Web Enhanced vs. Traditional Approach for a Science Course

2011 ◽  
pp. 103-116 ◽  
Author(s):  
Gennadiy Kuleshov
Keyword(s):  
Traditional Approach ◽  
Rapid Development ◽  
Discussion Board ◽  
Student Feedback ◽  
Main Theme ◽  
Teaching With Technology ◽  
Web Based ◽  
Science Courses ◽  
Undergraduate Science ◽  
Specific Learning

The use of web enhanced curriculum to teach and reinforce science concepts based on specific learning objectives has been a positive experience for faculty and students. This chapter provides a review of the rapid development of web enhanced science courses as a teaching-with-technology alternative to the traditional approach. The main theme of the article is a step by step introduction to the design, implementation, and usage of a computer-aided system in teaching undergraduate science (physics, mathematics, electronics, and chemistry) courses with an adequate laboratory experience. These steps are (i) the learning management system evaluation and selection; (ii) computerized course curriculum adjustment to a web-based format; (iii) the simulations (virtual labs) and animated illustrations if needed; (iv) the establishment of threaded discussion board where each student is expected to participate in discussions moderated by a professor; (v) computerized test set ups; (vi) student feedback summarization and analysis.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

A framework for programmatically designing user interfaces in JavaScript

2015 ◽  
Vol 11 (3) ◽  
pp. 254-269
Author(s):  
Henry Larkin
Keyword(s):  
User Interface ◽  
User Interfaces ◽  
Design Methodology ◽  
Rapid Development ◽  
Program Code ◽  
Web Based ◽  
Content Type ◽  
Mobile Web ◽  
Mobile Interfaces ◽  
New Framework

Purpose – The purpose of this paper is to investigate the feasibility of creating a declarative user interface language suitable for rapid prototyping of mobile and Web apps. Moreover, this paper presents a new framework for creating responsive user interfaces using JavaScript. Design/methodology/approach – Very little existing research has been done in JavaScript-specific declarative user interface (UI) languages for mobile Web apps. This paper introduces a new framework, along with several case studies that create modern responsive designs programmatically. Findings – The fully implemented prototype verifies the feasibility of a JavaScript-based declarative user interface library. This paper demonstrates that existing solutions are unwieldy and cumbersome to dynamically create and adjust nodes within a visual syntax of program code. Originality/value – This paper presents the Guix.js platform, a declarative UI library for rapid development of Web-based mobile interfaces in JavaScript.

A comparison of student feedback obtained through paper-based and web-based surveys of faculty teaching

2007 ◽  
Vol 38 (6) ◽  
pp. 1085-1101 ◽  
Author(s):  
Ali Ardalan ◽  
Roya Ardalan ◽  
Samuel Coppage ◽  
William Crouch
Keyword(s):  
Student Feedback ◽  
Web Based ◽  
Faculty Teaching

Feasibility and Effectiveness of a Web-Based Physical Activity Intervention for Working Mothers

2016 ◽  
Vol 13 (8) ◽  
pp. 822-829 ◽  
Author(s):  
Emily L. Mailey ◽  
Jennifer Huberty ◽  
Brandon C. Irwin
Keyword(s):  
Physical Activity ◽  
Group Dynamics ◽  
Working Mothers ◽  
Physical Activity Intervention ◽  
Well Being ◽  
Discussion Board ◽  
User Engagement ◽  
Web Based ◽  
Self Worth ◽  
Website Use

Background:The purpose of this study was to examine the feasibility and effectiveness of a web-based intervention to promote physical activity and self-worth among working mothers.Methods:Participants (N = 69) were randomly assigned to receive a standard web-based intervention or an enhanced intervention that included group dynamics strategies to promote engagement. The 8-week intervention was guided by self-determination theory. Each week, participants were instructed to complete 3 tasks: listen to a podcast related to well-being, complete a workbook assignment, and communicate with other participants on a discussion board. Participants in the enhanced condition received an additional weekly task to enhance group cohesion. Data were collected at baseline, week 8, and week 16.Results:Physical activity (P < .001, η2 = 0.35) and self-worth (P < .001, η2 = 0.39) increased significantly in both groups following the intervention, and introjected (P < .001, η2 = 0.30) and external motivation (P = .04, η2 = 0.10) decreased. Website use declined across the 8-week intervention in both groups (P < .001, η2 = 0.48); however, discussion board use was higher in the enhanced condition (P = .04, η2 = 0.21).Conclusions:These findings suggest web-based interventions can improve physical activity and self-worth among working mothers. Group dynamics strategies only minimally enhanced user engagement, and future studies are needed to optimize web-based intervention designs.

Design and Implementation of SNMP-Based Web Network Management System

2011 ◽  
Vol 341-342 ◽  
pp. 705-709 ◽  
Author(s):  
Wei Wei Zhang ◽  
Sui Yang Chen
Keyword(s):  
Network Management ◽  
Network Architecture ◽  
Management System ◽  
Computer Network ◽  
Rapid Development ◽  
Network Management System ◽  
Web Based ◽  
Management Technology ◽  
Important Direction ◽  
User Friendly

With the rapid development of computer network, the network architecture is increasingly complicated; the scale of network extends continuously. Therefore, the functions and positions of the network management are also more and more important. The Web-Based network management, making users manage the network and system expediently and simply, combining Web technology and modern distributed network management technology, which can also be updated and customized easily to meet the different needs, is an important direction of the development of the network management technology in the future. This paper proposes an a SNMP-based Web network management system using B/S structure, which has features of flexible structure, easily extensible, user-friendly features and so on.

scholarly journals Web Based Data Capture for Clinical Research

10.28945/3201 ◽  
2008 ◽  
Author(s):  
Stephen Smith ◽  
Samuel Sambasivam
Keyword(s):  
Clinical Trials ◽  
Clinical Research ◽  
Medical Device ◽  
Rapid Development ◽  
Research Data ◽  
Data Capture ◽  
Electronic Data Capture ◽  
Proof Of Concept ◽  
Web Based ◽  
Tools And Techniques

Electronic Data Capture (EDC) is increasingly being used in the pharmaceutical, biotech and medical device industries to gather research data worldwide from doctors, hospitals and universities participating in clinical trials. In this highly regulated environment, all systems and software must be thoroughly tested and validated, a task that is burdensome in terms of time and cost. Starting with database structures that are designed to be copied easily, this paper proposes a simple framework that allows for rapid development and minimal testing. The framework includes tools for building modules, for copying modules from one trial to the next, and tools to validate that the modules are the same as modules that have been fully tested previously. A proof-of-concept prototype has been built to demonstrate certain tools and techniques that can be used when designing and building a simplified EDC interface.

Learning Patterns of Learners’ Interaction in Learning Management Systems

2012 ◽  
pp. 537-567
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Game-Changer

Gamification ◽  
2015 ◽  
pp. 807-825
Author(s):  
Roberta Levitt ◽  
Joseph Piro
Keyword(s):  
Teaching And Learning ◽  
Socially Responsible ◽  
Instructional Resources ◽  
Learning Space ◽  
Web Based ◽  
21St Century Education ◽  
Learning Standards ◽  
New Directions ◽  
Information And Communication ◽  
Specific Learning

Technology integration and Information and Communication Technology (ICT)-based education have enhanced the teaching and learning process by introducing a range of web-based instructional resources for classroom practitioners to deepen and extend instruction. One of the most durable of these resources has been the WebQuest. Introduced around the mid-1990s, it involves an inquiry-centered activity in which some or all of the information learners interact with comes from digital artifacts located on the Internet. WebQuests still retain much of their popularity and educational relevance and have shown remarkable staying power. Because of this, recontextualizing the WebQuest and situating it within the modern-day trend of the “gamification” of instructional design is examined, together with how the WebQuest can promote solid academic gain by placing students inside a learning space patterned after a multi-user virtual environment. This structure includes emphasis on teamwork and socially responsible problem-solving, intense task immersion, task game flow and scalability, and reward cycles. The authors also discuss how including an upgraded WebQuest informed by Common Core Grade-Specific Learning Standards in pre-service education curriculum can advance multiple facets of teacher education with candidates who are acquiring, learning, applying, and integrating pedagogical, technological, and content-area skills. Further, the authors offer suggestions for new directions in the use of web-based resources in 21st century education enterprise.

21st Century Learning Opportunities for SME Success

E-Marketing ◽  
2012 ◽  
pp. 781-802
Author(s):  
Kathleen P. King ◽  
John J Foley
Keyword(s):  
Adult Development ◽  
21St Century ◽  
Imperfect Information ◽  
Technological Development ◽  
Rapid Development ◽  
Rapid Change ◽  
21St Century Learning ◽  
Business Systems ◽  
Web Based ◽  
Medium Enterprise

This chapter informs SME (small and medium enterprise) owners, developers, consultants, and academics with the reasons, means, and possibilities afforded by 21st century technology in helping SMEs to improve their operational efficiencies and discover more effective marketing strategies for their products and services. With the rapid development and broad-based integration of web-based technologies across domains of communication, marketing, e-Commerce, and training, SMEs can benefit greatly by using these inexpensive tools to their advantage. SMEs typically underutilize opportunities to enhance their efficiencies by using more complex e-Business systems, and in so doing under develop the talents of their workforce for innovation and success. This underutilization is not just because of ignorance of technological capabilities, but also from a lack of exposure to leadership and HR development training. Knowing the need to learn must be a strong foundation before technological development can ensue. This chapter provides a synthesis of research and literature across several related, but seldomly connected fields - including, organizational theory, leadership, adult development and learning, 21st century learning, distance learning and human resource management. In developing this chapter, the authors are attempting to communicate the need for SMEs to both develop leadership and technological program developments to implement the changes needed to compete in a marketplace that reflects rapid change and imperfect information.

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