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Efficiency and Effectiveness Index of Web-Based Instruction Blended Learning in the Basic Design Course of Undergraduate Students
Khachakrit Liamthaisong,Sangkom Pumipuntu,Sanit Kayapard
The Social Sciences , 2013, DOI: 10.3923/sscience.2011.375.378
Abstract: The purpose of this study was to develop a web-based instruction blended learning design to demonstrate an undergraduate student s performance on a 80/80 basis to determine the effectiveness index of the web-based instruction blended learning on the development of undergraduate students to compare the academic achievement of students between their performance both before and after the test and finally to study the satisfaction and improvement of the students towards learning lessons on the web. The sample that was used for this study was one group of 30 undergraduate students majoring in New Media at the Faculty of Informatics, Mahasarakham University. The 30 students were selected using a purposive sampling technique from the students basic design semester 2 academic year 2010. The materials used in this study were web-based instruction blended learning achievement tests and satisfaction questionnaires. The statistics were used to analyze data including finding an average and standard deviation. The test (t-test dependent) results showed that lessons on the internet combined with process optimization represented 87.52% and effective results represented 85.23% which indicates that a combination of web-based lessons were effective (E1/E2) at an index academic achievement score of 0.71, 87.52/85.23. The students were statistically significant at the 0.01 level and the students were highly satisfied with learning from lessons on the web. This study uses a lesson of web-based instruction blended learning to measure efficiency and effectiveness. Students were highly satisfied after learning from this lesson and it can be said that this technique can be used to teach students to achieve their goals independently.
Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment
Vanda Santos,Pedro Quaresma
Electronic Proceedings in Theoretical Computer Science , 2012, DOI: 10.4204/eptcs.79.7
Abstract: The area of geometry with its very strong and appealing visual contents and its also strong and appealing connection between the visual content and its formal specification, is an area where computational tools can enhance, in a significant way, the learning environments. The dynamic geometry software systems (DGSs) can be used to explore the visual contents of geometry. This already mature tools allows an easy construction of geometric figures build from free objects and elementary constructions. The geometric automated theorem provers (GATPs) allows formal deductive reasoning about geometric constructions, extending the reasoning via concrete instances in a given model to formal deductive reasoning in a geometric theory. An adaptative and collaborative blended-learning environment where the DGS and GATP features could be fully explored would be, in our opinion a very rich and challenging learning environment for teachers and students. In this text we will describe the Web Geometry Laboratory a Web environment incorporating a DGS and a repository of geometric problems, that can be used in a synchronous and asynchronous fashion and with some adaptative and collaborative features. As future work we want to enhance the adaptative and collaborative aspects of the environment and also to incorporate a GATP, constructing a dynamic and individualised learning environment for geometry.
Using Integrating Method to Teach Biochemical Pharmacy Technology  [PDF]
Chunchao Han
Creative Education (CE) , 2010, DOI: 10.4236/ce.2010.13021
Abstract: An integrating method to teach Biochemical Pharmacy Technology was developed to help students understand the technology to produce biochemical pharmacy well in this paper. By the integrating method, students can compare the main content of the biochemical pharmacy and the technology to produce them. Students were encouraged to demonstrate the connection and difference of the various biochemical pharmacies. The results showed that the performance of students with integrating method is significantly better than that of students without integrating method (p < 0.05). In conclusion, integrating method can enhance students’ performance on Biochemical Pharmacy Technology.
MOTIVATIONAL MEASURE OF THE INSTRUCTION COMPARED: Instruction Based on the ARCS Motivation Theory V.S. Traditional Instruction in Blended Courses
The Turkish Online Journal of Distance Education , 2010,
Abstract: The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different experiences for learners in terms of motivation than instruction developed following the standard instructional design procedure for blended courses. This study was conducted to compare the students’ motivational evaluation of blended course modules developed based on the ARCS Motivation Theory and students’ motivational evaluation of blended course modules developed following the standard instructional design procedure. Randomly assigned fifty junior undergraduate students studying at the department of Turkish Language and Literature participated in the study. Motivation Measure for the Blended Course Instruction (MMBCI) instrument was used to collect data for the study after the Confirmatory Factor Analysis (CFA). Results of the study indicated that designing instruction in blended courses based on the ARCS Motivation Theory provides more motivational benefits for students and consequently contributes student learning.
Integrating Web-Based Technology to Assist and Enhance Instruction, Assessment,and Application of Problem-Based Learning for Manual Therapy Techniques Used in Athletic Training and Sports Medicine
Todd Botto,Maureen Schorr,Joseph Lema
Journal of Systemics, Cybernetics and Informatics , 2006,
Abstract: As students of the 21st century enter into higher education, faculty's pedagogical styles and delivery methods must evolve to address the rapidly changing needs and skills of the students and society. One such method is through the use of web-based course management delivery systems and interactive software. Web-based interactive course management tools are relatively new educational phenomena. In the therapeutic and rehabilitative exercise curriculums this powerful new instrument may be utilized to enhance cognitive comprehension of basic theories, definitions, and applications. In addition, this web-based interactive tool may also function as a virtual assistant for the learning and mastery of various psychomotor skills necessary in the clinic. Incorporating and utilizing the various computer technologies, allows for the necessary foundational cognitive building outside the traditional classroom while creating a more inclusive environment inside the classroom for a deeper and richer problem-based learning exercise. In the rehabilitation settings it is not only important that the student understands the material but that they also develop the necessary critical thinking skills for appropriate application of the theoretical knowledge. It has been shown that incorporating problem-based learning into a curriculum is an effective way to improve an individual's critical thinking skills. In the model careful planning and implementation was needed to develop an interactive web-based instrument that serves all students in the class regardless of their learning style or rate of comprehension.
The Teaching and Learning Cycle: Integrating Curriculum, Instruction, and Assessment
Donna L. Jones
Christian Perspectives in Education , 2008,
Abstract: The philosophies of educators and government entities guide the teaching and learning cycle of curriculum, instruction, and assessment. The educator’s worldview plays an important part in developing these concepts which is demonstrated throughout history. Studying the history of the educational philosophers reveals their beliefs about curriculum, instruction, and assessments and the effects on education today. It shows the importance of integrating all three concepts in the educational process creating the teaching and learning cycle.
Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment  [PDF]
Sanja Bauk,Sne?ana ??epanovi?,Michael Kopp
Education Research International , 2014, DOI: 10.1155/2014/731720
Abstract: Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dys)functional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis. 1. Introduction Facing many rapid changes and challenges brought by new technologies and competitive pressure, higher education institutions are trying to innovate their service and raise their public reputation. Education is undergoing a dramatic transformation. Technology plays a powerful role in the life of today’s students and institutions can no longer meet their needs through classroom-based instruction alone. Higher education institutions are increasingly focusing on determining the right model to integrate technologies in teaching and learning in order to fulfill students’ needs and provide education and skills needed for the future society. Blended learning is one way in which institutions can prepare themselves for the next era in education [1, 2]. It offers new opportunities for combining face-to-face and online teaching and learning. This includes different learning or instructional methods (lecture, discussion, guided practice, reading, games, case study, and simulation), different delivery methods (live classroom or computer mediated), different scheduling (synchronous or asynchronous), and different levels of guidance (individual, instructor or expert led, or group/social learning). There are many definitions of blended learning and yet no single accepted one. In the scope of this study we should refer blended learning to a formal education program in which a student learns at least in part through online learning, with some elements of student control over time, place, path, and/or pace [3]. Measuring student satisfaction with web based learning systems has been an important issue for the researchers and academia. At the Americas Conference on Information Systems (AMCIS) as
The Effectiveness of Web-Based Instruction: An Initial Inquiry
Tatana M. Olson,Robert A. Wisher
International Review of Research in Open and Distance Learning , 2002,
Abstract: As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom instruction in order to determine which method is “better.” However, major differences in technology and presentation rather than instructional content can obscure the true relationship between Web-based instruction and these outcomes. Computer-based instruction (CBI), with more features similar to Web-based instruction, may be a more appropriate benchmark than conventional classroom instruction. Furthermore, there is little consensus as to what variables should be examined or what measures of learning are the most appropriate, making comparisons between studies difficult and inconclusive. In this article, we review the historical findings of CBI as an appropriate benchmark to Web-based instruction. In addition, we review 47 reports of evaluations of Web-based courses in higher education published between 1996 and 2002. A tabulation of the documented findings into eight characteristics is offered, along with our assessments of the experimental designs, effect sizes, and the degree to which the evaluations incorporated features unique to Web-based instruction.
The Effects of Blended Instruction on Oral Reading Performance and their Relationships to a Five-Factor Model of Personality  [cached]
Noritake Fujishiro,Isao Miyaji
Knowledge Management & E-Learning : an International Journal , 2010,
Abstract: In recent times, 'Blended Instruction' - an effective method of instructions utilizing e-Learning materials in English education - consists of an individual learning part, a collaborative learning part and a teacher instruction part. In the individual learning, students act out model dialogues in the WBT courseware which incorporated a high quantity of video and sound clips. In the collaborative learning, students perform the dialogues in pairs and assessed each other's performance. Our recent research in a high school showed that the skill of the students' oral reading was improved in most criteria of assessment through blended instruction. However, it is still not clear what kind of relationship exists between the development of the students' oral reading skills and their personalities. With this in mind, the authors have studied the effects of the blended instruction on the junior high school students' oral reading performance and their relationships to the five-factor model of personality. The result of the research shows that the skill of the students' oral reading was improved in most criteria of assessment and the blended instruction was effective for the personality group, 'Introverted unintelligent person' in the most categories of oral reading criteria as well as the personality group, 'Sociable hard-worker'. The important factor for that group in oral reading performance turned out to be 'Sense Reading'.
Utilization of a Blended Learning Approach to Teach Pediatric Resuscitation to Medical Residents  [PDF]
Tricia Swan
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.618201
Abstract: Because of the rarity of the event of pediatric resuscitations, residents are not able to practice and maintain skills that are critical for caring for these patients. Training must be focused on rapid decision making, identification of anatomical structures for intubation, selecting appropriate equipment and sizes for resuscitation procedures, selection of appropriate medications and leading a team in stressful situations. The goal of this study was to evaluate the ability of a blended learning approach to facilitate the acquisition and retention of pediatric resuscitation skills utilizing both simulation technology and on-line education resources.
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