The Research and Application of Process Evaluation Method on Prosthodontics Web-Based Course Learning

The growing use of a web-based environment for college education is gradually replacing some aspects of the classroom in a University setting, and it is shifting the long accepted paradigm of understanding how students learn and introduces the question of what influences a student’s decision to learn in an online environment. In a web-based course, students gain a level of interaction with the material not possible in the classroom, yet lose other components that are only available in a physical environment. Educators struggle to determine what influences a student to take web-based college courses, and how they best learn in that environment. This study proposes that the student’s learning style, their self-efficacy and self-regulation when it comes to learning, and their expectations regarding online classes, are all factors in their choice to take web-based college courses. To validate this, students currently taking college level courses were surveyed and their responses analyzed.

The purpose of this study was to develop a web-based food safety course for high school teachers that teach food and culinary practices and evaluate its effectiveness on knowledge gained. Seventy-nine teachers successfully completed the course which was broken into basic microbiology, food microbiology, sanitation, and food handling sections. Teachers scored 53.2% correct answers on the food safety knowledge pre-test. Post-test scores improved to 90.4% correct. Teachers indicated that they would be “very willing” to participate in another web-based course. Web-based teaching appears to be an effective method for teaching food safety to high school teachers that teach food and culinary education.

The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web-based course for pre-service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer-mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre-service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web-based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web-based distance education course for teacher education.DOI: 10.1080/09687760701482218

The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web-based course for pre-service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer-mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre-service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web-based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web-based distance education course for teacher education.DOI: 10.1080/09687760701482218

In low-resource settings, non-profit organisations play an essential role in providing services and support for families with young children with autism. However, resource constraints limit access to quality training in evidence-based interventions. Web-based training may help fill this gap. This study examined the feasibility, acceptability and appropriateness of the web-based Autism Navigator® JumpStart to Coaching in Everyday Activities course for 26 non-profit organisation providers (10 specialists and 16 non-specialists) in South Africa. Quantitative and qualitative methods were used including a post-training survey. Sixteen providers (62%) completed the course over an average period of 5.58 months, with many completing the course during lockdown restrictions, suggesting time as a barrier to course completion. No provider characteristics were related to attrition, nor to the time taken to complete the course. Better English proficiency, higher education levels and more positive attitudes to implementing an evidence-based intervention were associated with the number of attempts needed to pass some learner assessments, and to perceptions of course feasibility, acceptability, and appropriateness. Adaptations in the training delivery (using a group format and local group conference calls) and inclusion of South African video clips were identified as potential facilitators to acceptability and appropriateness.Lay In low-resource settings, non-profit organisations play an essential role in providing services and support for families with young children with autism, including in Africa. However, non-profit organisation service providers may not have access to quality training in proven intervention methods. Web-based or online courses may help to meet this need. In this study, we invited a group of specialist (10) and non-specialist (16) non-profit organisation providers in South Africa to complete a web-based course, Autism Navigator® JumpStart to Coaching in Everyday Activities, a 20-h self-paced course that provides training in an evidence-based parent coaching intervention called Early Social Interaction. We evaluated acceptability, appropriateness, and feasibility of the training. Of the 26 who enrolled, 16 completed the course (7 specialists and 9 non-specialists). All providers found it difficult to find time to do the course until the lockdown restrictions due to COVID-19, when most completed the course. Those whose first language was not English experienced more difficulties with two of six learner assessments and those who were not clinical specialists had more difficulty with the coaching strategies learner assessment. Most providers rated the course highly feasible, acceptable, and appropriate stating that the course content was very valuable and helpful in equipping them to serve their families. They felt the extensive video clips and regular meetings with a local trainer helped them engage with and understand the material. They suggested that including South African video clips would make the course more relatable. The fact that the course was web-based was identified as a strong benefit, especially during COVID-19 restrictions.

The Internet is becoming a preferred place to find information. Millions of people go online in the search of health and medical information. Likewise, the demand for Web-based courses grows. This article presents the development, utilization and evaluation of a web-based pharmacology course for nursing students. The course was developed based on 150 commonly used drugs. There were 110 year 1 nursing students took part in the course. After attending six hours face to face lecture of pharmacology over three weeks, students were invited to complete a questionnaire (pre-test) about learning pharmacology. The course materials were then uploaded to a WebCT for student's self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given the same questionnaire (post-test). There were a significant increase in the understanding compared with memorizing the subject content, the development of problem solving ability in learning pharmacology and becoming an independent learner (p ,0.05). Online quizzes yielded satisfactory results. In the focused group interview, students appreciated the time flexibility and convenience associated with web-based learning, also, they had made good suggestions in enhancing web-based learning. Web-based approach is promising for teaching and learning pharmacology for nurses and other health-care professionals.

We are currently experiencing the rapid growth of technology-based distance learning courses and programs in higher education, K-12 education, training, and other non-traditional learning contexts. With the proliferation of e-Learning courses and programs, it is important that instructional designers, instructional technologists, and others think critically about the nature of their research and practice. A number of questions and issues need to be addressed. For example, many individuals use the terms virtual space, virtual learning, and virtual learning communities when discussing e-Learning design and development. Do we all attach the same meaning to these terms? Probably not. As we design Web-based courses, should we try and use the structure of the traditional classroom as the metaphor for the “online” classroom? This is certainly an open question, given the criticisms that many students and trainees voice concerning traditional classroom instruction and training. Are the relevant instructional design, development, and policy issues the same for higher education, K-12 education, and training in the private sector? What are the implications and effects of using templates and various server software including WebCT, Blackboard, and other programs when designing and developing e-Learning programs? Finally, what can be learned from those individuals who have made pioneering efforts to design and develop online courses? The contributors to this issue of the Quarterly Review of Distance Education directly address many of these questions.Richard Schwier discusses the concept of learning communities in general and virtual learning communities in particular. Schwier describes three aspects of virtual learning communities including the elements, purposes, and the catalysts of virtual learning communities. The catalysts discussed include alignment, engagement, and interaction. In addition, a number of research issues concerning virtual learning communities are presented.The implications of the rapid growth of e-Learning in training, academic education, and non-traditional learning environments for instructional designers are discussed by Wellesley (“Rob”) Foshay, who argues that each context will place different demands on instructional designers. In particular, Foshay discusses the issues and events that are affecting academic organizations, training organizations, and non-traditional educational settings, and the implications for instructional design research and practice in each of the three environments.The implications of using various server-based courseware tools for developing Web-based courses are discussed by Douglas Harvey and Jung Lee. Certainly, courseware tools can help instructional designers and developers be more efficient when developing online courses. But at what cost? Harvey and Lee provide a critical discussion of how effective template-based approaches are for the development of online learning courses. In particular, some of the specific issues discussed include the pedagogical impact of courseware tools, the visual interface, navigation layout, and interaction implications for online courses. Finally, the instructional design implications when using online development tools and server software are discussed.In the final two articles in this issue, the authors identify some lessons learned from the development and delivery of online courses. Barbara Bichelmeyer, Melanie Misanchuk, and Larissa Malopinsky discuss the adaptation of an existing residential course to a Web-based course. Lessons learned from three different literature bases and results of the adaptation, design, and development processes are also analyzed. Tiffany Koszalka and Mary Beth Bianco focus on the importance of instructors in online learning courses. Specific issues and lessons learned by instructors who have “taught” online courses are described and specific areas and questions for research in online learning environments are presented.Critical issues, both for research and development, that instructional designers and instructional technologists will need to think about as they transition their work to e-Learning environments are identified and discussed in this issue of the Quarterly Review of Distance Education. Much potential as well as problems exist for the design of instruction in an e-Learning environment. Critically important is that individuals in the field of instructional design and technology be actively involved in theory development, research, and the design and development of online learning courses and programs.

With the explosion of college-level Web-based courses, concern has arisen about the quality of online courses. Peer review of online courses is one method of ensuring that these courses meet the highest standards. Although numerous colleges and universities use peer review for classroom presentations, clinical experiences, and course materials, peer review of an online course may require a different type of expertise. This article describes the process for conducting a peer review of teaching in Web-based courses and explains how documentation of peer review of an online course can be used for faculty development, promotion and tenure decisions, curriculum decisions, and program review.

In the 2000 school year the Louisiana Department of Education commissioned a Distance Learning Task Force Committee to establish State Standards for Distance Education. These Standards supported the core beliefs set forth by the state's educational technology goal: "All educators and learners will have access to technologies that are effective in improving student achievement" (State Standards, p. 1). Emerging technologies, such as web-based instruction, were implemented to support these standards. These new technologies prompted the Louisiana Center for Educational Technology to establish the Louisiana Virtual Classroom. This project was a program that included a consortium of high school teachers for developing and teaching Web-based courses. This study was conducted to provide insight into fundamental pedagogical transitions for those teachers interested in teaching in a virtual environment, as well as providing online courses. The study participants were a group of five from the eleven teachers initially chosen to this project. The following questions were investigated: (a) What type of professional development training did educators need in order to teach a web-based course? What skills were needed by the instructor to be fully prepared to teach Internet-based courses? (b) What teaching strategies required implementation in this virtual environment? What was the role of the educator in this new teaching atmosphere? (c) What modifications were required in teaching methods to provide the online learner with the same learning opportunities as offered in the traditional classroom setting? What obstacles were confronted as a result of these changes? (d) How was student progress assessed to assure that students comprehended the material taught? The data collected and analyzed in this study provided a basic orientation to those future educators interested in offering web-based courses. The information built a basis on which educators developed an understanding of what was required to teach an online course.

Web-based courses are a popular format in the e-learning environment. Among students enrolled in Web-based courses, some students learn a lot, while others do not. There are many possible reasons for the differences in learning outcomes (e.g., student’s learning style, satisfaction, motivation, etc.). In the last few decades, students’ personality has emerged as an important factor influencing the learning outcomes in a traditional classroom environment. Among different personality models, the Big-Five model of personality has been successfully applied to help understand the relationship between personality and learning outcomes. Because Web-based courses are becoming popular, the Big-Five model is applied to find out if students’ personality traits play an important role in a Web-based course learning outcomes.

Distance learning has been advocated increasingly as a modern efficient method of teaching surgery. Efficiency of knowledge transfer and validity of web-based courses have not been subjected to rigorous study to date. An entirely web-based surgical 5-week lecture course was designed. Fifty per cent of the lectures were prepared as HTML slides with voice-over while the other group was presented in the text-only form. Only written material presented was examined. The lectures were presented via an educational web module. The lecture series was balanced specifically to reduce the pre-existent knowledge bias. Web usage was estimated utilising surrogates, including the number of hits as well as log-on timing. Face validity was assessed by a standardised questionnaire. Eighty-eight students took part in the lecture series and subsequent examination and questionnaire. Median multiple choice questionnaire (MCQ) marks were significantly higher in the aural lecture-derived stems versus the non-aural (P = 0.012, Mann-Whitney U-test). There was widespread approval of web-based learning as an adjunct to conventional teaching. Usage rates were augmented significantly in the final week when compared to the previous 4 weeks (mean total hits weeks 1-4 +/- SEM: 100.9 +/- 9.7 and mean total hits week 5: 152.1 +/- 13.1; P < 0.001, Kruskal-Wallis). However, total hits did not correlate with overall examination results (r(2) = 0.16). The aural lectures demonstrated higher face validity than the non-aural for content and presentation (P < 0.05, Kruskal-Wallis). The addition of aural files to the novel web-based lecture series is face valid and results in significantly increased examination performance.

There are some asynchronous web-based courses available in the civil engineering technology field but to the author’s knowledge, very few courses exist in structural analysis and design. The advantages of web-based online learning include flexibility and the ability to accommodate various learning styles such as visual and auditory learners, with the visual learning style being the most common among people of college age and older. The Civil Engineering Technology program at RIT recently developed a suite of web-based courses as part of the new Certificate in Structural Design. The online courses available include Structural Analysis, Timber Design, Reinforced Concrete Design, Structural Steel Design, and Applied Mechanics. The web-based course management software used to create the e-learning environment is the Prometheus (or myCourses at RIT) platform developed at the University of Washington. This platform includes an integrated e-mail list, discussion boards, live chat rooms and an online grade book. The purpose of this paper is to present a simple and effective approach used by the author in teaching a structural analysis distance-learning course. Structural analysis is a very analytical course that involves a lot of problem solving, diagrams and figures; consequently, a combination of web-based and text-based delivery formats was used in this course. The course was divided into several modules with each module having its own Intended Learning Outcomes (ILO’s). The course modules serve as a benchmark and compass to guide and measure student learning throughout the quarter. After the completion of each module, the students were asked to provide quantitative feedback on the ILO’s for that module to the instructor, thus enabling the instructor to reinforce any concept that may not have been fully grasped by the students. Student-toinstructor interaction was maintained through the use of the discussion board in myCourses and by e-mail. The syllabus, course modules, homework assignments and other pertinent information were posted on the course web site. Weekly homework was assigned and the students submitted their homework to the instructor by fax. A proctor that was pre-approved by the RIT Office of Online Learning proctored all the tests and the final exam in this course in the student’s locality. In this paper, the author discusses the organization of the course, the course modules and ILO’s, student-to-student and student-to-instructor interactions, feedback and guidance, and students’ responses and lessons learned. Based on the student feedback and performance in this course, we conclude that the structural analysis course has been successfully delivered via a combination of web-based and text-based delivery formats.

Web-based instruction is not a new phenomenon. There are 15–20 years of research and literature to support the effectiveness of web-based instruction. The purpose of this article is to synthesize the research in this field in order to determine which factors are critical to the success of web-based instruction. We created a toolkit to assist instructors in creating web-based instruction. First, we attest that one must be aware of web-based students’ performance. Second, social presence should be established through discussion forums and collaborative activities. Third, teacher presence should be moderated. Fourth, web-based courses should base course content in project-based learning activities. Fifth, a web-based instructor must provide optimal feedback. Empirical evidence is cited to support each of the five “tools.”

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 &amp; 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.

This institution provided a very general web-based medical laser safety training module as an alternative to custom live classroom sessions conducted upon request. However, an investigation revealed that the web-based course engendered more resentment than understanding among physicians, whose degree of specialization necessitates knowledge of only the specific hazards associated with their field. These doctors’ resulting aggravation undermined support for laser safety program efforts. This institution addressed these concerns by developing a series of application-specific training modules for posting on the institution’s web-based training site. Each module includes the core information specified in Appendix D of both the American National Standards Institute [ANSI] Z136.1-2000[1] and Z136.3-1996[2] Standards for Safe Use of Lasers. Application-specific information culled from recent relevant medical literature was added to create the specific modules. The appropriate Medical School faculty reviewed each module, and the reviewers’ comments were incorporated into the final version. As a result, medical laser users now have easy access to current applicable faculty-endorsed medical laser safety information. In addition, the demonstrated commitment to meeting the target audience needs has greatly improved support for the laser safety program at all levels. Finally, increased awareness and knowledge in the user community have enhanced the site’s laser safety program.