Web‐based teaching materials: a user’s profile

Abstract

2015),"Towards an automatic user profiling system for online information sites: Identifying demographic determining factors", Online Information Review, Vol. 39 Iss 1 pp. 61-80 http://dx. Access to this document was granted through an Emerald subscription provided by emerald-srm:333301 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractTechnological advances have spurred the development of Web-based teaching. Today, a substantial body of research addresses the effectiveness of this new teaching medium. Results have been mixed, showing mostly no significant improvement over traditional methods. Examines a fundamental, yet often forgotten, element in designing Webbased teaching materials: the user. Aims to draw a profile of the heaviest users of a course Web site and uncover the reasons why non-users decide not to access supplemental materials on the Web. The results indicate that male students access the Web site more often than females. Higher GPA was also related to heavier use. The most important result seems to be the relationship between learning style and use, with assimilators paying more frequent visits to the Web site. Electronic accessThe research register for this journal is available at

Learning Style under Two Web‐Based Study Conditions

“…Numerous studies have reported no significant relationship between student learning style and satisfaction with web-based instruction (Kearsley, 2000;Kim & Moore, 2005;Stokes, 2003). Other studies, however, have reported that students' learning behaviour and course completion are influenced by their styles (Karuppan, 2001;Sabry & Baldwin, 2003;Terrell, 2002;Terrell & Dringus, 1999). Bajraktarevic, Hall, and Fullick (2003) found that students demonstrated better task performance when online activities were matched to their…”

Relation of Modal Preference with Performance in Adaptive Hypermedia Context: An Exploration Using Visual, Verbal and Multimedia Learning Modules

“…LSs are identified as an important dimension of adaptivity [6]. Other dimensions which may be influenced by adaptivity are discipline variance, students' achievement levels computer usage [12], etc. Thus, it is relevant to explore not only the impact of learning styles on performance, but also examine their impact based on different disciplines, students' general competence, and computer usage.…”

Improving hypermedia teaching resources – new designs for e-learning environments

“…The evidence about many students' tendency to adopt a non-active role when exploring hypertext (Hiltz, 1997), to read the material linearly or sequentially (Beasley and Smyth, 2004) and to not consult all the resources and tools available to them (Light et al, 1997;Karuppan, 2001), although they are sufficiently trained to study online (Rodríguez et al, 2006), it leads the research team to propose various design criteria to simplify the structure of the hypertext. This first type of criterion involves, on one hand, establishing some limits to the presence of internal links (those between different parts of the material).…”

“…Indeed, the literature provides ample evidence that such initiatives do not always work: students often end up feeling 'lost' among all the material available to them (Burbules and Callister, 1996), make only a linear reading of the most important aspects (Light et al, 1997;Karuppan, 2001), or end up printing the material on paper (Crook, 1997;Ward and Newlands, 1998) and doing the reading, reflection and work outside the environment specifically designed for them. Indeed, the literature provides ample evidence that such initiatives do not always work: students often end up feeling 'lost' among all the material available to them (Burbules and Callister, 1996), make only a linear reading of the most important aspects (Light et al, 1997;Karuppan, 2001), or end up printing the material on paper (Crook, 1997;Ward and Newlands, 1998) and doing the reading, reflection and work outside the environment specifically designed for them.…”