The design and the formative evaluation of a web-based course for simulation analysis experiences

Tao, Yu-Hui; Guo, Shuying; Lu, Yu-Ling

doi:10.1016/j.compedu.2003.11.005

Cited by 8 publications

(4 citation statements)

References 20 publications

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“…This confi rms Tao et al, 's [17] suggestion that the gap between perception level and application level of Web design guideline may only be signifi cantly reduced through the real-world accumulated experiences.…”

Section: Discussionsupporting

confidence: 62%

“…In addition, this study believes that despite all the efforts in the classroom, it will still take years of real-world experiences to really bring the tacit knowledge into full play as suggested by Tao [17]. Therefore, this study will also explore the diff erences between the perception and application levels of learners.…”

Section: Experimental Designmentioning

confidence: 92%

“…Liawa et al, [16] focused on users' attitudes toward web-based collaborative learning for knowledge management. Tao et al, [17] designed a Web learning course for computer simulation analysis by incorporating an appropriate mental model with the domain experts' rule of thumbs. Roth et al, [18] studied mental models for web objects design from users' expectation for frequent objects in web pages.…”

Section: Introductionmentioning

confidence: 99%

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How online tacit knowledge learning influences traditional classroom learning? A case study

Tao

Chao

2013

Journal of Statistics and Management Systems

Self Cite

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In a traditional classroom scenario, students easily learn from the lectures on subject-related concepts or theories, but these do not include practical experiences that require hands-on practice, case studies or discussion. Explicit knowledge online learning has been widely applied and proven to be eff ective, but its counterpart, tacit knowledge has yet to be proven. Accordingly, this study intends to explore whether online learning for tacit knowledge can reinforce or substitute the eff ects of traditional classroom learning. Using Web design guidelines as an example for articulable tacit knowledge, the experiment result has shown that online learning eff ect was signifi cant on substituting but not on reinforcing classroom learning. Meanwhile, with appropriate design and arrangement, online tacit knowledge learning can also signifi cantly facilitate classroom learning. Nevertheless, the gap between perception and application levels could not be closed through online tacit knowledge learning that still requires years of accumulated practical experiences.

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Section: Discussionsupporting

confidence: 62%

Section: Experimental Designmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

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How online tacit knowledge learning influences traditional classroom learning? A case study

Tao

Chao

2013

Journal of Statistics and Management Systems

Self Cite

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“…Due to the rapid growth in Internet, web‐based learning (WBL), computer‐based training (CBT), computer‐assisted learning (CAL), computer‐based instruction (CBI), distance education, distance learning and e‐learning are becoming synonymous .…”

Section: Introductionmentioning

confidence: 99%

Implementing a new approach for the design of an e‐learning platform in engineering education

Violante

Vezzetti

2012

Comp Applic In Engineering

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Modern corporations, institutions, universities and schools consider e‐education as a way of educating larger groups of students in less time and of reducing the use of various resources. Since setting up a web‐system for e‐education requires a significant amount of time, as well as the necessity of having a computer and other resources, the assessment of the goals and desired effects of the online system should be made in the preparation phase. It is important to highlight that only putting course contents on the web, without using appropriate pedagogical models and principles, without appropriate means of communication between participants and instructors and without the use of modern information technologies to present the learning content is not enough to fulfil educational goals. It should be noted that, after the substantial initial investment and excitement about the possibilities of e‐education, many sources of difficulty and dissatisfaction regarding online learning have emerged. Most e‐learning studies propose possible improvements in course material, with little attempt to explore the learners' dimension, context, pedagogical considerations or technology aspects. In this article, we have analysed the aspects that need to be considered when designing an e‐learning platform for engineering education and we have proposed a methodology, based on the Quality Function Deployment approach, useful for the preparation phase of distance learning systems. Finally, we have explained the impact of new information technologies (Web3D technologies) on online engineering education and highlighted how these tools have been implemented in the e‐learning platforms for mechanical engineering that we have developed.© 2012 Wiley Periodicals, Inc. Comput Appl Eng Educ 22:708–727, 2014; View this article online at http://wileyonlinelibrary.com/journal/cae; DOI

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Exploring four decades of research in Computers & Education

Zawacki‐Richter

Latchem²

2018

Computers & Education

155

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The design and the formative evaluation of a web-based course for simulation analysis experiences

Cited by 8 publications

References 20 publications

How online tacit knowledge learning influences traditional classroom learning? A case study

How online tacit knowledge learning influences traditional classroom learning? A case study

Implementing a new approach for the design of an e‐learning platform in engineering education

Exploring four decades of research in Computers & Education

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