Integrating the Web into traditional teaching methods

Heck, B.S.; Poindexter, Sandra; Garcia, R.C.

doi:10.1109/acc.2000.879208

Cited by 8 publications

(5 citation statements)

References 3 publications

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“…These systems can be easily implemented into educational programs and can be utilized by students without restrictions of time and/or location [6,7]. In fact, online and virtual courses of collaborative web tools, such as Moodle or WebCT, are already used in many universities and educational institutions [8,9]. Alongside these web tools, educators can use user-friendly coding schemes and interactive e-learning or m-learning tools in order to implement and develop ad-hoc software or applications.…”

Section: Computer-based Learning Environmentmentioning

confidence: 99%

EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

González‐Gómez

Jeong

2019

Education Sciences

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In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as a HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.

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Section: Computer-based Learning Environmentmentioning

confidence: 99%

EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

González‐Gómez

Jeong

2019

Education Sciences

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“…Nowadays, the use of dynamic web pages of the so-called Web 2.0 offers a host of new possibilities at the service of education, see Kapur and Stillman (1997); Poindexter and Heck (1999) ;Heck, Poindexter, and García (2000). Worldwide education institutions have started using learning management systems such as Moodle and Blackboard, which offer all these collaborative tools.…”

Section: Introductionmentioning

confidence: 99%

Adding automatic evaluation to interactive virtual labs

Farías

Peña

Gómez-Estern

et al. 2015

Interactive Learning Environments

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Automatic evaluation is a challenging field that has been addressed by the academic community in order to reduce the assessment workload. In this work we present a new element for the authoring tool Easy Java Simulations (EJS). This element, which is named automatic evaluation element (AEE), provides automatic evaluation to virtual and remote laboratories built with EJS by using the server application Goodle grading management system (GMS). The integration of both tools entitles a professor to create interactive virtual and remote laboratories and automatically evaluate the work of their students. As a test bed two case studies are presented; a non-linear controller design virtual laboratory used in an advanced control master course and a servomechanism virtual laboratory used in an undergraduate basic control course.

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“…The benefits of using new technology tools to promote learning have been already proved. In fact, the current virtual courses using collaborative web tools such as aLF, Moodle, or WebCT are already used in most universities and educational institutions . Beside these web tools, the implementation of user-friendly coding systems and interactive e-Learning or m-Learning applications allows instructors to develop ad hoc pieces of software or applications to reinforce the concepts that students have already learned from textbooks or lectures, especially in those subjects with sophisticated contents of mathematical calculations applied to chemical data. , The benefits of these e-learning methodologies include the means for creation of motivational environments significantly enhancing students’ meaningful learning.…”

Section: Introductionmentioning

confidence: 99%

A Comprehensive Application To Assist in Acid–Base Titration Self-Learning: An Approach for High School and Undergraduate Students

et al. 2015

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Currently, there are a number of educational applications that allow students to reinforce theoretical or numerical concepts through an interactive way. More precisely, in the field of the analytical chemistry, MATLAB has been widely used to write easy-to-implement code, facilitating complex performances and/or tedious calculations. The main objective of this research is to present an ad hoc open MATLAB code toolbox, named AChemTitri, aimed to construct acid−base titration curves in an interactive format. The software has been designed by the means of pop-up windows where students only need to be acquainted with a basic or elementary knowledge of MATLAB. With this application, students will be able to practice with comprehensive titration options such as the titration of strong, weak, or polyfunctional acids and bases and, for each titration, different concentration of each compound as well as the titration volume can be selected. As a result, the software plots the titration curve (pH vs volume) and the first and second derivative of this former curve as well, together with the numerical results. Thus, students will have the opportunity to calculate the final point and pH of the titration graphically and numerically. In addition, concentration diagrams are also displayed (log of the species participating in the titration vs pH); thus, it will be easy to follow how the acid−base titration is progressing. In conclusion, this application is a feasible way to improve the basic concepts of acid−base titration throughout the practice of numerical exercise assisted by computer calculation. The possibility of changing all the chemical parameters and the graphic visualization of results could ease the learning process of students facing the titration concepts for the first time.

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Integrating the Web into traditional teaching methods

Cited by 8 publications

References 3 publications

EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

Adding automatic evaluation to interactive virtual labs

A Comprehensive Application To Assist in Acid–Base Titration Self-Learning: An Approach for High School and Undergraduate Students

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