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Interactive Systems ◽  
Web Based ◽  
The Core ◽  
Learning Content ◽  
E Learning ◽  
Constructivist Perspective ◽  
Enhanced Learning ◽  
The Web

As e-learning gets more widespread, its definition is becoming more distinctive, implying the use of the Web for learning. The Web’s original functionality was to provide access to materials located in servers. This has been the core strategy for e-learning. However, the Web is becoming more versatile. The new interactive Web functionalities are organized in services offered to users. The content-based Learning Management Systems are evolving into more interactive systems providing agent-like learning services rather than only learning content. By designing an interactive environment with a learning objective, we can develop an effective e-learning appliance: the application of strategic Web functionalities on a technologically enhanced learning environment. Designed under the constructivist perspective, A Writing e-learning Appliance (AWLA) is an organized set of interactive Web-based utilities that, when applied in a technologically enhanced learning environment, allow learners to develop their writing skill in language learning and fulfil writing activities in any other discipline, both individually and in collaboration.

A web-based language learning environment: general architecture

ReCALL ◽  
1999 ◽  
Vol 11 (S1) ◽  
pp. 31-39
Author(s):  
Pierre-Yves Foucou ◽  
Natalie Kübler
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Computer Science ◽  
Subject Area ◽  
Point Of View ◽  
Learning Activities ◽  
Web Based ◽  
Wide Range ◽  
General Architecture ◽  
The Web

In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for example, English or French for banking, law, economics or medicine, where on-line resources are available.English, and more precisely CS English is, for our students, a necessary tool, and not an object of study. The learning activities must therefore stimulate the students' interest and reflection about language phenomena. Our pedagogical objective, relying on research acquisition (Wokusch 1997) consists in linking various texts together with other documents, such as different types of dictionaries or other types of texts, so that knowledge can be acquired using various appropriate contexts.Language teachers are not supposed to be experts in fields such as computer sciences or economics. We aim at helping them to make use of the authentic documents that are related to the subject area in which they teach English. As shown in Foucou and Kübler (1998) the wide range of resources available on the Web can be processed to obtain corpora, i.e. teaching material. Our Web-based environment therefore provides teachers with a series of tools which enable them to access information about the selected specialist subject, select appropriate specialised texts, produce various types of learning activities and evaluate students' progress.Commonly used textbooks Tor specialised English offer a wide range of learning activities, but they are based on documents that very quickly become obsolete, and that are sometimes widely modified. Moreover, they are not adaptable to the various levels of language of the students. From the students' point of view, working on obsolete texts that are either too easy or too difficult can quickly become demotivating, not to say boring.In the next section, we present the general architecture of the teaching/learning environment; the method of accessing and using it, for teachers as well as for students, is then described. The following section deals with the actual production of exercises and their limits. We conclude and present some possible research directions.

Web-Based Multimedia Children's Art Cultivation

2011 ◽  
pp. 2004-2008
Author(s):  
Hao-Tung Lin ◽  
Herng-Yow Chen
Keyword(s):  
Language Learning ◽  
Domain Knowledge ◽  
General Purpose ◽  
Multimedia Content ◽  
Learning Technology ◽  
Children's Art ◽  
Web Based ◽  
E Learning ◽  
Multimedia Technologies ◽  
The Web

With the rapid advance in Web and multimedia technologies, authoring various types of multimedia content and distributing them on the Web has been very popular for many years. These technologies are applied in e-learning extensively, such as from language learning (e.g., ESL) to professional domain knowledge (e.g., computer science). In contrast, e-learning systems focusing on art domains, especially for kids or teenagers, are few. This is a notable shortcoming, because from a technical viewpoint, current advances in multimedia technology via the Web promise this kind of application. On the other hand, compared with technologies needed for more general-purpose knowledge, cultivating children’s art through e-learning technology needs much more edutainment ingredients – it must be interesting and interactive and offer multimedia. Realizing this kind of e-learning is really a challenge, not only from a pedagogical viewpoint (the first ingredient) but also technical ones (the latter two ingredients).

A Software Platform for Enhancing Integrity in Online Testing

2014 ◽  
pp. 166-182
Author(s):  
Stu Westin
Keyword(s):  
Learning Environment ◽  
Software Platform ◽  
Web Based ◽  
Software Application ◽  
Perceived Needs ◽  
Custom Software ◽  
E Learning ◽  
Further Development ◽  
Examination Process ◽  
The Web

This chapter describes a software platform that is designed to facilitate the integrity of Web-based exams and assessments. The purpose of the chapter is to share the success of the approach and to promote its further development and use in the e-learning environment. The custom software application, which is named eTAP (electronic Test Administration Platform), has been developed by the author for use in his own courses and is designed in response to his perceived needs in this setting. In addition to e-cheating mitigation, the software addresses the issues of real-time attendance monitoring and activity logging, while providing a well-structured, consistent experience for the students and for the instructor. The assessment platform provided by eTAP uses a software sandbox mechanism to control the examination process. That is, once the application is started, the examinee is limited to specific sanctioned computer functionality and is restricted to a well-defined, relevant region of the Web.

Constructing a ‘third space’ for EFL learners: Where language and cultures meet

ReCALL ◽  
2007 ◽  
Vol 19 (2) ◽  
pp. 224-241 ◽  
Author(s):  
MEEI-LING LIAW
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Intercultural Competence ◽  
Discussion Boards ◽  
Online Forums ◽  
Extensive Reading ◽  
Web Based ◽  
Web Based Learning ◽  
On Line ◽  
The Web

Efforts have been made by language educators and researchers to use computer technology to assist L2 learners’ growth in either linguistic or intercultural competence. Nonetheless, web-based environments devoted to developing both types of competences in tandem are new and experimental. The purpose of this project, which involves the collaboration of EFL educators and computer engineers in Taiwan, is to establish an innovative web-based environment to support students in tertiary levels to develop both types of competences. This web-based EFL learning environment experiments with a few main features: (1) instead of reading articles about a foreign culture, the users of this website read articles about their native culture; (2) two on-line computer-based support tools, a bilingual concordancer and a dictionary, are made available to provide students with contextual supports for language learning; and (3) discussion boards are provided for intercultural communication. The web-based learning environment contains several instructional units. While working on a unit, students read an article and then answer comprehension and vocabulary questions. After reading, students share their responses to the articles with intercultural conversation partners via online forums. To evaluate the effectiveness of the learning environment, the researcher recruited a group of Taiwanese university students to test-use the system. Frequencies of the uses of the two e-referencing tools were calculated. The students’ responses to a questionnaire were examined and informal interviews with the students were conducted. Finally, the students’ forum entries were analyzed. The findings revealed initial interest in using e-referencing tools but a dramatic decrease in use after the first few units had been completed. The students used the concordancer as a link to extensive reading materials and suggested adding pronunciation tools to the dictionary. Questionnaire findings showed that students were generally satisfied with the design of the web-based learning environment. An analysis of the students’ forum entries revealed increases in the length and complexity of sentences in their writings, as well as reductions in grammatical errors, as more units were completed. As for intercultural learning, the content analysis of the forum entries demonstrated different types of intercultural competences. Based on the findings, some implications for revision of the virtual environment to enable more effective learning of English as a foreign language and greater development of intercultural competence are drawn.

scholarly journals Adaptive Help System Based on Learners ‘Digital Traces’ and Learning Styles

2021 ◽  
Vol 16 (10) ◽  
pp. 288
Author(s):  
Bentaib Mohssine ◽  
Aitdaoud Mohammed ◽  
Namir Abdelwahed ◽  
Talbi Mohammed
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Online Courses ◽  
Educational Systems ◽  
Web Based ◽  
E Learning ◽  
Interaction Traces ◽  
Enhanced Learning ◽  
Supporting Teachers ◽  
The Web

Learning management system (LMS) such as Claroline, Ganesha, Chamilo, Moodle ..., are commonly and well used in e-education (e-learning). Most of theTechnology Enhanced Learning (TEL) focus on supporting teachers in the creation and organization of online courses. However, in general, they do not consider individual differences of each learner. In addition, they do not provide enough indicators which will help to track the learners. In this paper, we investigate the benefits of integrating learning styles in the Web-based educational systems. Also we are interested in the use of interaction traces in order to address the lack of feedback between the learner and the teacher. Generally, we aim to offer a tool that allows the tutor and the instructional designer to interpret learner courses, in order to provide help as needed for each individual.

scholarly journals A Social Web-Based Personalized Learning Environment: Proposing a PLE

2020 ◽  
Vol 8 (5) ◽  
pp. 3420-3424
Keyword(s):  
Learning Environment ◽  
Object Representation ◽  
Learning Preferences ◽  
Technology Enhanced Learning ◽  
Knowledge Modeling ◽  
Web Based ◽  
Personal Learning ◽  
Personalised Learning ◽  
E Learning ◽  
Enhanced Learning

The nature of e-learning has been advanced in the manner of how it structures with the advance of Web 2.0 and 3.0. Contemporary educational hypermedia is slowly but surely providing personalised user experience. Research in technology-enhanced learning is now more student oriented, in other words it is as a personalised learning environment. But, according to the progress of projects which has been published, it has been said that personal learning environment is left as a theory and the field has been faded. In this paper we have proposed our model by providing learners with three learning object representation options. In which users will have options to get either up to date content or mostly advanced content first or according to their learning preferences. Domain and knowledge modeling features are also detailed. Finally, empirical results for the affect values of the model were presented.

Web-Based Multimedia Children's Art Cultivation

2008 ◽  
pp. 1174-1180
Author(s):  
Hao-Tung Lin ◽  
Herng-Yow Chen
Keyword(s):  
Language Learning ◽  
Domain Knowledge ◽  
General Purpose ◽  
Multimedia Content ◽  
Learning Technology ◽  
Children's Art ◽  
Web Based ◽  
E Learning ◽  
Multimedia Technologies ◽  
The Web

With the rapid advance in Web and multimedia technologies, authoring various types of multimedia content and distributing them on the Web has been very popular for many years. These technologies are applied in e-learning extensively, such as from language learning (e.g., ESL) to professional domain knowledge (e.g., computer science). In contrast, e-learning systems focusing on art domains, especially for kids or teenagers, are few. This is a notable shortcoming, because from a technical viewpoint, current advances in multimedia technology via the Web promise this kind of application. On the other hand, compared with technologies needed for more general-purpose knowledge, cultivating children’s art through e-learning technology needs much more edutainment ingredients – it must be interesting and interactive and offer multimedia. Realizing this kind of e-learning is really a challenge, not only from a pedagogical viewpoint (the first ingredient) but also technical ones (the latter two ingredients).

scholarly journals The Web-Based Online Virtual Language Center

2004 ◽  
Vol 36 (1) ◽  
pp. 41-62
Author(s):  
Peter Yang
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Oral Communication ◽  
Web Based ◽  
Self Service ◽  
Networked Multimedia ◽  
The Web

The Web-based virtual language center (VLC) has become areality for language learning on many campuses. It offersstudents obvious convenience of time and location. Theycan attend lab at any time they want (it is open 24 hours aday, 7 days a week) and from any location where they havea networked multimedia computer.However, the decision about which language center servicesshould migrate to Web-based delivery is a difficult onebecause the VLC is "self-service" without lab assistants andis based on emulating the existing physical languagelearning environment. There are many open theoretical andpractical issues concerning its validity as a languagelearning environment and its establishment andmaintenance. Furthermore, it has not yet proven to be anideal learning environment for oral communication activitiesbetween students and the instructor and among the students.This article will attempt to address some of these basicissues. Although it is not intended to give the reader a readymademodel of the VLC, the author hopes to be able toprovide those who are interested in setting up a Web-basedlanguage center with some practical suggestions. It is alsothe author's desire that this article stimulate those who areexperienced with the VLC to open a broader discussion ofrelated issues, such as aspects that must be considered forsetting up such a center and the ways in which existingVLCs could be further improved.

Learners’ perceptions of a web-enhanced learning environment

2004 ◽  
Vol 18 ◽  
pp. 81-96 ◽  
Author(s):  
Antonella Strambi
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Target Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Computing Technology ◽  
Web Based ◽  
Positive Attitudes ◽  
Enhanced Learning

This article presents the results of a longitudinal study on the perceptions of a Web-enhanced learning environment by a group of beginning-level students of Italian. A Website was specially designed and implemented as a complement to the existing syllabus, in order to enhance interactivity, variety, and authenticity of materials and tasks, as well as flexibility and learner control. The aim of the study is to ascertain whether the introduction of computing technology can promote learners’ positive attitudes, as suggested in much of the current literature on Computer-Assisted Language Learning. Quantitative and qualitative data collected from a variety of sources confirm that the introduction of computing technology can contribute to learners’ positive perceptions of the opportunities offered by their learning environment. However, a few drawbacks are also identified which suggest that the introduction of Web-enhanced learning in itself cannot be expected to promote and sustain learners’ positive attitudes and motivation in the long term, and that more research is needed to explore effective ways of using Web-based materials, particularly at introductory levels of competence in the target language.

Web-Based Multimedia Children's Art Cultivation

2011 ◽  
pp. 2331-2336
Author(s):  
Hao-Tung Lin ◽  
Herng-Yow Chen
Keyword(s):  
Language Learning ◽  
Domain Knowledge ◽  
General Purpose ◽  
Multimedia Content ◽  
Learning Technology ◽  
Children's Art ◽  
Web Based ◽  
E Learning ◽  
Multimedia Technologies ◽  
The Web

With the rapid advance in Web and multimedia technologies, authoring various types of multimedia content and distributing them on the Web has been very popular for many years. These technologies are applied in e-learning extensively, such as from language learning (e.g., ESL) to professional domain knowledge (e.g., computer science). In contrast, e-learning systems focusing on art domains, especially for kids or teenagers, are few. This is a notable shortcoming, because from a technical viewpoint, current advances in multimedia technology via the Web promise this kind of application. On the other hand, compared with technologies needed for more general-purpose knowledge, cultivating children’s art through e-learning technology needs much more edutainment ingredients – it must be interesting and interactive and offer multimedia. Realizing this kind of e-learning is really a challenge, not only from a pedagogical viewpoint (the first ingredient) but also technical ones (the latter two ingredients).

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