The document summarizes a study that developed a WebQuest for teaching coordinate systems to 7th grade math students. Key points:
- The WebQuest was designed to teach coordinates in an engaging way through a scenario where students locate countries on a map.
- It follows the standard WebQuest structure of an introduction, task, resources, process, evaluation and conclusion.
- The study argues that WebQuests increase student interest and support constructivist learning by having students research topics.
- While WebQuests motivate students and enrich math learning, their effectiveness depends on adequate technology and teacher skills.
An exploration of the cisco online courses a basis for the development of a l...Alexander Decker
This academic article summarizes a study that assessed the effectiveness of Cisco online courses compared to traditional face-to-face courses in introduction to network technology. The study found that while course content was similar between the two methods, significant differences existed in learning materials and assessment. To address this, the author developed an e-workbook to supplement existing materials and improve the learning experience. The e-workbook included exercises to validate student knowledge and skills as well as assessment criteria to provide consistency in grading.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
This document summarizes a study that examined the effect of using web applications in college classrooms on teaching, learning, and academic performance among female students in Saudi Arabia. The study found that female students were more interested in learning and performed better when using web applications like Google Apps in the classroom during and after classes. These applications provided an effective way to manage educational activities inside and outside the classroom for both teachers and students. The study concluded that web applications can help promote the classroom learning environment.
This document defines three types of inquiry: structured, guided, and student-initiated. It provides examples of webquests that demonstrate each type of inquiry. The examples could be adapted for a learning unit on various topics, such as academic integrity, learning styles, note-taking skills, and researching colleges. Some examples would need modifications to better fit the intended learning environment and incorporate different technologies.
A Web Link (Teacher-student portal) project that
acts as an online portal between students and the Teacher.
The system is designed for a particular branch such as
diploma. Teacher can ad Notes, Assignment, e-book.
This study analyzed the online behavior of 22 students who completed interactive online tutorials as part of an introductory circuits class. The researchers found that most students repeated the tutorials multiple times to achieve perfect scores, with the average number of attempts being over 2 per tutorial. This suggests students sought mastery of the material. Total time spent on tutorials was significantly longer than the time spent on the final, graded attempt, further indicating that students repeated tutorials until getting all answers correct. The researchers concluded students used repetition to learn the material and ensure high scores, and that online tutorials can be an effective supplement to traditional education.
Teachers are being challenged to find ways to integrate the use of ICT into their teaching to both address these outcomes and enhance what they have previously done on their classrooms. One approach to the use of the Internet that has a lot of potentials for both teachers and learners is the Web Quest. This study aimed at verifying (1) whether the students would be interested in reading texts extensively in English; (2) whether an interactive constructivist environment would make a difference in an extensive reading task. This quasi-experimental study examined the effect of the Web Quest in extensive reading. The experiment and control subjects were from two different classes attending the fifth semester of English department at STKIP PGRI Jombang, Indonesia. The results showed that there is no statistical difference between the groups (p=0.575). The results also indicated that both approaches (the Web Quest and traditional) lead to learning and both are valuable teaching strategies. The results showed that the majority of students in both groups had some difficulties in reading in English. General comments follow the next discussion and end with conclusion and suggestion which might be beneficial for language learners and EFL practitioners.
An exploration of the cisco online courses a basis for the development of a l...Alexander Decker
This academic article summarizes a study that assessed the effectiveness of Cisco online courses compared to traditional face-to-face courses in introduction to network technology. The study found that while course content was similar between the two methods, significant differences existed in learning materials and assessment. To address this, the author developed an e-workbook to supplement existing materials and improve the learning experience. The e-workbook included exercises to validate student knowledge and skills as well as assessment criteria to provide consistency in grading.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
This document summarizes a study that examined the effect of using web applications in college classrooms on teaching, learning, and academic performance among female students in Saudi Arabia. The study found that female students were more interested in learning and performed better when using web applications like Google Apps in the classroom during and after classes. These applications provided an effective way to manage educational activities inside and outside the classroom for both teachers and students. The study concluded that web applications can help promote the classroom learning environment.
This document defines three types of inquiry: structured, guided, and student-initiated. It provides examples of webquests that demonstrate each type of inquiry. The examples could be adapted for a learning unit on various topics, such as academic integrity, learning styles, note-taking skills, and researching colleges. Some examples would need modifications to better fit the intended learning environment and incorporate different technologies.
A Web Link (Teacher-student portal) project that
acts as an online portal between students and the Teacher.
The system is designed for a particular branch such as
diploma. Teacher can ad Notes, Assignment, e-book.
This study analyzed the online behavior of 22 students who completed interactive online tutorials as part of an introductory circuits class. The researchers found that most students repeated the tutorials multiple times to achieve perfect scores, with the average number of attempts being over 2 per tutorial. This suggests students sought mastery of the material. Total time spent on tutorials was significantly longer than the time spent on the final, graded attempt, further indicating that students repeated tutorials until getting all answers correct. The researchers concluded students used repetition to learn the material and ensure high scores, and that online tutorials can be an effective supplement to traditional education.
Teachers are being challenged to find ways to integrate the use of ICT into their teaching to both address these outcomes and enhance what they have previously done on their classrooms. One approach to the use of the Internet that has a lot of potentials for both teachers and learners is the Web Quest. This study aimed at verifying (1) whether the students would be interested in reading texts extensively in English; (2) whether an interactive constructivist environment would make a difference in an extensive reading task. This quasi-experimental study examined the effect of the Web Quest in extensive reading. The experiment and control subjects were from two different classes attending the fifth semester of English department at STKIP PGRI Jombang, Indonesia. The results showed that there is no statistical difference between the groups (p=0.575). The results also indicated that both approaches (the Web Quest and traditional) lead to learning and both are valuable teaching strategies. The results showed that the majority of students in both groups had some difficulties in reading in English. General comments follow the next discussion and end with conclusion and suggestion which might be beneficial for language learners and EFL practitioners.
Web-based learning: An overview of factors affecting students\' motivation an...mohdazrulazlan
The document discusses web-based learning, focusing on how student characteristics and behaviors impact their motivation and learning experience. It aims to identify how instruction over the web can motivate students and how students learn in a web environment. Some research has found web-based courses can be as effective as traditional courses, while other studies found students prefer face-to-face learning. Successful web-based learning requires engagement from both instructors and students, with students regulating their own learning and instructors facilitating.
This document discusses a study that examined the effects of blended learning models on students' academic achievement and retention in science education. The study used a quasi-experimental design with 120 undergraduate students across six groups. Students in the experimental groups received eight weeks of science instruction using one of six blended learning models: supplemental model, replacement model, emporium model, fully online model, buffet model, or linked workshop model. Students completed pre-tests, post-test I, and post-test II to measure achievement and retention. Statistical analysis found significant differences in mean achievement and retention scores between pre- and post-testing, indicating blended learning models improved students' performance and knowledge retention in science.
This study examines the implementation of e-portfolios in PK-12 schools by Educational Technology Leadership (ETL) graduates. A mixed methods approach was used, including a survey of 271 ETL graduates and analysis of 60 graduate e-portfolios and interviews with 50 graduates. The survey found that graduates believe digital portfolios should be used for assessment more than traditional paper portfolios are currently used. Analysis of e-portfolios found that graduates integrate web tools and are enthusiastic about e-portfolios. Graduates reported implementing e-portfolios in PK-12 classrooms in a more purposeful way.
This document summarizes a journal article that examines tutors' views on utilizing e-learning systems in architectural education. The study surveyed tutors from the architecture faculty at a university in Saudi Arabia. It found that many tutors had limited experience using online tools and a slightly better experience with communication tools. While tutors were against online design courses, a mix of traditional and online teaching could provide more student support. The study concluded that innovative tools and a strategy integrating professional training and education are needed. Further research should assess blended courses and develop new systems to overcome shortcomings and meet architectural education needs.
This article summarizes a study that investigated how multiple tasks in WebQuests can facilitate fifth-grade students' literacy skills and higher-order thinking. The study found that WebQuests that included carefully selected, organized, and delivered multiple tasks provided opportunities for collaboration, critical thinking, and engagement that improved students' literacy and computer skills. However, the study also found that website navigation, information overload, and distractibility were challenges, and that adequate planning, organization, supervision and teacher training on effective technology use are needed for students to fully benefit from WebQuests.
Advantages and Disadvantages of Using a Blogging Activity in a College Euclid...Dr. Mokter Hossain
Abstract:
This study explored student perceptions of a 12-week blogging activity that was a standard component of a
college Euclidean Geometry class offered in a university in the Western United States. This paper presents qualitative data regarding student perceptions of the advantages and
disadvantages of using blogs as supportive tool in the
Euclidean Geometry course. Data were collected by asking two open-ended items and analyzed using MAXQDA, a Qualitative Data Analysis program. The study uncovered ten themes related to advantages and six themes related to disadvantages of using the blogging activity as a supportive tool for teaching and learning in this class. Each of these themes was labeled by an in vivo code. The themes were not independent of one another, but instead showed interconnected aspects of an overall phenomenon.
Citation:
Hossain, M. M. & Quinn, R. J. (2012). Advantages and Disadvantages of Using a Blogging Activity in a College Euclidean Geometry Course. International Journal of Computer Technology and Electronics Engineering, 2(6), 1-8. PDF File. Available online at: http://www.ijctee.org/files/VOLUME2ISSUE6/IJCTEE_1212_01.pdf
This study examined how participation in an e-portfolio process by Educational Technology Leadership (ETL) master's candidates contributed to implementing e-portfolios with PK-12 students. A survey of ETL graduates found most believed digital portfolios should be used for assessment over paper ones. Analysis of graduate e-portfolios and feedback found e-portfolios were being implemented in PK-12 classrooms using Web 2.0 tools and reflection. The study concluded ETL graduates were helping expand e-portfolio assessment practices in schools through reflective processes and increased use of technology.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
A WebQuest is an inquiry-oriented activity where most or all the information used by students is drawn from the web. It has six components: an introduction outlining the task, a process with the steps to complete the task, a list of resources for students to use, guidance for evaluating students' work, and a conclusion for reflection. The task is the most important part as it describes what students will produce. WebQuests emphasize higher-order thinking over just gathering information and allow teachers to pre-select reliable sources to focus students. They are commonly group projects that can be split into roles. Teachers use WebQuests to extend learning beyond recall and keep students engaged and accountable while online researching. However, they are not suitable
This document provides an overview and explanation of what a WebQuest is. It defines a WebQuest as an inquiry-oriented lesson that uses mostly online resources where students analyze, synthesize and evaluate information to complete an assigned task. The document outlines the key elements of a WebQuest, including an introduction, task, process, resources, evaluation and conclusion. It also discusses the benefits of using WebQuests in the classroom to develop students' problem-solving and critical thinking skills.
IRJET- E-Learning Effectiveness in Higher EducationIRJET Journal
This document summarizes a research study that evaluated the effectiveness of e-learning in higher education across different factors. The study analyzed data collected from 120 students pursuing Masters programs in Delhi and Ahmadabad, India. The results of t-tests and z-tests found no significant differences in e-learning effectiveness based on course, gender, or city. Thus, all nine null hypotheses that proposed no differences could not be rejected. The study concluded that e-learning provides flexibility for students and boosts learning, and students have accepted it as a useful reference source. However, the small sample size limited broader conclusions about differences in populations.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she examined research on distance education and completed assignments exploring course design principles and evaluating learning management systems. Her major project involved collaborating with others to design an online course on integrating iPads into K-5 classrooms based on Bloom's taxonomy. Through these activities, Kayla gained knowledge about distance education research, best practices for online course design, and skills in implementing an online course using course tools.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
- The document discusses a study that investigated the relationship between EFL learners' motivation and learning strategies in a WebQuest classroom at Chaoyang University of Technology.
- It reviewed literature on WebQuests, motivation, and learning strategies to inform the study.
- The study used quantitative methods like surveys and qualitative methods like interviews to examine the relationship between motivation and learning strategies for EFL learners in a WebQuest course.
The document discusses the WebLessons program, which aims to transform online resources into a structured learning environment for students. It describes an instructional model used in WebLessons consisting of four steps: prepare, learn, practice, and apply. During the prepare step, students' background knowledge is activated. In the learn step, they visit curated web resources and answer study questions. The practice step includes a quiz for students to reinforce learning. Finally, students apply what they learned through a written project in the apply step. The goal is to make online learning safe, organized and engaging for students.
The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
This document discusses the importance of technology in education, including websites, educational CDs, and learning modules. It notes that technology allows education to become more interactive and engaging for students. Websites in particular can be used to distribute information from teachers to students and allow students to publish their own work for others to view. Learning modules are structured collections of content that can be viewed sequentially or non-sequentially, and allow students to learn at their own pace. The document advocates for the use of modern technological tools to facilitate learning.
Role of digital gadgets in transformation of traditional learning to digital ...Dr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Job Talk: Research (2013) - Kennesaw State UniversityMichael Barbour
Michael Barbour is an assistant professor at Wayne State University who researches K-12 online learning. His research agenda focuses on effective design, delivery, and support of online K-12 education. This includes examining teacher and student experiences, preparation of online educators, and policy issues. He teaches both online and face-to-face courses on instructional technology and qualitative research methods at the university level.
Edu 697 week 3 revised edu 649 final assignment correctedAColn
This document outlines a research project for 9th grade biology students to study the impact of commercial fishing on seal populations in Alaska's Maritime National Wildlife Refuge over the last 30 years. Students will work in teams to research the topic using the scientific method. They will collect data from online, phone, and library sources and analyze it to determine if seal populations have increased or decreased. Students will graph their results and write individual essays on the findings and roles of team members. Finally, the class will create an educational video blog to raise awareness of the issue. The project aims to assess students' understanding of research skills and the scientific method.
Fast Paper Writing Service, 11 Research Paper Writing IdeasSteven Wallach
This document provides instructions for using a paper writing service called HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The service aims to provide original, high-quality content to meet customer needs.
1. The document provides instructions for creating an account and submitting a 'Write My Paper For Me' request on the HelpWriting.net site. It outlines a 5-step process: creating an account, submitting a request form, reviewing writer bids, authorizing payment, and requesting revisions if needed.
2. Writers on the site utilize a bidding system, and customers can choose a writer based on qualifications, order history, and feedback. The site promises original, high-quality content and refunds for plagiarized work.
3. Customers can request multiple revisions to ensure satisfaction with their completed paper.
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Web-based learning: An overview of factors affecting students\' motivation an...mohdazrulazlan
The document discusses web-based learning, focusing on how student characteristics and behaviors impact their motivation and learning experience. It aims to identify how instruction over the web can motivate students and how students learn in a web environment. Some research has found web-based courses can be as effective as traditional courses, while other studies found students prefer face-to-face learning. Successful web-based learning requires engagement from both instructors and students, with students regulating their own learning and instructors facilitating.
This document discusses a study that examined the effects of blended learning models on students' academic achievement and retention in science education. The study used a quasi-experimental design with 120 undergraduate students across six groups. Students in the experimental groups received eight weeks of science instruction using one of six blended learning models: supplemental model, replacement model, emporium model, fully online model, buffet model, or linked workshop model. Students completed pre-tests, post-test I, and post-test II to measure achievement and retention. Statistical analysis found significant differences in mean achievement and retention scores between pre- and post-testing, indicating blended learning models improved students' performance and knowledge retention in science.
This study examines the implementation of e-portfolios in PK-12 schools by Educational Technology Leadership (ETL) graduates. A mixed methods approach was used, including a survey of 271 ETL graduates and analysis of 60 graduate e-portfolios and interviews with 50 graduates. The survey found that graduates believe digital portfolios should be used for assessment more than traditional paper portfolios are currently used. Analysis of e-portfolios found that graduates integrate web tools and are enthusiastic about e-portfolios. Graduates reported implementing e-portfolios in PK-12 classrooms in a more purposeful way.
This document summarizes a journal article that examines tutors' views on utilizing e-learning systems in architectural education. The study surveyed tutors from the architecture faculty at a university in Saudi Arabia. It found that many tutors had limited experience using online tools and a slightly better experience with communication tools. While tutors were against online design courses, a mix of traditional and online teaching could provide more student support. The study concluded that innovative tools and a strategy integrating professional training and education are needed. Further research should assess blended courses and develop new systems to overcome shortcomings and meet architectural education needs.
This article summarizes a study that investigated how multiple tasks in WebQuests can facilitate fifth-grade students' literacy skills and higher-order thinking. The study found that WebQuests that included carefully selected, organized, and delivered multiple tasks provided opportunities for collaboration, critical thinking, and engagement that improved students' literacy and computer skills. However, the study also found that website navigation, information overload, and distractibility were challenges, and that adequate planning, organization, supervision and teacher training on effective technology use are needed for students to fully benefit from WebQuests.
Advantages and Disadvantages of Using a Blogging Activity in a College Euclid...Dr. Mokter Hossain
Abstract:
This study explored student perceptions of a 12-week blogging activity that was a standard component of a
college Euclidean Geometry class offered in a university in the Western United States. This paper presents qualitative data regarding student perceptions of the advantages and
disadvantages of using blogs as supportive tool in the
Euclidean Geometry course. Data were collected by asking two open-ended items and analyzed using MAXQDA, a Qualitative Data Analysis program. The study uncovered ten themes related to advantages and six themes related to disadvantages of using the blogging activity as a supportive tool for teaching and learning in this class. Each of these themes was labeled by an in vivo code. The themes were not independent of one another, but instead showed interconnected aspects of an overall phenomenon.
Citation:
Hossain, M. M. & Quinn, R. J. (2012). Advantages and Disadvantages of Using a Blogging Activity in a College Euclidean Geometry Course. International Journal of Computer Technology and Electronics Engineering, 2(6), 1-8. PDF File. Available online at: http://www.ijctee.org/files/VOLUME2ISSUE6/IJCTEE_1212_01.pdf
This study examined how participation in an e-portfolio process by Educational Technology Leadership (ETL) master's candidates contributed to implementing e-portfolios with PK-12 students. A survey of ETL graduates found most believed digital portfolios should be used for assessment over paper ones. Analysis of graduate e-portfolios and feedback found e-portfolios were being implemented in PK-12 classrooms using Web 2.0 tools and reflection. The study concluded ETL graduates were helping expand e-portfolio assessment practices in schools through reflective processes and increased use of technology.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
A WebQuest is an inquiry-oriented activity where most or all the information used by students is drawn from the web. It has six components: an introduction outlining the task, a process with the steps to complete the task, a list of resources for students to use, guidance for evaluating students' work, and a conclusion for reflection. The task is the most important part as it describes what students will produce. WebQuests emphasize higher-order thinking over just gathering information and allow teachers to pre-select reliable sources to focus students. They are commonly group projects that can be split into roles. Teachers use WebQuests to extend learning beyond recall and keep students engaged and accountable while online researching. However, they are not suitable
This document provides an overview and explanation of what a WebQuest is. It defines a WebQuest as an inquiry-oriented lesson that uses mostly online resources where students analyze, synthesize and evaluate information to complete an assigned task. The document outlines the key elements of a WebQuest, including an introduction, task, process, resources, evaluation and conclusion. It also discusses the benefits of using WebQuests in the classroom to develop students' problem-solving and critical thinking skills.
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This document summarizes a research study that evaluated the effectiveness of e-learning in higher education across different factors. The study analyzed data collected from 120 students pursuing Masters programs in Delhi and Ahmadabad, India. The results of t-tests and z-tests found no significant differences in e-learning effectiveness based on course, gender, or city. Thus, all nine null hypotheses that proposed no differences could not be rejected. The study concluded that e-learning provides flexibility for students and boosts learning, and students have accepted it as a useful reference source. However, the small sample size limited broader conclusions about differences in populations.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she examined research on distance education and completed assignments exploring course design principles and evaluating learning management systems. Her major project involved collaborating with others to design an online course on integrating iPads into K-5 classrooms based on Bloom's taxonomy. Through these activities, Kayla gained knowledge about distance education research, best practices for online course design, and skills in implementing an online course using course tools.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
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- It reviewed literature on WebQuests, motivation, and learning strategies to inform the study.
- The study used quantitative methods like surveys and qualitative methods like interviews to examine the relationship between motivation and learning strategies for EFL learners in a WebQuest course.
The document discusses the WebLessons program, which aims to transform online resources into a structured learning environment for students. It describes an instructional model used in WebLessons consisting of four steps: prepare, learn, practice, and apply. During the prepare step, students' background knowledge is activated. In the learn step, they visit curated web resources and answer study questions. The practice step includes a quiz for students to reinforce learning. Finally, students apply what they learned through a written project in the apply step. The goal is to make online learning safe, organized and engaging for students.
The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
This document discusses the importance of technology in education, including websites, educational CDs, and learning modules. It notes that technology allows education to become more interactive and engaging for students. Websites in particular can be used to distribute information from teachers to students and allow students to publish their own work for others to view. Learning modules are structured collections of content that can be viewed sequentially or non-sequentially, and allow students to learn at their own pace. The document advocates for the use of modern technological tools to facilitate learning.
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Michael Barbour is an assistant professor at Wayne State University who researches K-12 online learning. His research agenda focuses on effective design, delivery, and support of online K-12 education. This includes examining teacher and student experiences, preparation of online educators, and policy issues. He teaches both online and face-to-face courses on instructional technology and qualitative research methods at the university level.
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This document outlines a research project for 9th grade biology students to study the impact of commercial fishing on seal populations in Alaska's Maritime National Wildlife Refuge over the last 30 years. Students will work in teams to research the topic using the scientific method. They will collect data from online, phone, and library sources and analyze it to determine if seal populations have increased or decreased. Students will graph their results and write individual essays on the findings and roles of team members. Finally, the class will create an educational video blog to raise awareness of the issue. The project aims to assess students' understanding of research skills and the scientific method.
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This paper investigates the linear and nonlinear optical susceptibilities and hyperpolarizability of lithium sodium tetraborate (LiNaB4O7) single crystals through both theoretical calculations and experimental measurements in order to evaluate their potential for nonlinear optical applications such as frequency conversion of lasers. Borate materials are well-suited for nonlinear optics and laser engineering due to properties like short growth periods, high damage thresholds, large effective nonlinear coefficients, and good mechanical properties. The results show that LiNaB4O7 crystals exhibit good nonlinear optical performance, making them promising for frequency conversion applications.
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1) The document discusses two key human resource management strategies used by Coles Supermarkets: reward management and performance management.
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Argumentative Essay Help – Qu. Online assignment writing service.Steven Wallach
The document discusses a proposed plan for Congress to require all U.S. high school graduates to spend one year in mandatory civil service before attending college. While Congress supports this plan, many others disagree with forcing students to take a year away from potential religious trips or delaying their field of study. The author's high school also opposes the idea, believing it could be counterproductive to have graduates leave their intended career paths.
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Proprietary software has the advantage of being fully controlled by its developers who can closely guard its intellectual property, but it also has the disadvantage of limiting users' freedom since they cannot modify or share the source code. While proprietary software may offer strong technical support from its developers, it can also lock users into certain platforms and force them to pay licensing fees to continue using the software.
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The document discusses the multiple causes that led to the Protestant Reformation, including social forces emerging from economic motives, the powerful papacy raking in financial acquisitions while most people were paupers, and Charles V facing a dilemma that allowed Luther to implement his plan and sow seeds of dissent. It argues against identifying a single cause and emphasizes the need to study history with humility and understand the various interconnected events and complex social forces that contributed to the Reformation.
Validity And Reliability Of Research Instrument ExamSteven Wallach
This experiment aims to determine how the rate of reaction between hydrochloric acid and sodium thiosulphate is affected by changing the concentration of the hydrochloric acid. The hypothesis is that increasing the concentration of hydrochloric acid will increase the rate of reaction and decrease the reaction time. This is tested by reacting four different concentrations of hydrochloric acid with a constant amount of sodium thiosulphate, and measuring the time taken for the reaction, marked by disappearance of an X, to complete.
This toy stimulates muscle tone development in children by requiring them to sit upright either in front of or on top of the toy to play with its buttons, keys and other features, engaging their back, core and leg muscles to maintain proper posture. Sitting upright allows children to see and reach the toy at the proper level while developing muscle tension and control. Playing with the toy's dashboard and handlebars keeps children's hands and legs engaged to enhance muscle tone.
This document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
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Best Buy failed in its expansion into China due to several strategic mistakes including attempting to directly copy its US store model without adapting to the Chinese market, facing strong competition from established domestic retailers, and struggling to build brand awareness and loyalty among Chinese consumers unfamiliar with the Best Buy brand. As a result, Best Buy was forced to exit the Chinese market after several years of unsuccessful operations and financial losses. Best Buy's experience highlights the importance of thorough market research and localization when expanding into foreign markets with very different consumer behaviors and competitive landscapes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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WebQuests are discovered by Bernie Dodge and Tom March at San Diego State University in 1995. Since the
beginning of this process, teachers have adopted WebQuests as an interesting way to give students ways of thinking
that requiring in the 21st
century and to use internet well. With the constructivist theory, sources of information on
the Internet combined with WebQuests developed by Dodge (1995, 2001) and March (2005).
WebQuests are defined as “A research and inquiry-based activity that some or all of the information is acquired
from the Internet by students” by Dodge in 1995.
Another definition of WebQuests is “A study on teaching how to learn, a research-oriented activity those
requiring students’ interactions and providing knowledge from sources on the internet completely or a certain extent
or via video conferencing.” (Dodge, 1997).
A teacher can search for WebQuests on a specific topic or develop a WebQuest on his/her own by using a web
editor such as Microsoft FrontPage or Dreamweaver. Publisher Inspiration, MS Word, PowerPoint, Access, Excel
etc. also allows you to prepare a simpler level WebQuests. A WebQuest is not necessarily to design as a real
website. Less advanced technological capabilities can be used. For example, it can be saved as a word document on
a local computer.
1.2. The structure of WebQuests
According to the creators of WebQuests, a WebQuest should consist of six main sections; introduction, task,
process, resources, evaluation and conclusion. Bernie Dodge gives place sources of information in the part of the
process. The part of task is referred as the part of the process in some sources (Dodge, 2001; March 2000).
1.2.1. Introduction
The introduction part should lead learners to the subject and what he/she is waiting for, inspire the students’
interest in different ways, lay down the situation and provide preliminary information on the status.
In this section, there is a short paragraph that promotes lessons and activities that students do. If there is a role or
a scenario that you think appropriate for the students, the pupils should get ready in this section. It should be noted
that the introduction part is in order to motivate and prepare students.
Also, on this chapter, the question (problem) about the main center of the WebQuest is also introduced to
students. It should be doable, interesting, motivational, original, and must be directed by the student. At the end of
the activity, there should be a description of what the students should do.
1.2.2. Task
Part of the task should be interesting, motivating, doable, and authentic and should be directed by the student and
should include a description of what the students do at the end of the activity and it should include an oral
presentation or a product.
1.2.3. Resources
This part includes addresses of web sites determined by the teacher to help the student carry out the process. It
may also contain other sources besides web sites. All resources may not be used by anyone. It may include links that
are necessary to perform the operations.
1.2.4. Process
It consists of the steps of process that is clearly defined. It provides a review of process that needs to be carried
out in order to achieve the operation. It may also include recommendations for learning. The steps that students must
perform should present to the students by dividing clear and concise steps.
1.2.5. Evoluation
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This part includes how the information gathered will be organized, how to evaluate the results, what evaluation
criterias are. In general, assessment is performed using grading scale (rubric).
1.2.6. Conclusion
This is the stage of reminder what the students have learned and what they have managed or terminate the web
query. Students are encouraged to broaden their experience to other areas. Thoughts on the results and achievements
are shared with students
It is used to terminate the web adventure. In this section, the students can find a summary of the information
about what they have learned and what they achieved. They are encouraged to expand their experiences to other
areas.
1.3. Related Studies
In the literature, there are many studies on preparation of WebQuest activities and use of them in the classroom
(Gaskill, McNulty & Brooks, 2006; Kanuka, Rourke & Laflamme, 2007; King, 2003; Leahy & Twomey, 2005;
LoParino, 2005; McGlinn & McGlinn, 2003; Wagman, 2005; Halat, 2008).
Looking to work for teachers’ and pre-service teachers’ thoughts about WebQuests, in one of them, the effect of
using WebQuests in lessons on students' research / inquiry skills was investigated and the expectations about the
results for pre-service teachers were studied (King, 2003). According to results, in the science methods lessons,
expectations about the results for pre-service teachers in the experimental group decreased.
One another study was done with 300 third grade students from faculty of education (Leahy & Twomey 2005). In
this study, by preparing WebQuests by the research groups of a maximum of three people, thoughts’ about co-
operation, assistance, planning, decision making, time management, project management and design were
determined through a survey about WebQuests. The pre-service teachers expressed that they would use WebQuest
activities in their lessons.
300 pre-service teachers participated study that is done by Leahy and Twomey (2005) planned WebQuest
activities in groups and then a survey is carried out. According to the survey, pre-service teachers have positive
views about the activities and in general; they think that they would include WebQuests in their teaching process.
Researches have shown that computer-assisted instruction affects student achievement positively (Baylor, 2002;
Bereiter & Scardamalia, 1984; Cho & Jonassen, 2002; Lim et al, 2001).
2. Purpose
In this study, a WebQuest was prepared that can be used in mathematics education. It is designed to teach
coordinate system to students at seventh grade students in a more fun way. This WebQuest is as an example of
activities that makes the teaching-learning process more effective and ensures the participation of the students by
enriching visually.
In primary mathematics curriculum, in the learning field of algebra and in sub-learning field of equations for
seventh grade students, there exists an acquisition like this: "Explains and uses a two-dimensional Cartesian
coordinate system."After sixth grade students learn the subject of integers and understand negative and positive
integers, they can learn easily the regions that are including ordered pair in the coordinate system. In the eighth
grade, by improving the learned object in sixth grade, in the sub-learning field of transformation, students can do
some various movements like symmetry, rotational, translational with the objects given in two dimensions
(triangles, polygons, etc.). When passed the level of secondary education level and then higher education, the three-
dimensional coordinate system is passed through (MoNE, 2009). Therefore, the two-dimensional coordinate system
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learned in the seventh grade will be the basis for the subsequent years. Thus, it is important to learn this issue
permanently.
3. Methodology
A literature review method was used in the study and the study was carried out in two stages. In the first stage,
the emergence of WebQuests, the drafting process, design steps were studied and a comparison was made to create a
WebQuest that can be used in mathematics lessons by the help of examining the literature. In the second stage, with
the help of the information obtained from the first stage, a sample WebQuest which is about the coordinate system
was created for mathematics lessons.
4. Information about Prepared WebQuest
Information about which steps should exist on the WebQuest was summarized above. Based on this information
about the WebQuest prepared for study is as follows:
Once WebQuest page is opened, a homepage appear in front of the students. On this page, the name of activity is
called "Let’s Travel The Earth!". In addition, a returning world picture is remarkable.
At the entrance of the WebQuest, a scenario with a small picture is given to motivate students and to gather their
attention. Scenario was built on finding positions of the countries located in different continents on Earth.
At the task section expectations from the students have been listed in detail. It was asked to work in group
consisted of four people after this task expected to make a power point presentation.
The part of sources of information can be given on the part of task, but on this WebQuest, it appears to be a
separate section. Examples of WebPages are given to guide learners in terms of fulfilling their duties.
On the step of the process, by giving a table, after writing the latitude and longitude values of countries, to show
their on the world map is asked.
A rubric for assessment is created by the researcher. On this rubric, tasks defined previously to students are
presented in 7 items and 3-grading were formed according to each suitable level of item.
In the part of the conclusion, by giving information about what the result obtained at the end of this activity is
and what gains they can reach beyond them, the students have been encouraged. A logo that shows their greetings
has been given.
5. Conclusions and Recommendations
The most important influence of WebQuest on the learners in the learning process is interest and curiosity.
Because of consisting actively interact with the computer and internet; it increases the interest and curiosity of
learners in learning. It can be motivating and it can improve the capabilities of students. The students included in the
subject starts all relevant stages with their existing skills.
In addition, the use of WebQuest as a teaching material motivates students. Especially in the teaching of
mathematics courses including abstract concepts as the structure of it, this part is very important. The constructivist
learning takes part by researching easily with the sources on their own. A support done in this way can be used in
the science or social areas, and even decision-making about the condition of the real-life experiences. According to
McKenzie (1999) the support is defined as “While learner is searching for the answer to any problem or any
question, to organizate and support the study or inquiry wanted from learner in order to avoid too much away and
lost on the road.”
It ensures the learning process enjoyable and allows opportunies to people who prepares while expressing their
self-expression. An opinion on this subject is as follows:
The most important component in learning with WebQuest is to develop in students the ability to apply new
knowledge to learned previously (Pohan et al, 1998). According to Dodge (2001), Web adventures must go beyond
telling again, learn the true knowledge thoroughly, practice the knowledge, and use this knowledge in problem
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solving, creativity, design and trial. Research data shows that the application of knowledge is supporting the
relationship between knowledge, meaningful and deep learning.
According to Johnson and Johnson (1994)’s theory of collaborative learning, Web Adventures is designed to give
positive dependence, individual and group responsibility, interpersonal and small group skills. According to
Brucklacher et al. (1999) to improve the students' social skills, cooperation, positive dependence, and individual
responsibility extends the effectiveness of learning. In creating an effective collaborative learning environment,
WebQuests design lie.
The most important obstacle of WebQuests is that the network connection. In general, in centers, with ADSL and
in the villages with dial-up connections, the internet connection is provided in almost every school. Do not have
much information on the use of computer, except the games, effect the the use of effective impact.An in-service
training for teachers may be useful to comprehend the importance of using WebQuests in education process and to
overcome the lack of use of the computer.
In higher education, in the teacher training programs, practical courses that may develop the skills required for
effective new approaches. Co-operation environments between teachers at school can be supported. For example,
the teacher and the computer teacher at the school work with the creation of WebQuest activities.
References
Baylor, A. (2002). Expanding preservice teachers’ metacognitive awareness of instructional planning through pedagogical agents. Educational
Technology Research and Development, 50(2), 5–22.
Becker, H. J. & Riel, M. M. (2000). Teacher Professional Engagement and Constructivist-compatible Computer Use. Centre for Research on
Information Technology and Organisations, University of California, Irvine. Retrieved November 22, 2012, from
http://www.crito.uci.edu/tic/findings.html
Bereiter, C., & Scardamalia, M. (1984). Teach ability of reflective processes in written composition. Cognitive Science, 180(8), 173–190.
Brucklacher, B., & Gimbert, B. (1999). Role-playing software and WebQuests: What’s possible with cooperative learning and computers.
Computers in the Schools, 15(2), 37–48.
Cho, K., & Jonassen, D. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology
Research and Development, 50(3), 5–22.
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Dodge, B. (1997). Some thoughts about WebQuests. Retrieved November 26, 2012, from the WebQuest Homepage, San Diego State University:
http://webquest.sdsu.edu/about_webquests.html
Dodge, B. (2001). FOCUS: Five rules for writing a great WebQuest. Learning and Leading with Technology, 28(8), 6–9, 58.
Gaskill, M., McNulty, A. & Brooks, D. W. (2006). Learning from WebQuests. Journal of Science Education and Technology, 15 (2), 133-136.
Halat, E. (2008). Webquest-temelli matematik öğretiminin sınıf öğretmeni adaylarının geometrik düşünme düzeylerine etkisi. Selçuk Üniversitesi
Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 115-130.
Johnson, D., & Johnson, R. (1994). Leading the cooperative school (2nd ed.). Edina, MN: Interaction Book Company.
Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of
Educational Technology, 38, 260- 271.
King, K. P. (2003). The webquest as a means of enhancing computer efficacy. (ERIC No. ED474439)
Leahy, M., & Twomey, D. (2005). Using Web Design with Pre-Service Teachers as a Means of Creating a Collaborative Learning Environment.
Educational Media International, 42 (2),143-151
Lim, B., Plucker, J., & Nowak, J. (2001). We are what we weave?: Guidelines for learning by web design. Educational Technology, 41(6), 23–
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LoParino, C. A. (2005). A transformational process: facilitating webquests. (ERIC No. ED490748)
March, T. (2000). WebQuests 101. Multimedia Schools, 7 (5), 55-56, 58.
March, T. (2005). What WebQuests are (really!). Retrieved November 25, 2012, from http://bestwebquests.com/what_webquests_are.asp
(McGlinn, J. E., & McGlinn, J. M. (2003). Motivating learning in a humanities class through innovative research assignments: a case study.
(ERIC No. ED479392)
McKenzie, J. (1999). Scaffolding for success. From Now On: The Educational Technology Journal 9(4). Retrieved November 25, 2012, from
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Pohan, C., & Mathison, C. (1998). WebQuests: The potential of internet based instruction for global education. Social Studies Review, 37(2), 91–
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Wagman, J. C. (2005). The effects of an inquiry-internet research project on motivation, self efficacy, and academic autonomy in
heterogeneously grouped high school Latin I students. (ERIC No. ED490051)