A Look at the Effects of the Web-Based Instruction

2013 ◽  
Vol 411-414 ◽  
pp. 989-992
Author(s):  
Na Xin Sun ◽  
Yue Hui Liu ◽  
Yuan Xiu Wang
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
The Internet ◽  
Media Centers ◽  
Web Based ◽  
Web Based Instruction ◽  
The Media ◽  
Based Instruction ◽  
Set Up ◽  
The Web

The wide application of Information and Communication Technologies offers great opportunities for the innovation of education, especially in universities. There are varieties of resources on the Internet, which teachers can use for their teaching, assimilating into the curriculum and into teaching methods. Based on constructivism learning theory, this paper centers on the advantages of practicing the web-based instruction by comparison to the traditional one. The media centers, a web-based learning enviroment, has been set up for students to learn as a platform for their after-class review, for their individulized instruction, for their collaborative learning and for exchanging educational resources among teachers. The notes of the Internet-assisting instruction is also discussed to emphasize that the new instruction is a useful complement not replacement to conventional teaching. So it is pointed out that the Internet should become a necessary supplementary for teaching and learning in university as the input resources and the output tools.

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.

A Comparison Between the Use of IT in Business and Education

2003 ◽  
pp. 404-415
Author(s):  
Stephen Burgess ◽  
Paul Darbyshire
Keyword(s):  
Tertiary Education ◽  
Added Value ◽  
The Internet ◽  
New Paradigm ◽  
Web Based ◽  
Web Use ◽  
Use Of The Internet ◽  
Set Up ◽  
The Web

Since the mid-1990s, there have been many claims that the Web has become the new paradigm for teaching. However, most academics do not use the Web as a replacement for teaching, but to provide extra benefits for their students. There is a strong parallel between this use of the Internet for teaching, and the use of IT in business for providing added-value products or administrative efficiencies. In this chapter, the similarities between the use of IT in business and education are discussed, and the categorization of aspects of Web use in education using standard business categories relating to savings and quality are explored. The results are obtained from a survey of academics conducted internationally using the Web, and it surveys perceptions of benefits gained from supplementing teaching with Web-based services. The results revealed similar usage levels of Administrative and Educational Features to aid tertiary education on the Internet. The administrative uses showed slightly more benefits for the institution than for students and vice-versa for educational uses. In both types of uses, their adoption seemed to be based upon how difficult the feature was to set up as well as the added-value benefits it provided. An analysis of the correlation of the benefits identified for institution and students showed a correspondence between most of the uses, with a few interesting differences.

The Effects of Human Factors on the Use of Web-Based Instruction

2008 ◽  
pp. 2728-2740
Author(s):  
Sherry Y. Chen
Keyword(s):  
Human Factors ◽  
Instructional Program ◽  
The Other ◽  
Web Based ◽  
Gain Scores ◽  
Perceptions And Attitudes ◽  
Web Based Instruction ◽  
Post Test ◽  
Based Instruction ◽  
The Web

Web-based instruction is prevalent in educational settings. However, many issues still remain to be investigated. In particular, it is still open about how human factors influenced learners’ performance and perception in web-based instruction. In this vein, the study presented in this chapter investigates this issue in a web-based instructional program, which was applied to teach students how to use HTML in an UK university. Sixty-one master’s degree students participated in this study.’ There is a number of interesting findings. 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.

Introduction to Online Teaching of Technology-Based Courses

2011 ◽  
pp. 1-31
Author(s):  
Lee Chao
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Educational Institutions ◽  
The Internet ◽  
Learning Method ◽  
Web Based ◽  
Computer Labs ◽  
The Web

With the improvement of the Internet and computer technologies, online or Web-based teaching has become an important teaching and learning method in educational institutions. In various degrees, online teaching has been implemented in almost every higher education institution. To better understand online teaching systems and how they are related to the book’s main topics, online computer labs for technology-based courses, we will take an overview about online teaching and technology-based courses in this chapter. We will take a look at the strengths and weaknesses of the Web-based teaching (WBT) systems. We will also investigate the roles played by these Web-based teaching systems in teaching technology-based courses. The investigation of these aspects will lead to the discussion to the book’s main topics.

scholarly journals Effective instructional design for web-based English vocabulary learning: Under the light of theories

2015 ◽  
Vol 12 (1) ◽  
pp. 1463 ◽  
Author(s):  
Dinçer Biçer ◽  
Ömür Akdemir
Keyword(s):  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Achievement Test ◽  
The Black Sea ◽  
Teaching English ◽  
Web Based ◽  
Black Sea Region ◽  
Web Based Instruction ◽  
Based Instruction ◽  
Vocabulary Achievement

<p>There has been exciting and serious progress in the field of computers for teaching English. Identification of the most effective methods is essential to make teaching and learning more efficient. The purpose of this study is to investigate the effects of using multiple content forms in web-based instruction on students’ English vocabulary learning. The study was conducted at the Compulsory Preparatory Program of a state university located in the Black Sea region of Turkey with 106 students. The factorial research design was used to conduct the study. Thus, the effect of using multiple content forms in web-based instruction on students’ English vocabulary learning was analyzed.</p><p>The vocabulary level of students was measured with a web-based multiple choice English vocabulary achievement test. The measure of internal consistency of the English vocabulary achievement test was 0.966. The findings of this study indicate that, in vocabulary teaching, providing definitions in an audio format in English is more effective in teaching English vocabulary than providing the same definitions in an audio format in English accompanied with pictures. Mobile devices which eliminate the time and distance limitations can be used in further studies with developmental applications to investigate the effects on students’ English vocabulary learning.</p>

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