Intelligent and Adaptive Web-Based Instruction

2006 ◽  
pp. 321-347
Author(s):  
Beverly Woolf ◽  
Mia Stern
Keyword(s):  
Critical Thinking ◽  
Web Sites ◽  
Theoretical Foundation ◽  
Web Based ◽  
Effective Learning ◽  
Online Lectures ◽  
Bulletin Boards ◽  
Data Points ◽  
Based Instruction ◽  
The Web

This chapter describes Web-based instructional tutors that support active and engaging learning. Towards that end, a theoretical foundation for designing such tutors is proposed and two Web-based tutors described. The tutors reason about a student’s knowledge and their own teaching strategies while taking advantage of the possibilities of the Web, by being open to other resources (Web sites) and other people (online communities). One tutor, Rashi, provides problem-based activities and tracks a student’s critical thinking in biology and geology, and the second, iMANIC, uses hypermedia to customize online lectures for individual students based on learning need. This work provides promising data points for the development of authentic and effective learning that can take advantage of the possibilities of the Web, without being rooted in extensions of what already exists in the classroom, such as lectures or bulletin boards.

Intelligent and Adaptive Web-Based Instruction

2011 ◽  
pp. 482-505
Author(s):  
Beverly Woolf ◽  
Mia Stern
Keyword(s):  
Critical Thinking ◽  
Web Sites ◽  
Theoretical Foundation ◽  
Web Based ◽  
Effective Learning ◽  
Online Lectures ◽  
Bulletin Boards ◽  
Data Points ◽  
Based Instruction ◽  
The Web

This chapter describes Web-based instructional tutors that support active and engaging learning. Towards that end, a theoretical foundation for designing such tutors is proposed and two Web-based tutors described. The tutors reason about a student’s knowledge and their own teaching strategies while taking advantage of the possibilities of the Web, by being open to other resources (Web sites) and other people (online communities). One tutor, Rashi, provides problem-based activities and tracks a student’s critical thinking in biology and geology, and the second, iMANIC, uses hypermedia to customize online lectures for individual students based on learning need. This work provides promising data points for the development of authentic and effective learning that can take advantage of the possibilities of the Web, without being rooted in extensions of what already exists in the classroom, such as lectures or bulletin boards.

Desain Dan Implementasi Web Smp Islam Ngebruk Menggunakan Php Dan Mysql

2017 ◽  
Vol 16 (2) ◽  
pp. 1
Author(s):  
Muchammad Ismail Hamzah
Keyword(s):  
High School ◽  
Programming Language ◽  
Junior High School ◽  
Information Delivery ◽  
The Internet ◽  
Web Based ◽  
Technological Advances ◽  
Bulletin Boards ◽  
Printing Machine ◽  
The Web

In accordance with the technological advances of web-based information delivery via the internet has more value, because the information can be delivered easily, quickly,  spacious and interactive. Because this way, information is simply inserted into the web and within seconds the information can be accessed globally.  Submission of this information has not been used in Ngebruk Islamic Junior High School, Sumberpucung District, Malang Regency. Submission of the information in these schools still use manual way, such as by mail, bulletin boards, or orally. Surely this way less effective and efficient, since it requires a lot of expenses such as the purchase of paper, printing machine and maintenance, ink, and its scope was limited to the scope of the school.To reduce the above problems, the delivery of information in this school need to use web media created with the PHP programming language and MySQL. PHP is a programming language that is used to allow users to process information on the web, while MySQL is the software used to store the information on the web. Once the web is run online, the school entered information to the web, can be accessed via intenet by anyone without the limited space and time

Evaluating the Learning Effectiveness of Using Web-Based Instruction

2011 ◽  
pp. 1740-1751
Author(s):  
Sherry Y. Chen
Keyword(s):  
Instructional Program ◽  
Learning Performance ◽  
Instructional Programs ◽  
Master's Students ◽  
Web Based ◽  
Perceptions And Attitudes ◽  
Web Based Instruction ◽  
Post Test ◽  
Based Instruction ◽  
The Web

The use of Web-based instruction is becoming widespread in higher education; however, much remains to be learned about how different learners react to such instructional programs. The study presented in this article evaluates students’ learning performance and their perceptions in a Web-based instructional program, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one master’s students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the post-test and gain scores were positively influenced by their perceptions and attitudes toward the Web-based instructional program. The implications of these findings are discussed.

Web-Based Responsive Mobile Learning (M-Learning) Design

2020 ◽  
pp. 301-317
Author(s):  
Alaattin Parlakkılıç
Keyword(s):  
Learning Styles ◽  
Instructional Strategies ◽  
Mobile Learning ◽  
Web Sites ◽  
Social Life ◽  
Solid Material ◽  
Web Based ◽  
Responsive Design ◽  
User Friendly ◽  
The Web

The mobile initiative is changing education and social life worldwide. The question is how to offer the same user-friendly, aesthetically pleasing mobile learning courses on different mobile devices. Developing effective web sites courses and content isn't only about creating a course with solid material. Managers and course authors are concerned about adapting different courses to a variety of learning styles and individual needs and keeping users interested and engaged. A good place to start is to organize thoughts and figure out exactly what is wanted to be included in the web sites course. Responsive design gives the ability to create a single m-learning course that automatically adapts to any browser or device. This allows the target audience to benefit from the courses without having to worry about screen size and resolution. In this chapter, m-learning is discussed in a responsive design context that can be used across platforms and offers the design of courses according to m-learning instructional strategies.

Albert Einstein online

First Monday ◽  
1997 ◽  
Author(s):  
Steven M. Friedman
Keyword(s):  
Web Sites ◽  
Albert Einstein ◽  
The Internet ◽  
Web Pages ◽  
Web Based ◽  
Hierarchical Tree ◽  
The World ◽  
Random Nature ◽  
The Web ◽  
Online Web

The power of the World Wide Web, it is commonly believed, lies in the vast information it makes available; "Content is king," the mantra runs. This image creates the conception of the Internet as most of us envision it: a vast, horizontal labyrinth of pages which connect almost arbitrarily to each other, creating a system believed to be "democratic" in which anyone can publish Web pages. I am proposing a new, vertical and hierarchical conception of the Web, observing the fact that almost everyone searching for information on the Web has to go through filter Web sites of some sort, such as search engines, to find it. The Albert Einstein Online Web site provides a paradigm for this re-conceptualization of the Web, based on a distinction between the wealth of information and that which organizes it and frames the viewers' conceptions of the information. This emphasis on organization implies that we need a new metaphor for the Internet; the hierarchical "Tree" would be more appropriate organizationally than a chaotic "Web." This metaphor needs to be changed because the current one implies an anarchic and random nature to the Web, and this implication may turn off potential Netizens, who can be scared off by such overwhelming anarchy and the difficulty of finding information.

scholarly journals An Internet-Based Radiology Course in Medical School: Comparison of Academic Performance of Students on Campus Versus Those With Absenteeism Due to Residency Interviews (Preprint)

2017 ◽  
Author(s):  
Andrew George Alexander ◽  
Deborah Deas ◽  
Paul Eric Lyons
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Formal Education ◽  
Standardized Test ◽  
Medical Knowledge ◽  
Final Exam ◽  
Web Based ◽  
Online Lectures ◽  
National Cohort ◽  
Based Instruction

BACKGROUND Imaging and its optimal use are imperative to the practice of medicine, yet many students don’t receive a formal education in radiology. Concurrently, students look for ways to take time away from medical school for residency interviewing. Web-based instruction provides an opportunity to combine these imperatives using online modalities. OBJECTIVE A largely Web-based course in radiology during the 4th year of medical school was evaluated both for its acceptance to students who needed to be away from campus for interviews, and its effectiveness on a nationally administered standardized test. METHODS All students were placed into a structured program utilizing online videos, online modules, online textbook assignments, and live interactive online lectures. Over half of the course could be completed away from campus. The Alliance of Medical Student Educators in Radiology test exam bank was used as a final exam to evaluate medical knowledge. RESULTS Positive student feedback included the freedom to travel for interviews, hands-on ultrasound training, interactive teaching sessions, and quality Web-based learning modules. Negative feedback included taking quizzes in-person, a perceived outdated online textbook, and physically shadowing hospital technicians. Most students elected to take the course during the interview months of October through January. The Alliance of Medical Student Educators in Radiology final exam results (70.5%) were not significantly different than the national cohort (70%) who took the course in-person. Test scores from students taking the course during interview travel months were not significantly different from students who took the course before (P=.30) or after (P=.34) the interview season. CONCLUSIONS Students desire to learn radiology and often choose to do so when they need to be away from campus during the fall of their 4th year of study to accomplish their residency interviews. Web-based education in radiology allows students’ interview traveling and radiology course objectives to be successfully met without adversely affecting the outcomes on a nationally normed examination in radiology. A curriculum that includes online content and live Web-based teleconference access to faculty can accomplish both imperatives.

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