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1.
Web-based courses have increased in number as one of the primary modes of distance education in undergraduate nursing programs across the United States. An online survey of 171 nursing faculty in the United States with experience teaching Web-based courses served as the primary data source. Interviews and a review of course Web sites provided additional comparative information. Results of this study indicated online faculty spent significantly more time in planning and implementing a Web course than they did a traditional course. Despite this time commitment respondents perceived the teaching experience to be a successful and effective form of instruction that they felt could be used to deliver any type of nursing course. The online teaching experience was described as both collaborative and highly interactive. Most respondents indicated they preferred online teaching to traditional face-to-face instruction. This positive reaction to teaching online supports the future viability of Web-based instruction at colleges of nursing. 相似文献
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《The Internet and Higher Education》2006,9(4):245-255
The current study examined four factors affecting retention in Web-based community college courses. Analyses were conducted on student demographics, student learning styles, course communication and external factors. The results suggest that Web-based courses are more attractive to busy students who are also more likely to fail or drop the course. The combined results from the four factors provided evidence that time management and procrastination are the primary reasons that community college students fail or drop a Web-based course. The study also found evidence that inability to get feedback from instructors may contribute to student dropout and failure in Web-based community college courses. 相似文献
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《The Internet and Higher Education》1999,2(2-3):161-169
Electronic communication and World Wide Web skill levels for graduate students entering a Master of Science in Education degree program with online components were examined before and after completion of an introductory technology skills course. Results indicated that students can identify their weaknesses and can subsequently develop skills for using electronic communication, the World Wide Web, and related activities through an online course designed to prepare them for success in taking subsequent online courses. The findings support views that Web-based courses require some skills that may be new for the student, and that students will require varying degrees of instruction in how to deal with technology-based learning. 相似文献
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《Community College Journal of Research & Practice》2013,37(5):429-438
This article reports the findings of a survey of faculty who publish course Web sites associated with their classroom courses. The communication goals and educational objectives of the sites were identified and evaluated, along with the investment of time and resources required to create and maintain the sites. Most instructors indicated that their goals for the Web sites have been entirely or largely achieved, and most consider the sites to be essential to successful course design. Some of the sites have accomplished administration and communication objectives not readily achievable through traditional, nonelectronic classroom procedures. In contrast to Web usage in distance learning courses, however, few of the sites made use of the Web as an instructional medium to deliver partial or complete learning modules online. The paper concludes with a discussion of the implications of the study for present and future classroom faculty. 相似文献
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Margaret E. Beier Michelle H. Kim Ann Saterbak Veronica Leautaud Sandra Bishnoi Jaqueline M. Gilberto 《科学教学研究杂志》2019,56(1):3-23
Can engaging college students in client-centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project-based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy-value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project-based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi-experimental study with a sample of (N = 492) natural science and engineering students. STEM self-efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project-based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project-based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project-based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions. 相似文献
7.
Conclusion Our premise, that involvement with Web-based instruction proceeds best incrementally, has been explored in a variety of examples.
A range of options, as well as a strategy for dealing with them systematically, has been presented. Our four-step model, adapted
from an earlier one by DeBloois & Alder (1973), has four levels: awareness, faculty support, faculty skills, and departmental
effort. Practitioners in higher education in the 21st Century will need to capitalize on creative ways to build Web resources,
used one at a time, into existing courses, leading to enhanced learning opportunities for students and faculty alike 相似文献
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Tomoko Traphagan John Traphagan Linda Neavel Dickens Paul Resta 《Interactive Learning Environments》2013,21(3):253-270
Motivated by the need to facilitate Net Generation students' information literacy (IL), or more specifically, to promote student understanding of legitimate, effective use of Web-based resources, this exploratory study investigated how analyzing, writing, posting, and monitoring Wikipedia entries might help students develop critical perspectives related to the legitimacy of Wikipedia and other publicly accessible Web-based resources for academic tasks. Results of survey and interview data analyses from two undergraduate courses indicated that undergraduate students typically prefer using publicly accessible Web-based resources to traditional academic resources, such as scholarly journal articles and books both in print and digital form; furthermore, they view the former as helpful academic tools with various utilities. Results also suggest that the Wikipedia activity, integrated into regular course curriculum, led students to gain knowledge about processes of Web-based information creation, become more critical of information on the Web, and evaluate the use of publicly accessible Web-based resources for academic purposes. Such changes appear more conspicuous with first year than with upper division students. The findings suggest that experiential opportunities to grapple with the validity of publicly accessible Web-based resources may prepare students better for their college and professional careers. The study results also indicate the need for integrating multiple existing frameworks for IL into one comprehensive framework to better understand various aspects of students' knowledge, use, and production of information from cognitive and technical perspectives and for a variety of purposes. 相似文献
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The World Wide Web (Web) offers many great tools for instructors of both distance and traditional science courses. These interactive sites primarily provide a service, as opposed to reference information. Instructors can often enhance student performance and course effectiveness by choosing from a wide range of these Web tools. Choosing good Web tools in a research supported assessment framework can result in courses that are more effective without adding significant work for instructors. The keys to success are high standards for student learning, a good assessment model, and quality tools. This paper seeks to describe a mastery learning environment where achievement targets are matched to existing Web-based assessment alternatives. 相似文献
11.
A group of 633 college students at a large midwestern public university was asked fifteen questions pertaining to personal long-term course planning. The results indicated that only 48% of the students sketched out a tentative listing of at least two courses per term for one or more subsequent semesters when first planning courses for the current semester. Long-range planning was positively correlated with the number of years students had already spent in college and with students' perception of the following factors: course planning utility, degree of certainty about pursuing one's current first choice of career, and degree of commitment in using college coursework as a means of achieving a career goal (all p < 0.001). Long-range planning was negatively correlated with the anticipation of a possible change in academic interests. Such planning was not significantly correlated with students' entrance examination aptitude scores or grade point averages. Thus, students' long-range planning of courses was associated more strongly with career commitment than with recent academic performance or aptitude. 相似文献
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《学校用计算机》2013,30(2-3):61-77
Summary Distance education is changing the landscape of higher education and many faculty are now developing Web-based courses. This paper describes the lessons learned by the authors' experiences and research and offers a specific set of pedagogical and assessment strategies that they have found to be successful in online settings. The authors have found that classes delivered on the Web provide a viable option for professional development of K-12 teachers, and that the learning that occurs is of equal quality to those university courses taught on campus. Web-based courses offer students an opportunity to take courses anytime, anyplace. 相似文献
13.
Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questions. Although doing so did not contribute to their grade in the course, approximately 75% of the students reported reading questions posted by other students in the class. Approximately 60% of the students reported that the Web-based question-asking activity contributed to their learning of biology. 相似文献
14.
Kenny MC 《Child abuse & neglect》2007,31(6):671-678
OBJECTIVE: The purpose of this study was to determine the effectiveness of providing Web-based information about child maltreatment to undergraduate education and graduate counseling students. The goal was to determine, via an objective test, whether students would gain information about abuse signs and symptoms and reporting laws. METHODS: One hundred and five education and counseling students enrolled in a large, urban, ethnically diverse, university participated in the Web-based training tutorial. Their participation was part of their course requirements. They logged into the Web site using their university identification number and password. The pre and post-tests could only be taken once. Completion of the tutorial took on average 1 hour. RESULTS: Findings indicated that students' post-test scores were significantly higher than pretest scores on an examination measuring knowledge of child maltreatment signs, symptoms, and reporting procedures. Participants rated their knowledge of child maltreatment significantly higher after taking the tutorial and reported enjoying the self-paced learning of the Web format. CONCLUSION: Overall, this study demonstrated the effectiveness of a brief on-line tutorial to disseminate information related to child abuse identification and reporting to future mandated reporters. In approximately 1 hour of on line training, participants gained an increase in knowledge of reporting procedures. Utilization of Web-based training is proposed as an effective and convenient method of instruction particularly for child abuse issues. 相似文献
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《Journal of Marketing for HIGHER EDUCATION》2013,23(2):49-68
ABSTRACT Institutions of higher education are increasingly becoming dependent on Web-based marketing to reach out to their target audiences. The current empirical study examines the types of impressions formed by prospective students based on exposure to different university Web site images. A between-subjects experiment was conducted using four identical university Web sites that differed only in their visual representation of campus architecture (modern/traditional) and landscaping (presence or absence of contextual greenery). The results show how the types of visuals viewed influence impressions about academic prestige, athletic reputation, cultural vitality and invitingness of a university. 相似文献
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Marc J. Schniederjans Eyong B. Kim 《Decision Sciences Journal of Innovative Education》2005,3(2):205-221
Web‐based education is a popular format for the delivery of college courses. Research has shown that it may not be the best form of education for all students. Today, many students (and student advisors) face a choice in course delivery format (i.e., Web‐based or more traditional classroom courses). This research study examines the relationship between student personality characteristics and their achievement scores as a means of identifying predictors of academic success in an undergraduate business program using Web‐based education. The results of the study show that four basic personality characteristics are highly correlated to student achievement in Web‐based courses. Use of these personality characteristics as variables in a regression model is shown to be a highly accurate predictive tool to aid students in the decision as to whether to take a particular Web‐based course format or a more traditional classroom course. 相似文献
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Steven Sorg Barbara Truman-Davis Charles Dziuban Patsy Moskal Joel Hartman Frank Juge 《Interactive Learning Environments》2013,21(2-3):137-154
Student growth patterns in Web-enhanced and on-line courses lead the University of Central Florida (UCF) to expect large populations for both categories. The authors describe the UCF process for implementing and evaluating Web-based instruction. The office of Course Development and Web Services supports faculty in preparing and delivering their on-line courses. Additionally, faculties are given support for the transition through a semester-long course in Web-based teaching. The Center for Distributed Learning provides administrative and registration services in addition to coordinating and marketing interactive television, video, and Web-based courses. The Faculty Center for Teaching and Learning provides additional support for faculty as they work with the new technologies. Finally, UCF is conducting a comprehensive impact evaluation of distributed learning including differential success, demographic trends, impact on teaching, and impact on students with differing learni ng styles. The model used at UCF is compared with the Twente TeleTOP method (De Boer, 1999) and the generalizability of this model to other institutions is discussed. 相似文献
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《Journal of Marketing for HIGHER EDUCATION》2013,23(3):31-44
ABSTRACT For many universities and their faculty, summer school in an important segment of the university school year. Yet, in recent years, summer school enrollment declines have threatened the viability of summer school programs. This study examines factors that contribute to declines in summer school enrollment, causes that influence students to enroll in summer school, factors affecting course selection, and reasons for not attending summer school. Department Heads of AACSB accredited universities and marketing students were surveyed for this study. Results indicated that approximately 50% of departments report declines in summer school. Possible causes of enrollment declines are identified in the results. Students report that reducing the number of semesters required for graduation and reducing class loads during regular semesters were the two primary reasons for attending summer school. The findings suggest potential courses of action and recommendations which are discussed. 相似文献
20.
网络课程设计中的教学设计 总被引：1，自引：0，他引：1
随着现代教育技术的发展,网络教学已经成为现代远程教育的重要形式．目前,开发的许多网络课程,忽视了教育理论方面的指导,缺乏对教与学的系统设计．针对这些问题,提出了网络课程教学设计的理论依据,并对网络课程设计中的教学设计进行探析． 相似文献