scholarly journals Building an interactive platform for practical design projects between students and industries

2021 ◽  
Author(s):  
Sheng Qiu ◽  
Shou-xiang Jiang
Keyword(s):  
The Internet ◽  
Mutual Understanding ◽  
Learning To Learn ◽  
Web Based ◽  
Learn Theory ◽  
Practical Design ◽  
Design Projects ◽  
Information Media ◽  
Based Instruction ◽  
Over Time

The advancement of information media and the convenience of the Internet have fostered the growth of web-based instruction, interactive functions, and resources available for participants to engage, interact, learn, discuss, and access without time and space constraints. This paper aims to provide an introduction on an interactive online platform which is beneficial for university-enterprise cooperation. Enterprises and students have more online and offline opportunities to gain a better mutual understanding and actively collaborate. Combined with the “learning to learn” theory, this sustainable platform can enhance the learning of students so that they learn capabilities over time through guidance and practical projects exercise.

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.

Knowledge Sharing Through Interactive Social Technologies

2008 ◽  
pp. 195-218 ◽  
Author(s):  
Isa Jahnke
Keyword(s):  
Knowledge Sharing ◽  
Online Communities ◽  
Empirical Investigation ◽  
Social Structures ◽  
The Internet ◽  
Discussion Boards ◽  
Web Based ◽  
Large Size ◽  
Social Technologies ◽  
Over Time

How do the Internet and new interactive Web-based tools, for example, wikis and discussion boards, affect people and their behavior in organizations? This chapter will show the emergence of social structures in Internet-based systems over time. Based on results of an empirical investigation of an Internet-based knowledge-sharing system, the author demonstrates the change of roles, expectations, and activities in online communities. Finally, the author sketches some essential process criteria for introducing online communities, which are extended parts of organizations (e.g., companies and institutions), characterized by a large size and supplemented the formal company.

scholarly journals Advanced Training in Web-Based Psychology Research

2021 ◽  
Vol 229 (4) ◽  
pp. 260-265 ◽  
Author(s):  
Michael H. Birnbaum
Keyword(s):  
State Of The Art ◽  
Instructional Materials ◽  
The Internet ◽  
Advanced Training ◽  
Psychology Research ◽  
Future Directions ◽  
Web Based ◽  
The Past ◽  
Psychological Experimentation ◽  
Over Time

Abstract. This article describes Advanced Training Institutes (ATIs) and workshops on psychological experimentation conducted via the Internet. These programs, conducted since 2002, presented instruction that evolved over the decades to reflect changes in Web-based methods and techniques. The need for instruction in the methods and methodology of Web-based research has increased over the years, as more researchers adopted these methods without necessarily learning the methodological lessons developed from theory and experience. Links to instructional materials created for the workshops are provided. From events and trends that played out over time, including the story of methods that were once state-of-the-art and are no longer functional today, lessons hard-won from the past can be used to anticipate and plan future directions in Web-based experimentation.

Understanding the Underlying Constructs of WebQuests

2011 ◽  
pp. 752-767 ◽  
Author(s):  
Robert Zheng
Keyword(s):  
Social Interaction ◽  
Problem Solving ◽  
Teacher Perceptions ◽  
Online Teaching ◽  
Theoretical Framework ◽  
The Internet ◽  
Design And Development ◽  
Web Based ◽  
Based Instruction ◽  
Scaffolded Learning

One of the challenges in integrating the Internet into classroom instruction is to identify factors that are critical to online teaching and functionally relevant to student learning (Snelbecker, Miller, & Zheng, 2006; Zheng, Stucky, McAlack, Menchaca, & Stoddort, 2005). This study focused on learner and teacher perceptions of WebQuest learning and identified three constructs - constructivist problem solving, social interaction and scaffolded learning - that were perceived by students and teachers as critical to the design and development of WebQuests. The constructs provide a theoretical framework that is not only instrumental to the design and development of WebQuests but also important for the design of effective web-based instruction.

Facilitation of Web-Based Courses Designed for Adult Learners

2011 ◽  
pp. 1012-1015
Author(s):  
Bonnie McCall Ordonez
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Easy Access ◽  
The Internet ◽  
Web Based ◽  
Professional Students ◽  
College And University ◽  
Traditional Course ◽  
School Year ◽  
Based Instruction

Web-based courses have currently surpassed all other forms of distance education in the higher education field. One of the main reasons in growth is the demand from adult and professional students looking for a convenient yet quality education (Kearsley, 2000). College and university faculty members are a key component in the development and delivery of online courses. Many studies have been conducted on effective course design, and student achievement and outcomes (Kearsley, 2000, p. 46), but less research is available on the instructional techniques necessary to facilitate an online course. New Web-based education programs are being developed at a staggering rate. In the 2000-2001 school year, 43% of two four-year-degree granting institutions offered distance education via the Internet. Of those, 88% planned to increase the number of Internet courses (Waits & Lewis, 2003). Course management programs such as WebCT and Blackboard are being utilized in several of the colleges and universities in the United States and around the world. Web-based instruction offers a variety of benefits. It is fairly inexpensive in comparison to other distance education methods such as satellite. It offers easy access via the Internet and can be used at various levels, supplemental to the traditional course, mixed method, and completely online.

scholarly journals Internet Teaching Methods Across The Disciplines

2011 ◽  
Vol 16 (4) ◽  
Author(s):  
Dahli Gray Helmi ◽  
Gregory Haynes ◽  
Caroline Maun
Keyword(s):  
Teaching Methods ◽  
Online Courses ◽  
The Internet ◽  
Web Based ◽  
Hybrid Approaches ◽  
Web Based Learning ◽  
Based Instruction ◽  
Types Of Information ◽  
Methods Of Learning ◽  
Interdisciplinary Thinking

Issues in teaching various types of information through web-based instruction are explored.  The questions of distinctions between content and process courses are evaluated.  Some ways in which the resistance to web based learning as a medium of communication can be broken down are covered.  Interdisciplinary thinking offers new solutions and hybrid approaches to emerging challenges of educating over the net. Pulling from the seemingly disparate fields of Accounting & Finance, Chemistry, and Rhetoric & Composition new vectors of thinking can be forged. The authors teach online courses in their disciplines. They have drawn on their experiences and the experiences of others to find solutions to problems encountered with distance education.  The medium of education over the Internet blurs traditional distinctions of forms and methods of learning.

Faculty Attitudes toward Web-Based Instruction May Not Be Enough: Limited Use and Obstacles to Implementation

2005 ◽  
Vol 33 (3) ◽  
pp. 309-318 ◽  
Author(s):  
Stephen J. Vodanovich ◽  
Chris Piotrowski
Keyword(s):  
Response Rate ◽  
Faculty Attitudes ◽  
The Internet ◽  
Formal Training ◽  
Present Material ◽  
Web Based ◽  
Use Of The Internet ◽  
Based Instruction ◽  
And Behavior ◽  
Attitudes And Behavior

Data from 87 out of 250 faculty (34% response rate) responded to a two-page survey on Internet usage, attitudes, and perceived benefits and shortcomings. Overall, 73.6% of the faculty indicated a positive view of using the Internet for instructional purposes and 69.4% believed that the Internet is an effective teaching tool. However, only about one-half (47%) of our sample currently use online didactic approaches to present material in their courses. Also, 58.1% of faculty respondents indicated that they had either “no” or “very little” formal training in the use of the Internet as an instructional method. The distinction between attitudes and behavior is discussed and strategies for the enhancement of formal training of faculty are presented.

scholarly journals Comparison of an interviewer-administered with an automated self-administered 24 h (ASA24) dietary recall in adolescents

2017 ◽  
Vol 20 (17) ◽  
pp. 3060-3067 ◽  
Author(s):  
Ashley R Hughes ◽  
Suzanne S Summer ◽  
Nicholas J Ollberding ◽  
Laura A Benken ◽  
Heidi J Kalkwarf
Keyword(s):  
Pilot Study ◽  
Reporting Quality ◽  
Mixed Effects ◽  
Crossover Design ◽  
The Internet ◽  
Web Based ◽  
Dietary Recall ◽  
Method Preference ◽  
Over Time ◽  
Recall Methods

AbstractObjectiveThe current pilot study aimed to assess whether reporting quality would decline materially in adolescents completing weekly web-based Automated Self-Administered 24-Hour dietary recalls (ASA24-Kids-2014) and interviewer-administered 24 h dietary recalls for six weeks. We also aimed to assess method preference.DesignWe conducted two studies. Study 1 (n 20) randomized participants to complete either one ASA24-Kids-2014 or one interviewer-administered recall weekly, for six weeks. Energy intake and number of foods reported were described for each method over time. Differences between recall methods for each measure were tested using mixed-effects regression. Study 2 (n 10) employed a randomized crossover design to describe method preference.SettingDietary intake was collected either by telephone (interviewer-administered dietary recalls) or via the Internet (ASA24-Kids-2014 dietary recalls).SubjectsAdolescents aged 12–17 years with no prior diet recording experience were enrolled.ResultsIn Study 1, mean (sd) total energy and number of foods reported decreased by 50 (222) kJ (12 (53) kcal) and 0·05 (0·31) items v. 38 (138) kJ (9 (33) kcal) and 0·17 (0·14) items per recall for participants randomized to the ASA24-Kids-2014 v. interviewer-administered recalls, respectively. There was no difference between groups for either measure (P > 0·57). In Study 2, eight of ten participants preferred the interviewer-administered recall over the ASA24-Kids-2014. Overall, seven of twenty participants experienced technical difficulties with the ASA24-Kids-2014.ConclusionsNo appreciable decay in reporting quality was seen for either method. However, participants reported a preference for the interviewer-administered recall. Our findings can help inform and support larger studies to further characterize the performance of the ASA24 in adolescents.

PENGELOLAAN DATA ANGGOTA BERBASIS WEBSITE DI YAMAHA VIXION CLUB CABANG BANDUNG

2020 ◽  
Vol 2 (2) ◽  
pp. 113-127
Author(s):  
Nova Indrayana Yusman
Keyword(s):  
Data Management ◽  
Organizational Structure ◽  
Human Resource Development ◽  
Human Resource ◽  
Programming Language ◽  
The Internet ◽  
Web Based ◽  
Management Software ◽  
The City ◽  
Data Management Software

Yamaha Vixion Club Bandung (YVCB) was formed on July 7, 2007 in the city of Bandung, as a place of friendship between Yamaha Vixion motorcyclists. In its organizational structure, YVCB has a Human Resource Development (HRD) division. Until now, there are more than 800 Yamaha Vixion Club Bandung members. This software is made to facilitate the work of the Yamaha Vixion Club Bandung HRD Division in processing member data. Created using Microsoft Webmatrix as an editor with the PHP programming language. The database uses MySQL with PHPMyAdmin as the software. The method used in making this software is prototyping so that between developers and customers can understand each other what the customer wants. The purpose of making web-based member data management software is that in terms of managing member data it can be done anytime and anywhere by just accessing the internet. In the use of the program, the author chose to use PHP, because PHP is the best and easiest to use in website programming language. Based on the last paragraph, the author intends to make aplication based computerized attendance so that become effective and efficient in terms of time.

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