Learning with web-based interactive objects: An investigation into student perceptions of effectiveness

In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students’ perception of the objects’ effectiveness for learning. Three applications are described in detail in this article, namely: Panoramic Radiography: Principles and Interpretation, Gross Human Anatomy 3D Atlas and Restorative Dentistry: Virtual and Interactive Cavity Preparation. Each of these applications introduces unique elements of interactivity with the learning content, specifically designed to address hard-to-grasp concepts in their respective dental disciplines. The results of a student survey conducted post-deployment suggest that the visual and interactive features embedded in the three applications have the potential to induce positive outcomes in mediating the students’ conceptualization of difficult theoretical notions.     

E-learning系统的研究与设计

文章针对E-learning系统普遍存在的学习资源标准不统一和学习效果差的情况,讨论了课件标准化的问题,并参考IEEE有关学习技术的标准提出了一个有利于提高学习质量的E-learning系统的功能结构模型,并对与学习质量直接相关的课件设计、学习模式的确定和学习环境的设计进行了论述,最后简单介绍了E-learning系统的分层设计方法。     

Learning performance with interactive simulations in medical education: Lessons learned from results of learning complex physiological models with the HAEMOdynamics SIMulator

Objective

Since simulations are often accepted uncritically, with excessive emphasis being placed on technological sophistication at the expense of underlying psychological and educational theories, we evaluated the learning performance of simulation software, in order to gain insight into the proper use of simulations for application in medical education.

Design

The authors designed and evaluated a software packet, following of user-centered development, which they call Haemodynamics Simulator (HAEMOSIM), for the simulation of complex physiological models, e.g., the modeling of arterial blood flow dependent on the pressure gradient, radius and bifurcations; shear–stress and blood flow profiles depending on viscosity and radius.

Measurements

In a quasi-experimental real-life setup, the authors compared the learning performance of 96 medical students for three conditions: (1) conventional text-based lesson; (2) HAEMOSIM alone and (3) HAEMOSIM with a combination of additional material and support, found necessary during user-centered development. The individual student’s learning time was unvarying in all three conditions.

Results

While the first two settings produced equivalent results, the combination of additional support and HAEMOSIM yielded a significantly higher learning performance. These results are discussed regarding Mayer’s multimedia learning theory, Sweller’s cognitive load theory, and claims of prior research on utilizing interactive simulations for learning.

Conclusion

The results showed that simulations can be beneficial for learning complex concepts, however, interacting with sophisticated simulations strain the limitation of cognitive processes; therefore successful application of simulations require careful additional guidance from medical professionals and a certain amount of previous knowledge on the part of the learners. The inclusion of pedagogical and psychological expertise into the design and development of educational software is essential.     

基于E-leaming的高校学习资源管理系统解决方案

基于E-leaming环境的高校教育平台可满足学生共享高等教育资源以及专业人才的继续教育问题。在对E-leaming在高等教育中的应用进行了深入研究后给出了其原型系统的解决方案。     

网络学习系统的开放性体系结构

基于对管理和传送学习资源过程的分析，该文提出了一个具有开放性的体系结构。通过对网络学习的过程和功能两个角度分别进行阐述，详细说明了该体系结构怎样用于解决规划网络学习以及呈现教学的最佳内容。     

The effects of feedback protocol on self-regulated learning in a web-based worked example learning environment

The current research investigated the effects of differing feedback protocols in a Web-based worked example learning environment to determine if changes would occur over time in goal orientation, self-regulation, self-efficacy or achievement. Participants from an undergraduate chemistry course were assigned to either a norm-referenced or self-referenced feedback group to receive feedback in relation to their performance on a weekly quiz administered via the Web. Results revealed that participants did not significantly change their goal orientation type or magnitude as a result of the differing feedback protocols, even with the addition of learning environment perception as a potential mediating variable. However, participants made significant decreases along the mastery approach and performance approach goal orientation sub-scales, regardless of the type of feedback received. While this was not anticipated, the results are consistent with other recent research within this context. An unanticipated trend also emerged, as those from the norm-referenced feedback group with a class-task perception of the learning environment were less likely to use worked examples but also demonstrated the greatest gains in self-efficacy. These were unanticipated outcomes and contrary to prior research. Recommendations for future research within this context such as authenticating participants’ perceptions of their assigned treatment condition, introducing additional feedback protocols such as a combined, choice, or control condition and building in a better gauge to track the time and context of changes within the constructs of interest are also discussed.     

Appropriate media choice for e-learning effectiveness: Role of learning domain and learning style

As the number of online education and training programs increase, researchers and practitioners are interested in investigating ways to design and develop effective e-learning programs. One of the major design decisions that affects learning effectiveness is the choice of media to present the contents of such programs. The prevailing tendency seems to be to use “richer” medium, in the progression from text to graphics to audio to video, for designing and developing e-learning programs. It is not clear, however, if a “richer” medium provides proportionately higher learning effectiveness. To investigate this gap in our understanding, we developed an integrated research model and tested it empirically. Our results showed that the relationship between media choice in an e-learning program and the effectiveness of that program is moderated by the learning domain of the program and the learning styles of learners.     

A web-based e-learning application for wound diagnosis and treatment

Pressure ulcers (PrU) are considered as one of the most challenging problems that Nursing professionals have to deal with in their daily practice. Nowadays, the education on PrUs is mainly based on traditional lecturing, seminars and face-to-face instruction, sometimes with the support of photographs of wounds being used as teaching material. This traditional educational methodology suffers from some important limitations, which could affect the efficacy of the learning process. This current study has been designed to introduce information and communication technologies (ICT) in the education on PrU for undergraduate students, with the main objective of evaluating the advantages an disadvantages of using ICT, by comparing the learning results obtained from using an e-learning tool with those from a traditional teaching methodology. In order to meet this major objective, a web-based learning system named ePULab has been designed and developed as an adaptive e-learning tool for the autonomous acquisition of knowledge on PrU evaluation. This innovative system has been validated by means of a randomized controlled trial that compares its learning efficacy with that from a control group receiving a traditional face-to-face instruction. Students using ePULab gave significantly better (p  <  0.01) learning acquisition scores (from pre-test mean 8.27 (SD 1.39) to post-test mean 15.83 (SD 2.52)) than those following traditional lecture-style classes (from pre-test mean 8.23 (SD 1.23) to post-test mean 11.6 (SD 2.52)). In this article, the ePULab software is described in detail and the results from that experimental educational validation study are also presented and analyzed.     

A painting interface for interactive surface deformations

A long-standing challenge in geometric modeling is providing a natural, intuitive interface for making local deformations to 3D surfaces. Previous approaches have provided either interactive manipulation or physical simulation to control surface deformations. In this paper, we investigate combining these two approaches with a painting interface that gives the user direct, local control over a physical simulation. The “paint” a user applies to the model defines its instantaneous surface velocity. By interactively simulating this velocity, the user can effect surface deformations. We have found that this painting metaphor gives the user direct, local control over surface deformations for several applications: creating new models, removing noise from existing models, and adding geometric texture to an existing surface at multiple scales.     

The Atlas of Physiology and Pathophysiology: Web-based multimedia enabled interactive simulations

The paper is a presentation of the current state of development for the Atlas of Physiology and Pathophysiology (Atlas). Our main aim is to provide a novel interactive multimedia application that can be used for biomedical education where (a) simulations are combined with tutorials and (b) the presentation layer is simplified while the underlying complexity of the model is retained. The development of the Atlas required the cooperation of many professionals including teachers, system analysts, artists, and programmers. During the design of the Atlas, tools were developed that allow for component-based creation of simulation models, creation of interactive multimedia and their final coordination into a compact unit based on the given design. The Atlas is a freely available online application, which can help to explain the function of individual physiological systems and the causes and symptoms of their disorders.     

A review of web-based collaborative learning: factors beyond technology

Abstract Web-based collaborative learning has a large potential for knowledge acquisition. However, it has different characteristics compared with conventional learning scenarios; especially with respect to the social communication situation, message exchange, cognitive load and participation of the learners. To cope with possible problems resulting from these characteristics suitable instructional means have to be considered, like collaborative learning methods, on-line moderation, appropriate learning tasks or computer-based visualisation tools.     

A web-based,interactive visualization tool for social environmental survey data

Understanding human motivations and actions related to environmental problems is central to modeling complex, human-natural systems. However, social science survey data on environmental issues are often presented in relatively static reports and figures and are not easily accessible for participatory deliberation. Federal data sharing mandates motivate innovative data visualization and sharing mechanisms. We developed an open-source, web-based Survey Data Viewer as a visual interface to explore quantitative social science survey data. We used the Python Django web framework and the D3.js visualization library to create and deploy the tool. The Viewer was implemented using a water-related survey administered to a large, random sample of Utah adults in public venues. The Viewer allows users to visualize question responses based on demographic variables with percentages and mean response levels. We developed a standardized template for encoding survey data and metadata that permits the generalization of the tool to other similar surveys.     

Pedagogical-research designs to capture the symbiotic nature of professional knowledge and learning about e-learning in initial teacher education in the UK

This paper argues that if new communications technologies and online spaces are to yield ‘new relationship[s] with learners’ (DfES, 2005, p. 11) then research that is tuned to recognize, capture and explain the pedagogical processes at the centre of such interactions is vital. This has implications for the design of pedagogical activities within Initial Teacher Education (ITE) intended to develop student teachers’ professional knowledge and understanding of e-learning strategies.     

Knowledge visualization: A new framework for interactive graphic interface design

Diagrams communicate massive amounts of information at a glance. Complex domains can be simplified and extended with diagrammatic notations. Computational systems can certainly benefit from the use of diagrams. However, graphic interfaces are difficult and time consuming to write. We need a way of shortening the graphic-interface building cycle so that it is relatively easy and fast to add a graphic interface to any application that may benefit from it.A general-purpose, graphic-interface-building tool kit that a designer or user, not a programmer, can use to design and attach graphic interfaces to applications can greatly speed up and lower the costs of adding graphics to systems. In this paper, I describe a new framework for interactive graphic interface design. The framework will enable graphic-interface-building tools which are general purpose, inter-active, and application-specific.The framework consists of a taxonomy (ontology) of visual properties that span sub-object properties, full objects, and the relationships between objects. The taxonomy forms a skeleton on which to hang methods for manipulating these visual properties, objects, relations, and composites. The methods consist of the generation of prototypes, the recognition of properties in objects, and mouse manipulation functions for modifying properties in an object. Further characteristics of the framework are that the properties are composable, that objects can be explicitly, incrementally described through repeated composition and application of recognition methods, and that the composition of properties to form more fully described and more complex objects is recursive. This makes the framework and the objects within it quite flexible, incremental, uniform, and modular.     

User Profile Modeling in the context of web-based learning management systems

Over the past two decades, great research efforts have been made towards the personalization of e-learning platforms. This feature increases remarkably the quality of the provided learning services, since the users’ special needs and capabilities are respected. The idea of predicting the users’ preferences and adapting the e-learning platform accordingly is the focal point of this paper. In particular, this paper starts with the main requirements of an advanced e-learning system, explains the way a user navigates in such a system, presents the architecture of a corresponding e-learning system and describes its main components. Research is focused on the User Model component, its role in the e-learning system and the parameters that comprise it. In this context, Bayesian Networks are used as a tool for the encoding, learning and reasoning of probabilistic relationships, with the aim to effectively predict user preferences. In support of this vision, four different scenarios are presented, in order to test the way Bayesian Networks apply in the e-learning field.     

Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!

The introduction, in the United Kingdom, of the Special Education Needs and Disabilities Act (SENDA) published and approved in 2001, has removed the exemptions given to educational institutions by the Disabilities Discrimination Act (DDA) of 1995. This applies to learning web sites and materials that must now undergo “reasonable adjustments”, in order not to disadvantage students with learning disabilities as well as non-disabled students. This paper discusses how e-learning and the inherent use of online learning activities raises problems for students with dyslexia far beyond accessibility and web design. This paper aims at proposing that the so widely proclaimed advantages of e-learning to bridge distances, different learning paces and cognitive styles, is at the same time producing close to insurmountable barriers to students with cognitive disabilities in general, and dyslexia specifically. It presents the results of a research project aiming at uncovering evidence that students with dyslexia are in fact less likely to thrive in a synchronous e-learning environment. The paper reports on a set of experiments undertaken with students when engaged in online authentic synchronous learning activities. The paper focuses on text-based synchronous activities, since it is the widest and most commonly used synchronous technology, and provides clear evidence that it can marginalise, demotivate and disappoint students with dyslexia with difficulties in reading, spelling, word order and argumentation.     

The distance from isolation: Why communities are the logical conclusion in e-learning

This paper argues that the internet is built around key technology design features of openness, robustness and decentralisation. These design features have transformed into social features, which are embodied within the cultural values of the internet. By examining applications that have become popular on the net, the importance of these values is demonstrated. If e-learning is considered as a sub-set of internet activity, then the types of approaches that will be popular and meaningful for students will be those that appeal to these three core values. An examination of online communities reveals that these are indeed in keeping with these, and provide a valuable learning experience. The community can be seen as a natural conclusion in e-learning driven by the expectations of a generation of learners who have been enculturated into the values of the internet.     

WeBid: A web-based framework to support early supplier involvement in new product development

It has been found from the contemporary research in the fields of concurrent engineering and supply chain management that significant benefits can be achieved if suppliers are involved in the early stages of product development process. However, recent investigation in manufacturing industries has also revealed that this approach is not widely practised in industries and its implementation has been a great challenge to researchers and practitioners. The research reported here proposes to develop an overall methodology for enabling better supplier involvement in new product development process and to demonstrate the framework through a prototype web-based platform on the Internet/intranets using the web technology. This paper presents some results from the initial investigation, development and implementation of the proof-of-the-concept prototype system called WeBid.     

DaisyViz: A model-based user interface toolkit for interactive information visualization systems

While information visualization technologies have transformed our life and work, designing information visualization systems still faces challenges. Non-expert users or end-users need toolkits that allow for rapid design and prototyping, along with supporting unified data structures suitable for different data types (e.g., tree, network, temporal, and multi-dimensional data), various visualization, interaction tasks. To address these issues, we designed DaisyViz, a model-based user interface toolkit, which enables end-users to rapidly develop domain-specific information visualization applications without traditional programming. DaisyViz is based on a user interface model for information (UIMI), which includes three declarative models: data model, visualization model, and control model. In the development process, a user first constructs a UIMI with interactive visual tools. The results of the UIMI are then parsed to generate a prototype system automatically. In this paper, we discuss the concept of UIMI, describe the architecture of DaisyViz, and show how to use DaisyViz to build an information visualization system. We also present a usability study of DaisyViz we conducted. Our findings indicate DaisyViz is an effective toolkit to help end-users build interactive information visualization systems.     

Investigating e-learning system usage outcomes in the university context

This paper investigates the outcomes of e-learning systems adoption and use by conceptualizing three e-learning systems adoption outcome constructs namely perceived learning assistance, perceived community building assistance and perceived academic performance. Utilizing these constructs, the paper proposes a research model for assessing the possible outcomes of e-learning systems adoption and use. The study collected longitudinal survey data from 249 university students participating in hybrid courses using a popular learning management system, Moodle. Partial least squares (PLS) approach was then used to test the research model.The findings suggest that beliefs about perceived usefulness and perceived ease of use, and how an e-learning system is used influence students' perceived learning assistance and perceived community building assistance. In turn, perceived learning assistance and perceived community building assistance influence the students' perceived academic performance.