Delivering Course Material via the Web

2011 ◽  
pp. 146-165
Author(s):  
Karen S. Nantz ◽  
Terry D. Lundgren
Keyword(s):  
Web Site ◽  
Final Section ◽  
Research Literature ◽  
The Internet ◽  
Course Materials ◽  
Site Use ◽  
Course Material ◽  
The Creation ◽  
Use Of The Internet ◽  
The Web

The trend toward the use of the Internet in academia is clear with the number of courses using the web for the delivery of course materials ever increasing. There are many positive reasons for using the web in a course, but this raises a number of new issues for faculty, including the time needed and salary concerns. We present a table of six levels of web site use and discuss the major problems associated with the creation and development of web courses. Practical suggestions are offered for dealing with problems from the authors’ experiences and the research literature. The final section covers global enrollment, the electronic university, and the trend toward use of the web for the delivery of course materials.

Issues in Delivering Course Material Via the Web

2005 ◽  
pp. 1697-1701
Author(s):  
Karen S. Nantz
Keyword(s):  
Virtual Classroom ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Discussion List ◽  
Testing Facility ◽  
Web Course ◽  
E Learning ◽  
Course Material ◽  
The Web

Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. 2002 figures suggest that over two million students are taking at least one Web course (Thornton, 1999). According to E-Learning (2001), more than 3,000 universities will offer substantial Web courses by 2004.

Issues in Delivering Course Material Via the Web

2011 ◽  
pp. 293-299
Author(s):  
Karen S. Nantz
Keyword(s):  
Virtual Classroom ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Discussion List ◽  
Testing Facility ◽  
Web Course ◽  
E Learning ◽  
Course Material ◽  
The Web

Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. 2002 figures suggest that over two million students are taking at least one Web course (Thornton, 1999). According to E-Learning (2001), more than 3,000 universities will offer substantial Web courses by 2004.

Eliminating Invisible Barriers: Health Web Site Accessibility

2003 ◽  
Vol 1 (1) ◽  
pp. 70-86
Author(s):  
Christine Rzepka
Keyword(s):  
Health Information ◽  
Web Sites ◽  
Web Site ◽  
People With Disabilities ◽  
High Tech ◽  
Accessibility Issues ◽  
Accessibility Guidelines ◽  
Use Of The Internet ◽  
Simple Evaluation ◽  
The Web

One of the top reasons given for use of the internet is the ability to search for health information. However, much of the planning for web-based health information often fails to consider accessibility issues. If health care organizations and community agencies’ web sites have the latest, most wellresearched information on the health topics of the day, it is useless to those who cannot access it because of invisible technological barriers. Many flashy, high-tech sites were designed only to appeal to the needs of the mainstream population, with no consideration given to how people with disabilities must adapt their use of the web in order to access information. This article addresses issues of access specific to web site development, and will explore barriers to accessibility frequently experienced by web users with disabilities, requirements for ADA compliance, and how people with disabilities use the web. Web site accessibility guidelines, as well as simple evaluation tools, will be discussed. A thorough review of the article will enable even the least tech-savvy of health educators to enhance their skills in planning and evaluating web sites to promote access for people with disabilities.

ASPECTS IN BUILDING A COMPANY WEB-SITE AND ITS ROLE FOR THE DEVELOPMENT OF BUSINESS

2018 ◽  
pp. 117-124
Author(s):  
Petar Halachev ◽  
Victoria Radeva ◽  
Albena Nikiforova ◽  
Miglena Veneva
Keyword(s):  
Life Cycle ◽  
Web Site ◽  
The Internet ◽  
A Company ◽  
The Web ◽  
Design Construction ◽  
Made In ◽  
Site Types

This report is dedicated to the role of the web site as an important tool for presenting business on the Internet. Classification of site types has been made in terms of their application in the business and the types of structures in their construction. The Models of the Life Cycle for designing business websites are analyzed and are outlined their strengths and weaknesses. The stages in the design, construction, commissioning, and maintenance of a business website are distinguished and the activities and requirements of each stage are specified.

Promoting Exploitation of University Research by SMEs

1997 ◽  
Vol 11 (1) ◽  
pp. 21-27 ◽  
Author(s):  
M.P.S.F. Gomes ◽  
J.H. Vaux ◽  
J-N. Ezingeard ◽  
R.J. Grieve ◽  
P. Race ◽  
...  
Keyword(s):  
Web Site ◽  
University Research ◽  
The Internet ◽  
Senior Executives ◽  
Manufacturing Companies ◽  
Electronic Communications ◽  
Web Based ◽  
Potential Problems ◽  
Technology Dissemination ◽  
The Web

The authors discuss issues relating to the feasibility of a Web-based database for facilitating communications between university researchers and industry. They have constructed an experimental Web-based Technology Bank that provides examples of university research which might be of interest to manufacturing companies. They are using this database as a focus of discussion on the usefulness of electronic communications for technology dissemination. The portfolio of research products, and the Web site on which it is housed, are currently being presented in a series of workshops for senior executives in small and medium sized manufacturing companies. Views are also being gathered from technology intermediaries. Analysis of the data so far has highlighted potential problems in disseminating information on the Internet and has also enabled the authors to identify and understand users' profiles.

scholarly journals INDONESIAN WARSHIP HISTORY INFORMATION SYSTEM OF INDONESIAN FLEET BASED ON WEB

JOURNAL ASRO ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 105
Author(s):  
Khairul Huda ◽  
Zaenal Syahlan ◽  
M Syaifi ◽  
Edy Widodo
Keyword(s):  
Information Technology ◽  
Information System ◽  
Armed Forces ◽  
The Internet ◽  
Web Based ◽  
History Information ◽  
History Of ◽  
Access Information ◽  
Use Of The Internet ◽  
The Web

The development of information technology also developed in line with thedevelopment of human civilization. The development of information technology is veryhelpful, one of which is the internet. The use of the internet has developed into anappropriate means to convey information that is fast, effective and accurate. Submissionof information is not limited to all soldiers and the general public by utilizing technologicalfacilities, namely websites. In conveying the history of Indonesia Warship Raden EddyMartadinata 331 and Indonesia Warship I Gusti Ngurah Rai 332 are still stored in the formof documents on a computer and are still printed in the form of sheets of paper. Inconveying the history of Indonesia Warship, it must be developed further to conveyinformation in the current era. Historical research that executive focuses on the past. Sofar, information on the Indonesia Warship Indonesia Warship's historical informationsystem Raden Eddy Martadinata - 331 and Indonesia Warship I Gusti Ngurah Rai - 332on the web-based Indonesian Armed Forces fleet are still in print. besides usinginformation books, then try to make other alternatives by creating a website, besides thatmembers are expected to access information easily and efficiently. With theineffectiveness in managing Indonesia Warship Indonesia Warship historical data RadenEddy Martadinata - 331 and Indonesia Warship I Gusti Ngurah Rai - 332, a design of theIndonesia Warship historical information system was built in the web-based IndonesianArmada fleet which aims to facilitate the process of Indonesia Warship history search.PHP as a programmer and MySQL as the database.Keywords: Website-Based Indonesia Warship History Information System. PHP MySQL.

Issues in Using Web-Based Course Resources

2010 ◽  
pp. 1771-1779
Author(s):  
Karen S. Nantz ◽  
Norman A. Garrett
Keyword(s):  
United States ◽  
Online Courses ◽  
The United States ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Socially Isolated ◽  
Rss Feeds ◽  
E Mail ◽  
The Web

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

Mix, Match, Rediscovery

2010 ◽  
pp. 2298-2309
Author(s):  
Justin Meza ◽  
Qin Zhu
Keyword(s):  
Best Practices ◽  
Web 2.0 ◽  
Web Site ◽  
Web Application ◽  
Knowledge Organization ◽  
The Internet ◽  
The Future ◽  
Enterprise Mashups ◽  
The Web

Knowledge is the fact or knowing something from experience or via association. Knowledge organization is the systematic management and organization of knowledge (Hodge, 2000). With the advent of Web 2.0, Mashups have become a hot new thing on the Web. A mashup is a Web site or a Web application that combines content from more than one source and delivers it in an integrated way (Fichter, 2006). In this article, we will first explore the concept of mashups and look at the components of a mashup. We will provide an overview of various mashups on the Internet. We will look at literature about knowledge and the knowledge organization. Then, we will elaborate on our experiment of a mashup in an enterprise environment. We will describe how we mixed the content from two sets of sources and created a new source: a novel way of organizing and displaying HP Labs Technical Reports. The findings from our project will be included and some best practices for creating enterprise mashups will be given. The future of enterprise mashups will be discussed as well.

B2C Success at Wishlist.com

2011 ◽  
pp. 2126-2133
Author(s):  
Delyth Samuel ◽  
Danny Samson
Keyword(s):  
Customer Service ◽  
Success Factors ◽  
New Economy ◽  
Postal Survey ◽  
The Internet ◽  
Retail Sector ◽  
Early Adoption ◽  
Online Music ◽  
Use Of The Internet ◽  
The Web

This article explains how and why, during and through the dot.com bubble that was built and burst, one new economy company in Australia survived and prospered. The challenges were severe. The infrastructure, funding for development, and consumer behavior were key challenges that had to be overcome. Between 1999 and 2000, around 190 Australian companies evolved selling something over the Web. In early 2000, local e-tailers such as Dstore, ShopFast, ChaosMusic, TheSpot.com, and Wishlist.com.au were being discussed as shining examples of a new way of retailing: smart, aggressive companies that were showing traditional retailers how to operate in the new economy (Kirby, 2000). Then it all started going wrong. Examples are as follows: • ChaosMusic’s shares, issued at $1.40 in December 1999, finished from 1999 to 2000 at $0.28 as the online music retailer slashed its marketing budget and staff. • The share price of Australia’s other online music retailer, Sanity.com, peaked at $2.05 soon after the company was listed in December 1999; on June 30, 2000, it was $0.44. • On June 29, 2000, Australia witnessed its first major e-tailing failure when the department-store retailer David Jones acquired the assets of TheSpot.com, a toy and health and beauty products e-tailer that ran out of money after spending $12 million in 14 months. Later in the same year, on November 28, 2000, the founders of Wishlist.com.au, Huy Truong and his sister Jardin Truong, accepted an award at the Australian Internet Awards ceremony for the most entrepreneurial Internet site, an award given for an Australian Internet-related achievement that is innovative, provides strong current or future financial returns, and demonstrates rapid business expansion via a unique business strategy. The site also won as the best e-commerce site on the Web. The head judge said, “Wishlist didn’t follow the standard supermarket model on the Internet. It’s an adaption of a gift store buying presents for other people not just for yourself.” He said the judges were impressed with the novelty of the delivery model, whereby Wishlist.com.au had arranged with the oil company BP to deliver parcels to BP service stations that can be picked up by customers at anytime (Lindsay, 2000). Huy Truong was also awarded B&T Weekly’s 2000 e-Marketer of the Year Award. Golden, Hughes, and Gallagher (2003) conducted a descriptive study that examined the key success factors related to e-business in the retail sector of Ireland. Through their postal survey, they found that the early adoption of Internet technologies and information systems expertise were important factors in contributing to success. Loane (2004) has suggested that there is now significant evidence that many new firms are embracing the use of the Internet from their inception. This is clearly the case with Wishlist.com. They suggest that the Internet is not just an improvement tool but a core capability, including IT competency. Global Reviews, Australia’s online retail performance and reliability gauge for e-consumers, in December 2001 stated that Wishlist.com.au was the standout Australian online retailer, achieving an overall score of 97%, with a perfect rating in four of the five evaluation categories: fulfillment, site usability, security, products, and customer service.

The Harvey Project

2011 ◽  
pp. 185-194 ◽  
Author(s):  
Robert S. Stephenson
Keyword(s):  
Learning Objects ◽  
Task Demands ◽  
The Internet ◽  
Instructional Designers ◽  
Domain Experts ◽  
Content Development ◽  
On Line ◽  
Use Of The Internet ◽  
Rich Content ◽  
The Web

The rise of the Internet has started a knowledge revolution whose extent can only be guessed at. The last revolution of this magnitude, brought on by the printing press, led to the proliferation of books and the rise of the modern university system. If universities are to survive the latest knowledge revolution, they must adapt with unaccustomed speed and learn how to use the Internet for more effective teaching. Most universities adopt a limited approach to building on-line courses. However, many studies have found that merely transplanting materials to the Web does not significantly improve learning (Russell, 1999). In fact, handouts, slides, and viewgraphs that have been “repurposed” for the Web are sometimes derisively referred to as “shovelware” (Fraser, 1999). So while moving existing materials to the Web may increase their accessibility, it will not necessarily improve their effectiveness. The Internet’s real value as a medium and teaching platform is that it makes possible rich, interactive content such as simulations, animations, and 3-D models. These learning objects, or rich content, can significantly enhance learning, especially in the sciences, and can be just as useful inside the classroom as outside. The difficulty is how to create this enhanced content, since the task demands a broad range of technical skills and enormous effort. Besides faculty domain experts and experienced teachers, rich content development typically requires illustrators, Web designers, programmers, instructional designers, testers, and Webmasters. The only way faculty and institutions can meet this challenge is to embrace collaboration more broadly and seriously than they have in the past. One approach is the multi-institutional consortium. Another solution is a collaboration of faculty to build rich content in their discipline. This chapter chronicles an example of the latter sort: a bottom-up, cross-institutional project. For such a grass roots collaboration to succeed, it must recruit many faculty pioneering the use of the Internet in their teaching, as well as artists and technical professionals. It must offer collaborators an incentive to participate, and it must attract not only volunteers, but also institutional and agency funding as well. Finally, as a pioneering project, it must create standards and develop paradigms as it goes. This case study describes a work-in-progress to solve these issues.

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