Analysis of Recognized Web-Based Educational Resources

Martindale, Trey; Cates, Ward Mitchell; Qian, Yufeng

doi:10.1300/j025v21n03_11

Cited by 6 publications

(10 citation statements)

References 8 publications

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“…In addition to scripting languages, such as PHP and JavaScript, WBLRs incorporate multimedia elements, such as animations, video and audio clips, images, graphics, and those developed with multimedia authoring software, such as Authorware, Micromedia Flash, and Hot Potatoes. From a pedagogical point of view, WBLRs are embedded within a learning strategy linked to the cognitivist, constructivist, or collaborative learning paradigm or a combination of them (Martinidale, Cates, & Qian, 2005). Hence, WBLRs are associated with pedagogical values that potentially affect teaching and learning processes in school education.…”

Section: The Concept Of Wblrmentioning

confidence: 99%

“…Martinidale, Cates, and Qian (2005) Furthermore, the concept of learning environment (Wilson, 1998), has been used to describe changes in the way teachers organize learning activities in classrooms around digital resources. This indicates a change from learning environments, where the teacher and the textbook control the learning process, towards constructivist learning environments, where the students themselves, not the teacher, control how to learn based on their needs.…”

Section: Development Issuesmentioning

confidence: 99%

“…Unfortunately, much of the construction of WBLRs is carried out without a true understanding of pedagogy, issues pertinent to learner control, and user involvement (Akpinar & Simsek, 2007;Farrell & Carr, 2007). As a result, current WBLRs provide little support to achieve a high level of flexibility, interactivity, feedback, differentiation, and collaboration, diminishing the added value of WBLRs (Liu & LaMont Johnson, 2005;Martinidale, Cates & Qian, 2005).…”

Section: Development Issuesmentioning

confidence: 99%

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Developing Web-Based Learning Resources in School Education: A User-Centered Approach

Hadjerrouit

2010

IJELL

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Web-based learning resources (WBLRs) are potentially powerful tools for enhancing teaching and learning processes in school education. They can provide teachers and learners with a wide range of new and exciting experiences that are not possible in a traditional classroom. However, WBLRs are still the domain of technical and software experts rather than teachers and learners. As a result, much of the development of WBLRs is carried out without a true understanding of issues pertinent to learning and pedagogy. Also lacking is user involvement in the development process of WBLRs. The aim of this work is to propose a user-centered approach to the development of WBLRs to translate pedagogical issues into a software tool that supports effective learning. The article also reports on the application of the approach in school education.

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Section: The Concept Of Wblrmentioning

confidence: 99%

Section: Development Issuesmentioning

confidence: 99%

Section: Development Issuesmentioning

confidence: 99%

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Developing Web-Based Learning Resources in School Education: A User-Centered Approach

Hadjerrouit

2010

IJELL

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“…Research literature reveals that WBLRs with advanced features are difficult to design, and therefore current systems are still limited in their pedagogical usability. Martinidale, Cates, and Qian (2005) stated that it is substantially more difficult to create WBLRs that accommodate the demands of constructivist learning. Likewise, Liu and LaMont Johnson (2005) found a lack of fit between existing WBLRs and what teachers, educators, and learners need, as well as a lack of connection between WBLR design and educational standards.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Unfortunately, as mentioned above, most WBLRs provide little support to achieve a high level of flexibility, interactivity, feedback, differentiation, and collaboration, diminishing the added value and indisputable character of WBLRs (Liu & LaMont Johnson, 2005;Martinidale, Cates, & Qian, 2005). This is because most WBLRs are developed without a previous analysis of learners' needs.…”

Section: Literature Reviewmentioning

confidence: 99%

A Conceptual Framework for Using and Evaluating Web-Based Learning Resources in School Education

Hadjerrouit

2010

JITE:Research

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Executive SummaryWeb-based learning resources (WBLRs) have provided teachers with a wide range of new teaching experiences that are not possible in traditional classroom. However, little research has been done as to which approach to WBLRs is suitable to address issues that are pertinent to learning. This paper proposes a conceptual framework to explore the design and evaluation of WBLRs in school education. The paper also examines the way in which the framework is used to evaluate students' and teachers' perceptions of WBLRs by means of survey questionnaires. Before developing the framework, a literature review is undertaken to report on the state of research in the field of WBLRs. The literature review reveals a lack of design and evaluation of WBLRs in educational settings. Then, the framework is developed in three steps. First, the concept of WBLR is defined as a learning object that exists at the intersection of content, pedagogy, and technology. Second, concepts of usability are analyzed, and a definition of technical and pedagogical usability is proposed. Technical usability is a self-evident requirement, but it is not sufficient for designing pedagogically usable WBLRs. The usability concept must be extended to capture issues that are fundamental to learning. Nevertheless, technical and pedagogical usability cannot be considered as separate, disjointed activities. Finally, the context of use and evaluation is specified. The context is the totality of relationships between students and surrounding elements within a teaching and learning situation. The WBLR can be considered as an element of the context, and as such, it becomes a source of learning, by means of interaction with the students. To investigate the value of the framework, a case study is undertaken in three classes. To this end, the framework was used to inform the study, and the findings of the study were mapped back onto the framework in order to identify additional features found in classroom settings and points in the conceptual framework that did not significantly impact the case study. The main factor that impacted the design and evaluation of WBLRs was the pedagogical usability. While students and teachers globally agreed about technical usability, the findings indicate that they differed in their perceptions of pedagogical usability. In addition, the conceptual framework and the findings of the case study differed to a certain degree regarding the connectedness of some pedagogical usability criteria.The findings also revealed the existence of cultural values connected to students' preferred choices. This factor has not been explicitly anticipated from the conceptual framework. The findings cannot be generalized due to the limited nature of the study. However, the article proposes elements of a future research work that should be taken forward to generate a more complete picture of usability isMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make ...

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(Ward’s) Ten Principles of Effective Mentoring

Cates

2016

Women's Voices in the Field of Educational Technology

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Analysis of Recognized Web-Based Educational Resources

Cited by 6 publications

References 8 publications

Developing Web-Based Learning Resources in School Education: A User-Centered Approach

Developing Web-Based Learning Resources in School Education: A User-Centered Approach

A Conceptual Framework for Using and Evaluating Web-Based Learning Resources in School Education

(Ward’s) Ten Principles of Effective Mentoring

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