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.

In some subject areas the fusing of theory and practice can only be accomplished by demonstrating fundamental principles and their application via laboratory experiments. Although the benefits of underpinning the key conceptual and theoretical aspects with laboratory work have long been recognised, the practical and logistical problems associated with organising laboratories often results in students not fully engaging in the educational process. Unfortunately, many traditional laboratory experiments lose their impact if students are not fully prepared or appreciate the value of experimentation as an essential component in the learning process. The advent of the WWW provides a tremendous opportunity to address some of these issues through the provision of 'virtual' laboratories where students are able to access the facilities at any time. However, the design of these information rich environments requires web authors to 'activate the Internet' through the inclusion of a range of dynamic features if the on-line learning resources are not to be static and unchanging. These tools and technologies offer unlimited possibilities in the design of virtual worlds and the development of interactive Web sites. Through the use of a case study, this paper will discuss the design of a virtual laboratory and present a range of strategies for developing dynamic and active learning material for transmission over the Internet.

Education advances every day, and one such advancement is the Learning Management System (LMS) which has been used in various countries worldwide. It gained greater impetus when online education came into the picture in 2020 globally to the entry of COVID-19. However, LMS is still an unexplored topic in some regions of the world. This paper aims to spell out how the inclusion of LMS can provide an easy imparting of education and a very convenient way of transferring knowledge so that the institutes not exposed to such experience could know about this. LMS helps instructors manage all academic activities from anywhere, anytime, as it is online-integrated software designed to support education online or offline. This paper intends to enlist the usefulness of one such LMS called Modular Object-Oriented Dynamic Learning Environment (Moodle), an e-learning platform that facilitates impactful teaching and learning. Instructors and students who have used Moodle are interviewed in a semi-formal way. The descriptive methodology was used to identify the highlights of the responses. The results of this study bring the effectiveness of Moodle into the limelight so that institutions adopt it to enhance the teaching process in effective learning. Hence, it lists the limitations of Moodle where the scope for development exists and intends to recommend to educationists to invest in LMS to contribute toward the holistic development of 21st-century education.

Often we discuss about student's educational needs and wishes. What about teacher's needs and/or wishes in terms of educational system functional rules? Simply the teachers should sometimes use paper and students should always use computers or others devices for the same material or task? We think not. But we estimate they both needs a minimal package of teaching and learning tools for a well-structured learning management system (LMS) that will compose a reliable and decent virtual learning environment. Successfully distance learning imply a well-organized pedagogical approach and, subsequently, a structured learning environment. In this perspective, if we struggle to improve the results, we consider that both teachers’ and students’ perspective must be taken into account. We agree that the students must have all the tools that they need to learn. But for this purpose, the teachers should also have the essential tools for managing the learning process. If we demand why the LMS's are not entirely accepted as good learning environments, a good reasons seems to be even the lack of this minimal technical tools for managing teaching-learning processes. This paper emphasizes the teachers’ experience of the most utilized learning management systems (LMS), in both technical and pedagogical perspective. First, in technical perspective, we focus on the strengths and weakness of some commonly used LMSs: Moodle, Blackboard, Google Drive and Google Scholar, Sakai, Joomla LMS, Wordpress LMS. Second, we struggle about pedagogical demands for an ideal LMS: we outlined some of the most useful tools for teacher as didactic process manager, as they result from a survey on some existing software applications (the most used LMS's). We tried to propose the most necessary tools for teachers and students in order to cover the entire teaching and learning process. Also, we propose an “ideal” LMS, completed with functionalities imposed by the pedagogical and administrative norms.

Objectives: Medical education is evolving with the integration of newer approaches alongside traditional pedagogical methods based on didactic lectures. New learner-centred strategies foster a dynamic learning environment and enhance critical thinking amongst students. This study explores the impact of heutagogical teaching strategies compared to andragogical teaching–learning (TL) methods, specifically assessing their effectiveness in improving achievement motivation and academic confidence amongst 1 st -year MBBS students. Materials and Methods: The study employed a two-phase design: First, developing and validating a teaching learning questionnaire (TLQ) to assess and compare students’ perceptions of andragogical and heutagogical teaching methods, and second, assessing learning outcomes using TLQ. About 99 1 st -year MBBS students completed the TL questionnaire using a Likert scale. Teaching sessions were conducted on ‘Exercise Physiology’ using an andragogical approach and ‘Autonomic Nervous System’ using a heutagogical approach. Post-test assessments and student feedback from each session were analysed to determine the effectiveness of both methods. Results: In the first phase of the study, a 13-item TL questionnaire was developed after validation following standard procedures. It showed strong content validity (content validity index = 0.97 and content validity ratio = 0.88) and reliability (Cronbach’s alpha = 0.97 and intra-class correlation coefficient = 0.96). Factor analysis indicated two factors in the TLQ, accounting for 71.79% of the variance, with most items showing strong factor loadings. In the second phase, 1 st -year MBBS students expressed a preference for heutagogical teaching, with 76% favouring it over traditional methods and 98% reporting higher satisfaction with this approach. Students reported increased motivation, problem-solving skills, creativity, and confidence with the heutagogical style. Conclusion: This study highlights the significance of both heutagogical and andragogical TL methods in medical education to foster a dynamic and effective learning environment. The validated TLQ provides a reliable tool for evaluating teaching strategies across medical disciplines. This study also underscores the potential of heutagogical learning in developing achievement motivation and confidence amongst medical students. Further research with larger sample sizes is recommended to confirm these findings and assess the broader applicability of both TL strategies.

This paper presents a Rough Set approach to analyze of students academic performance in a Web-based learning support system (WLSS). Web-based education has become a very important area of educational technology. This paper considers individual learners working alone without support from a teacher to provide guidance and advice on learning approach. Learners may have access to a wealth of material but may be faced with other problems such as material selection, planning a learning strategy, maintaining motivation and sequencing learning sub-goals. It might create a situation where some students may not be able to improve their grade as well as they could, compared to a face-to-face course. What if customized course materials were prepared for each student? It might fill this gap. Their records, such as grades for prerequisite courses or some personal factors that seems to affect their academic performance are used as student profile. In this paper, we discuss how to use Rough Sets to analyze student personal information to assist students with effective learning.

CONSTRUCTIVISM VS. BEHAVIORISM OF PEDAGOGICAL THEORIES TO THE DIGITAL CLASSROOM: PRACTICAL STRATEGIES FOR HIGHER EDUCATORS In the rapidly evolving background of higher education, the digital classroom has emerged as a trans-formative atmosphere where traditional pedagogical theories are being re-imagined to meet the needs of contemporary learners. This paper explores the application of two prominent pedagogical theories—Behaviorism and Constructivism in digital learning environments, highlighting their distinct approaches and practical implications for higher education. The paper discusses that a blended method, integrating both Behaviorist and Constructivist tactics, can create a more inclusive and dynamic digital learning environment. By leveraging the strengths of each theory, higher educators can design courses that cater to diverse learning needs, promote student engagement, and enhance learning results. Practical recommendations include the usage of Learning Management Systems (LMS) for structured content delivery, personalized learning through adaptive tools, and fostering social interaction through collaborative platforms. This paper concludes that while Behaviorism and Constructivism offer distinct theoretical foundations, their combined application in the digital classroom can lead to a more effective and student-centered learning experience. Behaviorism emphasizes observable behaviors, reinforcement, and structured learning experiences while Constructivism, on the other hand, focuses on active learning, cognitive processes, and the co-construction of knowledge. By thoughtfully integrating these pedagogical approaches, higher educators can better prepare students for the challenges of the digital age and foster a culture of lifelong learning.

In educational institutions computing technology is facilitating a dynamic and supportive learning environment for students. In recent years, much research has involved investigating the potential of technology for use in education and terms such as personalized learning, virtual learning environments, intelligent tutoring and m-learning have brought significant advances within higher education but have not propagated down to Primary Level. This paper discusses AmbiLearn, an ambient intelligent multimodal learning environment for children. The main objective of this research is to redress the limited use of virtual learning environments in primary school education. With a focus on multimodal presentation and learning environments, AmbiLearn explores the educational potential of such systems at Primary school level.

This article outlines a learning intervention which the authors call Learning by Design. The goal of this intervention is classroom and curriculum transformation, and the professional learning of teachers. The experiment involves the practical application of the learning theory to everyday classroom practice. Its ideas are grounded in pedagogical principles originally articulated in the Multiliteracies project, an approach to teaching and learning that addresses literacy and learning in the context of new media and the globalizing knowledge economy. The need for a new approach to learning arises from a complex range of factors — among them, changes in society and the economy; the potential for new forms of communication made possible by emerging technologies; and rising expectations amongst learners that education will maximize their potential for personal fulfillment, civic participation and access to work. The authors first brought together the Learning by Design team of researchers and teachers in 2003 in order to reflect upon and create new and dynamic learning environments. A series of research and development activities were embarked upon in Australia and, more recently, in the United States, exploring the potentials of new pedagogical approaches, assisted by digital technologies, to transform today's learning environments and create learning for the future — learning environments which could be more relevant to a changing world, more effective in meeting community expectations and which manage educational resources more efficiently. One of the key challenges was to create learning environments which engaged the sensibilities of learners who are increasingly immersed in digital and global lifestyles — from the entertainment sources they choose to the way they work and learn. It was also about enabling teachers to explicitly track and be aware of the relationship between their pedagogical choices and their students' learning outcomes.

The project aimed to evaluate the relationship between the learning environment, teaching strategies, and student participation among art students in a Chinese university. Utilizing a combination of quantitative analysis, the study sought to assess the overall satisfaction of students with these key educational components. By analyzing various dimensions such as physical, social, and psychological environments, the research determined how these aspects contributed to student engagement and learning outcomes. Teaching strategies were examined to identify the effectiveness of methods employed by educators, focusing on the adaptability of strategies to meet the needs of students in creative fields. Additionally, the study investigated the levels of student participation, covering behavioral, emotional, and cognitive engagement. By gathering data through surveys and performing statistical analyses such as T-tests and ANOVA, the research offered insights into areas needing improvement, aiming to enhance both the quality of art education and the holistic development of students. This study was relevant for educators and institutions focused on optimizing teaching methods and learning environments for art students. The findings from this research provided a deeper understanding of how different aspects of the learning environment and teaching strategies influenced student engagement, particularly in art education. The insights gained guided educators in creating more dynamic and supportive learning environments that fostered creativity and critical thinking. Additionally, the study emphasized the importance of personalized teaching methods and the need for continuous adaptation to student needs. Ultimately, the research offered actionable recommendations for improving the overall educational experience of art students, ensuring they developed both academically and professionally.

This paper explores the integration of digital tools in online teacher education courses to enhance active student engagement and support differentiated instruction, particularly for non-traditional teacher candidates. Drawing from the authors’ experiences, the study examines how technology tools (e.g. Zoom with Kaltura, simulations, SketchGraph, and AutoDraw), foster personalized learning, accommodate diverse needs, and provide opportunities for deeper engagement. Guided by the SAMR model, the analysis categorizes tools based on their functions in the teaching and learning practices, emphasizing their role in creating dynamic and inclusive learning environments. The findings highlight that digital tools enable active learning by encouraging critical engagement and moving away from traditional, passive modes of instruction. Through teacher modeling and differentiation, these tools empower learners to navigate complex concepts and build autonomy in their learning process. Practical strategies for implementing technology tools, such as modeling their use and providing clear, step-by-step instructions, are also discussed to address the challenges of online learning environments. This study contributes to the growing body of literature on technology integration in teacher education, offering insights into how digital tools can enhance learning experiences and prepare teacher candidates to adopt innovative instructional practices in their future classrooms.

Corporates invest tremendous amount of finance in training workforce. This amount comprises of cost to trainer, infrastructure and time taken to train the workforce. Internet technologies have significantly affected our industries (Gabriele Piccol, 2001) where many industries have started using these internet technologies for providing virtual learning environment. This paper attempts to demonstrate the difference between two learning environments: traditional classroom environment and web based virtual learning environment. To demonstrate the fact the study has selected two groups, where one group participates in traditional learning environment and the other group participates in web based virtual learning environment. The performance of both the groups are noted and analysed.

In this paper, our aim is to explore the predictors of adoption by students of a Learning Management System (LMS) based on a Modular Object-Oriented Dynamic Learning Environment as well as the influence of active student participation and the interactive usage of an LMS on the achievements of students in a blended learning environment. Our study was conducted on 169 students, who are using an LMS for the first time in their studies, from the largest university from Serbia. Our findings indicate that students' active participation in class has a stronger positive effect on students' achievement than does students' interactive usage of the LMS. A stepwise linear regression analysis revealed that a student's interactive usage of the LMS and his/her active participation in class accounted for 47% of the variation in a student's achievement. A student's interactive usage of the LMS is only affected by his/her perceived easy usage of the LMS.

Current literature mainly focused on one or two multimedia learning principles in traditional learning environments. Studies on multimedia learning principles in AR and VR environments are also limited. To reveal the current situation and gaps of the multimedia learning principles in different learning environments, it is necessary to extend their boundaries. Thus, further studies may directly affect the investment in VR and AR technologies and their integration into the learning process by teachers. The current study presented a systematic review of multimedia learning principles in different learning environments, including traditional, virtual reality and augmented reality. In this study, 136 journal articles were identified based on PRISMA guidelines and reviewed regarding multimedia learning principles, learning environments, measurements, subject matters, learning outcomes, research methodologies, education programs, education fields, and years of publication. The results indicate that (1) there is an increasing interest in multimedia learning principles; (2) undergraduate students have been the target participant group in the review studies; (3) only five studies tested one of the multimedia learning principles in the VR environment, but no studies have been conducted in the AR learning environment; (4) most studies preferred subjective measurements (e.g., mental effort, difficulty) or indirect objective measurements (e.g., learning outcomes, eye-tracking, study time); (5) subject matters from STEM fields often preferred in investigations; and (6) modality was the most studied multimedia learning principle in the reviewed articles, followed by redundancy, multimedia, signaling, coherence, segmenting, personalization, spatial contiguity, temporal contiguity, image, pre-training, and voice, respectively. The results were discussed in detail. Specific gaps in the literature were identified, and suggestions and implications were provided for further research.

The importance of effective classroom management has emerged as a critical factor in enhancing student learning motivation, particularly in the context of rapidly evolving educational environments. This study aims to explore the role of classroom management in improving student motivation through a qualitative descriptive approach. The research was conducted at Muhammadiyah Kretek Middle School in Bantul, with all classes at the school serving as research subjects. Data were collected using observation, interviews, and documentation techniques. The findings indicate that classroom management by teachers has not been fully optimized, and the teaching methods employed remain relatively monotonous, which leads to students' decreased engagement in the learning process. However, teachers continue to make efforts to improve classroom management through thorough preparation of learning materials, varied teaching methods, strategic seating arrangements, and incorporating playful learning activities. Additionally, teachers are working to integrate advancements in science and technology to create a more engaging and dynamic learning environment, aiming to reduce the monotony in the classroom.