scholarly journals An information-summarising instruction strategy for improving the web-based problem solving abilities of students

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
Gwo-Jen Hwang ◽  
Fan-Ray Kuo
Keyword(s):  
Problem Solving ◽  
Innovative Approach ◽  
Online Information ◽  
School Students ◽  
Information Searching ◽  
Web Based ◽  
Web Based Learning ◽  
Searching Ability ◽  
Experimental Group ◽  
The Web

<blockquote>As knowledge rapidly expands and accumulates, training and assessing students' information searching ability for solving problems on the Internet has become an important and challenging issue. This research aims to improve the web-based problem solving abilities of primary school students by employing an information summarising approach for improving their skills in using keywords and extracting proper information. Moreover, a web-based learning environment is employed to record and analyse the online information searching behaviours of students. An experiment has been conducted to evaluate the effectiveness of this innovative approach. The experimental results show that the information summarising training significantly improved the performance of the students in the experimental group in terms of using keywords, selecting information resources and extracting important content. Therefore, it was concluded that the innovative approach has a significant impact on promoting the web-based problem solving abilities of students.</blockquote>

scholarly journals A structural equation model to analyse the antecedents to students’ web-based problem-solving performance

2015 ◽  
Vol 31 (4) ◽  
Author(s):  
Fan-Ray Kuo ◽  
Gwo-Jen Hwang
Keyword(s):  
Problem Solving ◽  
Structural Equation ◽  
Creative Thinking ◽  
Sixth Graders ◽  
Equation Model ◽  
School Students ◽  
Information Searching ◽  
Web Based ◽  
Web Based Learning ◽  
Searching Ability

Web-based problem-solving, a compound ability of critical thinking, creative thinking, reasoning thinking and information-searching abilities, has been recognised as an important competence for elementary school students. Some researchers have reported the possible correlations between problem-solving competence and information searching ability; however, few studies have proposed what factors might affect students’ web-based problem-solving performance. In this study, a five-phase web-based learning approach is proposed; moreover, a web-based problem-solving model was developed to investigate the factors that might affect students’ web-based problem-solving performance. To evaluate the effectiveness of the proposed approach, an experiment was conducted by engaging 201 fifth- and sixth-graders from three elementary schools in a series of web-based problem-solving activities. Structural equation modelling was employed to analyse the antecedents affecting the students’ web-based problem-solving performance. From the analysis results, it was found that task-technology fit could be the major factor affecting the students’ intention to learn on the Web, as it highly affected their web-based problem-solving performance.<br />

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

2011 ◽  
pp. 379-393
Author(s):  
Mei-Yu Chang ◽  
Wernhuar Tarng ◽  
Fu-Yu Shin
Keyword(s):  
Adaptive Learning ◽  
Learning System ◽  
Control Group ◽  
School Students ◽  
Web Based ◽  
Face To Face ◽  
Adaptive Learning System ◽  
Group B ◽  
Experimental Group ◽  
The Web

This study combined ideas from learning hierarchy and scaffolding theory to design a webbased, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. The topic chosen for learning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students after they had studied using the web-based, adaptive learning system. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

scholarly journals New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving From the Perspective of Question Chain and Learning Community

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Yin Zhang ◽  
Samuel Chu
Keyword(s):  
Problem Solving ◽  
Learning Community ◽  
Rapid Development ◽  
Learning System ◽  
Web Based ◽  
Learning Mechanism ◽  
Web Based Learning ◽  
New Ideas ◽  
Problem Solving Process ◽  
The Web

<p class="2">In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself, especially the learning mechanism related to problem solving. In this paper, we analyze the learning mechanism of problem solving, and propose that when designing Web-based problem solving systems, more attention should be paid to the learning mechanism involved in the problem solving process than to the technology itself. On the basis of that, some new ideas on the design of the problem solving systems are put forward in order to promote the rapid development of the Web-based problem solving systems.</p>

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

2011 ◽  
pp. 1-15
Author(s):  
Mei-Yu Chang ◽  
Wernhuar Tarng ◽  
Fu-Yu Shin
Keyword(s):  
Adaptive Learning ◽  
Learning System ◽  
Control Group ◽  
School Students ◽  
Web Based ◽  
Face To Face ◽  
Adaptive Learning System ◽  
Group B ◽  
Experimental Group ◽  
The Web

This study combined ideas from learning hierarchy and scaffolding theory to design a web-based, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. The topic chosen for learning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students after they had studied using the web-based, adaptive learning system. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

2010 ◽  
pp. 459-473
Author(s):  
Mei-Yu Chang ◽  
Wernhuar Tarng ◽  
Fu-Yu Shin
Keyword(s):  
Adaptive Learning ◽  
Learning System ◽  
Control Group ◽  
School Students ◽  
Web Based ◽  
Face To Face ◽  
Adaptive Learning System ◽  
Group B ◽  
Experimental Group ◽  
The Web

This study combined ideas from learning hierarchy andscaffolding theory to design a web-based, adaptivelearning system to investigate the effectiveness ofscaffolding for elementary school students having different levels of learning achievement. The topic chosen forlearning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students afterthey had studied using the web-based, adaptive learningsystem. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

scholarly journals Improving Children’s E-Safety Skills through an Interactive Learning Environment: A Quasi-Experimental Study

2020 ◽  
Vol 4 (2) ◽  
pp. 10
Author(s):  
Iolie Nicolaidou ◽  
Agnes Venizelou
Keyword(s):  
Learning Environment ◽  
Test Scores ◽  
Control Group ◽  
Safety Skills ◽  
Web Based ◽  
Web Based Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
The Web

There is a worldwide concern for young children’s online safety and a growing necessity for e-safety skills to be taught to children from a young age as part of formal schooling. The purpose of this study was to design and evaluate the effectiveness and motivational capacity of an interactive web-based learning environment for improving children’s e-safety skills. A quasi-experimental pre-test post-test control group design was used with an experimental group of 48 sixth-grade primary school students, who used the web-based learning environment over two 80-min lessons, and a control group of 25 students who did not. Findings revealed a statistically significant difference (t(47) = −14.06, p < 0.01) in the experimental group students’ e-safety performance, when students’ pre-test scores (mean (Μ) = 41.13, SD = 10.47) were compared to their post-test scores (Μ = 56.69, SD = 9.38). The analysis of an attitudes questionnaire and of student interviews documented the experimental group students’ positive attitudes toward the learning environment. Findings provide evidence of the effectiveness and motivational capacity of the web-based learning environment, which can be used in either formal education or informal learning settings, for improving children’s e-safety skills.

scholarly journals How Students’ Perspectives about Online Learning Amid the COVID-19 Pandemic?

2020 ◽  
Vol 1 (3) ◽  
pp. 133-139
Author(s):  
Della Shinta Bestiantono ◽  
Putri Zulaiha Ria Agustina ◽  
Tsung-Hui Cheng
Keyword(s):  
High School Students ◽  
Reaction Time ◽  
Secondary Students ◽  
Junior High School ◽  
Online Training ◽  
Junior High School Students ◽  
School Students ◽  
Web Based ◽  
Web Based Learning ◽  
The Web

This exploration study inspects the perspectives of Indonesian junior high school students towards learning courses amid Coronavirus (COVID-19). Secondary students were overviewed to discover their viewpoints about online training in Indonesia. The discoveries of the investigation featured that web-based learning cannot create wanted outcomes in immature nations like Indonesia, where a larger part of understudies cannot get to the web because of specialized just as money-related issues. The absence of eye-to-eye connection with the educator, reaction time and nonattendance of conventional homeroom socialization were among some different issues featured by advanced education understudies.

scholarly journals The Effectiveness of Web-based Learning Media of Polyhedral for Students Grade 8

2017 ◽  
Vol 7 (2) ◽  
pp. 103-107
Author(s):  
Pebrianto Pebrianto ◽  
Tika Septia
Keyword(s):  
Experimental Method ◽  
Mean Difference ◽  
Control Group ◽  
Hawthorne Effect ◽  
Web Based ◽  
Novelty Effect ◽  
Web Based Learning ◽  
Experimental Group ◽  
The Web ◽  
Grade 8

Students’ difficulties in understanding polyhedral was one of the reasons for developing web-based learning media. This study is aimed at determining the effectiveness of webbased learning media for the students. The subjects of this study were students Grade 8 of SMPN 12 Mukomuko. An experimental method was adopted in this study and samples were divided into control and experimental groups. The control group was taught byconventional learning media while the experimental group was taught by web-based learning media. Pre-test and post-tests were administered to both groups. The findings showed that there is no significant mean difference between students’ outcomes on the pretest and post-tests taught by conventional learning media, but there was a significant mean difference between the students’ outcomes on the pre-test and post-tests taught with webbased learning media. The findings are encouraging and providing some promising directions, however, further study would be needed to determine if the results are due to the web-based approach or due to the teachers’ enthusiasm, the novelty effect known as the Hawthorne Effect.

Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest

2014 ◽  
Author(s):  
Amanda Durik ◽  
◽  
Steven McGee ◽  
Edward Hansen ◽  
Jennifer Duck ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Situational Interest ◽  
Expository Texts ◽  
Individual Interest ◽  
School Students ◽  
Web Based ◽  
Web Based Learning ◽  
Before And After ◽  
Text Genre

This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.

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