A Study of Security and Performance Issues in Designing Web-based Applications

2007 ◽  
Author(s):  
Shin-Jer Yang ◽  
Jia-Shin Chen
Keyword(s):  
Web Based ◽  
Performance Issues ◽  
And Performance

Personality and performance in web-based training

2008 ◽  
Author(s):  
Sara Perry ◽  
Emily Hunter ◽  
L. Witt ◽  
Emily David
Keyword(s):  
Web Based ◽  
And Performance

Association between Participation in an Intensive Longitudinal Assessment Program and Performance on a Cognitive Examination in the Maintenance of Certification in Anesthesiology Program®

2016 ◽  
Vol 125 (5) ◽  
pp. 1046-1055 ◽  
Author(s):  
Huaping Sun ◽  
Yan Zhou ◽  
Deborah J. Culley ◽  
Cynthia A. Lien ◽  
Ann E. Harman ◽  
...  
Keyword(s):  
North Carolina ◽  
Learning Resources ◽  
Longitudinal Assessment ◽  
Immediate Feedback ◽  
High Stakes ◽  
Web Based ◽  
Maintenance Of Certification ◽  
Improved Performance ◽  
And Performance ◽  
First Time

Abstract Background As part of the Maintenance of Certification in Anesthesiology Program® (MOCA®), the American Board of Anesthesiology (Raleigh, North Carolina) developed the MOCA Minute program, a web-based intensive longitudinal assessment involving weekly questions with immediate feedback and links to learning resources. This observational study tested the hypothesis that individuals who participate in the MOCA Minute program perform better on the MOCA Cognitive Examination (CE) compared with those who do not participate. Methods Two separate cohorts of individuals eligible for July 2014 and January 2015 CEs were invited to participate in this pilot. The CE scores for each cohort were compared between those who did and did not participate, controlling for the factors known to affect performance. For the first cohort, examination performances for topics covered and not covered by the MOCA Minute were analyzed separately. Results Six hundred sixteen diplomates in July 2014 and 684 diplomates in January 2015 took the CE for the first time. In multiple regression analysis, those actively participating scored 9.9 points (95% CI, 0.8 to 18.9) and 9.3 points (95% CI, 2.3 to 16.3) higher when compared with those not enrolled, respectively. Compared to the group that did not enroll in MOCA Minute, those who enrolled but did not actively participate demonstrated no improvement in scores. MOCA Minute participation was associated with improvement in both questions covering topics included the MOCA Minute and questions not covering these topics. Conclusions This analysis provides evidence that voluntary active participation in a program featuring frequent knowledge assessments accompanied by targeted learning resources is associated with improved performance on a high-stakes CE.

The Critical Success Factors of Web-Based Supply Chain Collaboration Adoption

2010 ◽  
pp. 1956-1976
Author(s):  
Saad Ghaleb Yaseen ◽  
Khaled Saleh Al Omoush
Keyword(s):  
Supply Chain ◽  
Critical Success Factors ◽  
Success Factors ◽  
Business Processes ◽  
Supply Chain Collaboration ◽  
Management Support ◽  
Web Based ◽  
Performance Effectiveness ◽  
Critical Success ◽  
And Performance

This chapter aims to identify the Critical Success Factors (CSFs) and outcomes of Web-based Supply Chain Collaboration (SCC). A total of 230 questionnaires were initially distributed to sample respondents of seven manufacturing firms in Jordan that use Web systems to collaborate with supply chain members. The results showed that top management support, IT infrastructure, training and education, business processes reengineering, trust among partners, open information sharing, and performance measurement are critical factors for Web-based SCC implementation success. In addition, this study revealed that Web-based SCC implementation is positively related to supply chain relationship quality, performance effectiveness, and performance efficiency.

Web-Based Implementation of the Personalised System of Instruction

2010 ◽  
pp. 1075-1101
Author(s):  
Willem-Paul Brinkman ◽  
Andrew Rae ◽  
Yogesh K. Dwivedi
Keyword(s):  
Learning Strategies ◽  
Discrete Mathematics ◽  
Discussion Boards ◽  
Web Based ◽  
Learning Assessments ◽  
Online Tools ◽  
Diary Studies ◽  
And Performance ◽  
Behaviour Learning

This article presents a case study of a university discrete mathematics course with over 170 students who had access to an online learning environment (OLE) that included a variety of online tools, such as videos, self-tests, discussion boards, and lecture notes. The course is based on the ideas of the personalised system of instruction (PSI) modified to take advantage of an OLE. Students’ learning is examined over a period of two years, and compared with that in a more traditionally taught part of the course. To examine students’ behaviour, learning strategies, attitudes and performance, both qualitative and quantitative techniques were used in a mixed methodology approach, including in-depth interviews (N = 9), controlled laboratory observations (N = 8), surveys (N = 243), diary studies (N = 10), classroom observations, recording online usage behaviour, and learning assessments. The paper aims to increase understanding of whether PSI, supported by an OLE, could enhance student appreciation and achievement as findings suggest.

Multimedia, Cognitive Load, and Pedagogy

2011 ◽  
pp. 1564-1585
Author(s):  
Peter E. Doolittle ◽  
Andrea L. McNeill ◽  
Krista P. Terry ◽  
Stephanie B. Scheer
Keyword(s):  
Working Memory ◽  
Instructional Technology ◽  
Cognitive Load ◽  
Coding Theory ◽  
Cognitive Theory ◽  
Dual Coding ◽  
Web Based ◽  
And Performance ◽  
Pedagogical Research

The current emphasis, in education and training, on the use of instructional technology has fostered a shift in focus and renewed interest in integrating human learning and pedagogical research. This shift has involved the technological and pedagogical integration between learner cognition, instructional design, and instructional technology, with much of this integration focusing on the role of working memory and cognitive load in the development of comprehension and performance. Specifically, working memory, dual coding theory, and cognitive load are examined in order to provide the underpinnings of Mayer’s (2001) Cognitive Theory of Multimedia Learning. The bulk of the chapter then addresses various principles based on Mayer’s work and provides well documented web-based examples.

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