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Advances in Web-Based Learning – ICWL 2005: 4th by Hongliang Gu, Yuanchun Shi, Guangyou Xu, Yu Chen (auth.),

By Hongliang Gu, Yuanchun Shi, Guangyou Xu, Yu Chen (auth.), Rynson W. H. Lau, Qing Li, Ronnie Cheung, Wenyin Liu (eds.)

With the speedy improvement of Web-based studying, a brand new set of studying - vironments together with digital school rooms, digital laboratories and digital u- versities are being constructed. those new studying environments, besides the fact that, additionally introduce new difficulties that have to be addressed. at the technical facet, there's a desire for the deployment of e?ective applied sciences on Web-based schooling. at the studying facet, the cyber mode of studying is particularly di?erent from tra- tional classroom-based studying. at the administration facet, the institution of a cyber collage imposes very di?erent necessities for the organize. ICWL 2005, the 4th foreign convention on Web-Based studying, was once held in Hong Kong, China from July 31 to August three, 2005, as a endured - tempttoaddressmanyoftheabove-mentionedissues.Followingthegreatsuccess of ICWL 2002 (Hong Kong, China), ICWL 2003 (Australia), and ICWL 2004 (China), ICWL 2005 geared toward proposing progresson the technical, pedagogical, in addition to administration problems with Web-based studying. The convention featured a finished software, together with a couple of tutorials, keynote talks, a prime song containing commonplace in addition to brief paper displays, and an program tune. We acquired a complete of ninety nine submissions from world wide. this system Committee chosen 33 papers as general papers for presentation ordinarily song, an reputation fee of approximately 33%. end result of the high quality submissions, the Committee determined to extra settle for nine papers as brief papers for presentation.

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Additional info for Advances in Web-Based Learning – ICWL 2005: 4th International Conference, Hong Kong, China, July 31 - August 3, 2005. Proceedings

Sample text

As the College students have been quite used to the classroom-learning mode since kindergarten, changes hardly happen without incentive and support. Providing grade motivation for facilitating online discussion or other activities would encourage students to use the system (Wilson & Weiser, 2001). Group Norm. The student adoption will also be affected by the peer group. When students find a majority of the class use the system, they are expected to follow suit since they do not want to be lagged behind.

Student Attitudes toward Web-Enhanced Instruction in an Introductory Biology Course. Journal of Research on Computing in Education, 33(3), 251-262. 25. M. (1998). Developing a Web-assisted class: An interview with Mark Mitchell. Teaching of Psychology, 25(2), 152-155. 26. Sloan, A. (1997). Learning with the Web: Experience of using the World Wide Web in a learning environment. Computers & Education, 28(4), 207-212. 27. R. (1996). The computer ability scale: Replication and extension involving college computer literacy student.

M. (1998). Developing a Web-assisted class: An interview with Mark Mitchell. Teaching of Psychology, 25(2), 152-155. 26. Sloan, A. (1997). Learning with the Web: Experience of using the World Wide Web in a learning environment. Computers & Education, 28(4), 207-212. 27. R. (1996). The computer ability scale: Replication and extension involving college computer literacy student. AERA Business Education and Information Systems Research Special Interest Groups proceedings. Washington, DC: American Educational Research Association.

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