Pub Date : 1999-09-01DOI: 10.1080/19376529909391723
R. Lind, Norman J. Medoff
Based on a survey of 419 industry professionals responsible for maintaining radio station Web sites and a content analysis of 900 radio station Web sites, this study provides an overview of the state of Web radio in the late 1990s. This study investigates the extent of Web radio, the range of content offered on radio station Web sites, the benefits realized as a result of having a Web site, and the problems encountered with Web sites, and makes recommendations based on the findings. A general conclusion of this study is that although the Web presents a wealth of exciting possibilities, most radio broadcasters are currently underutilizing the Web and their Web sites.
{"title":"Radio Stations and the World Wide Web","authors":"R. Lind, Norman J. Medoff","doi":"10.1080/19376529909391723","DOIUrl":"https://doi.org/10.1080/19376529909391723","url":null,"abstract":"Based on a survey of 419 industry professionals responsible for maintaining radio station Web sites and a content analysis of 900 radio station Web sites, this study provides an overview of the state of Web radio in the late 1990s. This study investigates the extent of Web radio, the range of content offered on radio station Web sites, the benefits realized as a result of having a Web site, and the problems encountered with Web sites, and makes recommendations based on the findings. A general conclusion of this study is that although the Web presents a wealth of exciting possibilities, most radio broadcasters are currently underutilizing the Web and their Web sites.","PeriodicalId":443280,"journal":{"name":"World Conference on the WWW and Internet","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124701074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1007/978-3-030-10576-1_300144
D. Gabrielle, Hyoja Lee
{"title":"Course Management Systems","authors":"D. Gabrielle, Hyoja Lee","doi":"10.1007/978-3-030-10576-1_300144","DOIUrl":"https://doi.org/10.1007/978-3-030-10576-1_300144","url":null,"abstract":"","PeriodicalId":443280,"journal":{"name":"World Conference on the WWW and Internet","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131208527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Evaluation of Web-based Training Design Features by Job Classification","authors":"Andie L. Turner, W. Brazile, Ned Harris","doi":"10.3320/1.2766386","DOIUrl":"https://doi.org/10.3320/1.2766386","url":null,"abstract":"","PeriodicalId":443280,"journal":{"name":"World Conference on the WWW and Internet","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130274684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4135/9781483386874.n593
Steve Chi-Yin Yuen, Patrivan K. Yuen
This paper provides the information and resources on developing Web-based tests. First it discusses potentials, the benefits, limitations, thrills and agonies on implementing Web-based assessment in education and training. Then it examines and compares various methods and Web-based testing tools for creating Web-based tests. Finally, it provides reallife examples and demonstrations on creating Web-based tests with different tools and methods. Introduction Testing has always been an important part of instructional process for traditional classroom courses. It is also an integral part for online learning. The purpose of testing is to determine if learning objectives have been accomplished. Formative evaluation using online testing helps students assess their level of knowledge of course material. In addition, it provides a feedback to the instructor of what students are understanding and the areas that need further explanation or clarification (Hazari, 1999). Potentials Though there has been a growing array of software tools developed for creating computerbased tests, many tools have been developed recently to facilitate the teachers in authoring, delivering, grading, and analyzing the tests on the Web. Web-based assessment has demonstrated its ability to deliver tests efficiently and effectively at anytime and anywhere. For these reasons, the use of Web-based assessment has experienced a significance increase recently. The Web-Based assessment provides a way to administer, grade, and record a test via the Internet. Students can easily take the test by accessing the web site. They enter their names and other information like an ID number and password. Then they are presented with the test. When the students have completed the test, they click on a "submit" button. Immediately, the test is graded and the results are shown. Any questions that were answered incorrectly are shown along with the answer chosen by the students, the correct answer, and a brief explanation to support the correct answer. Web-based tests have almost unlimited uses. For instance, companies can give their employees tests that insure they understand company requirements in a particular area, and colleges and universities could offer tests via the Internet to reduce paper, grading, recording, and other time consuming operations. Benefits and Limitations Assessment is a powerful motivator of student learning. Appropriate use of Web-based assessment can play an important role in student learning while at the same time reducing teacher workload. Unfortunately, administering, grading, and giving tests are labor intensive and time consuming tasks. Traditional tests are not flexible and student must take a test at a specific time and in a give place. The use of computers in teaching and assessment already has a considerable history within education and training. However, the rise of the Internet especially in the form of the World Wide Web (Web), presents new opportunities for many asp
{"title":"Web-Based Assessment","authors":"Steve Chi-Yin Yuen, Patrivan K. Yuen","doi":"10.4135/9781483386874.n593","DOIUrl":"https://doi.org/10.4135/9781483386874.n593","url":null,"abstract":"This paper provides the information and resources on developing Web-based tests. First it discusses potentials, the benefits, limitations, thrills and agonies on implementing Web-based assessment in education and training. Then it examines and compares various methods and Web-based testing tools for creating Web-based tests. Finally, it provides reallife examples and demonstrations on creating Web-based tests with different tools and methods. Introduction Testing has always been an important part of instructional process for traditional classroom courses. It is also an integral part for online learning. The purpose of testing is to determine if learning objectives have been accomplished. Formative evaluation using online testing helps students assess their level of knowledge of course material. In addition, it provides a feedback to the instructor of what students are understanding and the areas that need further explanation or clarification (Hazari, 1999). Potentials Though there has been a growing array of software tools developed for creating computerbased tests, many tools have been developed recently to facilitate the teachers in authoring, delivering, grading, and analyzing the tests on the Web. Web-based assessment has demonstrated its ability to deliver tests efficiently and effectively at anytime and anywhere. For these reasons, the use of Web-based assessment has experienced a significance increase recently. The Web-Based assessment provides a way to administer, grade, and record a test via the Internet. Students can easily take the test by accessing the web site. They enter their names and other information like an ID number and password. Then they are presented with the test. When the students have completed the test, they click on a \"submit\" button. Immediately, the test is graded and the results are shown. Any questions that were answered incorrectly are shown along with the answer chosen by the students, the correct answer, and a brief explanation to support the correct answer. Web-based tests have almost unlimited uses. For instance, companies can give their employees tests that insure they understand company requirements in a particular area, and colleges and universities could offer tests via the Internet to reduce paper, grading, recording, and other time consuming operations. Benefits and Limitations Assessment is a powerful motivator of student learning. Appropriate use of Web-based assessment can play an important role in student learning while at the same time reducing teacher workload. Unfortunately, administering, grading, and giving tests are labor intensive and time consuming tasks. Traditional tests are not flexible and student must take a test at a specific time and in a give place. The use of computers in teaching and assessment already has a considerable history within education and training. However, the rise of the Internet especially in the form of the World Wide Web (Web), presents new opportunities for many asp","PeriodicalId":443280,"journal":{"name":"World Conference on the WWW and Internet","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125700725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4135/9781483318332.n381
Alice Smith, R. Rose
The VHS (Virtual High School) project is a collaborative of high schools from across the United States. In exchange for contributing a small amount of teaching time, a school in the collaborative can offer its students over one hundred NetCourses ranging from advanced academic courses to technical and specialized courses. Each school provides a VHS site coordinator who is responsible for project management and support of teachers and students at their local school. The VHS grant provides training, software, and technical and administrative support. Each school can enroll up to 20 students for each course a teacher contributes. Quality of teaching is maintained by requiring each teacher to successfully complete The Teachers Learning Conference, a graduate-level NetCourse designed to give participants exposure to the best educational strategies and technologies for NetCourse teaching. The VHS will become a membership organization after the funding ends.
{"title":"The Virtual High School","authors":"Alice Smith, R. Rose","doi":"10.4135/9781483318332.n381","DOIUrl":"https://doi.org/10.4135/9781483318332.n381","url":null,"abstract":"The VHS (Virtual High School) project is a collaborative of high schools from across the United States. In exchange for contributing a small amount of teaching time, a school in the collaborative can offer its students over one hundred NetCourses ranging from advanced academic courses to technical and specialized courses. Each school provides a VHS site coordinator who is responsible for project management and support of teachers and students at their local school. The VHS grant provides training, software, and technical and administrative support. Each school can enroll up to 20 students for each course a teacher contributes. Quality of teaching is maintained by requiring each teacher to successfully complete The Teachers Learning Conference, a graduate-level NetCourse designed to give participants exposure to the best educational strategies and technologies for NetCourse teaching. The VHS will become a membership organization after the funding ends.","PeriodicalId":443280,"journal":{"name":"World Conference on the WWW and Internet","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127417741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4324/9780203416198_chapter_6
G. Jordan, Jill Jameson
This case study identifies key barriers for staff on the path to an e-University and suggests ways to unlock them. The focus of the evidence-based research is an e-University pilot development in virtual learning in progress at the University of Greenwich (England). Documentary evidence for the study included feedback from 12 sub-projects in the overall development designed to test fitness for purpose in delivering and e-commerce degree program. Written commentary from staff on the steering group and from professional external facilitators on business modeling provided evidence of the following key barriers and suggestions on ways to overcome them: institutional distractions; confused perceptions of leadership and decisionmaking; skills and staff development issues; e-critics, communications, and overload problems; and quality problems. The authors took as their guiding principle a main focus on delivering excellence in learning for students. To recommend successful methods of unlocking the main barriers for staff on the path to an institutional implementation of e-learning, the e-University Key Barrier Matrix was developed. (Contains 13 references.) (Author/MES) Reproductions supplied by EDRS are the best that can be made from the document 1 Unlocking Key Barriers for Staff on the Path to an e-University PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
{"title":"Unlocking Key Barriers for Staff on the Path to an e-University","authors":"G. Jordan, Jill Jameson","doi":"10.4324/9780203416198_chapter_6","DOIUrl":"https://doi.org/10.4324/9780203416198_chapter_6","url":null,"abstract":"This case study identifies key barriers for staff on the path to an e-University and suggests ways to unlock them. The focus of the evidence-based research is an e-University pilot development in virtual learning in progress at the University of Greenwich (England). Documentary evidence for the study included feedback from 12 sub-projects in the overall development designed to test fitness for purpose in delivering and e-commerce degree program. Written commentary from staff on the steering group and from professional external facilitators on business modeling provided evidence of the following key barriers and suggestions on ways to overcome them: institutional distractions; confused perceptions of leadership and decisionmaking; skills and staff development issues; e-critics, communications, and overload problems; and quality problems. The authors took as their guiding principle a main focus on delivering excellence in learning for students. To recommend successful methods of unlocking the main barriers for staff on the path to an institutional implementation of e-learning, the e-University Key Barrier Matrix was developed. (Contains 13 references.) (Author/MES) Reproductions supplied by EDRS are the best that can be made from the document 1 Unlocking Key Barriers for Staff on the Path to an e-University PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY","PeriodicalId":443280,"journal":{"name":"World Conference on the WWW and Internet","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127669343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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