A Short Method for Building Web-Based Teaching and Learning Systems: the CPSC Experience

Evaluation of alternate multimedia for web-based asynchronous learning

The subject of design and technology was introduced to the curriculum for high schools in China 10 years ago. However, the teaching and learning of this subject have become difficult for both teachers and students because there is a lack of qualified teachers with design background to deliver this subject in a way to stimulate the learning interests of the students. This paper presents a research that is aimed at improving this situation by integrating the teaching and learning of design and technology within a computational environment as part of social networks sites. The purpose is to enable the collaboration among the students and interaction between teachers and students. In this research, a series of investigations were conducted, by following through several taught subjects in design and technology in prominent high schools in China. Based on these investigations, a theoretical framework for web-based design learning and teaching system in the style of social networking is developed, implemented and tested, emphasizing three features of design: innovation, collaboration, and interaction. This framework has been tested among high school students and teachers in a high school in Nanjing. It identified and validated necessary techniques and design features required to make an education-related social networking site effective and affective for the students and teachers. The results of this research indicated that social networking sites have significantly positive values in design education, especially for the collaboration and interaction on the subject of design and technology.

The growth of communication technology in the last decade has prompted researchers to develop web based learning systems for various types of applications. The entities involved in the development of such systems are learners, instructors, system designers, administrators to name a few. With varying nature of applications and entities involved, the task of evaluating these web based learning systems appears quite challenging. The present study uses factor analysis to develop an assessment model for evaluating the web based learning systems developed by the authors. The analysis is performed on a data set derived by applying a survey instrument on a set of 140 learners using these systems. These learners ranked 20 items used for evaluation in order of their perceived degree of importance. It was found that the most important dimension was learning outcome which coincides with the general outcome of any mode of learning.Keywords: Web Based Learning Systems, Web based Learning Assessment, Survey Instrument, Factor Analysis, SPSSIntroductionIn recent times the most important innovation that has changed the face of educational technology is web-based education. This has been possible due to tremendous advancement in the field of computer networks and communication technology. There are two ways in which web based learning may be implemented. The primitive form of this type of learning is Electronic Learning (E-Learning). E-Learning is a general term that is used for learning from any electronic device such as radio, television, computer and all other devices that may be invented in the near future that are electronic in nature [8]. A major disadvantage of this form of learning is lack of ubiquity and idle time utilization. The advancement in the field of mobile communications in late 90's gave birth to Mobile Learning (M-Learning). Mobility added to E-Learning is M-Learning. M-learning enables learning independently of place and time as is ubiquitous through the use of wireless networks and mobile devices [21]. The effectiveness of web based learning is enhanced when several learners attempt to learn something together. In this form of learning, learners can capitalize on one another's resources and skills. Thus Collaborative learning (C-Learning) [7],[12] techniques may be used in E-Learning and M-Learning environments to increase their efficacy.Web learning systems are multidisciplinary in nature. They are used by learners from various domains who have varied experiences of using these systems. The design goals of these systems are thus highly dependent on the nature of the application and the knowledge of the learner. Efficient design of web learning systems is also dependent on the quality of the instructors, administrators and system designers. Thus there are several factors upon which the success of a web learning system depends. The aim of this study is to develop a multi-dimension model to evaluate web learning systems. It is to be noted that this assessment model is not general in nature. It has been derived on the basis of a survey performed to assess the web learning systems developed by author [2],[3],[4].Various methods have been employed by the researchers for assessing web based learning systems. A method typically used by several researchers is to develop a set of quality metrics for this purpose. Gafani [13] has used the ISO/IEC 9126 model to propose a set of quality metrics for evaluating Mobile Learning Systems. These metrics were defined and empirically validated for mobile wireless systems. Parsons et al. [24] proposed an assessment of mobile learning quality in terms of learner experience. A conceptual frame work for a mobile learning application was constructed and quality metrics were developed for this purpose. Wang [26] developed a comprehensive model and instrument for measuring learner satisfaction with asynchronous e-learning systems. This study performed different reliability and validity tests for analyzing data from a sample of 116 respondents of a survey. …

Web-based autonomous language learning system enjoys great popularity among college English learners in China. It provides abundant educational resources for the learner. Efficient use of available materials on the system needs intelligent resources recommendation and personalized guidance in learning strategies. This paper uses the data mining technology to build an automatic recommendation agent to enhance the function of web-based autonomous language learning system. The automatic recommendation agent serves two functions. One is to push related resources to the learner based on the results from association rule mining of all users' resource navigation patterns. The other is to provide immediate and individualized guidance for the learner concerning strategies of online language learning. The knowledge of personalized guidance comes from the machine learning of strategies adopted by students with varied level of achievements in language learning. The framework and data structure of its implementation have been presented in this paper. Experiments show that the automatic recommendation agent improves the management of educational resources on web-based autonomous language learning system and better facilitate students' language learning.

Resumo: Web-based Learning Management Systems are welcomed to support the teaching and learning process. Such systems can help learners to create their own schedules for studying, since the content to be learnt is available in the system for a period of time diverse from a class, within a school, in a specific schedule. However, whenever the learning process is mediated by a web-based learning system, the delay on providing feedback may cause student's disappointment or course abandonment. In this paper, we present a Web-based Learning Management System with Automatic Assessment Resources and some of its functionalities. The system is presented as a tool for supporting the diversity of learning rhythms that tutors face during the teaching and learning process of any subject. In addition, a report is described based on experiences that authors have been had during the last three years. Abstract: Web-based Learning Management Systems are welcomed to support the teaching and learning process. Such systems can help learners to create their own schedules for studying, since the content to be learnt is available in the system for a period of time diverse from a class, within a school, in a specific schedule. However, whenever the learning process is mediated by a web-based learning system, the delay on providing feedback may cause student's disappointment or course abandonment. In this paper, we present a Web-based Learning Management System with Automatic Assessment Resources and some of its functionalities. The system is presented as a tool for supporting the diversity of learning rhythms that tutors face during the teaching and learning process of any subject. In addition, a report is described based on experiences that authors have been had during the last three years.

User Acceptance Towards Web-based Learning Systems: Investigating the Role of Social, Organizational and Individual Factors in European Higher Education

Owing to the lack of face-to-face interactions, students using a web-based learning system are likely to study alone and with relatively little classmate support and pressure. Teachers in a web-based learning system may apply the group-learning model to overcome this problem. Therefore, teachers first need to organize, manage, and monitor the group learning. Additionally, they must take appropriate actions based on teaching strategies to improve the learning achievements of the students. To perform these tasks effectively, the teachers must obtain relevant information by searching and analyzing the huge amount of web-access logs or by monitoring web interactions. This will be burdensome and difficult to do well for the teachers. This work presents novel methodologies for developing instruments to assist teachers in performing grouping, intervention and strategy analysis. The proposed methodologies apply data mining tools provided by existing database management systems. A tool is initially R developed to assist in organizing learning groups according to teacher specifications. Database techniques, including multidimensional cube, are then applied to make student web logs meaningful and helpful to teachers in managing group learning. The associate rule mining tool is finally employed to assist teachers in analyzing their pedagogical strategies. These tools relieve the teacher of tedious data collection and analysis, and thus can focus on managing the groups to promote student learning achievement.

As Internet use has proliferated, Web-based learning systems have become more and more popular. Numerous researchers have spent a great deal of effort to facilitate the promotion of high quality Web-based learning environments, such as intelligent Web-based learning systems and adaptive learning. To facilitate such researches, students' behavioral patterns must be observed and experimentally analyzed. However, building a Web-based learning system and the requisite collecting of behavioral patterns usually takes a great deal of time and effort. To solve this problem, this paper proposes a learning behavioral model based on Colored Petri Nets (CPN) to model and generate students' behavioral patterns. To verify the viability of the proposed model, this paper compares actual data collected from elementary school students with the behavioral pattern generated by the proposed model. The results prove: (1) The generated behavioral pattern approaches actual student behavior; (2) The generated behavioral pattern serves as adequate test data to test whether the predicted learning content of an intelligent e-learning system is appropriate; and (3) The proposed model is capable of recommending the appropriate learning content for students utilizing e-learning systems.

The manufacturing technique covers: turning, milling, drilling, holing etc. Much time and cost are used to teach these techniques. Particularly, computerized machines are continuously increasing in use. The development of educating engineers on computerized machines becomes much more difficult than with traditional machines. This is because of the limitation of the extremely expensive cost of teaching. The quality and quantity of teaching cannot always be promoted in this respect. The traditional teaching methods can not respond well to the needs of the future. Therefore, this research aims to the following topics; (1). Propose the teaching strategies for the students to learning machining processing planning through Web-based learning system. (2). Establish on-line teaching material for the computer-aided manufacturing courses including CNC coding method, CNC simulation. (3). Develop the virtual machining laboratory to bring the machining practical training to Web-based learning system. (4). Integrate multi-media and virtual laboratory in the developed e-learning web-based system to enhance the effectiveness of machining education through Web-based system.

Increasing Reality and Educational Merits of a Virtual Game

Recent advances in network technology are an important form of IT-enabled learning and learning support for on line education. More and more learners obtain knowledge via the Web-learning Instruction (WBI). At present, most of the studies in the on line education are focus on the technological aspect (e.g. Personalizational technology development), while, how to design and arrange the content of learning material is neglected. Therefore, students usually induce the problem of disorientation and cognitive overload when they use Web-based learning system. It is beneficial to provide and design proper style to present learning material to help students learn with the Web-based learning system (WBLS). This study adopts a graphic organizer technology - concept maps to design the learning materials into Web-based instruction (WBI). This study also conducts a satisfaction survey to understand students' perception and attitude toward this type of content representation style. Results indicate that students have positive perception and attitude of the concept mapping content representation style.

Web-based learning, defined as the purposeful use of internet technology to impart knowledge, has gained attention as an educational tool in developing countries. However, limited evidence exists on how children with learning disabilities in impoverished regions adopt such methods. This study aims to identify the variables influencing the adoption of web-based learning among children with learning disabilities, focusing on performance expectancy, effort expectancy, social influence, and training. The research utilized survey questionnaires to assess these factors among 196 children with learning disabilities enrolled in mathematics and Arabic classes in Jordan's Balqa governorate. Results revealed a positive relationship between behavioral intention and the acceptance of web-based learning systems, highlighting the critical role of the identified variables. The findings underscore the importance of tailoring web-based learning systems to the needs of children with learning disabilities, offering actionable insights for system developers and educators in similar contexts. Recommendations include prioritizing user-friendly designs, targeted training programs, and strategies to enhance social and performance-related perceptions to improve learning outcomes. Keywords: Effort expectancy; learning disabilities; performance expectancy; social influence; training; web-based learning

Purpose: The study aims to address the low student motivation in learning and the lack of creativity, especially during lectures. Design/Methodology/Approach: The research used the qualitative descriptive research approach to determine the effectiveness of learning through an online instructional system. The participants comprised of 145 students of the Educational Administration study program. Practical Implications: The research findings indicated students’ increased interest in conducting the discussions with the lecturers and the other students, proving the effectiveness of information systems in learning. With the challenges associated with mobility coupled with the convenience information systems present like almost unlimited access to academic information, the future of education will be inseparable from information systems. Before the current situation, online learning thought it had been around for years, it was unpopular, mostly it was used in developed countries, but currently, the abrupt global confinement has led to online schooling and learning as a new norm at a national level and also turning out to be a global trend, influencing the mode of learning and delivery in developing countries, such as Indonesia. Originality/Value: There are several studies conducted on information management systems in higher education learning, but its adoption in mainstream learning systems in higher education has been treated with reservations’ policymakers in many countries. This study's value is to draw more attention to the empirical proof effectiveness of these systems in higher learning to stimulate policy shifts towards its adoption as mandatory mainstream learning systems even after the social lockdown measures are currently gripping the world.

Factors affecting the intention to use a web-based learning system among blue-collar workers in the automotive industry

The most common manufacturing methods are punching, casting, injection, forming, power metallurgy etc. The key technique of these manufacturing methods is machining. The degree of technique of directly affects the quality of the product. Therefore, the technique is of primary importance in promoting student practice ability during the training process. Currently, practical training is applied in shop floor to discipline student's practice ability. Much time and cost are used to teach these techniques. Particularly, computerized machines are continuously increasing in use. The development of educating engineers on computerized machines becomes much more difficult than with traditional machines. Therefore, this research aims to develop an e-learning Web-based system to teach computer-aided manufacturing and processing planning to enhance the quality and quantity of technological education. Along with the technological advance of the Internet, the learning activities free from time and location. The expensive resource of technological education can be circulated through the network for the purpose of resource sharing and the diffusion of education. The major results of this research are as follows; Establish on-line teaching material for the computer-aided manufacturing courses including CNC coding method, CNC simulation. Propose the teaching strategies for the students to learning processing planning through Web-based learning system. Develop the virtual laboratory to bring the practical training to Web-based learning system. Integrate multi-media and virtual laboratory in the developed e-learning Web-based system to enhance the effectiveness of education through Web-based system. In addition to comprehensive study the fundamental theory of e-learning and virtual reality, the developed system has been implemented in the undergraduate and vocational high school machining course. Furthermore, it employs group technology to facilitate effectiveness and standardization of course material, and create sharable course content.