Best Practices for Web-Conferencing and Webinars

2021 ◽  
pp. 91-113
Author(s):  
Jennifer Fleming
Keyword(s):  
Department Of Education ◽  
Learning Theories ◽  
Short Discussion ◽  
Web Conferencing ◽  
Web Based ◽  
International Perspectives ◽  
Academic Settings ◽  
Data Elements ◽  
Traditional Pedagogy ◽  
Basic Learning

This chapter seeks to evaluate the efficacy of web-based (webinar) learning in different academic settings during pandemic periods. It begins with a review of basic learning theories and then proceeds to a short discussion of the different modes of instruction. Afterward, it assesses the series of data elements from the Department of Education to determine trends in the school characteristics for the analysis. It also includes a short discussion on international perspectives from six countries that share in the pandemic experience. It concludes with a set of recommendations for utilizing web-based (webinar) learning and a set of references for converting traditional pedagogy to online platforms, developing mastery in instructional design, and a common core of lesson plans for K12 platforms.

Empowering Students in Computer-Supported Education

2012 ◽  
pp. 198-207 ◽  
Author(s):  
Yongming Shi ◽  
Si Fan ◽  
Yun Yue
Keyword(s):  
Teaching And Learning ◽  
Learning Theories ◽  
Traditional Learning ◽  
Learning Needs ◽  
Web Based ◽  
Individualized Learning ◽  
Learning And Teaching ◽  
Learner Centred Learning ◽  
Computer Based ◽  
Supported Education

In the past two decades, computers and web-based technologies have created a computer-based focus in the field of education. The computer-supported teaching and learning has revolutionised the concept of education around the world, which creates both opportunities and challenges in the field of education. It is believed that computer-based technologies have developed to augment the traditional learning and teaching at all educational levels. Computer-supported education empowers learners by promoting the notions of learner-centred learning approach, encouraging interactions among students or between students and lecturer, and addressing the individualized learning needs. This chapter explains some important concepts in computer-supported education, and presents the learning theories that underpin this area. Furthermore, it discusses the benefits of web-based technologies for students at various levels and issues that require further research.

Prototyping a New Smart Learning Management System Based on the NoSQL

2021 ◽  
pp. 209-255
Keyword(s):  
Information Technology ◽  
Social Constructivism ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Information Space ◽  
Learning Theories ◽  
Collective Knowledge ◽  
Activity Spaces ◽  
Smart Learning ◽  
Traditional Pedagogy

The context of this work is that of prototyping a disciplinary information space for a new LMS. The work is specifically in the field or seeking to promote, using information technology from a distance, a collective knowledge construction. The approach is to first think about the conditions for creating a real LMS between learners and designing the IT environment that supports this LMS. The authors chose to base on the hybridization between four learning theories as a basis for teaching this LMS, namely the traditional pedagogy, behaviorism, cognitivism, and social constructivism. These pedagogies have already proven themselves, mostly in learning situations in the classroom. The LMS consists of different activity spaces for teaching and learning activities. The authors limit themselves in this work to the prototyping of disciplinary information space for a new smart LMS based on IMS-LD, the NoSQL, MongoDB database, and the Symfony framework.

Necessities for Effective Asynchronous Learning

2011 ◽  
pp. 1325-1331 ◽  
Author(s):  
James E. Novitzki
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
The United States ◽  
Department Of Education ◽  
Asynchronous Learning ◽  
College Level ◽  
Education Programs ◽  
Web Based ◽  
The Us ◽  
Education Courses

Distance education programs/courses in some format have been available to students since the 1840s. Throughout most of this time there has been controversy over the effectiveness of such programs/courses (IHEP, 1999; Matthews, 1999). The concept of online teaching and online asynchronous learning (ASL) started in the 1980s and is an area of rapid growth (McMullen, Goldbaum, Wolffe, & Sattler, 1998). In a period of 3 years, from 1995 to 1997, the number of schools in the United States (US) developing such programs increased by almost 200% (Morse, Glover, & Travis, 1997). The US Department of Education (2001) reported that in 2000-2001 there were more than 2.8 million enrollments in college-level degree granting programs in Internet- and Web-based distance education courses in the US.

scholarly journals SEMANTICALLY INTEROPERABLE XML DATA

2013 ◽  
Vol 07 (03) ◽  
pp. 237-255 ◽  
Author(s):  
CRISTOBAL VERGARA-NIEDERMAYR ◽  
FUSHENG WANG ◽  
TONY PAN ◽  
TAHSIN KURC ◽  
JOEL SALTZ
Keyword(s):  
Information Exchange ◽  
Medical Image ◽  
Xml Schema ◽  
Data Sources ◽  
Grid Infrastructure ◽  
Common Data Elements ◽  
Xml Data ◽  
Web Based ◽  
Semantic Annotations ◽  
Data Elements

XML is ubiquitously used as an information exchange platform for web-based applications in healthcare, life sciences, and many other domains. Proliferating XML data are now managed through latest native XML database technologies. XML data sources conforming to common XML schemas could be shared and integrated with syntactic interoperability. Semantic interoperability can be achieved through semantic annotations of data models using common data elements linked to concepts from ontologies. In this paper, we present a framework and software system to support the development of semantic interoperable XML based data sources that can be shared through a Grid infrastructure. We also present our work on supporting semantic validated XML data through semantic annotations for XML Schema, semantic validation and semantic authoring of XML data. We demonstrate the use of the system for a biomedical database of medical image annotations and markups.

Who Learns More? Achievement Scores following Web-Based versus Classroom Instruction in Psychology Courses

2005 ◽  
Vol 4 (1) ◽  
pp. 51-54 ◽  
Author(s):  
Karen Mottarella ◽  
Barbara Fritzsche ◽  
Tiffany Parrish
Keyword(s):  
Learning Outcomes ◽  
Classroom Instruction ◽  
Human Learning ◽  
Achievement Test ◽  
Achievement Scores ◽  
Web Based ◽  
Course Grades ◽  
Psychology Courses ◽  
Based Instruction ◽  
Basic Learning

This study examined 145 students' course grades and scores on a standardised achievement test (the Area Concentration Achievement Test [ACAT] in Psychology) following completion of web-based, web-enhanced or classroom courses in basic learning. We found that students in web-based courses had lower course grades than those in either classroom-based or web-enhanced courses. Moreover, students in web-based or web-enhanced courses scored lower on the ACAT Human Learning subtest than did students in classroom-based instruction. Thus we found poorer outcomes associated with web-based rather than classroom-based instruction. Perhaps neither standardised tests nor grades capture the strengths of web-based pedagogy. More research is needed to assess learning outcomes across various modes of instruction in order to identify variables that can maximise success of web-based instruction and perhaps also to better capture the strengths of web-based pedagogy.

scholarly journals The Measurement of Use of Web-based Information Resources: An Early Look at Vendor-supplied Data

2001 ◽  
Vol 62 (5) ◽  
pp. 434-453 ◽  
Author(s):  
Deborah D. Blecic ◽  
Joan B. Fiscella ◽  
Stephen E. Wiberley
Keyword(s):  
Electronic Journal ◽  
Web Based ◽  
Statistical Measures ◽  
Starting Point ◽  
Data Gaps ◽  
Need To Evaluate ◽  
Per Capita ◽  
Data Elements ◽  
Over Time ◽  
Comparative Measure

To manage Web-based resources effectively, librarians need to evaluate vendor-supplied data about their use. This article explores the types of data available, using as its starting point the elements defined by the International Coalition of Library Consortia’s (ICOLC) “Guidelines for Statistical Measures of Usage of Web-based Indexed, Abstracted, and Full-text Resources.” It discusses the problems and issues of comparing use data from different vendors. Then, illustrated with data from one library, the article addresses five measures that have implications for collection management: variability of ICOLC data elements over time, which demonstrated the need to examine data continually; ratios of queries per session, which showed more stability over time than individual ICOLC elements; use by hour, which documented remote use but confirmed that most use occurred during regular library hours; use of electronic journal collections, which was more scattered than the classic 80/20 distribution; and use of Web-based resources in relation to a disciplinary population, which provided an index of value for assessing use of a particular resource. This study identifies aspects of data collection that librarians need to pay special attention to, recommends that vendors report the maximum number of simultaneous users per day and data gaps in addition to ICOLC elements, and suggests per capita use as a comparative measure among libraries.

scholarly journals Prototyping a Disciplinary Information Space for a New Smart Learning Management System Based on IMS-LD and NoSQL

2020 ◽  
Vol 8 (4) ◽  
pp. 28
Author(s):  
Mohammed Ouadoud ◽  
Tarik Marrakchi ◽  
Rajae Taghzout
Keyword(s):  
Social Constructivism ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Information Space ◽  
Learning Theories ◽  
Classroom Learning ◽  
Activity Spaces ◽  
Smart Learning ◽  
Traditional Pedagogy

<strong> This work is mainly based on the prototyping of a disciplinary information space for a new LMS. Our work is first to think about the conditions for creating a real LMS between learners and teachers. We have chosen to base ourselves on the hybridization between four learning theories as the basis for teaching this LMS, namely traditional pedagogy, behaviorism, cognitivism and social constructivism. These pedagogies have already proven themselves, mainly in classroom learning situations. The LMS consists of different activity spaces for teaching and learning activities. We limit ourselves in this work to the prototyping of disciplinary information space for a new LMS based on IMS-LD, NoSQL MongoDB database, and Symfony framework.</strong>

scholarly journals Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study

2014 ◽  
Vol 28 (2) ◽  
pp. 157-163 ◽  
Author(s):  
Jean-Nicolas Poirier ◽  
Jeffrey R. Cooley ◽  
Michelle Wessely ◽  
Gary M. Guebert ◽  
Kristina Petrocco-Napuli
Keyword(s):  
Discussion Board ◽  
Discussion Boards ◽  
Perceived Effectiveness ◽  
Learning Potential ◽  
Web Conferencing ◽  
Web Based ◽  
Case Presentation ◽  
Educational Methods ◽  
Case Presentations ◽  
High Level

Objective The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating &gt;4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings &gt;4.0 and overall agreement levels of 70%–100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.

scholarly journals Student Cheating And Alternative Web-Based Assessment

2010 ◽  
Vol 7 (5) ◽  
Author(s):  
Jennifer Styron ◽  
Ronald A. Styron
Keyword(s):  
United States ◽  
Instructional Design ◽  
Distance Learning ◽  
The United States ◽  
Learning Theories ◽  
Web Based ◽  
Alternative Assessments ◽  
Student Cheating ◽  
Assessment Measures ◽  
Proactive Measures

As distance education continues to expand within the United States so does the amount of faculty concern in regard to student cheating. The purpose of this paper was to explore the concept of eCheating in web-based course environments and review the need for and the types of alternative assessments found in these environments. This paper will also include potential proactive measures that professors may employ to be better prepared for instances of eCheating. Furthermore, assessment measures and distance learning theories will be analyzed to determine successful electronic assessments and instructional design components required for effective web-based courses.

scholarly journals Organizing International Webinar as Community Services Activity During the Covid19 Pandemic

2020 ◽  
Vol 2 (2) ◽  
pp. 70-75
Author(s):  
Muhammad Adam ◽  
Ryan Angga Pratama ◽  
Merry Krisdawati Sipahutar
Keyword(s):  
Community Services ◽  
Physical Contact ◽  
Web Conferencing ◽  
Web Based ◽  
Task Distribution ◽  
Schedule Task ◽  
Evaluation Stage ◽  
Three Stages ◽  
National Disaster ◽  
Proactive Communication

Since Covid19 is declared as pandemic and is categorized as national disaster, government has urged all acitivities is limited to prevent physical contact. All fileds including educational organization should obey the protocol given. Meantime, University’s agenda in delivering the three pillars of higher education still need to be conducted with an adjustment, including one of them in the field of community services. For that reason, Institute for Reasearch and Community Services of Balikpapan University designed an International seminar involving keynote speakers from three countries in a web conferencing application. This Web-Based Seminar (Webinar) was chosen since it doesn’t involve physical contact and also very efficient. Three stages directed in this webinar; from preparation, conducting of the webinar and evaluation stage; were described in this article. There were 500 participants register to the webinar. This webinar was successfully managed with no significant disturbance. The key to the success of this webinar was well-planned and organized schedule, task distribution among organizer members, as well as the proactive communication that shall always be maintained.

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