Search (177 results, page 8 of 9)

  • × language_ss:"e"
  • × theme_ss:"Computer Based Training"
  1. Web-based distance learning (1999) 0.00 
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    Type
    a
  2. Kendall, M.: Tackling student referencing errors through an online tutorial (2005) 0.00 
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    Abstract
    Purpose - To evaluate the impact of an interactive online tutorial aiming to improve student citing and referencing practice. Design/methodology/approach - Action research involving three cycles of activity: identification of the most frequently occurring errors made by new undergraduates and postgraduates following instruction in citing and reference practice given in the autumn of 2002; creation of the tutorial for use by the same students in spring 2003, with the quizzes contributing to a portfolio assessment for the undergraduates. Comparison of the students' performance before and after using the tutorial, monitoring through WebCT tracking facilities and usability tests with dyslexic students; adoption of the tutorial as the standard departmental practice, repeating the monitoring activities to compare the results with the previous year. Findings - The results of the first cycle of activity showed a high number of errors, despite the instruction received by students, and the need to start the tutorial at an unanticipated basic level. The students responded positively to the tutorial and some improvements in practice were identified, although the tracking facilities revealed limited use by some undergraduates. Comparison of the errors made in 2003-2004 with those of 2002-2003 showed improvements all round. Research limitations/implications - Some of the improvements may be accounted for by the change of practice part way through the previous academic year and other interventions. Originality/value - The methods used will inform others wishing to carry out and evaluate online learning initiatives. It shows a qualified success in the use of online learning for this purpose.
    Type
    a
  3. Cal da Silva, L.F.; Werneck Barbosa, M.; Gomes, R.R.: Measuring participation in distance education online discussion forums using social network analysis (2019) 0.00 
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    Abstract
    Distance Education professionals have been constantly coming up with methods and techniques to increase student participation in an environment where learning happens continuously and asynchronously. An online discussion forum (ODF) is one of these mechanisms, but it will only be successful if students are willing to participate. Stimulating students is a challenge many institutions currently face. The objective of this study was to analyze the social interaction among participants in ODFs using Social Network Analysis. Knowing the characteristics of these networks and its participants is important to design actions to improve the use of ODFs. As a case study, data were collected from ODF logs of the majors in Business Administration and Accounting in a Brazilian private university. This study found out that these interaction networks are sparse, which shows that students could be more engaged in interacting and collaborating with others. Students, in general, tend to interact more in the first semester and interaction diminishes as time passes. The number of active ODF participants has been around 45-50%, which shows that students currently do not participate very often in ODFs. Their main incentive seems to exist when they are graded. Popular ODFs were also analyzed.
    Type
    a
  4. Leach, B.A.: Identifying CD-ROM use patterns as a tool for evaluating user instruction (1994) 0.00 
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  5. Creanor, L.; Durndell, H.: Teaching information handling skills with hypertext (1994) 0.00 
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    Abstract
    This paper describes the development and content of four Computer Assisted Learning packages designed to teach information skills to higher education students. The areas covered include database searching and library search skills. Educational aspects of using hypertext and hypermedia for learning are discussed along with development issues and a description is given of the staff costs involved. The main source of external funding was the Higher Education Funding Councils' Teaching and Learning Technology Programme
    Type
    a
  6. Ford, C.E.; Worley, G.C.: Using presentation graphics software to introduce on-line sources (1995) 0.00 
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    Abstract
    Internet workshops and other classes involving online tools can be mode more effective through use of presentation graphics software. Such software allows presenters to snapshot and modify screens of computer information. They can then highlight the information paths and techniques they want the audience to be aware of and, during the presentation, can click through the captured screens without having to worry about typing errors or slow response time. Presentation software is ideal for presentations using computer projectors, but can also be helpful in other contexts. Discusses the creation of a presentation about the Internet using Lotus Freelance Graphics 2.0. Other presentation software programs are also listed
    Type
    a
  7. Aston, J.; Slater, J.B.: Potential impact of high speed networking on teaching and learning in universities (1995) 0.00 
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    Abstract
    Reports on a 1992 study, commissioned by the UK Universities and Research Councils Joint Network Team on the potential impact of the high speed SuperJANET network on teaching and learning practices in universities. Structured interviews with staff at Cambridge and Kent universities were used to predict and identify any inhibitors and actions necessary to ensure effective take up. Estimates the costs of providing infrastructures within sites. Follow up interviews were carried out in 1994. Increased optimism was found and an increased feed of active research into teaching using network resources
    Type
    a
  8. Lackes, R.; Mack, D.: Computer Based Training on neural nets : Basics, development, and practice (1998) 0.00 
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    Abstract
    Here is an interactive introduction to neural nets and how to apply them that is easy to understand and use. Neural nets are information processing systems that mimic the basic structure of the human brain. They learn by adjusting the interaction of their individual components (neurons). A neural net can learn from patterns of information supplied as input to generate useful output that can serve as a basis for decision making. Numerous multimedia and interactive components give the learning program an almost game-like feel as it takes the learner from the basics to the use of neural nets for real projects
  9. Bohlen, G.A.; Ferratt, T.W.: End user training : an experimental comparison of lecture versus computer-based training (1997) 0.00 
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    Abstract
    Lecture-based and computer-based training are experimentally compared for end users with different learning styles (as measured by the Kolb Learning Style Inventory). The end user training outcomes measures were: achievement, efficiency and satisfaction. The end users who participated in the study were college students learning to use a word processing package. Computer based training is more effective than lecture based training except for assimilators, who appear to learn equally well under either method. Given the limitations of the study and taking into account suggested cautions, these results should be replicated before being widely accepted
    Type
    a
  10. Coleman, A.: Instruments of cognition : use of citations and Web links in online teaching materials (2005) 0.00 
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  11. Boone, M.D.: Taking FLITE : how new libraries are visioning their way into the future (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/10.1108/07378830210452668.
    Type
    a
  12. Descy, D.E.: Web-based organizational tools and techniques in support of learning : Internet-based library services (2004) 0.00 
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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.
    Type
    a
  13. Chen, S.: Empowering student assistants in the cataloging department through innovative training : the e-learning courseware for basic cataloging project (2008) 0.00 
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    Abstract
    This paper investigates an innovative approach to training non-traditional employees, particularly student workers, in a library cataloging department. The author presents guidelines and pedagogical aspects of using e-learning courseware for basic cataloging training, reviews the challenges and difficulties encountered in the project, and introduces the content and structure of prototype 2 of the courseware. This e-learning courseware for basic cataloging can be adapted to facilitate the training of other groups of new staff in the cataloging department.
    Type
    a
  14. Andretta, S.: From prescribed reading to the excitement or the burden of choice : Information literacy: foundation of e-learning (2005) 0.00 
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    Abstract
    Purpose - The paper focuses on e-learning from an information literacy perspective and promotes the view that information literacy education needs to play a central role within any e-learning initiative. The main aim of this paper is therefore to present the claim that e-learning must be supported by an information literacy framework to enable an effective interaction between learners, information literacy educators and complex information environments. Design/methodology/approach - Literature-based analysis of the main issues covered. These include: the challenges generated by the proliferation of digital information and the consequent need for information literacy education to counteract the phenomenon of information overload; the comparison of the information literacy approach promoted by Australia and the USA with the ICT-skills approach adopted by the UK. Findings - Examples of information literacy frameworks promoted by the Association of College and Research Libraries and the Australian and New Zealand Institute are used to illustrate the strong association between the "learning-how-to-learn" model, lifelong learning and the global knowledge economy. The UK perspective on e-learning reveals a similar lifelong-learning agenda, although in this case ICT skills, not information literacy, are identified as a priority, even though the effectiveness of lifelong-learning competences depends on the learner's ability to interact with constantly changing information and knowledge structures. Originality/value - The paper promotes the view that a fully-fledged information literacy education, based on nationally recognised standards, must underpin any pedagogical initiative especially in the area of e-learning which requires the learners' active engagement with a wide range of information sources and formats. The paper is therefore relevant to those professionals involved in the development of policy and provision at higher education level.
    Type
    a
  15. Williams, P.; Nicholas, D.; Gunter, B.: E-learning: what the literature tells us about distance education : an overview (2005) 0.00 
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    Abstract
    Purpose - The CIBER group at University College London are currently evaluating a distance education initiative funded by the Department of Health, providing in-service training to NHS staff via DiTV and satellite to PC systems. This paper aims to provide the context for the project by outlining a short history of distance education, describing the media used in providing remote education, and to review research literature on achievement, attitude, barriers to learning and learner characteristics. Design/methodology/approach - Literature review, with particular, although not exclusive, emphasis on health. Findings - The literature shows little difference in achievement between distance and traditional learners, although using a variety of media, both to deliver pedagogic material and to facilitate communication, does seem to enhance learning. Similarly, attitudinal studies appear to show that the greater number of channels offered, the more positive students are about their experiences. With regard to barriers to completing courses, the main problems appear to be family or work obligations. Research limitations/implications - The research work this review seeks to consider is examining "on-demand" showing of filmed lectures via a DiTV system. The literature on DiTV applications research, however, is dominated by studies of simultaneous viewing by on-site and remote students, rather than "on-demand". Practical implications - Current research being carried out by the authors should enhance the findings accrued by the literature, by exploring the impact of "on-demand" video material, delivered by DiTV - something no previous research appears to have examined. Originality/value - Discusses different electronic systems and their exploitation for distance education, and cross-references these with several aspects evaluated in the literature: achievement, attitude, barriers to take-up or success, to provide a holistic picture hitherto missing from the literature.
    Type
    a
  16. (e)Pedagogy - visual knowledge building : rethinking art and new media in education (2005) 0.00 
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    Abstract
    The accelerating «iconic turn» in our society today increasingly demands the interactive representation of contextual knowledge. At the same time the use of Web based learning environments highlight the audio-visual dimension of (e)pedagogy and the move towards practical, project-oriented curricula. Regardless of the educational field pedagogical expertise thus requires more and more understanding and control of visual elements and their interpretations. There is a growing need for visually oriented pedagogical experts such as teachers, tutors, designers and developers who are capable of community knowledge building and collaboration with other experts from different fields from both private and public sectors. The book intends to illuminate scientific and programmatic excerpts from an international community of researchers, practitioners, teachers and scholars working in interrelated fields such as Aesthetic Education, ePedagogy Design - Visual Knowledge Building, Visual Education, Art Education, Media Pedagogy and Intermedia Art Education.
    Content
    Contents: Gerhard Hickisch: Transfairness - Pierangelo Maset: Aesthetic Operations - a perspective in art and media education - Torsten Meyer: Art Education within a New Medium - Martina Paatela-Nieminen: Thinking digitally and intermedially in art education - Iwan Pasuchin: Media Pedagogy and Interdisciplinary Artistic Education - Karl Josef Pazzini: Media, Suggestion, Suspicion - Stefan Sonvilla-Weiss: ePedagogy Design - Visual Knowledge Building - Peter Truniger: Communication in Creative Processes.
  17. Zurawska, K.: E-learning experiences in the field of information sciences (2005) 0.00 
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    Abstract
    The librarians and information specialists play the very important role in the Information Society. They perform a greater variety of tasks than before. That is why the range of knowledge and the skills, they should learn, considerably extends. Therefore the problems arose: how to educate the librarians and information specialists? Which methods and techniques are the most suitable and profitable? How to organize the education process to give them as much experience as possible? The usage of modern methods and tools, especially the e-learning systems, may be the right solution. That paper presents the experiences with the Virtual Learning Environment at Nicolaus Copernicus University. The author is involved in the e-learning process as a teacher of various subjects and as an administrator of Moodie (Modular Object-Oriented Dynamic Learning Environment), which is used as an e-learning platform. The paper describes the process of preparing resources and the methods of using them in education in the field of Information Science and Librarianship. The special attention is paid to knowledge gained and skills trained by students as well as by teachers. Their impressions are shown. The advantages and disadvantages of e-learning are discussed in details.
    Type
    a
  18. Garnsey, M.R.: What distance learners should know about information retrieval on the World Wide Web (2002) 0.00 
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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.
    Type
    a
  19. Ellett, R.: ¬An evaluation of the effectiveness of OCLC Online Computer Library Center's Web-based module on cataloging Internet resources using the Anglo-American Cataloging Rules and MARC21 (2002) 0.00 
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    Abstract
    In January 2001, the OCLC Institute released its first online learning course, Cataloging Internet Resources Using MARC21 and AACR2. This research investigated whether participants using this Web-based tool would gain experience equivalent to that of librarians who are already proficient in the skill of cataloging Internet resources. A pre-course/post-course comparison of test results of librarians not experienced with cataloging Internet resources indicated an increase of 35 percent (from 51 to 86 percent) of the correct answers after taking the Web-based course. The group experienced with cataloging Internet resources answered an average of 71 percent of the questions correctly.
    Type
    a
  20. Lin, M.; Zhang, Z.: Question-driven segmentation of lecture speech text : towards intelligent e-learning systems (2008) 0.00 
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    Abstract
    Recently, lecture videos have been widely used in e-learning systems. Envisioning intelligent e-learning systems, this article addresses the challenge of information seeking in lecture videos by retrieving relevant video segments based on user queries, through dynamic segmentation of lecture speech text. In the proposed approach, shallow parsing such as part of-speech tagging and noun phrase chunking are used to parse both questions and Automated Speech Recognition (ASR) transcripts. A sliding-window algorithm is proposed to identify the start and ending boundaries of returned segments. Phonetic and partial matching is utilized to correct the errors from automated speech recognition and noun phrase chunking. Furthermore, extra knowledge such as lecture slides is used to facilitate the ASR transcript error correction. The approach also makes use of proximity to approximate the deep parsing and structure match between question and sentences in ASR transcripts. The experimental results showed that both phonetic and partial matching improved the segmentation performance, slides-based ASR transcript correction improves information coverage, and proximity is also effective in improving the overall performance.
    Type
    a

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