The feasibility of implementing web-based instruction in Basic Design course : A case study of the i-learning system

2009 ◽  
Author(s):  
Li-Yu Chen
Keyword(s):  
Learning System ◽  
Basic Design ◽  
Web Based ◽  
Web Based Instruction ◽  
Based Instruction

Software for Supporting Web-Based Instruction: A CourseInfo Case Study

2000 ◽  
Vol 8 (2) ◽  
pp. 77-87
Author(s):  
Kathryn F. Gates ◽  
Tracy L. Wascom
Keyword(s):  
Web Based ◽  
Web Based Instruction ◽  
Based Instruction

scholarly journals Optimizing Web-Based Instruction: A Case Study Using Poultry Processing Unit Operations

2009 ◽  
Vol 8 (4) ◽  
pp. 93-100 ◽  
Author(s):  
Corliss A. O'Bryan ◽  
Philip G. Crandall ◽  
Katrina Shores-Ellis ◽  
Donald M. Johnson ◽  
Steven C. Ricke ◽  
...  
Keyword(s):  
Processing Unit ◽  
Web Based ◽  
Unit Operations ◽  
Web Based Instruction ◽  
Poultry Processing ◽  
Based Instruction

Web-Based Instruction

2012 ◽  
pp. 195-203
Author(s):  
Cheng-Yao Lin ◽  
Fenqjen Luo ◽  
Jane-Jane Lo
Keyword(s):  
Elementary Teachers ◽  
Mathematics Learning ◽  
Preservice Elementary Teachers ◽  
Advisory Panel ◽  
Web Based ◽  
Web Based Instruction ◽  
Based Instruction ◽  
Conceptual And Procedural Understanding ◽  
Interactive Feature

This case study explored the efficacy of web-based instruction on preservice elementary teachers’ mathematics learning. Web-based instruction is appealing to many schools in urban settings because it helps them to face the two big challenges most akin to their schools: to motivate students’ interests and to meet the diverse students needs with its interactive feature and adaptive capability. Ten preservice elementary teachers were interviewed regarding their ability to model and reason with fractions after receiving web-based instruction on these topics in their regular mathematics method course. The interview transcripts were used to provide information about the strength and weakness of participants’ conceptual and procedural understanding of fractions. The findings of this case study identify promises and challenges in supporting the recommendations of many national reports, such as the NCTM Professional Standards for School Mathematics (2000) and the National Mathematics Advisory Panel (2008), in incorporating technology into the compulsory mathematics classrooms.

scholarly journals The First Impression of Non-native Romanised Mandarin Learners towards a Newly Designed Web-based Instruction with Customized Architecture Framework

2011 ◽  
Vol 2 (4) ◽  
pp. 196-203
Author(s):  
Lim Soo Giap
Keyword(s):  
Learning System ◽  
Instructional Materials ◽  
Teaching Staff ◽  
Learning Session ◽  
Statistical Tool ◽  
Web Based ◽  
First Impression ◽  
Web Based Instruction ◽  
Based Instruction ◽  
Operation Center

The Web-based instruction (WBI) is the instructional materials that are used in the learning system that involves the network operation center (NOC), the WWW resources, the learners, instructors and the regularly conducted lectures of fulltime teaching staff. The main objective of this paper is to describe the system architecture of web-based Hanyu Pinyin (Romanised Mandarin) instruction and its main features. The Hanyu Pinyin WBI is tailored to tackle the weaknesses and to meet the specific needs of Malay learners. This paper also discusses the first impression of UiTM students who study through Guru Hanyu Pinyin web-based instruction (Romanised Mandarin Web-based instruction). To conduct the study, descriptive statistical tool was used. A group of 28 students in UiTM Penang campus were selected to attend a 4-hour self-learning session using Hanyu Pinyin instruction at the language computer laboratory. An questionnaire on user friendliness of the instruction is given to them to find out their first impression about the instruction. The finding shows that the majority of the students feel that Guru Hanyu Pinyin WBI is user friendly

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