World Conference on the WWW and Internet最新文献

Radio Stations and the World Wide Web 无线电台和万维网

World Conference on the WWW and Internet Pub Date : 1999-09-01 DOI: 10.1080/19376529909391723

R. Lind, Norman J. Medoff

引用次数: 44

Course Management Systems 课程管理系统

World Conference on the WWW and Internet Pub Date : 1900-01-01 DOI: 10.1007/978-3-030-10576-1_300144

D. Gabrielle, Hyoja Lee

引用次数: 46

Evaluation of Web-based Training Design Features by Job Classification 基于岗位分类的网络培训设计特征评价

World Conference on the WWW and Internet Pub Date : 1900-01-01 DOI: 10.3320/1.2766386

Andie L. Turner, W. Brazile, Ned Harris

引用次数: 0

Web-Based Assessment 基于网络的评估

World Conference on the WWW and Internet Pub Date : 1900-01-01 DOI: 10.4135/9781483386874.n593

Steve Chi-Yin Yuen, Patrivan K. Yuen

{"title":"Web-Based Assessment","authors":"Steve Chi-Yin Yuen, Patrivan K. Yuen","doi":"10.4135/9781483386874.n593","DOIUrl":"https://doi.org/10.4135/9781483386874.n593","url":null,"abstract":"This paper provides the information and resources on developing Web-based tests. First it discusses potentials, the benefits, limitations, thrills and agonies on implementing Web-based assessment in education and training. Then it examines and compares various methods and Web-based testing tools for creating Web-based tests. Finally, it provides reallife examples and demonstrations on creating Web-based tests with different tools and methods. Introduction Testing has always been an important part of instructional process for traditional classroom courses. It is also an integral part for online learning. The purpose of testing is to determine if learning objectives have been accomplished. Formative evaluation using online testing helps students assess their level of knowledge of course material. In addition, it provides a feedback to the instructor of what students are understanding and the areas that need further explanation or clarification (Hazari, 1999). Potentials Though there has been a growing array of software tools developed for creating computerbased tests, many tools have been developed recently to facilitate the teachers in authoring, delivering, grading, and analyzing the tests on the Web. Web-based assessment has demonstrated its ability to deliver tests efficiently and effectively at anytime and anywhere. For these reasons, the use of Web-based assessment has experienced a significance increase recently. The Web-Based assessment provides a way to administer, grade, and record a test via the Internet. Students can easily take the test by accessing the web site. They enter their names and other information like an ID number and password. Then they are presented with the test. When the students have completed the test, they click on a \"submit\" button. Immediately, the test is graded and the results are shown. Any questions that were answered incorrectly are shown along with the answer chosen by the students, the correct answer, and a brief explanation to support the correct answer. Web-based tests have almost unlimited uses. For instance, companies can give their employees tests that insure they understand company requirements in a particular area, and colleges and universities could offer tests via the Internet to reduce paper, grading, recording, and other time consuming operations. Benefits and Limitations Assessment is a powerful motivator of student learning. Appropriate use of Web-based assessment can play an important role in student learning while at the same time reducing teacher workload. Unfortunately, administering, grading, and giving tests are labor intensive and time consuming tasks. Traditional tests are not flexible and student must take a test at a specific time and in a give place. The use of computers in teaching and assessment already has a considerable history within education and training. However, the rise of the Internet especially in the form of the World Wide Web (Web), presents new opportunities for many asp","PeriodicalId":443280,"journal":{"name":"World Conference on the WWW and Internet","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125700725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

The Virtual High School 虚拟高中

World Conference on the WWW and Internet Pub Date : 1900-01-01 DOI: 10.4135/9781483318332.n381

Alice Smith, R. Rose

引用次数: 5

Unlocking Key Barriers for Staff on the Path to an e-University 破解员工通往电子大学道路上的关键障碍

World Conference on the WWW and Internet Pub Date : 1900-01-01 DOI: 10.4324/9780203416198_chapter_6

G. Jordan, Jill Jameson

{"title":"Unlocking Key Barriers for Staff on the Path to an e-University","authors":"G. Jordan, Jill Jameson","doi":"10.4324/9780203416198_chapter_6","DOIUrl":"https://doi.org/10.4324/9780203416198_chapter_6","url":null,"abstract":"This case study identifies key barriers for staff on the path to an e-University and suggests ways to unlock them. The focus of the evidence-based research is an e-University pilot development in virtual learning in progress at the University of Greenwich (England). Documentary evidence for the study included feedback from 12 sub-projects in the overall development designed to test fitness for purpose in delivering and e-commerce degree program. Written commentary from staff on the steering group and from professional external facilitators on business modeling provided evidence of the following key barriers and suggestions on ways to overcome them: institutional distractions; confused perceptions of leadership and decisionmaking; skills and staff development issues; e-critics, communications, and overload problems; and quality problems. The authors took as their guiding principle a main focus on delivering excellence in learning for students. To recommend successful methods of unlocking the main barriers for staff on the path to an institutional implementation of e-learning, the e-University Key Barrier Matrix was developed. (Contains 13 references.) (Author/MES) Reproductions supplied by EDRS are the best that can be made from the document 1 Unlocking Key Barriers for Staff on the Path to an e-University PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY","PeriodicalId":443280,"journal":{"name":"World Conference on the WWW and Internet","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127669343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7