Web-Based Virtual Classroom Discussions and Remote Collaboration

Communications of The ACM, 1994

What works and why: Proceedings of the 14th Annual Conference of the Australian Society for Computers in Tertiary Education, 1997

This paper has described the rationale and educational need behind Web-FAQ, a dynamic web-based system to support student learning in an introductory authoring course. The WEB-faq system has 4 main components: a questions and answers section, a frequently asked questions section, a section showing authoring tips and tricks and a submit URLs section. It has been designed to enable students to share resources through the use of dynamic web pages either as novices trying to find the solutions to problems or as experts providing help and ...

1997

As the popularity of the World Wide Web (WWW) increases, its use as a means of delivering instruction is also on the increase. Though not a complete listing, the World Lecture Hall lists about 700 higher education courses that can be accessed via the Web. Several factors combine to create an interest in using the Web as a means of delivering instruction; the growth of participation in Internet activities is phenomenal; traditionally, universities have been involved with educational technology and more specifically, the Internet; as well, economic factors are pushing higher education institutions to reach a wider base and to cut costs. Added to this is the ease-of-use of web browsers to navigate across the Internet and access hypermedia files. This hypermedia environment affects the content and mode of delivery of instruction. As a relatively new mode of delivery becomes popular, it is important to review past research, in order to avoid repeating some of the mistakes made with the advent of video as an instructional tool. Using available research papers, online sites and in particular, Laurillard's Rethinking University Teaching (1993), this paper will investigate the World Wide Web as a medium for delivering instruction. If we can assume that no medium "teaches better than" another, can the medium of the Web deliver the type of educational experiences and activities such as those suggested by Laurillard? I will examine how this technology is currently serving learners and try to present concerns and research findings for using this medium, from the point of view of one who wishes to design Web Based Instruction (WBI).

2013

Education in current era is driven by technology more specifically Information and Communication Technology. It has made a remarkable impact not only on the modes of education but also on the delivery of instructions and assessment of students. Didactic teaching is fast being replaced by interactive, collaborative and problem based learning. Text books and other conventional learning objects are now being augmented with novel digital learning objects. The quality of educational institutions and effectiveness of teachers is now also measured by the degree of technological support and teacher’s competence in ICT and Web technologies. This paper discusses capabilities of Web to enable achievement of goals of education efficiently. It attempts to discuss advantages of the use of Web in education. It also puts forward various assessments that may be useful to access adoption of Web in education so that strategies and policies for increasing the rate of web adoption in education can be de...

Transactions, 2011

What is considered the communication revolution of late started about half a century ago at the Advanced Research Projects Agency (ARPA) when in 1962, the visionary Dr Licklider and his team started work on making computers interactive, and 'talk to each other'. And although the groundbreaking experiment of 1969 which was to send coded messages some 390 miles from one computer to another initially failed, it nevertheless set the foundations for our digitally connected world (see Box).

Journal of Educational Computing Research, 2001

Internet-based information and communication technologies are changing how training is being conducted in colleges, universities and private companies. However, to create successful learning environments the designers and developers have to understand how communication and interaction, two key features of the learning process, are changed by computers. Moreover, they have to explore the possibilities of successfully instructing via networks while proving the learning and cost effectiveness of these innovative systems. To support this process the paper presents a framework for the development of web-based learning environments. These environments can be considered a particular form of hypermedia: computer-stored information, which is connected and retrieved via links. A particular focus is given to the analysis of shared hypermedia, new Internet tools in which different users, who are simultaneously browsing the same web site, can communicate with each other. To be successful, shared hypermedia have to to develop communities of practice, an approach that involves collaborative peer relationships and teachers/students' participation in educational research and practice.

2020 IEEE 61th International Scientific Conference on Power and Electrical Engineering of Riga Technical University (RTUCON), 2020

advanced technologies for remote learning and science are very actual, especially in the case of epidemic or pandemic. Videoconference is an area of information technology that provides simultaneous two-way transmission, processing, conversion and presentation of interactive information at a distance in real time using hardware and software of computer technology. Using a web conference allows you to expand the capabilities of the communication form in which several computer users connected to the Internet constantly see the same screen in their web browsers. Some web conferencing systems include features such as text messaging, video recording, voice over Internet protocol (VoIP), and full video. However, despite all the advantages of this technology, there are also disadvantages to using the product.

Technical Communication Quarterly, 1996

These three texts represent the current phase in the movement of the Internet into our classrooms and lives. It's only recently that teachers of English and technical communication have become computer literate and begun to use the Internet in the classroom. A major challenge has been simply getting students on-line, which for many instructors has meant generating hundreds of pages of handouts to help students get oriented to the technology and basic search tools. Little time is left for helping students gain an understanding of the culture of the Internet, which is unfortunate, as the Internet offers teachers of technical communication an easily accessible and very real audience for their students.

Education, 2012

Blended learning is spreading in a lot of institutions nowadays. There is a need to use technology together with face to face teaching in order to motivate students to learn. Some students use technology to socialize with friends, show off or just chat to fill up their spare time. They are overwhelmed with any new technological product that becomes available in their country and compete to be the first to buy the latest mobile phone, eyepod or mp3. There is a need to make use of their interest in technology but to try to gear it towards learning and doing research that will lead to the enhancement and development of their future careers.

1996

The World Wide Web is a popular and useful instructional medium for a number of reasons. It is easily accessible, it supports flexible storage and display options, it provides a simple yet powerful publishing format and a means to incorporate multiple media elements. Interestingly, instructional effectiveness is not a proven characteristic for World Wide Web courseware and in many instances delivery via the WWW can impede rather than enhance learning when compared to conventional publishing forms.