Rough Set Approach to Analysis of Students Academic Performance in Web-based Learning Support System

Web-based learning support system is a kind of teaching system, emphasizing on learners' learning as the center, creating a stimulating active learning environment for learners. In the process of learning, reasonable allocation of resources and the appropriate teaching strategy provide comprehensive support and help for learners' learning. Students complete the learning process mainly through selecting online courses and resources and answer to the teachers' questions. Web-based English learning support system starts from the needs of English learners, and is an integrated teaching system designed under the guidance of teaching design thought in the priority of learning. English learners learn English conveniently and easily in a musical environment by means of learning resources and tools provided by a number of teachers.

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student’s needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

Rough sets have been applied to many areas where multi-attribute data is needed to be analyzed to acquire knowledge for decision making. Web-based Support Systems (WSS) are a new research area that aims to support human activities and extend human physical limitations of information processing with Web technologies. The applications of rough set analysis for WSS is looked at in this article. In particular, our focus will be on Web-Based Medical Support Systems (WMSS). A WMSS is a support system that integrates medicine practices (diagnosis and surveillance) with computer science and Web technologies. We will explore some of the challenges of using rough sets in a WMSS and detail some of the applications of rough sets in analyzing medical data.

Utilisation of information technology (IT) in the treatment of people with severe mental health problems is an unknown area in Europe. Use of IT and guiding patients to relevant sources of health information requires that nursing staff have positive attitudes toward computers and accept IT use as a part of daily practises. The aim of the study was to assess the effects of the implementation of a web-based patient support system on staff's attitudes towards computers and IT use on psychiatric wards. Hundred and forty-nine nurses in two psychiatric hospitals in Finland were randomised to two groups to deliver patient education for patients with schizophrenia and psychosis with a web-based system (n = 76) or leaflets (n = 73). After baseline nurses were followed-up for 18 months after the introduction of the system. The primary outcome was nurses' motivation to utilise computers, and the secondary outcomes were nurses' beliefs in and satisfaction with computers, and use of computer and internet. There were no statistically significant differences between study groups in attitudes towards computers (motivation p = 0.936, beliefs p = 0.270, satisfaction p = 0.462) and internet use (p = 0.276). However, nurses' general computer use (p = 0.029) increased more in the leaflet group than in the IT intervention group. We can conclude that IT has promise as an alternative method in patient education, as the implementation of the web-based patient support system in daily basis did not have a negative effect on nurses' attitudes towards IT.

7-108 Use of Web-based Learning Contents and Support System

In this paper, we statistically analyze the application effect of Siyuan Web-based Instruction Support System, which has been used in Beijing Jiaotong University for more than two years, and point out its advantages in the teaching process as well as some matters need attention during its application. The way to effectively support teaching and learning, improve the information level of education and facilitate college talent cultivation by the use of information technology have been discussed. Besides, the functional characteristics of Siyuan Web-based Instruction Support System and its application are introduced.

Self-directed learning about normal birth with web-based support for nurse-midwife students in Thailand: A mixed methods study

Quality and effectiveness in Web-based customer support systems

As a result of the COVID-19 pandemic that affected most countries during the year 2020, the society had to adapt rapidly to new forms of working in which the Internet has been an essential tool. And so did the higher institutions around the world, which had to move from a face-to-face classroom environment to an online one. The change from traditional learning to online learning was so unexpected that neither the instructors nor the students may have been prepared for it and could have important consequences on students’ learning and academic achievement. The purpose of this study was to explore how university students had to struggle with online learning during the COVID-19 pandemic lockdown attending to three aspects: (a) availability and use of electronic devices, (b) personal factors, and (c) teaching factors. A non-experimental study based on a survey design was conducted, in which a convenience sample of 496 undergraduate and graduate students from two different universities located in south eastern Spain participated. The majority of the participants (66.3%) had very little or no experience in online learning and 55% considered that their academic performance was being worse than in face-to-face classes. Findings showed that most of the students had the electronic devices required for online learning (e.g. laptops, earphones, webcams, smartphones), although they mainly used laptops and earphones. They did not have other devices at home such as desktop computers, printers and scanners. The personal factors that most affected their academic performance were family problems and/or responsibilities (46.6%), psychological or emotional problems (41.6%), an inappropriate study environment (41.2%), and a bad Internet connection (31.4%). With regard to teaching factors, students complained of excessive assignments (82.6%), lack of lesson explanations (78.6%), loss of concentration during synchronous classes (64.3%), having to learn through the computer screen (58.9%), and feeling of being abandoned (57.4%), among others. In sum, university students’ struggles with online learning were more related to teaching factors than to personal and material factors. Therefore, higher education institutions and faculty should be prepared to respond to student’s needs in different teaching scenarios, and more specifically in online environments, by adapting not only their teaching styles and resources but also the way they interact with students.

This study aims to analyze the effect of Online Learning on Accounting Students' Academic Performance. To analyze the effect of Work-Life Balance on Academic Performance of Accounting Students. To analyze the effect of Online Learning on Work-Life Balance. To analyze the influence of Online Learning on Academic Performance of Accounting Students with Work-Life Balance as an Intervening Variable.
 The results of this study indicate that online learning has a positive effect on work-life balance, the more effective online learning, the more balanced work-life balance. Online learning has a positive effect on academic performance, the more effective online learning, the higher the academic performance. Work-life balance has a positive effect on academic performance, the more balanced work-life balance on work and online learning systems, the higher the level of academic performance. Online learning positively affects academic performance through Work-Life Balance as an Intervening variable.

This article describes the need for virtual workspaces and then discusses the architecture, design, and development of GroupSystems for the World Wide Web (Web) (GSWeb), an HTML / JavaScript Web-based Group Support System (GSS). To design and develop GSWeb,a user-driven approach was employed which drew on feedback from users and teams working with a GSWeb prototype, interviews with GSS users and facilitators, and over 10 years of experience with face-to-face group support research, development, and design. GSWeb was built using HTML 3.0 and JavaScript for client interface rendering. The result is an application interface that is like the familiar Graphical User Interface (GUI) interfaces that are today a defacto standard. GSWeb is currently being used by teams from all over the world, and continuing design and development still relies on feedback and requests from actual users to refine and extend the features that will enable virtual teams to be productive and accomplish real work.

Web-based intervention support system for health promotion

Feedback from several thousands of users of our web-based negotiation support system has demonstrated that such systems can be used in e-business negotiations. Users' feedback also indicated that active support in the use of the system and negotiation methodology can facilitate the effective system use. This led us to develop a web-based integrated negotiation environment capable of supporting negotiators, providing context-dependent advice, and undertaking certain activities autonomously. This environment comprises software agents, and negotiation and decision support systems. An agent monitors the process, facilitates the use of the web-based negotiation support system, interprets the negotiators' activities and provides methodological advice. The architecture of this environment is based on the separation of user support functions from the autonomous software activities, separation of the support for individuals from facilitation and mediation, scalability and the ability to provide linkages with the existing software.

Developing school based curriculum is one of the important strategies to facilitate teachers involving in education reforms. However, the curriculum development processes, which comprises analysis, design, implementation, and evaluation, are very complexity and difficult. Thus, how to enhance the effectiveness of school based curriculum development is seen as an important research issue. This paper presents a Web-based performance support system that can assist SBCD by providing various tools for three levels of school hierarchy in the development processes.

This project aims to aid students, teachers, and even non-teaching staff in terms of managing technological inquiries and maintaining communication to perform academic-related transactions by developing Tissa – a web-based helpdesk support system for tertiary institutions that integrates various time series analysis techniques in forecasting the estimated number of tickets to be filed by the stakeholders based on historical records. Specifically, it explores the effects of developing a dedicated ticket management system that incorporates both analytics and enhanced user experience to the users' satisfaction, especially in a tertiary school setting. A total of 62 respondents were selected through purposive sampling. These respondents helped in evaluating the system's overall quality based on the ISO/IEC 25010 software quality model. The respondents' evaluation of the system's overall quality received an above-average score which means that the system passed the testing in terms of system requirements. The results gathered also suggest that 95.2% of the respondents agree that the inclusion of data visualization serves as valuable insights in performing strategic business decisions. Additionally, the system's user experience evaluation received the highest mean score of 4.82. The results for exponential smoothing yielded an 88% accuracy, linear regression was 80% accurate, simple moving techniques had an 85% accuracy rate, and 84% for the weighted moving average, which suggest that techniques used in this study can be considered reliable for future references.