scholarly journals Promoting of Knowledge and Moral Lessons about the Life’s 38 Blessings with Video on the Web-Based Instruction

2016 ◽  
Vol 6 (1) ◽  
pp. 7-10
Author(s):  
Sirichom Pichedboonkiatrst ◽  
Keyword(s):  
Web Based ◽  
Web Based Instruction ◽  
Based Instruction ◽  
The Web

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 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.

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.

Evaluating the Learning Effectiveness of Using Web-Based Instruction

2008 ◽  
pp. 2143-2153
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.

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

2011 ◽  
pp. 19-35
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.

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