Web-Based Notes Is an Inadequate Learning Resource.

Autor/inn/en	Amory, Alan; Naicker, Kevin
Titel	Web-Based Notes Is an Inadequate Learning Resource.
Quelle	(2001), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Computer Software Development; Constructivism (Learning); Course Content; Courseware; Educational Technology; Foreign Countries; Higher Education; Instructional Effectiveness; Instructional Materials; Learner Controlled Instruction; Online Systems; Science Instruction; World Wide Web; South Africa + Suchen Sie Ihr Suchwort? Biologie; Kursprogramm; Lernsoftware; Unterrichtsmedien; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Online; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; World Wibe Web; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Development of online courses requires the use of appropriate educational philosophies that discourage rote learning and passive transfer of information from teacher to learner. This paper reports on the development, use and evaluation of two second year Biology online software packages used by students in constructivist environments. The courses on carbohydrate and lipid metabolism were developed in conjunction with subject experts but were designed from different perspectives. The carbohydrate metabolism course provided diverse views of a single knowledge domain and included the ability to find information in different ways. The lipid metabolism course was designed as a "notes-on-the-Web" module. Evaluations were conducted via paper- and electronic-based software evaluation, students interviews, and analyses of student performance (pre- and post-testing, examination results). Results showed that students enjoyed using the software, found the constructivist learning environments challenging, valued the permanent availability of online information, found the user interface of the software products easy to use and navigate. Analyses of examination results showed that students performed better than in the previous year (traditional lectures). Results for the carbohydrate course were superior to those of the other course. It appears that interactive components that foster constructivist-based learning skills are more important in online learning environments than presentation of information. (Contains 21 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC