Investigation of the connections between adult student success, satisfaction, and learning preferences and usable interface design of web-based educational resources (An)

2021 ◽  
Author(s):  
Jason Rollins
Keyword(s):  
Student Success ◽  
Interface Design ◽  
Learning Preferences ◽  
Educational Resources ◽  
Adult Student ◽  
Web Based

Culture and Cognition: Implications for Cognitive Design of Learning Resources

2005 ◽  
Vol 49 (15) ◽  
pp. 1444-1448 ◽  
Author(s):  
Chang S. Nam ◽  
Hyung N. Kim ◽  
Tonya L. Smith-Jackson ◽  
Wayne A. Scales
Keyword(s):  
Interface Design ◽  
Design Guidelines ◽  
Learning Preferences ◽  
Cultural Learning ◽  
Web Based ◽  
Positioning Systems ◽  
Computer Based Learning ◽  
Computer Based ◽  
Culture Centered ◽  
Cognitive Design

The rapid growth of computer-based learning applications has generated the need for the consideration of learning styles of culturally diverse students. However, few attempts have been made to empirically study the influence of learner's cultural backgrounds on computer-based learning. Many studies have shown that mismatches between students' cultural learning preferences and pedagogy may negatively affect their academic performance and attitudes toward learning. The primary purpose of the study was to evaluate a Web-based tutorial for global positioning systems (GPS) designed by employing culture-centered interface design guidelines that would be compatible with cultural learning preferences of two ethnic groups -African- and European-Americans. Results of the study showed that AA students preferred a Web-based tutorial designed with interface design guidelines that were compatible with their cultural learning preferences. There are several implications for culture-centered cognitive design of learning resource.

A Review on the Application of Blog, Blogger, Widget and Hypertext to Develop a Web-Based Instructional Tool

2019 ◽  
Vol 1 (2) ◽  
pp. 54
Author(s):  
Boon Yih Mah ◽  
Suzana Ab Rahim
Keyword(s):  
Second Language ◽  
Perceptual Learning ◽  
User Interfaces ◽  
English Language ◽  
Learning Preferences ◽  
Graphical Form ◽  
Instructional Tool ◽  
Web Based ◽  
Writing Skill ◽  
The Impact

The use of the internet for teaching and learning has become a global trend among the education practitioners over the recent decades. The integration of technology and media into Malaysian English as a Second Language (ESL) classrooms has altered the methods in English Language Teaching (ELT). In response to the impact of technology in ELT, the needs of a supplementary instructional platform, and the limitations of the learning management system (LMS) in fostering second language (L2) writing skill, a web-based instructional tool was designed and developed based on a theoretical-and-pedagogical framework namely Web-based Cognitive Writing Instruction (WeCWI). To determine the key concepts while identifying the research gap, this study conducted a literature review using online search on specific keywords including “blog”, “Blogger”, “widget”, and “hyperlink” found in the scholarly articles. Based on the review of literature, Blogger was opted due to its on-screen customisable layout editing features that can be embedded with web widgets and hypertext that share the identical features. By looking into the relationship between perceptual learning preferences on perceived information and the visual representations in iconic and symbolic views, the blogs can come with two different user interfaces embedded with web widgets or hypertext. The blog with web widgets appears in a graphical form of iconic view; while hypertext only displays textual form of symbolic view without involving the visual references. With the injection of web widgets and hypertext into the blogs, WeCWI attempts to offer a technological enhanced ELT solution to overcome the poor writing skill with a better engagement while learning online through the learners’ preferred perceptual learning preferences.

scholarly journals Identifying barriers to the remix of translated open educational resources

2013 ◽  
Vol 14 (1) ◽  
pp. 126 ◽  
Author(s):  
Tel Amiel
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Design And Development ◽  
Technical Standards ◽  
Web Based

<p>Remix is touted as one of the most important practices within the field of open educational resources (OER). But remixing is still not mainstream practice in education and the barriers and limitations to remix are not well known. In this article we discuss the design and development of a print and web-based booklet created to introduce the topic of OER to schoolteachers. The guide, the first of its kind available in Portuguese, was created through the remix and translation of existing resources available in English. Choosing design-as-remix raised a series of concerns related to licensing, attribution, context, and technical standards. In this article we review the concerns related to culture and inequity within the OER movement, followed by the design choices and procedures, and finally the implications of these issues for the open educational resources movement.</p>

scholarly journals The value of urban trails, statuary and installations for Geoscience education: uses and abuses from the north of England and further afield

2018 ◽  
Vol 14 (3) ◽  
pp. 277-281
Author(s):  
Phillip J. Murphy ◽  
Elizabeth Murphy
Keyword(s):  
Building Stone ◽  
Educational Resources ◽  
Geoscience Education ◽  
Web Based ◽  
The North ◽  
Geological Maps ◽  
Geological Map ◽  
The Right ◽  
Education Resource ◽  
City Park

The origins, uses and fates of a number of purpose built urban educational resources sited in the north of England are reviewed. These include walk on geological maps, building stone trails, a church gate and landscaping in a city park. A geological trail in the municipal cemetery of Rochdale dating from 1855 is a candidate for the oldest purpose made geological education trail in the world and the most recent educational resource was built in 2015. The destruction of a walk on geological map of England and Wales in 2004 shows that such valuable geoscience educational resources are in need of protection. A range of educational uses of these resources are suggested. Comparison is made with similar resources in London, both statuary and web based, and ways to ensure their preservation and continued educational use are suggested. This study shows that a geoscience education resource, if sited in the right place and looked after, can be an exciting and inspirational education resource in regular use for over half a century.

Insight into interface design of web-based case-based reasoning retrieval systems

2009 ◽  
Vol 36 (3) ◽  
pp. 7280-7287 ◽  
Author(s):  
Wu He ◽  
Feng-Kwei Wang ◽  
Tawnya Means ◽  
Li Da Xu
Keyword(s):  
Interface Design ◽  
Case Based Reasoning ◽  
Web Based ◽  
Retrieval Systems ◽  
Insight Into ◽  
Case Based

Application of the LDA Model to Semantic Annotation of Web-based English Educational Resources

2021 ◽  
Author(s):  
Wei Du ◽  
Haiyan Zhu ◽  
Teeraporn Saeheaw
Keyword(s):  
Topic Modeling ◽  
Basic Education ◽  
Semantic Annotation ◽  
Experimental Results ◽  
Educational Resources ◽  
Metadata Standard ◽  
Web Based ◽  
Teaching Content ◽  
Macroscopic Classification

Based on the LDA model, this paper builds a three-layer semantic model of Web English educational resources “document-topic-keyword”, models the semantic topics of resource documents, and obtains the semantic topics and keywords of document resources as the semantic labels of resources. The experimental results show that document LDA topic modeling is beneficial to the macroscopic classification of Web English educational resources. The experimental results show that LDA topic modeling of documents is useful for macroscopic cataloging of Web English educational resources, highlighting teaching priorities, difficulties, and interrelationships, while LDA modeling of teaching topics with the same teaching content expands the metadata generation method of resource description based on the basic education metadata standard and provides more information about the inherent characteristics of resources. The semantic information can be used to mine the semantic thematic features and detailed differences inherent in the resources, and the final performance analysis verifies the parallel computing advantages of the LDA model in a big data environment.

The Online Discussion and Student Success in Web-Based Education

2011 ◽  
pp. 3285-3292
Author(s):  
E. Benrud
Keyword(s):  
Student Success ◽  
Corporate Finance ◽  
Student Performance ◽  
Predictive Power ◽  
Online Discussion ◽  
Discussion Board ◽  
Exam Performance ◽  
Web Based ◽  
Online Discussion Board ◽  
Highly Correlated

This article examines the performance of students in a Web-based corporate finance course and how the technologies associated with communication on the Internet can enhance student learning. The article provides statistical evidence that documents that the online discussion board in a Web-based course can significantly enhance the learning process even in a quantitative course such as corporate finance. The results show that ex ante predictors of student performance that had been found useful in predicting student success in face-to-face classes also had significant predictive power for exam performance in the online course. However, these predictors did not have predictive power for participation in the online discussion. Yet, online participation and exam performance were highly correlated. This suggests that the use of the online discussion board technology by the students enhanced the performance of students who otherwise would not have performed as well without the discussion.

Collaborative Real-Time Information Services via Portals

2009 ◽  
pp. 750-757
Author(s):  
Wei Dai
Keyword(s):  
Interface Design ◽  
Information Technologies ◽  
Application Integration ◽  
Online Services ◽  
Web Based ◽  
Typical Application ◽  
Business Operations ◽  
Considerable Impact ◽  
Real Time Information ◽  
Use Of Internet

The increased use of online services in the commercial world has produced considerable impact on traditional technologies. Traditional information technologies were developed in an era where use of Internet technologies was not widespread. They have a long history and are often based on mature and stable technologies, or practices such as user interface design, artifi- cial intelligence techniques, and so forth. In the era of e-business, business operations are often conducted in conjunction with business alliances and partners through networked activities. Internet (or Web-based) technologies are fulfilling an enabling role to meet the communication and collaboration requirements of e-business. In this article, we share our experiences in how traditional information technologies are coupled with Webbased technologies to gain much-needed leverage in offering e-business solutions. Portals, as the major communication media for Web users, offer opportunities for collaboration using multiple technologies. They also serve as mechanisms for integrating a variety of online services supported by traditional applications. In this article we will discuss the role of portals in application integration for online collaborative service delivery. Particular emphasis will be given to the marrying of the modern roles of portals in e-business with those roles where portals fulfil the traditional roles of front-end technologies. The article demonstrates its vision through a portal-based application integration solution framework associated with a typical application scenario. We demonstrate the effectiveness of using portals in application integration by employing an experimental framework implemented in the PHOENIX research project at Victoria University (http://www.staff.vu.edu. au/PHOENIX/phoenix/index1.htm).

Collaborative Real-Time Information Services via Portals

2011 ◽  
pp. 140-145 ◽  
Author(s):  
Wei Dai
Keyword(s):  
Interface Design ◽  
Information Technologies ◽  
Application Integration ◽  
Online Services ◽  
Web Based ◽  
Typical Application ◽  
Business Operations ◽  
Considerable Impact ◽  
Real Time Information ◽  
Use Of Internet

The increased use of online services in the commercial world has produced considerable impact on traditional technologies. Traditional information technologies were developed in an era where use of Internet technologies was not widespread. They have a long history and are often based on mature and stable technologies, or practices such as user interface design, artificial intelligence techniques, and so forth. In the era of e-business, business operations are often conducted in conjunction with business alliances and partners through networked activities. Internet (or Web-based) technologies are fulfilling an enabling role to meet the communication and collaboration requirements of e-business. In this article, we share our experiences in how traditional information technologies are coupled with Web-based technologies to gain much-needed leverage in offering e-business solutions. Portals, as the major communication media for Web users, offer opportunities for collaboration using multiple technologies. They also serve as mechanisms for integrating a variety of online services supported by traditional applications. In this article we will discuss the role of portals in application integration for online collaborative service delivery. Particular emphasis will be given to the marrying of the modern roles of portals in e-business with those roles where portals fulfill the traditional roles of front-end technologies. The article demonstrates its vision through a portal-based application integration solution framework associated with a typical application scenario. We demonstrate the effectiveness of using portals in application integration by employing an experimental framework implemented in the PHOENIX research project at Victoria University (http://www.staff. vu.edu.au/PHOENIX/phoenix/index1.htm).

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