Search (8 results, page 1 of 1)

  • × language_ss:"e"
  • × theme_ss:"Computer Based Training"
  • × theme_ss:"Internet"
  • × year_i:[2000 TO 2010}
  1. Garnsey, M.R.: What distance learners should know about information retrieval on the World Wide Web (2002) 0.03 
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    Abstract
    The Internet can be a valuable tool allowing distance learners to access information not available locally. Search engines are the most common means of locating relevant information an the Internet, but to use them efficiently students should be taught the basics of searching and how to evaluate the results. This article briefly reviews how Search engines work, studies comparing Search engines, and criteria useful in evaluating the quality of returned Web pages. Research indicates there are statistical differences in the precision of Search engines, with AltaVista ranking high in several studies. When evaluating the quality of Web pages, standard criteria used in evaluating print resources is appropriate, as well as additional criteria which relate to the Web site itself. Giving distance learners training in how to use Search engines and how to evaluate the results will allow them to access relevant information efficiently while ensuring that it is of adequate quality.
    Footnote
    Part of an issue devoted to "Distance learning: information access and services for virtual users", publ. by Haworth Press
  2. Johnson, A.M.; Ruppert, S.: ¬An evaluation of accessibility in online learning management systems (2002) 0.02 
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    Abstract
    Millions of computer users in the USA have a disability making it difficult to use the Web. The University of Wisconsin System recently required that all System Web pages meet Priority 1 accessibility guidelines as set by the World Wide Web Consortium's Web Accessibility Initiative (W3C/WAI). Class materials available in online learning management systems should also be accessible to students with disabilities. Four systems, Blackboard 4 and 5, Prometheus 3, and WebCT 3, were assessed against theW3C/WAI guidelines for a numerical statistic of accessibility. Practical accessibility was tested with Lynx, IBM Homepage Reader, and JAWS. Validation was performed with A-Prompt and the W3C/WAI checklist.
    Content
    Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452640.
  3. Harrison, L.: Access to online learning : the role of the courseware authoring tool developer (2002) 0.02 
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    Abstract
    Implementation of recommended design strategies can potentially allow any Web-based learning program to be made accessible to learners who use adaptive technologies. However, one of the greatest barriers to achieving this goal is the lack of authoring tools that support course content developers in adhering to existing accessibility guidelines. In order to ensure universal access, attention must be given to Web pages generated automatically by courseware programs, as well as those uploaded from an external source. Courseware authoring environments could easily include utilities to support developers in making their online resources accessible. This paper will review products recently available on the market using the guidelines published by the World Wide Web Consortium's Web Accessibility Initiative as a framework for analysis.
    Content
    Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452631.
  4. Descy, D.E.: Web-based organizational tools and techniques in support of learning : Internet-based library services (2004) 0.01 
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    Abstract
    The Internet, particularly the Web, is a wonderful free source of information that can vastly improve the array of resources available to library patrons. Unfortunately, not all information is honest and accurate, and some of it is not suitable for certain age groups. Students using the Web for research often come upon unsuitable sites. We can get around this by constructing Web learning environments containing safe sites for students. These learning experiences include WebQuests, Pathfinders, Treasure Hunts, Scavenger Hunts, and Tracks.
  5. Boone, M.D.: Taking FLITE : how new libraries are visioning their way into the future (2002) 0.00 
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    Abstract
    The author takes on the assertion posed in recent educational articles that technology is driving down book circulation and contributing to the decline of reading-center learning. In his interview with Richard Cochran, Dean of the Ferris State University Library for Information, Technology, and Education, the two discuss the importance of incorporating technology to support all types of learning, and using faculty buy-in to insure that as many media as possible are integrated into the final building design.
    Content
    Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452668.
  6. Burgstahler, S.: Distance learning : the library's role in ensuring access to everyone (2002) 0.00 
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    Content
    Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452622.
  7. Herring, S.C.: Computer-mediated communication on the Internet (2002) 0.00 
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    Source
    Annual review of information science and technology. 36(2002), S.109-170
  8. Pan, B.; Gay, G.; Saylor, J.; Hembrooke, H.: One digital library, two undergraduate casses, and four learning modules : uses of a digital library in cassrooms (2006) 0.00 
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    Source
    Journal of the American Society for Information Science and Technology. 57(2006) no.10, S.1315-1325

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