Cognitive and Psychological Changes of a Learner during the Process of Interaction in a Web-Based Instruction: A Case Study

1998 ◽  
Vol 14 (3) ◽  
pp. 331-351
Author(s):  
Jung Hoon Leem ◽  
In Sugn Jung
Keyword(s):  
Web Based ◽  
Psychological Changes ◽  
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.

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