Internet-based instruction of the principles of base rate and prediction: A demonstration project

Svanum, Soren; Chen, Shen-Hsing Annabel; Bublitz, Scott T.

doi:10.3758/bf03204816

Cited by 9 publications

(8 citation statements)

References 9 publications

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“…As a result, the tutor feels the students will learn and remember the material far better than if they had taken part in a typical class environment comprising of lecture, discussion, and traditional activities. That is because previous research proved that CBL is at least equally as effective as the traditional lecture format for teaching (Stocks & Freddolino, 1998 and is perceived as helpful by students (Thurston et al, 1996;Svanum et al, 1997;Maki et al, 2000;Polloff & Pratt, 2001).…”

Section: Resultsmentioning

confidence: 89%

An evaluation of the webquest as a computer‐based learning tool

Hassanien

2006

Research in Post-Compulsory Education

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This paper explores the preparation and use of an internet activity for undergraduate learners in higher education (HE). It evaluates the effectiveness of using webquest as a computer-based learning (CBL) tool to support students to learn in HE. The evaluation undertaken offers insights into learner perceptions concerning the ease of use of the webquest, the success of the learning experience and the adequacy of the interaction and engagement afforded. Although displaying some significant strengths, the webquest design could be further enhanced to offer an additionally enriched learning environment. Importantly, the strengths and weaknesses identified by the learners serve to highlight issues which university teachers and others need to take into account in order to serve the needs of learners using such CBL tool. The findings reveal that students considered that the webquest significantly enhanced their learning. Promising directions for future development are also identified.

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Section: Resultsmentioning

confidence: 89%

An evaluation of the webquest as a computer‐based learning tool

Hassanien

2006

Research in Post-Compulsory Education

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“…For instance, one common function of many Web servers is their ability to automatically monitor the frequency and type of contact made by remote users such as the students who enroll in Web-based classes (Shute & Regian, 1993;Svanum, Chen, & Bublitz, 1997). For instance, one common function of many Web servers is their ability to automatically monitor the frequency and type of contact made by remote users such as the students who enroll in Web-based classes (Shute & Regian, 1993;Svanum, Chen, & Bublitz, 1997).…”

Section: Principle 4: Give Prompt Feedbackmentioning

confidence: 99%

Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education

Newlin

Wang

2002

Teaching of Psychology

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Pedagogical research on Web-based learning and instruction has not kept pace with the proliferation of Web-based courses offered by colleges and universities. Consequently, we encourage the application of the "Seven Principles of Good Practice in Undergraduate Education" (American Association of Higher Education, 1987) to guide the design and implementation of Web-based courses. We offer concrete suggestions on how instructors can apply each principle to maximize the potential of Web-based technologies and promote positive learning outcomes in the virtual classroom.

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“…The enthusiasm for technology in higher education has been matched with an abundance of research designed to determine if the effort required for using various technologi- (Cauble & Thurston, 2000;Finn, 1995;Stocks & Freddolino, 1998); reduces anxiety concerning technology and computer use (Maki, Maki, Patterson, & Whittaker, 2000); is at least equally as effective as the traditional lecture format for teaching (Stocks & Freddolino, 1998;; and is perceived as helpful by students (Maki et al, 2000;Polloff & Pratt, 2001;Svanum, Chen, & Bublitz, 1997;Thurston, Denning, & Verschelden, 1996). Whether these positive results will endure once the novelty of technology in education wears off is uncertain.…”

Section: Introductionmentioning

confidence: 98%

Student Perceptions of Web-Assisted Teaching Strategies

Frey

Faul

Yankelov

2003

Journal of Social Work Education

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This study determines which Web-assisted teaching strategies social work students from a single university experience and perceive as valuable. The results demonstrate that most faculty use email, post grades online, and give out s tuden t email addresses to the class. Students perceive email communication with the instructor and the online provision of course information as the most valuable strategies. The impact of several student characteristics on value perception is also examined, revealing varying levels of influence. These findings suggest that the strategies students report as the most valuable are not necessarily the strategies most frequently used by faculty. THE USE OF COMPUTERS and the Internet is revolutionizing university teaching and radically changing some faculty's and students' approaches to teaching and learning. Although technological advancements have developed rapidly, research assessing the effects of this technology on students is just now starting to inform best-practice guidelines for educators. The use of computer technology may continue to increase as a result of demographic changes among students, rising education costs, and new technology. The student population is changing, and traditional student enrollment represents only 25% of all higher education students (VanDusen, 1998). More individuals are working while taking graduate courses, and students are traveling longer distances to their programs.Additionally, the cost of education will continue to grow, and the number of students interested in participating in courses from home, both for convenience and for financial reasons, will increase. New technology will continue to support this home-based education, meeting the needs of the changing student population and reducing administration overhead without the expense of physical space requirements. Finally, u sing computer technology will allow universities to reach students who, for geographic reasons, cannot drive to campus. These advantages are offset by concerns regarding the quality of the educational experience as it relates to relationships and learning.

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Internet-based instruction of the principles of base rate and prediction: A demonstration project

Cited by 9 publications

References 9 publications

An evaluation of the webquest as a computer‐based learning tool

An evaluation of the webquest as a computer‐based learning tool

Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education

Student Perceptions of Web-Assisted Teaching Strategies

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