The Experts below are selected from a list of 179142 Experts worldwide ranked by ideXlab platform
Badrul H. Khan - One of the best experts on this subject based on the ideXlab platform.
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Web-Based Instruction (WBI): An Introduction.
Educational Media International, 1998Co-Authors: Badrul H. KhanAbstract:Abstract This paper, recognizes how as the Information Age evolves, our society is undergoing massive changes that have tremendous impact on our educational systems. Advances in information technology, coupled with the changes in society, are creating new paradigms for education. Participants in this new educational paradigm require rich learning environments supported by well‐designed resources (Reigeluth and Khan, 1994). The Web, as a medium of learning and Instruction, has the potential to support the creation of well‐designed resources, such as Web‐based Instruction (WBI), which is discussed here.
Yeonwook Im - One of the best experts on this subject based on the ideXlab platform.
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Pedagogical Implications of Online Discussion for Preservice Teacher Training
Journal of research on technology in education, 2003Co-Authors: Yeonwook ImAbstract:AbstractThis paper explores pedagogical implications of online discussion for preservice teacher training, based on a comparison study of synchronous and asynchronous discussions. The data—2,820 postings from synchronous discussion sessions and 336 postings from asynchronous discussions—were collected from 40 preservice students at an online university in South Korea during the Spring 2002 course “Pedagogy of Web-Based Instruction.” Analysis of the postings revealed that female students were more active than male students in online discussions. Synchronous online discussion, however, did not develop into the more serious learning stages beyond socialization. On the other hand, topic-related postings were dominant in the asynchronous discussion. The results imply that synchronous discussion is more useful for promoting social interaction while asynchronous discussion is more useful for task-oriented communication. Specific suggestions are offered as to the best use of online discussion tools, the pivotal r...
S. Amutha - One of the best experts on this subject based on the ideXlab platform.
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Higher Secondary Learners' Effectiveness towards Web Based Instruction (WBI) on Chemistry.
Universal Journal of Educational Research, 2015Co-Authors: A. Sudha, S. AmuthaAbstract:Web-Based training is becoming a phenomenon in education today because of its flexibility and convenience, it is vitally important to address those issues that adversely impact retention and success in this environment. To generate principles of effective asynchronous Web-Based materials specifically applicable for secondary level students based upon the perceptions of those who have developed effective Web-Based content. The development and formulation of an Instructional approach for effective use of Web-Based learning is generally in science and particularly in chemistry. Web-Based Instruction is more appropriate to be used as a supplementary tool in learning process .WBI enables the learning process interesting and more meaningful since it provides multisensory experience to the students. The paradigm shift from student centered to learner-centered education has emphasized the use of WBI. Students have to use a variety of strategies in learning to accomplish classroom academic tasks. WBI help students and teachers and also institutions in improving overall learning process. The authorities need to focus on the integration between the technology and the pedagogical practices. Web-Based Instruction created by Blackboard was well suited to the students' needs. Learners' perspectives toward online learning have offered valuable insights into a way to make the connection between the teachers goal and learners need while learning in a Web-Based Instructional environment. This paper attempts to find out the higher secondary learners' effectiveness towards Web-Based Instruction on chemistry. Experimental method was adopted in this study. Samples were divided into control and experimental groups. Control group was taught by traditional method and experimental group with web based Instruction. Pre-test and post-test was administered to both the groups. The findings of the study reveals that there is no significant mean difference between the achievements of pre-test and post-test scores taught by traditional method and there is significant mean difference between the achievements of pre-test and post-test scores in the web based Instructional method since it provides multisensory experience to the students.
Sherry Y. Chen - One of the best experts on this subject based on the ideXlab platform.
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Mining Learning Preferences in Web-Based Instruction: Holists vs. Serialists
Educational Technology & Society, 2011Co-Authors: Natalie Clewley, Sherry Y. Chen, Xiaohui LiuAbstract:Web-Based Instruction programs are used by learners with diverse knowledge, skills and needs. These differences determine their preferences for the design of Web-Based Instruction programs and ultimately influence learners' success in using them. Cognitive style has been found to significantly affect learners' preferences of Web-Based Instruction programs. However, the majority of previous studies focus on Field Dependence/Independence. Pask's Holist/Serialist dimension has conceptual links with Field Dependence/Independence but it is left mostly unstudied. Therefore, this study focuses on identifying how this dimension of cognitive style affects learner preferences of Web-Based Instruction programs. A data mining approach is used to illustrate the difference in preferences between Holists and Serialists. The findings show that there are clear differences in regard to content presentation and navigation support. A set of design features were then produced to help designers incorporate cognitive styles into the development of Web-Based Instruction programs to ensure that they can accommodate learners' different preferences.
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Evaluating the Learning Effectiveness of Using Web-Based Instruction
Information Communication Technologies, 2008Co-Authors: Sherry Y. ChenAbstract:The use of Web-Based Instruction is becoming widespread in higher education; however, much remains to be learned about how different learners react to such Instructional programs. The study presented in this article evaluates students’ learning performance and their perceptions in a Web-Based Instructional program, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one master’s students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the post-test and gain scores were positively influenced by their perceptions and attitudes toward the Web-Based Instructional program. The implications of these findings are discussed.
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Evaluating the Learning Effectiveness of Using Web-Based Instruction: An Individual Differences Approach
International Journal of Information and Communication Technology Education, 2005Co-Authors: Sherry Y. ChenAbstract:The use of Web-Based Instruction is becoming widespread in higher education; however, much remains to be learned about how different learners react to such Instructional programs. The study presented in this article evaluates students’ learning performance and their perceptions in a Web-Based Instructional program, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one master’s students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the post-test and gain scores were positively influenced by their perceptions and attitudes toward the Web-Based Instructional program. The implications of these findings are discussed.
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Cognitive Modeling of Student Learning in Web-Based Instructional Programs
International Journal of Human-Computer Interaction, 2004Co-Authors: Sherry Y. Chen, Robert D. MacredieAbstract:There has been tremendous growth in Web-Based Instruction over the past few years. Because the user group of Web-Based Instruction includes learners from heterogeneous backgrounds, individual differences become an important issue in the development of Web-Based Instructional programs. Among a variety of individual differences, cognitive style is a particularly important characteristic. This study aims to determine the relationships between learners' cognitive styles and their perceptions and attitudes toward the features of a Web-Based Instructional program. The results indicate that cognitive styles influence students' reactions to nonlinear interaction, independent learning, and navigation tools and the difficulties and problems that they encounter. The findings are applied to develop a learning model that can support the design of Web-Based Instructional programs.
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The Relationships between Individual Differences and the Quality of Learning Outcomes in Web-Based Instruction
2002Co-Authors: Sherry Y. ChenAbstract:The use of Web-Based Instruction is becoming widespread in higher education, however much remains to be learned about how different learners perceived such Instructional programmes. The study presented in this paper evaluates students’ learning performance and their experience in a Web-Based Instructional programme, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one Masters students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the Post-Test and Gain scores were positively influenced by their perceptions and attitudes toward the Web-Based Instructional programme. The implications of these findings are discussed.
Xiaohui Liu - One of the best experts on this subject based on the ideXlab platform.
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Mining Learning Preferences in Web-Based Instruction: Holists vs. Serialists
Educational Technology & Society, 2011Co-Authors: Natalie Clewley, Sherry Y. Chen, Xiaohui LiuAbstract:Web-Based Instruction programs are used by learners with diverse knowledge, skills and needs. These differences determine their preferences for the design of Web-Based Instruction programs and ultimately influence learners' success in using them. Cognitive style has been found to significantly affect learners' preferences of Web-Based Instruction programs. However, the majority of previous studies focus on Field Dependence/Independence. Pask's Holist/Serialist dimension has conceptual links with Field Dependence/Independence but it is left mostly unstudied. Therefore, this study focuses on identifying how this dimension of cognitive style affects learner preferences of Web-Based Instruction programs. A data mining approach is used to illustrate the difference in preferences between Holists and Serialists. The findings show that there are clear differences in regard to content presentation and navigation support. A set of design features were then produced to help designers incorporate cognitive styles into the development of Web-Based Instruction programs to ensure that they can accommodate learners' different preferences.
