scholarly journals The Web-based Learning Environment in General Physics Course in a Public University in Kyrgyzstan

2019 ◽  
Vol 15 (3) ◽  
Author(s):  
Gulshat Muhametjanova ◽  
Azat Akmatbekova
Keyword(s):  
Learning Environment ◽  
Public University ◽  
Web Based ◽  
General Physics ◽  
Web Based Learning ◽  
Physics Course ◽  
The Web

Constructing a ‘third space’ for EFL learners: Where language and cultures meet

ReCALL ◽  
2007 ◽  
Vol 19 (2) ◽  
pp. 224-241 ◽  
Author(s):  
MEEI-LING LIAW
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Intercultural Competence ◽  
Discussion Boards ◽  
Online Forums ◽  
Extensive Reading ◽  
Web Based ◽  
Web Based Learning ◽  
On Line ◽  
The Web

Efforts have been made by language educators and researchers to use computer technology to assist L2 learners’ growth in either linguistic or intercultural competence. Nonetheless, web-based environments devoted to developing both types of competences in tandem are new and experimental. The purpose of this project, which involves the collaboration of EFL educators and computer engineers in Taiwan, is to establish an innovative web-based environment to support students in tertiary levels to develop both types of competences. This web-based EFL learning environment experiments with a few main features: (1) instead of reading articles about a foreign culture, the users of this website read articles about their native culture; (2) two on-line computer-based support tools, a bilingual concordancer and a dictionary, are made available to provide students with contextual supports for language learning; and (3) discussion boards are provided for intercultural communication. The web-based learning environment contains several instructional units. While working on a unit, students read an article and then answer comprehension and vocabulary questions. After reading, students share their responses to the articles with intercultural conversation partners via online forums. To evaluate the effectiveness of the learning environment, the researcher recruited a group of Taiwanese university students to test-use the system. Frequencies of the uses of the two e-referencing tools were calculated. The students’ responses to a questionnaire were examined and informal interviews with the students were conducted. Finally, the students’ forum entries were analyzed. The findings revealed initial interest in using e-referencing tools but a dramatic decrease in use after the first few units had been completed. The students used the concordancer as a link to extensive reading materials and suggested adding pronunciation tools to the dictionary. Questionnaire findings showed that students were generally satisfied with the design of the web-based learning environment. An analysis of the students’ forum entries revealed increases in the length and complexity of sentences in their writings, as well as reductions in grammatical errors, as more units were completed. As for intercultural learning, the content analysis of the forum entries demonstrated different types of intercultural competences. Based on the findings, some implications for revision of the virtual environment to enable more effective learning of English as a foreign language and greater development of intercultural competence are drawn.

Investigating Higher Education and Secondary School Web-Based Learning Environments Using the WEBLEI

2012 ◽  
pp. 93-104 ◽  
Author(s):  
Vinesh Chandra ◽  
Darrell Fisher ◽  
Vanessa Chang
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
New Technologies ◽  
Digital Technologies ◽  
Classroom Learning ◽  
Web Based ◽  
Initial Development ◽  
Web Based Learning ◽  
The Web

Classroom learning environments are rapidly changing as new digital technologies become more education-friendly. What are students’ perceptions of their technology-rich learning environments? This question is critical as it may have an impact on the effectiveness of the new technologies in classrooms. There are numerous reliable and valid learning environment instruments which have been used to ascertain students’ perceptions of their learning environments. This chapter focuses on one of these instruments, the Web-based Learning Environment Instrument (WEBLEI) (Chang & Fisher, 2003). Since its initial development, this instrument has been used to study a range of learning environments and this chapter presents the findings of two example case-studies that involve such environments.

scholarly journals An Experimental Study on the Optimization of Learners' Cognitive Load in Web-based Learning Environment

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Ning Cui ◽  
Yuan Fang
Keyword(s):  
Learning Environment ◽  
Cognitive Load ◽  
Online Teaching ◽  
Large Scale ◽  
Advance Organizer ◽  
Model Design ◽  
Web Based ◽  
Arcs Model ◽  
Web Based Learning ◽  
The Web

With the global epidemic of COVID-19, online teaching and learning have been carried out on a large scale all over the world, and MOOC has been further developed and applied. Through experiments, this study verified the feasibility of advance organizer strategy, eliminating redundancy strategy and ARCS model design strategy. The results are as follows. (1) In the Web-based learning environment, for the more difficult materials, it is beneficial to reduce the internal cognitive load of learners to provide a certain advance organizer before the learners start formal learning; but for the easier materials, whether or not to provide advance organizer has no significant impact on the learning results of learners. (2) In the Web-based learning environment, it is better to provide advance organizer for the more difficult knowledge by implanting background music into the Web-based learning environment; it can obviously hinder the learners' learning, but it is not obvious when the e-learners learn relatively simple knowledge. (3) In the Web-based learning environment, ARCS model design can stimulate the learning motivation of e-learners and optimize the cognitive load of e-learners.

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