By Shi-Kuo Chang (auth.), Joseph Fong, Chu Ting Cheung, Hong Va Leong, Qing Li (eds.)
This e-book constitutes the refereed lawsuits of the 1st foreign convention on Web-Based studying, ICWL 2002, held in Hong Kong, China in August 2002.
The 34 revised complete papers awarded including an invited keynote paper have been conscientiously reviewed and chosen from seventy five submissions. The papers are geared up in topical sections on process modeling and architectures, distance studying platforms engineering, collaborative structures, reports in distance studying, databases and knowledge mining, and multimedia.
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Additional resources for Advances in Web-Based Learning: First International Conference, ICWL 2002 Hong Kong, China, August 17–19, 2002 Proceedings
For example, our rules can inform the teachers “Students who find Chapter 3 useful also find Chapter 5 useful”. Knowledge like this will allow the teachers to organize the two chapters together on the web structure. It will also allow teachers to recommend students new chapters to read based on their current reading. Similarly, the same associations can be used to help organize the material better or form better student study groups. For example, a rule such as “Students who attends classes in the Wednesday classes often have difficulty with Calculus I” enables the teacher to improve the Calculus I material better online, or organize the students in that class to work together with students from other classes.
In this paper, we present a model to provide motivation to students. There has been some research in the literature on this topic [3,10,17]. Most of the research includes psychological effects that are subjective and are not easily measurable. Our model is based on the principles of constructivism [6,16]. Our model provides students’ motivation according to the four types of interactions: students-teachers, students-students, students-contents, and students-experts. One of the main characteristics of our model is that teaching-learning is directed by students themselves.
That is, it enables dynamic interactions between teachers and students as well as among students themselves. In addition to efficient communication, problem solving and learning abilities can be improved through the dynamic interactions. Although WBI has the above advantages, it has some drawbacks. It may weaken students’ motivation due to lack of face-to-face communication. It is reported that 30 to 50% of all students who start a distance education course drop out before finishing J. Fong et al.