New designs for Web Based Learning environments

2013

Education in current era is driven by technology more specifically Information and Communication Technology. It has made a remarkable impact not only on the modes of education but also on the delivery of instructions and assessment of students. Didactic teaching is fast being replaced by interactive, collaborative and problem based learning. Text books and other conventional learning objects are now being augmented with novel digital learning objects. The quality of educational institutions and effectiveness of teachers is now also measured by the degree of technological support and teacher’s competence in ICT and Web technologies. This paper discusses capabilities of Web to enable achievement of goals of education efficiently. It attempts to discuss advantages of the use of Web in education. It also puts forward various assessments that may be useful to access adoption of Web in education so that strategies and policies for increasing the rate of web adoption in education can be de...

2001

The increased use of the web as a means of disseminating material seems a dominant trend in third level institutions. This modern development is the latest in a long trend in harnessing technology to mimic the traditional classroom model. However, systems to-date do not deal with many of the issues recognised in pedagogical research and instead merely present information via a new medium. Techniques from AI seem to offer the potential to address some of the oft overlooked evidence from the pedagogy research community.

2005

The development of ICT-based learning and teaching is characterized by the fact that learning and teaching are culturally and contextually situated activities and furthermore the fact that the relationship between technology and use of technology is a dialectic one, meaning that technology itself and the use of technology are interrelated and mutually interdependent. When it comes to developing flexible computer aided teaching, lecturers are instrumental in the development process and experience has shown us that in this development process it would be very useful for teachers to have tools and techniques to support their efforts. In order to ensure the highest quality and degree of flexibility in the development of flexible online education and learning, development must be based on systematic reflection and a critical attitude towards the educational and professional standards desired. This article presents a model for planning and developing flexible computer aided teaching and learning. The model is developed on the basis of lessons learned in a pedagogic and organisational development project (Flexnet), and especially three qualities characterize it: It relates to the complexities of netbased teaching by taking into account the dilemma between offering the highest possible degree of flexibility and obtaining the best educational quality It operates on the assumption that teaching, learning processes and study materials are netbased/computer aided. These premises change the requirements of pedagogy, study materials as well as form of communication It has a learner-centred approach In this paper, the Flexnet-project is presented as an example of design-based research, and the objective of the paper is to introduce an approach to pedagogical design which gives priority to teaching and learning as situated in local cultures and forms of practice.

The World Wide Web’s potential to become a universal medium for educational resources has been recognized since its birth. Web-Based Instruction (WBI) is a method of creating a meaningful learning environment by using resources of World Wide Web. A Course Management System (CMS) is an education system based on the Web that models conventional real-world education by integrating a set of equivalent virtual concepts for tests, homework, classes, classrooms and other external academic resources. CMS allows an instructor to deliver Web Based Instruction without having technical knowledge of HTML or any other Web programming technologies. The purpose of this research is to explore theoretical and usability aspects of CMS by reviewing the existing research relevant to CMS. This research is a qualitative research. This narrative review is based on educational researches available on internet through Inflibnet. The findings of the research provide insight about CMS for Web Based Instruction. This will help to adopt the innovative concept for Web Based Instruction in higher education including Teacher Education.

2003

Advances in Educational Technologies and Instructional Design

The purpose of this chapter is to review and critically evaluate some issues related to Web-based learning. The chapter begins with an introduction to the importance of using the Web in education; then it examines and evaluates such issues. Suggestions and solutions to these issues are offered. These issues are classified into theoretical and design issues. The theoretical issues include: (1) online interaction, (2) learner control, (3) disorientation and cognitive overload. The design issues include: (1) interface design and (2) content structure. The conclusion section summarizes the chapter and points out the importance of considering individual differences in Web-based learning systems design.

economic progress in the ICT (Informational and Communicational Technologies) supported world of atypical teaching and learning methods, as well as the learning environments, has been rapidly developing recently. At the same time, students’ roles and their characteristic way of life can mainly be followed by different controlling and assessing systems. The author has brought ICT-based methodic opportunities and technical supports that are inherited in electronic learning environment into focus in this study, considering the solutions employed for the conveying, practising and controlling of new information and knowledge. In the era of educational systems, which seem to be reformed on a daily basis, besides educational and teaching functions, one should pay increasing attention to the results of students and graduates. The reason is that this determines the opportunities they will have to continue their studies or their chances of establishing themselves in a job. The results obtained are naturally not only issue in the learning environment or teaching methods, but they can firmly be influenced by numerous different factors like learning habits, ways of learning, and attitudes.

Journal of Network and …, 1999

International journal of computers, 2022

Online courses are nowadays well established forms of learning and teaching all over the world. They are used as supporting courses of traditional classes, as complementary courses of blended courses or pure distance courses. In all cases they must be designed well to attract and motivate students. Therefore, this paper focuses on the analysis of web-based study materials and their impact on learning.

2000

Many writers argue for a place for the use the new educational technologies from the perspective of IT management (e.g., . This form of reasoning sees a technological, rather than educational, imperative as leading the move to embrace learning technologies. The technological imperative sees the need and place for information technologies in education being based on such organisational factors as opportunity, competition and efficiency. When such imperatives are driving change, the applications of learning technologies are more likely to be made through additive strategies which see existing strategies and methods being complemented by technology-oriented initiatives. Many writers argue for more integrated approaches which have the potential to redefine and transform the more fundamental aspects of teaching and learning (e.g., Collis,1997), that is, a pedagogical imperative.