Online Computer Lab Planning

Before an online computer lab is ready for students to perform hands-on practice, security measures need to be enforced to protect the computer lab and even more importantly to protect the university’s network. Since the computer lab is online, it is exposed to hundreds of malicious viruses. Once a computer is infected by viruses, the viruses will damage files, multiply themselves to occupy the memory and hard disk space, or to take away the CPU process power and make the computer run very slowly.

In order to optimize the application quality of the English auxiliary teaching system, shorten the system response time and CPU utilization, design a Web-based college English auxiliary teaching system, and test its application effect. Using the B/S mode in the Web, install the developed auxiliary teaching system on the server of the control center. The B/S function modules in the system software include the presentation layer, application service layer, and resource layer. Based on this, design the user management module and college English auxiliary teaching functions and allocate bandwidth to the platform resource transmission rate to maximize network utility, reduce platform data transmission failures, and optimize the quality of English auxiliary teaching. The experimental results demonstrate that the system based on the B/S multilayer structure passed all of its tests, showing that it is relatively robust and capable of meeting the needs of college English teaching aids for students and teachers while also achieving the desired outcomes. The teaching information communication delay and response time of the designed system are shorter, and the central processing unit (CPU) utilization rate is also lower.

In the previous chapter, we investigated the technology requirements for an online teaching/learning system. Networks are one of the major components in an online teaching/learning system infrastructure. As mentioned earlier, an online teaching/ learning system is often constructed on a client-server structure. A network is used to link the tiers of the client-server structure. Through the network, the client side can send requests to the server side and get response from the server. A network consists of routers, switches, network adapters, modems, multiplexers, different types of transmission media, network protocols, and network management tools. There are different types of networks such as local area networks, wide area networks, Internet, and so on. Not only does an online teaching/learning system depend on a reliable and secure network infrastructure, many technology-based courses also use networks for hands-on practice.

Based on the analysis of the characteristics of artificial intelligence and agent, this paper discusses the feasibility of introducing Web services and intelligent agent technology into online teaching and learning and proposes a modern distance education system model based on artificial intelligence agent technology web. The architecture integrates the advantages of Agent technology and Web services. Starting from improving the shortcomings of the traditional Web-based distance teaching system, it strives to increase learners’ self-directed learning interest, monitor students’ emotions, and exchange knowledge between teaching agents. To realize students’ on-demand learning according to their aptitude, teachers’ teaching ultimately improve the system’s flexibility, personalization, and artificial intelligence. Under the guidance of learning communities and other theories, construct learner model ontology inference rules. Based on the learner’s relationship characteristics, the knowledge domain that the learner is interested in is inferred, thus constructing an intelligent information retrieval system. Knowledge retrieval is realized quickly and accurately, thereby verifying the application of learner relationship characteristics in digital learning.

In our research, the Web-based Instruction System using the wearable computer is developed. The system consists of a wearable computer, a wireless communication system and web-applications. Web-applications are included to a time estimation system, a simulation system, an active instruction manual system, a scheduling system and a statues acquisition system.

In no field have we witnessed a greater impact of emerging technologies than in that of distance learning. Correspondence courses using printed material and postal mail have been replaced by Web-based courses with the potential to make learning available to anyone, anywhere at anytime. This potential cannot be realized, however, unless two digital divides are eliminated. Some people are on the wrong side of the first “digital divide” between the technology “haves” and the technology “have-nots”. The benefits of technology are less available to those who are poor, who live in rural areas, who are members of minority racial or ethnic groups, and/or who have disabilities (Kaye, 2000; U.S. Department of Commerce, 1999). Lack of access to new technologies limits their options for taking and teaching technology-based courses. This is true for individuals with disabilities, even though the rapid development of assistive technology makes it possible for an individual with almost any type of disability to operate a computer (2003 Closing the Gap Resource Directory, 2003). Unfortunately, many people with disabilities still do not have access to these empowering tools, putting them on the “have not” side of the first digital divide.

Many seem to believe that today’s pre-service teachers as born after 1980 are digital natives, or that they are “native speakers” of the digital language. Nevertheless, there is no evidence that their digital native characteristics determine whether or not they would use technology in the classroom. Although not widely evaluated, the four-factor, 21-item Digital Nativity Assessment Scale (DNAS) was one of the first instruments to assess digital nativeness (DN). This study aim is to explore the influence of pre-service teachers’ DN on their intention to use technology in the future classroom in Serbia, by evaluating the DNAS on Serbian sample and using it for measuring the DN. Six variables were incorporated to examine their mutual relationships based on technology acceptance model: digital nativeness, behavioral intention (BI), perceived usefulness (PU), perceived ease of use (PEU), subjective norm (SN), and technological complexity (TC). Data were collected from 688 pre-service teachers in Serbia. Exploratory factor analysis confirmed a four-factor model for the DNAS, and Serbian pre-service teachers demonstrated a high level of DN. To evaluate the hypothesized model structural equation modeling was utilized. The suggested model had a good fit for describing the BI of Serbian pre-service teachers, accounting for 27.1% of the variance in BI. It was found that direct dominant predictors of BI are digital native traits, perceived usefulness, and perceived ease of use. Significant influence of digital native traits on all other variables in the model was also confirmed. The implications for theory and practice are discussed.

Evaluation of alternate multimedia for web-based asynchronous learning

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

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.

Design of a Web-Based Computer-Aided Teaching System for Fault Diagnosis

The paper studies on development and application of the Web-based multi-media teaching system of football rules by methods of courseware development, investigation and teaching experiments. Teaching experiment showed the experience group was better than the contrast group in test of cognition. The questionnaire showed the feasibility of applying the teaching system.

From the very genesis of management education as a formal discipline of study during early nineteenth century, it has undergone many changes in terms of content development, curriculum development and pedagogy. The systems prevailing in India preach the methodology of classroom lecture with intermittent or limited use of technology tools to impart education. However, under the present setting, the study partakes to find out the perception of students or learners and academicians and corporate or providers of management education towards a winning pedagogy from the myriad of traditional classroom and e-learning pedagogies suiting individual’s learning requirement resulting in higher learning gain. Traditional classroom teaching and Web-based instructional system (WBIS) of e-learning pedagogy have contributed to identify the variables of management education in this paper. From the observed variables, it was revealed that respondents preferred WBIS over traditional school of thought and another dimension of management education, that is, blended learning involving characteristics from the other two schools surfaced as the third factor.

In a traditional classroom the intended learning outcomes have been formed according to the scope of the learning and teaching aims and also based on the structure of course program. It indicates what the learners will learn and the knowledge they will obtain at the end of the course of study. Over the past few years the trend towards a Web-based instructional system has been introduced to the learning and teaching environment. Currently there are many learning materials which are found on the Web. However, this can make it difficult for learners to choose the right study materials which would match with what learners have already learnt and what they would like to know. In this research we consider a learner competence which indicates the differing level of intended learning outcomes depending upon the context of the learners‟ performance. We propose a competence-based system for recommending study materials from the Web based on the learner‟s competences. The design of system is considered from a competence structure and we map it into a form of XML schema. By considering the schema, the system can be modifiable and reusable for other knowledge domains. Hence the system not only identifies the learner‟s competence and suggests study material links from the Web but also the developer can design the competence structure and import it into the system for the future use.

This study has two aims: first, to compare the effectiveness of emotional intelligence intervention through online learning versus face-to-face (traditional) learning methods among undergraduate students at a local university in Malaysia. Second, it assesses the impact of emotional intelligence learning on students’ mental health improvement. It is a 2 x 3 factorial quasi-experimental (online learning) using an equivalent control group (face-to-face learning) pre-post-test. Both experimental and control groups comprised 40 students, respectively. The study is set in a classroom and several computer labs in the designated university e-learning facilities. Mixed ANOVA repeated measures analysis results indicate that the online learning group shows no difference from the face-to-face learning group in emotional intelligence learning. Despite that, this study significantly impacts the growth of emotional intelligence skills on students’ mental health among online learning groups. In addition, there is improvement in students with depression over seven weeks of pre-post-test. We propose online learning to be as effective as face-to-face learning in teaching emotional intelligence in light of these findings. We further argue that online learning is more accessible and meaningful to undergraduate students’ emotional intelligence. This study suggests that emotional intelligence is a crucial skill for students to maintain optimal mental health during their studies. Nevertheless, further investigation is needed to develop a feasible and cost-effective online learning medium accessible to students of all backgrounds.