Search (177 results, page 2 of 9)

0.009291613 = product of:
  0.027874837 = sum of:
    0.027874837 = weight(_text_:of in 795) [ClassicSimilarity], result of:
      0.027874837 = score(doc=795,freq=18.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.36282203 = fieldWeight in 795, product of:
          4.2426405 = tf(freq=18.0), with freq of:
            18.0 = termFreq=18.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0546875 = fieldNorm(doc=795)
  0.33333334 = coord(1/3)

Abstract

Increased learner control is one of the benefits of implementing hypermedia in instructional settings. However, prior research has not determined whether students using hypermedia systems that provide a large amount of learner control actually perceive themselves to be in more control over the learning environment than do student using traditional text-style materials. This is a significant issue because provision of increased control does nothing to help the student unless the student perceives the increased control. Students using hypertext to learn technical information experienced an increased sense of control. Further, it provides preliminary evidence of an increased level of intrinsic motivation to learn among hypertext users. Implications for further research regarding the effects of hypermedia on users' intrinsic motivation are discussed

Source

Journal of educational multimedia and hypermedia. 3(1994) no.2, S.155-172

0.009196312 = product of:
  0.027588936 = sum of:
    0.027588936 = weight(_text_:of in 6642) [ClassicSimilarity], result of:
      0.027588936 = score(doc=6642,freq=6.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.3591007 = fieldWeight in 6642, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.09375 = fieldNorm(doc=6642)
  0.33333334 = coord(1/3)

Abstract

Sets out the basics of object oriented authoring for multimedia CD-ROM databases and the range of software designed to accomplish it

0.009196312 = product of:
  0.027588936 = sum of:
    0.027588936 = weight(_text_:of in 5266) [ClassicSimilarity], result of:
      0.027588936 = score(doc=5266,freq=24.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.3591007 = fieldWeight in 5266, product of:
          4.8989797 = tf(freq=24.0), with freq of:
            24.0 = termFreq=24.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.046875 = fieldNorm(doc=5266)
  0.33333334 = coord(1/3)

Abstract

The article provides an in-depth analysis of previous literature that led to the understanding of the four interactive components of e learning and how we can utilize these components to maximize the positive and minimize the negative results of e learning. The four interactive dimensions of e learning are the following three originally described in Moore's editorial ([1989]): (1) interaction with the content, (2) interaction with the instructor, (3) interaction with the students, and an additional new fourth dimension, interaction with the system, which considered all of the new computer technology since his article. In our viewpoint we will highlight the impact that this fourth technological interactive dimension has on the results of e learning. The question then is not to e or not to e, since e learning is already an essential factor of our contemporary learning environment. The question is how to e, based on the understanding of the four interactive components of e learning, and the understanding that these four types of interactions are different from the ones we are accustomed to in the traditional learning environment.

Source

Journal of the American Society for Information Science and Technology. 57(2006) no.3, S.299-305

0.008849156 = product of:
  0.026547467 = sum of:
    0.026547467 = weight(_text_:of in 2063) [ClassicSimilarity], result of:
      0.026547467 = score(doc=2063,freq=8.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.34554482 = fieldWeight in 2063, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.078125 = fieldNorm(doc=2063)
  0.33333334 = coord(1/3)

Abstract

This chapter explores the communicative potential of multimedia with emphasis on the provision of support for authors of multimedia tutorials

0.008849156 = product of:
  0.026547467 = sum of:
    0.026547467 = weight(_text_:of in 6629) [ClassicSimilarity], result of:
      0.026547467 = score(doc=6629,freq=8.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.34554482 = fieldWeight in 6629, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.078125 = fieldNorm(doc=6629)
  0.33333334 = coord(1/3)

Abstract

Considers the potential of CBT modules, incorporated into commercial multimedia CD-ROM and Internet database authoring software, for reducing training costs and increasing the effectiveness of the training

0.008849156 = product of:
  0.026547467 = sum of:
    0.026547467 = weight(_text_:of in 7088) [ClassicSimilarity], result of:
      0.026547467 = score(doc=7088,freq=8.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.34554482 = fieldWeight in 7088, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.078125 = fieldNorm(doc=7088)
  0.33333334 = coord(1/3)

Abstract

Outlines changes in infrastructure that are frequently necessary when one breaks from the traditional same-time/same-place model of education. Not all of these are applicable to all implementations of distance independent education

Source

Journal of the American Society for Information Science. 47(1996) no.11, S.817-820

0.008849156 = product of:
  0.026547467 = sum of:
    0.026547467 = weight(_text_:of in 4726) [ClassicSimilarity], result of:
      0.026547467 = score(doc=4726,freq=32.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.34554482 = fieldWeight in 4726, product of:
          5.656854 = tf(freq=32.0), with freq of:
            32.0 = termFreq=32.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4726)
  0.33333334 = coord(1/3)

Abstract

Purpose - To demonstrate how there is an irreversible momentum towards the adoption of online modes of delivery for library instruction, a process which will have distinctive benefits in the promotion of enhanced levels of information literacy (IL). Design/methodology/approach - The author uses case study and other literature, plus examples from personal professional practice to build an argument. Findings - The momentum towards "cyber-delivery" is inevitable and is driven by a variety of factors, which can be understood as either external or intrinsic to the arena of IL. External factors include the pressure to find the most effective educational approaches to train students to use tools such as Google appropriately (virtual formats are best to deal with virtual challenges); intrinsic factors include the innate suitability of online IL for encouraging independent learning and student-centred education. Research limitations/implications - The research technique consists of a dualistic analysis of dynamic factors driving the digital library movement towards online delivery of IL: this has the potential to be extended to other LIS contexts and tested for robustness and relevance. Practical implications - The paper shows how the LIS practitioner can better understand the relevance of courseware-based models of IL delivery for their user education practice. Originality/value - An insightful summary and coherent analysis of a range of disparate trends in digital library developments helps provide a coherent overview of a fast-developing aspect of the current LIS world.

0.008804799 = product of:
  0.026414396 = sum of:
    0.026414396 = weight(_text_:of in 5463) [ClassicSimilarity], result of:
      0.026414396 = score(doc=5463,freq=22.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.34381276 = fieldWeight in 5463, product of:
          4.690416 = tf(freq=22.0), with freq of:
            22.0 = termFreq=22.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.046875 = fieldNorm(doc=5463)
  0.33333334 = coord(1/3)

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.

Footnote

Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part II

0.008760218 = product of:
  0.02628065 = sum of:
    0.02628065 = weight(_text_:of in 7757) [ClassicSimilarity], result of:
      0.02628065 = score(doc=7757,freq=4.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.34207192 = fieldWeight in 7757, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.109375 = fieldNorm(doc=7757)
  0.33333334 = coord(1/3)

Source

Journal of computer-based instruction. 17(1990), S.46-52

0.008760218 = product of:
  0.02628065 = sum of:
    0.02628065 = weight(_text_:of in 8103) [ClassicSimilarity], result of:
      0.02628065 = score(doc=8103,freq=16.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.34207192 = fieldWeight in 8103, product of:
          4.0 = tf(freq=16.0), with freq of:
            16.0 = termFreq=16.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0546875 = fieldNorm(doc=8103)
  0.33333334 = coord(1/3)

Abstract

At the start of the academic year reference staff are hard pressed to provide sufficient assistance to first time users of CD-ROMs, who have missed bibliographic instruction classes, or who need more guidance before searching. The literature on CD-ROMs was reviewed, and a survey conducted to estimate the training needs of searchers. It was found that 100% of the inexperienced searchers required assistance while searching, and 50% of their search strategies were later rated as poor. More than half the experienced searchers also needed the librarians assistance, and 31% of this group demonstrated a poor understanding of searching techniques. The survey findings were incorporated into CDIntro, a computer assisted learning package designed by the authors

0.008760218 = product of:
  0.02628065 = sum of:
    0.02628065 = weight(_text_:of in 841) [ClassicSimilarity], result of:
      0.02628065 = score(doc=841,freq=4.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.34207192 = fieldWeight in 841, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.109375 = fieldNorm(doc=841)
  0.33333334 = coord(1/3)

Source

Journal of the American Society for Information Science. 31(1980) no.2, S.25-35

0.008760218 = product of:
  0.02628065 = sum of:
    0.02628065 = weight(_text_:of in 842) [ClassicSimilarity], result of:
      0.02628065 = score(doc=842,freq=4.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.34207192 = fieldWeight in 842, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.109375 = fieldNorm(doc=842)
  0.33333334 = coord(1/3)

Source

Proceedings of the American Society for Information Science. 12(1975), S.68

0.008670366 = product of:
  0.026011098 = sum of:
    0.026011098 = weight(_text_:of in 1657) [ClassicSimilarity], result of:
      0.026011098 = score(doc=1657,freq=12.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.33856338 = fieldWeight in 1657, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=1657)
  0.33333334 = coord(1/3)

Abstract

The author reports on his experience with the creation of slides, using a presentation software package on microcomputer, in the subject area of information retrieval.

Series

Publications of Essen University Library; 18

Source

Information superhighway: the role of librarians, information scientists, and intermediaries. Festschrift in honor of Frederick Wilfred Lancaster. 17th International Essen Symposium, 24.-27.10.1994. Ed. A.H. Helal et al

0.008670366 = product of:
  0.026011098 = sum of:
    0.026011098 = weight(_text_:of in 3900) [ClassicSimilarity], result of:
      0.026011098 = score(doc=3900,freq=12.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.33856338 = fieldWeight in 3900, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=3900)
  0.33333334 = coord(1/3)

Abstract

Discusses the development of systems designed to improve methods of teaching and learning in schools, colleges and universities, an area currently receiving substantial funding in many countries. Outlines the history of early 'teaching machines' to the 1986 Domesday project and the multimedia hardware and softwware today, focusing on current UK, US and European software developemnt support projects. Reviews the literature on multimedia learning, identifying 2 key difficulties to be overcome; in the area of assessment methods, and the need for a better understanding of the nature of learning and system requirements

0.008670366 = product of:
  0.026011098 = sum of:
    0.026011098 = weight(_text_:of in 4795) [ClassicSimilarity], result of:
      0.026011098 = score(doc=4795,freq=12.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.33856338 = fieldWeight in 4795, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=4795)
  0.33333334 = coord(1/3)

Abstract

Unlike other presentation modalities, computer based educational applications provide a means of changing the perception of time through automatic manipulation of the user interface, content difficulty, and technical complexitiy as defined by the application author. Temporal cues can be used to enhance the user's perception of time and support the educational process. Gives examples from medical education and clinical competence testing

Source

Journal of educational multimedia and hypermedia. 4(1995) nos.2/3, S.127-145

0.008670366 = product of:
  0.026011098 = sum of:
    0.026011098 = weight(_text_:of in 5472) [ClassicSimilarity], result of:
      0.026011098 = score(doc=5472,freq=12.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.33856338 = fieldWeight in 5472, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=5472)
  0.33333334 = coord(1/3)

Abstract

Describes the design and development of a multimedia guide to learning services. Gives details of the package which encompasses library and computing facilities, subject resources, floorplans and site personnel. Discusses the problems associated with introducing large numbers of students to learning services and explores the advantages of the multimedia approach. Outlines the multipurpose nature of the package and describes plans for future evaluation and developments

Source

The new review of academic librarianship. 1995, no.1, S.85-94

0.008670366 = product of:
  0.026011098 = sum of:
    0.026011098 = weight(_text_:of in 6379) [ClassicSimilarity], result of:
      0.026011098 = score(doc=6379,freq=12.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.33856338 = fieldWeight in 6379, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=6379)
  0.33333334 = coord(1/3)

Abstract

The role of the library in distance ducation is evolving. Guided by accreditation standards, libraries seek to meet the needs of distant learners through a variety of services and products. While the Internet plays a significant role in the access and delivery of library services, new information technology is being developed to meet the growing needs and demands of distant learners

0.008670366 = product of:
  0.026011098 = sum of:
    0.026011098 = weight(_text_:of in 511) [ClassicSimilarity], result of:
      0.026011098 = score(doc=511,freq=12.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.33856338 = fieldWeight in 511, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=511)
  0.33333334 = coord(1/3)

Abstract

Reports the results of a survey of end users of CD-ROM databases, at Ballarat University, Victoria, and the application of the Author authoring software to the development of a user training system (computer assisted instruction), called CDIntro, designed to address the issues raised by the survey. In the 6 months following the launch of CDIntro commercially, it has been purchased by 20 academic and hospital libraries and 2 library schools in Australia and New Zealand

0.008670366 = product of:
  0.026011098 = sum of:
    0.026011098 = weight(_text_:of in 2752) [ClassicSimilarity], result of:
      0.026011098 = score(doc=2752,freq=12.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.33856338 = fieldWeight in 2752, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=2752)
  0.33333334 = coord(1/3)

Abstract

Outlines and reviews basic theoretical assumptions of research on learning with hypertext and hypermedia. Focuses on whether the results of research on hypertext / hypermedia-based learning support these assumptions. Results of empirical studies as well as a theoretical analysis reveal that many research approaches have been misled by inappropriate theoretical assumptions on the potential of structural and functional features of hypertext / hypermedia to support learning. Discusses theoretical shortcomings and outlines future research

Source

Journal of educational multimedia and hypermedia. 6(1997) nos.3/4, S.257-283

0.008670366 = product of:
  0.026011098 = sum of:
    0.026011098 = weight(_text_:of in 4397) [ClassicSimilarity], result of:
      0.026011098 = score(doc=4397,freq=48.0), product of:
        0.076827854 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.049130294 = queryNorm
        0.33856338 = fieldWeight in 4397, product of:
          6.928203 = tf(freq=48.0), with freq of:
            48.0 = termFreq=48.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03125 = fieldNorm(doc=4397)
  0.33333334 = coord(1/3)

Abstract

Purpose - The purpose of this paper is to review recent developments in educational informatics relating to the provision by information systems of pedagogical support to web-based learners, and to propose further investigation of the feasibility and potential value of web-based "conversational" information systems to complement adaptive hypermedia and information retrieval systems. Design/methodology/approach - The potential of Pask's conversation theory is considered as a potentially useful framework for the development of information systems capable of providing pedagogical support for web-based learners, complementary to that provided by existing computer-assisted learning and adaptive hypermedia systems. The potential role and application of entailment meshes are reviewed in relation to other forms of knowledge representation including classifications, semantic networks, ontologies and representations based on knowledge space theory. Findings - Concludes that conversation theory could be a useful framework to support the development of web-based "conversational" information that would complement aspects of computer-assisted learning, adaptive hypermedia and information retrieval systems. The entailment mesh knowledge representation associated with conversation theory provides the potential for providing particularly rich pedagogical support by virtue of its properties of cyclicity, consistency and connectivity, designed to support deep and enduring levels of understanding. Research limitations/implications - Although based on a considerable body of theoretical and empirical work relating to conversation theory, the paper remains speculative in that the gap is still great between, on the one hand, what has so far been achieved and, on the other, the practical realisation of its potential to enhance web-based learning. Much work remains to be done in terms of exploring the extent to which procedures developed and benefits found in relatively small-scale experimental contexts can effectively be scaled to yield enhanced support for "real world" learning-related information behaviour. Originality/value - The ideas of Pask, discussed in this paper, are capable of guiding the structuring of information according to parameters designed to facilitate deep and enduring understanding via interactive "conversational" engagement between the conceptual structures of information source authors and learners. If one can scale Pask's work to "real world" learning-related information behaviour, one can increase the range of web-based information systems and services capable of providing pedagogical support to web-based learners.

Source

Journal of documentation. 61(2005) no.3, S.362-384