Creating web-integrated learning environments: An analysis of WebCT authoring tools in respect to usability

Piguet, Allison; Peraya, Daniel

doi:10.14742/ajet.1842

“…The research team avoided deleting responses from the analysis due to one or two absent data values, as the remaining items provided by respondent would be lost. To enhance the use of received data, series mean was used to substitute for missing items (Piguet & Peraya, 2000). The respondents' demographics are shown in Table 4.…”

Section: Sample Characteristicsmentioning

confidence: 99%

Big TAM in Oman: Exploring the promise of on-line banking, its adoption by customers and the challenges of banking in Oman

Riffai

¹

,

Grant

²

,

Edgar

³

2012

International Journal of Information Management

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“…WebCT inferred that this feature had an extremely low useability [7]. Many standard biochemistry textbooks have developed or are in the process of developing banks of questions that can be loaded into WebCT relatively easily.…”

Section: An Analysis Of the Useability Of The Various Features Ofmentioning

confidence: 99%

Use of the web to provide learning support for a large metabolism and nutrition class

Henly

¹

,

Reid

²

2001

Biochemistry and Molecular Biology Education

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To support student learning in a large Metabolism and Nutrition class, we have introduced a web-based package, using a commercially available program, WebCT. The package was developed at a minimal cost and with limited resources. In addition to downloadable (PDF) versions of lecture Powerpoint presentations, tutorial outlines and a practical class exercise, web-based selfdirected learning exercises were included to reinforce and extend lecture material in an active learning environment. The web-site also contained a variety of formative and summative assessment tasks that examined both factual recall and higher order thinking. Detailed course information, timetables and a bulletin board were also readily accessible. Student usage of the site was generally high, buL varied widely between individual students. Students who achieved a high overall score for the course completed on average three times as many formative assessment items and achieved a higher score for all tests than students who did poorly. Student feedback about the site was very positive with the majority of students reporting that the course material and assessment items that were available were useful to their learning. Administration of the course was also facilitated. 2001 IUBMB. Published by Elsevier Science Ltd. All rights reserved. KcJ.iivrt/,\ Metabolism: Web-site; Assessment; Flexible delivery 1470-8 I75 01/'$see front matter ~c m 1001 IUBMB. Published by Elsevier Science Ltd. All rights reserved PII: S I 4 7 0 -8 1 7 5 ( 0 1 ) 0 0 0 9 6 -0

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“…However, it was very time consuming to set up the formative assessment tests in the first place. An analysis of the useability of the various features of WebCT inferred that this feature had an extremely low useability [7]. Many standard biochemistry textbooks have developed or are in the process of developing banks of questions that can be loaded into WebCT relatively easily.…”

Section: Course Administrationmentioning

confidence: 99%

Use of the web to provide learning support for a large metabolism and nutrition class

Henly¹,

Reid²

2001

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

To support student learning in a large Metabolism and Nutrition class, we have introduced a web-based package, using a commercially available program, WebCT. The package was developed at a minimal cost and with limited resources. In addition to downloadable (PDF) versions of lecture Powerpoint presentations, tutorial outlines and a practical class exercise, web-based selfdirected learning exercises were included to reinforce and extend lecture material in an active learning environment. The web-site also contained a variety of formative and summative assessment tasks that examined both factual recall and higher order thinking. Detailed course information, timetables and a bulletin board were also readily accessible. Student usage of the site was generally high, buL varied widely between individual students. Students who achieved a high overall score for the course completed on average three times as many formative assessment items and achieved a higher score for all tests than students who did poorly. Student feedback about the site was very positive with the majority of students reporting that the course material and assessment items that were available were useful to their learning. Administration of the course was also facilitated. 2001 IUBMB. Published by Elsevier Science Ltd. All rights reserved. KcJ.iivrt/,\ Metabolism: Web-site; Assessment; Flexible delivery 1470-8 I75 01/'$see front matter ~c m 1001 IUBMB. Published by Elsevier Science Ltd. All rights reserved PII: S I 4 7 0 -8 1 7 5 ( 0 1 ) 0 0 0 9 6 -0

show abstract

Creating web-integrated learning environments: An analysis of WebCT authoring tools in respect to usability

Cited by 12 publications

References 12 publications

Big TAM in Oman: Exploring the promise of on-line banking, its adoption by customers and the challenges of banking in Oman

Big TAM in Oman: Exploring the promise of on-line banking, its adoption by customers and the challenges of banking in Oman

Use of the web to provide learning support for a large metabolism and nutrition class

Use of the web to provide learning support for a large metabolism and nutrition class

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