Process Control Model in Web-Based e-Learning

2006 ◽  
pp. 276-289 ◽  
Author(s):  
Weining Kong ◽  
Liang Ge ◽  
Junzhou Luo
Keyword(s):  
Process Control ◽  
Control Model ◽  
Web Based ◽  
E Learning

Applying a novel statistical process control model to platelet quality monitoring

Transfusion ◽  
2002 ◽  
Vol 42 (8) ◽  
pp. 1059-1066 ◽  
Author(s):  
P.L. Perrotta ◽  
C. Ozcan ◽  
J.A. Whitbread ◽  
S.J. Finch
Keyword(s):  
Process Control ◽  
Statistical Process Control ◽  
Control Model ◽  
Quality Monitoring ◽  
Statistical Process

Pedagogical Importance of Learner Interface in Web-Based e-Learning Content

2021 ◽  
Author(s):  
S.C.M. de S Sirisuriya ◽  
L. Ranathunge ◽  
S.P. Karunanayake ◽  
N. A. Abdullah
Keyword(s):  
Web Based ◽  
Learning Content ◽  
E Learning

A web-based e-learning tool for UML class diagrams

2010 ◽  
Author(s):  
J. Soler ◽  
I. Boada ◽  
F. Prados ◽  
J. Poch ◽  
R. Fabregat
Keyword(s):  
Learning Tool ◽  
Web Based ◽  
E Learning ◽  
Class Diagrams

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

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