World Wide Web Technology as a New Teaching and Learning Environment

Abstract

Since the introduction in 1993 of the World Wide Web and the associated multimedia technologies numerous projects are underway introducing the new tool into introductory physics teaching. This paper will describe two such undertakings: The Cockpit Physics project at the United States Air Force Academy and the WebPhysics project at Indiana University Purdue University at Indianapolis.

Incorporating feminist pedagogy into the engineering learning experience

“…In addition, students are required to be responsible for their own learning using some of the Just-inTime Teaching [17] [18] approaches.…”

TIPS: a JiTT & PI pedagogical method with handheld computer as mediating tools

“…JiTT is a teaching and learning strategy combining web-based preparatory assignments with classroom activities that promote active learning [2]. The fundamental idea behind JiTT is to establish a feedback loop between the Web and the classroom using a students' prior knowledge as part of the course structure.…”

“…Technologies gradually take part in pedagogical progress, and some play a role as a mediating object [1]. In this study, we construct a system to help teachers easily apply Just-in-Time Teaching (JiTT) [2] and Peer Instruction (PI) [3] pedagogical methods. With the pedagogical application and environment, students could be immersed in learning and teacher could adapt his instruction to students' learning progress by using technologies as mediating tools.…”

Utilization of an educational web based mobile app for acquisition and transfer of critical anatomical knowledge, thereby increasing classroom and laboratory preparedness in veterinary students

“…Therefore, it is a logical extension to hypothesize that computer-aided instructional resources such as mobile apps will improve anatomy student preparedness. The concept of web-based material for pre-lecture/lab preparation has been introduced previously for a physics curriculum (Novak, 1997). The students' outside-of-class preparation fundamentally affected what happened during the subsequent in-class time together.…”

“…The students' outside-of-class preparation fundamentally affected what happened during the subsequent in-class time together. This type of pre-class preparation also brought a diverse group of students to a similar level before lecture/lab (Novak, 1997;Marrs, & Novak, 2004). A number of studies have outlined medical students' preference for mobile apps to deliver content as opposed to other more traditional resources (Gutmann, Kühbeck, Berberat, Fischer, Engelhardt, & Sarikas, 2015;Sandholzer, Rurik, Deutsch, & Frese, 2014).…”