ED-MEDIA 1999 Proceedings Book - Association for the ...

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3. Conclusion Static Web documents are cumbersome and time-consuming to maintain. Whenever part of the contents is changed, the Web pages need to be updated. While dynamic Web development may require greater up-front costs, these database-driven Web pages will minimize the cost of providing up-to-date materials to the information user in the long run. Instructors can simplify the means of adding and updating materials on the Web by connecting their Web pages to databases. Carefully designed database-driven course Web sites can significantly enhance student-teacher interactions without taxing heavily on the instructors' valuable time and effort. REFERENCES Ashenfelter, J. P. (1998). Using Databases for Dynamic Web Sites: Techniques. Ed-Media & Ed-Telecom 98: Proceedings of the 10 th World Conference on Ed-Media and Ed-Telecom. Association for the Advancement of Computing in Education. 1606-1608. Dwight, J., & Erwin, M. (1996). Special Edition Using CGI. Indianapolis: Que Corp. Lazar, Z. P., & Holfelder, P. (1997). Web Database Connectivity with Scripting Languages. World Wide Web Journal, 2(2). Lazar, Z. P. (1997). Web-Database Connectivity. Dr. Dobb's Sourcebook, 22(15). Lee, D. Y., & Liu, C. (1998). Building a Dynamic Web-Database Interface for Business Curriculum. Ed-Media & Ed-Telecom 98: Proceedings of the 10 th World Conference on Ed-Media and Ed-Telecom. Association for the Advancement of Computing in Education, 842-847. Swank, M., & Kittel, D. (1996). World Wide Web Database Developer’s Guide. Indianopolis: Sams.net.
A web site system for instructors to manage collaborative learning Chen-Chung Liu, Gwo-Dong Chen, Kuo-Liang Ou, Baw-Jhiune Liu, Chih-Kai Chang Institute of Computer Science and Information Engineering National Central University, Taiwan {christia, chen, klou, bjliu, kant_c}@db.csie.ncu.edu.tw Abstract: As the World Wide Web (the Web) become popular, increasing number of distance learning systems are built on the Web. Yet, Instructors must onerously write complex programs to manage students’ learning behavior in a web based collaborative learning system. In addition, the instructor should prevent a learner from reading prohibited material, e.g. reading other groups’ work result before deadline. Therefore, this investigation devises a web site system that allows instructors to regulate desired collaborative learning models. According to the regulated learning model, an instructor support system is also devised to automatically monitor the learning activities, control the learning actions, and generate notification information to guide learners to learn concepts in an intended collaborative manner. Consequently, an instructor can easily and quickly construct a web based collaborative learning system that supports a desired collaborative learning model. Introduction Collaborative learning style (Monaghan and Clement 1995) is widely used in conventional classrooms. The learning style is also applied to promote the learning effect on the Web. Especially, a student in a distance learning system can not talk and learn with other students face to face. The students may feel lonely and abandon the courses without peers encouragement and pressure. In the collaborative learning style, learners are divided into groups and interact with each other to achieve common learning goals. Many formats of group interaction such as group project and discussion are used to promote the interdependency(Thousand et al. 1994) among a learning group. Okamoto(Okamoto 1994) emphasized that the interaction among group members such as discussion and collaboration promotes learners’ understanding and confirmation. Besides, owing to achieving a common goal of the team, members of a group are more willing to help each other and to response question of other members quickly. However, to allow students for learning concepts in a desired collaborative manner, the instructors must made great efforts to manage student’s learning behavior in a learning environment. Our laboratory is cooperating with National Open University (NOU) and Institute for Information Industry (III) to offer web-based courses. In general, a web-based course in NOU and III has a primary instructor to set and monitor the learning goals. At the same time, three assistant instructors have to regulate collaborative learning models and develop a web-based collaborative learning system (CLS) to allow students for learning concept in a desired collaborative manner. Different assistant instructors usually adapt different collaborative learning models, e.g. group projects, group discussions, group debates and quizzes, etc. In the running of these courses, students suggest to offer a private discussion for their group. Students also do not want their individual learning information such as the instructor’s commend or homework to be read by others. In addition, the instructors found that it is necessary to assign each student a role and to define responsibility and capability of a role. Thus, the groups are easier to learn collaboratively according to their role and responsibilities. At the same time, instructors are easier to guide and monitor the groups. To satisfy these requirements, an instructor must write many programs onerously to manage different collaborative learning activities. Therefore, instructors need facilities to manage students’ learning behavior in a web-based CLS. Current web servers unfortunately do not support directly required facilities for constructing a CLS. According to the existing collaborative learning models, e.g. Team game tournament (TGT), and Jigsaw (Slavin 1994, Stallings and Stipek 1986, Stallings and Stipek 1986), and our experiences (Chang and Chen
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Designing an Interactive Learning E
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develop an educationally meaningful
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2. Functionality of the BSCW System
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3. First empirical findings During
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of the users as participating actor
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2. Other Characteristics of the Pro
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education resources are being produ
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y using a drop-down menu: Informati
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Results Computing ability and expos
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instructional designs while introdu
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Global Educational Multimedia Serve
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Assured Access/Mobile Computing Ini
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The University has set up a secure
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* Changes in educational paradigms
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Using Computer Imagery and Visualis
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Publishing an imej Journal for Comp
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In summary, we offer the following
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Discussion Forums and Peer Review F
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Languages and Statistics: Solutions
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Kelly and Leckbee (1998) indicate,
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A Wide Array of Uses: Inquiry and I
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Effects of Question-Based Learning
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The EFFECTS of TRAINGING METHOD on
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3. RESEARCH METHODOLOGY A 10-day ex
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prototype for futuristic learning e
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Designing a Course Web-Site to Supp
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International Collaborative Learnin
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Facilitation frameworks Bostrom et
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From table 2 it can be seen that te
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Learning in Safety and Comfort: Tow
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Multimedia Cases in Teacher Educati
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Merseth, K.K. (1996). Cases and cas
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Using Multimedia to support mentors
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Conclusion The project is still und
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An Investigation into Faculty Attit
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Web-Based Testing in Distance Educa
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Selecting Internet Technologies to
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Designing and Implementing Web-Base
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